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uh welcome everybody um I call the uh meeting of the board finance and operations committee to order the committee would like to welcome the audience and viewers may watch live board committee meetings online at tcaps.net boo recorded meetings may be viewed on demand at the same address uh
so we uh the committee set aside time for public comment I'm guessing Julie that we have new public comment so we'll move on uh to our procedural items so the first item uh is the draft commit committee meeting minutes from January 30th um we are at the approval uh are
there any changes for these meeting minutes hearing no changes um meeting minutes will remain as uh posted and we will move on to the next item uh the acceptance of a grant which I will uh defer to Dr Van Wagner okay so uh each
year the Grand Travers ban of Ottawa and chipa Indians uh put out their 2% Grant which is uh a grant set up uh by uh the the grand Trevor band I'm a part of their gaming uh electronic Gaming revenue and so uh we apply each year and
um we are very fortunate to be able to receive uh grants and uh and this grant um is a part of our uh SSN um that makes sure that we have funds especially for our indigenous students um in that
program and so uh this is a grant cycle that happens two times a year and we've been very fortunate uh to receive grants in each cycle and so uh um we are bringing this grant forth for approval uh to the board that's great and thank you to the Grand Travers Band of ottawan
Chip chipa Indians it's uh it's always so nice to receive these These funds especially for our SSN students so um great so this will move uh will this um put as an agenda item I would like it as agenda item that way we recognize the
grand Trevor band being a local Grant I think that it's uh it's always good to be able to do that from that standpoint did I miss the amount um I don't have the amount right here yeah 25,000 I it was right on the C right there so yeah and I and I think like like was discussed in January and like I
discussed with the superintendent yesterday about are we meeting the needs of student support network so I I love that we continue to get support and I look forward to the conversation around how do we make sure like student support network has all they have and all they need to support our kids for this some
opportunity so yeah and that's something that I think would be good maybe even for ginger and Katie to come in and do a presentation on the board you know with that of you know those funds and how she they've been used in that element so something we can definitely consider in the future
um okay great um so if there's no other questions or comments we'll move on to bid services and purchases so I will um uh this is curriculum English language arts Ela uh Elementary adoption and I'll theer to Dan tides for thank you
appreciate it um so to kick things off just to kind of go through some details of the request memo and just a brief history of of how we got to where we are now so a year ago um State announced a 35j grant uh that Grant uh went to most
schools in the state of Michigan ours came in about $1.2 million and there's a timeline on that Grant and that timeline happened to fall when our contract um with our current um Ela contract was going to expire and we're able to look
at at new um Ela curriculum so we started that process got uh different stakeholders together teachers um our coaches Union um curriculum team to start to vet uh different um curriculum
programs last year they landed on CK as one to do early adopter pilot on so we able to do that that this year we had about 20 different teachers in our 10 elementaries um due that program this year Monas did not participate um and then throughout the
year they did report outs Britney worked with them on a regular basis um and we're going to share some of that information today uh the request is approximately 1.1 million that includes a 10% contingency fund for enrollment um that's a five-year
purchase currently right now with Journeys it's an 8-year uh we do like the idea of making those purchases a little shorter in term uh for various reasons one how curriculum changes how our population changes uh it's nice to have some flexibility with
it part of that also is a one-year um addon with a reading Intervention Program called boost reading um they're they're able to give us a multi-year grant if after year one we see some data that we think is effective right now with our small
cohort that we have doing the soft pilot um we've seen some some data that's good but with these programs in the past we've seen with other curriculum and currently with Journeys they're a little hit and miss we didn't want to sync you know it it's not cheap it's about 15 to student so we're talking like half a
million dollars to frontload so we're going to gather some data this year to see if it's effective there's a lot of programming out there that helps with reading intervention um and extensions so we're going to give it a run and see how it goes this year and you guys have given
us updates throughout just how the Pilot's going with CK and really pleased with um you know over Journeys and so yeah so good yeah so Britney's just going to real quick go through a presentation she's going to summarize a little bit what we did in in board
curriculum just to show you some ideas on some data on why we're using CK and kind of a little more detail on how we got here today I'll just make a comment too I mean and Beth sat through it yesterday I watched it I'm sure Erica watched it so if if uh I mean if you want to go through the full Spiel great
if you want to hit the highlights welcome to that too because I assume we're going to be talking about this again on March 10th so great we were going to hanker down for a good three-hour presentation darn it come on Ty they're in their
Glory anyways continue thank you appreciate it um so I'll start uh by kicking off in the same way we kicked off board curriculum of what constitutes a high quality Ela program so there so there's a mult multitude um of research that's been done that dates back you
know 50 years or so um and it come and they all essentially in some way or another come back to these six components um that really helped to Define um and ensuring that our our district is purchasing a high quality Ela program for our K5 um student
population so one thing I do want to point out just on this one in in particular is um the intentionality and the um necessity of having a program that not only has systematic explicit instruction and foundational skills but also um really focuses um on integrating
and building background knowledge um as a way to provide Equitable instruction for all students and so that leads us into YCA um and so you're looking at that graphic um as mentioned in board curriculum earlier this week that comes from Ed reports um and so across a K5
Continuum you can see that um CK meets all three gateways across all um grade levels and so um the highlighted piece here is that it is a program that's really built on the science of reading not retrofitted um because science of reading is such a buzzword these days
there are many curricular companies that um are marketing um the fact that their program um is aligned to the science of reading and that's not always the case um but CK is a program that is um fundamentally built on that science of reading has strong results across um a
multitude of evaluation tools schools um and most importantly aligns with previous District initiative surrounding explicit instruction um during the 23 24 school year and the science of reading um that our K5 teachers are currently participating in this
year so um as mentioned earlier um by Dan we have been um engaged in a CK pilot over the course of this year that has um involved at least two teachers across our 10 Elementary buildings we provided um initial training but also
ongoing support so it wasn't a oneandone service um and that was through CK coaching um the embedded non aalu to visits um that included not only our amplifi support but also members of our curricular instruction team as well as our ISD literacy Consultants um and then
we had embedded calibration days where we came together to debrief those visits as well as seek input and feedback on how um to continue not only supporting them but how we can best support as we kind of bring this implementation to scale moving into next year um we
engaged in continuous um feedback loops through monthly Google forms informal check-ins as we've been out in buildings as well as those formal discussions discussed or those formal discussions during calibration days um and then an additional layer we've added is to have
our ccla pilot teachers do uh report Out Cycles in uh their building sites during about 10 minutes of a staff meeting um and we started that in January have one up coming in March um and then they'll uh round that out um in may just sharing
kind of some collective successes connections to District initiative so they understand that purpose and intent um and then really talking about it through the lens of teacher and student experience while offering up opportunities for those non-pilot teachers to ask questions can I ask you a question
absolutely it's just a curiosity why no pilot at monor was there a a specific reason or just wasn't a teacher that or teachers that came forward to want a pilot they've had a ton of success um so I'm just curious if yeah yes so we had
representation from two monory teachers during the curriculum adoption process and at that time um there wasn't um a level of Readiness to engage in the pilot however we provided um a kind of different level of support where we have
connected their um members of their leadership team with amplifi support rep um to start to wrap um their head around how they might utilize this curricular resource within a monory setting with an amplifi support rep who's had significant monory experience and
through those meetings they have decided to move forward with also um purchasing CK um but they're going to have a little bit more of a staggered implementation um approach to ensure that it also um remains in alignment with their um philosophy right yeah okay I have a
question how will this support kids who are now in the 6th through 12th grades who are poor readers struggling a little bit are there any connected Bridges between this new program reading program
with kids at the higher grades well I know just specifically I know that Britney's been working with Jesse on looking to build out our tier 2 program at the middle school for reading so specifically with CK we hope naturally through the program right that we're going to be filling holes that they
currently have with their current curriculum so they're more successful in middle school but I know that she mentioned Jesse did mention that in board curriculum that we're using some atrisk money uh in our Middle School that we haven't necessarily in the past for tier 2 intervention because we know
there's kids that need support with reading who are still in sixth seventh and eth grade but I know the programming next year is specifically going to Target sixth grade uh to hope to continue to fill those holes they have in learning yeah I U I think I asked a similar question
curriculum um will we also use this a little bit preliminary with the JK kits yeah so JK is actually using a version of this now they're using a preschool program that we adopted a year ago um we continue to to bring in PD support from CCL and they're also going to have
access to the uh version for kindergarten so we know that those kids that come to JK come at various spots and they need some differentiation so having access to the prek and the kindergarten materials helps meet every learner where they're at so
still so kind of a high level of overview of ccla so um My Hope Is that you're starting to see some of these connections just through perusing these um six bullet points and the components that make up a high quality Ela program um and just adding in um those
opportunities for daily writing connected to reading which is so critical and quite um shift historically when we think about writing instruction especially as they continue on into those secondary years where a lot of the writing is directly connected to the text and passages they're reading in class so we're really trying to
intentionally lay that foundation for students um in grades K5 so that transition is a little bit smoother Beyond um the K5 uh student experience as well and grammar is also addressed to some degree which is kind of yes it is
yes so as I spoke previously um CK was built on the science of reading and they've done so through their alignment with one of two of the theoretical Frameworks that we usually see with the science of reading which is scar bro's reading rope and so there's an
intentionality in um these two strands where the knowledge strand is focused on building students language comprehension and they'll do that through oral language development um digging deep into uh expanding their knowledge of vocabulary as well as knowledge of both
not only um American history but Global Studies as well and Science and then in that skill strand is where you're going to focus or where students and teachers are going to focus primarily on those foundational skills so their ability to hear sounds say those sounds accurately
read those sounds and then write those sounds um and then making sure that that all comes together and their ability to read those connected texts which are decodable readers and the decodable readers I think are an important concept um when we think about the science of reading because it's that direct
application of those skills in context so they're not only learning those skills out of context but also in context as well so as you can see between the combination of these two strands it is a 120 minute block of time for students in grades kindergarten through second
grade and then as those skills become more um increasingly strategic and increasingly Automatic by grades three we're going to see a shift to a more of an integrated approach um so third grade is still going to align with K2 in terms
of timing with 120 minutes and in grades fourth through fifth grade there it's um going to be more uh even more so integrated um and we're going to all lot a 90minut block of time for the implementation of that program and this is where you're really going to start to
see a shift for students um in not only learning to read but making that shift in Reading to learn so how can I apply these foundational skills from an accessibility standpoint um to be able to um engage in complex text at a more rigorous
level um as Dan spoke earlier um a little bit with the Boost reading there are those embedded opportunities for differentiation not only from a remediation standpoint but as well as an extension standpoint um so from a remediation or for our students um that are lagging a little bit behind there
are those built-in um opportunities of support um for um with that are embedded naturally within the lesson there's also an opportunity based on um data that's collected throughout the lesson for students to engage in 30 minutes of additional support through every skills
lesson and then there are two um components that um are also a part of this program and that's the intervention toolkit um so that our our services and our languages are streamlined for our most atrisk students um and then that boost reading is going to be that
personal ized adaptive learning platform that will place students at a level that um they're uh a level for their Readiness to learn and they're going to engage in an interactive um game like uh platform where they're going to practice
those skills that are directly aligned to their academic needs and then from an extension standpoint also as well those are built into those daily lessons through the challenge which you'll see in that um image at the top and our students will also who need extension will benefit
from that boost reading platform as well so it is going to regardless of the level you're coming in be able to meet those students where they are um and have it be in direct alignment to the same language and the same level instruction that they're getting within whole group and then this is one of my f most
favorite slides to present on and this is the efficacy data um and so just like I did at board curriculum I do want to point you to the uh image that is outlined in green um and this was a study that came out of UVA um with nine elementary schools um
in the Denver area and they tracked um they tracked achievement across four years time knowing what we know about implementation science and what they found was that the treatment group far outperformed the control group but
particularly what is uh most beneficial is that finding two um was the um ability for the curricular resource to really close that achievement Gap so not only is it um beneficial for all students with that effect size of 044 so
we're seeing very typical growth from our from those students who were in high income areas but for our for the students that were in lowincome areas we saw they saw an effect size of 1.22 um which is um uh an indication
that it has the capacity to close those achievement gaps for students who are coming from lwi income areas yes I I just want to as someone who will continue to advocate for our kids who are fur this from opportunity I just want to say thank you for that um and uh and and your previous comment
about Equitable instruction for all students um at curriculum it was mentioned you know when we were talking about what success could look like should the board decide to move forward with student achievement Equity I think it was Dan or Jesse talked about that research-based curriculum every day so
like we're doing it right this is this is an example of of we're taking steps to address this Gap so I just want to say full support and I appreciate that thank you do they have any opportunity to look at how students did it with
English as a second language was learning to read any more difficult or just something they didn't ask the question for I'd have to dig a little bit deeper into the um details of the study but I'd be happy to do that and follow up with you to see if there's
there were some specific portions of that study that um tracked the progress with El students we did sit down with our El team last week Britney and I with a rep from ccla they have a program that they're not quite piloting yet it's in
beta so it's pretty early on and want us to use with our some of our El students next year um at no cost and we were going to start to look at that to see if those connections were were effective as far as of how they're reading it it is more difficult right we're talking about
a second language and and reading and and picking up those skills because I think those kids too would be important then my next question is did we ever have student input so that did the students tell you yeah that was F or
could you measure that could you follow that a little bit mine would be a little not real formative in the fact that you know when I visit Britney and I visited all all the classrooms that were doing the CK pilot and as far as that engagement we
talked about the engagement at board curriculum how when we asked them as a class we would go in and ask have formal data with it but that engagement in the content area and the knowledge strands particular when we talk about you you mentioned that board
curriculum uh that Curiosity as far as the reading goes you know the the reading to learn is is night and day with their current curriculum they're excited to use the curriculum which I think is really cool that's great yeah that is super cool yeah good I was able to be in a fourth grade classroom to
dance Point um and had an additional time to ask the students you know what do you like about this program what do you like about this in comparison to programs you've done before and they're like oh my gosh it's so much more fun we don't have to do worksheet after worksheet we're learning about exciting topics we get to talk with our peers um
so we're hoping that continues to you know trickle Beyond just those classrooms we've been able to get in and get those student opinions on thus far probably with fourth graders they're a little bit more able to do a comparison where the youngers are like uh you know I mean yeah good that's great that's
good good good exciting I'm excited I'm excited you know and you you know a couple years to come to say hey look at you know look where we're at and yeah absolutely and so these next two slides are perception data that we collected from our CK pilot teachers so we have 18
responses here um and those top two um images are uh the pilot teachers rating the effectiveness of CK being able to support students foundational skills which you'll see the majority of them are on kind of that highly effective range um and then the one the image to
the right is the uh effectiveness of ccla supporting a student's language comprehension also uh veering more towards High effective that bottom left um as Dan uh spoke to just from informal conversations um pilot teachers are also
saying that students are way more engaged in the CK cka lessons compared to uh previous years um and then in terms of what teachers are seeing from the results of those local assessments which are essentially the assessments that are embedded within the curricular
resource there's um 88% so it's a combination of the yellow and the green are stating that they're seeing on those assessments um a uh an improvement between 51 and 100% of their students with improved literacy skills as a
whole and then in terms of feedback on effectiveness of the support and structure providing uh that provided structured support throughout the year which we're going to use in terms of creating a more aligned plan moving into the fall of next year for full implementation we received a lot of
positive feedback in terms of that ongoing support and their ability to feel more confident in implementing that resource and then in terms of ease implementation this is where we saw the most variants which is to be expected um because as I spoke about at board
curriculum this is so much more than a curriculum adoption um this is fundamentally changing the way in which we View and deliver literacy instruction to our students and so that's a a very big change and a complex one and so we
know that um it's not going to be easy so um not super surprised but know that that um will improve with time then I'm going to pass it back to Dan to talk about the PD plan for next year so PD plan will actually start this
year even a little before June as those materials become available to our teachers in May they'll have the their teacher um the resource guide and also um access to online materials we're going to do some optional training in June uh that helps create take some of
the stress and tension off for teachers thinking about the summer what's coming up in August we have PD plan with ccla in August also with rsdd rsdd day and then ongoing coaching sessions with our building leadership and our Ela
team um ongoing throughout the years we are kind of doing some restructuring of our plc's in Elementry so those become more of a PLC instead of kind of Rand random one-off PD as they currently are so they have some flow to them and they can address specifically Ela and math
and then our instructional coaching support will also continue so CK costs as I mentioned in the memo a fiveyear program uh right around 1.1 million again with that contingency based on enrollment uh that'll be fully funded uh by 35j
literacy Grant so there was just we're looking at maybe a 100,000 or less it may have to be budgeted out of our cni department um but with some different shifts that Jesse was able to make uh within the grant itself we were able to get it fully
funded and just shout out to our finance uh Department Sandy low uh Cindy Farah when they negotiated this and and went through kind of the ins and outs of the 35j so we could actually use the funding you know not only were able to save the district you know the 1.1 million but
also in the negotiations know literally 2 to 300,000 where they can go back and forth with the company take off shipping and other things so just helps us a ton that's great the pilot project cost
what 74 $84,000 and that was also Grant okay and Beth asked Tuesday about consumables consumables are included right yeah this is all this is a a one-time call so the one of the nuances of the 35j is that those funds must be
spent by September 30th that kind of change the direction of our pilot a little bit too I think we're going to do more of a two-year but with the timeline um we are able to we we had to move things up a little bit and so all those are going to be we're going to purchase everything ahead for the five years
there'll be no other additional costs with this unless we look at enrollment we have to make some changes like in year five which we're prepared to do in that contingency well you know the state is talking about extra support for reading programs so if you were be
thinking about spending any money that we have discretionary at this point it could be that in a year or two we wouldn't we could save that money now and recoup it when they put more money out I don't know yeah for sure they're
talking literacy grants there's two currently 35m 35n we're going to be applying for both of those and those could depending where they come in could come in over a million dollars um Governor talked I don't know if she touched on those particular grants but a little bit about education last night in
state of state and it looks like there's some potential there for some ex extra money coming in specifically for literacy thank you any other questions thank you so much for presenting to the finance committee I think this was important to to present here so thank you so much and thank you for the
finance team for working hard on finding that grant funding and and digging deep to save some money there so good good stuff overall so thank you okay Britney is working with our coaches across the hallway I think I heard some laughter and jovial fun over there because she's
done it must be so once it's quiet you know I'm back in the room thank you all thank for being here thank you thank you thank you so with that um we will move this to because I'm not you know I'm newer on
finance um can I can we move this to con you can I I'll tell you that I'll tell you what and this was really Andrews when he was the chair anything over a million dollars you I like to see as an item just for transparency sake but I would agree especially when we're
talking about literacy and um student achievement um I'd prefer it be on discussion okay so we will move it to discussion and uh for the for the full board can I ask a clarifying question just because like Ty said I think five of six board members have seen the
presentation perhaps give Dan some guidance on what if you need a presentation I was thinking more maybe narrowing it down to like more five slides hope that everybody watches I'm sure everybody watches and um so I don't think we need the full Spiel I don't I don't think really we
