Roll call vote please. >> Here Odin >> here. Thomas >> here. >> Whistler >> yes. White >> here. >> Welcome visitors. This is the time for public forum. If anyone would like to address the board, now's the time to do so. >> All quiet on the western front. We'll move on to approval of the agenda. >> Motion to approve. Second. >> We have a motion and a second to approve the agenda. Any discussion? >> All those in favor signify by saying I. >> I. Same sign. We have an agenda. Uh approve minutes of the previous meetings. >> I make a motion to approve those. >> I'll second. >> Have a motion and a second to approve the minutes. Any discussion? All those in favor signify by saying I. >> I. >> Oppos. Same sign. Minutes have been approved. Old business. We don't have any new business. We are down to election of a vice president. >> With um Mr. Carter resigning from the board. Uh we have an opening for vice president. So I think typically Lisa collects those uh uh nominations or or do we let the does the chair collect? >> The chair does. >> Okay. >> Well, sorry. We usually are doing president and vice president at the same time. The first time we've done it this way. >> Sure. >> Just ask for nominations. >> I would ask for nominations for the position of vice president. >> Do they have to be here? >> Like I would nominate Mike Moore. >> Okay. Okay. have a second. >> You will second. >> Sorry, I didn't do a good job of describing how to get a motion. >> Are there any nominations? >> How does that work if he's not here? >> That's the question. That's the question. Yes. Yeah, because I'm not I want to be honest and I'm not trying to speak for my I'm not 100% sure he'll accept the nomination. Um because I think with his new work duties he's there's a little concern on the on the time. We could we could if there are other nominations we could take those. >> Carol >> I would second that. >> Okay. We have a nomination for Carol. >> I could attempt to reach out and see if I can't do that legally. >> I'm sorry. What >> I was going to say I'll attempt to reach out and he wants to accept his submission, but I don't think I can do that legally. So, >> um, >> okay, >> I think you can nominate them, but I mean obviously whether or not he accepts that, >> right? >> Sure. >> Can I withdraw my first nomination and nominate Carol, >> right? >> We'll just do that. >> That might make my first nominate Carol. >> Yeah, that might make Mike is equally happy if they feel too. Okay. >> I have a feeling >> you have withdrawn your nomination for Mike Moore. >> Uh, is that legal or do we just vote? >> I think you can vote. Either way, I think you can vote or you can table if you want to wait and see. Whatever you guys want to do, but you probably just vote. >> But okay. Are there we Someone needs to make a motion to close the nominations. >> I'll get a motion to close nominations. >> I'll second that. Okay, we have a motion and a second to close the nominations. All those in favor signify by I for closing the nominations. >> Okay, opposed. So, nominations are closed. So, now we got two people to vote for. So, I think probably Dan's >> pick roll call. Roll call. >> Catherine, >> what >> what do we vote for? nominate. So to vote for >> Mike Moore or um Carol He vice president. >> Okay. >> Yeah, you have to vote first. That's lovely. The roll call is alphabetical. Sorry. >> Well, that sounds really Can I like say anything or do I just have to vote? >> You canain or you can vote. I don't >> curse the practice of going alphabet. >> Um, well, just because I know things. >> Yeah. >> Yeah. Oh, I'm gonna turn myself just because >> that's so I know. >> Carol, >> I'll have Thomas. >> Carol >> Carol in white. >> Carol. >> Okay, Carol, you're it. >> All right. >> Vote for yourself and everything. >> I'm sorry. >> Did you voted for yourself? >> I did. >> All right. We are in the uh So, we need to administer the Carol, do you solemnly swear that you will support the Constitution of the United States and the Constitution of the State of Iowa and that you will faithfully and impartially to the best of your ability discharge the duties of the office of vice president for the Centerville Community School District as now and hereafter required by law? Yes. >> Congratulations. >> Thank you. student representative. Do we have them? >> Yes. Well, that's for >> Yeah, he Yeah. >> Are you have others coming too though? >> No, not anymore. I did, but >> No, that's perfect. This is great. You have a great representative. >> Yes, for sure. >> Do you want us to like stand up here or something? >> Come on up. Be comfy. Bring a chair. >> Bring a chair. >> Okay. Can we just stand? >> Yeah, that's fine. >> Okay. I'm Elizabeth Weinberg. Um I teach business at the high school. Um and this year we have implemented a workbased learning program which I'm very very proud of. And so I wanted um Miss Ivy, she is one of my I had five students last semester um who successfully completed the program and Ivy was one of them. So I want her to tell you a little bit about what she did and her experience with that. Um hello, my name's Ivy. Um so Mrs. Zinberg reached out to me and said that it would be a good program. And basically, I got hired on to the Japanese Conservation Board under Hannah uh Jones and Austin, and I interned there from 7th to 8th period during the school year, this semester. Um, it's a very cool experience. I got a lot of hands-on and indepth um insight into what their job is. So, I was really excited about it. What are some things you didn't have? >> Um, so I was working under Hannah and she's a naturalist for the news county. So I got to u make and run the programs, educational programs that she does. I helped with animal care at the facility which included like uh cleaning like working with the different animal ambassadors and I also got meetings ready. So I actually prepared for these meetings that they did at the county conservation board. So it was very exciting. Yeah. And just to brag on her a little bit, she did um a program of kids world that she worked on throughout the semester. I think Hannah was gone on Monday. So that was like her day to work on her program. And so she got to present to the the kids out at Kids World and did um it was about trees like versus the summer versus winter months and it was very interactive and she did a really really good job presenting that. Um and then I would get little little tidbits of what she was doing throughout the semester like she was doing prescribed burns and she was helping with um they were redoing fence around the elk and she was going through and and doing a lot of that because I would talk to these kids once in a while and they would I would say, "What are you doing?" and they're like, "Oh, I don't feel like I'm doing that much." And they start talking about it and I was like, "That's awesome. That's a lot that you're doing." Um, so with I along with Ivy, I had four other girls. I had one at the hospital out in um the lab. So, she was she was just watching and and learning how to they had like a fake arm. She was learning how to take blood and she wanted to be a phabotamist or so. So, she thought, but after going through the program, she was like, "You know what? This is not for me." um which is also good that she knows that now. Um I had a girl at River Hills with the um the dental uh side of things and she thought she wanted to be um a a surgeon's assistant. Um and she wanted to work in some kind of pediatric form and they could only take her two days a week. So we put her um at Lake View the remaining three days a week which was awesome. She loved that. and now she wants to be a hygienist because she also went to the hygienist side and got to she just asked a ton of questions. Um I had a girl at Jen's Trends and Beyond Beauty who was um just watching and and she did some trainings and got to work the tanning beds and do things like that. Um and then Graciey's out. Yeah, she was at um Thomas Funeral Home and she got to do a lot of hands-on things there from picking up to um you know getting people ready to meeting with families and so she had a really good experience with that as well. Um but it it the whole thing it was just really cool to watch them grow and to to see them too. We presented to some kids at school at the end of the semester and just to see their confidence at the end of the semester was was really really cool. So um I'm excited to keep the program going. We have 13 kids this semester um doing it and so they are in different locations. Um some of them have not yet been placed because they were coming to me even the day that the semester started and they're like, "Hey, I think I want to do this." Um so we have a lot of kids too who are on board for next year and and so it's we're getting the word out and I think it's going to be a really cool thing. Um so that's our story. >> Yeah. Yeah. And if if any of you are business owners or you know people and they want to to help a student and give them an experience, that would be awesome. I'm still trying to find some students to place. So, thank you for letting us speak. >> Very good. Thank you very much. >> You also had a really successful weekend this weekend, right? >> Yeah. So, I think all of our groups in the speech got a one except for one and then they got a two. So, we had a very successful district speech this year. >> She is one heck of an actress. >> Thank you guys for having me. >> Thank you. >> We are ready for the update from the food service program. share my screen. There we go. Okay. So, we did these business reviews as um OPA and a company back in October. So, I have updated them with um more numbers since we have had more days of school. Um in case some of you don't know, my name is Belinda Potter and I am the director of nutrition here in Centerville. Here is um here is a map of all the places where OPA is. There is 16 schools now in the state of Iowa that are OPA schools. Um I think in the last year we have added five of those and from the talks of things I think there's going to possibly be six more. Um what was really excited is that Centerville was asked to be a host of one of the schools that is interested to um of becoming an OPA school and um we were able to showcase our high school. So, the school that came was very impressed with what we do at our high school. Um, this is just some of our people for Iowa that is support that, um, if I need help, I can reach out to them. Um, probably the main one is Heather Jonas. That would be my direct boss. And then here is some pictures of um of things at our school. The top top one in the corner, this is a condiment bar that we have at our high school. Um the middle one is some sta our staff at the middle school. And then the other picture is a fruit and vegetable bar that we have at Howard. We also have those at um the high school and at the elementary. And then we send fresh fruit also to preschool and to Head Start. The bottom picture is a taco salad that was made by um Lake View. Those are very popular. The picture on the middle on the bottom is for National School Lunch Breakfast Week. We had a cotton candy per parfait that was a favorite of the kids. And then we also have a strawberry parfait which is also a huge hit with the kids. And then um we have some new menu items that we keep trying um new recipes. Um sorry go back here. Um, is something the kids um before used to have a lot of and they have brought those back. Walking