It's 5:30 and maybe after. I'd like to call the meeting to order with a roll call. Carter, >> he here. Moore >> here. >> Odin here. Thomas >> here. >> Whistler White >> here. >> We would like to welcome the visitors and this is part of our public forum. If anyone would like to address the board, looks pretty slim. All right, we'll move on to approval of the agenda. >> Second. >> Move to second to approve the agenda. Any discussion? >> All those in favor signify by saying I. >> I. >> Post same sign. We have an approved agenda. Approved minutes of the previous meeting. >> So move. >> I'll second. >> Moved and seconded to approve the minutes of the previous meeting. Any discussion? All those in favor signify by saying I. Post same sign. We have no old business. New business. We have our student representative. >> You're welcome, sir. >> Uh we have so some things that are going on our school right now. We have NHS carnation sales, which is like these hearts that you buy them and you can write a name and it gets delivered to a person. And that's pretty cool. Uh something else, Leo White. He has a little club for it's called Club America and it starts meeting soon. So that's pretty cool. Uh esports. Esports is doing really good for 2011. It's pretty cool. Uh that's not it. That's all I got. >> So you're esports. >> Yeah. >> Is he any good coach? >> He's our main main damage dealer in our >> Yeah. Pretty Yep. All right, that's good. Any questions for our representative? >> Thank you. >> Sports team. Thank you. >> Uh we're on to item B, approval of the football project bid and contract. >> All right, so we've got two bids for this. The low bid is uh from Experts Edge and u that's the one that we're recommending. Um they did recommend some things for us to consider um once we get into the project to kind of keep it going in good shape for a longer um Aaron talked to me today a little bit about there's a fence in one spot they think around a certain area that would be wise and then they recommended a concrete pad um to help kind of hold things up a little bit better. Not that they're required and they're not necessar I thought at first they were safety items when Mike and I had talked about it. Sounds like they're just to try to maintain it longer type of items. So, but those would be could be potential change orders. Um, but not to not to the tune of $100,000 difference. >> I was going to ask you that is quite a difference in bids. What do you notice being the main difference between maybe what one is doing the other? >> It's the same the same specs and everything. So, I think it was just what they felt they could do it for. Um because they Relle worked on putting the bids out for us the right way so that all the all the items were there what you had to do and what all the specs were. So it's all for the same work that number that you see there. >> It was a big difference though. >> I was surprised by that. >> I wonder if maybe one company has a cheaper time getting some certain supplies or something than another. Make a motion to approve the bid from experts edge. >> Second. >> We have a motion and a second. Any further discussion? >> All those in favor signify by saying I. >> I. Saying sign. It is approved. Approve the atrisisk dropout grant application. >> C. O. Excuse me. Approval of the certificate of substantial completion of the high school. Hard to believe that we're just outside that, but uh we believe we've got all those those leaks pretty well buttoned up that we were tracking now. And obviously this spring we'll watch. We still have some warranty that we'll we'll use to that effect. But uh um we we're at substantial completion which is exciting after using it for what a year and a half. >> I have a question about the north end. I know it's not part of what we're talking about here. The part that is the square. >> Okay. Yep. >> Okay. So, is there any plan for those windows um to blend in more? >> That's a great question. I noticed that every time I drive up there, there hasn't been a plan, but that's probably something we want to look at long range. >> You know, they used to be blue. >> Did they? I'm glad they're not blue. >> Yeah, I know. I know. I think, oh, they could be charcoal grade something like the metal is. Yeah. >> I don't know if you can see. >> I know. I've talked to Aaron about it at one point and I don't think we've come up with anything firm, but it does stand out like a sore thumb. The rest of the building looks good. >> Yeah. >> Um, but it probably needs to be in our long range plan to get something up there. Even just putting some metal up in that area would would be good if we got it right because I don't think Are those windows that open now? >> No. No. There's no classrooms or anything. It's custodial office and storage. So, there's a couple window air conditioners, but other than that, they're not hanging open and closed or anything. >> Well, I bet though with their big window air conditioners, I'll bet >> what's that sliders? Are they sliders, too? They probably are requiring based on fire, I guess, since we have stuff there