needed it today but I appreciated it and um and and I don't think we need it on the 10th but I'm just one person yeah well I'd like to make sure that our board president got the whole line yards well he'll see it but I'll make sure they express that to
him but we'll still have an element we're going to condens it down to something that just again gets to just for you know context purposes for the conversation and um and go over there if everybody could it's not a new conversation this whole project is not
new no it's been great it's been a great communication from start to finish as to the thought process of why cka laa and heid was working on that Grant I believe last year yeah yeah so yeah three hours
you can five slides there we go two two slides no not five one I said one it's good stuff to celebrate too and just make sure that our community sometimes Community doesn't tune into our committee meetings but more the full
board and so um I think that's that's a good thing for the community to hear so uh okay great so we will move on to Safety and Security and uh District safety Shades I will refer to Christine yeah so this is a purchase of um safety shades for our interior classroom uh
windows and sidelights so um quite a few years ago now uh we had uh secure education Consultants come in and make some recommendations to improve improve our Safety and Security and this was something they noted um one of our challenges although it's really fun in an elementary school to decorate your doors and your windows but if you can't
see out in an emergency it's a problem excuse me so um this is something actually that Long Lake brought to our attention their PTO uh purchased them and it was a pilot for us so we ended up putting it in Monas in this building um and we also put it in um I think a
middle school and another elementary school just to have them take a look at it but it's really ease of use um it's not a very expensive material um you can roll it down when you need to roll it up pretty easily the the point is the teachers need to be able to see out um
in an emergency and nobody see in so it's just something it's a lot cheaper than doing blinds throughout the whole District so um we're able to do all K8 granted we do have monor and Long Lake already done and we won't be doing central grade we'll do that when we do
the renovation um but that's uh 5 7,874 with a 10% contingency and it's funded from Capital Bond we had a small allocation for Safety and Security and um Patrick will be working with Jesse to kind of talk about the um high schools and see
what we might do there um they already have some screening although it it isn't what was recommended by secure education consultant so we just need to have further conversation about what that might look like okay perfect any questions how many shades oh serous it it was a really long
list um some of the classrooms have more than one because they still we don't do Sid lights anymore in any of our Renovations but some of them have a sidelight a whole window to the side of it so we're doing that as well um but it's any interior classroom or space that uh to protect from the
hallway um I would not be able to I mean we probably have 20ish classrooms per elementary school and then think about the middle school so about 500 sure just SP 200 times 10 we're going to need a count on
that we have a account I can share it but yeah I I just recently purchased blinds you know oh it's got It's competitive they're expensive L are very expensive and I notic we went with one
provider and I was curious on whe it was bid out um we actually used a Consortium um so it was really hard to get companies to the product is purchased elsewhere and then you have a company that does a labor but in order to use bond funds you have to package them
together you can't just put out a bond um bid for labor only um you have to do the material too so we had to find a company that was willing to purchase the material and um install it as well plus they had to go out and measure the windows so we Patrick reached out to probably four different companies and
Buster blinds was the only one that was willing to come in and then they um Cindy Farah worked with them on negotiations and got them to um participate in a Consortium so we were able to work directly with them we tried to get more quotes and one of them was incomplete they didn't really understand
what we're looking for one of them would only do labor which we can't charge the capital Bond so so that's where we landed thank you well good then we will move that to consent um with Andrew Raymond below a million in honor of
Raymond we'll move it to to consent and we we'll go on to technology um art cameras visual performing and applied arts and I'll refer to Evan good morning uh yes so this first project bringing to you is um as stated the purchase for the
visual performing and applied Arts group um something that I've been working with curriculum and representatives in this case from the art Department to identify some needs of items that are uh again in this case Bond eligible which are their cameras um so from the recommendations
and what each side of town from West Senior hind Central High School needed um we looked at some 33 camera bundles for Central High School and then 30 just individual cameras um for West Senior High uh 12 of which we're going to go to West
Middle School and then one of those cameras is actually going back to Central High School um the total cost of that purchase will be there uh okay good any other questions so so Central High West
middle one back to Central High School so two two schools and West Senor West Middle School West Middle School senior East Middle in this particular case didn't have it but we work with them as well and inquiring the equipment they need um it's going back and forth and it
happens at different times BAS B on those needs and what BPA allocation okay so 76 new cameras to the district then that is right so okay perfect well we will move that to contingency uh I'm sorry we will move that to uh consent
for the full board uh moving on student Chromebooks again heav yep uh so this is our uh annual purchase of the Chromebooks for our incoming Sixth and n9th grade students um so we do that like I said annually to do the rotation
those Chromebooks will stay with those students for the duration of their middle school or High School career so we try and uh utilize them to the end of their useful life and update um capabilities uh we're going with uh the
Dell 3120 Chromebook after evaluation this is similar to the models we already have throughout the district um so keeping that continuity for us is important um because it also allows us to maintain our uh Chrome book maintainer program so at the high school
is having the students and our student support technicians work on self-repairs um for that class I believe there's typically six hours a day at each of the high schools where they have several students working with that to help us repair those Chromebooks um and do some
of that work in house um this also includes a small uh portion of Chromebooks for The Compass Learning Center um that uh it's over at Cher City High School um so acquiring Chromebooks for them for those students and their needs um slightly different we're not
doing a touch Chromebook for them um found that their needs don't really need the the touch portion um so and then it also includes I'm sorry headphones um that typically are needed for various reasons testing and and other programs uh that you run off the the Chromebook
so we try and when possible acquire the headphones to come with those so the total cost of the Chromebooks uh some cases headphones uh from people driven technology is uh $886,000
[Music] will also move that onto the consent calendar for the full board uh and lastly Evan the network wireless upgrade at Eastern Elementary and East Middle yes so last thing bringing to you so we put out for bid uh using the E
rate process so I'll give a shout out to the business office in West for their help with getting that organized because that's quite the process in itself um needing to upgrade our wireless infrastructure at Eastern Elementary and East Middle School
um we had done our previous schools I believe it was two or three years ago they're obviously on a slightly staggered rotation so we don't have to replace all the equipment at once um which would be quite the project in itself so updating these to the latest
and greatest with our access wireless access points and some of the switches uh that will go in the building that kind of run those and other equipment um that is Network dependent um so this big was actually posted on our website uh in
the Trevor City record eagle and on the universal service administrative company USAC website which is what the eate um process uh requires along with filling out a form 470 so we do that because we get a partial refund for these eate
eligible items so anytime we have that opportunity to acquire that equipment that's eate eligible we definitely uh take advantage of it um what's the estimated rebate you think on this purchase it should be around 60% that's
what I thought yeah it's excellent so like I said anytime we have that opportunity we definitely get working like I said with Wes and an eay consultant and make sure we go through all the proper procedures to get those eligible for that e
refund um so the total contract uh we're recommending is $272,100 again that includes a 10% contingency in the event we need any extra equipment for installation um or things that are not accounted for which I again don't
anticipate uh which will be coming from again our Capital bond fund technology allocation and then 60% will come back up correct that's a process but yes yeah so we will pay for that up front and then we apply for that refund that comes
back to us that's great um weird question does this wireless upgrade um have anything to help with the security component of of kind of our um you know I know we had some issues with our um
our ear phone our earbuds within buildings I know we did at West Senior High and I don't know if this has anything to do to help with that or no uh not that I'm aware of but I'm not quite sure about what the issue is with the um the earbuds in particular but I can look into that get something with
communication and because of this building it's really a cell phone issue yeah that is something that that's another project that we're working on I gotta and that's a separate so yeah looking at a cell boosting technology which includes some antennas that pull
in the signal okay that you might receive from outside and then kind of amplify that but on you know you can buy them right for your home that you plug in we're going to be doing it on a much larger scale to try and uh okay so on that note I think you might be referring to when we did a
reunification um at West Senior High School Safety wise yes we had issues with communication so you might remember we upgraded the radios and all of our buildings to a specific technology so that we don't have that issue in that case that's what that's right and I
didn't know of this sort of I'm sure it does I mean recently uh we and we purchased the radios that digal Ros the digital radios that you know work with First Responders and that element to have all that communication to be able to work regardless of cell phone
wony tur and steer yeah yeah good not everybody has one and really it is a cell phone issue that we've been really trying to investigate and so that's a whole another project that he's working on right now I just have a quick comment I mean I and I appreciate because sometimes I you know with the buses and the technology and the laptops and the
and the parking lots to to make sure like all of this points uh to to Student Success so I I love this line here the proposed upgrades to our Network systems and wireless access points ensure that the teaching and learning experience from remains seamless and productive so I I appreciate that line I definitely
get phone calls when the Wi-Fi is not productive so I keep it it's become a crucial part so yes and productive we've uh we do our best to keep that running absolutely succession teaching and learning uh okay any other questions
then we will move uh that to uh the consent as well uh for the full board uh okay moving on to informational items uh first item is capital products and Paul will give us our our regular update here we go our exciting regular update I
should say there we go so if you've been out by West Senior High lately you'll notice that a lot of the construction fencing has come down around the site um and we've opened up the parking lot again we had to open the parking lot because the snow had filled so much of it that they
needed the additional space so we shifted the contractors around a little bit that but the fencing coming down is part of the requirement from the uh inspectors the state level inspectors to get us our per our occupancy certificates so uh and we're at that
point where we're we're uh we're right there so I think he's coming next week maybe Tuesday uh Tuesday y they're coming to look so inside Furniture's there finishes are going up technology was out there
working on the site yesterday making making sure everything's up and running you can see the monitors are on and that great just another one of the spaces we've got more equipment Furniture sitting in various locations to bring
into these spaces right now just waiting for that opportunity the meeting and Conference Room so we're at that point [Music] where things are getting finished and that the only thing holding us up is a
couple of uh Overhead Doors Overhead Doors everything else is is is falling into place but the overhead doors won't hinder the occupancy and if you can if you see on the far end of this slide that's the opening for the overhead door we put in a temp wall so that we could
get our temp occupancy that looks so much better without a red railing yeah so I will note so for the robotics team what we're trying to do is get temp occupancy the big area there where they can put their practice field so we're trying to before they get deep into this
we're trying to get that spot at West High School available to them to be able to do that that's our Our Hope next week is they're able to get in there and start doing that for both schools for both schools correct well in just West Senior High just at West they can both prti W Central's behind a little bit can
come visit in a friendly way exactly yeah West was practicing in the Commons area last when I was out there they had their pad all set up in the comments so and we know I mean I I'm married to a builder I get it I mean you know there are always
delays um as much as you want to say um so I totally get it and really appreciate all the hard work I know I know you guys are doing to try to get it open for our kids and um I know it's just got I got you I was
waiting so she's not you can see the big difference is color of the columns here I had to point that out um they're uh gray here and on the previous one they're green yeah oops that was too fast I was thinking you
were going to let the art Department in to do murals not yet we can't let kids in there until we have occupancy yeah I'm sure who knows what will happen in the future so the gray is at Central yes I got the central the theme at West is the
dark green and the light gray and and I'm sure they'll black the stairs are black they'll throw I'm sure they'll throw some gold in there somewhere and then at Central High it's black the gold is paying for it so and this is Central High again
Furniture has been delivered spaces are being finished out I think technolog is over there today tomorrow uh we were finishing the network set up yesterday and I don't Moss the setup vendor might be over there vend will be over there so
again just a few more of the spaces there's uh some floor finishing that needs to go on in this space yet they'll grind that and seal it we'll be doing that over spring break y it'll just be a cement FL just polish
it's it's a sealed concrete it'll have a color to it and this is their meeting space ground table instead of um next week our uh work begins in
Earnest with our Performance Management contract with train uh they'll be doing lighting Replacements across the district there's four schools that they'll be in between uh the beginning of next week and April and then the rest will fall in line after that and then
the uh additions and Renovations are going to start at tra Heights uh probably middle of March to the end of March here they'll start mobilizing uh we'll probably have to take some trees down over there for the addition and that but we're coordinating that right
now with the principal with um Brian and with um Northwest Ed so they all know what's going on and what's happening let's plant trees that we take down please do we have a tree fund John do we have a tree fund we do good and we
a lot of times we also we get them donated from the MSU um extension perfect thank you and we had a student last year that donated to Blair as her senior um senior she had a graduation party and instead of giving
money donated trees then they all went and planted them or was it the hockey what was that was this a graduation or hockey but they planted a bunch of trees at there nonetheless so very cool well they're taking down trees they took down trees for Central when they were
doing we yeah we had a couple you really did cuz there was a row of trees and we have a we had we've had projects to at our our land at Potter in for mile we have 80 acres there that we've also had some trees planted in as well so that is when we have opportunities with
different groups that want to that's a it was kind of a flat Farmland area so that's an area I didn't want to open a count of worms but thank you we'll just trees when we when we cut them down thank you all right so BN sale update um so we
had our bond sale on February 12th um we received 11 competitive bids um all of the tremendous cost rates um after looking at premiums were so comparable I think the highest one was 3.25 they were all um many deci um mes
to the right um different but the lowest bid was 5ifth thir security so the overall true interest cost after the premium is 3.23% um our last Bond was um in the mid tws but given the current market I think we've we've gotten a really good rate um
one of the things um related to that rate is our standard and pores rating so we do get a new rating um we have a rating call every time we do a bond sale and they uh not only rate our current Bond sale but they also reaffirm the
last Bond sale and so um they gave us a double A minus for uh the new Bond sale and affirmed the double A minus with a stable outlook for uh the old uh debt um double A minus is a very high rating for a school district um I asked Julie to
pull just so we could see some comparisons the state of Michigan uh school districts and what kind of ratings they get and overall this is uh last we could find was from 2022 but overall it looks like maybe there's 30 school districts that have a double A
minus there's probably 300 that are an A+ or an a um so we're definitely in the top I think 2% of school districts that receive a double A minus or higher rating so we've got an excellent credit credit rating which helps with our rate um and we always get a lot of bids
they're very competitive one of the things that um investors really like is the smaller um term so we sell them in a 10year series which helps them us pay them off a little bit faster too um so we close on John's head's in the way March 13
thank you um and we'll be bringing the ratifying resolution to the March 10th board meeting um I won't be present but this is just affirming the the sale the dollar amount the interest rate just the board formalizing we approve this um
yeah well thank you for all your hard work if I mean like you said if we didn't have um such good credit and standings we wouldn't get those rates so um truly thank you there are links in here and we have also posted the website our rating um there's an actual rating
scale and then there's rationale behind it even though they know we're dipping into fund balance this year uh we had a long conversation with them about it was planned we had put money in fund balance from Sr funds we've strategically used our Sr funds and so they were able willing to keep us at our stable Outlook
and not downgrade us so that was really good news and just to be clear Esser emergency relief funds from the feds and do we have one million left we don't have any left all been spent yep zero Esser left in fund balance yep well no
no you once it goes to fund balance you don't call it Esser I see but we put in three and we possibly are only taking out one and a half to two at the end of this year okay yeah there you go got it sorry I misunderstood your question did we skip the we did Skip which that's okay that's okay I was just
going to R it's good um are you the review of the budget timeline good that was all included in the bond okay well no budget timeline separate oh okay and I'd like to cue that up but we can go to calendar uh first if you want yeah okay then we'll come back that's good so
um for calendar uh you have in front of you the most updated uh conversation that we've had uh with the tcea and TC capsa um and so we have some adjustments here lot of questions um about calendar
some of the feedback we've had uh one was when I talked to some parents that that came to some of my coffees were that some days we have half days some days we have early release days and they're not sure what time which gets out today and which gets out tomorrow so one of the things we try to do is
streamline to all early release days the only one that's not is the very last day of school that is a half day um trying to work on we have to get 1,098 hours um and uh and so working on all that time and exactly to the state standard along
with the five days of professional development or so you know that uh that that that can also be um 30 hours you know it's not just days it can be that mix so we have built into this uh the agreement based on the professional
development requirements we have to provide uh the 180 days of school um and again a early release date counts as a day but again the minutes are reduced and so you have to make sure everywhere you have enough minutes and even a little cushion just case of emergencies
um so in this one um it does this does maintain currently um our uh our early release day now for um Dr Martin Luther King Jr day as well as indigenous people's day um the board uh has been updated that we
did have an issue with Dr Martin Luther King Junior Day this year where we didn't quite meet attendants um and what that means is is that the day still counts it's just we do get penalized from the state an amount for the difference between the attendance that we had which was around 69% is 75% which
is that threshold that being said there's always a chance that the legislature could change that because there are many districts um that are in the 11 and 12 days of school Miss now and so sometimes in April we do see a legislative bill that um can forgive
days and often reduces that attendance down to 65% when they've done it in the past so that's still not a done deal from that standpoint but we did have you know a a kind of some Perfect Storm situation on that day with very very
very cold and um some of those kind of things that that uh semester this Yep this fixes that so where we actually have the the week with exams is covered in what you see in the uh third full
week of January um so that we have uh U we feel good in the TCA I know was supportive of the ideas of how we have the day staggered for final exams um so we just feel that this is a good calendar and just wanted to make sure
this does not require an approval of the board this is really for information only but before um we give uh the tcea they take this to their membership um for a vote and so just want to make sure there are not any major outstanding
issues that I would have to have our team go back to the table to discuss as far as the calendar from that standpoint and it was a great discuss discussion yesterday um and I learned you know like early release um are long
than after the kids get fed correct on early release days we've never missed count on early release days I don't believe so I mean this year is really I'm I am wondering about legislative fixes because this year I have never heard of so many school districts not
making attendance counts due to illness it's even within our own region um quite a few schools have missed more than one already this year so it'll be interesting to see how they handle that in our own in our own ISD there's been districts in fact there was one District that had a full day of school on the
same day we didn't and didn't make count so you know like I say there there are some uniquenesses there so um but again it was yesterday discussed and and again we I think that the um our our our Union Partners feel good about the calendar going in and and it's just we're trying
to get this done before Spring Break um from that element so I'm hoping hoping to have my feedback here in tomorrow um that they're able to move forward and take it to their membership and so so I know it's a little bit TI I had the and I had the conversation about inefficiency of each board meeting but
when this happens to in order to get the feedback of every board member publicly without you know um Oma violations I need that feedback and this is my opportunity to be able to do that with each committee so yeah you know and and I love that t the TC I always get the EA
well the other t capc caps capsa uh you know they had a meeting Monday night apparently with with Administration and that went well and and and I think there was a comment Tuesday about you know we got to go with what's best for teachers and unions which I agree with um because what's best for teachers and unions is
what's best for all of our kids and it will help learning did you touch on that we went from 12 this year to to 10 10 yeah mention that no I didn't hear but I did yesterday so that we did Squeeze down so we're trying uh you know we recogn the issues of of for parents and
child care so we are trying to limit down with our limitations with PD and our and our amount of school days and you know all the rules we're trying and again the extended you know that that extension of the early release hopefully helps that burden there was a question
we had a public comment uh at at a curriculum committee about maybe even considering a late start for our transportation system that's hard um we you know we do have we we're already struggling right now and this time of year in afternoon routes is right now
where like I know Christine so many Tyson's been close that to driving you know at this point we Elementary we do have some Elementary early drivers only and so if you push that out many of them may go to work right after they're done driving and so if you push that earlier
that now gives us maybe more of an issue with our morning routes so um we'll continue to maybe look at that if if our teachers or whatever that to my knowledge has not been brought to the table by them we'll we'll continue to have those conversations this next year
to look but at this point um we're reducing what we can bringing um cons consistency to the days as was really requested with the only true half day being the last day of school um and uh and again I think we feel we have a
