There we go. You want me to rephrase any of that? >> No, that's fine. >> All right, we'll move on to A4, the approval of the agenda. Is there any revisions or questions from board members? >> To approve the agenda as presented. >> I'll second it. Motion made by Provox, second by Aishans. Oh, now we really get to see the inter. Okay, >> any other conversations or questions? Right. All those in favor signify by saying I. I. All those opposed. Agenda passes. Move on to the consent agenda. Anything you would like to highlight, Mr. Shakmire? >> Uh, no. We just have a bunch of teachers that went back to school and are moving forward uh on our salary schedule. So, they're making lane changes. Um, and that's it. So, pretty straightforward consent agenda. >> Excellent. Any comments, questions from board members? I'll make a motion to approve the consent agenda as presented. Is there a second? >> Second. >> Motion made by Aishin, second by Vince. Any other conversations, questions? All those in favor signify by saying I. >> I. >> I. All those opposed. Consent agenda approved. We'll move on to the acceptance of gifts. We have $1,250 from the Clone Fire Department for digital cameras for visual arts, $1,600 from the Clone Fire Department Relief Association for the purchase of books for vending machines, $500 from Minnesota Valley Electric for weekend backpack program, $6,275 from the Central Booster Club for football plays, $14,991.31 from the Central Booster Club for track for track hurdles, $3,819 from the Central Booster Club for a track sweeper. $5,000 from American Legion Legion Edward Bourne Post 343 for a medical cart. $500 from the Minnesota Valley Electric Weekend Backpack Program. $500 from Plato American Legion for a medical cart. $973.91 from the Central Booster Club volleyball for equipment for volleyball, $2,000 from Laura Van Isle for scholarship, and $100 from the NYA West Carver Lions for the fall festival. Thank you to our very generous community on all those gifts. Wow. Any conversations, questions about the gifts. >> Move to approve. >> Motion made by Cray, second by Ericson. Any other conversations? >> All those in favor signify by saying I. I. All those opposed. Sorry, not the agenda. Acceptance of gifts is approved. Public forum. I think we can move on from there. We'll move on toformational items. Anything from >> We'll have a student representative next month. We'll we'll acknowledge at the time. Okay. And then we'll just move on to the superintendent report. Mr. Shockmire. >> You bet. So, I have put in our our uh monthly tech levy curriculum um budget and staff development. I'm just going to let you read those um at your leisure. But the thing I want to focus mainly on is our um is our ADMs, which stands for average daily membership. Making this bigger for everyone here. Um bear with me for a second. Okay, so um the results are in. Uh kids have started school. All of our kids are here and we are starting off exactly where we did last year. 944 students. Um, so we're we're really excited about that. Uh, we've had, um, so, uh, if you, if you recall last spring, right at the end of the year, I I kind of set the tone where, hey, we have this many seniors outgoing. We have this many kindergarteners coming in, and I can give the board an update on on where we're at. So, uh, uh, again, we had, um, 80 85 uh, seniors graduate. We have 56 um um kindergarteners coming in. That's our final our final number as of that's kids in seats right now. Um so let's just call that uh just for easy math a net of uh net minus30. Uh we had 79 new students come in and 29 students go out. So that's a that's a a net um minus 50. So if you take those two together, we we're up about 20 students um when it's all said and done net from last year to this year. um counting the counting the the taking in consideration the kindergarten we budgeted um you can't see it over here but right there it says we budgeted at 9:15 so we we do have um some healthy uh you know difference there um but again you can see from last year it's we started at 9:44 and you know typically like in December last year um and this is pretty typical of us we lost I think 10 or 11 kids that that that day. Yep. That's a se that's that semester change and we have some we have some um rental housing where um that's where the leases end apparently. So um we'll see if we have that sort of trend, but we Amy will adjust this um in our revised budget, you know, Februaryish. Um but right now we are looking very healthy and that feels good. So >> October one is the number that you report firm to the state. >> That's 100% right. So October the o so this is right now the the the date that it really really counts for for the Minnesota Department of Ed is the October one count. Um so we uh obviously we want that to hold um already and and I pulled this this month and already we've had you know a kid leave, we've had another another student come. So there's just there's just some minor changes right now but um for the most part uh that's good. I also did um right about this time I have to update um some of the enrollment projections for the Minnesota Department of Ed and um I'm happy and pleased again to say for the second year in a row our net open enrollment has decreased um this time by by um plus 20 to the to the good of people that are living in our 20 individual students I should say. um that basically what that means is the count of people that live in our district that are choosing central schools as their as their um um as their school of choice. So very excited about that. >> Excellent. Any other things in your superintendent you wanted to highlight? >> That is the main thing. >> Questions for superintendent shocker board members. >> All right, we can move on to board reports. Is there anything from the board members? Josh, I put together this. Do you want to talk about this at all? That this is that list facilities. So, created a new committee. Joy and I and Tim and Cody walked around the property