Roll call here. >> Thomas >> here. >> Whistler here. White >> here. >> At this point, we would like to welcome all visitors. And if anyone has anything they'd like to say, now would be a good time. Do you have any reminders about >> uh technically public comment and happens after the >> That's right. Uh we need approval of the agenda number three. >> Second. >> We have a motion and a second to approve the agenda. Any discussion? All those in favor signify by saying I. >> I. >> Uh oppose. Same sign. Motion carries. We are now down to the 4 day week 26 27 calendar presentation. >> Yeah. So the change in this calendar from the survey example was just uh changing there had been a Friday school day in May on the 7th and instead of doing that maintaining 4 day weeks uh through May and ending on the 27th rather than the 26th with the contraction required early out day. Um, you'll notice that conference dates are blocked out where as we make further steps curricularly. We want to make sure conferences line up in a time that that best fits and that's not a required element to be on a school's approved calendar. So, um, we'll look to fill that in. I'll make sure I notify the board of those dates and give you a copy of it with those dates on it as we get it. And I would ask um, and when we go into discussion that we uh, make an amendment to the snow makeup days as listed here. Um but uh other than that this this calendar um delinates a 4 day a week and what that might look like for us. >> Any questions, comments? Yes. And so we are ready for the public comments on the four week. Anyone would like to address the board. >> Hadn't been this quiet since the last time I went to church. >> Okay. I would entertain a motion to adjurnn. >> Second. >> We have a motion and a second to adjurnn. All those in favor signify by saying I. >> I. >> We are ajourned. Uh, now we're on to the next agenda and we need call that to order with a roll call. >> He more >> here. >> Here. Smit >> here. >> Thomas >> here. >> Here. >> Now we're down to welcome visitors on public forum as usual. What's up for anything you want to talk about? >> Again, all quiet on the western front. I would entertain a motion to approve the agenda. >> Motion second. >> We have a motion and a second to approve the agenda. Any discussion? >> All those in favor signify by saying I. Same sign. We have an agenda. Item four, approve minutes of the previous meeting. >> Moved and seconded to approve the minutes of the previous meeting. Any discussion? >> All those in favor signify by saying I. >> I. Same sign. Minutes have been approved. Old business, we do not have any. Under new business, we are ready for the student representatives. >> The fun part. >> Come on down. You're welcome to scoot your chair up if you want to sit. uh we're with the student council and uh we just went to the southeast district conference and we're hosting it next year and we had uh some students present to other students about uh leading our student council and how we uh lead around the school. >> And then we had state wrestling come up and we know that Brian got seventh place >> and uh this week is FFA week and we're having dress up days and students are in FFA are making breakfast for the teachers and today is the A Olympics for students >> and there's boys basketball playoff run >> uh esports had their successful winning the Jasmine competitions for middle school and high school. >> Uh girls basketball had also had a successful season. >> Tra practice started today >> and uh spring sports are starting soon. >> And then we also have mild season and then we have speech this Saturday. >> Yep. >> Yep. We support individual speech and that's all we have. >> Any questions or comments? >> You guys remember any of the dress updates for FA? >> So today was um FFA >> flannel or FFA day. Tomorrow is uh like your favorite truck >> and each brand is different color. So you wear I think it's red for Chevy, black for >> Dodge Ford, >> blue for Ford. >> Wednesday is pajama day, >> farmer's day off. Wear pajama day. >> Um Thursday is denim day. Wear denim. And then Friday is their um FFA blue and gold colors. >> Any other questions or comments? Thank you very much. >> Good job. Nice job. >> Thank you, too. >> We are down to director reports. Who goes first? >> Let's see. Erin, you want to go first? >> Yeah. Um, mine's pretty pretty simple. Um, we were working on this over the holidays. We worked on replacing the code base at the high school and the tech link. Um, that's the baseboard along the wall edges. Um, we plan to replace uh at Howard over the summer. Um, in the grand science room at uh Lake View, we updated the uh storage by adding five more uh shelving units. Um, she's been on to me about for a while about storage. We um and then we're slowly working on um getting equipment ready for the milling season. You never start too early on that. Um, Mike, you want to go next? >> Yeah, I don't have a whole lot. Um, we're wrapping up with winter sports. We're going to have a little LOL here in between spring stuff. Um, I did see Andy and Hails was having a bus driver training class. If you guys know anybody, I'd love to send somebody. We've had two people go through that in the past. It's worked out great. Um, March 11th, I believe it is, we have our annual night of fun that Aaron really enjoys coming to. And Jared even gets to come this year. Our annual stop training. Every uh bus driver in the state of Iowa has to attend that once a year. That's it's a Wednesday. Um, other than that, that's about business as normal. Um, okay. Okay. We have a new kitchen manager, but there's old Jim Clark. She's jumped right in. Um, one of yours is doing very well. Um, our second chance breakfasts at high school and middle school um are doing well. We serve about 25 to 30 at the um high school, about 20 to 25 at middle school. Um, and that's not including the regular breakfast that we serve. Um, the first week of March is National School Breakfast Week. We'll have some new meal items and do some promoting that. >> Uh, I want to follow up on these sports thing. We did have a really good season. made a five and two and then we lost our playoff game sadly but we did really good played against New London. Uh just fixing stuff that's breaking right now getting ready for ISAS testing. We did the nape testing that was good on the computers and also ACTs this week. a lot of computer tests. >> Cameron would play this down, but the people who came to us, we had two people come to us for NATE testing. And before we got started, the first thing they said is like, "This is one of the most wellorganized, smooth processes we've had in our schools." They're like, "We'll this will go down as an a A+." And a lot of that was due to the troubleshooting and the preparation Cameron did on all the kids computers beforehand. So, he kind of downplays his abilities, but they're really good. Thanks Candace for taking care of that. >> You better appreciate that. >> Um Jared, >> oh yeah, so as Mike kind of mentioned, we're getting that lull between winter and spring sports. So we have um a lot of our activities uh coming up. We have choir concert tomorrow, band concert Thursday. U Friday at Indian Hills, we're hosting uh Quizbull for the conference. And then uh next week we have our uh high school play. uh checking in next Thursday, Friday, and Saturday. And then the following week after that is the middle school play. So, a lot of those um non-athletic things happen in the next few weeks. And we just finished robotics on Saturday. So, >> Mr. President, if you're okay with having Julie be our fulcrum point again, I can have her do curriculum and then jump into our principal reporter. That works. >> Thank you. Uh, so I spent a lot of the time on the presentation that you are going to see a little bit later on data, so I didn't write our actual report for you, but I just want to shout out to Cameron and um, Aaron. We had Danielle Ty here again from teach heal and we had all K8 staff in the Lake View cafeteria and they brought tables and chairs so we didn't have to sit on the lunch tables for a whole day. So, I know that's a lot of effort and time of um that department from Aaron and they were all set up for us and um then some people helped took down so it was great. But Cameron also made sure that we had the right technology and had it split so we could have two screens. So, uh behind the scene people making a huge difference so that we could have a really great day at PD which we did have a great day um because people were comfortable and um Danielle did a great job of getting that message. So, um that's really what we've been focused on a lot is just trying to figure out um the teach to heal and where we are in that journey. And so, that's been exciting. Uh and then the preschool is just moving along. We did put out our um starting to get round up and get numbers for three-year-old preschool. So, if you know any three and four year olds, have them give me a call. We'll get them set up. >> Brian. >> Yep. Over here. Okay. Um, so a lot of good things in the board report. One thing I would just highlight, um, if you haven't seen it, just to highlight that we have another, uh, successful books, uh, fundraiser, the book should be coming in, I think later this week. So, it takes a while to organize them. Um, but