pretty good calendar here that is go ahead I just want to say from a transportation perspective I can't tell you on half days how long we wait for parents to come get their kids cuz they simply can't remember what time so now just having one time for those days will really really help we have so many late
buses on half days because we have kindergarteners and no parent we have to make a phone call and it just exacerbates every route and there's some parents who can't so what works for teachers has to work for parents as well and what works for teachers right is
what's best for well no what works with the parents also because kids won't come to school sometimes you won't you say I'm not gonna deal with it they can stay with the neighbor all right but or they can I support this John and my only feedback is because I saw some board
members referencing this on Tuesday and I guess my only feedback was to include this in the packet um in the public packet so I mean if you really want feed I would have liked to have seen this first I mean but you know T watching Tuesday helped so that would be my only feedback including for like parents like
Diane Arnold who gave came and gave what we get a little bit issue is they take this and think it's the guarant draft I see maybe it can make draft bigger we've had it in the past and they and we've had issues no school today in that element so we will get this out from that element moving with this it'll be in the board packet okay you know
from that now that I have this from that standpoint and I had that feedback from the board but we're still in negotiations I hear you you know so I would be better I I will give better feedback if I'm able to have all the information beforehand um thankfully I didn't show up to Tuesday's meetings but
I you know so I I I I got a lot of my answers and unfortunately changed as as late as Monday Monday night it's completely changed well and then maybe for next year right maybe what are we going to do next year and we can talk about that later but this this I I I support this
plan yeah I think you know yeah obviously if the teachers in my opinion and the unions this is what works and this is what makes sense then yeah I I I and it still may not be remember they have to go for a ratification vote yeah so they could come back and say no and we start over yeah so that is a
possibility right strong I don't think so I don't you don't want to publicly speak I don't speak for what I don't know for sure good so here you go yeah okay perfect uh all right so back to finance review of budget timeline yeah
um so we did have a study session back in October can I just this sure go ahead I mean just so that there's some context about because I had this added to the agenda today um and I shared it with with with John um you know because we were missing a a chairman or chairwoman
um and so what I what I wanted was less of a report and and more just of a discussion you know because we did have a wonderful uh study session last fall and and I added it because it it came up our mission based budgeting came up during our last board meeting around student achievement Equity so all I
really I shared four slides from our previous um some of them are kind of altered a little bit um but really I'm just looking for discussion especially with us three to make sure like we're on the same page as we enter this as we go about doing this especially around
allocations and formulas so I shared the formulas document that was shared during this uh study session to be shared out I don't think it was included we're not done okay yeah so we've got a couple big things to talk about which I think is great for this discussion but I also would encourage you to reach out to
committee members like I ahead of time so that I'm aware I know Beth is just filling in today um you know and with Andrew stepping down like I'm the only Committee Member so just I I there was no communication you know that I sent that to John on the 14th of February asking it for it to be uh added and
shared with um committee members so I'm learning about how to communicate with my fellow colleagues I communicate directly usually with with with the superintendent he gave me feedback yesterday to also include the board president in some of these requests so this is just a simple request to have a
discussion and and with the end goal meaning could is this something the rest of our colleagues would appreciate having a quick discussion on March 10th and maybe maybe we don't or maybe we do one of the goals is to make sure like to your point
like allocations are still changing like the one slide that's not included here is January where it talks about January 20th being a deadline for allocations um and they also talk about um student enrollment so we just had our count day so I'm kind of curious about that
um and and I'm not interested I mean you don't have to go through the whole I think it's important to know the process though so you know how much is integrated and how complicated it can be um the January 20th is not an allocation deadline it was meant to be if the board
is making drastic changes if they could let us know around January 20th we can actually now incorporate it into our timeline and not backtrack all right that's always and that's a month that's a month ago and I guess like and now I'm not asking asking anybody to backtrack yeah right I mean I just just to make
sure like again we're on the same page you know so that we don't have emergency meeting for days before school starts again this year and I don't think there's anything wrong with reviewing process but like what has changed like that might be something that has that has changed since and I think you'll see
um Erica and c will go through the timeline you'll see how much is involved and maybe it will trigger o I would really like to know more about that or maybe the board wants to talk about that yeah I mean again maybe my colleagues here too but I I mean I look at that list of tasks and I'm like I I guess
that's I don't want to get into the weeds of that I'm more looking from a high level governance especially around allocations and formulas and maybe now is not the right time right to talk about that I don't know I can't speak for my colleagues but again it did get brought up during the last board meeting
and um and we have you know Financial constraints right and I think the more we can talk about that as a as a committee and as a full board um of financial constraints that's right why don't we take a stab at what we and then if if it's too much or too little
you could it can just be an open dialogue set right yeah okay so um we put this out there just so people understand the process right our our budget really never is done if you will and the process of even determining our allocations is very slow so we just
recently received our new allocations for at risk which is 31a it's $1 million lower than last year and we also received our Title One allocation and that's $275,000 lower so we're at the end of February and now we have to get that
incorporated into the mission based budget process and start having conversations with principes about what that looks like and then also at the executive and cabinet level so um again this is really never ending process there are some known like those allocations um but it could change too
right there could be some legislative changes our issue always is it's really hard to respond to the changes later on when there's so much risk involved so do you deal with your allocation now and go ahead and keep extra staff and hope it comes and maybe not or do you go ahead
and cut your staff due to your allocation then deal with the extra later that's always a challenge um especially given right now with the the governor's proposal we're about $2 million in deficit given the retirement rate issue and some of the things now that's just one part of the three-legged
stool we still have to hear from the House and Senate and maybe that'll get better but right now we have less of our grant funds and less of General funding so it's just causing a lot of we need to look at a lot of different options so the process um starts in February by
monitoring the stated process really the governor I I think we'll hear um midm marchish something from State and uh the Senate and the house I don't know if you've heard differently um it won't be anything final but at least we'll see if they're on if they're in line with the
governor there's a likelihood that some of those things will move forward so that does help um as we're looking at the whole process really Mission based budget um allocations are decided in March uh we try to get those packets out to the principles right after um Spring
Break um but the conversations with the principles are way ahead of time because not only do we have to deal with the money we have to deal with staff we have retirements we have vacancies we have um possibly some teachers that have requested a transfer and so it is it's a very long list of things that have to
take place in order to see are we overstaffed are we understaffed do we have the money to pay for something has something changed in a building that maybe they no longer want to um have a certain staff member in that role because they're not seeing success or maybe they have more of a priority elsewhere and it can impact the
certified staff um and we as a district typically haven't done layoffs with the tcaa EA so we try really hard and it is a huge finesse between um are in the business office about where to place them along with curriculum um and the
needs of all of our buildings right so it's a big puzzle but really this is just shown to to to bring awareness to the whole entire process right so um we really start talking about uh preschool and kindergarten enrollments um that
took place actually um we took a look at projections but we had the enrollment go live um actually electronically this year in February I think that was the 13th um so that helps the sooner we know what um what grade students are looking
at what with the new JK option um it's a lot easier to determine how many Elementary um teachers we need and if we maybe need more at Blair and less in eastern those kind of things so it really helps us determine overall staff um we've got quite a few Elementary
retirements this year and so that's something that we have to pay attention to um we do ask teachers um if they uh would like to make a request for any transfers that did happen um we also ask principales if they want to make any uh transfers as well um I don't think we've
received any principal transfer requests yeah um teachers we yeah teachers typically have some requests here and there and we do our best to honor honor those um again just moving through all of uh February really we're just
starting to get like this timeline was just done last week because we try to incorporate board meetings and certain deadlines and certain contract requirements as far as how much notice they give into a calendar of when we think the allocations can actually be
done given the information we have so um I'm going to turn it over them to just give you a sense of once we have some information what the process looks like um and a lot of conversations with Dan and Elementary principles about uh title for sure because we only support
elementary schools in title but then in at risk it's all building so Jesse speaking with secondary Dan's speaking um with Elementary and they're looking at data too to see where our priorities need to be yeah thanks um Eric and I are kind of both the representatives from the
finance and the um HR side and we work heavily with curriculum in regards to what the allocations are going to look like for our um schools based on the feedback that you guys are providing for us so really what um I was going to talk
about and if it needs to change based on conversations let me know um but trying to look at where where we want to get to and how we need to back into that time frame um so when we look at it from the HR side um looking at when St staff need
to be notified of what their placement is going to be we want to go ahead and make sure they know what that is by the end of the school year as often as often as at the latest so I'm just talking that the what our um requirements would
be from a contract standpoint from a finance standpoint from uh to be able to present our budget uh and make it available for presentation in June uh we're going to have all of our information completed by the end of May
probably around Memorial Day in order to have a packet ready for you to be able to present to you to give you the information so kind of that's where we're ending up in that may time frame in high how do we back into that so the allocations for um Staffing and our
projection for non-certified staff is going to primarily base on enrollment um there are and this is your base allocations so this is going to be what you're assigning for teachers what are you assigning for social work what are you assigning for library media new d new Duty that's primarily based on how
many kids you have in each of your buildings and then you're going to assign allocations for Grants based on what you can provide for supplemental resources can you just do we have any preliminary numbers from Count Day in February 12th yes we're um our February we were two students different as all um
from our first count to our second count as of right now so good it's a lot better than it's been in the past we we almost be Dar near even like we've been down almost 100 students first a second sorry to interrupt I'm just curious I think the projection right now from this year to next year is
stable and and she's still auditing that ti so that's like a preliminary number he thank you I mean really I I mean this it's been six seven years since to be stable so I'm I'm pumped to hear that and you know with our virtual programs and those that have you know we're starting to claw some kids back that
have you know gone off to that so and increasing the number of tcaps kids that go to TCAP schools I I I'd love to know how I could help with that okay sorry Sandy no no that's okay um so if we look at um what those enrollment projections are going to look
like for the following year it's a collective um conversation between us and HR it's looking at um what what primarily those February counts look like what do what does a second grade classroom look like when it rolls up to third grade what does it look like when
a monor um school ends at 8th grade and they're going to have to go up to where like are they going to continue at teaps are they going to go to a different school um when you look at a c grade and they have to be split between a um west
side and east side like where are those kids going to be able to project what is that gonna how is that going to affect an East Middle School or West Middle School allocation um we've we've used middle cities I I forget what their new name is um Michigan student something
for success is their new name we have used them in the past they have been a good gauge for us to kind of help with those projections um last year I think it was not as effective as we had hoped based on um their inability to include our JK population that we've
incorporated into our formulas going forward um and so really I think based on what we've been able to use internally that's been effective enough and to be able to weigh the cost related to that versus using our own information the JK and kindergarten enrollment
process is really important because we uh need to look at what schools are those children choosing is it their home school is it a open enrolled School are we having uh an incoming population from
uh out of out of District students that are going to impact that uh and trying to look at what trends are and then also what are we hearing from these informational meetings that are happening in February and March We Gather all of that information and try
our best to attempt to provide um allocation in these formulas to be able to uh give them uh give the schools their projections right after spring break like Christine had said we also look at historical data too to see maybe
where fluctuations happened most and do we need to factor that in moving forward I think Christine said that the formulas are still in draft mode this year the uh general fund formulas for FTE is contract language
but 278 is still ball Parish um no that is the allocation set in um our our contracts show um student teacher ratio as it relased to overloads overloads okay so yeah and and that can change um
we've had a lot of conversations about that over the years typically going down one student is a million dollars a year so going from 27.8 to 26.8 can be about a million dollars um and that obviously is an average right it we don't have have 26 or 27 students in every
classroom we have some with 31 we have some with 22 so it it overall changes some of the school's Dynamics um typically with the allocations we do we always round up knowing that there's going to be changes so if if they come in at 12.13 teachers we give them 13
teachers knowing we're likely to have some fluctuations depending on the building we have some buildings that we know um don't add students after first day they actually lose students students so we might keep them at 12 and wait and see how it goes it's this never ending
you always have students show up on the first day of school you always have students make changes the last of August and so that it's this NeverEnding I don't want to call it a game but as much information as you have making CH making um decisions but also
knowing what you know from history you know historically speaking travor sits gets more students of first week of school um we know certain um schools get more students first week of schools and some other schools actually lose um so yeah and that's the and that's I don't I mean that's the broad discussion
especially on allocations and just in case anybody's watching I mean so that that 278 is for all all elementary schools 1 to fifth grade correct correct across the district yeah JK and K is 1 to 25 right okay
y yeah so um in regards to those grant allocations that you were specifically um talking about those are those are going to be allocations that we give that are above and beyond um and there are certain requirements and with these grants and how you have to allocate
funds so specifically for title um you have to look at what the you can do it by grade span grouping you can do it by uh your District average there's different ways to be able to add or utilize those funds we've used them at a
K5 grad span average just because you're trying to typically provide early intervention for these for these students um also if you include middle school and you have to do it District average for westle school and East Middle School you're always going to have a winner and you're always going to have a loser like that that becomes a
difficult conversation especially when their percentages are really close um so we look at what the requirements are and uh look at what um different options you have you can um use a 35% rule with our
free and reduced numbers being spe sign ific down for this year that has impacted the allocations that we are giving to each of our schools and the reason why they're down is because of the
c um not necessarily because of the C because of um free lunch for all and the fact that we're not getting parents to fill the forms up just to be clear like those those kids still attend our schools but so I had a conversation yesterday with super it's a false narrative that our fre reduced
percentage has has gone down that's right I just want to make that clear because of paperwork right so the allocation that the district receives in title is based on our poverty and it's based on census data but how you have to allocate that to the individual schools is based on your free reduced
information um on their non-title schools just real quickly which ones they are on uh monor Willow Hill Westwoods and Eastern for elementary yep um all the other ones are schoolwide
title except forer Cher so schoolwide means that uh regardless of uh the student being identified as title uh they you can serve all kids in that building with those supplemental sources uh so just to continue on that
path we look at uh who is eligible for that funding you have to allocate the money in a tiered F fashion so the schools that have a higher free and reduced percentage have to receive at least as much as the school that's less
than them um and ideally they want it to stagger so that you're your students that have the highest re reduced percentage are getting the most per pupil allocation uh and we do do that so we we do put our resources at Trevor sites and Blair specifically and then we kind of
look at where those funds are tiered with the uh actual free and reduced percentage for each of the remaining schools that are eligible um at risk we look at uh the funding can go back to title for a second there is a couple requirements in title um for our
homeless population so we do have to allocate uh to the non-title buildings a homeless um population allocation but we also have a share with our um uh non-public schools so any of the private schools that want to participate in
title we have to manage that allocation and for every student that lives in Travers Heights boundary that goes to another school they get that allocation and so that's something also that we manage and just because I'm new and and I don't know if anybody's watching but just to be clear title equals title $1
from the federal government cor not when we say at risk or 31a state dollar okay and who knows what's going to happen to those well we'll worry about that later well no we worry about it now well yes because you can see how far in advance you have to start for your
budget that ends at a at a given time worry about them now yeah both of both of our title and net risk allocations right now are going to be based on estimates because um like you said federal funds I are are going to be
determined with the allocation uh determined in October the same time frame with State um we can we can see the allocation for at risk being declined because of the number of free and reduced students that we have So based on the formula of
recognizing um our total count for free and red or our total count for free and reduced actually drives our allocation for at risk so we can already project and we can see that that that is going to be a projected decrease the actual amount is going to depend on how
everybody else's at risk numbers came in but uh from an educated assumption I think a million is a reasonable amount my question is aren't other school districts facing the same issue so so J's really been digging into this
everybody's to look like they're dropping because the form completion thing is an issue and the most frustrating part is they look at the district as a whole they don't look at building by building and they're freeing reduced percentage so certain buildings
here are penalized because overall the district's average is lower and you got whereas if you have a school district with one or two buildings they they now are benefit any more because they don't have um large a lot of buildings that
bring that down so what did they get into this and I am going to make the fight legislatively an argument and uh see what happens but you know unfortunately with the likelihood of a budget not until the end of September after we start school right we have to plan for where we're looking at it yeah
and I think lobbying is awesome we also like when I met with the superintendent yesterday with Mr tidworth about what are the things in our control related to this paper work right and Dan mentioned his experience at Westwoods when interlock and closed that he went full court press and I'm sure all of our administrators in our buildings are also
going full court press because a million dollars is a big deal it is right and after a historic $1 billion dollar investment and at risk which I don't like the word at risk I'd rather use opportunity um but nobody opportunity index I know but I'm going to try to change that narrative here um because I
think it puts the the spotlight on potential um but I I think there's some things in our control including we message to families around why this paperwork is important for their kids and it is very important when we talk
about we talked about this I mean we talked about this last year and had some discussions about what we could do to improve the process or you know I mean we we are doing those things um it's not like we are some of the challenges too is we are limited there there are rules
on what you can and can't do right you know unfortunately some other districts may not follow the rules but we do here at T apps and you can't force parents to fill it out you can't incentivize them you can't incentivize them like you can't have an ice cream party for the class that gets the most forms so it is
a challenge we we try really hard for parents to understand this affects grants at your school and that's right and and I think that messaging uh we are we are talking about it we have done things I think there's room for improvement in how we message and that's not for today and I know we're getting
into the week we're willing to try anything obviously it makes a very and I I shared some feedback uh with the superintendent yesterday so um and I encourage my other colleagues to do the same cuz yeah million doll which I have I I think we tend to share feedback yeah
and and vice versa he gives us all good so like John said the bottom line right now is we have an estimated allocation we won't get our final maybe till October we've already started the school year so we have to anticipate that's the allocation then if we get more we can react to it that's a really big risk in
a lot of Staff members if we assume that's not going to be gone so it's always again kind of a dance between how much risk do you take and um based on the information we have I'm going to assume that we don't have as many people
that are transient up here there are certain places where if you have a very agricultural Community you have a lot of transient we do have some we do have a little bit more than you would think and so that makes it difficult too on
projections yes okay the only thing that wasn't mentioned that I think is important is well we do have the contract language and this has been a board priority before I got here is that we have allocated an FTE to Blair and Trevor
sites of general fund additional above and beyond the formula to ensure that our our two of our our schools that have the most at risis students have that which has added additional section to those two schools and that's to start
the process that's not always how we end there have been years that we've added even more because the makeup of their school is a challenge um you know it's really hard when you have 12 in JK and and 20 in in kindergarten but you can't combine those together so you have to do
what you have to do um and that's and that's just something we've continued but again a board had different thoughts like you know that you know that would be this isn't you know HR and business office giving the it is a conversation with the principles um we have other resources within grants that we have