and just made notes. So, as you can see, all the things here. Um, and then eventually we're gonna I guess I'll turn over to Tim here, but this is just sort of a a snapshot of all the things that can be done so that way we board can eventually the goal is to get this in like a Google doc. Tim. >> Yep. So I have it in a Google doc. I just made it as a PDF so that way they can >> be able to check off when it's done or whatever. Everybody >> if you see I don't know >> whatever the flags you can all see that it's going to get fixed over there. >> Yep. So just to be more transparent with everybody. >> Yep. Kind of an accountability uh accountability list too. So >> is this just a list you made like from walking around or are you off of that? Are you going to make like a checklist like an annual like to okay these are things we should check every year? >> That would be the goal but first just kind of get >> um like you want back to that. >> Yep. So, um I don't know, tree trimming, right? Trees just that's an ongoing thing. So, we're going to have a plan with the guy who's going to come and do time. Some of these are one and done. >> Yep. >> Outside windows, pressure wash them. That might be a yearly thing. >> Yeah. >> So, for example, tree trimming was on here. We identified not I I initially had taken down some trees this summer that that needed to be done and and had some emerald um >> well I can't remember if it was emerald ashbor or the other one one of one of they got treated for one of the uh one of the pests um but then as we went around there were some other trees that were a little bit of an eyes sore um so like literally yesterday or uh Friday afternoon um our tree guy gave us a quote we approved that so he's going to be out in the next couple weeks to take those trees down so that one will just like come off the list. But um um so like to your point Emily um some other pieces like um uh there's the boiler where's the bo the boiler for steps. So that is that there's nothing to do. We have the we have the um the so if you recall in the construction project we put uh all the all the piping and everything in the steps for the for the heated element but we didn't we had to we had to remove the boiler part. So every so when we went around um Troy and Josh hey you know talk to me about this it's on the list. So, so you know, it's like do we save some money up for a couple years and then get that or do we, you know, it's just it's it's just a a list to like have discussion and and um dialogue about >> boiler that's for the front steps to have it heated all winter January shovel basketball game when it's blowing snow even though it's not snowing out. Yep. >> So, it's always heated and won't be as slip hazard. >> Yeah. How does this combine with your internal facilities plan that you probably have? Um, facilities director. >> So, this this is the >> this more just >> this is more br this is more things that we saw when we were walking around >> might cross the other. >> Exactly. Well, the the facilities plan for the for the for like Cody is more like um preventative maintenance for our systems. So, like flushing out our our boiler system, you know, maintenance for our water softener, like things like that. Um, things that are >> require the long-term facilities off of. >> Exactly. Exactly. So, they I I would say that these two lists kind of kind of marry together a little bit. Okay. >> Any other questions about the outdoor Google doc now that I asked about it? Any other board reports? All right, we'll help Shelby out here. We'll go to D discussion items. D1 is curriculum and assessment and we'll do the updates. >> We have Andrea Coulson here. >> No, that's I I'll get it. I'll put it up above your head. See, look at that. >> No, get right in front of this camera here. Just stare right at the owl eyes. It's panoramic. >> Okay, I'm cool here to talk to you about the curriculum updates for this year. So, the um second page, slide two, this is one of my favorite slides. It just tells us where we've been um as terms of curriculum purchases. And I actually had to split this into two pages now. So, there's been a lot of work done. There's been a lot of investment put into curriculum the last five years. And I especially want to draw everyone's attention to the last three bullet points because those are those are the um items that we finalized last year. So the I talked to you about the preschool curriculum and teaching assessment tool created curriculum. The early childhood staff and preschool staff have been trained in that now and are are starting with that and it's going to be so good. There's um there's going to be a big focus on alignment for those preschool classrooms and just some just some really good common language and resources that will be used. SEAL the social emotional learning there's been a newer um resource that we're using K12 called character strong and and then some interventions for special education. And I think the main thing that I want to highlight is these are really high quality. These are intentional. They are um again there's a focus on alignment. So the next slide shares some of the trade development that has happened and you know again we might see I think it's just something to celebrate and again focus on alignment. So >> keep going. >> You're good. >> All right. This year we are ready to do uh or we will be ready to do a math resource adoption. So last year and even a little bit prior to that we focused a lot of efforts on training around the new standards and even what's best practice in math and that ensures that we are going to be ready to make some good decisions on what's going to be best for our district. So we will purchase math resources and the uh math standards need to be implemented for the 2728 school year. And so that puts us perfect timing. Actually um a lot of districts are in that same position too. So there's been some regional reaching out about what are other districts looking at even um showcasing some of