[0:00] Manage it quite a bit. We can lock into at least what we used last year. We lock into a lot more if we wanted to, but I just analyzed how much each building is used and lock in for that approximate same amount. But again, the volatility. I don't know how much will, you know, we won't be able to overcome that, but we are prepared.

[0:26] Any other questions?

[0:32] Okay, that'll entertain a motion to prove the adoption of the fiscal year 27 budget as presented.

[0:43] She was

[0:47] made by Mr. Damning second by Mrs. Flying to approve the adoption of the fiscal year 27 budget as presented.

[0:55] Mr. Damning.

[0:56] Yes.

[0:56] Mrs. Lane.

[0:58] Mr. Hall.

[0:59] Yes.

[1:02] Please one.

[1:03] Mr. Fuller.

[1:04] Yes.

[1:05] Motion here.

[1:07] With that, I'll entertain the motion to adjourn the budget meeting.

[1:11] Is there a second?

[1:13] Second.

[1:14] All those in favor?

[1:15] Aye.

[1:15] Okay.

[1:17] We don't need to do another.

[1:20] It's super.

[1:22] Okay.

[1:22] Looking at the agenda, is there any change to the agenda, Dr. Johnson?

[1:26] No, sorry.

[1:26] The agenda is pregnant.

[1:27] Would that all entertain a motion to prove you agenda as presented?

[1:33] The motion is made by Mrs. Ryan, seconded by Mr. Gammick, to adopt the agenda as presented

[1:41] Mrs. Ryan.

[1:44] Mr. Gammick?

[1:45] Yes.

[1:45] Mrs. Cleveland?

[1:46] Mr. Helm?

[1:48] Yes.

[1:48] Mr. Cullardov?

[1:49] Yes.

[1:49] Motion carried.

[1:55] All right, fun and exciting and never known as Tiger Talent each month.

[2:02] I have the honor of presenting people from our district with an award the easiest way

[2:09] to say what kind of an award is it.

[2:11] Well, it is a dedication award first and foremost, and it is given to those people who best

[2:19] exemplify what we want to see and our teachers, what we want to see in our staff members and how

[2:24] they serve students and how they interact with others and support one another and just the

[2:30] the people that we have that if we were to take strangers and put in front of them they would say,

[2:35] hey, I think that'd be a pretty cool place to work. I want to go to shore our two. So without further

[2:40] ado I will be quiet and turn it over to Kayla for the video.

[2:46] This is what's higher talent is,

[2:49] I'm really trying to make a handle on it and I'm really trying to send it get more entertaining.

[2:53] But I was just using a book and just being able to get them to understand and look at some of those

[2:56] different ways to look at science and get kids excited about those types of things.

[3:00] She is someone I aspire to be when I get further along the way through here.

[3:05] Kids enjoy your class. They feel motivated and challenged in their safe.

[3:10] She helps on 16. I mean, hopefully we'll have any things that they need help with.

[3:16] Yeah, but she's better.

[3:18] Always better than that.

[3:20] She's been always in the morning and being in the office every time I walk by.

[3:25] I'm really happy to be back tonight.

[3:27] I really agree with that one.

[3:30] Jo is such some kind of a part of that to help understand.

[3:35] She's also always the teacher that has a tie and carry.

[3:38] She knows how funny she is.

[3:39] So she is really understanding and if you need help with anything, you can go ahead and show

[3:45] all of you.

[3:46] Sometimes I miss the past, and you know, it's there to help me with my work and get me

[3:51] my work and show me how to do it.

[3:53] It's different.

[3:55] I think when you are a little bit bolder coming into a teaching, you know, career, because

[4:01] you have kind of work and ideas to like, what kind of culture do you want your own kids

[4:05] in?

[4:05] I guess.

[4:06] And so her and I kind of bonded over that.

[4:09] If it wasn't for her, I wouldn't be able to see as clear as I can now.

[4:13] When I was looking at the board, I couldn't see it as clear.

[4:17] So after we went over notes, she came up to me,

[4:21] and she encouraged me to go get an eye test,

[4:24] and now I have glasses.

[4:26] On a monthly basis, she helped me in a lot of ways.

[4:32] So what do you say now?

[4:36] This fact was genuinely my favorite teaching.

[4:38] I loved her so much. She could really help me.

[4:40] like she really made me lost science and she was obviously my favorite teacher

[4:45] the day after I was born.

[4:47] Missed back to the best teacher because I was going to make sure I had all my work done.

[4:54] She's just really a great teacher.

[4:55] She understood all the students what she goes through with.

[5:00] She goes to the teachers again.

[5:04] I love hard work.

[5:08] She's a really good teacher and she's a really good person.

[5:12] We just have a lot of interest and science is like my favorite subject.

[5:17] And I'm always going to talk to her, so I'm going to talk to her all the time.

[5:21] She's the best-attended savior.

[5:24] Yeah, that's not accurate.

[5:26] She's not.

[5:28] It's kind of an inside joke with us after this is our ninth year together being up.

[5:34] I do, I will say this, though, you are way better this year than you have been.

[5:38] So I hardly had her in my career.

[5:39] I'm kind of impressed.

[5:43] Yeah, building cheese, one that people go through for all kinds of things.