and people can go in there. >> So, but yeah, that I need to talk to Aaron about putting that on our long range plan and what we could do because it does look kind of gross when you're coming off the square, whatever that road is that Raymond's Yeah. >> Anyhow, I wouldn't think it, of course, I don't know anything about it, but I wouldn't think it'd be a major deal. It's not really that much, >> right? Yeah. It's not a very big space by any means. >> It's a good point. I I look at it all the time and think that in the moment and forget by the time I go in the building to do something else. >> Good point. >> Yeah, >> good point. So, do we have a motion and a second here on item C? Motion. >> Second. >> Okay, we have a motion and a second to the certificate of substantial completion. All those in favor signify by saying I. >> I. >> Both same sign. We're done. Uh part B, approve the at risk dropout grant application. And this is just a standard thing that we do. So at average money helps pay for some of those counseling positions. Um I'm trying to think what all we have on our list counseling >> student advisor. >> So that's where our RNR with teach to heal is is based. Um these are some of those mental health supports that we have for kids that we get out of this. We are very lucky in that um at whatever point was it in the '9s that they froze the rate for districts? we got frozen at the highest level. So, one of the big legislative priorities for Rural School Advocates of Iowa and the different school Iowa School Board Association is to try to get the rest of the district up to the correct amount. We just happen to be lucky that we're at that amount already. Um, so this is to to get the modified supplemental amount that we are not entitled, but that we're allowed to get uh to support our students. Um, we're in the process, uh, actually Lisa and I are looking at kind of our past numbers and making sure that our at risk plan is properly aligned to the numbers that we're submitting in there so that the plan I think we took it through the board two or three months ago. >> October. >> October. Okay. Um, so just making sure that we have a spreadsheet that actually shows our identified students for us internally. um which will be a nice thing when we go to apply for different grants in the future too because we can identify why we have students that um are identified as at risk. So whether it's based on grades, whether it's based on um attendance, things of that nature. >> So your motion would be to approve the application for the amount of 482,62. They require that amount to be in the motion. Can you repeat that please? >> Um 482,862. I will make motion to approve the dropout grant application for 26.7 in the amount of $482,862. >> Second. Okay, we have a motion and a second. Any discussion? >> All those in favor signify by saying I. >> Same sign. >> We're good. Approve the concussion return to play protocol. >> You want to communicate about that? >> Yeah. So, um, after last year, you guys approved, uh, return to learn and return to play protocol for the district and the forms that are used for that. Uh since then the state has changed the law a little bit and then the boys and girls union because of that law change kind of put their heads together put out new guidance which is kind of in front of you there. Um we received that guidance. I kind of went through it. Um ours was actually a little stricter than what they're recommending now as far as what we had in place. met with the nurses, um, Megan, Liz, and then Ashley from Connect Edge, and we kind of went through everything. Um, and we kind of are at the point where we want to recommend switching, uh, to this form. Um, it kind of takes a little bit of it off of our coaches, puts it on to uh, the medical provider a little bit more. And then the big change would be our policy is you had to be symptom free to start the process. Uh the new policy the states put out says that you can start the polic or start the process um while you still have symptoms. As long as they're not severe symptoms, you can start going through some of the stuff. None of it's contact. It's like walking, jogging, um cardio type stuff, but you can start that while you have some of that. So, we want to switch from the form we improved last year to this one based off of that. And then we're also looking at um we started this year with our new contract with Kinetic Edge um for football, uh wrestling, and soccer. Part of that they use Sway testing with our kids, which is a phone app that they come in, they type in a code, and they do baseline. And so it gets you a baseline. So we're looking at for uh starting next school year expanding that sway testing to all of our athletes. So they would do it once a year. Um, what's nice about it is if they have a suspected concussion, uh, Ashley can just send me a code and I like, uh, this winter we had a wrestler, he had a wrestling meet. Um, there was a suspected concussion and so the trainer over there just held him out as precaution, said to get looked at further, brought him in, she sent the