those resources in in just a different way that hasn't been done with other other um content areas. So, and I talked to you about building thinking classrooms last year and that's still um that's still going and there's been some reflection around what does what does that look like with teacherdirected instruction and still really with a high push for engagement and just student math talk. this next slide. Um I think I just want to highlight that there's been a lot of talk about what math rigor looks like and what best practices in math uh is. And um the standards show that there needs to be understanding of math. Not just memorizing, you know, like this is how we do this, but actually understanding why math works the way it does. And then also having you know uh speed and accuracy around map facts because we know that's important. And then putting it all together is that application piece so that they are being able to flexibly solve problems with their understanding and their um fact fluency. So this this is just the process for what um what a curriculum adoption looks like. And so where we are at right now for math is we've spent time developing that local lens that first step. We were um identifying what the essential standards were last year and looking at data setting priorities. So now we are going to be looking at the options for resources, investigating them and again finding what exactly fits best practice and what fits us and that will be um ready to launch and implement next school year. Other things for this year I talked about the preschool we created gold and TS gold. We're in year two of letters training and phase two actually will start this year as well or we will start knowing some more about that actually. >> Can you explain what like who those people are? >> Absolutely. So letters is the um you know the science of reading what how the brain learns to read and so we had you know most of our elementary staff actually K3 go through that a couple years ago. Then we had the read act come through that says that we have to have K3 which we've had done and we had to have our special ed teachers be trained and our intervention teachers be trained and there was some opportunity for our EL teacher and fourth and fifth grade teachers. So they now are in the middle of letters training. Special ed teachers even in high school are finishing this year. And and then phase two is any other secondary reading teachers. So 612 reading teachers and um you know the ones who are already doing interventions, they're already in this. So there we really are um getting down to most of the you know anybody who does anything with literacy >> and and I'm just going to add um Andrea what and um uh she is she is a certified what what do we call you a certified uh letters trainer. Yeah. So so she is actually the one facilitating the training at the district level. So if we ever um have new staff come in we don't have to send them somewhere. We we can do that uh internally with us. >> It works really well to use our professional development days for that. >> Teachers appreciate that because it is so time consuming. It is it is around 140 hours to do that letters training. >> Yep. >> And then I mentioned the intervention with the special education and then also arts in for general. So that was part of our comprehensive arts planning that we have been working on the last couple years. that's continuing. And the um other thing that I just want to keep highlighting and celebrating is the organizing that has been done in the secondary with scope and sequence work around the standards and casing guides. And again, this just really um it really just focuses on instruction and the standards and making sure that um there's just some really clear alignment, clear pathways for what learning progressions look like in the content areas. And there's been a lot of work that teachers have have done and leading with with that work. So, and the next slide I get to talk um is some of the MC data and you know I think we all have been so excited about what has been done at central for a while right and and I think so often we want to just snap our fingers and see that show up in some of these test results especially with the MCA that the public has access to and it's it finally we finally um get to see some success with the MCAs from last year and it's it's pretty astounding actually. So, and we just have reading and math right now. The science data is still embargoed till October, but um I want to share some specifics around what that looks like. And there's and like I said, there's been so much investment in curriculum and in training and all this work, you know, Tim and the leadership has done it just it is it's something to be excited about. Um so math in the elementary we jumped 10 almost 10 percentage points from 24 to 25 and this actually puts central elementary 23.2% percent percentage points higher than the state. Um what's really exciting is so we want to see students meet or exceed is you know the the higher level of mastery and we actually had 27.8 eight of those students exceed. And that's not an easy thing to do. Um, in fourth grade, 38.6% of students exceeded. >> Historically, we've been around 20% overall for exceeds. So, I mean, even you can see that there's been growth from all levels. >> And that it's really small, but that little graph on the top left shows the state. And what's interesting as we started to look at the state and other districts even a lot of places are really flat. The state is flat. We had this nice jump and not just here. So let me get >> Is that years across the >> So this is probably 2019 be my guess. >> I feel like I've looked the state and that turquoise is central. So we've been above the state. Um but we wanted to keep seeing you know we this is not where we want to end up even here even though that we saw this really good growth >> and I I don't mean to just I it's uh um I mean most of you are familiar with the fast bridge assessment