[5:47] she's been here for several years and have a lot of experience and just

[5:53] teachers are comfortable talking to her and asking her a question and she always

[5:55] got an answer for them. She's a part of the SCA and the BLT, so she knows

[6:01] how to talk to a lot of us and as adults and we need to learn how to make sure

[6:06] we're all good with everything that's going on or asks questions of the nine

[6:11] concerns about anything about her. Oh, I like that. Yeah, I just

[6:16] second tab. She was fantastic at making sure that I had all of the materials that I needed for

[6:22] her curriculum. That, you know, her and I would go over what was going well with our

[6:27] Illinois science assessments. Well, it wasn't going well. What do you mean to go over together as

[6:33] a co-existing unit? One of the things that I just have to do is look forward to the most is she

[6:37] takes on this not-of-marsh field trip. It is a great experience right now. She had done a

[6:42] years ago, and she asked about her exact idea. Our kids really go and enjoy it and go to the

[6:48] mart and learn about different snakes and spiders and water creatures and swampy water and all

[6:54] those things that nobody wants to swim in, but she gets the kids out there and they want them to enjoy

[6:58] it, but she's always got them hands on.

[7:03] Her love for not just having the lovely animals are done.

[7:08] She wants to have an adventure. Yes, we always love the human stories of our grandkids.

[7:12] She definitely did prepare us for high school.

[7:16] Like I did remember a moment ago that she taught us.

[7:19] Just in a moment.

[7:21] I really liked the art department project.

[7:25] We had to design and create a 3D model of art.

[7:32] Then we brought just going into a presentation about it.

[7:35] We did like a water test about art.

[7:37] We could bring all the things we could bring here.

[7:40] Like samples of water.

[7:41] water sources like lakes or rivers that would hide around us and would show us like the

[7:47] difference of like how dirty this and so like that.

[7:51] The gubbi bear lab, we just put a gubbi bear in like different liquids like well salt

[7:59] water, one was the normal water and we could see if they got bigger or smaller for each

[8:04] different water. No water was the bigger one and then the soil was shrunk.

[8:10] One assignment that we did was a microscope lab and we had different blood samples of animals

[8:17] and you can look through the microscopy and look at all the cells.

[8:22] You know we do share that our book comes from so that's kind of our starting block on

[8:27] kind of building a national relationship. Dina is amazing to work with. She has

[8:35] funny. She gives me good laughs almost every day. I feel like not a lot of people understand how

[8:41] funny she is though. A little bit sarcastic sometimes. I guess just not what you expect.

[8:47] But above all, I love how she is there to help her other co-workers. She will step in and

[8:57] and some for a class one ever needed.

[9:00] And so they're grateful and she's a foreshader

[9:04] as a coworker.

[9:05] She moves there to help, but also on the other hand,

[9:08] she's a great friend and can talk to her about anything

[9:10] and you know, a group of her.

[9:12] So

[9:15] really, when you're in the beginning of the year,

[9:17] she made me work this for everybody.

[9:19] Like she totally had to grill the eggs,

[9:23] the cheese, everything, and she just made everybody.

[9:28] You know, I appreciate you more than you know.

[9:30] I'm going to miss you so much when you decide that you're going to retire.

[9:34] I know that I will have a better footing because of you and everything that you've done

[9:39] over the course of my time here at your church.

[9:41] You've got to have five or six years left that you're not going to be able to retire when

[9:45] you want to retire.

[9:46] You can't leave us.

[9:46] You have to stay until you saw those retires.

[9:51] Congrats on getting the award, Ms. Beck.

[9:53] I'll miss you.

[9:54] I really appreciate your help and thank you.

[9:57] Thank you.

[9:57] Mrs. Buck for everything. I'm so glad you won this award. I hope it means a lot to you. Thank

[10:03] you, Deena, for everything that you do. This award is well-deserved and keep me in you.

[10:10] Thanks, Deena, for everything you do. I really appreciate you. Hey, Beck, I have a lovely, lovely story,

[10:16] I want to share with everyone, but she said what I wanted to say and she took back

[10:28] your

[10:29] fantastic and I feel like we're just really lucky to have her.

[10:34] We're just so thankful to have been here, so great job with students and we're very proud

[10:38] of all of us who that's for her kids.

[10:52] All right.

[10:53] Thank

[11:05] you so much.

[11:05] The two magic questions.

[11:07] First of all, what story do you think ladies get to hear?

[11:12] I don't know.

[11:12] You don't have filters where you really don't just get them.

[11:15] You don't know why you're here.

[11:18] All right, and who do you have with us tonight?

[11:20] Um,

[11:23] well, two parts of it.

[11:24] And

[11:28] sometimes I got a page with your granddaughter.

[11:32] And they looked up.

[11:37] A very, very good board of education and administration.

[11:42] We would like to present you with the minimum division type of

[11:47] spring

[11:48] to some of the people, some of the thing they need to provide.

[11:53] Thank you for everything we're lucky to have you

[12:02] guys going to make her breakfast if she rings in it.

[12:07] It was pretty fun though.

[12:09] It was.

[12:12] It has to get news reports tonight now.

[12:15] I got a great

[12:19] chart, great September reading theme family night.

[12:22] It was a wonderful evening.

[12:23] Senator, I love a book set of readings.

[12:26] Do you see many books as in prices for gains?