one thing when I met with our our rep afterwards, uh, really nice thing about this quotequote fundraiser is it all pretty much goes to literacy books for kids. So, um, this year about close to 70% of people put in some type of contact information. Um, so there's a lot of kids that came home training and stuff, which is just to kind of get them excited about it. But the big thing is that there's over 1,800 books coming home to our students. And what's really nice about this one, why I don't really like to call it a fundraiser as much, um, even though it is, is that all that money goes directly to to our to our kids in some way. So, um, this last year, um, with the extra funding that we had, we bought like three class sets of books for kids that normally would come out of funding that we had to find somewhere else in the in the building. So, um, that goes straight to kids. We bought some books for our vending machine. We bought some books for classroom sets. We bought some books for a family that have fire. Um, so when we when we bring this all in, it really does all go to literacy needs for the kids. So, um, there will be a lot of books to unpack, but it's all a good thing. And um the big exciting thing is when they unpack that that every kid gets at least one book and a lot of kids get one of them. It's an exciting thing. So just want to highlight that that there's another good year of that and about a week or so it'll be pretty exciting to send all those books. >> Uh I just give a shout out to our staff. I'll tell you what, we um have implemented um literacy interventions at grades six, seven, and eight. And um 30 students are no longer in need of um an additional layer of that support, but it's really our kids and our teachers who have just done all the work and done a great job with that. Science Ols has been uh very instrumental in that as an instructional coach. But I just couldn't say enough good things about how hard our kids have been working, how hard our teachers are working. It's a good good group of people. I feel like I'm in a hole. So, um, I'll stand up at least so you can see me. Um, just some specific things that are happening in the upcoming few weeks here at the high school. First of all, ACTs are going to be taken by juniors uh, this Wednesday and we offer that for free to all juniors. So, we we started that a couple years ago. It's been very successful. So, they're working hard. Hopefully, they have a lot of good scores from that. Um, our National Honor Society induction is scheduled for Thursday, March 19th. So, we're working on inducting new members there. Don't forget about the career fair March 27th. You're not going to want to miss that. It's going to be awesome. Over 90 entities come and share information with our kids. Got a couple programs coming up for kids. Cyber safety program going to be presented by our local police department and then a think fast driving uh safely and responsible program as we get nearer to the prom season. So, um, also the top 5% of our senior class is going to be recognized at the annual South Central Conference banquet and that's in Sheron on March 24th. So, congratulations to those kids and I'll u I'll tell you a little more about that at our next meeting. We'll have names and things for you. Um, just professional development wise, our teachers are doing a great job. We had a really productive day last Friday. I feel like we're working on researchbased instructional practices in the classroom. Um we're working on some student engagement and we're working on differentiation for for students that might have different needs. So um just upcoming we like to have class meetings with every class between now and the end of the year to help them prepare for what comes next. We did have our senior parent student meeting fairly well attended but just talked a lot about scholarship opportunities that's in full swing right now and um FASPA support along with our VU scholarship program. So we want to make sure we have all those seniors on pace to graduate and I think we're in pretty good shape. That >> all right. Any questions, comments? >> Well done. Well done. Uh we are down to item D. Approve the 2627 school calendar request um and amendment um to uh the snow makeup days on the bottom left there. uh to the what I'd really love for the amendment to be from the board and this obviously up to the board would be for snow days to be made up on Friday. Um and I can find a nice wording for that for us. Uh because I I do believe that in person instruction becomes extra vital with this. Um, but short of that, if the board isn't inclined to go that direction, uh, at least to list the virtual days and, uh, the correct listing of dates that I changed on one version and not the version that I gave you, apparently, so I apologize for that. >> Does the Friday in October line up with homecoming? >> Yes. Yeah, that's Friday. So this would be the last day of school would be May 27, >> correct? Yeah. >> Yep. And by contract, it's an early out that day. Has a spring break. uh the week believe that's the week that ends in Good Friday. Isn't that what it was, Julie? You always remember that better than me. >> And how does this compare hours wise, days wise? >> It's kind of right in the middle of the years that I've been here on ours. Um so it's a little bit less than this year, but uh it's about the same as I think it was last year and the year before. So it's pretty close. it's still well above the state standard and um and you know people ask about that a lot of times that I did notice that was a question in the survey a lot of people say why do you do more hours than the state requires and a big reason for that is if we'd have like say if there was snow and we had to let out early we don't need to make those hours up so that's why everybody generally puts some cushion on So, we've had five day weeks with less hours than this. We've had five day weeks with more hours than this. There will probably be the way the calendar might fall on a given year. There might be four day weeks with more hours than this. There might be some with a few less than this. >> I'm all about I did get some feedback that it's a little busy on the right hand side. If that's if the board would like me to look at if there's any way to clean that some, I can do that too once we have a calendar picked. Um, just trying to make sure everybody has all the information there. >> If I have something to say about the way I'm going to vote, should I wait till we do the vote or right now? >> We don't have a motion yet. >> Formally, you have a motion and a second and then a discussion. >> Okay. I just want to be able >> We don't want >> Nope. So, by all all accounts, technically, a motion and a second. happening in discussion from the table but I mean we've done things and clear on that before we flexible on that. >> Yeah. So we'll make a motion to adopt the proposed calendar with the understanding that make up days on Fridays. >> I'll second that. >> Okay. We have a motion and a second. Do we have any discussion? Yes. Um, boy, I really thought that closing school lunches and taking away cell phones, so to speak, was tough. >> This is really hard. >> We do the hard-hitting things. >> This is really hard. Um, you know, it it's goes against, for lack of a better word, of everything all of us have ever known. It's the unknown. It's uh my father-in-law always used to say, "Well, either it will or it won't." You know, how how are you going to know? You don't. >> So, you take the information and then you make a decision. Obviously, um before the survey went out, I I really thought, "No, this is not this is not what's best for kids." And um then we put out a survey and we found out that there was overwhelming support for the week and I can't ignore that. You know, people elected us and I yeah, that changed my my whole way of thinking even though I do go back and forth, you know. Um, but this is not something I or any of us have taken lightly. Uh, I've lost sleep. I've talked to whoever will listen to me. Um, you know, we've got to go for it one way or the other. and see what happens. >> Want to mention I wanted to thank a couple of the gals on our 4 day week committee, Sarah Lind and Ashley Long who came today just to kind of be here as in in a show of support that the committee met and they're they're here uh to be with us and they I really appreciated that what do we call task force. I called it a committee but we called it task force open force which sounds so much better anyway, right? And I I appreciated the openness on that group. Like we had some pretty deep conversation, I think about, you know, strong feelings both directions on it. And I think that was really good. Honestly, I can't wait for I don't really want anything controversial, but I can't wait for the next big thing to have a task force like that together to get to have good deep conversations. >> Wait till I'm off the board. >> My heart can't take it. >> Quick question. What was the recommendation of the tax report? So, we were was that four out of five, I think it was in favor. >> Um, one out of five opposed. >> Okay. >> And how did you decide to present us with this chapter? >> Um, 80% of our public asked for it and 80% of our committee asked for it. So, I feel like my job in this, here's the beauty of