conversations with staff about so your beh Behavior data is saying this so we give extra social work to Travers sites out of Grants not general fund um but there's other things that we do based on the data that we're seeing academically and behavior data um and that's something that Dan is working closely
with all the principles yeah and I think this is great and I didn't mean to get down in the weeds at all but the spirit of this was to um I don't bring the mission and I love that there's the mission on the back of our business cards to to educate Inspire and support all Learners to maximize individual
excellence and success into our budgeting process and I guess my only feedback after this is when we're talking about 31a and going to the principles and going to the cabinet I would love to just at least keep us informed um with the Board of Education if if my colleagues are are interested
um and and continue to plan for the worst and hope for the best um but I appreciate s comment about your feedback and so i' love opportunities especially with 30 with our opportunity dollars at $ 31a um like I'd love the opportunity if if we do have to change how we
allocate those funds I'd love to be part of that conversation we're really changing how it's that there's less well and it's building by building we do change how a little bit based on the conversations so um I know Brian has had some input about certain positions um at
Travis Heights and what he's seen as a shift based on some of his academic data going up and um so I I know and to be clear it's not just the principle they have leadership teams with teachers at every building that talk about this specifically so we have involvement in
staff as well we just talk directly to the principal but they work directly with their leadership teams and it's really data focused they're looking at their data to say what's working and what's not working and what shifts we might need to make we also have other supports like we work with nmca a and we
have school Su success workers and we have four of them and we put them in our um Higher free and reduced buildings specifically uh for extra resources so there's a lot of other things that are on top of the one extra FTE it you know we could lay it all out I think it's
just a lot of people just don't know that well and I think that's the part of the idea people don't know that right and how do we talk about it so that the public understands as we enter difficult conversations and just so all of us are clear and again people are watching the currently how we allocate our opportunity funds from the state or 31a
is through the with the with the instructional coaches and the behavior interventionist at all K K5 buildings is that correct uh that's some of it in some measure some of it yeah in some measure yeah and I think that that's that's just anyway it's also social work
and homeless and but then each building decides based on their data um you we don't we don't stick a number out there we get feedback from them to determine what's going on and that really happens substantial amount of it happens during the mission based budgeting process
where're really the principles are coming to that meeting with a lot of feedback that they've gotten from their staff in their building to say this is what our priorities are based on our allocations and that's when we start looking at numbers going okay we're gonna have we know we're going to have
you know three new Duty individuals and um we know we're going to have to hire for this many people uh and that's when we start building out what that really looks like in communication and collaboration with the buildings so it's
it's starts now with looking at allocations but it goes through the entire summer as as the framework changes come in yeah well I I appreciate it again that's I don't know if if my colleagues have any other questions I I want us to keep in mind that we are not
the micromanagers uh in any way shape or form and I don't I think that would uh make it even more complex to already very complex movie Parts system it's my
understanding legally per the state that the Board of Education basically works with your super your superintendent we choose a superintendent and we we work with evaluating him that is our principal
role but he's the guy that manages all the rest of this stuff oh yeah I mean I'm not I'm not disputing that we also approve the budget and we are also tied to our strategic plan goals and our values and and our mission and I think like talking about our vision of
relentlessly supporting all Learners I guess relentlessly you can do Relentless and I may do Relentless differently that's fine and Holly may do yeah I'm just I would like to just pause here for just a minute like Let each other
respectfully have conversation um and and um rather than talking over one another I um I haven't had a chance to speak but you would like to finish what you were saying and then and then Ty you can add on to that would be great no I I
understand TI's point and I do understand that that's part of being informed as a board member but to actually be in the discussions I'm not sure that that would be the most um um
efficient thing uh for us to do I think we could get into you could get into the weeds very quickly and basically lose your weight well that's what I wanted this not to be in the weeds basically high like if we're talking about the mission and how we allocate resources
equably based on the student need I I that's why I wanted to to to queue it up because I do want to be up here as we talk about specific allocations and formulas as it relates to student achievement equity and that's the whole and and that I know I'm just one person
but I just want the only reason I brought it here is because it got brought up uh earlier in the board meeting and so if if if we decide man our other colleagues may not want to have this type of update or conversation around for allocations and formulas then
that's why we're having this meeting I guess but and I would just like to add but looking back at our last board meeting the discussion to add an ad hoc committee to dig into the data um in my opinion is completely overstepping what a board member is we are supposed to be
at the 300 foot view our goal is to be governance and to come in and micromanage our teachers building leaders and administrators as to where that funding is going I do think is overstepping our boundaries and I shared this with you
yesterday again I apprciate disagree with that and I appreciate it and I'm not saying we don't need to have informed decisions um because we do need to have informed decisions I appreciate the fact that the president said we're not going to have a committee we could have a
special meeting and and in some respects I feel like this would fall under a special meeting versus um you know kind of what we're talking about right now over a budget timeline um and so you know I just um uh I do think we need to
be obviously informed of our decisions we are setting the Strategic plan and we are setting those goals but but again these are the things that happened years ago we set our threeyear our fiveyear we narrow down those in priorities and that is our
role so so I would just yeah I mean I would like to you know thank you Beth for speaking up and I I do think that um again we were supposed to have a study a special board meeting regarding our board roles and I think that this is why
we wanted it right in the beginning um and and now with you know Andrew stepping down and also having a new board member it makes sense to wait for that new board member to come in because these are the things that any training and um leaders would
explain um so I'll just I'll just close by I will continue to Champion uh because of our moral and ethical imperative to support all students by actively allocating resources based on student need is something that I will
continue to Champion every day and I don't disagree with that it's how you're saying it makes it feel like we are not and you continue to do that to the board members and it is it makes us feel like we are not advocating for all
students that's that's and that's why I'm having this conversation about allocations are we equitably allocating student resources based on student need in the Bo of practice document that we just approved second from the bottom I tried to move it up I was assured that
statement was no less important from the statements above and so I just the spirit of this conversation is to I'm I just wanted to have a discussion and it sounds like we will wait until the study session which is fine right let's let's continue the conversation there yeah I
just want to make sure that all board members have run for the school board to represent all children we are all driven by what is best for children and so I know you I just I just want to make sure to not diminish anybody's other reason
for running for the school board that no one else is doing that work I just want to make sure that we're all on the same page and that we remember what our role is as I'm just speaking for myself with that I'd like to end the conversation um I don't know if your start going down
the time let's go ahead and continue just with the presentation she and we'll go from there so um I think really the the heart of it is just making getting the information that we have trying to put it together based on a lot of assumptions because we never have our actual allocation and we never have our
actual enrollment we have to deal with those changes um I think working with the buildings and looking at their data um to make sure we are Equity equitably allocating those resources something that we really hit home on um there are
conversations about certain different programs and sometimes it's a challenge just because some of our resources are um not very flexible and we have to do certain things with the funds differently um and and sometimes it's just we don't have enough information to
to make some decisions so the process is lengthy it's really never done um we have added um a pretty big conversation about Open Enrollment the board had had a conversation about some of our elementary skids schools possibly
getting too big um and so we had a specific conversation about how many students are in a building that's ongoing um we meet specifically with Central grade Eastern and Willow Hill to remove to review their open enrollment in schools of choice applications um
because one of the things it's very easy to say I can fit them in the kindergarten but we look at it and go but you can't fit them in third grade in a couple years right because those the way that we allocate teacher staff is different it's 25 to one at kindergarten but it's a little bit higher and so when you're combining all those students now
you just may have have a four section with 10 kids in it so that it's something that we're constantly look at um as far as um moving students up and keeping them in the building for their whole K5 experience but also looking at we have to maintain a certain level of
flexibility and room to grow because legally we have to take everybody that lives in that boundary so if you live in the eastern boundary and you decide to come in the middle of the school year we take the students so we have to leave some room too so that we're not automatically maxing out our our classrooms and not leaving room for move
we can have uh triplets move into third grade and and and now we just went into overload or need another teacher and it's really hard to make those changes mid year so it's a lot um we're always open to suggestions on uh making changes and doing it better um whatever information we need to share you know Dr
Van Wagner will give us um an overview of what you guys are looking for and we're happy to provide it if we have it like I said the the other allocations they not quite done yet we would have included it but it's a work in progress and and we probably have that closer to April wouldn't you
think okay yeah because I think what happened with Easter no one anticipated right it was you couldn't have seen it when you were doing all this um and that it was a tough decision
yeah well and we realized yeah I mean I think what we realized was that we did have a lot of open enroll into that school and then the siblings that affected you know and there was a whole you know and and that takes time right for you can't just say okay no more and
then you know you take the siblings and I mean there's a whole other you know and we did get a lot of feedback from our community and our and our teachers too that said we don't want splits can we look at it this way and do you know overloaded classrooms or you know higher number of classrooms so that we can you
know accomplish our goal and so we we listen to that right we're listening to those leaders that are doing the work I I think it's important to recognize though that we I think we even feel like there's some better ways to do that to not have it like I think that you know if we can make some decisions maybe even
up to that week before so that we're not getting into to TI point the four days before you know we're not trying to you know make major changes make major changes and so that teachers are being changed for kids like that's not good right you know and so I think that you know with Dan and Jesse I think having
some uh experience at the elementary levels to think through that and maybe have some cut off points and have some of that's where we can avoid that but I think you know it's also important that you know that while and maybe in that one school like if we're looking at our resources to TI point that we're making
sure that we're equitably making sure that everybody gets that resource you know that that where that should be so um you know I think that that's what we try and balance and do and but I think there's some things that every year that I can say I've learned in this process and I hope next next year goes better
with that and wanted to be better with that um you know and and we are very fortunate that we've had very stable Administration in all our buildings across so um you know I think that we're going to have some better ways to maybe do some of that I think what we did last
year with some caps on enrollment to not have um Central grade knowing we have to move Central grade into this building Willow Hill we know just doesn't have any more space and Eastern in that same element that you know we do get a lot of of
especially out of District School of Choice applications to that building that we don't want that building to be 600 kids you know that that you know how do we look to have some things in there that we have had feedback from the board and I think we took a step last year I
hope we take another step this year and there's always room for appr improvement in in everything I mean we know that I mean and that's that's why I think we all work right for those OPP um I did watch the curriculum community and I think one of the things Dan said you know regarding
splits just because I'm passionate about it I really like to look at data because it might not work in one building but it might actually be an answer to another issue in another building I know at Travers sit's the split um teacher I think she's three four talked and she's got excellent growth data but there was
also some behavior issues that it helped solved by lowering the amount of students so you know I don't think that maybe they don't work in some buildings but I don't think a blanket statement that it doesn't work in all buildings is necessarily true that's a good point I mean it is a good point and that's why
again listening to the Educators those that are doing the work like I can't I can't make a blanket statement as a board member and say no more splits because you know I mean so yeah I mean right I think one of the issues
with the splits too was that it was happening so close to implementation correct it changed teachers done a kid the day before and I think Dan's given us some good thoughts on maybe some ways to not have that happen and so I'm
really excited to have those conversations when we get closer you know in the summer here to to say here's our kind of line on the sand date where we've just got to bite the bullet on some elements to not disrupt you know that that way so I think he and Jesse have some really good thoughts on that
that I'm excited to really talk about when we get there it's a good conversation and and we're not going to see everything in the same direction right and I love that right well sometimes I
love that and sometimes I what the fa otherwise love the discussion and I appreciate and I will do better next time with C seeing the board president and when we have a new chair because I would like to just this went
down something that I didn't not in the spirit on the intention of what I wanted but I I will do better next time if I ask for something to be added to a uh to a committee agenda no thank you all things are learning opportunities that's right
that's right right for all of us so the only only other thing that I had was I always like to go over upcoming District purchases so there's no surprises um so uh we had qu a few items today um that are going to go to the board March 10th we have a lot coming in April um like we
talked about earlier Evan is working on some cell phone boosters he has two companies um we're going to Pilot one of them and then he has another company I don't know if they've gotten back to him quite yet they're not as responsive um but doing an evaluation we're starting at West Senior High because we've seen a lot more issues at West Senior High but
we're really trying to solve the problem other than having our own cell tower of how to make that a little bit more manageable um Trevis Heights um uh Trevor Heights Furniture fixtures and equipment will be coming in April that's the classroom furniture and possibly
cafeteria Furniture um Paul and ran are going to meet with Brian to determine if the brand new round cafeteras tables that we bought for the rest of elementaries that we have left will work or not and what changes we might need to make uh the facility storage building um is ready to go out to bid it might
already be out to bid was out Monday Monday um so that'll be coming uh for your approval um Central high school they got the award for the greenhouse but it still needs to go out to bid for um install set up all that good stuff so that you said TC Central
yeah trity Central sorry you said TC and I went traversity High School yeah yeah yeah Greenhouse um Central grade I this is a a little bit different where it's not a purchase but it's something I want you to be aware of um after our visioning session on March 3rd we're going to work with the Architects to
kind of develop based on what we've heard what consensus we have from that group um what are we thinking as far as some of the parameters um there may be partial demo we would like to be in front of the board to say this is the concept and we believe this is the
budget we need so that we have enough information to move forward without a lot of major changes so we plan to do that in April um we will have the Architects and the construction manager here um elevator upgrades there are some safety um upgrades that are required um I know Paul's working on those that
might be April or May depending on how fast we get that out um West Senior High Renovations the uh Northwest Ed uh would like to move their classrooms um that they use at West Senior High and have agreed to pay for that so uh Paul has worked with Joe and Northwest Ed to
determine what that looks like and we're out for bid there's also a couple there's a couple minor changes that Joe has requested as well but um so that's out for bid now um Tris City High School we've we've got some environmental things going on there as it relates to the bridge and Paul's had a couple
studies done stud's done we just need the recommendation to come back so we can do that work um I don't know quite the bridge well it's the cck that goes through it no no I know it's the support of the bridge yeah it's I'm an East Bay Elementary girl so you know don't mess
with the bridge we're going to support it better I'm totally kidding we're not getting rid of it make sure stays up yeah um and then Central High School gym Concepts um where we actually have an extensive meeting today with the Architects and the user group this is
again not necessarily a purchase but coming um with Concepts so if there are major changes we want to make sure that we have approval and a budget determined by the board before we move forward so that'll be coming in April as well um and then staff laptops quite a big
purchase will be coming in April or May and then a little bit later um we try to put the next three months up top and then a little bit later um Sab and I believe is going to be out for bid May late may possibly early June closer to June I'd say yeah so that might come
June or July for approval um and then virtual infrastructure servers will be coming not sure yet excuse me we're still assessing because we're potentially moving off our existing system so trying to gather all that
information just trying to keep you in the loop of everything that's going on so there's no surprises one quick thing I want to mention um to the board so again just to be clear we are we will be vacating this building so Central grade can move in a group HR and business will
be moving to Sabin with those Renovations um superintendent's office Communications curriculum our plan is to move to the vacated area of Central High School where the um the computer lab and Robotics area has been back there yep
and uh with that I think it's really important this building once Central grade is done obviously this building will be empty again we do have the lease coming up to an end with Oak Park and so one of the things when we get into strategic plan I just want to see put in
your mind now I think it would be a good idea for the board to consider a a a a future facilities plan you know to give some thoughts on where in the next three to five that the board wants to go with
this building I think Oak Park you know and looking at the board at that time will have some idea of what lefer buildout starts to look like how that may affect Trevor Heights cherrying null and so I would encourage the board to just you know as we're sting talking
about that big change that is really a ways down the road that probably the last year of the Strategic plan might not be a bad idea to have something there embedded in the Strategic plan to have the board have some foresight to be thinking about where it might want to go
with that in the future I know uh Northwest that extended their lease on Oak Park when 30 2030 so not you know by time Central grade's done you're kind of right starting to get into that ballparking conversation and and you know Nick and I have talked I think they
have an interest in maybe trying to build something out you know for for Northwest Ed um you know we've had a lot of conversations about the size of Eastern you know we've had conversations in the district about some parents looking for maybe more of an Early
Childhood Center concept we know we have daycare providers that maybe don't have space that is their public private Partnerships there's a whole ball there right that I'm not asking the board to take on now but I'd like you to think about having something embedded maybe
the last year third year of the next strategic plan to really build up on on that conversation they have going you know again don't know you know we all be in seat or any of us for that matter I think it's important for the future you know to have that there for whoever's
sitting in the seats know that's something that's going to really need to start a conversation then um put my hand up um just a comment question thank you for that and I and I I on the sustainability committee I asked you know do we have a
a land use strategy so I love that we got land too that could be thrown in that as well new strategy and um love the idea of meeting Community needs with child care yeah and my my question is lefer build out what is that so out lefran all of the building there's tons
of Apartments being built out out lrer and Hammond and allt correct increasing population in East Bay township it's expecting Trevor sites in Cherry null I got you I don't think there's any way to add on any more to Cherry n yeah so like
I said there's some deep conversations that need to happen I it's premature now no I appreciate you know but good as we do the Strategic plan it's going to come quicker than we think here in April I just want to get that in some board members Minds right now to go oh yeah and that last year you know you you're
going to probably even start having conversations about the next Bond right around then as well so it it's a very timely and we have property at at you know Potter and for mile we have property in Church Road you know again and it maybe we want to just keep that
the way it is at that point you know but it's good for the board to know all that have that conversation and I just want to mention that as we're getting ready to go into that to plant that in your minds I have one other suggestion okay that in the boardroom you have a map of
the district and where our schools are uh and just that general information there we want to get that that would be great okay it's hard to to see on that map we can make it as big as possible but there's a lot but yeah we can do
something with that the other thing some districts do not to make this any longer is they will have an elementary school split up with early Ed and older so if you get to a point with cherry null is there an opportunity Park's not far yeah you know and Eastern as well right there
so like my kids you know they went to a preschool K1 building yeah you know An Early Childhood Center that is somewhat common Grand rap area might be some opportunities on the east side yeah and it's something to like I say and things could all change population wise by then
it's a completely different conversation but it's important to have that elementary school yeah yeah well good okay well with that um our next board finance committee meeting will be Thursday April 3rd at 8:15 hopefully
we'll have our permanent uh new board member Maybe by and so you know just for reference I haven't had the chance to talk to Tammy I think right now it's looking like the third I think at 3:00 um is what we're shooting for is we had the most consensus I know you're
you're okay I know we have the planning at four and for the central grade okay cuz I have two board members I think they're planning on the conversation in text was one item we've got 45 minutes and let's get to business I just want to make sure you're aware that has been
brought up and and and and all of it it's even with that it would still that work okay and then Misty has the screen screen screenagers movie at Central which I really wouldn't like to seen I'm
not sure I think it's up to you yeah yeah yeah so with that I will adjourn the meeting thanks everybody thank you thank you Part: 2
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uh welcome everybody um I call the uh meeting of the board finance and operations committee to order the committee would like to welcome the audience and viewers may watch live board committee meetings online at tcaps.net boo recorded meetings may be viewed on demand at the same address uh