[12:28] And you can have them up for me to flash try to read at school.

[12:31] And this way I wanted to extend our gratitude against the Hitchcock family and everyone who came out with a loyal bench dedication beforehand.

[12:39] Which minister now directs former kindergarten teacher in this Maryland Hitchcock. Finally this Friday, September 25 is our special person's day.

[12:48] All of our students, favorite special person are invited to join them for some extra fallout lunch and recess. Winola Elementary.

[12:56] An old elementary has been strongly focused on recognizing positive

[13:00] behavior of the school year. Each K-3 or student was a weekly as a weekly BBS

[13:05] P-B-I-S punch card and said it's included recognizing a little tiger each week.

[13:10] The travel trip to the class, the highest percentage of daily punches,

[13:14] and extra recess time for students that earned the daily punch.

[13:17] There are also a monthly drawing for students that have filled their weekly

[13:20] punch cards. Congratulations to all of our students that have been earning

[13:24] We're going to be hosting their second annual Grand Pals Day on the afternoon of October 2nd.

[13:32] Morning Green School will host a separate event.

[13:34] The morning of October 1st, we're looking forward to welcoming our guests for a fun build time.

[13:41] On Monday, August 24th, Madeline immediate welcome to West Music to the building to have an evening.

[13:47] Any interested six-graders throughout musical instruments?

[13:50] This was then followed up with a parent video on Wednesday, August 26th.

[13:54] We had a 27 of our six-graders signed up at the beginning of the band.

[13:57] We

[14:01] are getting better every day.

[14:02] Nine of our runners had a season or personal best at the Mead on 9-19.

[14:07] We are preparing breakfast, which will be held on Friday, October 2nd.

[14:13] We're welcome to come join.

[14:15] We're also in the planning stages of our annual Turkey Bingo family night, which will be held

[14:20] on Thursday November 5th.

[14:22] A junior high across country team, which includes the Matatol students, continued to show

[14:26] outstanding agreement 11-13 runners that ran last weekend and set personal best

[14:31] I still do that season best.

[14:33] Dream High Student Council is a strong 24-member attending

[14:36] meetings about 10 more than they had last year.

[14:39] G.I. sat and soon started a great job adapting

[14:41] to changes in the study hall, adding exactly that,

[14:43] and they continued doing a great job

[14:45] in the home room and having the planners.

[14:47] High school.

[14:48] Thanks for the job by our band and their performance

[14:50] have battled the band, and the Mila and Harvest

[14:52] especially, it was a great turn-off by our community

[14:54] for a fun event.

[14:55] We recently held our club fair, which was put on by

[14:58] our Spanish club and the analogue.

[15:00] It was a terrific event. Last year we had 75% of our students participated in at least one

[15:06] collaborative meeting. We have been very fortunate to impress with our new staff members

[15:10] of the STHS. It was a big turn over this year. They have done a tremendous job. All

[15:15] building student-led conferences are right around the corner. We are looking forward to

[15:18] to do a wall service having an opportunity to share their work.

[15:23] Please be sure to reach out and schedule your student council time for their teachers.

[15:29] Thank you Mr. Strong for us.

[15:32] We have

[15:40] a consent agenda.

[15:41] We mentioned that.

[15:48] Okay moving on to consent agenda items.

[15:51] Any questions or comments in the consent agenda?

[15:56] There are none.

[15:57] I'll entertain a motion to prove the consent agenda has presented.

[16:00] We'll move for a second.

[16:03] The side of the room.

[16:04] Thank you.

[16:05] Thank you very much.

[16:07] The motion was made by Mr. Dominick,

[16:09] second by Mr. Helm, to approve the consent of genitis as presented.

[16:14] Mr. Dominick.

[16:15] Yes.

[16:16] Mr. Helm.

[16:17] Yes.

[16:17] This is Ryan.

[16:19] Yes.

[16:19] This is Cleveland.

[16:20] Yes.

[16:21] Mr. Polaro.

[16:22] Yes.

[16:23] Motion carried.

[16:26] Okay.

[16:27] How do you, Dr. Johnson?

[16:28] Good evening, everyone.

[16:29] Again.

[16:31] First item that I have to discuss tonight is

[16:36] something that won't take official board action but it's a, in my opinion, a

[16:40] significant change so we want to make sure that we're communicating and start to

[16:44] finish. That would be moving from an eight-period day at the high school in

[16:48] junior high to a seven-period day. Two overwhelming reasons for that is

[16:55] number one to get less transition time. So you're only going between seven and

[17:00] instead of eight.

[17:03] Statistically, I think usually

[17:09] downtime transition times are when the less desirable things happen.

[17:15] So any time we can cut out a transition, that's a good thing. Second of all, to get more time in core subjects in the classroom.

[17:24] So we're dividing our day by seven instead of eight. That's just more time to get on there. Now this has been a tremendous puzzle.

[17:33] and admittedly it's been Brady and Alex who have done an phenomenal job with

[17:39] this. It's not just a puzzle in the sense that you're taking it down and you

[17:46] need to make, I'm taking it down a period and you need to make everything work

[17:50] with times. You also need to make everything work with staff. We'll put that

[17:53] checkbook away. There's more. You also have to take into account the teachers

[17:57] that are shared between the junior high and high school. So I think the

[18:03] gentlemen and their helpers have come up with phenomenal plan. I did include

[18:08] that in the executive content so that you can look in there and see. At this time

[18:15] I'm going to ask Alex and Brady to throw in anything that they want that I've

[18:21] missed that would be points to consider as we look at this.