this for me. I'm going to work every day no matter what calendar we adopt. So, it doesn't change anything in my life. So, I'm I am literally coming forward with what seems to be the will of the the community um and bringing that to the board. And I do recommend uh 4 day a week based on the will of the community there. And I think largely for the reasons we talked about for maintaining enrollment because I do frequently hear that as a a motivating factor for open enrollment. And I believe this could be a draw maybe for some families to come back or at least to maintain families that are looking at that additional family time. uh which is uh just a new it's a generational change that I think is kind of tough for some of us. I'm a geriatric millennial I think is what we've talked about at this board table before with other people. So that might not be in my wheelhouse but it does seem like the younger millennials as a parent do kind of value that family time a little bit more and um just kind of a change of thinking that um I'm working to kind of wrap my brain around better. I I share Carol's reservation as as an educator. The more times I can touch my kids, the more comfortable I said, I was not elected to do what I wanted. I was elected to represent and an 80% overwhelmingly told me I have to represent. You can't hardly get 80% of people getting the chocolate ice cream. >> I think they don't. But >> in a perfect world, I'd like to see the little go five days and the older kids go four days. >> Yeah, >> I get it. >> Yeah. >> Yeah. >> I um I have to, you know, um mirror what you both said. Um this is not that I had considered for our school district before. But after listening to those who attended the Iowa School Board Association convention and the things that you learned there and shared back with the rest of us, uh the also the um investigation you've done with other communities that have done this um and how it has been a positive for them. And on top of it, the most important is uh the the public's input as to what they want. Um I don't see this as a negative. I think it it will be a positive and um I don't think that there may be some things that they'll need to adjust to, but I don't see it's going to be a negative on our students. And uh my granddaughter told me tonight, "Grandma, I want to stay home with mom and dad on Friday." >> She must not be 14. >> She's 10. >> Yeah, she's 10. >> She's 10. I had a couple retired teachers from the district come in and talk to me a little bit today and they were talking to me a little bit about the for day and one of them who lives close to me out where I am really smart lady who I have a lot of respect for said uh you know Mark it's a lot like this you you're going to have a pie and that's your hour you got a pie you can cut it five ways or you can cut it four ways however you cut it you still have a pie >> I'm like oh now you're talking my language food in it. I like that. And honestly, that was pretty profound. I hadn't really thought about it that way. Like the the minutes are there, the hours are there still. It's just cut differently. >> Which that kind of put me at ease a little bit. >> Not completely because I don't think I'll ever be at ease for any change in my life cuz I'm a nervous Nelly, but um that did help. >> Any other thoughts, ideas? I think we're down to all those in favor signify by saying I. >> Same sign. >> I got that. >> Motion has carried. We're down to item E. Approve the 2627 dropout prevention plan. >> Uh, okay. So, this is we you may notice if you were uh at the meeting where we approved the 2526 uh drop off prevention plan that wasn't dated. Um that it looks super familiar. Uh we turned in the one. Hey, thank you so much for being here and thank you for your work on the committee, ladies. No problem. >> Um they just have requested that they have uh years on it each year. So, we'll just have to reapprove each year for the reports that we do. So, I apologize for that. We misunderstood that and this is just to clean it up to to put it in that report. >> Second. >> We have a motion and a second to approve the 2627 dropout prevention plans. Any further discussion. All those in favor signify by saying I. >> Post same sign. Item F, approval of the activity fundraiser. Chair, >> do you have anything you want to add about that? >> Um, answer any questions anybody might have, but I I don't I don't have anything to add. >> Just a golf tournament for the baseball team. >> Yeah, >> they they do it every year. >> Approve. I'll second that. >> We have a motion and a second to approve the activity fundraising. Any further discussion? All those in favor signify by saying I. I >> oppose. Same sign. >> We're going golf. >> Approve the final payment for the high school edition and renovation project. >> Um, hard to believe that the final payment lasts this long after getting possession. It worked for us. But that was so we could clean up some of those last things. And Erin, I'd say it seems to me that those last things we were worried about seem to be cleaned up. I think we've tracked down the smell. Um, that was one of our concerns. I think the words that I used with uh some some different groups where we didn't pay $20 million to have a a high school smells like poop, we'll say. Um, and I think we've got that tracked down pretty well now that where that's taken care of and there were some roof leaks that they had to spend some time and seem to have resolved now. So this is to finally end the the paying to that >> move to approve. >> Second. >> We have a motion and a second to approve the final payment for the high school edition and renovation project. Any further discussion? All those in favor signify by saying I. >> I. Those same sign. Motion carries. school performance profile and be review. >> The wonderful Julie Mahalovich is taking the lead on this one. Okay, so you had some of this in your packet. Um, we are just uh sharing some data with you because we have not done that um as much this year and since we have new members on the board, thought it would be a great time to do that. I'm going to go over some um of our regular data and then just um the school performance profile which is something that we'll talk a little bit more about. So, first to start, we're just um showing you some literacy data. Uh this is our K5 reading percent of students at or above above benchmark. Um and I'm sorry this says K6 but it's actually just K5 data. Um so I needed to switch that. I'm sorry. We used to include sixth grade but we have changed that a little bit. So um you can see that the data starts from 2008 or 2018 which would have been precoid. Um and we're slowly making our way um up back up to those numbers. We did see a huge decrease after co um but we have pretty stayed pretty um level there where we are. So um drips here and there which you see across state all the time depending on your kids and what's happening but um overall similar things that we're seeing. So that is for fluency only. So how many words per minute students are reading um accurately. uh a reading scores. Uh a reading is a computer adaptive universal screening tool that we've been using for several years now. I shared with you last year's data and then the two data points that we currently have for this year. So a whole year of last year and then the fall and winter. We do this test three times per year. Um this test we do give second through 12th or through 11th grade I'm sorry. and it measures reading ability, um, concepts of print, phmic awareness, phonics, vocabulary, and comprehension. It's about a 30 minute test, sometimes more, sometimes less, depends on the kiddo. It does adapt, so if kids are answering more questions, it does challenge them and keeps them going. So, we can definitely see what they know. Or if opposite way, if they're not getting the questions, then it will kind of give us a level of those students. >> So, this chart, just so you know, and I feel like I don't want to slow you down too much, but make sure that we all because there's a lot of numbers on this chart, right? So if you want to track a group of children, you can track them, I believe, using the color. No, not using the color. You have to kind of go through. >> So like the spring, the ending spring score in second grade uh is the black line. Then those same students would then be the pink line in third grade of this year. So you can kind of see that they have >> a little like just to track the cohort because that kind of gives you some information there. >> So yeah. So the I give you a whole year of data in a grades because we do look at grades and then you can look at cohort data which is what Mr. Taylor's talking about and that would be the next grade level on the fall screening >> and this is how the state likes the data >> because according to the state every little child is just a number that doesn't have unique needs and wants and and uh skills. Um, so like this is what they demand from us. But if you really want to look at the system, I I really think just thinking about it in a cohort model really kind of helps you to see what happens with that group. >> Yeah. And that will be the case in all of this data as it's giving you >> Yeah. It's got to be done the way the state likes it. >> Yeah. Different pieces of time. So there is a district score