so we uh the committee set aside time for public comment I'm guessing Julie that we have new public comments so we'll move on uh to our procedural items so the first item uh is the draft Comm committee meeting minutes from January 30th um we are at the approval uh are
there any changes for these meeting minutes hearing no changes um meeting minutes will remain as uh posted and we will move on to the next item uh the acceptance of a grant which I will uh defer to Dr Van Wagner okay so uh each
year the Grand Travers Band of Ottawa and chipa Indians uh put out their 2% Grant which is uh a grant set up uh by uh the Grand Travers Band I'm a part of their gaming uh electronic Gaming revenue and so uh we apply each year and
um we are very fortunate to be able to receive uh grants and uh and this grant um is a part of our uh SSN um that makes sure that we have funds especially for our indigenous students um in that
program and so uh this is a grant cycle that happens two times a year and we've been very fortunate uh to receive grants in each cycle and so uh um we are bringing this grant forth for approval uh to the board that's great and thank you to the Grand Trevor's band of
ottawan Chip chipa Indians that's it's uh it's always so nice to receive these These funds especially for our SSN students so um great so this will move uh will this um put it as an agenda item I would like it as an agenda item that
way we recognize the grand Trevor's band being a local Grant I think that it's uh it's always good to be able to do that from that standpoint did I miss the amount um I don't have the amount right yeah 25,000 it was right on the cast right there so yeah and I and I think
like was discussed in January and like I discussed the superintendent yesterday about are we meeting the needs of student support network so I I love that we continue to get support and I look forward to the conversation around how do we make sure like student support network has all they have and all they
need to support our kids further some opportunity so yeah and that's something that I think would be good maybe even for ginger and Katie to come in and do a presentation on the board you know with that of you know those funds and how she they've been used in that element so something we could definitely consider in the
um okay great um so if there's no other questions or comments we'll move on to bid services and purchases so I will um this is curriculum English language arts Ela uh Elementary adoption and I'll defer to Dan tiur thank you appreciate
it um so to kick things off just to kind of go through some details of the request memo and just a brief history of how we got to where we are now so a year ago um State announced a 35j grant uh that Grant uh went to most schools in
the state of Michigan ours came in about $1.2 million and there's a timeline on that Grant and that time happened to fall when our contract um with our current um Ela contract was going to expire and we're able to look at at new
um Ela curriculum so we started that process got uh different stakeholders together teachers um our coaches Union um curriculum team to start to vet uh different um curriculum programs last
year they landed on ckla as one to do early adopter pilot on so we able to do that this year we had about 20 different teachers in our 10 elementaries um do that program this year monory did not participate um and then throughout the
year they did report out Britney worked with them on a regular basis um and we're going to share some of that information today uh the request is approximately 1.1 million that includes a 10% contingency fund for enrollment um that's a five-year
purchase currently right now with Journeys it's an eight-year uh we do like the idea of making those purchases a little shorter in term uh for various reasons one how curriculum changes how our population changes uh it's nice to have some flexibility with it
uh part of that also is a one-year um add-on with a reading Intervention Program called boost reading um they're they're able to give us a multi-year grant if after year one we see some data that we think's effective right now with our small
cohort that we have doing the soft pilot um we've seen some some data that's good but with these programs in the past we've seen with other curriculum and currently with Journeys they're a little hit and miss we didn't want to syn you know it's it's not cheap it's about 15 to student so we're talking like half a
million dollars to frontload so we're going to gather some data this year to see if it's effective there's a lot of programming out there that helps with reading intervention um and extensions so we're going to give it a run and see how it goes this year and you guys have given us an updates throughout just how
the Pilot's going with CK and really pleased with um you know over Journeys and so yeah so good yeah so Britney just going to real quick go through a presentation she's going to summarize a little bit what we did in in board curriculum just to show you some ideas
on some data on why we're using ccla and kind of a little more detail on how we got here today I'll just make a comment too I mean and Beth sat through it yesterday I watched it I'm sure Erica watched it so if if uh I mean if you want to go through the full Spiel great if you want to hit the highlights welcome to that too because I assume
we're going to be talking about this again on March 10th so great we were going to hanker down for a good three-hour presentation Dar come on Ty they're in their Glory anyways continue thank you yes
appreciate it um so I'll start uh by kicking off in the same way we kicked off board curriculum of what constitutes a high quality Ela program so there so there's a multitude um of research that's been done that dates back you know 50 years or so um and it come and
they all essentially in some way or another come back to these six components um that really help to Define um and ensuring that our district is purchasing a highquality Ela program for our K5 um student population so one thing I do want to point out just on
this one in in particular is um the intentionality and the um necessity of having a program that not only has systematic explicit instruction and foundational skills but also um really focuses um on integrating and building background knowledge um as a way to
provide Equitable instruction for all students and so that leads us into y CA um and so you're looking at that graphic um as mentioned in board curriculum earlier this week that comes from Ed reports um and so across a K5 Continuum
you can see that um CK meets all three gateways across all um grade levels and so um the highlighted piece here is that it is a program that's really built on the science of reading not retrofitted um because science of reading is such a buzzword these days there are many Cur
icular companies that um are marketing um the fact that their program um is aligned to the science of reading and that's not always the case um but CK is a program that is um fundamentally built on that science of reading has strong results across um a multitude of
evaluation tools um and most importantly aligns with previous District initiative surrounding explicit instruction um during the 23 24 school year and the science of reading um that our K5 teachers are current ly participating in this
year so um as mentioned earlier um by Dan we have been um engaged in a ccla pilot over the course of this year that has um involved at least two teachers across our 10 Elementary buildings we provided um initial training but also
ongoing support so it wasn't a oneandone service um and that was through ckla coaching um the embedded non-alu to visits um that included not only our amplifi support but also members of our curricular instruction team as well as our ISD literacy Consultants um and then
we had embedded calibration days where we came together to debrief those visits as well as seek input and feedback on how um to continue not only supporting them but how we can best support as we kind of bring this implementation to scale moving into next year um we
engaged in continuous um feedback loops through monthly Google forms informal check-ins as we've been out in buildings as well as those those formal discussions discussed or those formal discussions during calibration days um and then an additional layer we've added
is to have our ccla pilot teachers do uh report Out Cycles in uh their building sites during about 10 minutes of a staff meeting um and we started that in January they have one UPC coming in March um and then they'll uh round that out um in may just sharing kind of some
collective successes connections to District initiatives so they understand that purpose and intent um and then really talking about it through the lens of teacher and student experience while offering up opportunities for those non-pilot teachers to ask questions can I ask you a question
absolutely it's just a curiosity why a no pilot at monor was there a a specific reason or just wasn't a teacher that or teachers that came forward to want a pilot I they've had a ton of success um so I'm just curious if yeah yes so we
had representation from two mon teachers during the curriculum adoption process and at that time um there wasn't um a level of Readiness to engage in the pilot however we provided um a kind of different level of support where we have
connected their um members of their leadership team with amplifi support reps um to start to wrap um their head around how they might utilize this curricular resource within a monory setting with an amplify support rep who's had significant monory experience
and through those meetings they have decided to move forward with also um purchasing ccla um but they're going to have a little bit more of a staggered implementation um approach to ensure that it also um remains in alignment with their um philosophy right yeah okay
I have a question how will this support kids who are now in the sixth through 12th grades who are poor readers struggling a little bit are there any connected Bridges between this new program reading program with kids at the
higher grades well I know just specifically I know that Britney's been working with Jesse on looking to build out our tier 2 program at the middle school for reading so specifically with CK we hope naturally through the program right that we're going to be filling holes that they currently have with
their current curriculum so they're more successful in middle school but I know that she mentioned Jesse did mention that in board curriculum that we're using some atrisk money uh in our Middle School that we haven't necessarily in the past for tier 2 intervention because we know there's kids that need support
with reading who are still in sixth seventh and eth grade but I know the programming next year is specifically going to Target sixth grade uh to hope to continue to fill those holes they have in learning yeah I U I think I asked a similar question curriculum um will we also use this a
little bit preliminary with the JK kids yeah so JK is actually using a version of this now they're using a preschool program that we adopted a year ago um we continue to to bring in PD support from ccla and they're also going to have access to the uh version for
kindergarten so we know that those kids that come to JK come at various spots and they need some differentiation so having access to the prek and the kindergarten materials helps meet every learner where they're at so it's still so kind of high level of overview
of CK so um I hope is that you're starting to see some of these connections just through perusing these um six bullet points and the components that make up a high quality Ela program um and just adding in um those opportunities for daily writing connected to reading which is so
critical and quite um a a shift historically when we think about writing instruction especially as they continue on into those secondary years where a lot of the writing is directly connected to the text and passages they're reading in class so we're really trying to intentionally lay that foundation for
students um and grades K5 so that transition is a little bit smoother Beyond um the K5 uh student experience as well and grammar is also addressed to some degree which is kind of yes it is yes so as I spoke
previously um CK was built on the science of reading and they've done so through their alignment with one of two of the theoretical Frameworks that we usually see with the science of reading which is scar br's reading rope and so there's an intentionality in um these
two strands where the knowledge strand is focused on building students language comprehension and they'll do that through oral language development um digging deep into uh expanding their knowledge of vocabulary as well as knowledge of both not only um American
history but Global Studies as well and Science and then in that skill strand is where you're going to focus or where students and teachers are going to focus primarily on those foundations skill so their ability to hear sounds say those sounds accurately read those sounds and
then write those sounds um and then making sure that that all comes together and their ability to read those connected texts which are decodable readers and the decodable readers I think are an important concept um when we think about the science of reading because it's that direct application of
those skills in context so they're not only learning those skills out of context but also in context as well so as you can see between the combination of these two strands it is a 120 minute block of time for students in grades kindergarten through second
grade and then as those skills become more um increasingly strategic and increasingly Automatic by grades three we're going to see a shift to a more of an integrated approach um so third grade is still going to align with K2 in terms
of timing with 120 minutes and in grades fourth through fifth grade there it's um going to be more uh even even more so integrated um and we're going to allot a 90minut block of time for the implementation of that program and this is where you're really going to start to
see a shift for students um in not only learning to read but making that shift in Reading to learn so how can I apply these foundational skills from an accessibility standpoint um to be able to um engage in complex text at a more rigorous
level um as Dan spoke earlier um a little bit with the Boost reading there are those embedded opportunities for differentiation not only from a remediation standpoint but as well as an extension standpoint um so from a remediation or for our students um that are lagging a little bit behind there
are those built-in um opportunities of support um for um what that are embedded naturally within the lesson there's also an opportunity based on um data that's collected throughout the lesson for students to engage in 30 minutes of additional support through every skills
lesson and then there are two um components that um are also a part of this program and that's the intervention toolkit um so that our our services and our languages are streamlined for our most atrisk students um and then that boost reading is going to be that
personalized adaptive learning platform that will place students at a level that um their uh a a level for their Readiness to learn and they're going to engage in an Interactive um game like uh platform where they're
going to practice those skills that are directly aligned to their academic needs and then from an extension standpoint also as well those are built into those daily lessons through the challenge which you'll see in that um image at the top and our students will
also who need extension will benefit from that boost reading platform as well so it is going to regardless of the level you're coming in be able to meet those students where they are um and have it be in direct align to the same language and the same level instruction that they're getting within whole
group and then this is one of my f most favorite slides to present on and this is the efficacy data um and so just like I did at board curriculum I do want to point you to the uh image that is outlined in green um and this was a
study that came out of UVA um with nine elementary schools um in the Denver area and and they tracked um they tracked achievement across four years time knowing what we know about implementation science and what they
found was that the treatment group far outperformed the control group but particularly what is uh most beneficial is that finding too um was the um ability for the curricular resource to really close that achievement Gap so not
only is it um beneficial for all students with that effect size of 044 for so we're seeing very typical growth from our from those students who were in high income areas but for our for the students that were in low income areas we saw they saw an effect size of
1.22 um which is um uh an indication that it has the capacity to close those achievement gaps for students who are coming from lowincome areas yes I just want to as someone who will continue to advocate for our kids who are furest from opportunity I just
want to say thank you for that um and uh and and your previous comment about Equitable instruction for all students um at curriculum it was mentioned you know when we were talking about what success could look like should the board decide to move forward with student
achievement Equity I think it was Dan or Jesse talked about that research based curriculum every day so like we're doing it right this is this is an example of of we're taking steps to address this Gap so I just want to say full support and I appreciate that thank you did they
have any opportunity to look at how students did it with English as a second language was learning to read any more difficult or just something they didn't ask the question for I'd have to dig a little bit deeper into the um details of
the study but I'd be happy to do that and follow up with you to see if there's U there were some um specific portions of that study that um tracked the progress with El students we did sit down with our El team last
week Britney and I with a rep from ccla they have a program that they're not quite piloting yet in beta so it's pretty early on and want us to use with our some of our El students next year um at no cost and we were going to start to look at that to see if those connections
were were effective as far as how they're reading it it is more difficult right when we're talking about a second language and and reading and and picking up those skills because I think those kids too would be important then my next
question is did we ever have student input so that did the students tell you yeah that was F or could you measure that could you follow that a little bit mine would be a little not real formative in the fact that you know when I visit I
Britney I visited all all the classrooms that were doing the CK pilot and as far as that engagement we talked about engagement in a board curriculum how when we ask them as a class we would go in and ask necess have formal data with it but that engagement in the content
area and the knowledge strands particular when we talk about you you mentioned that board curriculum uh that Curiosity as far as the reading goes you know the the reading to learn is is night and day with the current curriculum they're excited to use the curc which I think is really cool that's
great yeah that is super cool yeah good I was able to be in a fourth grade classroom to dance Point um and had an additional time to ask the students you know what do you like about this program what do you like about this in comparison to programs you've done before they're like oh my gosh it's so much more fun we don't have to do
worksheet after worksheet we're learning about exciting topics we get to talk with our peers um so we're hoping that continues to you know trickle Beyond just those classrooms we've been able to get in and get those student opinions on thus far probably with fourth graders they're a little bit more able to do a
comparison where young are like uh you know I mean yeah good that's great that's good good good exciting I'm excited I'm excited you know and you you know a couple years to come to say hey look at you know look where we're at and
yeah absolutely and so these next two slides are our perception data that we collected from our CK pilot teachers so we have 18 responses here um and those top two um images are uh the pilot teachers rating the effectiveness of CK
being able to support students foundational skills which you'll see the majority of them are on kind of that highly effective range um and then the one the image to the right is the uh effectiveness of ccla supporting a student's language comprehension also uh
veering more towards highly effective that bottom left um as Dan uh spoke to just from informal conversations um pilot teachers are also saying that students are way more engaged in the ckls CA lessons compared to uh previous
years um and then in terms of what teachers are seeing from the results of those local assessments which are essentially the assessments that are embedded within the curricular resource there's um 88% so it's a combination of the yellow and the green are stating
that they're seeing on those assessments um a uh an improvement between 51 and 100% of their students with improved literacy skills as a whole and then in terms of feedback on effectiveness of the support and
structure providing uh that provided structured support throughout the year which we're going to use in terms of creating a more aligned plan moving into the fall of next year for full implementation we received a lot of positive feedback in terms of that ongoing support and their ability to
feel more confident in implementing that resource and then in terms of ease implementation this is where we saw the most variant which is to be expected um because as I spoke about at board curriculum this is so much more than a curriculum adoption um this is
fundamentally changing the way in which we View and deliver literacy instruction to our students and so that's a a very big change and a complex one and so we know that um it's not going to be easy so um not super surprised but know that
that um will improve with time then I'm going to pass it back to Dan to talk about the PD plan for next year so PD plan will actually start this year even a little before June as those materials become available to our teachers in May they'll have the their
teacher um their resource guide and also um access to online materials we're going to do some optional training in June uh that helps create take some of the stress and tension off for teachers thinking about the summer what's coming up in August we have PD planned with
ckla in August also with RSD date RSD day and then ongoing coaching sessions with our building leadership and our Ela team um ongoing throughout the years we are kind of doing some restructuring of our plc's in elementary so those become
more of a PLC instead of kind of Rand random oneoff PD as they currently are so they have some flow to them and they can address specifically Ela and math and then our instructional coaching support will also continue so CK costs as I mentioned in
the memo uh 5year program uh right around 1.1 million again with that contingency based on enrollment uh that'll be fully funded uh by 35j literacy Grant so there was just we're looking at maybe 100,000 or less it may
have to be budgeted out of our cni department um but with some different shifts that Jesse was able to make uh within the grant itself we able to get it fully funded and just shout out to our finance uh Department Sandy low uh Cindy Farah
when they negotiated this and and went through kind of the ins and outs of the 35j so we could actually use the funding you know not only were able to save the district you know the 1.1 million but also in the negotiations know literally two to 300,000 um where they can go back
and forth with the company take off shipping and other things so just helps us a ton that's great the pilot project cost what 7 for 84,000 and that was also Grant okay good
point and Beth asked Tuesday about consumables consumables are included yeah this is all this is a a one-time call so one of the nuances of the 35j is that those funds must be spent by September 30th that kind of changed the direction of our pilot a little bit too
I think we're going to do more of a two-year but with the timeline um we were able to we we had to move things up a little bit and so all those are going to be we're going to purchase everything ahead for the 5 years there'll be no other additional cost with this unless
we look at enrollment we have to make some changes like in year five which we're prepared to do in that contingency well you know the state is talking about extra support for reading programs so if you would be thinking about spending any money that we have discretionary at this
point it could be that in the year or two we wouldn't we could save that money now and recoup it when they put more money out I don't know yeah for sure they're talking literacy grants there's two currently 35m 35n we're going to be
applying for both of those and those could depending where they come in could come in over a million dollars um Governor talked I don't know if she touched on those particular grants but a little bit about education last night in state of state and it looks like there's some potential there for some ex extra
money coming in specifically for literacy well thank you any other questions thank you so much for presenting to the finance committee I think this was important to present here so thank you so much and thank you for the finance team for working hard on finding that
grant funding and and digging deep to save some money there so good good stuff overall so thank you okay Britney is working with our coaches across the holway I think I heard some laughter and jovial fun over there because she's done must be so once it's quiet you know I'm
back in the thank you all oh thanks for being here thank you thank you thank you so with that um we will move this to because I'm not you know I'm newer on finance um can I can we move this to consent you can I I'll tell you that
I'll tell you what and this was really Andrews when he was the chair anything over a million dollars generally like to see as an item just for transparency sake but I would agree especially when we're talking about literacy and um student achievement um I'd prefer it be
on discussion okay so we will move it to discussion and uh for the for the full board can I ask a clarifying question just because like Ty said I think five of six board members have seen the presentation perhaps give Dan some guidance on what if you need a presentation I was thinking more maybe
narrowing it down to like more five slides kind everybody watches I'm sure everybody watches and um so I don't think we need the full Spiel I don't think we needed it today but I appreciated it and um and and I don't think we need it on the 10th I'm
just one person yeah well I'd like to make sure that our board president got the whole line yards well he'll see it but I'll make sure they express that to him but we'll we'll still have an element we're going to condet it down to