which is a one of the things that we were struggling with as a system is our FRA bridge results were showing that 80ish percentage of our students should be I I'm ballparking here but let's just say 80% of our students should be able to meet or exceed and we weren't getting those results. Um, so I think we made a a significant push last year to to to try and get those results. I I just want to call out fourth grade again. Um, for the first time in my career, and maybe Andrea has seen it, but um, we get we get end of the year results that that indicate whether stu a student made low growth, typical growth, or exceptional growth. For the first time, a grade level has had zero students in low growth. They they were all in typical growth. Is it typical? Is that >> is it or normal? Normal growth. >> I can't >> I think it's moderate and aggressive. >> A moderate and aggressive. There you go. >> We had a bunch of kids in aggressive growth. >> I should rename those. Typical. Typical. >> Yeah, maybe we don't. I guess we probably don't. Anyway, so but zero kids in the in the in the in the low growth and and it it just those those two guys did just an awesome job last year. They really did. Sorry. Continue. >> So for reading um we had a 13.6 percentage point gain. So we mean from 49.5 which was right aligned with the state to 63.1 and that's 13.5 percentage points higher than the state. and we had 19.3% who exceeded and it's it is really difficult to exceed in math and historically that number's been around 10%. So we doubled the number of exceeds as well. So I I I'm not going to you're going to see some things on Facebook that are going to come out. Um our communications person is is going to start putting some things out that um don't name other districts and I'm not going to do that today. Um but I just want I just I'm going to show you. So, uh, in in math for let's just let's just do math because that's the one that I have on my on my phone here in a different presentation that was a little bit more private. People can go and look at the data for themselves. Um, we're at 64 68.4% and these are just let's just say districts that may touch us. 56% 50% 47% 46% 50% 52% 52% 70% and 74%. Wow. or the highest. >> And again, I think when I look at the growth, that's what's so exciting because we know we've been doing these really good things. We've been implementing great things and it is interesting to look it's public, you know, to see what other districts are doing and and a lot of them did have a decline or stay flat. So, >> it's just it's a it's something for the next slide. For the middle school, we had growth as well in math and um you know an upward we're we're just moving on that upward trend in reading. They had a nice jump at a 9% jump in literacy in in middle school. And then in Central High School, the math also rose. It rose um from 38.9 to 45.6. Again, this isn't where we want to end up. However, we are still we're at 10.6 6 percentage points above the state. And you can see that little chart in the top right. Um and then in reading this, so in in high school, they only take MCAs in um two different years. They take the reading test in 10th grade and they take the math test in 11th grade. That's the only time that they are testing in MCAs. Whereas in middle school, they take it every year. In elementary, they take the grades three through five. In reading, the reading proficiency proficiency jumped 11.8%. So that puts us up to 67.9%. Which is 16.6 percentage points higher than the state average. And actually, I'm not going to name the other districts, but it really does put us at this very highly competitive position. >> I'm not going to name the other districts either, but I have the percentages on the tip of my fingers here. um in high school reading uh again regionally um 45% 34% 51% 51% 47% 58% 59% 67% 51% and and I'm just going to call out the the one school that we found that beat us was Minnotonka High School and that's the only one that we found that beat us or that not beat us >> that that that had a proficiency rate higher than us. >> Sounds like a competition. It doesn't. It's not. Well, yeah, >> that's what our kids like. They like competition. >> So, anyway, it's a it's a um Yeah, we did. We did well. >> Keep it going. >> So, this next one, I mean, I think it says all the investment groups difference in terms of student success. So thank you to the community and looking at it universally all three levels showed gains in math and reading proficiency last year. Every school in reading you know again the the score increases we had 13.6 in the elementary 8.7 in the middle and 11.8% in the high school. And then in math again, we had some some great math improvement, double digit growth in this the elementary and again above the state averages and reading in math. So next month the principles and special and director Brown will be here to talk about how we continue the momentum. >> Excellent. Thank you Andrew. Any questions? Any board members? Excellent work. >> Good job. >> Yeah, it's fun to come back with those, isn't it? After all that hard work, >> it's our are I mean, Andrea has >> the rewards. >> Yeah, Andrea has given a lot of the credit to the staff because they are they're the ones in the trenches doing it. Um, but I know you you don't see it, but she is pushing so hard behind the scenes. She's pushing the principles. Um, >> just a lot of a lot of a lot of this a lot of this work is is happening because of Andrea. So, balls rolling. >> Excellent. >> Thank you. >> Thank you. >> Yeah. Move on. >> Yeah. No, no, there isn't. But let me >> Anything else from board members? >> We'll move on to D2 Wellness Policy Review. >> Okay. So this is so this is not a policy per se like a board policy um but our um basically it's it's it these are the people that are part of it um and we we look at how can we improve wellness if you will in the school. So I mean in many of your work in in many of your workplaces there's probably a wellness like we