tacos is something that's really popular. Um, I won't read all of them, but um, we do our salads are very popular too with the kids. And then there's a few towards the bottom that are still new that we have not done yet. As far as community engagement, um I gave the football team some snacks at pancake day to throw out during the parade. And at the bottom is a new merchandiser slide that was bought with um the summer feeding program grant. We got a grant for um three years. So this will be our last year on the summer feeding program grant. And um those merchandising slides are really nice. Those are at the high school. We have one that is just for pizza and then the other one is for um sandwiches that we vote up and the kids come through and and pretty much serve themselves. Um we did a ser a student survey. We had um 260 responses on the student survey. Um we had an overall rating of three. The things that are most popular are um cheeseburgers, the BLTE salad, walking tacos, nacho munchables. Um we do a pizza every day at the high school and we do pizza every other day at the middle school and pepperoni is their favorite. And then of course um chicken patty Wednesday. That is the highest day of the week that we serve kids. At the beginning of the year, I did a growth plan of things that I would like to work on with this program. Um, one of the things was to grow breakfast at the elementary and at the middle school. Um, and at the high school also, we do a grabandgo breakfast at the elementary to help um increase participation there. So for kids that are coming to school late, um they have a cart up in the hallway and we have a breakfast there for them. At the middle school and high school, they do it after the first bell. And um it's nothing to have 25 to 30 kids at the high school that grab breakfast there. Um we also um I would like to partner with the FFA. That is something that um like farm to school uh fruit stuff like that. That is something Kate is very passionate about too. We've talked about it a lot. I have visited with the um egg instructor and we will talk more come spring and maybe we can get some things going there with the kids planting and being able to use it in our kitchens. Um we also would like to do a junior chef. Um I would like to do that in the month of February. have some kids come in, maybe make some pizza or um talk about nutrition and have them help out a little bit, a little hands-on. And then um also I would like to do a little bit of um fundraising. So our breakfast program, we serve um 16.83 16.83% of our students for breakfast. And year to date we have served 17,993 meals for breakfast. Um currently we do second chance high school has done 188 meals with second chance. Howard has done 190 and the grab and go breakfast at Lake View has also been 190 but we serve one cold option and two hot options every morning for breakfast. And then um a recommendation that we've kind of talked about is that when we get to it, if we could, I would like to see us maybe be able to offer free breakfast or even breakfast for a dollar. So maybe things to think about for in the future. Um our lunch program, we serve 43.73 percentage of our students. So year to date we have served 46,921 meals. Um our current programs we do all of cart. We have condiment bars at both high school and at Howard. We do fruit and vegetable bars in all the buildings. We have gulp stations which gulp stations are water. So there are kids that do not like milk but we do provide water for them in all of the buildings. And then we offer um three to five choices at lunch. The elementary serves three choices, the middle school serves four choices, and the high school serves five choices every day. Um, one thing I would like to do maybe for next year is to be able to cater the lunch on the lawn meal. That is something I feel like that would be um what would be great. It would also help our program and um it would be a catering. It would still be the same fun experience that the kids have now, but yet it would not be a loss to the food service program. We also do a non- congregate summer feeding in the summertime. And I think this ran five weeks, right, Kate? Does that sound right? Five weeks, six weeks. I think it was five weeks. We served 17,640 meals. Um, families could come and pick up a week's worth of meals. That was breakfast and lunch. And those meals were for seven days. So students ate consistent nutrition over the summer. Um families were very very grateful that we did that program. Um when they could come in and every kid got a gallon of milk, that really helped a lot too. Um maybe a recommendation is if we could deliver to families that could not come to the school to pick up. Some families don't have transportation or it is a lot for them to come if a kid is on a bicycle or something to try to take all of that with them. So that is basically my presentation. Do you have any questions? How does our school compare to others as far as percentage of kids eating >> about the same participation is really really tough and that is something that every school every call that we have on Monday that is something that everybody is brainstorming trying to figure out how to increase it in every area. So our numbers are very comparable to the people around us. Okay, that's good. Any other questions? Very good. Thank you very much. >> Thank you. >> Sorry to put you off. >> No, you are fine. >> Thanks for >> uh we are ready to discussion of board vacancy procedures. Lisa and I could kind of talk that it might be a good idea to walk you all through the process from here. Um because it's not on a lot of committees where you're appointing people like this, especially from elected positions like this. So, we post a notice in the paper the second we could uh because we actually have a like a timeline that by law we have to have a position filled by this 30 days. So, um, we requested in that Mike and I had kind of talked and we spoke with the attorney to make sure we were following all the right legal steps here. Um, so we requested letters of interest um to be sent to me that I'll chair off to the board uh by the second. So that's next Tuesday, Monday, I think. Uh, Monday, I believe. Um, so then I'll I'll share those letters with all of you probably Tuesday morning. Um, or maybe before I go home Monday night. Um, so you kind of know who's interested. I've had one letter come in and I have two people who have have talked to me about interest in submitting a letter. Um, really from there you can use the criteria that that you see fit. Um, it can be based on the letter, uh, which generally I I will be real with you. I've told those people, don't worry about writing anything fancy, a big campaign stump. So, I might want to go back to anybody who submitted and say, I was wrong. If we decide tonight would like a little bit of that. U, but I think you could just kind of you could go off of what you think is a good fit for the board. Uh, at that point, the appointment for that person will be through the end of the term. So Eric's term ended two years from now. So it'll be a little under a two-year uh appointment, I guess, to that November, whatever that is, since we're in >> November, >> late January. Yeah. So um between a year and a half and two years of an appointment for somebody to maybe get a taste of what it's like to be on the board and see if they want to run again and be a part of our craziness that we have to offer. Um you're not beholden to anything specific with that. So you have every right. I would suggest one thing that you know I as I was kind of thinking what advice might I have us think about since anybody who puts their name in is interested in serving kids. It it might be nice like as we think about who fits um just the merits how they fit our organization just to kind of keep that in mind that all these people are willing to serve our kids and and to give them a fair opportunity uh as you talk and not that I'm worried about that with this group. I think we're all pretty cool people. I just felt like I should probably say that so we all know like it's all public when we talk. So like oh you know one time I saw he had foot fungus so I don't know if I want him like that's maybe not fair foot fungus. I don't know but >> so all of this time this will be an open meeting. >> Yeah. Yeah. Yeah. Because that's that's how we have to deliberate on that. Um, and obviously, you know, one thing that I think people would be tempted to do that we have to be very careful of not and and again, this group of people is very good about this. We really can't have like discussed as a team beforehand and say who we want it to be. Like we can't really get deep like I can send you the names of people who are interested and you really can't like get together as a team and be like, "All right, let's go to let's go cook out the mandates and come up with a plan here." Like we got to be careful about that. Um, but Maybe we only get one. Maybe we don't have anything to decide and it's real easy. One person said they were interested and it's like, well, condolences to you for you're on the team. Um, so, uh, it's really low stress, but it's going to feel high stress for a moment because I think all of us here are people people and we like to make people happy. So, like it feels bad when somebody will walk away from sad. Everybody I've talked to is like, I might be willing to do it for the sake of the school. So don't feel like when you come to it, nobody's called and been like, "Oh my gosh, I'm dying to be there. It's my life's dream. I wanted to be an astronaut or a school board member." So like you're okay. It's going to be all right. It's just a matter of kind of seeing what fits kind of to you. I am going to invite the people who put their name in to come to that February 9th meeting just to kind of sit in and see how we function, kind of know us a little bit. And if they walk out and say, "Hey, don't don't vote on me." Then they'll know like, "Oh, this isn't the team for me." and maybe we could give them just a quick moment to kind of say hi to you, tell you what they do. I know it's a small town and we all generally kind of know each other, but it might be nice if you don't know somebody to hear like, "Oh, okay. Well, I've got a kid in the district or my kids went through the school or I was a teacher for a while or something, you know, something to that effect, so you know something about them." Um, so I won't pressure them to give a five minute speech to you by any means, but it might be nice for you to be able to put a face to a name if if possible. Technically, by law, they don't have to be here for you to vote on them for that. Um, we can administer the oath of office within 10 days. Um, so it's all pretty pretty laid-back and easy and it's just about getting somebody on the board to help us keep working hard for kids and doing the right thing and a nice varying perspective. Um, because we really don't want anybody who feels like a rubber stamper on the team because then we don't we're not going to be any better for it. So hopefully somebody that can give us a push. >> I just want to let you know I will not be at that meeting. >> Thank you. Yeah. Um, and so since it wouldn't be like a like a forum thing, you probably share with the president if you have any thoughts if you want to share it with the group at the meeting. Um, that would that would be legal uh under open meetings. We