code, uh, he took this way test in my office and she can compare his baseline to that one that he just completed and and tell, okay, yeah, his test scores are about the same. So he, you know, he's fine based off of what we're seeing there. But, um, those are kind of the two big changes. Switching from or three big changes. Switching from the form we approved last year to the form that was in the packet. Um, allowing them to start the return to play process with symptoms opposed to waiting until they're 24 hours symptom free. And then making sure that everybody does this way, not just football, wrestling, and soccer. >> I kind of like what you said about taking some of the pressure for decision making off the coach in the moment and then to the medical professional. I think that's that's the part that I feel safest with too because it's tough in that moment to assess it on the spot. I think if you've got a medical professional involved that helps. >> But real quick question. Um do we keep track of the number of concussions throughout school year? >> Uh our nurses do. They have they have like everything gets reported to them and they keep track of that stuff. Uh I don't have the specifics to that but like I know at the high school Liz does the middle school Megan does. And second I guess I know there's been at least one there may have been another I don't know about but >> um concussions that happened in like P class or something like that. Right. >> But if we use this same process. >> Yeah. Um, so we we we so the the first example that comes to mind is we had a student that got a concussion um by hitting her head on her car door. Um, and we just happened to luck out where she had completed uh the sway testing as a baseline for an activity. And so Liz did use that and we went through the same return to learn pro. We use the return to learn anytime a kid gets a concussion. But um, yeah. But I don't think you could use like you couldn't do sway testing with a kid that didn't have a baseline if they >> No. Yeah, you have to have the baseline. So, we've talked about it as a as a group. >> That's a good point. >> Um, as a group, so like right now for football, we did it before, like when the season started. For uh wrestling, we did it right when the season started, when they did their body fat. For soccer, we'll do it before they start practice. But what we talked about because they really only do it once a year um is doing it like next August um like the night that we do registration at the high school or whatever. But just having that night where if you're going to do an activity this year, come take it. It takes 15 minutes. And then um from there, Ashley at Kinetic is able to share that with Liz and Megan. And then from there we can kind of cross-ch checkck our list to see what kids we need to pull in and take it because we can we can at the high school at the middle school the nurses could have them do it because all they need is a code. So the kid has to have their phone they type the code and they can just run through the prompts. So and Ashley said she could share that list with them of who's completed it. We have that baseline. So >> yeah I think we would count on medical professional case where we don't have a base. >> Yeah. Yeah. We defer that. We always defer to a medical professional if we don't have anything. >> Any further discussion? >> I like it. >> Thank you. >> We have a motion and a second to approve the return to play. Any further discussion? >> Thank you, J. >> All those in favor signify by saying >> I sign. presentation of the fiveyear forecast. This is a fun part. >> Okay, I'll start. So this um for those of you that are new um we subscribe to the Iowa School Finance Information Services and they provide us with a five-year forecast model which is a spreadsheet made up of like 12 to 15 different tabs that condenses everything into one big report. And at the back of here, um, can't really read it very small, >> but like everything. So, this is the unspent balance board and it's also called UAB. You might hear that term a lot. So, what I what we've done is we've taken that information and the important key parts that make up that report and those are the rest of the pages. So, um, whenever year and it's a model that forecasts out our financial um situation for the next five years based on all different types of assumptions. So um so the first part of your report is what we're deciding right now are our what we call our key assumptions. So at the very top of the page, the um district financial targets according to our board policy and I also recommended by the state um with the school board association is the unspent authorized budget ratio should be 5 to 25%. And the solveny ratio ratio should be 7 to 25%. So that's just kind of the financial targets. Now, that being said, on that 25 on the consequent authorized budget ratio, you're seeing a lot of districts that are in healthy situations between 25 and 30 right now. Um, it just seems like people tend to be a little bit on the on that side because of the nerves about impending budget