[18:29] I yeah so just kind of

[18:30] and I know Dr. Johnson talked about it at the State of District is that we just have to make

[18:36] ourselves probably as most effective and efficient as we move forward in terms of, you know, just

[18:43] in terms of what we're looking at. There's a lot of people that sell you on how to improve test scores

[18:50] and how to improve, you know, performance in the classroom. I think they could take even more

[18:55] of a simplistic approach and when we have a very quality teachers in our building if

[19:00] we have them just in the class for seven to eight more minutes a period and then you

[19:06] times that by 175 days, I think you're going to see gains, you know, academic gains.

[19:12] And so I know it seems subtle but that's a overarching reason behind this move and plus adapting

[19:18] to probably what's best for our school at the high school level for servant as we move forward

[19:26] with the different things that we might be presented with. It is a really difficult undertaking because

[19:33] of the idea that the high school and junior high have kind of different conditions as what they need

[19:39] to accomplish. And so to try to balance these within the same school with the shared teachers

[19:45] in the same Bell schedule, I just

[19:47] present a lot of things that we're still working through.

[19:51] We're confident that we're going to be able to do it,

[19:54] but we have been meeting about twice a week now,

[19:57] trying to iron out some of those details.

[20:00] At the high school level, the biggest concern,

[20:05] or I think the thing that people might bring to you

[20:09] is just are we cutting back on classes

[20:11] that are being offered to our students?

[20:13] and that, I do not believe, would happen.

[20:17] Now, there is some things that we will have to look into adapting.

[20:22] Maybe like having an early bird PE class, PE fit class, to accommodate all our students

[20:28] and what their needs are.

[20:29] But I'm confident that we're going to be able to provide the needs for almost all of our students,

[20:35] if not all our students, while then focusing on the bulk of our students,

[20:40] providing them more academic time in their core courses, which is going to kind of benefit that.

[20:46] So that's kind of the spot on the high school, and I think I'm going to have a strong

[20:51] risk talking about any challenges that junior high-ender.

[20:55] The biggest challenge we're going to run into besides the shared staff is how we handle

[21:00] band choir and elected. So that's kind of where we're looking at.

[21:03] Making sure there's a way to schedule band and choir around elective,

[21:08] one of the biggest things that we run into is kids don't want to drop band

[21:12] requires so they can take elected or or they need to stay also not taking some

[21:16] of the other things so we're trying to work with Kelsey and Lucas is just

[21:21] trying to figure out how can we best manage to do both so we're looking at

[21:25] potentially you know that mandatory study for everybody at the same time to

[21:30] try and figure out how we can put band and choir maybe in that so if I'm in

[21:35] band choir against the old band days. If I'm in band inquire, then I'll have to work

[21:41] out what that would look like. But that's kind of a smallest choir.

[21:47] So we have to figure

[21:48] out exactly what that would be. What option then would be set of electives? If they wanted

[21:52] to rotate a study hall in there, then that would be an option. The second biggest challenge

[21:57] is what are we going to do with electives and how do we manage, kind of offering different

[22:02] things for our kids to explore? That's why we're looking at some of those things that I call

[22:06] all the skinny periods in your 45 or 50 minutes,

[22:09] putting them into 25 minutes.

[22:11] The downside of that is that's not a lot of time,

[22:14] but since it's elective, we're just trying to get them,

[22:16] so they're feet wet, get them a ton of distance,

[22:19] so those things that might work out that way.

[22:22] Might change what we've offered for electives,

[22:24] might be able to just revamp some of the things we've done,

[22:27] so that's one of the things we're trying to figure out,

[22:28] but our next step will be to get that as well.

[22:31] In reality, we've got six requirements,

[22:33] they have to take counting the study halls,

[22:34] that just leaves that one extra period.

[22:40] From, of course, who's talking about what the elect is, that's significantly different

[22:44] than what I had been used to as a middle school or junior high administrator hits.

[22:52] It's pretty fortunate that our kids have that opportunity to pick from that because the

[22:59] majority of middle schools are going to be, quote, forced exploration and it's kind of a

[23:04] funny term, but you're going to have a quarterly rotation where you're going to have one quarter

[23:08] of a class, and they might also throw in a requirement, like health, for example.

[23:15] And I know that at that time, it was health, and then it was, you know, you also included

[23:20] in their things like home back, you know, our family and consumer science, or, you know,

[23:25] any kind of a shop class that you don't learn how to use your hands, make the pop-can

[23:29] lamp, for example, when it comes to mind.

[23:32] And so the fact that we can still do something like this and maintain choices by the kids

[23:40] as opposed to a directed elective, if you will, like you will all do this, that speaks

[23:48] to how hard these guys are working on this to make it fly.

[23:53] Also in the background, I have to be honest and say that we have a shrinking enrollment,

[23:59] And so to keep the same staff for the next 15 years with eight periods is not very realistic.

[24:07] Right now, we are staffed in Alex and I talked about this very recently that he talked about how many kids were here when he went to school.