got all that fun training, right? We're also good at it now. Uh, yay. Any questions about that process or what we do from here? Because I feel like when you're somebody who's kind of living this all the time and you talk to other people who are living it, it feels like, oh, that's second nature. I know how that goes. But when you're somebody who's like, "Okay, this is my like fifth meeting. Talk to me a little bit more." I want to make sure that I'm being helpful. Is there anything that makes you worry or that you just how does this work? It'll work just like we did with the vice presidency where we can nominate people. The good news is I think in this case we'll know for a fact that the person wants to be nominated. So then I don't have to be like I'm so sorry. I know like I felt really bad that like I'm so sorry. He may have told me he's maybe not super stoked. Uh but uh so we'll know that they want to be nominated. Um and you'll be able to feel a bit about that. Um and you don't necessarily have to do it where you nominate all the people who put their name in and vote on those. You could you could decide to nominate one and then request to close nominations if you feel uncomfortable and then vote on that one. And if they succeed, then move ahead. And if they don't, well then we might have to nominate another >> at that point. So you got a little flexibility. There's not a lot of tight procedure on this one. Kind of a weird. >> Anything you think I should add, Mike? >> Uh there is the option that someone can petition for an election. >> When does that expire? >> Within 14 days of the posting of the >> notes. about another week. >> Yeah. And so if we do that then I I can't remember how the scheduling works but that'll be at cost to the district. So it would just go and does management fund pay for that >> operating fund. >> Operating fund. Okay. So we would it would it would be the operating fund that would pay for it at that point. I think it's what a couple thousand thousand more than that. Okay. >> Okay. So it might be a bit of money. >> Yeah. But I just wanted you to know that >> someone can petition the board for an election. >> Yeah. >> We got one week left to sort of ride that out. See, >> and that's not necessarily a bad thing. I just think that we just have we have to budget for it is all and you know figure out what to what to reduce to pay for it. >> Any questions? Moving on. The uh approve the Lake View Bleacher project contract. There's been some some questions about that. And Rochelle from FRK will be uh at a Zoom meeting on the 9th to uh explain some things about that project. And so I would ask that we she's offered to come in. She's just going to give us that time to kind of explain the questions to which is kind of nice. And I figured most I don't know if most the board now has had a chance to work with an architect very much yet. So this will be a really great experience. We're all going to get to level up together. It's going to be fun. >> So when is it she's going to come? >> The night. >> The night. Our very next meeting. >> Meeting. Okay. >> Yes. >> I was just the only thing I had was concerned about an architect and a structural engineer are two different people. They are however by state law an architect or an engineer can can make the plans for this kind of project because there's no structural modification happening. >> Okay. >> So and within FRK they do have structural engineers that do look at it. >> It's just Relle's the in the architect that basically approves it all. >> And I didn't know that. I didn't know that language structural modification until the day I kind of talked to Mike a little bit. We were kind of trying to ask why it would be one or the other. And so in the case of where you're going to do a structural modification where there's actual differences in like what's loadbearing I guess or whatever I not for that but something that actual changes the real structure there we would probably want an engineering set up in this case for adding on like a like a handicap ramp and then uh what sand blasting I think and we're putting some new wood in some places and a new there's a new step into the um press box We are not as part of this project and we have to be very careful that we've that we know this. We're not modifying the actual um press box. So that will be a project for another time. Unfortunately to modify the press box, we have to do a whole bunch of different changes to that for that to catch up to the codes that have to catch up to. So we don't get to do some of the like nicey nicy stuff in there that we wanted to do when we first started looking at things. Unfortunately, the drawback to the press box is if we ever renovated or or modified that, you'd be required to put in the elevator, which >> lot. >> Yeah. >> Yeah. >> So, >> kind of a bummer because it would be cool, but >> So, Rochelle will meet with us and hopefully can answer some of our questions and concerns. So, I I need a A motion to table this. >> I'll make that motion. Second. >> Okay, we have a motion and a second to table this until tonight. Any further discussion? All those in favor signify by saying I. >> I. Say sign. It has been tabled. Director reports. >> As of getting direct director reports, I believe we have an addition to our student representative report. Would it be okay to Oh, sure. We'll just call Ava a director. She's the director of the girls wrestling tournament that's named after her club. Willy, >> our invitational. >> Yeah. >> Um, yeah, we have another representative coming. You want me to >> How close is the other representative to We could put you off to the end of We'll put you off to the end of directors and see how that goes. >> Yeah. >> Um, how about we start with A for athletic? paper for athletic. >> So Jared, >> okay, me uh I my my report kind of has everything going on uh right now for the most part. Uh we just um activities wise, we just hosted district speech on Saturday. Uh I'd like to give, you know, a big shout out to Molly Van Ro on that. Um she did a lot of late work on that and planning and organization and um it was a great event. Uh the guy from the state had nothing but positive thing to say about it and he said, you know, next year if we choose to put in again and they were to us, you can see us, you know, having more schools come uh to our center um than did this year just because it was ran so well and a lot of that goes to Molly and everything that she did leading up to that. Uh other than that, um you know, we kind of made it through our busiest week of the year with uh four days of wrestling at Lake View with the second annual Ava Allen Classic and um 16 girls wrestling teams and then our JV boys on Friday, our V varsity boys on Saturday, then Matt club tournament. So, it was a very fun uh filled week there at Lake View. Our boys basketball team has a big matchup uh tomorrow night at Knoxville. Um they're currently in second place at 12-2 and if they win it'll be a tie um for the conference. So, you know, hopefully they can get the job done tomorrow night. Um then kind of looking ahead, you know, we're kind of getting towards the postseason on different things. The the girls on Friday night will be up at Williamsburg uh for their regional um to qualify for state next week. Um so I'll be going up at AA and the girls asked me if I'd come. So, I'm going to go up and cheer them on and um be there Friday night while some of my assistants take care of things here. But it'll be good. Conference tournament for wrestling is on Saturday. And then, you know, we look ahead to next month where we have um the district wrestling will be here again. Uh middle school robotics will have their competition. Uh we host the conference quiz bowl. So, it'll be a fun month of February as well. >> Any questions? Thank you, sir. Sounds like you've been real busy today. Do this. Our student representative. >> Yeah. I'm sorry. >> You're okay. Well, we can take you guys. >> Sure. >> That's all right. >> You guys pull pull up the shast one of those. Um, >> we have a lot of the same things to say as Mr. Johnson did together. Um, we had the long wrestling weekend. The girls did really good. Our boys are doing really good. We have girls wrestling on Friday districts. Um, the only thing that would be changed for wrestling is getting a low worker because we had the youth tournament and the girls tournament started late and so we're working on those improvements. next year. Um just a like racket source set up if anyone knows how that works. Um um girls and boys basketball are both doing really well. Um we won over Sher at 35 and AIA last week and we're 12 and two overall and 91 conference. Um for the future winter sports are coming to an end and spring sports are starting. So that would be track, soccer, what else? >> Golf, >> golf, >> boys tennis. >> Boys, >> boys tennis. Yeah, cuz move to the fall and we have softball and all those meetings have been set up and the softball opening gyms are starting. So that's all going well. Oh, we swim right now. >> Oh yeah, they're right now. We have two foreign exchange students on the boys room team and that's really good to have those involvements. One of them is really liking it. He's totally >> our numbers are up in that program. >> Yeah. There's a big freshman group out too. So >> that's a win. >> And they go they go to Dora for their conference meet on Saturday and then next week is their regional in Johnston. If you think about that, girls, Dora is pretty far away from me. But what would you say? About four hours. >> Yeah. Four, four and a half hours. So, they're going to go up Friday and stay overnight. >> That's the joy of being the smallest district in the state that offers swimming. By the way, that's a long ride. >> There's about 13 kids in >> Yeah. >> Yeah. I think there's 14 or 15 out. >> I think really in all sports, we have a lot more involvement this year. >> I know mostly wrestling, there's like 20 girls out in middle school, middle girls alone and so it's bigger than our high school boys and girls together and then our students growing a lot. >> Seems like our student sections are doing a good job cheering for each other at different events now too. >> Yeah, we've really been trying to rally up people for our student sections. Oh, today or sorry, yesterday we had district speech. Um yeah, that seemed to go really well. I have some friends in the program. Um I know there were a few group that few groups that got ones which is the highest rating I can tell you. >> Believe all but one, right? The other one. >> And and one is superior, right? So, one is superior and two is excellent. So, even the group that got two, they did really well. >> Well, um ensemble acting, we have two of those going to state, a group improv and a group mime. and then TV news. So, yeah, >> I think it's going to be a really good year for all of our activities. >> Yeah, actually this is actually very big this year. It was not as big last year, I don't believe. I think the >> Yeah. Let's see. Drama is preparing for their spring play. >> Honor band just happened. Yeah, I just went to an honor band with um some other section leaders. Um and I thought that went pretty well. >> Do we know what the spring play is? Have they announced it? >> I think they have announced it, but I don't remember off the top of my head. My >> understanding is it's got a series of vignettes to it. They're tightly tied together