shortfalls. >> Yep. So, our key assumptions, enrollment, um, Mark did a really great thing this year. Um, we've always we used to assume like a 10% or or a 10 student decrease every year and then we changed that to 20 students every year and we realized that we really needed to get down in the details and so we Mark did a cohort and we're looking at outgoing seniors and incoming um preschoolers and the birth rate. He's done a lot of work on that. So these um these enrollment projections are based on that. So if you if you'll notice, it's a decrease every year. Um so that correlates to less money for us. Um SSA, supplemental state aid, we're assuming a 1.5 this year. I I'm not sure if it if that's super accurate at this point. Depending on who you listen to, you hear anything from a zero to I think one group proposed a five that probably doesn't have any power and situation. It sounds like they want to settle somewhere in the between one and two range. Like that's kind of the idea everybody has in mind, but we'll see. >> So we'll to be safe, we'll say 1.5 and then they actually recommend that we that the rest of the years are two. So we're just going to go with that. Um we're assuming an expenditure increase in supplies and personnel um with 3% of a just a standard increase for anything that's beyond personnel. So supplies, electricity, just anything that's not that doesn't have anything to do with personnel. And then um see we have some curriculum purchases that we want to make in FY27 and FY28 and we put that in there. Um, we're also putting in a savings of 400,000 each year. Most of that would probably be come from certifi or not just certified staff. I know I have that there, but any staff reductions of some sort just because that's what most of our expenditures are made up of. >> Um, and then operational sharing. We have 23 FTE that we currently um get from operational sharing and we're just assuming that we're going to continue doing that for the next five years. Um I haven't put any change in the net open and hold in and out just because we didn't have anything. It was I think it was 1 something this year and that's just too hard to um predict. So we're just saying no change and then if something happens we'll obviously um put that into the document. So if we if all of those assumptions are true then um our unspent author budget is would be 29.4 for for FY26 and then if you'll notice it'll stay steady for the next year and then you start to have a decline um to FY31 when we're at 8.1 which is not really it's still within that ratio but it's not where I'm comfortable being and then also the financial solveny ratio is going to follow that trend um as well um so future actions If all assumptions are correct, everything that we've assumed, um obviously in the latter part of these five years, well, we would have to adjust um with either our expenditures or personnel or a combination of both. Um any assumption that changes, keep in mind that that changes every year moving forward. So >> I would say like even beyond that, we come in probably a month like Let's put this in the vibe here and find out what that does to us. >> We sometimes it's excited, sometimes it's terrified, but we'll get together at least a couple times a month and add adjustment in here. >> Y um this is obviously a living document, living spreadsheet that we are constantly reviewing just like said. Um it's just it's a difficult calculation for so we're always looking at it. Uh the next page is just kind of taking the very the important parts of this huge page and just condensing it into this one just to show you like where we're at. So um you'll see there 27.9% 29.4 29 256. So you'll see a steady decline and it's going to be declining if we're assuming that we're um losing students every year and that we're not having enough savings to cover that. And then we also have you know the increase in expenditures um settling >> with CA you know we have to do that so obviously it's going to go in a decline once we receive more students over Yeah. So, I mean all this and those who have seen a 5-year forecast before, you know that it always kind of nails down because usually you have to work on an assumption that your increases are going to be meager and in terms of your um the amount the state's going to give you and that your increases on costs are going to be larger. Now, that's kind of kept true for the last few years with um inflation being the way it is and needing to settle kind of high amounts and not getting a lot back from the state to keep up with inflation. It could be that that changes in coming years and maybe we get a couple healthy years in there. Um, one of the assumptions in here, just to make sure that that is drawn out, is a $400,000 salary savings each year between this fiscal year and fiscal year 31. Um and the in the bottom second from the bottom row the solveny ratio in fiscal year 31 should be8% actually um which I mean obviously a negative solveny ratio isn't good in general but it it's not as bad as that. So the tool that districts have to deal with their solveny