there. You can kind of see that it varies a little bit, but it's being pretty consistent within a few points of each other um of that. So, >> um I have a question before we go through the rest of do all of these are um this includes the total population special ed and regular. Okay. Because All right. Because we know that all districts going to have to report, right? >> And that's a big one. I think you've got a thing to that, don't you? So, that's >> in the school performance profile because that really hits into that. So, yeah. No, this is all of our students. We screen all of our students except for our alternative assessment students um who have been determined that they don't take this >> which is a very very small talking like a couple of great max. >> So, yep, good question. Um, we do see a dip a lot of times in winter. You see that across from last year and this year. It's it's pretty typical across the state and then we'll usually see it spring jump back up in reading especially. Um, so it's something that we look at. This is just to help um correlate uh it kind of helps at different levels with the interventions that we're doing with students and also helps us to just see like where kids are going. there is some correlation to how they do on Isask but not always perfect. So just kind of another measure of that. Um the reason I enjoy this data is because we do do it K or 21. So it's like the only piece of data that we have consistently across the the district um besides which then stops after some time. So then we go into ISAS 4. So this is the um the state test that we give um every spring. This year it's it starts April 13th. Um, so I've given you the last uh five years of data here. So these again is third grade is all third grade students over the last five years. So if you wanted to cohort, you would have to do the same thing and skip to the next line um that you would see. >> I'll say always weirds me out because it looks jagged often when you cohort it. >> And I don't don't know why that is, but it seems like the couple districts I've spent a lot of time in, that's what seems to happen often. So again, kind of just different places um continuing to look at what we can do to improve those scores always. >> So that is ELA data. Now we're going to look at map data. And I'd be happy if you have any questions to answer them as we go through, but also um I wanted to I'm going to go back to ELA data for just a second. On ISAS, the state does give us um like the average state proficiency. our district proficiency, which is not on here, was 70%.14. Um, and the uh state average was 73%. So, that's something that we always like to check ourselves with is like how close are we maybe to the state average, how if we're above, below, and and you'll see more of that on the state performance profile. Um, but it just gives us a check of like, okay, we're pretty close to what the state's doing. So, that's a positive that we're not way below or way behind or way above, which would be great. Um, things like that. Sorry, I forgot to turn my page for my notes. So again in math we um give an A math score grades 2 through 11 again same set of data last year's whole year and then the the last two points from this year um we do have a downwards trend as a district. So that is something that we have talked a lot about as administratively um what we're doing to improve those scores and um that is why at our last meeting when we approved our um math consultant for the ADA we increased that um she's done a lot of work this year. She's only here once a month so we've asked for her twice a month for next year just because we're doing some different math walkthroughs. We're doing some different intervention pieces to keep those scores from trending down. We want them to trend up. We're hearing some good feedback from teachers on some of these items, too. But I think we're really looking at and need to continue to investigate. >> Uh, as little people, we have always focused on reading and with the new math law, we've had to focus a little bit more on math, which is a positive. It's definitely a good thing. Um, so it's something that just we're having to do a little bit more of. So, we're excited about that. At what point do we consider the curriculum that we've adopted as being effective enough for >> I think that's the question right now that we're kind of getting working on with teachers is whether or not it's a curriculum issue or or or not. And if it is a curriculum issue, is it the tool we're using to teach the illustrative math or is it something else? >> Because right now um the state is putting out um what they're calling high quality materials and it's IM is what they're putting out. Yeah. >> Um there's a few package options of um what to deliver. Um but generally speaking that that is what the state has recommended. So that's why we went that way. Um there's a few districts that are going to a different type of curriculum. But it's still kind of the same thing just packaged different. >> But this has been a pretty frequent conversation between us and then at our administrative team. It's like we're hearing from our teachers. there are some specific holes in some of this that we want to make sure we're addressing. >> And they also have changed the math standards a little bit, especially at the high school level. So that's something that we continually talk about as well is um what those standards change. They didn't change as much K8 there some changes but not as much. And they just were adopted last year. So um that's something that continues to happen too. Like social studies just got >> when I said curriculum I was referring to the not necessarily the curriculum. Yeah. >> Yeah. Yeah. Um so that's that's something that we continue to talk about and look at. But um >> so I wouldn't be surprised if as we continue to develop with our teachers if there isn't some point where we come back and say, "Hey, this doesn't seem like it's cutting." Maybe it changes maybe with the things that we're working on, it improves it, but uh we don't feel like we can get where we need to get. That it could be something we'd want to bring back to the table and request to the board. Good news is a lot of it is uh >> consumables so it ends up being some low cost. >> So then ISAP's math scores you can see as well um across the grade levels here and I gave you the five ones. Um the district uh percent proficient was 64.8% and the state average is 70.93. So that can you can kind of look across the level too. Okay. Any questions about math? It's definitely something that's on our radar that we're continuing to improve and look at. Science. The science is test is the only test that we give in science and it is only given in fifth, 8th, and 10th grade. Um so they do the bands of the curriculum that have happened. That's the standards that they're taught um that they're tested on. So um anything after fifth grade to eighth grade, so 6th through 8 is what 8th grade gets and then 9 10 for 10th grade. Okay? So you can see the different levels of science there as well. And um the cohorts of kids would not necessarily correlate here. So just um don't try to do that on this graph. Okay. School performance profile. So this um school performance profile is an online tool that the state has come up with. Um it came around in about 2013 and I think it has changed almost every year since then a little bit. Um there was a big change a couple of years ago. Uh the reason this is is for every student succeed act the act which is how we report to the federal government that Iowa is doing the right things. So then centerville has to do that for the state. Um there are ratings for each um building and our district this which is new this year. We've um talked to those on the board before about the school performance profile and it was per building. Well now the district has a rating. So, I'm going to talk to you a little bit about what the district rating is, but the ratings um are based on scores. And those scores, like I said, are kind of a moving target, it seems like always, but there are um different levels here. And the second bullet point there is the exceptional, high performing, commendable, acceptable, needs, improvement, and priority. Those are what you can be rated. And it's all based on scoring. And when I say it's always a moving target, it's because depending on how many schools score, what percentage is how we shift along the continuum of that. So one day we could maybe even have the same score and two years later we might be a different rating because of how many schools have shifted into that lot bottom part. So um it's it's they've changed how we report and it also is always changing with the percentages and the amount of points. um the bottom 5% of schools are considered the comprehensive um schools and they have some >> they happen to be the highest poverty school districts in the state as well. It uh there was a report that was put out by the superintendent from Maru uh he showed the poverty rankings of each school and the school performance profile rankings of each school and it lines up almost on a one for one >> comparison. So just kind of interesting. So that a lot of there's a lot of pressure on those bottom 5% schools, but when you find out kind of what's going on there, there's a lot of