vignettes or at least something similar to that because apparently there are a lot of very similarly length rolls. is what I was told. So, >> kind of a com. Yeah. >> Do you guys know what time Friday night the girls district starts at? >> Um, we're at William >> 4:00, I believe, is the round of 32. >> Is it 4 in the morning? >> No, it's 4 at night. So, the the first round's at 4:00 in the afternoon. >> Is it just Friday night? It doesn't >> Yeah, it's just Friday night. So they'll they'll wrestle all the way through Friday night >> and it has 32 schools there. >> Oh, I don't know how many schools are there that the >> I think it's 24. >> 24. I just know that on the sheet it said round of 32 when I read it. So >> yeah, hopefully we have some girls qualified this year. >> Yeah, cuz I got pink hair, right? >> Mr. Johnson is going to dye his hair pink if any of us go to state. We'll have >> um for clubs, uh student council, NHS, um student council will be hosting district conferences next year around this time. They'll be preparing next year for district conference >> and the two of you will really be involved in that, right? That'll be Miss Graio. >> But as much as we can prepare for this year because she's vice president >> and I'm council that'll be good. I think I'm really happy to see the high school hosting a lot of things. >> Yeah. >> With our new building, you know, I think it's great for hosting with >> just the layout. >> Um, >> um, NHS is selling carnations right now. Um, So you go around and you buy a heart and then you put the person's first and last name on the heart and then you go give it to their >> and you can write like a sweet note >> uh and you can write a note um and then you give it to their I think it's distributed distributed second hour. >> Yeah. And then they get a creation of that color and it's really nice. It's a fun they're not hosting the winter ants so all we have is one coming prom. NHS normally does like a winter dance, but we're do something else this year. Um, we don't have yet though. If anyone has ideas, we want to have something for the kids, but we're not >> Sorry, I didn't make that guys off. You're good. >> Um, yeah. People are trying to prepare for prom. Um, other news. >> Oh, Mr. Lake reopened his food pantry. >> Yeah, Mrs. Wineberg was doing it before and it's open on Wednesdays. >> All right, I think that's it for >> Mr. But uh for openings we have head assistant football cheer musical assistants assistant uh softball coach volleyball coach Howard head softball coach. >> Thank you guys for sharing a lot about what's going on board. Do you have any questions? >> I do. Yes, a whole lot of >> it seems as though last year they weren't even sure they'd have enough girls basketball, >> but it just seems like student involvement has just exploded. >> Yeah. >> Why? No, the adults can't tell me. I think that like since people are like already doing things, the freshman they get up there and they see all their friends like joining things and especially like the juniors and seniors, I think they see like, oh, this person does this sport and this sport and I like them, you know? So, they're like, I think I want to do that sport, too. I think soccer is a great >> Yeah. I just joined soccer actually last year because I think students are really good at recruiting for their sport. >> Yeah. >> Because it was actually a couple of my friends who were like, "Hey, like we might not have a girls soccer team and we really want one." And I was like, "Well, I want them to have a team." So, I joined and I ended up loving it and now I'm doing it again this year. >> Yeah. I think a lot of teachers are like telling students, "Oh, try to recruit people, try to get more people out for your sport. So, me being the only girl wrestler the last two years, I've just been like marketing, asking every girl I know like, "Hey, would you be interested in wrestling?" And then, you know, you as a senior in soccer, you're trying to recruit me for soccer and like freshman, underassman, juniors. >> I think yeah, just the people in the sport are really passionate about it and so they like go and recruit. >> That's the secret. Yeah, I think it's the student and yeah, I think I wouldn't have tried to market wrestling as much if I didn't have teachers telling me like, yeah, hey, go ask that girl if she wants to wrestle, >> you know. >> Sounds like you probably have some good coaches, too. Then that they're making you passionate enough to want to do it in your group. >> So, how many girls are on the team? >> Um, we started off with six and we have two in. So, that's four of us, >> but that went from one person to six and then we have I think a couple coming up in eighth grade next year and then we have like 15 20 girls in like seventh, sixth and seventh grade. >> Wow. >> So it's it's crazy. >> That's good. >> Yeah. But I hear they're performing really well, >> right? Mrs. Donald, they're doing great. >> They're doing great. I'll tell you what, I couldn't say enough about our coaches. I will tell you what it I mean those late those that couple themselves but >> um they're doing a great job. Our kids are motivated, their work's handed in, their grades are good. I mean our coaches are coaching our kids to be students first, athletes second, but we've got a ton of enthusiasm around that. >> I think that's great on you have to get the grades. >> I do see like a little shift in some of the wrestlers when it comes to wrestling season. Like some of the boys too, they're like, "Oh, it's wrestling season. I got to get my grades to be better. >> It's all working. >> Sorry, but yeah, I think we've been a long >> I like it. >> Any other questions are coming? >> Thank you very much, ladies. >> Enjoy. Have a good night. >> You're open in the spring. You could play soccer. >> Yeah. Thank you. >> Good job. Thanks for coming. Yep. That's good. You're free to go. Instagram. >> Thank you very much. >> Bye. Thanks. >> Those girls know how to give a report. >> They They were thorough. >> Jerk doesn't even need to >> give that. >> Okay. We're back to director reports. >> Okay. So then I believe we're at C for curriculum >> or P for PR or preschool. No. Okay. Um I have my report in there. Um we've done a lot of work um with the Sammy and the ESSA work that uh each building is working at. We've actually had up um since this um I talked about how we've done it and turned it into the state and gotten some really nice reviews from the state which we don't get always. So I'll make sure and emphasize that um that the elementary one that was looked at by our school improvement consultant was um thought it was very precise and great. So that's been awesome. Um but also that we've also had some follow-up meetings with those and it's just great to hear what's all happening in the buildings in those plans that we created and are being followed and um the progress that we're making on those. So that's been a good thing. Um we've also been working on uh bringing assisted technology to all students because there's a lot of accessibility with Google um that we have at our fingertips that is allowed for a lot of things including the ISAS. So working through some of that with all of our teachers so that they can help students better utilize those things and have accessibility um within their classrooms. So just a lot of great things happening. Um teachers learning a lot of new things but embracing them and putting them into play is um so awesome to see. So >> um for food >> um so In December we second through fourth we had our state review trial review. All the food all the districts that use food service management companies have a three-year review. Um it's very detailed and in depth. Um she spends three days here. Uh the first day um they come in and they look at all of our paperwork, all of our free and reduced u make sure everybody's being um processed properly. Um they spend a day at our food service at one of our buildings. They pick the state picks which building they go to. They just let us know. Um we had a really really good review. Um, it's the state. They're always going to try to find something. Um, in 29 years, she said that they've only had one district that didn't have any findings at all. Um, so we just had a few very minor ones. Um they give us uh about a month to have responses in for and corrections that need to be done. Um several of those Sorry about my voice. Um we had corrected before the review was even over. Um, not only is it our district's um, responsibility to have all the paperwork in order, um, they're looking at how the food service, how the kids are coming through the line, how they're being charged. Um, Linda has done an excellent job making sure that the kitchen staff um, are preparing the food properly, are making sure that the kids are getting reimbursible meals and that all of those kids are getting counted properly as they come through the line. Um so we're super appreciative of Belinda and her staff um that they run such a an excellent program. Um so that that's done. We'll have another one three more years. Um this is my second year in this position. So now that I'm really starting to get to know um more of the procedures and processes um I look to have an even better review in 3 years. Um so >> any questions? Sounds like it went well. Thank you. I believe that we are at M for maintenance. >> Okay. Um after what seemed like a an eternity, we finally have students in the band room at Lake View again. >> That's always good news. Um we've been working on um we've installed an ice machine in the uh home room at the high school. and started replacing some cove base in the hallways in the tech wing. Um, it really makes a difference. If you go down there and see it, it really makes a difference. Um, we did that, and I say that to say this, we did that while things were quiet, but in my industry or in my department, things don't stay quiet for too long. As you can see from this weekend, um, the heat is working again at the at Lake View. Um, Other than that, just trying to maintain, trying not to break anything else. >> Uh T tech >> um getting ready to start looking into for people who are new and don't knowate is we get a grant or funding. We get 70% off of like big technology purchases. So looking at some battery backups on that one. I do that every year right at this time of year. Um, we're also getting ready to start doing some testing. Terry's school is doing NAP testing. Is that the correct way to say that? >> Nate testing. >> Probably before you federal government picks you blindly, tells you what 50 kids have to participate, makes us check the computers. >> So, we've been prepping those. And then I actually have a teacher who uses Pearson to test, which is what we use for ISA. So, I got that ready a little earlier this year than I normally would. And that is already good to go. So, it'll be ready for ISAP testing, too. Good news. >> We had a little bit of an outage last week. Um that was a caused by >> an ATEL fiber break. >> We were out at this building preschool and the bus barn for >> basically the entire day. >> But I think started his morning that morning. What was it like 4:30 you told me? >> Luckily not that >> it was like 6:30 but >> Okay. But he was he was on it from pretty early on just trying to get on top of that and make sure that we had good coverage and um did really nice job staying on top of them with that. So that was good. That's