something that just again gets the just for you know context purposes for the conversation and um and go over there if everybody's could it's not new conversation this whole project is not new no it's been great it's been a great communication from start to finish as to
the thought process of Y CA and Heidi was working on that Grant I believe last year yeah yeah so yeah no three hours you can five slides there we go two
slides no not 52 you said oh one I said one that's great okay well it's good stuff to celebrate too and just make sure that our community sometimes Community doesn't tune into our committee meetings but more the full board and so um I
think that's that's a good thing for the community to hear so uh okay great so we will move on to Safety and Security and uh District safety Shades I will defer to Christine yes so this is a purchase of um safety shades for our interior
classroom uh windows and Sid lights so um quite a few years ago now uh we had uh secure education Consultants come in and make some recommendations to improve improve our Safety and Security and this was something they noted um one of our challenges although it's really fun in an elementary school to decorate your
doors and your windows but if you can't see out in an emergency it's a problem excuse me so um this is something actually that Long Lake brought to our attention their PTO uh purchased them and it was a pilot for us so we ended up putting it in Monas in this building um
and we also put it in um I think a middle school and another elementary school just to have them take a look at it but it's really ease of use um it's not a very expensive material um you can roll it down when you need to roll it up pretty easily the the point is the teachers need to be able to see out um
in an emergency and nobody see in so it's just something it's a lot cheaper than doing blinds throughout the whole District so um we're able to do all K8 granted we do have Monas and Long Lake already down and we won't be doing central grade we'll do that when we do
the renovation um but that's uh 5 7,874 with a 10% contingency and it's funded from Capital Bond we had a small allocation for Safety and Security and um Patrick will be working with Jesse to kind of talk about the um high schools and see what we might do
there um they already have some screening although it it isn't what was recommended by secure education consultant so we just need to have further conversation about what that might look like okay perfect any question how many shades a curious way
it it was a really long list um some of the classrooms have more than one because they still we don't do Sid lights anymore in any of our Renovations but some of them have a s side light a whole window to the side of it so we're doing that as well um but it's any interior classroom or space that uh to
protect from the hallway um I would not be able to I mean we probably have 20ish classroom per elementary school and then think about the middle school so about 500 sure just 200 time 10 we're going to
need a count on that we have a count I can share it but yeah I I just recently purchas blinds you know oh it's got It's competitive they're expensive are
very and um I noticed we went with one provider and I'm was curious on whether it was bid out um we actually used a Consortium um so it was really hard to get companies to the product is purchased elsewhere and then you have a company that does a labor but in order
to use bond funds you have to package them together you can't just put out a bond um bid for labor only um you have to do the material too so we had to find a company that was willing to purchase the material and um install it as well plus they had to go out and measure the
windows so we Patrick reached out to probably four different companies and Buster blinds was the only one that was willing to come in and then they um Cindy faroh worked with them on negotiations and got them to um participate in a Consortium so we were able to work directly with them we tried
to get more quotes and one of them was incomplete they didn't really understand what we're looking for one of them would only do labor which we can't charge the capital Bond so that's where we landed thank you yeah well good then we will move that to consent um with Andrew
Raymond's below a million in honor of Raymond we'll move it to to consent and we we'll go on to technology um art cameras visual performing and applied arts and aler to Evan good morning uh yes so this first project
bringing to you is um as stated the purchase for the visual performing and applied Arts group um something that I've been working with curriculum and representatives in this case from the art Department to identify some needs of items that are uh again in this case
Bond eligible which are their cameras um so from the recommendations and what each side of town from West Senior hind Central High School needed um we looked at some 33 camera bundles for Central High School and then 30 just individual
cameras um for West Senior High uh 12 of which we're going to go to West Middle School and then one of those cameras is actually going back to Central High School um the total cost of that purchase will be $44,900 which does include a 10% contingency in
case we need to acquire any additional equipment for those cameras but I don't anticipate that needing to happen um and this is again using our Capital bond funds from the technology allocation okay there uh okay good any other
questions so so Central High West Middle one back to Central High School so two two schools and W West Middle School West Middle School senior East Middle in
this particular case didn't have it but we work with them as well in acquiring the equipment they need um it's going back and forth and it happens at different times based on those needs and what BPA allocation okay so 76 new cameras for the district
the math is right so okay perfect well we will move that to contingent uh I'm sorry we will move that to uh consent for the full board uh moving on student Chromebooks again yep uh so this is our
uh annual purchase of the Chromebooks for our incoming Sixth and ninth grade students um so we do that like I said annually to do the rotation those Chromebooks will stay with those students for the duration of their middle school or High School career so we try and uh utilize them to the end of
their useful life and update um um capabilities uh we're going with uh the Dell 3120 Chromebook after evaluation this is similar to the models we already have throughout the district um so keeping that continuity for us is important um because it also allows us
to maintain our uh Chromebook maintainer program so at the high schools having the students and our student support technicians work on self-repairs um for that class I believe there's typically six hours a day at each of the high schools where they have several students
working with that to help us repair those Chromebooks um and do some of that work in house um this also includes a small uh portion of Chromebooks for The Compass Learning Center um that uh is over at tror City High School um so
acquiring some Chromebooks for them for those students in their needs um slightly different we're not doing a touch Chromebook for them um found that their needs don't really need the the touch portion um so and then it also includes I'm sorry headphones um that
typically are needed for various reasons testing and and other programs uh that you run off the the Chromebooks so we try and when possible acquire the headphones to come with those so the total cost of the Chromebooks uh some cases headphones uh from people driven
technology is uh $886,000 16 which again includes a 10% contingency if we were needing to acquire any additional Chromebooks um that we did not account for though I'm not anticipating that hopefully happening um and this comes from again
our Capital bond fund the technology allocation questions okay so we will also move that on to the consent calendar for the full board uh and lastly Evan the network wireless upgrade at Eastern Elementary and East
Middle yes so last thing bringing to you so we put out for bid uh using the E rate process so I'll give a shout out to the business office in West for their help with getting that organized because that's quite the process in itself um needing to upgrade our wireless
infrastructure at Eastern Elementary and East Middle School um we had done our previous schools I believe it was two or three years ago they're obviously on a slightly staggered rotation so we don't have to replace all the equipment at once um which would be quite the project
in itself so updating these to the latest and greatest with our access wireless access points and some of the switches uh that will go in the building that kind of run those and other equipment um that is Network dependent
um so this bid was actually posted on our website uh in the Trevor City record eagle and on the universal service administrative company usack website which is what the eate um process uh requires along with filling out a form
470 so we do that because we get a partial refund for these e-rate eligible items so anytime we have that opportunity to acquire that equipment that's e-rate eligible we definitely uh take advantage of it um what's the
estimated rebate you think on this purchase it should be around 60% that's what I thought yeah it's excellent so like I said any time we have that opportunity we definitely get working like I said with Wes and an eay consultant and make
sure we go through all the proper procedures to get those eligible for that e rate of refund um so the total contract uh we're recommending is $272,100 again that includes a 10% contingency in the event we need any
extra equipment for installation um or things that are not accounted for which I again don't anticipate uh which will be coming from again our Capital bond fund technology allocation and then 60% will come back on correct that's a process but yes yeah
so we will pay for that up front and then we apply for that refund that comes back to us that's great um weird question does this wireless upgrade um have anything to help with the security component of of kind of our um you know
I know we had some issues with our um our ear phone our earbuds within buildings I know we did at West Senior High and I don't know if this has anything to do to help with that or no uh not that I'm aware of but I'm not quite sure about what the issue is with
the um the earbuds in particular but I can look into that get something with communication on because of this building it's really a cell phone issue yeah that is something that that's another project that we're working on gotta and that's a separate so yeah
looking at a cell boosting technology which incl some antennas that pull in the signal okay that you might receive from outside and then kind of amplify that but on you know you can buy them right for your home that you plug in we are going to be doing it on a much larger scale to try and uh okay so on
that note I think you might be referring to when we did a reunification um at West Senior High School Safety wise yes we had issues with communication so you might remember we've upgraded the radios and all of our buildings to a specific technology so that we don't have that issue okay
that's what that's right and I didn't know if this sort of I'm sure it does I mean recently uh we we purchased the radios that R the digital radios that you know work with First Responders and that element to have all that communication to be able to work
regardless of a cell phone component Wy turkeys and steroids yeah yeah good not everybody has one and really it is a cell phone issue that we've been really trying to investigate and so that's a whole another project that he's working on right now I just have a quick comment I mean I and I appreciate cuz sometimes
I you know with the buses and the technology and the laptops and the and the parking lots to make sure like all of this points uh to to Student Success so I I love this line here the proposed upgrades to our Network systems and wireless access points ensure that the teaching and learning experience remains
seamless and productive so I I appreciate that line I definitely get phone calls when the Wi-Fi is not productive so I keep it it's become a crucial part so yes and productive we've uh we do our best to keep that running absolutely sucession teaching and
learning H okay any other questions then we will move uh that to uh the consent as well uh for the full board uh okay moving on to informational items uh first item is capital projects and Paul
will give us our our regular update we go our exciting regular update I should say there we go so if you've been out by West Senior High lately you'll notice that a lot of the construction fencing has come down around the site um and we've opened up the parking lot again we
had to open the parking lot because the snow had filled so much of it that they needed the additional space so we shifted the contractors around a little bit and that but the fencing coming down is part of the requirement from the uh inspectors the state level inspectors to get us our per our occupancy
certificates so uh and we're at that point where we're we're uh we're right there so I think he's coming next week maybe Tuesday uh Tuesday no they're coming to look so inside Furniture's there finishes are
going up technology was out there working on the site yesterday making sure everything's up and running you can see the monitors are on and that great just another one of the spaces we've got more equipment Furniture sitting in
various Loc to bring into these spaces right now just waiting for that opportunity the meeting and Conference Room so we're at that point where things are getting finished and that the only thing holding us up is a
couple of uh Overhead Doors Overhead Doors everything else is is is falling into place but the overhead doors won't hinder the occupancy and if you can if you see on the far end of this slide that's the opening for the overhead door
we put in a temp wall so that we could get our temp occupancy that looks so much better without a red railing yeah so I will note so for the robotics team what we're trying to do is get temp occupancy the big area there is where they can put their practice field so
we're trying to before they get deep into this we're trying to get that spot at West High School available to them to be able to do that that's our Our Hope next week is are able to get in there and start doing that for both schools for both schools well in just West Senior High just at w they can both
practice West Central behind a little bit can come visit in a friendly way exactly yeah West was practicing in the Commons area last when I was out there they had their pad all set up in the Commons so and we
know I mean I I'm married to a builder I get it I mean you know there are always delays um as much as you want to say um so totally get it and really appreciate all the hard work I know I know you guys are doing to try to get it open for our kids and um I know it's
just got you I I got you I was waiting so she's not you can see the big difference is the color of the columns here I had to point that out um they're uh gray here and on the previous one they're green
yeah oops that was too fast I was thinking you were going to let the art Department in to do murals on all those big blank walls not yet you can't let kids in there until we have occupancy yeah I'm sure who knows what will happen in the future so the
gray is at Central yes I got Central the theme at West is the dark green and the um light gray and and I'm sure they'll black the stairs are black they'll throw I'm sure they'll throw some gold in there somewhere and then at Central High it's black and the gold is paying for it
so and this is Central High again Furniture's been delivered spaces are being finished out I think technolog is over there today tomorrow uh we were finishing the network setup yesterday and I don't Moss the setup vendor might
be over there the vendor will be over there so again just a few more of the spaces there's uh some floor finishing that needs to go on in this space yet they'll grind that and seal it we'll be doing that over spring break
yeah it'll just be a cement floor just polish it's it's a sealed concrete it'll have a color to it and this is their meeting space ground instead
of um next week our uh work begins in Earnest with our Performance Management contract with train uh they'll be doing lighting Replacements across the district there's four schools that they'll be in between uh the beginning of next week and April and then the rest will fall in
line after that and then the uh additions and Renovations are going to start at Traverse Heights uh probably middle of March to the end of March here they'll start mobilizing we'll probably have to take some trees down over there for the addition and that but uh we're
coordinating that right now with the principal with um Brian and with u Northwest Ed so they all know what's going on and what's happening let's plant trees that we take down please we have a tree fund John do
we have a tree fund we do good and we get a lot of times we also will get them donated from the MSU um extension perfect thank you and we had a student last year that donated to Blair as her senior um senior she had
a graduation party and instead of giving money donated treats then they all went and plan it was it the H hockey what was that was this a graduation or hockey but they planted a bunch of trees at Blair nonetheless so very cool well they're taking down trees they took down trees
for Central when they were doing we yeah we had a couple yeah you really did yep because there was a row of trees and we have a we had we've had projects to at our our land at Potter and for mile we have 80 acres there that we've also had some trees planted in as
well so that is when we have opportunities with different groups that want to that's it was kind of a flat Farmland area so that's an area that I didn't want to open a count of worms but thank you we'll justes when we we cut them down thank all right so Bond sale update um
so we had our bond sale on February 12th um we received 11 competitive bids um all of the tremin interest cost rates um after looking at premiums were so comparable I think the highest one was 3.25 they were all um many deci um mes
to the right um different but the lowest bid was 5ifth third security so the overall true interest cost after the premium is 3.23% um our last Bond was um in the mid tws but given the current market I think we've we've gotten a really good rate um
one of the things uh related to that rate is our uh standard and pores rating so we do get a new rating um we have a rating call every time we do a bond sale and they uh not only rate our current Bond sale but they also reaffirm the
last Bond sale and so um they gave us a double A minus for uh the new Bond sale and affirmed the double A minus with a stable outlook for uh the old uh debt um double A minus is a very high rating for a school district um I asked Julie to
pull just so we could see some comparisons the state of Michigan uh school districts and what kind of ratings they get and overall this is uh last we could find was from 2022 but overall it looks like maybe there's 30 school districts that have a double A
minus there's probably 300 that are an A+ or an a um so we're definitely in the top I think 2% of school districts that receive a double A minus or higher rating so we've got an excellent credit credit rating which helps with our rate um and we always get a lot of bids
they're very competitive one of the things that um investors really like is the smaller um term so we sell them in a 10-year series which helps him us pay him off a little bit faster too um so we close on John's
head's in the way March 13 thank you um and we'll be bringing the ratifying resolution to the March 10th board meeting um I won't be present but this is just affirming the the sale the dollar amount the interest rate just the
board formalizing we approve this um yeah well thank you for all your hard work if I mean like you said if we didn't have have um such good credit and standings we wouldn't get those rates so um truly thank you there are links in here and we have also posted the website
our rating um there's an actual rating scale and then there's rationale behind it even though they know we're dipping into fund balance this year uh we had a long conversation with them about it was planned we had put money in fund balance from s funds we've strategically used our s funds and so they were able
willing to keep us at our stable Outlook and not downgrade us so that was really good good news and just to be clear Esser emergency relief funds from the feds and do we have 1 million left we don't have any left all been spent yep zero Esser left in fund balance yep no
no you once it goes to fund balance you don't call it user I see but we put in three and we possibly are only taking out one and a half to two at the end of this year okay yeah there you go you got it sorry I misunderstood your question did we skip the we did Skip which U that's okay that's okay I was
just gonna REM um are you the review of the budget timeline good that was all included in the bond okay well no budget timeline separate oh okay and I'd like to cue that up but we can go to calendar uh first if you want yeah okay then we'll
come back that's good so um for calendar uh you have in front of you the most updated uh conversation that we've had uh with the tce a and TC capsa um and so we have some adjustments
here a lot of questions um about calendar some of the feedback we've had uh um one was when I talked to some parents that that came to some of my coffees were that some days we have half days some days we have early release days and they're not sure what time
which gets out today and which gets out tomorrow so one of the things we try to do is streamline to all early release days the only one that's not is the the very last day of school that is a half day um trying to work on we have to get 1,98 hours um and uh and so working on
all that time and exec of the state standard along with the five days of professional development or so you know that uh that that that can also be um 30 hours you know it's not just days it could be that mix so we have built into
this uh the agreement based on the professional development requirements we have to provide uh the 180 days of school um and again our early release date counts as a day but again the minutes are reduced and so you have to make sure everywhere you have enough
minutes and even a little cushion just in case of emergencies um so in this one um it does this does maintain currently um our uh our early release day now for um Dr Martin Luther King Jr day as well
as indigenous people's day um the board a uh has been updated that we did have an issue with Dr Martin Luther King Jr Day this year where we didn't quite meet attendance um and what that means is is that the day still counts it's just we do get penalized from the state an
amount for the difference between the attendance that we had which was around 69% and 75% which is that threshold that being said there's always a chance that the legislature could change that because there are many districts um that are in the 11 and 12 days of school Miss
now and so sometimes in April we do see a legislative bill that um can forgive days and often reduces that attendance down to 65% when they've done in the past so that's still not a done deal from that standpoint but we did have you
know a a kind of some Perfect Storm situations on that day with very very very cold and um some of those kind of things that that uh semester this y this fixes that so where we actually have the
the week with exams is covered in what you see in the uh third full week of January um so that we have uh um we feel good and the TCA I know was supportive of the ideas of how we have the day
staggered for final exams um so we just feel that this is a good calendar and just wanted to make sure this does not require an approval of the board this is really for information only but before um we give uh the tcea they take this to
their membership um for a vote and so just want to make sure there are not any major outstanding issues that I would have to have our team go back to the table to discuss as far as the calendar from that standpoint and it was a great discussion
yesterday um and I learned you know like early release um our the kids get fed correct on early release days we've never missed count on early release days I don't believe so I mean this year is really I'm I am
wondering about legislative fixes because this year I have never heard of so many school districts not making attendance counts due to illness it's even within our own region um quite a scho few schools have missed more than one already this year so it'll be interesting to see how they handle that
in our own in our own ISD there's been districts in fact there was one District that had a full day of school on the same day we didn't and didn't make count so you know like I say there there are some uniquenesses there so um but again it was yesterday discussed and and again
we I think that the um our our our Union Partners feel good about the calendar going in and and it's just we're trying to get this done before Spring Break um from that element so I'm hoping to have my feedback here and tomorrow um that they're able to move forward and take it
to their membership and so so I know it's a little bit T I had the and I had the conversation about inefficiency of each board meeting but when this happens to in order to get the feedback of every board member publicly without you know um Oma violations I need that feedback
and this is my opportunity to be able to do that with each committee so yeah you know and and I love that t the TC I always get theira well the other T caps TC caps capsa U you know they had a meeting Monday night apparently with with Administration and that went well
and and and I think there was a comment Tuesday about you know we got to go with what's best for teachers and unions which I agree with um because what's best for teachers and unions is what's best for all of our kids and it will help learning did you touch on that we went from 12 this year to to 10 10 yeah
you already mentioned that no I didn't hear but I did yesterday so that we did Squeeze down so we're trying to you know we recognize the issues of of for parents and child care so we are trying to limit down with our limitations with PD and our and our amount of school days
and you know all the rules we're trying and again the extended you know that that extension of the early release hopefully helps that burden there was a question we had a public comment uh at at a curriculum committee about maybe even considering a late start for our
transportation system that's hard um we you know we do have we're already struggling right now and this time of year in afternoon routes is right now where like I know Christine so me Tyson's been close that to driving you know at this point where Elementary we
do have some Elementary early drivers only and so if you push that out many of them may go to work right after they're done driving and so if you push that earlier that now gives us maybe more of an issue with our morning routes so um we'll continue to maybe look at that if