really good teaching going on there, too. >> Um, so this next slide that I have for you is the changes. So I'm going to show you um in just a minute where you can go and you can go on the site, you can look at anybody's school performance profile in the state. Um, but there was some major changes after the 23 school year. So for 2425 and last year's and this year's 2526 um we went from this percentbased measure and a whole bunch of things that are no longer measured like conditions for learning is no longer measured. Um post-secary readiness one of the reasons we started doing the ACT test at the high school is because that was part of our our students scores or even if they took it was part of our accountability measure and now that is went away. We're still offering ACT because we think it's good for our kids, but it was initially because of all these post-secary readiness. So, this bottom picture is now what we are uh judge scored upon. Um and it is based out of 100 points for each section. You can see the elementary and middle school have a little bit different um point comparison compared to the high school. Um the high school, the post se secondary readiness is all about work-based learning. It's all about um our IRC's and things like that. Our postsecondary one also includes all of our concurrent enrollment. And so when we go into the accountability website, you'll be able to see some of that as well. This is where um the scores that you've all talked about a little bit with if you don't have 20 students in a population, then you don't have to report that out. So we currently do not have 20 ELLL students. And so one of the measures on here is English language growth and that is ELLL students. So those points are then distributed differently than if a school had 20 um students. So if a school doesn't have 20 IEP students, then they would not report in that manner. >> But that's kind of what Carol was talking about. Y >> So if your school is small enough not to have the number of IEP students that well 20 to be specific then you don't report on that subgroup >> correct >> um within your testing >> and with even some schools that maybe wouldn't even have 20 in their fifth grade science their elementary would not report science. So just just thinking about that as we go back and >> that's really important for people and I know I bring this up every time we talk about data but I just think it's so important that people understand you can't compare one school to another school scores when one school's reporting out every student and one doesn't have to. It's just not Yeah. >> The only schools in our area that are consistently large enough to report out the special education subgroup are us county. I guess if you want to go as far over as Sher then Sheran as well. So our ELLL points, that's an area that we don't have that number of students and several districts around us don't either. So then they take those 100 points and they spread them out throughout the other things to weight them a little bit more too, which has been also different. So um the the slide that is on now is the district rating, which I said this is new this year. Each building has had a rating for since 2013, but the district now has a rating and our rating was acceptable as you see. However, if you look right below that gray bar, it says rating category dropped. Yes. So, we actually made enough points that we should have been the next level of which >> I think. >> Yeah, commendable. I think you're right, too. Um, commendable, which um the reason we are dropped is because of our special education students test scores. Well, as we know, students who are um in special education are there because they're below and need to have some extra support. So, >> we the superintendent said a really great uh we won't say we educated the director of the DE at the at the JPA um superintendent meeting with her, but we asked her since we're a non-categorical special education state. So that means almost every other state in the US to to get an IEP and be in special education, you have to have a diagnosed or at least identified specifically like a mental handicap of some sort or um I think dyslexia qualifies in some places. Here you have to be discrepant from your peers. >> So to be discrepant from your peers means that you don't test as high as your peers. If you test as high as your peers, you're then supposed to be exited from that IEP, which would mean you don't count as an IEP student when we do the testing and therefore you don't count as a proficient IEP student in order to get a district on the good list for IEP students testing program. See how it's kind of like rolling catch 22 here. >> So, >> um, and so categorical states are all around us and there's more specific testing that does that and things. So at one point or Iowa had more of that but we are >> I anticipate doing that by the way. >> Yeah >> I think that's coming in the near future. >> Yeah. So there's usually 13 categories that fall under but more for that later. Um so you can see that we are dropped um from our ratings because of that. And so with that I just clicked on the website and this site is just Iowa school performance.gov and then there's a little search box when you get to the landing page and you can type in Centerville schools. You can type in Albia schools, you can type in whatever school, you can type in Waterl, whatever you want to see, you can see. Um, you can type in a specific building, or you can type in um the district that you want to see, and then it'll take you to those things. So, I just wanted you to be aware that you can go look and if you want to spend more time talking about this, I'd be happy to do that with you. But, it just shows you um am um this is a screen screenshot that I showed you earlier. 61% got us um acceptable and then and that is because we were um dropped because of our students with disabilities. Um and so that is the overall rating. How they got to that and you can see that the state average is 63%. 63.28. So we're not very far from where the state average is as a district. Um you can see lots of information about our subgroups, how many% of this that and anything you want. There's all kinds of information on the site. I'm just going through this pretty quick today just so you can have an idea where where we got this information. Um, you can see here, this is the one I like to look at because it gives you all kinds of information. So, you can see assessment participation, the little tiny black, it actually is a diamond, um, is the state average. So, our our number is, um, 98.49. 49 and then the state average is 99.31. Okay, so science participation we had 100% of our kids take the science tests that were supposed to take the science test where the state only had 99.2. So that participation is not something that I mean it's something we look at but it's not. >> It factors in >> it does. Um so the one that we like to show um really great here is our attendance growth which is why the department came and saw us um because we are at 6.2 and the rest of the state was at 4.96. So we did grow quite a bit a little more than they did. Um we still have a ways to go on chronic absenteeism and I have a whole slide about chronic absenteeism so we'll just keep going. Um you can see graduation rate four and five year. Um the five-year graduation rate is coming out. They're not gonna Right. >> I think so. >> Yeah. They're not going to you they're only going to report out on four year graduation. So sometimes students take a fifth year to graduate and that was counting. Um but they >> there was a lot of push on that too and I'm just I I hadn't heard the outcome of that one yet. That's disappointing that they decided >> well it's just not going to count in our stuff. I think it can still happen. >> I think there were some contradictive things with it though and I don't know that it always helped us. Yeah. So then you can see the growth um where we are compared to this state um in math and uh ELA there. Then we go into the proficiency scores um which is the same district scores that I just shared with you. You can kind of see where we are compared to the um state and then this workbased learning postsecary readiness uh index workbased learning. So any of our work-based learning and that's one of the reasons why we've been working so closely with the AA and Amanda Brink um is because this is an area that we know we can do better in and we are um so I'm excited to see where that score goes for the next year. This is all about coding with this. So everything on the back side of Infinite Campus making sure that there's this 15 um little blocks that you have to pick from and the lower the number the higher the number the better it is on this thing. So, we're really working so that workbased learning is embedded in other classes, not just in the one that you learned about a couple weeks ago with Elizabeth Weineberg. Um, Pacy Hopkins is doing some great things with her workbased learning. So, lots of things. And then you can see that we are above average um on the state with readiness for college credit. So, that means um 73% of our kids are getting the college credit that they're taking where in that state is only 70%. Um, and if you want like hover over things, these little question marks, percent of students earning college credit while in high school. Um, there's other like toggles in here. I mean, there I could spend hours. I'm not going to, but there's lots and lots and lots of information on here. So, um, you can dig in and see what you have more questions about, you can ask me to. That is the district view. Um, like I said, each building also has a view of that. Um, and so here are some, um, I just gave you last year and this year. Um, or so everything's a year, you know, so 24 25. So you can see that, um, the high school made some great improvements. We are targeted in every building with our students with IEPs. Then there's Howard that made some great growth as well. And then um on 2324 Lake was not identified but is now currently identified again with student IEPs. And again you can see we're not very far from this data average in that area. We've been on the list up until that point too. So lots of information. I know I'm throwing things at you, but I wanted to end on a really good note. Our attendance scores chronic absenteeism. And so from 22 23 when we kind of were like, "Holy cow, our absenteeism is out of control to where we are now. Um, and there's the district uh average and then the state average below." We're still above the state average and we know that, but look at some of these numbers. 