directors. >> Hey, I want to ask about esports. >> Okay. >> Oh yeah, don't include we're we're uh three and two right now. So >> we got two more games left in the main season and I see us probably making playoffs. >> Got to win one game in playoffs at a good state. So >> very good. I'm pretty optimistic about it, honestly. >> All right. Thank you. Any other questions? >> Who's next? >> Shall we move to the principles? >> High school reports. It is. >> Julie, do you want to add anything to the school or do you feel pretty good? Y. >> So then Ryan. >> All right. So, uh, pretty much everything's in. Hey, I'll just highlight a few things. I guess I'm kind of highlighting as I look through. I'm highlighting some things that came into our building or communitywise. I just want to make sure I highlight in this type of setting. first um mention on their work-based learning. We did have a a great young lady that came in this last semester and we have two young men right now that are in our building. And anytime we can get high school age kids in our building, especially young men in our building um play basketball, our kids get to watch them, they look up to them, but then they get to see them in the classroom. That's a win-win. So, um I've worked with both those young men that I want to make sure that they're excited to be there, too. So, I spoke to them and their teacher. I said, "Hey, maybe we'll little we'll PE on Friday. We'll we'll get you kind of psyched up to be here and then you got the whole week to to help kids." So, they're doing a great job and and I've always I've already heard like teachers say, "Hey, we want them to come to our classroom." So, that's a great thing and um great program. Um also want to highlight um we've had one author come in that's on there um in the report and she came in K through 2 grade and then we have another author coming in March 3rd through fifth grade. So, last year we had two authors come, if I remember right, two, maybe three. And then this year we've had a couple authors come. Um, I didn't put it in this board report, but you might have saw that we had a teacher, Tabitha Emmen, that also just published a couple books. So, I've already talked to her. I'm like, "Hey, let's line you up because we got to have you come in and and do the kids." But that's something that's really a highlight for for our kids. He's like, "Oh, wow. Books." And so, um, that's something we'll definitely get going. Something I've got some numbers in there. The one that I want to highlight that highlights the admin team. We did uh postcards this year and we have a lot of great numbers, positive numbers, but just the postcard thing was something I gave teachers just like, "Hey, this is something I'd like you to do, but I don't want to track. I just want it to be organic and natural that we're just going to have postcards and I want you to send out positive messages to kids." Um, and it was just a positive highlight that we had 500 send all the way through December. So I had bought 500 for the year and so we had sent out 500. Um I don't track them. I just get a chance to look at them before I send them out and just teachers doing the right thing. Just sending them to kids that um you've already got you've already got kids that ah we can give them positive notes because they're positive but just really good notes that hey that kid had a really rough week. I think we should give them a pick up and just people are just naturally doing that. So we've just got great people and they're doing the right thing. Um and then down here towards the bottom again highlighting some things that came into our building. Um we had a county uh family alliance that donated to every fifth grader. Um some hygiene things. We had done that in the past. I know um Terry and when I talked to Terry and um the nurses that something that we really needed uh going again and so I reached out and I said, "Yeah, sure." Um so that was a great thing to to get to our students. And then the Avenues County Sheriff's Department came in and um gave some some toys to the kids as well. So just some highlights from our community. We've we've got a great community that uh has done a lot of great things for our kids. So a lot of other things in the report, but just wanted to highlight those couple great things that are happening at Lakefield. Um I probably am the same way. I I tried to share like kind of the big ideas from our um what we've been working on with our department of ed work through the Sammy process there. Um I shared the data our attendance is is looking up compared to where we were last year at this time, but I think it's really important. I said this to the staff when we met and talked about it the day before yesterday. Um you know, we're not comparing the same things. I mean just to be real upfront that that's a whole group of students that went on to the high school. So when I share comparable numbers to last year, every group's different. So I I just we're in the right place, but I I want to make sure you know I realize those are different kids that I'm comparing to compared to this data. Um the other thing is I just um I was really pleased to see that I feel like we have a large number of students being successful and um in passing earning passing grades. Um, we've really worked. I, like I said, I couldn't say enough good things about every coach that has worked in our middle school this year. But our kids will even say things like, "Can I set out of activity time to get this done? If I don't have it done, coach, that I have to sit out tonight and practice." I mean, our kids, you can tell they're really positively influenced by those ladies and gentlemen. So, I feel like they're driving their own desires to be successful before there's a failure there. So, that's really been real positive, too. Um the the bottom part there that um I would want that I wanted to share with you I shared with our staff the other day was you know we we screen our students every fall, winter and spring. And this last year um with the help of Ty Salser, our building co instructional coach, she kind of took off right where Paige Warren had led us to last year. um we saw a 14% increase in our seventh grade students um in the area of reading and I I know it seems silly to continue to have that conversation but it's really about phmic phonics. It's it's about teaching kids the blends and the sounds and the vowels and that and and yeah it is something that you know in in a perfect world we wouldn't be teaching at the middle school but what we know is that research says that if the kids don't know that then they can't put the words together then the comprehension struggles. So we we saw um a huge improvement in both our seventh and our eighth grade students. But I just got to give the credit where that's due. That's our kids and our teachers. We we taught teachers how to do new interventions, you know, um on top of having a lot of new staff and um there were numerous ones who were like, "Hey, can Mrs. Soulzer come in and and make sure I'm doing this right. Can Miss Szer come in and and model that for me one more time." And that and when we screened the kids, you know, we kind of got to where we were both in a small room in the back of the building and I'd be like, "Hey, what do you think's making the difference?" And and I told our teachers, it was amazing. Our kids are like the first person's like, "Well, Mr. Donald's makes us read every day." Well, good. That's the point, you know, but the kids could compliment the work they were doing with their teachers as to why they're growing. And um and that's that's the beauty of it. When they see that, they feel that, and then their confidence goes, I hope so. Um yeah, I couldn't say enough good things. Again, positive, like you said, uh our police department came in and uh provided some meals for some families that might have been lacking that in the days that we were off over break. Um they adopted a couple families that had had some situations this year and provided gifts for kids. So um same thing, lots of people willing to reach out and make sure our our kids have what they need in our district. So we're pretty fortunate for that. And talk about a cheerleader in Time Solzer if he's going to get him to do anything. >> Yeah. Yeah. >> Or else. >> Fair enough. I kind of need that in my life. >> We all do sometimes. >> Yeah. >> Any questions for Miss >> Moving on. >> Okay. Um, as you are aware, our first semester end of last Friday. Um, teachers and students, I think we've put in a lot of hard work and things are um, seeming to pay off for us in some big areas like attendance. So, um, want to give a shout out to Jason Reed. We're lucky that we get to house him in our building. So, we see his work um on a regular basis with students and he does a fantastic job in terms of u jumping in a vehicle with our counselor and doing a home visit or just going and checking things out to see where kids are at. But data wise, just at the high school last year at this time, we had um 36% of our students what we would call chronically absent first semester. um of those 36% 60% of those exact students are not chronically absent this year. So that's a that's a a pretty big jump and a big gain for us. So um total number of chronically absent students so far first semester we're just under 20%. So we are making gains in the right direction there. Uh, I really feel like Jason and Robin are doing outlandish work there with with kids, uh, specifically on barriers that are causing them to not want to be there, um, or causing them to not be able to be there for lots of different reasons. But, um, kudos to those guys. They're doing a great job. Uh, we are going to offer as ACT testing for our juniors, uh, and a few seniors that didn't get a chance last year on February 25th. So, we got some extra work going into prep for that for our students to get them ready for that post-secary opportunity. Um, just a couple I mean, I've got a lot of stuff in here, but just a couple other things I want to highlight. Uh, our career fair is scheduled for March 27th. So, if you don't have that on your calendar, put that down. Uh, that is a fantastic day to come see our our kids really digging into what's available in our our community and surrounding areas. And um many of you were at the uh career fair last year in our gym, but it's packed and Jill Whistler really does a fantastic job of leading that charge for us and putting on a great day for kids. So March 27th is the day. >> What day of the week is that? >> Friday. >> It's a Friday, right? >> Yeah. It's it's a morning on a Friday because we have an early off that day. So they're going to >> And some of the feedback I think Jill said she got last year from people was it was a little long of a day. so she can is going to condense it down just a little bit. >> Um, just a couple other things. The pictures that are at the bottom of my report, our uh freshman students, our gear up grant is still running strong and provides opportunities for college visits for those students and that group specifically went to William Penn a couple weeks ago. That grant has also provided graphing calculators for every freshman in our building um along with a case and a charger. So, they're they've added that to their uh pockets for math and science and are already using those in coursework. Um, professional development, just to echo what Julie and Terry both alluded to in terms