ratio which Lisa did a really good job explaining those terms on the one page but just to kind of give it for those playing along at home. Solveny ratio is your cash on hand. So whether you can pay your bills with your cash on hand. So in that case obviously that would be saying that we would have negative money on hand if we didn't change anything. So we wouldn't be able to pay like salaries that year. So, the tool that school districts have to avoid that is a cash reserve levy. And we haven't been eligible to do a cash reserve levy for a few years. Will become eligible next year or the year after. >> Um I think it's actually FY29. >> Okay. I couldn't remember when it was because we were we we're kind of watching those levies. This year we're eligible for debt um debt service levy, >> but uh we'll we'll be eligible for a cash reserve levy. that that number won't look as bad as it is. We just don't have a tool to use to fix that number right now. Uh because our cash reserves are high enough that we can't love that. And just so I not everything is not so doom and gloom from FY19 to this point, we were before that we were trending down. And so now since FY19 because of the savings that we've done and all the work that's been done, we're moving up. So now we're just it's it's a roller coaster. So, >> but I think so if you look at those enrollment numbers that um we've got predicted there and that's based on a matched cohort model which is one that the state uh tends to use. So it's like a linear regression based on how many students are typically retained like first grade to second grade, second grade to third grade and looking at our our county life birth rate to determine how many kindergarters were likely to get. And so we found out what what percentage over the course of the last five years of the counting live birth that we received as kindergarteners five years later and we're using that percentage which the document that I've got to calculate that each new year that I put data in will tighten that up for that year. Um so it'll it'll move forward to the previous five years rather than you know five years from 10 years ago when we get a little bit down the road. Um so we we um we just will smaller kindergarten classes coming in uh over the next handful of years. We've already seen some of that. If you look at the elementary school, we have some classes in the lower 70s. I think we have one in the upper 60s. Um so we are just like every other rural school in Iowa, just losing residents uh from our community. Um so that is really what causes what looks like doom and gloom on paper. Uh and the reason we do this isn't to like terrify all of us. is to help us know that when we make financial decisions, we make it with that in mind. >> Um to try to avoid that and it isn't as scary as it looks, I promise. Because there's a plan in place. >> So my so my question or comment to this is okay. >> Yes. >> Now that you Excel spreadsheet freaks have explained this. Yes. >> I want to be okay. Now explain it in general terms. So, we're losing students, which means we're losing money. We have to make cuts in order to make sure that we can pay our bills. >> And how are we sitting right now as a district >> right this minute? We're perfectly solvent. We're perfectly okay. We just have to continue to not use our credit card too much. >> We just have to keep this forecast in mind when we're making any decision next year. in my sixth year of looking at this, I still get the glass the gloss over eyes because with the >> with the school language doc >> so I always I like it dumb down to my level. So >> yeah, you know you mentioned the word people freak out. >> Yes. And so can we publish this for the because people a lot of people don't understand that money is earmarked for certain things. >> So just because you can you know afford to fix the bleachers at Lake View >> doesn't mean oh let's not do that and then we can put the funds into staff. >> Yeah. >> It's not the same thing and it's hard for people to understand that. >> Right. So this model Yeah. So this model doesn't take into any pebble or save money that are spent on the same like you said. So >> that's a great point because you're right like on the same meeting that it's a $180,000 for bleachers. Well gosh if you need to save 400,000 don't do that. >> However, the pull money isn't allowed to be used for general funds and so for bank staff and buying toilet paper for the bathrooms and all that. Um we do uh one thing that our district does have that is I don't think it's so much unique anymore but not everybody does is that our our um uh natural gas is a insurance product. So instead of paying for that out of the general fund that's part of the management fund. So, that is one way that our district has kind of freed up the general fund to help pay for um teacher salaries and keeping because really our goal is to make our cuts uh that we make. And when we say cuts, that doesn't necessarily mean pain slips. Um it's just paying less for various things that we do. Um we want to keep them as far away from kids as