[24:18] And ultimately, we have about the same number of teachers.

[24:21] And again, you know, when we talk about quote, right sizing our staff, that would come

[24:28] through retirements in no way would I look to reduce, you know, let's take off a third

[24:36] of the staff because, you know, that's roughly what we could mathematically get by with.

[24:40] No, okay, it would be, again, when someone retires, we have to analyze and even see if we

[24:45] replace that person who's retiring.

[24:47] So basically right sizing through nutrition as opposed to lay-offs or eliminations but again

[24:54] with the enrollment projections

[24:58] That's something we have to be honest about because you know as as the enrollment declined so to state funding

[25:03] You know if we're getting so much per kid and then it's declining

[25:08] We can't maintain the same staffing levels

[25:11] Yeah, that was pretty scary when I look at the back of the sheep that our

[25:15] junior class is almost double the size of our kindergarten class. That was, that was hard, look at it.

[25:25] When I was in school, the junior high and high school, or on the second period,

[25:33] said we, Alexander, when you'd call it, your job try the only time from when you were,

[25:38] is there anyone like Harry Hunter, anybody we can reach out to, that we talked to,

[25:42] and they just, I don't want to say do it the way they did.

[25:45] It wrestles learn things that they had.

[25:47] Because I'm guessing we went from seven periods

[25:49] when I left to your freshman year,

[25:52] they went to block eight, right?

[25:54] Or block four?

[25:55] Block skip, block eight?

[25:56] Or did the block, yeah?

[25:57] And then did we come out of four block with eight periods?

[26:01] I don't know, I don't know.

[26:02] I just went to block my whole.

[26:05] Yeah, they did four block, that's okay.

[26:06] Thank you.

[26:07] Thank you.

[26:08] Oh, I'm not really feeling that way.

[26:11] Yeah, because you came. They were coming. He was a freshman. No, no, no.

[26:23] We

[26:27] have looked at other districts in terms of our schedule in first seven period or

[26:33] say period today. It is. I'm 50-50 fish. When you look at other districts, but, no, that's

[26:42] the idea to reach out, maybe inform the administrators, but I think I think

[26:46] Sam Perry is the sweet spot. I thought it was enough for I'm going way back, but I

[26:51] thought it was long enough for me to really soak in information, not get

[26:54] overwhelmed. I know when he's in the mood up here, and I go to school for him,

[26:59] I'm like, man, whatever the time is. I thought our parents were kind of like what

[27:02] they were 47 minutes back in the day. You know, we talked about the core classes

[27:06] like English, science, and that's what they would have with the extended seven

[27:10] minutes over a course of a year but then you think like a PE science agriculture you know 43

[27:16] minutes I know it doesn't seem like a lot but that's five extra minutes where you have a prep

[27:21] time where we're actually doing instead of getting dressed not getting dressed or getting ready

[27:25] having to clean up at that time. It's good for bands get it for a lot of. Yeah I think for those times

[27:32] your class is absolutely good. Have you explored looking at any studies as far as what is most

[27:41] but official proof students.

[27:43] As far as timing, it is.

[27:45] It is just depending on what you read with it.

[27:48] There's not a lot of conclusive evidence.

[27:51] A lot of it's probably going to be based maybe on your school

[27:54] or your school environment, the things that have that.

[27:57] The studies, when you can even go back

[27:59] to like the block scheduling, the end or other day

[28:02] scheduling, those are not very conclusive

[28:07] as it is overall, but I haven't found anything that is, say, eight periods going to go, or seven periods the way to go.

[28:21] Is it an effect on the graduation classes as far as you have to have so many credits to graduate, dropping it down the set?

[28:29] So you would have to pro-rate it like for the next four years of graduation requirements.

[28:35] So we wouldn't be able to zap one.

[28:37] I think with you years next year, if we went to this model,

[28:40] their graduation requirements would be actually different

[28:42] than the sophomores and infreshment,

[28:44] until we got caught up.

[28:53] Now you talk about early work practice.

[28:55] There's a lot to get your height like this.

[28:58] Funning with how to get an issue.

[29:00] But even how it's really early in the afternoon,

[29:03] for the kids that aren't doing the sport or anything.

[29:07] I feel like 740's also.

[29:11] Maybe you can point a thing you could look at.

[29:14] That's how it's going to work.

[29:14] Is how do you like it?

[29:16] elected choice for 2-3rd is 3.

[29:21] Is it hard to do something else already?

[29:26] There are early burden to be challenging for the junior high, because so many of them

[29:29] write it, depend on the bus, so a lot of that probably been geared towards the high

[29:33] schoolers, but they have something to after school, I think that is

[29:56] user.

[29:58] No, it sounds like you guys are going to want a free...

[30:01] We'll have more and the next board meeting. We're still trying to work there, so we'll have a little nuances to find details. So we'll have a whole figure out, but that's a good one.

[30:09] Yes, that's a good one.

[30:12] This is about go time, especially now.

[30:15] We'll be able to be able to have that.

[30:22] Well, thank you guys very much. Appreciate your time and efforts. And it's been the honest. It's been fun for me to watch you guys work through it and kind of come up.

[30:34] know and that, you know, I get to wait for your ideas. So thank you.

[30:41] Any chance to build trip?