of our work with the uh Department of Ed uh goals that are in our building, we're still continuing at the high school to work on student engagement, highly effective instructional practice, and differentiation with our students. So those are definitely in the the forefront of all of our professional development and our building leadership team does a fantastic job of organizing and help help orchestrate the pieces that need to go into place for that along with our instructional coach Jen Benz. So um feel like we're making progress there. Um just something coming up with families and community each spring we like to do parent and student meetings in the evenings for each of our grade levels. So, uh, coming up early in February, we'll meet with senior parents and students, just make sure that they are set for this final semester, get any, um, big idea things and answer any questions out of the way just so we're ready for the big stuff, the prom, the graduation, that kind of stuff that comes at the end of the year. And then each following month, we'll meet with the next grade level. So, juniors will be at the end of February and then into March with our sophomores and so on, just to continue to set these kids up for what comes next in their high school career. We like to get parents involved in that. Invite them to come in and ask any questions that they might have just to make sure we're on the same page to do what's best for their kids. That's it for me. >> Any questions or comments there? All right, that brings us down to personnel business procedures. pretty standard items this time around. >> I'll make a motion to approve. >> Okay, we have a motion to approve. >> I'll second that. >> We have a second. Any further discussion? All those in favor signify by saying I. on the same side. Approved. We're down to the superintendent report. >> Okay. Few items. Uh, one, most important, I'm sure that my announcement at this time tonight will be equally as wellreceived among our students as it was this time last night. We get to have school tomorrow. It's so exciting because we have heat at Lake View. Um, you may notice I'm in slightly more workman attire than I would typically wear. Um, I I certainly am not a great visible works person, obviously, but uh today I thought I'd be moving desks with Aaron and Brian to try to make sure we could have school tomorrow if that second grade wing didn't improve. And we didn't have to because Aaron got the heat fixed, so I didn't have to use these hulking muscles here today to help out after all. Um, we have some data that we're working on at the statewide superintendent um Zoom with Director Snow. um she had an attendance uh researcher on that talked about the uh high correlation between good attendance and students participating in sporting activities. We're working on taking that data and tying it to just involvement in activities for our school, hoping to put that together. Jared is actually working with Jason Reid on that. Um something eventually we'll plan to share with you. But um anecdotally we see a high correlation for our students who are involved being at school on time every day. Um and we did see a very high passing rate today in the administration uh meeting. Um Jenny and Jared shared that we only had one failing grade to cause an academic ineligibility for a student who was a participant in activity. So, um, our activity participation is having the the effect on students that we wanted it to. So, the board set out a few years ago, a couple years ago, I guess it was three years ago, a while back, um, we made some goals. And one of the big goals that we set was making sure there was something at CHS for every kid to participate in outside of just going to class during the day. Not that that's not an important part, but we want them to have a connection to the school. and we're seeing our our rate of participation increase as we add all these different activities. We're even talking about an additional uh activity that we might add um with a community partner. So, um just seeing kids involved in things and we're seeing that the grades improve, we're seeing the attendance improve uh in collaboration with that. It's weird because that's the very thing that when the director of the DE came to Centerville at the beginning of the year to talk to us. We actually had um some of the best um attendance growth uh reduction in chronic absenteeism in the A.E.A. the our region. So she came to give us a visit as like her example for the region and that's what we shared was our major belief as to why students were doing a better job of being at school because they had that connection that they wanted to be here. So then when she brought in a researcher that echoed that, I thought, gosh, that that pans out pretty well for us. Um, obviously we're kind of I'm kind of excited about the NATE thing. I said in the admin meeting today that sounded fun. I know testing is not fun, but it is kind of cool to get to be one of the schools that has kids taking that NATE testing. So when you see like comparisons of the United States to other other countries or within states, they make comparisons. A lot of times they'll use that nape data because it's the closest thing to apples to apples that we have in that that kind of educational research. Um the tests aren't always the best. They're not always curriculum based necessarily and they can be a little off base for the grade level, but it is interesting to be a part of that. Um wanted to share just to make sure with the colleagues in the area so that it's clear today. Um, a lot of the reason that we needed to call off today was based on the heat at Lake View and not necessarily on the temperature this morning. So, it actually had not reached the threshold that most districts in our region use or that that we typically use. Um, so I just wanted to make sure we all work pretty well together and I wanted to make that comment so that everybody kind of knew that. Um, we have two uh one kind offormational item here. I talked to a couple board members about school report cards. U this is something that the state puts out uh each year and they'll rate schools on like your testing essentially it's your testing data and your attendance data. Um and we in for most of our buildings often will get hit for a subgroup it's called. And this is why you'll see like our rating will look lower will actually be reported as lower even though our students might score higher in some cases than some other schools because we have what's called a subgroup of students. In this case for us it's typically our students with IEPs. So we are one of only a couple school districts in our general few county area that has enough students with IEPs because of our size that we have to report a subgroup. So, um, essentially what you're seeing in a lot of those cases is sometimes they'll use a growth measure, but primarily, um, if those students are not proficient, you'll see a ding on our report card. So, they'll actually take our rating and lower it one. Iowa is a non-catategorical special education state. So, what that means is, um, if if you've ever talked to people in Missouri, for example, they're categorical. So, in order to get an IEP, special education in Missouri, you have to have a a designated disability. And there's usually a list. The federal government kind of has a list of these disabilities, and most states kind of adhere to that that list. In Iowa, what you have to do to receive an IEP is you have to be considered significantly discrepant from your peers academically. So, and that's not an IQ test. That's like in reading, you're reading typically over one grade level below your peers. So when we establish that a kid will have an IEP, we're saying that kid is not proficient, right? And then the test is saying, well, wait, that kid's not proficient, so you're in trouble for that. But one thing that I'm really proud of our principles for that I think um maybe less scrupulous people could choose to not exit people when a student becomes proficient, >> which is it's it's unethical. borderline at least I would say we our principles do a pretty good job of recognizing when a student is proficient we exit them which makes them no longer an IEP student so it doesn't count for that data for the school report card so it's kind of a weird catch 22 and I think I set out to explain this well and as I talk I realize it's convoluted so that's the beauty of school report cards just so you know completely convoluted and crazy but uh that item is one that kind of comes up for people a lot of times like how does that work what does that The good news is this is a very small preview of what Julie will do far better on February 23rd. Um, which is where we are preparing a data review for the board because we want you to have an idea of where we are as a district. I'm going to tell you there are some great celebrations and there are some great next steps and there are some things that I'm very excited to see that we still have some good low lowhanging fruit that we can take and we can still capture and make gains for kids. But there have been some really nice improvements in the last few years uh due to a lot of work that's being done at each of the buildings. So there's kind of just a preview to jump into that for you. And then kind of the second piece isn't asformational, but just something that I shared it out this morning and sorry again for the late um the late weekly update. Uh we we actually had electricity problems at home and heat problems at home as well as at the school. So I was kind of battling at both places here. Um but uh we are sending out a survey. We've had the 4-day exploratory committee together a few times and they prepared a survey to collect some information from our our public on this. I will tell you what I really like about this committee is it's pretty split. I'd say there's about 50% of the committee who really wants a 4 day week and 50% of the committee who really doesn't want a 4 day week. And there's very few people that I'd say are wishy-washy. And I think what that does for us is that gives us the opportunity to say that group's going to come up with something across the aisle here because at the end of the day, whatever they bring to recommend to you, they can't recommend both. Um, so the survey that we're asking for, we've identified a few areas that we see as particular challenges for any community in exploring a 4 day week and maybe even more so on our our community. like child care, food insecurity, um activities for students and making sure that we're equitable, things of that nature. I'm going to put the survey out for um parents and community members tomorrow um via Facebook and we're going to push it on Infinite Campus and then the middle school and the high school are actually going to give it to students and they've got a spot to check students so we can separate that data out because there is you look at it differently from those different groups, right? So that the students can give us some feedback on that. Interestingly enough, I believe in talking to some kids that data is going to be more split among our students than I first expected. I thought for sure it would be a slam dunk 100% one way and I'm not convinced that's going to be the case. So, I'm really curious to see what we learn. And the reason we're doing it in advisory uh at those two buildings is we really want to listen to our