42% to 14.5% at Lake View. So that means like that's dropped that much. We want it to be a low number, right? Chronic absenteeism, you want it to be as low as possible. So 14% of our students at Lake View are chronically absent, but it was almost half. 42% is almost half. Um you can see Howard's made theirs in half as well. The high school, we still have some work to do, but that is hard when they can come and go as they want. And then our district average is definitely went down. So um the state average is continuing to drop, but if you look at our rates, we've dropped way faster than the the state. So that's a great thing to celebrate. Um that is a great investment that we have a person that all you know Jason Reed um is doing attendance and several other things at the high school but really focuses on that. Goes and makes calls, makes door knockings um to get kids here, meeting with parents. We have plans breaking some of those barriers that are hard for parents. So I continue to think that those numbers will continue to go down. So that's exciting. He's done a phenomenal job building relationship with young people that struggle to get to school, too. >> So, if we can have kids in our classrooms and they're here learning, then that will be hopefully a positive impact on the rest of our data as well. So, and I would say we could definitely see in some test scores across especially that these numbers have helped with those scores and the 4 day week has shown to impact Yep. the absentee as well. That's what they say. >> We're hoping that works for us, too. >> I I still say the end size is kind of small. So, my and I was going to put this as one of my my superintendent things at the end of the day, but uh my hope will be that will be some of the data that people would say that. >> Um >> so, I just threw a lot of numbers at you. Um but we wanted to share with you where we are, what we're looking at, how we continue to improve and work through. Our building principles do a great job of always trying to improve what is happening in our classrooms with interventions. Um, and universal instruction is a big focus of ours because that's where it starts. Um, so we are always looking to improve, but if you have any questions or would like to ever look out look at data differently or if need be more intent, I would definitely be open to that. So just let me know. I saw one of the slides Julie where it was going over the show for the socioeconomic status for our district. It said 55% low socioeconomic status. >> Um how many just a general number students with IPS do we have >> in our district that that percentage is on there too? It's like 15 or 16% I think I have >> actually ironically it's a little bit high for the state average. >> Yeah. >> Um for our size of school. I'll look it up while we're >> Okay. Thank you. I was like on that school performance profile if you go to um there's like a different view that you can go to and it will break it down to you of like scores by IEPs um free and reduced lunch those those categories as well. Right now it's 13.7% with students with IEPs. >> Trying to figure out where I saw the state average on that first page. >> I can look in. >> Yeah, >> it's about 13%. One time it was 11% but it might have a statement. >> That's an interesting subgroup to look at too. I mean, what what we do find, which I'm really proud of our IEP teachers for, uh, is our growth in our IEP students is usually really good. But the problem is when we're bringing in a student who's significantly discrepant, a lot of times when we're bringing them in at a young age, they're coming in significantly discrepant. So, you could make a year and a half growth in a year and still be a chunk behind with that. So, but we're seeing our IEP teachers do a good job of getting particularly I would say at the younger grades. >> Well, even at the um we just actually did a report that um some middle school teachers some of our highest growth in kids for some of our IEP students on a reading and a math. So, um we were kind of like what? Because we know that's not something you always think about, but it is some of the highest growth. They're still not proficient or at benchmark, but they are making major gains. I believe is that a combination of strat one and strat two. >> No, it would just be strat one. >> Well, if they're not alternative assessment, >> right? So strat two is mostly our alternative assessment students. >> So yeah, this year >> so small too. >> So >> I believe we're going to see some good growth in the high school too. You know, one thing I always like to brag to people in the area about that we have is those honor that honors track. But the flip side of that is we have a co-op track that's happening in a lot of our core classes for students where I think Missy and um Matt Kvakovich are both co-eing in some classes uh for students with IEPs. And I happen to be married to a person who's in one of those rooms who will tell you having that other adult working those with those kids that struggle in some of those areas has been really positive to see some good growth out of those kids. >> Let's see this year. >> Yeah. So I think that'll be a nice piece for us. So through some of that, you know, I don't want to use that naughty word tracking, but through some of that like building different supports for different needs there, I think we're going to see some nice benefit. >> Yeah. And there's alter all students are in those classes. That's good. We're doing good things and moving forward. So, just take some time to see that down and move a little bit. >> Any other questions? >> Thank you so much. >> You know, at this point might be a little unusual, but I see about seven or eight people back here that really don't need to be here any longer. >> You've got some place that you would >> Oh. better principles. Feel free to eat >> if you got some. >> And I apologize. I didn't notice that earlier. >> I'll do better the next time. Okay. >> Yeah. I think it's kind of warm. two jumping on >> it doesn't >> uh we are down to uh approve personnel business procedures >> oh excuse me I got crossed off preliminary 2627 budget discussions >> okay so let me give you just a very small update on where we are budget um first I'm going to say so you guys approved last time that our first proposed tax levy meeting is going to be March 23rd. So, um to do that, we have to send out a statement that goes into the uh newspaper on our website for eternity and it goes on our social media pages. Um that's this handout that you guys have there. So, that this is what is going to go in the paper. I have to have um this uploaded um to the state by March 5th. And then the county audi county auditor goes and pulls that information and she mails out those um it doesn't look exactly like this, but it looks like this. the hearing statement that goes out to all of the um Centerville School District um taxpayers and residents and that has to that's mailed out by March 15th. So that's why our meeting is on March 23rd so that interested members of the public can come and talk about these two statements that go out. Um so if you want to look at this this one, this is the info that we'll be putting out there. Um it's kind of confusing to look at, but um this first column here where it says current year final property tax dollar levy FY26, that's our tax information for this school year. So listed out with the funds are the dollars that are levied for each of those funds. And and then right below that, it says current year final property tax rate for FY26. So we're at 16 um 69386. So what we are going to be proposing um and you can ch and it can be changed it can be lowered um at the final meeting in April if the board so chooses to do so. What my preliminary estimations for the money is in the the far right column which is um at the bottom you'll see 16.68388 which is a decrease of 09. But what gets confusing to people is the middle column. So the middle column, if you'll notice, the dollars levied are the exact