possible. >> We try to keep them distant. and natural gas. As long as it's there to keep them warm, we're pretty good. >> I would like to see that published somewhere. >> Yeah, that's a good idea. >> People can see. >> Could we put that with the Are we able to put attachments store minutes on the but then also maybe we can put on >> Yeah, >> that's a good idea. >> Could be a good conversational piece. >> No, I The the other thing that I can tell you that's happened in the last almost nine years is that we now have budget that allows for everything from replacement of buses to computers to software. All of those things are in place. Whereas before that time, as I understand it, it was just, well, we got the money, let's buy it. But that was not that was not a plan. >> That was just a way forward. And but now we are we're on a we're on a very stable path. That's from my my observation. >> I I get what you're saying. I think yeah, we knew this was coming to be this way. Like we had we had planned for it to be that way and kind of worked a few years in advance on on that. And that's where the having the enrollment projections a little tighter now I think helps us to continue to do that more so into the future. Um that's a great point >> and it's a great tool. I mean there are some other tools out there that cost a lot more than this one and I really think this is very um thorough and it just gives you a really good picture of what it's going to look like if you do all the things you want to do. So I mean the tools out there nowadays are just very um very helpful. >> A lot of those organizations out there like >> any other questions or comments on the fiveear forecast. >> And if anybody has any questions that are more detailed, you can contact me anytime. >> Okay. Uh regard personnel business procedures would like to draw your attention to Deb Eddie's retirement letter. >> She served the district uh for a number of years really well. Really great teacher. Sad to see her retiring. Happy for her to get to go enjoy life. Uh but definitely sad to see her go. She's pretty awesome. >> Yeah, she is. Let me see. 29 years with the district. >> Yeah. >> Yeah. >> Yeah. A lot of stability. >> Mhm. >> She knows her stuff, too. >> Yeah. She knows her stuff. There you go. >> Good for kids. Definitely. >> Any other questions or comments on personnel procedures to approve as presented with the additional We have a motion and a second. Any further discussion? >> All those in favor signify by saying I. Oppose. Same sign. We're in. We're down to the financial reports. Looks like it's all in there. >> We have a motion to approve the financial reports. >> Second. >> We have a second. Any further discussion or questions? All those in favor signify by saying I. >> I. >> Post sign. They have been approved. We're down to the superintendence report. >> Um I I I won't take too much of your time. If you're interested in learning more about potential bills, uh the condition of the state is on Tuesday. Uh should be some riveting television that I plan to tune into and watch and see what's coming our way. Um >> what time's up? >> Uh six, I think six o'clock. And then um we took that trip to Owatana um Brian, Julie and I to observe the behavior classroom there. It was amazing. I definitely see we have a lot of work to be ready for it. a lot of training that we're gonna need to put people into to be prepared, but I think once we have it, it's going to be a great tool for us. Um, so we started the process of working with the teach cal to find out, you know, how do we get into this training? What are the tools we need to have available for them? Um, but just really neat to see it in place and working and and how they're dealing with different behavior needs from students. Uh, the system that they they have. um to help a student. So, a student goes into the behavior room on and I can't remember what the three letters stand for, but there's one they enter into this on O, which I can't remember what that's for. But, uh they don't like they're not going out at all of the room for that time when they're on O, and they they earn a point a set of points every 45 minutes in that room for completing the tasks that they do. and they get on to integration and then they get certain times and they go out and I think it's such a good model um because it's so clear and it's so defined. Um so hopefully with getting that training in that'll be a nice addition for us. I'm doing a terrible job of explaining it. I should ask Julie to explain it better than me. She took notes and I just asked questions um because I just was I was in love with it when I saw it. I thought, "Okay, this is the exact model that I wish all the years that I had a BD room uh in my previous district, I wish I could have had this model to use with them because we had to work on kind of feels, you know, it feels like this kid is doing pretty well. Let's go try it and see how it goes." Uh, but this is really clearly defined and and really sets a kid up for success uh when they are included. So I think that's the part that we we were always missing