[30:43] I wanted to bring this to the attention of the board for approval because it is an out of state field trip.

[30:49] However, I wouldn't really call this a so much as a field trip.

[30:55] Something that makes me proud to have our national honor society do something like this.

[31:00] We get every year and I'm sure you've seen the emails come through.

[31:03] we get the dental bus that comes through that can provide free dental care for families

[31:09] that can't afford it for our students.

[31:12] This is the organization that does that free dental bus, and this is a chance for our kids

[31:20] to give back outside of the community, so I think we can all understand that if we have

[31:26] our students volunteering somewhere, it would probably be best if it is not the same students

[31:31] that are being served, just, you know, for privacy and pride reasons.

[31:36] So this is a great opportunity for our NHS to get back to the, to the, I call it collectively called the dental bus.

[31:45] It's mission of Mercy free dental clinic as the proper term.

[31:49] But I've attached the information on there.

[31:52] I'd leave November 12th after school.

[31:55] It would be in Des Moines, Mr. Fridge is volunteered to drive the bus.

[32:00] literally the only cost okay now when I when I put this in here it wasn't going

[32:05] to be a big deal but now with these prices yes the board would really be going

[32:09] to bat for them to be able to provide the bus to go to the point but again for

[32:15] the for the benefit that it provides our kids each and every year and then the

[32:20] opportunity for the National Honor Society kids. I have

[32:28] any questions on that?

[32:29] I'm just curious, what do they want to say to you?

[32:33] I just heard them check in and kind of usher black and lighter terms, so it's a road to

[32:40] Whites and Deploying District.

[32:41] I didn't do it for several years.

[32:42] It's been in Iowa City, Santa Rapids.

[32:45] Maybe if it's in the down court as well, it just rotates around the state of Iowa and it's

[32:50] annoying this year.

[32:51] Social good for you.

[32:54] Okay.

[32:55] Any other questions?

[32:57] Here we go.

[32:58] I want to entertain a motion to approve the NHS volunteer experience trip.

[33:01] to Des Moines.

[33:02] So good.

[33:03] Your second.

[33:04] Second.

[33:05] Emotional is made by Mr. Holmes,

[33:07] second by Mr. Ryan.

[33:08] I was just lying to you.

[33:10] To approve the national on the confide in violence

[33:13] in a trip to Des Moines.

[33:15] Mr. Holmes.

[33:16] Yes.

[33:17] Mrs. Lyon, yes.

[33:19] Mrs. Cleveland, Mr. Dominic.

[33:22] Yes.

[33:22] Mr. Fuller, yes.

[33:24] Emotional can.

[33:27] Okay, next item I know we've talked about this before.

[33:30] This is literally just to keep it in the front of everybody's mind

[33:33] and hopefully to take the next step.

[33:35] With the permission of the board,

[33:36] and again, this doesn't require any formal action or anything,

[33:40] I really believe the next step, as we're talking about,

[33:44] trying to have a matter of no on the same schedule

[33:47] as the high school and junior high, if it's feasible.

[33:51] I think the next logical step is we can work out transportation

[33:55] on paper.

[33:56] We can work out scheduling on paper.

[33:59] But now we need, I think, to hear from the families

[34:01] so that we're presenting an idea that it's feasible,

[34:05] but is it actually going to work for family?

[34:08] So with permission of the board,

[34:09] I would like to put together a pretty great simple survey

[34:14] just to get a temperature of what the community would think

[34:18] if this were to happen.

[34:19] And again, the big changes again would be just that hour difference

[34:23] and then the transportation piece.

[34:26] Because then the Maderville kids would ride an earlier bus route,

[34:30] which sometimes is depending on your residence is relatively early.

[34:36] So with the permission of the board, I will get moving on that.

[34:40] And what I would like to do is send it to every parent in the district.

[34:46] Because chances are every parent in the district you see their experience to

[34:49] Vanderbilt or they're going to. So I think it's out.

[34:55] Jeff, any thoughts?

[35:06] The new things for numbers and sports are crazy down.

[35:14] Another key piece with that is the

[35:27] number-estleep season between Coach Garrett and Coach

[35:31] and

[35:35] your grades together,

[35:45] which is awesome to those kids, but also

[35:54] it's so much easier to just

[35:55] those high school buses go anyway with the park kids that don't run the shuttle,

[36:00] so that's five extra routes that we wouldn't necessarily have routes,

[36:03] but the shuttle's with different schools to our place, we wouldn't have to do

[36:06] I'm saving time and money,

[36:12] six people retired in the next seven years, and

[36:18] I did have these

[36:18] sponsors that were on that earlier schedule.

[36:26] When we sat down and started growing up the list, and John's not here tonight, but

[36:31] we talked to him quite a bit about it earlier, and he had the last year, it comes down to

[36:38] the opportunities for kids, and you know, there's a lot of that, the extracurriculars, yes it

[36:43] But I'll also say in public, as loud as I can, if this is an opportunity for our kids to engage in scholastic sports without traveling sports, clubs, anything else, I am 150% for it.

[37:00] I would do anything possible to make that happen because the opportunities that we can give kids,

[37:06] like Mr. Schoenger was just saying, they're provided by the school and they are structured and

[37:13] parents aren't going to hotels every weekend and you know dragging kids around and I understand

[37:19] that some families might have had a lot of success with travel sports but it's not for everybody

[37:27] So if we can get those kids kind of a schoolastic experience in dependent travel sports, I'm very much in favor of that.