kids and give them a chance to have a voice on why do you think one way or the other would be beneficial to you? Obviously, at the end of the day, the parents, the community, the school board, the staff, that's where the decision needs to lie. But if we have that information, I think that kind of lets us know where our kids are on things. And um it's just interesting how many more schools are exploring this. I was pretty and I I've tried not to be really bold in my take on this. I'm trying to be very down the middle. I was pretty against it early on. I want to be very real about that. uh but kind of felt some of the pull from some of our surveys we've received that we should at least look at it and I just find some of the feedback I've received so far really interesting and kind of can't wait to see what people have to say and I'll plan bring that to y'all and show that here. Um I'll find some way to aggregate some of the things. I gave some open-ended questions and uh just kind of want to get a sense from our community of how they feel and and whether they think, hey, we want you to look at this. You know, we see that around us a lot and we like it or hey you dummies, we like you because you don't do that. Don't don't do this. So be really interesting to see what people tell us. >> And the staff's going to be able to do this. >> Yep. It'll go out to the staff, too. Yeah. I didn't mention them. I'm sorry. That same time we send out for the parents and all that. We'll send out for staff, too. And there's a spot to check. So we actually had a debate at the admin meeting, not a debate, conversation. I had it set up as you could check all of the roles that apply to you. So parent, guardian, staff, student, community members. And we actually shifted that to check the one that you want this survey to be applied to. Um because we really think if you're looking at as a parent versus if you're looking at it as a staff member, that's going to be an important uh item for us. Um, so it'll be interesting to see how the data comes together. If it's like any other survey in the history of maintain, it'll be about 50/50. >> So, >> so how's this committee getting their information data and research? Are they just >> So, I've I've given them a couple articles and we've kind of talked through items. We did a a SWAT analysis of what we think so strengths, weaknesses, opportunities, and threats in our community. So, what about Centerville in specific would tell us this would be a good place for this? What would be some things about our community that would be challenges? And I think that's where the daycare item really came up as an item for us because we we feel like we're already a tiny bit of a daycare desert at times. And so that's why one of the big questions on this survey is how would this additional 18 days per school year of daycare affect your family and and what would that look like? um because that's you know an additional chunk of time there that you're you're paying for daycare or finding a place for >> dayare in the um you know we won't have a professional development days probably because they built into those so is that been the 18 >> so what we've talked about and at the committee we kind of talked about if we did a 4 day uh we would probably have teachers a couple of the Fridays >> each month sometimes so like I'm I'm good friends with Sam over at Moravia and I just he's a person that I've talked a lot with and he's got a couple Fridays that he has to have school on. So generally you'd probably have one BB day that month and school on that Friday. Um because you have to have a few of them to get enough hours in the year still. Um and then on the ones where we wouldn't have a Friday school day, we'd probably have a PD day. At least the sample calendar that I've built so far has it that way. And we can kind of monkey with that a little bit. play around with it how we need to to make it fit. Uh snow days during the week, you go on a Friday, too. >> Uh which is kind of good cuz virtual days are okay, but pushing to a Friday be just I think just as good if not even better, especially for some of our kids that it's really nice to have contact with. >> Did that help? >> So, it'll be a loaded thing. I'm sure it'll be like 100% one way and easy for us to decide based off the survey. Um, and the good news is like we can decide whatever the board needs to decide and I'll be I'll guide I'll give a lot of feedback. I'll share all the data. Um, I will not be biased even though I do have a feeling. I will not be biased. I'll share the data because I think this is about following the will of our community and not about like what Mark Taylor thinks is good because whatever that doesn't matter. So, we'll we'll find out what our community says and and we can we can do the right thing for kids within that. And yeah, >> I'm curious um and I'm sure there's data on this somewhere. Uh what is that? How does it affect finances? >> That's a great question because you know when they when schools started doing this they they talked about and I got to be careful. I don't want to sound like I'm like debating 4 day week here since it wasn't an agenda item. But I will say that was an item that people said would be a a deal that you'd get savings from it. That that doesn't bear out with the schools that have already done it because typically what you need to do is you need to make your your non-certified folks hold. So you end up usually with some sort of change in their pay rate because of the change in days. >> Yeah. Um and that really because school districts it's like 80 some percent typically for your uh budget is salary. Um so that's that's why like when a school is short on budget like uh Cedar Rapids right now you see they had to cut millions and they have to cut whole buildings and staff at all those buildings cuz to get any amount out of a school that's that's where it is isn't staffing. So there's not a lot. Maybe a little bit of gas money on buses, but doesn't add up as much as I think those schools build it. I think that was a tactic early on for some people to use. >> Anything else? >> No, but I'll definitely bring a lot of fun information your way. I promise it'll be a blast. >> Almost as good as board policy, which we'll have the next meeting, too. >> Oh, darn. Oh, you're I'll get second reading for you the next time. >> Okay. Any questions or comments about the superintendent report? >> I have a question. So, did you have the behavioral room >> the Oh, yes. Thank you. Yeah. >> Did she come here? >> She did come. Was that Wednesday? >> She's been here like three times now. >> She has been here to walk. >> She came again last week, too, at some point. >> Did she did? She walked through the elementary middle school. >> Yeah. Good. She definitely identified some things and and I know she talked a little bit with Brian and Julie more about the location that she would recommend for that. So that's this is the teach uh room trying to find the right place for that discovery room and and what she said that I'm really glad you mentioned that. Thank you. Um she she said it's so important where you put that in a building because it kind of changes how people view the program and how they view the expectation for the program. Um, and I know she's got some ideas for us. She wants to after we get through this next training, she wants to review that again with us in the next time that we come together because she wants to see kind of what where we are. They call it your house. Um, so where our house is on understanding of behavioral programming and and how that fits in to a school school building. um and knowing kind of how those those students that I don't mean those students but how students who might be in that program might be viewed within the building and and how we view helping the children in the program. So she's kind of judging us a little bit to help us get the best advice of you need to put it here. This will help you get the best view of your program and and what you need to do. She is very um detail oriented I've noticed. So, one thing we talked about um is room setup. And she said, "When I look into this room, if this is the setup we've used for for this room, the first thing I see when I look in is like the teacher desk and the teachers home stuff." In this room, we're going to want to have real focus on the second I look in the room because I'm a kid who's less likely to want to go to school if I'm in a behavior program, right? And I'm a little more apprehensive. I want to see things about kids in this class and why I belong here. And I don't know that I ever would have thought of that. Yeah. >> To be honest with you, honestly, I sat there. I'm like, for 10 years, for however many years I've been in administration, I've been telling people really bad advice on how to set up their room for kids with behavior needs, I guess. So, I'm really eager to see what she says after we get through this next training. um which is in is it the 20th of February? >> That's one of them. Yes. >> Yeah. So, that's the big one that I think she's going to give us. And then we've got March for the environmental factors. That'll be another piece. >> Um and we'll start training um we will need to kind of work on getting our people assigned for the room for next year because there is actually quite a training on those folks this spring to be ready for the fall. Um, so like there's a whole computer program that they'll learn about uh to be able to track the behaviors and to track uh because what they'll do is every 45 minutes you track the time. Okay, I'm going to say this really badly and you are more than welcome to correct me. All right, the the time basically doing what you're supposed to do. Um they she had a word for if you >> self time directed time >> self time and directed time are time that like if you're not doing what you've been asked to do those times are tracked and if you have a certain amount of minutes that aren't on that in the room then your score for that time goes down. So it's not a score that like you guys probably done like check and check out right so like check and check out is something that we do like a kid has a sheet and we give him a 30 for the period like yeah he's doing his job the whole time doing pretty good with it or two hey we had some problems. This is very prescribed how those scores work and it determines how much time that student will be out in the gened setting um for the next week >> after time. >> Yeah. >> So you have to you have to raise your score a certain amount and I'm kind of I'm oversimplifying it right now >> uh because there's like a hole you re reach this threshold and if you have a day that takes you down to this low of a score you're just out until you reach the threshold again. So, it's about not putting a kid that doesn't hasn't demonstrated being able to regulate, not putting them in a place where they're going to then show that to everybody and people will other kids might see them as a person who can't regulate. So, we're hope helping protect their dignity by giving them the skills and putting them out to succeed, not out to fail and come back. It's kind of the inverse of the normal >> uh way of doing that. Really eager to see how that works to be honest with you. We got a lot of work to do with our AA team. Uh we've had some good conversations with them. We have a good AA team, but it's a different way of thinking because a lot