and having that will be really helpful for our students who struggle. >> Did they set the monitors that you said a 45 minute? >> It's the so the the teacher for the discovery classroom is the one who monitors it. So the system that they've got set up is the RNRs that we did this last year. >> A discovery classroom would have the teacher an RNR that's specific for those students and an associate. Um, and two, if you get above, I think it was five kids, two associates. >> So, so a teacher for those kids, not >> for those kids. Yep. It's a separate Okay. It's a separate teacher for them. Um, and typically a special education teacher because that's how you can move on to doing it. Um, so it looked like it was the exact model that would work, I think, for so many of the kids that were trying to figure out how to serve best. >> Um, to give them a place to to be successful. Um, so >> kind of a timeline. >> Well, she um, oh gosh, uh, Danielle is going to come here January 20s something. She wants to look at spaces with us and kind of discuss how that could work. Um, just because she said you have to be very careful about where you place it in a building and what that looks like. Um, and then we want to start talking to some staff. Uh, because it's a Strat one position. Um, we just need to have a Strat One teacher assigned to that. Um, I believe Julie and I did a quick cursory look, I think we're going to probably need to hire an additional Strat One person in order to have enough people to fill um the case loads and everything. But generally, if we're pulling those behavior Strat One IPS off, that sort of frees some time up for some people. So, we'll double check that. I would say I would plan to have it up and running by the fall, but to start training people this spring. >> Um, that's the goal we set with her. She said it was kind of ambitious to be ready, but we said we feel like we need it too much to and I think at the end of the day, we can save some special education money too if we get this right because the kids that we send to explore, some of them might be successful in a room like this. Um, so and I think we've got some people who are interested that could well be good good candidates for it. We just need to run the process and make sure that's a fit. And um, yeah, I think by next fall we could have this room up and running and if we're if we're lucky have all the right people in to start to >> finding the right associate and the right to assign to that room will be big too. Now, is that connected then with ADA as far as deciding that has to say? >> Well, thank you. That's a great question that Julie and I are talking about how we have that conversation with our core team because technically what it does is all perfectly legal and allowable under IEP law. It's just very different than what generally has been done. So, we have to structure the way that we write our IEPs in a way that allow that flexibility for that student. and it's very possible to do and it's very kosher and by the book it just hasn't been done a lot. >> So we're making those decisions not necessarily >> I think we're going to have to make those decisions and then show why that's that's the way that it's law. >> Um but uh and really a lot of that'll come down to that teacher in that room getting to to make the decision based on the data on a daily basis >> or weekly in some cases. Um, so that'll be it's a little shift, right? Because that's not how we've done business for 20ome years. >> I like it. >> Um, yeah, it's honestly I wish I could have taken everybody to see that place. It was awesome. Um, and I do believe we're going to try and take some other teachers up at some point. Um, we went to their onsite, which was in their elementary school, which is what we're looking to replicate, but then we also went to observe at their offsite, which is like the Explore Academy in Blakesburg, and saw the structure they're using for that. And I'm pretty excited about that because it sounds like they're bringing that tool into the Explore Academy and as they do that I think some of our students will really benefit from that as well. So this is something that there's we've I think I've emailed a couple times in my weekly emails about the consortium schools >> how we're kind of working together to plan together a little bit with this. >> This is the model that we're working to go towards. So in Oatana, there's three schools in that area that share that offsite and they each have the discovery room in their own schools. Actually, Oatana has I think three discovery rooms um that they use as a step between. So it's beyond just normal special education. It's kids who truly have just a behavioral need. >> Um so yeah, it's a problem with strat one. >> What's that? >> And that can be handled with strat one. >> Yeah. Yeah. So, the difference between strat one behavior and strat two behavior in the state of Iowa is kind of ambiguous. Um, when I talked to somebody at the at the BOE at one point when I was in my previous district, it she said the the biggest defining factor obviously is if somebody