[37:44] We can get our

[37:47] school or some of that, maybe some of which you have kids over at New Corus or opportunities, maybe kids can get a chance for a heart.

[38:10] If we just send out a survey without the context that you just laid out, that we've laid out in previous meetings, they're just going to see if they're going to react.

[38:21] And it's going to be a techno or a Y and we need some sort of many video something like nothing long like and nothing as you see the eyes.

[38:34] I see the side.

[38:35] I can feel it from over here.

[38:37] I just need we just need about a two or three.

[38:42] It could even be you from a webcam or something that just explains the what everything you've just said.

[38:48] what was led up to it a little bit at the diesel prices because if we hit them cold

[38:53] with this survey next thing you know what are you doing right here? I mean I already got a

[38:59] comment from a teacher who happens to drive a bus through the bus network and like we need to lay

[39:05] it out or we're going to get a skewed result. That's a good point we can't count on people gathering

[39:13] the information that's going to be presented directly,

[39:19] given the reasoning and the benefits.

[39:21] Yep, clearly in this thing.

[39:29] When I say the benefits, I mean the benefits for the district

[39:32] as far as cost goes as well as taxes, as well as benefits for the children, but what additional

[39:40] opportunities does it open for? Yeah,

[39:46] absolutely, because I mean if parents, that's the first thing they

[39:50] see these are going to open up more opportunities for my children. They're going to be, if it does

[39:55] make it maybe perhaps a little bit more difficult for the parents,

[40:01] we'd have listened to recently,

[40:03] as opposed to just saying. Even if there's like a testimonial of someone that I didn't like it, but

[40:09] man, my kids got to participate in events. I'm thinking about some of those races. Even if it's

[40:14] Coach Gary, it's a great opportunity to get them into our system. Again, you don't know what those

[40:20] are and to actually hear someone or think about, because I know a few people when I think

[40:26] we start briefly talking about this last year, when I actually sat down and talked to

[40:31] them, they weren't even very agitated like our good old days of the attendance center.

[40:36] But when I said, oh, well, yeah, that kind of makes sense when you say it that way, that's

[40:42] why I want to make sure that we don't go get a survey this way, just because it just

[40:48] start control.

[40:55] I'm not speaking to everybody, but

[41:01] either open-minded to it, or

[41:06] it was the

[41:07] bigger issue and we're talking about all the kids.

[41:13] I think it's as much stress as this is

[41:15] a more logical. So, I don't want to be the bear of that news, or I know that we talked about

[41:23] universal start time going back here, but we also need to lay out on the table that our hands may

[41:29] be forced here, really, really soon I've directed Carl to start looking at these ability

[41:35] planning.

[41:35] If our diesel prices keep going up, we may not have a choice to have to go to a single

[41:43] bus schedule for a financial point of view.

[41:47] And one thing I talked about, and my logical way of thinking, at least I hope it's logical,

[41:55] is all the prices that we've seen thus far are yes it's frustrating but I'm not

[42:01] so worried and we talked about this the meeting yesterday also that was all

[42:05] the world's superintendents it's going to be it may become a supply issue

[42:09] because you know think how many farmers right now are not consuming a significant

[42:15] amount of diesel fuel in two or three weeks that's going to be quite something

[42:20] I asked your husband last year out,

[42:22] how many gallons a day do you do this?

[42:24] So it's stunning.

[42:27] So I mean, you take a big farmer

[42:28] that's using 1,000 gallons a day

[42:31] at the end of, in the middle of October,

[42:34] that's not using gallons a day right now, okay?

[42:38] And no granted, that's a very big farmer,

[42:41] but what about all the 500 gallons a day farmers

[42:44] when it comes harvest season?

[42:45] So again, what we're being told is there might be

[42:49] to find a quantity, it's not unlimited.

[42:53] So, it's not just the price,

[42:56] which is thankful enough, it could be the supply.

[42:59] So, again, that was mainly what Rhys and I talked about

[43:03] was making sure that if we suddenly have

[43:06] to not consume 1,200 gallons a month,

[43:10] we have to find a way to figure that out.

[43:13] It's my job to figure that out.

[43:17] One thing I feel like we've always been good at is seeing what's coming at least having

[43:22] a tendency to plan.

[43:24] I'll never forget the day I think Stephen and I were sitting right there, right?

[43:28] I think there's about January February to COVID and just earlier that year we were talking

[43:32] about the e-learning plans.

[43:33] They're like, oh, we're not ready for that.

[43:35] He looks at me.

[43:35] I look at him and he's like, I'm like, keep going.

[43:39] And then with the only district that could turn on a one-to-one plan, we basically two

[43:44] to isolate yourself. I appreciate your

[43:46] diligence to do it. Hopefully you've went

[43:48] one of those great glass in case of

[43:50] situations that we can't bear our head

[43:53] and say that we're not ready.