same as FY26. Well, we're not we we're not going to levy the same amount. We don't need the same amount of dollars as we do for FY26 because our needs change in FY27. So for instance, if you look at one of these categories, it says debt service. So this year we needed $886,81 to make our debt payment. In the middle column, we're required to keep that the same, but we don't need that amount of money because our payments for the year are less than that. So what we're levying, what we are proposing to levy is in the far right column 57463. So if you're here and you look at the statement, you can see how confusing that is because you're looking at the middle column and you're thinking >> another confusing point is that middle column uses the valuations for fiscal year 27 and the budget numbers for fiscal year 26. So it's a magical 30 that doesn't exist. >> Yeah. So if if you look at this print out, it's just kind of the formula they're using. So FY26 budget with FY27 valuations for that middle column. There were some promises at the superintendent meetings with legislators this uh right before the session that they would do some work on this and make this not wrong. Uh and it did not nothing has happened with it. It does relate to money. So things with money could happen all the way until the last day of the session or beyond. So maybe something will still change with it. But as far as I can tell, I haven't seen anything yet. But so anyway, so when we send out the statement, if the dollar the total dollar amount increases, not necessarily the property tax rate because we're hoping to decrease that. If the dollars increase, we have to give a 300 character reason for that, which that's not 300 characters isn't very much to explain exactly what you're doing. So people get upset because they think it's getting cut off. But so at the very bottom we just um are explaining well I wanted to explain all of them but I don't have enough room for that. So I picked the things that had the biggest change in money. So um obviously we're on a budget guarantee again because of declining enrollment and um low state supplementary um SSA which that's not been set in stone yet. So that's another thing. >> Darn close. >> We're close. So from >> Yeah. Um but so I said um obviously that was part of it. And then if you look at the management the management levy so for this year I only levied 309 975 because we had a fund we had some fund balance from the previous year and I didn't want to levy more than I needed to. So obviously now that this FY27 we need to um levy for what we need and um increase in um insurance which we don't know. We have some estimations of that but we actually don't know that yet. So um that's the biggest difference in the um amount of dollars that we're living. So I tried to explain that there in the bottom. So that's what's going to go out and that's going to be published um in the newspaper on I believe it was March 11th. If anybody has any questions, you can send them obviously to central office and we can try to explain these things. The factor that will impact this after we send notice that will impact the final rate is if you've been paying attention to the SSA discussion. So was a little a pot of money that was set aside for property tax relief uh to reduce the amount that's levied uh for the 101% budget guarantee. We Lisa reached out to John Parker at the Department of Management to try to get some more information on that. They don't really have an idea of what that's going to look like yet, but that is part of the kind of it sounds like agreed upon package. So, some amount of the 101% budget guarantee, which is all part of this levy number that we've got there, would likely be knocked off by that. So, we would see some additional decline. This is what our fourth year or fifth year of a declining rate. >> Um, that would decline it even further for us potentially. >> So, yeah, I don't remember what that's going to look like yet. So, um, but we just don't have that information. Um, so, yeah. So, um, that'll be going out on March 11th and then we'll have our meeting and then last year um, well, we've decided to do it a little different this year. We're going to do our presentation um, before public comment. So, hopefully they'll get some more information. Um, I'll have a PowerPoint and um, a lot more information. But this is just the preliminary stuff. This is what's going to go out. I'm Oh, another thing. Um, with it, I don't need you guys to approve it. But in that debt service, we are I have a small well, not a small amount. I would say 255,000 I think of that is we're able to do a surplus living, which we'll pay our bonds off earlier. >> So, and still keep the rate is it's going to save our taxpayers interest money over the course of the life of those bonds. So that's why we want to when those bonds are collable, we're able to pay off ahead >> so that we save what some of the amount we would have paid in interest. We did was it debt service two years ago last year? Yep. >> Yeah. >> And so I'd like to do that again. So um if you guys are okay with me moving forward, I would get the and you can always back out of that, but I just need to get the information because there's paperwork that's involved with that. So, um but yeah, we're just, you know, trying to pay off um our debt early and still be able to stay within a good tax rate >> for our taxpayers >> over the life of I think the big geo bond. I think we almost could knock a year off over the life of the debt extra debt service there and keep our rates pretty steady if we're things keep going the way they're going. >> So, that's where we're at right now and Um, that's all I have. Does anybody have any questions? >> So, at the public meeting, >> it's as if as I recall last year, we really didn't say much, >> right? >> But this year, we'll have some a small presentation >> right before that public >> because I think I did the presentation with you guys in the meeting before that and then after again I think we're going to do it at that meeting. >> At that meeting? >> Yes. Okay. so that that they're getting the information all of that information that you guys got. >> Sure. >> Good chance to have an audience to talk about our our ways that we're trying to continue to lower the rate. >> So, and then it's open for public comment. >> Yes. >> And as I recall, we were not allowed to respond to their comments. Is that correct? >> Generally, we have to be really careful. Responding is not recommended by haulers to public comment and they usually recommend that it probably police or I that would do the bulk of the responding. Otherwise, it starts to look like deliberation that's not on our agenda and would be a violation of the sunshine laws. >> But I'm really hoping that the presentation could answer some of their questions before >> that. >> That seemed to be the issue last year. So, a short presentation. >> So, I guess what I'm trying to say is when we have those public comments, >> yeah, >> it's best if we stay quiet. Are >> you looking at me? >> No, >> I'm looking at him. >> But it it's just it's just >> We don't want to get ourselves in trouble. >> Yeah. Just just lean back a little and I'll go right. >> Good stuff. Yeah, we're doing whatever we can to be transparent and and try to help them to understand the what's difficult to understand. >> It's Yeah, it's it was uh it was not as much fun last year as we generally have uh simply because some people were pretty excited about their >> and that was the intention. I mean, I shouldn't say that was the intention. That is the result of and most school districts ran into that. that was the result of the notice that goes out looking the way that it does with the magical fairyland column. Um and and I think that it says somewhere about like hey here's what a hearing is about how you can talk about this with the people making the decision. So it really is kind of inflammatory intention >> and they do have a time limit. Is that three minutes or five minutes? >> I think it was three minutes. >> Yeah. And yeah >> we had to bring that up >> but we're going to have we're going to hold him to that this year. Mhm. >> Yeah, we'll do something. >> And if you hear like a good question that comes up, you'll have discussion time to the item. So like if it's like, oh, you know, the rates gone up every year and you're like, "Dude, did you look at the presentation? It's gone down 5 years in a row." Like maybe you don't want to look at them and point at them when you say it, but you'll have a chance during the discussion to say, "Hey, you know, so I did see in that presentation, is it true that the rates gone down for five years?" Um, it's a whole the whole property tax thing is a big mess right now everywhere. So, just it's always fun. >> It's a very emotional. >> Yeah, absolutely. >> Absolutely. >> Any other questions or comments? Now, we're down to approve the personnel business procedures. >> Motion to approve. >> I'll second. >> We have a motion and a second to approve the personnel business procedures. Any further discussion? >> All those in favor signify by saying I. >> I. >> Superintendence report. >> Um, I won't take super long. Uh, definitely have my marching orders on what to work on the next few months and I will make sure I get that. My intention is to make it so