if our teachers or whatever you know that to my knowledge has not been brought to the table by them we'll we'll continue to have those conversations this next year to look but at this point um we're reducing what we can bringing um consist consistency to the days as
was really requested with the only true half day being the last day of school um and uh and again I think we feel we have a pretty good calendar here I just go ahead I just want to say from a transportation perspective I can't tell you on half days how long we wait for parents to come get their kids because
they simply can't remember what time so now just having one time for those days will really really help we have so many late buses on half days because we have kindergarteners and no parent we have to make a phone call and it just exacerbates every route and there's some parents who can't so what works for
teachers has to work for parents as well and what works for teachers right is what's best for well no what works with the parents also because kids won't come to school sometimes you won't you say I'm not going to deal with it they can stay with the neighbor right but or they
can stay Al I support this John and my only feedback is because I saw some board members referencing this on Tuesday guess my only feedback was to include this in the packet um in the public packet so I mean if you really want feed I would have liked to have seen this first I mean but you know T
watching Tuesday helped so that would be my only feedback including for like parents like Diane Arnold who gave came and gave we get a little bit issue as they take this I think it's the guaranteed calendar I see draft Yeah I see and maybe it can make draft bigger we've had it in the past and they and we've had issues no school today in that
element so we will get this out from that element moving with this it'll be in the board packet okay okay you know from that now that I have this from that standpoint and I had that feedback from the board but we're still in negotiations I hear you you know so I would be better I I will give better feedback if I'm able to have all the
information beforehand um thankfully I didn't show up to Tuesday's meetings but I you know so I I I I got a lot of my answers and unfortunately changed as as late as Monday Monday night is completely changed well and then maybe for next year right maybe what are we going to do next year and we can talk
about that later but this I I I support this plan yeah I think you know yeah obviously if the teachers in my opinion and the unions this is what works and this is what makes sense then yeah I I I and it still may not be remember they have to go for a ratification vote yeah
so they could come back and say no and we start over yeah so that is a possibility right strong I don't think so yeah I don't you don't want to publicly I don't speak for what I don't know for sure good so here you go yeah
okay perfect uh all right so back to finance review of budget timeline yeah um so we did have a study session back in October can I just this up sure go ahead I mean just so that there's some context about because I had this added to the agenda today um and I shared it
with with with John um you know because we were missing a a chairman or chairwoman um and so what I what I wanted was less of a report and and more just of a discussion you know cuz we did have a wonderful uh study session last fall and and I added it because it it
came up our mission-based budgeting came up during our last board meeting around student achievement Equity so all I really I shared four slides from our previous um some of them are kind of altered a little bit um but really I'm just looking for discussion especially with us three to make sure like we're on
the same page as we enter this as we go about doing this especially around allocations and formulas so I shared the formulas document that was shared during this uh study session to be shared out I don't think it was included we're not done okay yeah so we've got a couple big
things to talk about which I think is great for this discussion but I also would encourage you to reach out to committee members like I ahead of time so that I'm aware I know Beth is just filling in today um you know and with Andrew stepping down like I'm the only Committee Member so just I I there was
no communication well you know that I sent that to John on the 14th of February asking if for to be uh added and shared with um committee members so I'm learning about how to communicate with my fellow colleagues I communicate directly usually with with with the
superintendent he gave me feedback yesterday to also include the board president in some of these requests so this is just a simple request to have a discussion and and with the end goal meaning could is this something the rest of our colleagues would appreciate having a quick discussion on March 10th
and maybe maybe we don't or maybe we do one of the goals is to make sure like to your point like allocations are still changing like the one slide that's not included here is January where it talks about January 20th being a deadline for allocations um and they also talk about um student enrollment so we just had our
count day so I'm kind of curious about that um and and I'm not interested I mean you don't have to go through the whole I think it's important to know the process though so you know how much is integrated and how complicated it can be
um the January 20th is not an allocation deadline it was meant to be if the board is making drastic changes if they could let us know around January 20th we can actually now incorporate it into our timeline and not backtrack right that's always that's a month that's a month ago
and I guess like and now I'm not asking anybody to backtrack yeah right I mean I just just to make sure like again we're on the same page you know so that we don't have emergency meeting 4 days before school starts again this year and I don't think there's anything wrong with reviewing process but like what has
changed like that might be something that has that has changed since and I think you'll see um Erica and S will go through the timeline you'll see how much is involved and maybe it will trigger oh I would really like to know more about that or maybe the board wants to talk about that yeah I mean again maybe my
colleagues here too but I I mean I look at that list of tasks and I'm like I I guess that's I don't want to get into the weeds of that I'm more looking from a high level governance especially around allocations and formulas and maybe now it's not the right time right to talk about that I don't know I can't
speak for my colleagues but again it did get brought up during the last board meeting and um and we have you know Financial constraints right and I think the more we can talk about that as a as a committee and as a full board um we have a lot of financial constraints
that's right why don't we take a stab at what we've and then if if it's too much or too little you could it can just be an open dialogue that right yeah okay so um we put this out there just so people understand the process right our our budget really never is done if you will
and the process of even determining our allocations is very slow so we just recently received our new allocations for at risk which is 31a it's $1 million lower than last year and we also received our Title One allocation and that's
$275,000 lower so we're at the end of February and now we have to get that incorporated into the mission based budget process and start having ation with principes about what that looks like and then also at the executive and cabinet level so um again this is really
never ending process there are some known like those allocations um but it could change too right there could be some legislative changes our issue always is it's really hard to respond to the changes later on when there's so much risk involved so do you deal with
your allocation now and go ahead and keep extra staff and hope it comes and maybe not or do you go ahead and cut your staff due to your allocation then deal with the extra later that's always a challenge um especially given right now with the the governor's proposal we're about $2 million in deficit given
the retirement rate issue and some of the things now that's just one part of the three-legged stool we still have to hear from the House and Senate and maybe that'll get better but right now we have less of our grant funds and less of General funding so it's just causing a lot of we need to look at a lot of
different options so the process um starts in February by monitoring the state process really the governor I I think we'll hear um midm marchish something from State and uh the Senate and the house I don't know if you've
heard differently um it won't be anything final but at least we'll see if they're on if they're in line with the governor there's a likelihood that some of those things will move forward so that does help um as we're looking at the whole process really Mission based budget um allocations are decided in
March uh we try to get those gets out to the principles right after um Spring Break um but the conversations with the principles are way ahead of time because not only do we have to deal with the money we have to deal with staff we have retirements we have vacancies we have um
possibly some teachers that have requested a transfer and so it is it's a very long list of things that have to take place in order to see are we overstaffed are we understaffed do we have the money to pay for something has something changed in a building that maybe they no longer want to um have a
certain staff member in that role because they're not seeing success or maybe they have more of a priority elsewhere and it can impact the certified staff um and we as a district typically haven't done layos with the tcaa EA so we try really hard and it is
a huge finesse between um HR and the business office about where to place them along with curriculum um and the needs of all of our buildings right so it's a big puzzle but really this is just shown to to to to bring awareness
to the whole entire process right so um we really start talking about uh preschool and kindergarten enrollments um that took place actually um we took a look at projections but we had the enrollment go live um actually
electronically this year in February I think that was the 13th um so that helps the sooner we know what um what grade students are looking at what with the new JK option it's a lot easier to determine how many
Elementary um teachers we need and if we maybe need more at Blair and less in eastern those kind of things so it really helps us determine overall staff um we've got quite a few Elementary retirements this year and so that's something that we have to pay attention to um we do ask teachers um if they uh
would like to make a request for any transfers that did happen um we also ask principes if they want to make any uh transfers as well um I don't think we've received any principal transfer requests yeah um teachers we yeah teachers
typically have some requests here and there and we do our best to honor honor those um again just moving through all of uh February really we're just starting to get like this timeline was just done last week because we try to incorporate board meetings and certain
deadlines and certain contract requirements as far as how much notice they give in to a cend of when we think the allocations can actually be done given the information we have so um I'm going to turn it over them to just give you a sense of once we have some
information what the process looks like um and a lot of conversations with Dan and Elementary principles about uh title for sure because we only uh support elementary schools in title but then in at risk it's all building so Jesse is speaking with secondary Dan speaking um
with Elementary and they're looking at data too to see where our priorities need to be yeah thanks um Erica and I are kind of both the representatives from the finance and the um HR side and we work heavily with curriculum in regards to
what the allocations are going to look like for our um schools based on the feedback that you guys are providing for us so really what um I was going to talk about and if it needs to change based on conversations let me know um but trying
to look at where where we want to get to and how we need to back into that time frame um so when we look at it from the HR side um looking at when sta staff need to be notified of what their placement is going to be we want to go ahead and make sure they know what that
is by the end of the school year as often ten as often as possible at the latest so I'm just talking that the what our um requirements would be from a contract standpoint from a finance standpoint from uh to be able to present
our budget uh and make it available for presentation in June uh we're going to have all of our information completed by the end of May probably around Memorial Day in order to have a packet ready for you to be able to present to you to give
you the information so kind of that's where we're ending up in that may time frame and how do we back into that so the allocations for um Staffing and our projection for non-certified staff is going to primarily based on enrollment
um there are and this is your base allocations so this is going to be what you're assigning for teachers what are you assigning for social work what are you assigning for library media no D noon Duty that's primarily based on how many kids you have in each of your buildings and then you're going to
assign allocations for Grants based on what you can provide for supplemental resources can you just do we have any preliminary numbers from count day and February 12th yes we're um our February we were two students different as all um from our first count to our second count
as of right now it's good it's a lot better than it's been in the past we we almost be Dar near even like we've been down almost 100 students first to second sorry to interrupt I'm just curious yeah I think the projection right now from this year to next year is
stable and she's still auditing that Tai so that's like a preliminary number hear thank you I mean really I I mean this it's been six seven years since to be stable so I'm I'm pumped to hear that and you know with our virtual prrams and those that have you know we're starting to claw some kids back that have you
know gone off to that so and increasing the number of TCAP kids that go to TCAP schools I I I'd love to know how I could help with that okay sorry Sandy no no that's okay um so if we look at um what those enrollment projections are going to look
like for the following year it's a collective um conversation between us in HR it's looking at um what what primarily those February counts look like what do does the second grade classroom look like when it rolls up to third grade what does it look like when
a monor um school ends at 8th grade and they're going to have to go up to where like are they going to continue at teaps are they going to go to a different school um when you look at a central grade and they have to be split between
a um west side and east side like where are those kids going to be able to project what is that gonna how is that going to affect an East Middle School or West Middle School allocation um we've we've used middle cities I I forget what their new name is um
Michigan student something for success is there any we have used them in the past they have been a good gauge for us to kind of help with those projections um last year I think it was not as effective as we had hoped based on um their inability to include our JK
population that we've incorporated into our formulas going forward um and so really I think based on what we've been able to use internally that's been effective enough and to be able to weigh the cost related to that versus using our own information the JK and
kindergarten enrollment process is really important because we uh need to look at what schools are those children choosing is it their homeschool is it a open enrolled School are we having uh an
incoming population from uh out of out of District students that are going to impact that uh and trying to look at what trends are and then also what are we hearing from these informational meetings that are happening in February and March We Gather all of that information and try
our best to attempt to provide um a allocation in these formulas to be able to uh give them uh give the schools their projections right after spring break like Christine had said we also look at historical data too to see maybe
where fluctuations happened most and do we need to factor that in moving forward I think Christine said that the formulas are still in draft mode this year the uh general fund formulas for FTE is contract language 27 278 still
ball Parish um no that is the allocation set in um our our contracts show um student teacher ratio as it released to overloads over okay so yeah and and that can change um we've had a lot of conversations about that over the years
typically going down one student is a million dollars a year so going from 27.8 to 26.8 can be about a million dollars um and that obviously is an average right it we don't have 26 or 27 students in every classroom we have some
with 31 we have some with 22 so it it overall changes some of the school's Dynamics um typically with the allocations we do we always round up knowing that there's going to be changes so if if they come in at 12.13 teachers we give them 13 teachers knowing we're
likely to have some fluctuations depending on the building we have some buildings that we know um don't add students after first day they actually lose students so we might keep them at 12 and wait and see how it goes it's this never ending you always have
students show up on the first day of school you always have students make changes the last of August and so that it's this never ending I don't want to call it a game but as much information as you have making CH making um decisions but also knowing what you know
from history you know historically speaking Trevor Heights gets more students a first week of school um we know certain um schools get more students the first week of schools and some other schools actually lose um so yeah and that's the and that's I don't I mean that's the broad discussion
especially on allocations and just in case anybody's watching I mean so that that 278 is for all all elementary schools 1 to fifth grade correct correct across the district yeah JK and K is 1 to 25 right okay
y yeah so um in regards to those grant allocations that you were specifically um talking about those are those are going to be allocations that we give that are above and beyond um and there are certain requirements and with these grants and how you have to allocate
funds so specifically for title um you have to look at what the you can do it by grade span grouping you can do it by uh your District average there's different ways to be able to add or utilize those funds we've used them at a
K5 grad span average just because you're trying to typically provide early intervention for these for these students um also if you include middle school and you have to do it District average for westle school and East Middle School you're always going to have a winner and you're always going to have a loser like that that becomes a
difficult conversation especially when their percentages are really close um so we look at what the requirements are and uh look at what um different options you have you can um use a 35% rule with our
free and reduce numbers being spe significantly down for this year that has impacted the allocations that we are giving to each of our schools and the reason why they're down is because
c um not necessarily because of C because of um free lunch for all and the fact that we're not getting parents to fill the forms out so just to be clear like those those kids still attend our schools but form isn't so I had a conversation yesterday with super it's a false narrative that our free and
reduced percentage has gone down that's right I just want to make that CLE because of paperwork right so the allocation that the district receives in title is based on our poverty and it's based on census data but how you have to allocate that to the individual schools is based on your free reduced
information um so on their non-title schools just real quickly which ones they are U monor Willow Hill Westwoods and Eastern for elementary yep um all the other ones are schoolwide title
except forer Cher y so schoolwide means that uh regardless of uh the student being identified as title uh they you can serve all kids in that building with those supplemental sources uh so just to continue on that
path we look at uh who is eligible for that funding you have to allocate the money in a tiered fa fashion so the schools that have a higher free and reduced percentage have to receive at least as much as the school that's less
than them um and ideally they want it to stagger so that your your students that have the highest fre reduced percentage are getting the most most per pupil allocation uh and we do do that so we we do put our resources at Trevor sits and Blair specifically and then we kind of
look at where those funds are tiered with the uh actual free and reduced percentage for each of the remaining schools that are eligible uh at risk we look at uh the funding go back to title for a second there is a couple requirements in title um for our
homeless population so we do have to allocate uh to the non-title building a homeless um population allocation but we also have a share with our um uh non-public schools so any of the private schools that want to participate in
title we have to manage that allocation and for every student that lives in Travers sites boundary that goes to another school they get that allocation and so that's something also that we manage and just because I'm new and and I don't know if anybody's watching but just to be clear title equals title $1
from the federal government okay not when we say at risk or 31 a State dollars okay and who knows what's going to happen to those we'll worry about that later well no we worry about it now yes because you can see how far in advance
you have to start for your budget that ends at a given time so you worry about them now yeah both of both of our title andet risk allocations right now are going to be based on estimates because um like you said federal funds I are are
going to be Det determined with the allocation uh determined in October the same time frame with State um we can we can see the allocation for at risk being declined because of the number of free and reduced students that we have So based on the formula of
recognizing um our total count for free and red or our total count for free and reduced actually drives our allocation for at risk so we can already project and we can see that that that is going to be a projected decrease the actual amount is going to depend on how
everybody else's at risk numbers came in but uh from an educated assumption I think a million dollars is a reasonable amount my question is aren't other school districts facing the same issue so so John's really been digging into
this everybody to look like they're dropping because the form completion thing is an issue and the most frustrating part as they look at the district as a whole they don't look at building by building and they're freeing reduced percentage so certain buildings
here are penalized because overall the district's average is lower yeah and you got whereas if you have a school district with one or two buildings they they now are benefiting more because they don't have um large a a lot of
buildings that bring that so we're digging into this and I am going to make the fight legislatively an argument and uh see what happens but you know unfortunately with the likelihood of a budget not until the end of September after we start school right we
have to plan for where we're looking at it yeah and I think lobbying is awesome we also like when I met with the superintendent yesterday with Mr tidworth about what are the things in our control related to this paperwork right and Dan mentioned his experience at Westwoods when interlocking closed that he went full court press and I'm
sure all of our administrators in our buildings are also going full court press because a million dollars is a big deal it is right and after a historic $1 billion dollar investment in in at risk which I don't like the word at risk I'd rather use opportunity um nobody opportunity I know but I'm going to try
to change that narrative here um because I think it puts the the spotlight on potential um but I I think there's some things in our control including how we message to families around why this paperwork is important for their kids
and it is very important when we talk about we talked about this I mean we talked about this last year and had some discussions about what we could do to improve the process or you know I mean we we are doing those things um it's not like we are some of the challenges too is we are limited there there are rules
on what you can and can't do right you know unfortunately some other districts may not follow the rules but we do here at teaps and you can't force parents to fill it out you can't incentivize them you can't incentivize them like you can't have an ice cream party for the class that gets the most forms so it is
a challenge we we try really hard for parents to understand this affects grants at your school yeah and that's right and and I think that messaging uh we are we are talking about it we have done things I think there's room for improvement in how we message and that's not for today and I know we're getting
in the week we're willing to try anything obviously it makes them very I I shared some feedback uh with the superintendent yesterday so um and I encourage my other colleagues to do the same because yeah million doll which I have I think we tend to share feedback
and and vice versa he gives us all good so like John said the bottom line right now is we have an estimated allocation we won't get our final maybe till October we've already started the school year so we have to anticipate that's the allocation and then if we get more we can react to it that's a really big risk
in a lot of Staff members if we assume that's not going to be gone so it's always again kind of a dance between how much risk do you take and um based on the information we have I'm going to assume that we don't have as many people
that are transient up here there are certain places where if you have a very agricultural Community you have a lot of transient we do have some we do have a little bit more than you would think and so that makes it difficult too on your
projections yes okay the only thing that wasn't mentioned that I think is important is while we do have the contract language and this has been a b board priority before I got here is that we have allocated an FTE to Blair and Trevor
sites of general fund additional above and beyond the formula to ensure that our our two of our our schools that have the most atrisk students have that which has added additional section to those two schools and that's to start the
process that's not always how we end there have been years that we've added even more because the makeup of their school is a challenge um you know it's when you have 12 in JK and and kindergarten but you can't combine those together so you have to do