[43:56] And part of that contingency plan and I think

[43:59] it's important to say is we have we've got

[44:03] the transportation staff and we would need

[44:07] to take care of them in terms of we

[44:11] couldn't just automatically roll in

[44:12] We're going to run a new one drought in your hours and a half, that would never be something

[44:18] I know that the board would even look at, so the agency planning as well, so I know that

[44:25] was also a piece of recent I talked about with the chain of information, is making sure that

[44:33] everybody understands, I mean we just, for example, went to the option of full time and

[44:39] And healthcare in terms paid by the board, so I think that demonstrates the commitment

[44:43] that folks don't have to worry about that.

[44:50] Price probably would not, price alone would probably not drive a drastic change.

[44:58] Price and supply, couldn't hurt.

[45:02] So,

[45:09] last item I have is the proposed black top repairs at Shroud grade school. So, if you're able

[45:18] to pull up the little hand drawing map from Mr. Rodenbach there, essentially the piece

[45:26] that says bid separate, that's included there, that is the piece that we're talking about.

[45:32] that essentially is the lane that comes in off of the street and heads north. If you'll recall we

[45:39] had to have a couple patches of that fixed after all the construction traffic to build the gym

[45:45] was finished.

[45:49] So this is in the whole map itself essentially is the fire department.

[46:01] So this is the

[46:02] If we do everything, could the board pay for half of that segment and he handed me the invoice, which I've also included right there, and again, this is to the shore fire department, not us.

[46:15] And what he'd asked for was, could the board pay for half of the paving in that area?

[46:20] well I immediately said I think that sounds awesome because that's not the

[46:27] fire departments they just know that they use it sometimes so while they were

[46:34] there they thought that that would be best if everything gets repaired so they're

[46:39] talking about again as you can see milling it down four inches and replacing it

[46:45] This is I know sometimes you know sound a little cheesy but this is a great example of

[46:52] a spirit of cooperation and I can't help but think every time that they call us it's

[46:59] time for a chilly supper can we park our fire trucks in the bus garage so that they're

[47:03] warm in case anything happens yep call Joe Walker move everything outside this weekend

[47:08] so they can have it inside and keep it warm that's the spirit of cooperation that we have

[47:14] in this community. So when somebody comes and I'd like to give you this

[47:18] paving project for half price, yes please, I'll take it. So my recommendation

[47:23] obviously is to approve payment for half of that segment. The full segment would

[47:30] be $33,886.80. Half of that $16,943.40. That would be my recommendation.

[47:39] There's

[47:41] a comment. Yeah.

[47:44] Just with recent changes in. Yeah, they did. Yeah, he said we're

[47:49] going to do that. Sorry. Okay. Okay.

[47:55] I don't want to entertain a motion to approve the

[47:57] Shrug Fire Department for a coming parking lot. Black top repairs on the amount of $16,943.40.

[48:05] So moved. Second.

[48:10] Mostly it's the biggest damage that the man says to

[48:13] Who's the charade played by copper fairs? Mr. Darwin. Yes. This is the black. Yes. This is Cleveland. Mr. Powell. Yeah. This is slowing. Yes. Mr. Polaroid. Yes.

[48:33] Who did that? Alex. Yeah. I think that's an awesome idea. He is a homecoming thing. Yeah. Yeah. Yeah. That's kind of the type of spade we're going to do that. That's awesome. Yeah.

[48:42] Yeah.

[48:44] Is it playing like an economist?

[48:45] So like I'm like, I can't say it right now.

[48:48] There's a right around the course of glass.

[48:50] So it's just historical art of fact.

[48:52] So the quality of art is so black.

[48:53] It's just so kind of striking.

[48:55] I'm watching this back.

[48:56] And, like, this is a different color.

[48:57] I know people.

[48:58] I know this is a lot of art.

[48:59] There's an awesome year, right now.

[49:01] I'd definitely got to play the art of art.

[49:05] I'm just saying, you know, historical antique.

[49:09] What's it, what's your opinion?

[49:10] Good evening till next year.

[49:15] That's one of the things coming back in style.

[49:20] That's your plan.

[49:36] Boston, it's a couple things they developed a strategic plan for the next five years.

[49:46] for Boston. It's continued big kudos to the project search and all they're doing to help

[49:54] you know there's eight students now working in the hospital and that and doing all sorts of

[49:59] things from gift shop to laundry and stuff like that. So if you're bored on Facebook check out

[50:05] their Facebook page because it's kind of full to see what these kids are doing.

[50:11] It was a quick meeting.

[50:21] Does that mean any future agenda items? Oh, no meeting in October. I would just like to say it's your fall break

[50:29] No

[50:35] meeting

[50:37] I'm going to carry out a prequel update about the future until I'm waiting for this car shop. It wasn't there this time

[50:45] Well, we did we did that. We did that, you know, so that might have been a meeting you wanted

[50:49] The one meeting I met was at the project, the update on the project. It was actually quite lengthy

[50:55] Okay.

[50:56] Yeah.

[50:59] Well, yeah, miss any meat on board.

[51:01] Some recorded.

[51:03] Yeah, tell me.

[51:07] I know.

[51:09] Okay, any other future.

[51:10] I don't.

[51:14] Okay, that will entertain emotions to go into the close session.

[51:17] According to my how I see.

[51:18] So I don't want to.

[51:20] So I don't want to.

[51:22] I like that. Let's do it all in favor.

[51:28] Thank you everyone. Thank you everyone. Appreciate it.

Untitled meeting

Transcript