that all the trepidation that all of us have um, when we look back on this a year later, we can say, "Okay, we did the right thing and we're going to feel good." and I've I've expressed that to my team and we are ready to go to make it happen. U negotiations time will be coming up soon. Super excited. We've done great work with CEA already ahead of schedule. I'm I really think there's a great team there and a good team environment with with them and Lisa and I. So, uh I think we've got a few board members on that team. team. I know, I mean, I can't remember who else is on the team, but um we can kind of when we get close, we can catch you up on the work we've been doing, but uh it's been pretty pretty good stuff. Um now, now I have to share the rough thing in the middle here. It's a little sandwich. We do still need to talk about a few cuts. Um and I I've worked with Lisa, I've worked with our principles. I really think we're we're going to be able to avoid a lot of pink slips. We're going to be able to not need a lot of pink slopes here. Um there's a couple places where we may have to look at potentially doing some involuntary transferring if some things don't shake out the way that we need through uh this next couple weeks, but uh but I don't believe we're going to need a lot of bean slips. And I'm really excited about that cuz I looked at the number we needed to start this year and what we cut already last year and I thought, how in the world are we going to pull this off? But we've got a running spreadsheet that we're going and I don't think it's going to be nearly as bad as people hear right now, which I'll admit probably comes from me saying the sky is falling at board meetings. The sky is not falling, thank goodness. Uh but it might like be nighttime for a little while. I don't know. That's not a good description for that. But I think we're going to be okay. Um, speaking of uh that uh hiring season is here and we do have some of the positions that have become vacant that we do need to fill in order to provide um good instruction for students. So I signed us up for three career affairs at uh you and I Northwest Missouri State and work was a new one that I saw this year but that's really late in the year. So we'll see what that does for us. Um, I'm going to send out an email later in the week to our staff to encourage some of the positions that are open people to consider internally whether they'd have interest in those roles. Um, so that maybe uh maybe we have some movement that creates a a vacant spot that we don't need to backfill and we can save additional there. So just we I tend to like to go to our staff and ask uh ask for them to have a chance to give some of that input that way. And last year we sent email. I think we had two positions that we'd sent through that last year. So maybe something good develops out of that and and that'll help us. But thank goodness it seems like it's moving along a little bit better than I had expected um for us. And 2% is better than 1.75%. So that helps our our fiveyear forecast too. >> It's all I got to do. Sorry. >> Any questions or comments? >> Well, and that's another factor in the decision that we made about the calendar. Yeah. >> Is that you know if we're in position financially that we won't have to do that. >> Yeah. >> Get tough. Yeah. >> Yeah. I think there's some good in there. And I've talked to other superintendents who generally I've worked on the philosophy of not to count on savings >> from a 4 day week, but I've had a few that have recently in the last few years do that. And there and even a couple of some pretty small schools who said we actually saved like $100,000 on incidental things. I'm like, okay, I didn't think about those items. So, there may be a little bit of a nut on the bone for us there. I'm just I haven't been counting it in my numbers so that we're safe. So we're never unsolvable for the future. >> Anything else? >> We're moving on to the last item. Mr. Moore, I understand you wanted to table item or item. >> I I would like to table that or yield all time to take away the takeaways. Any comment that Lisa? >> No. >> I I think the bottom line there is Lisa is that the that item eight should not appear again. >> Really? >> That's a that's a board. That's a >> and we can't we can't make a decision on that right now. >> Okay. >> I think you you you don't have to vote. I I I guess real quick I do have one takeaway or one thing that I um it >> is going off of your superintendent report. Okay, you can come up >> is I think we need to look at um as a board um it kind of goes along with the open enrollment >> kind of matrix is um what we're as a district sending students to Head Start. >> Oh, sure. >> We're giving away money. Okay. >> By sending to Head Start. So, Head Start itself and I now I wish I would have kept Julie because I'm gonna mention more. Okay. Oh, hi. I don't know how much how much say we have on Head Start necessarily. >> Uh, those are families that choose to go to Head Start. We only provide transportation because they do not have that option. So, we made it equitable for all kids to be able to have transportation a few years ago. Um, they have 10 to 13 four year olds and their three-year-old program is full, but it's free. Where my >> I did, >> but kids world. >> That's the contract we have. >> Yes. Yes. >> I'm sorry. Yes. I I misunderstood that. >> Head start funding. >> To me, it's something I think we need to look at. >> We could put that conversation on a board meeting if that is desired. >> I I think >> I think we throw a lot of money. >> I do know >> from our district. >> I didn't get that number and wavelengths or something here. It's about 50,000 I think. I would like to see that if possible. I can get that >> starting teacher. >> There was a bill that proposed a change to that relationship that I believe did not pass through the funnel. So, it essentially made those preschool partnerships more like vouchers where it doesn't even go through the local school. just goes directly to I don't believe that passed through the funnel. So, I'm still trying to figure out what got changed to be a division under this bill. So, I don't I haven't found that there yet. But yeah, good luck with the >> Well, we got another what week and a half and then we'll know a little more get to that second funnel get a little bit easier. >> That was not a takeway. That was a >> That was a comment. >> Comment on the superender. We're going to let you have that. >> So, >> how about if we make takeaways volunteer, you know, voluntary and then if you have something positive to share, share it. And if you don't, I mean, or concern because why say something just be saying it. >> There you go. >> If you have something purposeful for the good of the group. >> So, you just say I'll pass >> or just, you know, raise your hand if you >> if you do. So, opt in instead of opt out. >> Opt in. Yeah, >> there you go. >> Yeah. Okay. >> Yeah. Is that all right? >> I mean, there might be a meeting where you really want to say something opportunity. >> So, I'm at that point. Would anyone like to opt in? >> I'm just kidding. >> I I I tell you that vote on the calendar. But now we're going to we are we are going to make sure that we all look like geniuses and that's that is our mission now >> is to make us look like geniuses for the decisions we make >> and I wanted to say that I'm just thinking of now I was going to write everything down but then it was going to be pages and pages so I thought >> but you know thank you for the work that you did on that because not only was it a very you know readable presentation when I went through it But you took the concerns one by one and addressed them and you know you weren't just like oh I think this is good. No, you went out you did the homework >> and pres presented it very effectively. >> Thank you. >> So thank you. Yeah, >> I was impressed with your presentation and all that went into that >> um and conversations you had outside of our district. That made the decision that much easier. >> Thank you. I'm eager to see another conference school has a vote coming up in March. I'm eager to see what that looks like. So, >> the the survey was excellent. It was >> the community sounds wellought out and very clear about what was going to happen >> and I you know I was really torn because of you know when I was elected yes I'm elect elected to represent the people that elect me but also I feel like I was elected because I bring that background to the table and that part of the background was just like, "Oh, hold on. Wait a minute." >> Yeah. >> You know, here we are. It's done. Let's go. >> Now, now we've got our marching orders and and now that we've got a direction to go, our job is to just make it awesome. And we're going to do that. >> That's right. >> Make it awesome for kids. We're going to make it awesome for staff. We're going to make it awesome for our community. And that's what we got to do. >> Because that's what we're trying to do with the whole district anyway. So, care about our kids. We care about our kids. Yes. Yes. >> Yes. And that's my chair. >> Yes. >> Yes. >> Anything else? >> And I'm looking at you right now. >> Motion to adjourn. >> Second. >> We have a motion to adjourn. All those in favor signify by saying I. I. I. >> Oppose. Same sign. We are a journey.