what you have to do um and that's and that's just something we've continued but again a board had different thoughts like you know that this this isn't you know HRM business office giving the it is a conversation with the principles um we have other resources within grants
that we have conversations with staff about so your behavior data is saying this so we give extra social work to Travers sits out of Grants not general fund um but there's other things that we do based on the data that we're seeing academically and behavior data um and
that's something that Dan is working closely with all the principles yeah and I think this is great and I didn't mean to get down in the weeds at all but the spirit of this was to um I don't bring the mission and I love that there's the mission on the back of our business cards to to educate Inspire and support
all Learners to maximize individual excellence and success into our budgeting process and I guess my only feedback after this is when we're talking about 31a and going to the principles and going to the cabinet I would love to just at least keep us informed um with the Board of Education
if if my colleagues are are interested um and and continue to plan for the worst and hope for the best um but I appreciate s's comment about your feedback and so I love opportunities especially with 30 with our opportunity dollars at $ 31a um like I love the
opportunity if if we do have to change how we allocate those I'd love to be part of that conversation we're really changing how it's that there's less well and it's building by building we do change how a little bit based on the conversations so um I know
Brian has had some input about certain positions um at Travis Heights and what he's seen as a shift based on some of his academic data going up and um so I I know and to be clear it's not just the principal they have leadership teams with teachers at every building that
talk about this this specifically so we have involvement in staff as well we just talk directly to the principal but they work directly with their leadership teams and it's really data focused they're looking at their data to say what's working and what's not working and what shifts we might need to make we
also have other supports like we work with nmcaa and we have school Su success workers and we have four of them and we've put them in our um Higher free and reduced building specifically uh for extra resources so there's a lot of other things that are on top of the one
extra FTE it you know we could lay it all out I think it's just a lot of people just don't know that well and I think that's the part of the idea people don't know that right and how do we talk about it so that the public understands as we enter difficult conversations and just so all of us are clear and again
people are watching but currently how we allocate our opportunity funds from the state or 31a is through the with the with the instructional coaches and the behavior interventionist at all K K5 buildings is that correct uh some of it some me some of it in some measure yeah
and I think like that's that's just anyway it's also social work and homeless and but then each building decides based on their data um you know we don't we don't stick a number out there we get feedback from them to determine what's going on and that
really happens substantial amount of it happens during the mission based budgeting process where're really the principles are coming to that meeting with a lot of feedback that they've gotten from their staff in their building to say this is what our priorities are based on our allocations and that's when we start looking at
numbers going okay we're going to have we know we're going to have you know three new Duty individuals and um we know we're going to have to hire for this many people uh and that's when we start building out what that really looks like in communication and
collaboration with the buildings so it's It Starts Now with looking at allocations but it goes through the entire summer as as the framework changes come in yeah well I I appreciate it again that's I don't know if my colleagues have any questions I I want us to keep in mind
that we are not the micromanagers uh in any way shape or form and I don't I think that would uh make it even more complex to already very complex movie Parts system it's my
understanding legally per the state that the Board of Education basically works with your superv your superintendent we choose the superintendent and we we work with evaluating him that is our principal
role but he's the guy that manages all the rest of this stuff oh yeah I mean I'm not I'm not disputing that we also approv the budget and we are also tied to our strategic plan goals and our values and and our mission and I think like talking about our vision of
relentlessly supporting all Learners I guess relentlessly you can do Relentless and I may do Relentless differently that's fine and hly may do that's yeah I'm I'm just one person I would like to just pause here for just a minute like Let each other respectfully have a
conversation um and and um rather than talking over one another I um I haven't had a chance to speak but I you would like to finish what you were saying and then and then tag you can add on to that would be great no I I understand Tai's
point and I do understand that that's part of being informed as a board member but to actually be in the discussions I'm not sure that that would be the most um
efficient thing uh for us to do I think we could get into you could get into the weeds very quickly and basically lose your way well what I wanted this not to be in the weeds basically high like if we're talking about the mission and how we allocate resources equably based on
the student need I I that's why I wanted to to to queue it up because I do want to be up here as we talk about specific allocations and formulas as it relates to student achievement equity and that's the whole and and then I know I'm just
one person but I just want the only reason I brought it here is because it got brought up uh earlier in ARD meeting and so if if if we decide man our other colleagues may not want to have this type of update or conversation around for allocations and formulas then that's
why we're having this meeting I guess but and I would just like to add but looking back at our last board meeting the discussion to add an ad hoc committee to dig into the data um in my opinion is completely overstepping what a board member is we are supposed to be
at the 300 foot view our goal is to be governance and to come in and micromanage our teachers building leaders and administrators as to where that funding is going I do think is overstepping our boundaries and I shared this with you
yesterday again I apprciate disagree with that and I appreciate it and I'm not saying we don't need to have informed decisions um because we do need to have informed decisions I appreciate the fact that the president said we're not going to have a committee we could have a
special meeting and and in some respect I feel like this would fall under a special meeting versus um you know kind of what we're talking about right now over a budget timeline um and so you know I just um uh I do think we need to
be obviously informed of our decisions we are setting the Strategic plan and we are setting those goals but but again these are the things that happened years ago we set our threeyear our fiveyear we narrow down those in priorities and that is our role
so so I would just yeah I mean I would like to you know thank you Beth for speaking up and I I do think that um again we were supposed to have a study a special board meeting regarding our board roles and I think that this is why we wanted it right in the beginning um
and and now with you know Andre stepping down and us having a new board member it makes sense to wait for that new board member to come in because these are the things that any training and um leaders would explain um so I'll just I'll just close
by I will continue to Champion uh because of our moral and ethical imperative to support all students by actively allocating resources based on student need is something that I will continue to Champion every day and I don't disagree
with that it's how you're saying it makes it feel like we are not and continue to do that to the board members and it is it makes us feel like we are not advocating for all students that's that's and that's why I'm having this conversation about
allocations are we equitably allocating student resources based on student need in the board of practice document that we just approved second from the bottom I tried to move it up I was assured that statement was no less important from the statements above and so I just the
spirit of this conversation is is to I'm I just wanted to have a discussion and it sounds like we will wait until the study session which is fine right let's let's continue the conversation there yeah I just want to make sure that all board members have run for the school
board to represent all children we are all driven by what is best for children and so I know you I just I just want to make sure to not diminish anybody's other reason for running for the school board that no one else is doing that work I just want to make sure that we're
all on the same page and that we remember what our role is as board I'm just speaking for myself with that i' like to end the conversation um I don't know if you're going down the timeline let's go ahead and continue just with the presentation she and we'll go from there so um I think really the the heart
of it is just making getting the information that we have trying to put it together based on a lot of assumptions because we never have our actual allocation and we never have our actual enrollment we have to deal with those changes um I think working with the buildings
and looking at their data um to make sure we are Equity equitably allocating those resources something that we really hit home on um there are conversations about certain different programs and sometimes it's a challenge just because some of our resources are um not very
flexible and we have to do certain things with the funds differently um and and sometimes it's just we don't have enough information to to make some decision so the process is lengthy it's really never done um we have added um a
pretty big conversation about Open Enrollment the board had had a conversation about some of our elementary skids schools possibly getting too big um and so we had a specific conversation about how many students are in a building that's ongoing um we meet specifically with
Central grade Eastern and Willow Hill to remove to review their open enrollment in schools of choice applications um because one of the things it's very easy to say I can fit them in the kindergarten but we look at it and go but you can't fit them in third grade in a couple years right because those the
way that we allocate teacher staff is different it's 25 to one at kindergarten but it's a little bit higher and so when you're combining all those students now you just may have a four section with 10 kids in it so that it's something that we're constantly look at um as far as um
moving students up and keeping them in the building for their whole K5 experience but also looking at we have to maintain a certain level of flexibility and room to grow because legally we have to take everybody that lives in that boundary so if you live in the eastern boundary and you decide to come in the middle of the school year we
take the students so we have to leave some room too so that we're not automatically maxing out our our classrooms and not leaving room for move we can have a triplets move into third grade and and and now we just went into overload or need another teacher and it's really hard to make those changes mid year so it's a lot um we're always
open to suggestions on making changes and doing it better um whatever information we need to share you know Dr Van Wagner will give us um an overview of what you guys are looking for and we're happy to provide it if we have it like I said the the other allocations they not quite done yet we would have
included it but it's a work in progress and and we'll probably have that closer to April wouldn't you think okay yeah because I think what happened with Easter no one anticipated right it was you
couldn't have seen it when you were doing all this um and it was a tough decision yeah well and we realized yeah I mean I think what we realized was that we did have a lot of open enrollment into that school and then the siblings that affected you
know and there was a whole you know and and that takes time right for you can't just say okay no more and then you know you take the siblings and I mean there's a whole other you know and we did get a lot of feedback from our community and our and our teachers too that said we don't want
splits can we look at it this way and do you know overloaded classrooms or you know higher number of classrooms so that we can you know accomplish our goal and so we we listen to that right we're listening to those leaders that are doing the work I I think it's important to recognize though that we I think we
even feel like there's some better ways to do that to not have it like I think that you know if we can make some decisions Maybe even up to that week before so that we're not getting into to ties point the four days before you know we're not trying to you know make major
changes make major changes and so that teachers are being changed for kids like that's not good right you know and so I think that you know with Dan and Jesse I think having some uh experience at the elementary levels to think through that and maybe have some cut off points and have some of that's where we can avoid
that but I think you know it's also important that you know that while and maybe in that one school like if we're looking at our resources to TI point that we're making sure that we're equitably making sure that everybody gets that resource you know that that we that should be so um you know I think
that that's what we try and balance and do and but I think there's some things that every year that I can tell you I've learned in this process and I hope next year goes better with that and wanted to be better with that um you know and we are very fortunate that we've had very stable Administration in all our
buildings across so um you know I think that we're going to have some better ways to maybe do some of that I think what we did last year with some caps on enrollment to not have um Central grade knowing we have to move Central grade
into this building Willow Hill we know just doesn't have any more space and Eastern in that same element that you know we do get a lot of of especially outed District School of Choice applications to that building that we don't want that building to be 600 kids
you know that that you know how do we look to have some things in there that we have had feedback from the board and I think we took a step last year I hope we take another step this year and there's always room for improvement in in everything I mean we know that I mean and that's that's why I think we all do
the work right for those opportun um I did watch the curriculum community and I think one of the things Dan said you know regarding splits just CU I'm passionate about it I really like to look at data because it might not work in one building but it might actually be an
answer to another issue in another building I know at Travers sites the split um teacher I think she's three four talked and she's got excellent growth data but there was also some behavior issues that it helped solved by lowering the amount of students so you
know I don't think that maybe they don't work in some buildings but I don't think a blanket statement that it doesn't work in all buildings necessarily true no that's a good point I mean it is a good point and that's why again listen to the Educators those that are doing the work like I can't I can't make a blanket
statement as a board member and say no more splits because you know I mean so yeah I mean right right I think one of the issues with the splits too was that it was happening so close to implementation
correct it changed teachers than a kid the day before and I think Dan's given us some good thoughts on maybe some ways to not have that happen and so I'm really excited to have those conversations when we get closer you know in the summer here to to say here's our kind of Line in the Sand date where
we've just got to bite the bullet on some elements to not disrupt you know that that way so I think he and Jesse have some really good thoughts on that that I'm excited to really talk about when we get there it's a good
conversation and and we're not going to see everything in the same direction right and I love that right sometimes I love that and sometimes I think what the fair otherwise I love the discussion and
I appreciate and I will do better next time with cing the board president and then when we have a new chair because I would like to just this went down something that I didn't not in the spirit or the intention of what I wanted but I I will do better next time if I
ask for something to be added to a uh to a committee agenda well thank you all things are learning opportunity that's right that's right right problem so the only only other thing that I had was I always like to go over upcoming District purchases
so there's no surprises um so uh we had quite a few items today um that are going to go to the board March 10th we have a lot coming in April um like we talked about earlier Evan is working on some cell phone boosters he has two companies um we're going to Pilot one of them and then he has another company I
don't know if they've gotten back to him quite yet they're not as responsive um but doing an evaluation we're starting at West Senior High because we've seen a lot more issues at West Senior High but we're really trying to solve the problem other than having our own cell tower of how to make that a little bit more manageable um Trevor Heights
um uh Trevor Heights Furniture fixtures and equipment will be coming in April that's the classroom furniture and possibly cafeteria Furniture um Paul and Ry are going to meet with Brian to determine if the new round cafeterias tables that we bought for the rest of elementaries that we have left will work
or not and what changes we might need to make uh the facility storage building um is ready to go out to bid it might already be out to bid it was on Monday Monday um so that'll be coming uh for your approval um Central uh high school they got the award for the greenhouse
but it still needs to go out to bid for um install set up all that good stuff so that you said TC Central yeah Central okay you said TC and I went Trav City the high school yeah yeah yeah Green um Central grade I this is a little bit
different where it's not a purchase but it's something I want you to be aware of um after our visioning session on March 3rd we're going to work with the Architects to kind of develop based on what we've heard what consensus we have from that group um what are we thinking as far as some of the parameters um
there may be partial demo we would like to be in front of the board to say this is the concept and we believe this is is the budget we need so that we have enough information to move forward without a lot of major changes so we plan to do that in April um we will have the Architects and the construction
manager here um elevator upgrades there are some safety um upgrades that are required um I know Paul's working on those that might be April or May depending on how fast we get that out um West Senior High Renovations the uh Northwest Ed uh would like to move their
classrooms um that they use at West Senior High and have agreed to pay for that so uh Paul has worked with Joe and Northwest Ed to determine what that looks like and we're out forbid there's also a couple there's a couple minor changes that Joe has requested as well but um so that's out for bid now um Tris
City High School we've we've got some environmental things going on there as it relates to the bridge and Paul's had a couple studies studies done we just need the recommendation to come back so we can do that work um I don't know quite the bridge well it's the cck that goes through it no no I know it's the
support of the bridge yeah it's I'm an East Bay Elementary girl so you know don't mess with the bridge we're gonna support it better I'm totally kidding we're not getting rid of it make sure stays up yeah um and then Central High School
gym Concepts um where we actually have an extensive meeting today with the Architects and the user group this is again not necessarily a purchase but coming um with Concepts so if there are major changes we want to make sure that we have approval and a budget determined by the board before we move forward so
that'll be coming in April as well um and then staff laptops quite a big purchase will be coming in April or May and then a little bit later um we try to put the next three months up top and then a little bit later um Sabin I believe is going to be out for bid May
late may possibly early June or closer to June I'd say yeah so that might come June or July for approval um and then virtual infrastructure servers will be coming not sure yet excuse me we're still assessing because we're
potentially moving off our existing system so trying to gather all that information just trying to keep you in the loop of everything that's going on so there's no surprises one quick thing I want to mention um to the board so again just to be clear we are we will be vacating this building so Central grade
can move in a group HR and business will be moving to Sabin with those Renovations um superintendent's office Communications curriculum our plan is to move to the vacated area of Central High School school where the um the computer lab and Robotics area has been back
there yep and uh with that I think it's really important this building once Central grade is done obviously this building will be empty again we do have the lease coming up to an end with Oak Park and so one of the things when we get into strategic plan I just want to
see put in your mind now I think it would be a good idea for the board to consider a a a a future facil facili plan you know to give some thoughts on where in the next three to five that the board wants to go with this building I
think Oak Park you know and looking at the board at that time will have some idea what LEF franer buildout starts to look like how that may affect Trevor Heights Cherry null and so I would encourage the board to just you know as we're s talking about that big change
that is really a ways down the road that probably the last year of the Strategic plan might not be a bad idea to have something there embedded in the Strategic plan to have the board have some foresight to be thinking about where it might want to go with that in
the future I know uh northw that extended their lease on o Park 2030 2030 so not you know by time Central grade's done you're kind of right starting to get into that ball park a conversation and and you know Nick and I have talked they think they have an interest in
maybe trying to build something out you know for for Northwest Ed um you know we've had a lot of conversations about the size of Eastern you know we've had conversations in the district about some parents looking for maybe more of an
Early Childhood Center concept we know we have daycare providers that maybe don't have space that is their part public private Partnerships there's a whole ball there right that I'm not asking the board to take on now but I'd like you to think about having something
embedded maybe the last year third year of the next strategic plan to really build up on on that conversation they have going you know again don't know you know we're all be in seat or any of us for that matter I think it's important for the future you know to have that
there for whoever's sitting in the seats to know that's something that's going to really need to start a conversation then um put my hand up um just a comment question thank you for that and I and I I on the sustainability
committee I asked you know do we have a a land use strategy so I love that and we got land too that could be thrown in that as well use strategy and um love the idea of meeting Community needs with child care yeah and my my question is lefran build out what is that so out
lrer all of the building there's tons of Apartments being built out out lrer and Hammond and being built corre increasing population in East Bay township it's affecting Trevor sites in Cherry n I got you I I don't think there's any way to
add on any more to Terry no yeah so like I said there's some deep conversations that need to happen I it's premature now no I appreciate you know but good as we do the Strategic plan it's going to come quicker than we think here in April I just want to get that in some board members Minds right now to go oh yeah
and that last year you know you you're going to probably even start having conversations about the next Bond right around then as well so it it's a very timely and we have property at at you know Potter and Four Mile we have property in Church Road you know again
and it may be we want to just keep that the way it is at that point you know but it's good for the board to know all that have that conversation and I just want to mention that as we're getting ready to go into that to plant that in your minds I have one other suggestion okay that in the boardroom you have a map of
the district and where are schools are uh and and just that general information there we want to get that that would be great okay it's hard to to see on that map we can make it as big as possible but there's a lot but yeah we can do
something with that the other thing some districts do not to make this any longer is they will have an elementary school split up with early Ed and older so if you get to a point with Cher null is there an opportunity Park's not far yeah you know and Eastern as well right so
like my kids you know another state they went to a preschool K1 building yeah you know an early that ISAT on the East and it's something like say and things could all change population wise by then it's a
completely different conversation but it's important to have that conversation school yeah yeah well good okay well with that um our next board finance committee meeting will be Thursday April 3r at 8:15 hopefully we'll have our
permanent uh new board member Maybe by and so you just for reference I haven't had the chance to talk to Tammy I think right now it's looking like the third I think at 3:00 um is what we're shooting for we had the most consensus I know you're you're okay I know we have the planning
at four and for the central grade okay cuz I have two MERS I think they're planning on trying the conversation in text was one item we've got 45 minutes and let's get to business okay I just want to make sure you're aware that has been brought up and and and and all of
it it's even with that it would still that work and then Misty has the screen screenagers movie at Central which I really would like to seen I'm not sure I think that's up to you yeah yeah yeah so
with that I will adjourn the meeting thanks everybody thank you thank you