of times in that world right now, it's um when are you going to send the kid out for something? But in this case, it'll be how do we strategize sending the kid in >> for things? And how do we know when they're ready to do that? So, as we build IEPs, we're going to have to find some new ways of wording things that make it, you know, kosher and right for that kid. That was a long answer to a short question. I'll >> I like it. >> Thank you. >> So, as a board, >> how will we get some idea of what this thing is? >> That's a great question. And I think um we probably have a little work to do to figure out how we want to present when we have our staff. And I'm kind of looking at Brian and Julie as I say this because I don't know that I have a good answer. And if they like the right answer just comes off their faces, I was going to share it. >> I think we have to know more before we can share too. I mean, we're learning and like visiting made it a lot more sense, but I can't necessarily take you all to Owatana. >> Um, and so I think as we get through this next few days of PD that she's here, she comes uh the 5th, the 20th, and then another day in March. I think that will after that training with the staff of the discovery room, I think we'll have a better understanding to be able to share with you. She did give us the invite if we wanted anybody to come watch one of the any community we'd like that would be our supporters that would be want to come watch one of the trainings that we could let people come in. So if anybody's not busy and wants to come check it out >> um on one of those days we'd love to have somebody come hang out with us and >> um you know she and her people are pretty good speakers. Um, they do they're very real with their language recognizing they're talking about behavior rooms, right? So, you may hear a naughty word and they don't not because they use it because they have fun saying naughty words. Maybe they do, I don't know, but uh because they may give you an example where a naughty word has been used and so just like if that >> just a heads up trigger warning. >> And did you say we have staff? We have already have staff for this. >> Well, we have some people have expressed interest. So what we what we still have to look at is if it needs to be whether it needs to be posted, whether it needs to be anything else there because it's technically a strat one position, but we want to make sure that we give people a fair shot. So if there's like multiple people interested, they just haven't maybe talked to us. >> I think we want to make sure we get information out there for people to find that out. >> So it's not going to be like, oh, we have this ready to go, but we can't find somebody. It's not >> No, because I think we've got a plan to use if we couldn't get another body. I think we've got a plan to make it happen with what we've got with this program. >> Um I would love to get one more body for special education with it to be perfectly honest just kind of talking our numbers but if we don't we can make it happen. Um >> so that'll that'll work. I think this system will help maybe kind of alleviate some of those concerns there. >> Um and strangely enough some of the students who have behavioral needs often have academic needs too. that kind of helps compound that a little bit for this program and make it a little a little easier. It's almost like a chicken and egg kind of thing there. >> We have a young person at Howard who uh reentered this year from the discovery room. >> Oh, right. >> That young person um same thing. We've had some we had some bumps the first couple weeks, but honestly um it's been amazing. I mean, I would only hope that it would be real successful because it really does. because it gives kids what they need and and they need something different than therapy. >> He is one of my favorites, too. Call me a big boss. >> It does make you feel bad. >> And you know what? When our police walk through, he says he always asks if he could step out in the hall and thank them for protecting our schools. Always a very respectful young person, but maybe that program just met the nerve and met the need. That's what we want. And the good news is so that Eddie program that Terry's talking about, they're one year ahead of us on this training actually. So they kind of were figuring it out for a while there the first couple years and they jumped into this and they're they're ahead of us. Davis County is one year ahead of us on Teaching Hill as well. And the schools that are that have really been in it earlier have really reported positives. Uh I understand there's some discovery rooms open in our conf our area, our conference even actually uh that are already functioning pretty well. That gives me some hope that this could be the right tool for us. Um we'll probably need one thing that as we talk about on the one side we need to make some cuts. We have a problem. On the other side we have to take care of student needs. We are probably going to need to for this room, not probably, we will need an additional regulate and return coach because the way this program is set up is one of those folks and we this is the new position that we made this last year that is that has the training on how to do the behavioral interventions, there is one that's directly assigned to that room to support that teacher. So it's while that's not a teacher level position, um it's a person with a good deal of extra training that kind of gives them a co-teer in the room to manage kids who have extra regulation needs. So that's something that we'll have to bring back to the table and say we'd like to post this to get this rolling. And I'm hoping to do that in February um so we can start those conversations and get that person trained too. But um you know, a lot of pieces to line up to make August work. But I really think as long as we keep staying on those and train the right people and we just get the right bodies, the right people involved, I think we'll be good. >> Thank you. >> Thank you. >> That was like one of the best things in the last week. I can't believe I missed that darn snow and ice. >> That's going to give a lot of people a lot of hope. >> Oh yeah. >> In a lot of ways. >> Oh yeah. >> It's going to be good. And those kids too especially. >> Absolutely. >> Yeah. You know, it's always at some point that as a board we need to understand kind of how it works. >> Yeah. >> Because more than likely we're going to have to defend it at some point. >> So, well, the good news is I have a feeling from just kind of seeing how this would work for people after the first year or so. They tell us to expect a year of couple years really of it being tough. I really think it's going to almost defend itself at some point as you see progress for kids that maybe people were like, I don't know how we're going to get that kid to make it through >> because anybody who's been in a school, there's some kids that it's tough. It's like, how are we going to help him be successful and to contribute positively to society and be a lifelong learner? this is the way we're going to really put a lot of effort into meeting those needs and actually changing the way that kid accesses their frontal lobe rather than their brain stem when they're in a fight orflight situation to be successful. So, I think it'll defend itself after a year, >> you know, and having been a classroom teacher and having had those kids in my classroom all along, you know, it it's frustrating as the teacher because you don't have the tools. you don't try to get or the time >> that that these staff members are going to have. >> Yeah. >> So, you know, you feel bad because you can't really, >> right? And then you're just kind of stuck, right? So, and that's what's good about this. And I I think building that relationship and that back and forth is going to be the the hard part as we do this because it's going to take a little bit of okay, how do I know when it's because I know we have a lot of people who have some amazing hearts and I'm going to tell you this is a problem that all of us who really love kids deal with. At some point you have to be willing to let go a little bit. And I think that's where this will early on it'll be easy in some really really tough cases, but there's going to be some cases of kids who if we can let go just a little bit, we're going to make a great long-term impact for those kids. As long as we don't feel like I have to save the day, >> you know, and that's hard cuz you don't get into this because you don't like kids. You get into this because you love kids and you want to save them. So letting those folks in that room be the one to save them. And I think, you know, we've talked administratively that that includes us because sometimes we want to be the one to run into the room and save the day, but when we do that, and and this is what Danielle's telling us, when we do that, sometimes we are inadvertently taking the authority from the teacher by doing that or taking the authority away from the RNR in some cases because if they have it in control and they're ready for it, then we have to work out a situation where they are the ones giving us the student not not we're coming in to take the student out because we have the authority. They don't. We're going to pull them out. As a saving person, that's pretty hard because you want to go in and save people. >> Um but this will be good. >> That will >> in about two years. It'll be it'll be good to start. It'll be great about two years. >> It's a step in the right direction, >> right? Absolutely. >> Any other questions or comments from Mr. Taylor? We are down to board member takeaways. >> I really appreciated hearing from Mrs. Weinberg with the program that she has going for students being able to go out in the community and work. I think that's awesome to offer for our students. I thought it was great the um principal and director reports that we have seen an increase in attendance um absences. >> I really enjoyed these students coming in and talking about they did really thorough. I think it's touched on every activity that's going on and um I I appreciate their um insight as to it's other students getting students involved that that is um I think that's more effective than a coach to tell you the truth. So, and I appreciated um the update on the discovery stuff. I think that's been very >> Katie gets all that talking from her mom. By the way, >> for the last 20 minutes, >> I was also going to comment on um Mrs. presentation and that I think it's and like all the activities the increased involvement is really something to you know be happy about because you know we all know that kids need to at least one person they can relate to you know one adult and maybe it's not a teacher but they need a coach and so that's just beneficial all the way around >> positive childhood experiences we Hey, >> uh, I enjoyed the, uh, food service reports from Kate and Belinda. Uh, sounds like we're fighting the same battle that every other school is as far as participation in school lunches and looking forward to another three-year report. U and the uh I guess the last thing I would like to do is I'd like to thank Derek Carter for his service. It was an unfortunate situation, but Derek was a good school board member and I appreciated his insight and his second. >> Anything else? Motion to adjurnn. >> Motion to second. All those in favor signify by saying I sorry. Excuse me.