has to be alternate assessment and none of the kids we're talking about need alternate assessment. Um, if it's considered a severe behavior, um, I don't think any of the ones that we're talking about here would probably qualify just based on the experiences that I've had. Um, because some of the some of the behavior can get really extreme out there that this is I don't want to say this is nothing compared to that, but it's significantly smaller than what they see in some of the larger districts. >> So, yeah, try one long a short punch. I'm sorry. I'm excited about it. Can you tell? >> Needed and promising. >> I think it'll be a really cool model to for others in the state to look at as we get this in our area. We could really save some money in our area by pulling our resources and thinking together and getting training together on this and also having a model that works for tough kids. So, I'm hoping that we'll have people coming to visit us in 10 years, which will be cool. And I'll tell them to get some Joe's corn nuggets. That's an endorsement right now. That's not really any questions about the superintendent report. >> I have one. What's your recruiting plans for the spring? >> Well, so we have to look at what we need. Um, And I think the Strat one is probably one we definitely need. Uh I've got information for the UNI career fair. Uh we've gone to the Northwest Missouri State the last couple couple few years. I really like that one. So we'll probably go to that. I can't remember. I attended the third one last year and I I didn't find it as effective, but I don't remember what it was. I probably shouldn't say that on camera anyway. But I think you and I and Northwest State seem to pan out the best for us. >> That's pretty good. Um, and if we're only looking for a Strat wand, then I can really focus and be really I'm pretty charming. So, I'll convince people to come with that. >> I'm not very charming. >> East or Northwest? >> Northwest. >> I didn't I couldn't find anything on it, but I also just did a cursory look on them. The North Northwest is a pretty big teaching school, so that's why I kind of looked there. Yeah. >> Yeah. >> They've got quite a program. >> There's some good folks come out. >> Okay. >> That being said, if somebody from Gville was interested, I'd be happy to talk to them. >> Okay. >> Well, that definitely would. Yeah. >> Thank you. >> Yeah. >> Any other questions? All right. We're ready for the school board member takeaways. Who would like to go first? >> I think the exploring is a model to try. >> So, >> and that's what I was going to pick you back on. I think it's great. I think we let it go long enough with the behavioral issues that it's promising that we do something to try to rectify that. I've looked at models they have in some other districts and this one by far looks like some thought went into it and has the research backing up. I think that's that's good. >> Is this something they spend the majority of their day in or how does the time work? >> Most of the people that would be in the discovery room would spend most of the day there. Yeah. >> Discovery. I said, >> "Oh, you're okay." But that's connected, right? That's the same >> is the pathway. >> Who's next? >> Well, that's the thing I'm really most excited about. But I was going to say before you talked about that that I'm really happy we're keeping our concussions protocol. I think that system sounds pretty good. >> Yeah. >> Neat, too. >> Yeah. Yeah. >> You want me to go first? I think the concussion protocol will move it more towards a medical professional. >> It takes the pressure off the coach to, you know, make that decision. U I enjoyed the fiveyear plan. It always looks like the but I always thought it was kind of worst case scenario >> is the way I interpreted it. >> Uh if we if we make some do the right get better >> than what that projects and I'm glad to see the bleacher project moving forward. I think that's something we've needed for a very long time and that's all we got. Mr. Mo good. Um I guess whoever put together and organized the youth basketball thing or so go that was outstanding. Great turnout. I see we're doing a volleyball one coming up. So, I don't know if it's school necessarily related or not, but it's amazing to see getting back in center having that kind of tournaments and stuff like that, bringing in people from all over. So, I was down there half the day for the basketball one. Tremendous crowd. Um, so everyone worked on that. Great job. >> Was that a fundraiser? >> Yes, it was. Jared was doing it to raise the big thing they wanted to purchase was the new scorer staples >> for the Lake View gym and I think what did he say he got he got enough for one and most of what he needs for the second one out it was it was packed >> puts us on >> yeah it was it's been a long time since we've had something like that in centerville and it was it was great to see it and excited about the volleyball too We're good. Anything else? I would entertain a motion. >> You got one. Motion and a second to adjurnn. All those in favor signify by saying I.