try to have people walk and you know eat healthy and things like that. It's just a little bit different in a school. So, I'm I'm just going very high level here. So, things we look at are school meals and food service, um, excuse me, physical education and physical activity, like what, you know, how much time are we going to give for recess and to ensure that kids have that every day, health education, health services, um, and health office services, um, mental health and emotional health support. And I think that's it. and that's it. So, please take a peek at this. The reason it's on the agenda is because I need to make the plan public and now having it part of a board meeting, it's public. Anyone in the public can go back and look at it in the in the meeting agenda. There's really nothing that you need to do. It's just me reporting on it. So, you're going to see this um periodically, but this was part of our um we developed this. This was a new requirement as part of our you may have heard me talk about our our food service um audit that we had last year. So, we needed to have this as part of our food service audit. And now you're seeing the fruits of the labor. And that's it. >> Any questions from board members? >> Okay. We'll move on to D3 policy 707, transportation of public school students. >> Okay. >> Okay. So, um, Shelby, Josh Spencer and I met last was this two Thursdays ago, maybe two Thursdays ago. We met for two and a half hours. And coming up on the agenda is the the all of the policies that we looked at, but this one's policy 707, um, which is our current, um, transportation policy. Um, there was just some I think there was some appetite from the policy committee like we need to have a discussion or at least start a discussion um from um the uh for the whole board. And basically where the discussion um maybe lies is is in is in uh is it eligibility? Where is it here? Sorry. um is kind of in this in this restrictions area. Um and and potentially fees if we if we I we're not recommending going down that road, but um right now our policy reads our this is this is the updated one, but our current policy before tonight reads that we will not bus students two miles if if you live within two miles of school. That's what the policy says. Our actual practice is um we don't bus a mile from school if you live on the Young America side of town. If you live on the Norwood side of town, um you know, the the south side of 212, we do bus you. Um, all K all P5 students are bust. But when you the Walkers on the on the Young America side of town start at sixth grade. That's that's kind of u what it you know what what our practice is. At the bare minimum, our policy should be updated to reflect our practice. As uh we got discussing um and I'm I'm just setting this up and then the three of you can just tee it off here. Okay. as we got to discussing um there was there was discussion about the Norwood side of things. Why don't why do we bus on the Norwood side there? You know, since the policy was written uh however many years ago, um the underpass has been put in um uh there is a belief that um you know at at gosh at Faxon, which one's Faxon is that one? >> McDonald's. >> McDonald's at Faxon. there's a stoplight, there's a semi-f there, and at Quick Trip, there's a there's a stoplight there. So, even if even if students don't want to go to the underpass, um they they there's um stop lightss. Um a board member that shall not be named in the meeting said, "Well, Tim, kids are walking to activities at school all summer, you know, and there's not busing." And that's and that's kind of that kind of cut to the quick real real uh fast in the meeting. and and it was just decided, hey Tim, can you get some maps? Can we find out exactly how many students uh we're talking about? I don't have that data yet, by the way. Um but I do have some maps of where a mile is, where, you know, and and so on so forth. So, um Shelby, Spencer, Josh, I kind of set this up and I'm just going to take a step back and let you guys talk a little bit. Well, I think that it would be a big change if we decided to, you know, make all the same on both sides of the highway. And so, I think that we really felt strongly that we didn't, the three of us, four of us didn't want to make that decision without input from the whole team. Um and and that was the big thing was what is the practice that they're doing during the summer and what is do they have a safer option than what they did originally when this was originally done. So if we're changing it the conversation was maybe we want to take a look at it and see see where we're at. Did I sum that up? Okay. [Music] >> Yeah. So would your like are you saying like to change it as far as if you live within a mile on either side? >> I guess my thought with that is I I think that's okay. But I would say like as a parent and I have we do live on the other side. Um I don't allow my kids to cross at the stoplight because I have seen so many semi-trucks on it. They have to take the underpath and let them go. I would say that we should be calculating what the distance is with them taking the underath. >> Yeah. Is it a radius or is you know what I mean? >> So, so he he Well, that's I that okay, I can't answer that question right now. So I think what you need to do is like give me some guidance and I can find those things like is is it because if you just do a radius so I will I will say talking to Luke >> um like if you just did a radius the um what's the what's the front part of the preserve that that one that's kind of across um is it the metal is it that front that front part it's like I can't remember the name of the street now off the top of my But it's that like not at the original preserve entrance, but the one that's closer to 212. Is that Meadows? >> Meadows. >> So like half of those if you just did a radius, half of those homes would be included. But if you put there if if he because he pulled up >> I know very scientific he pulled up a onyx or one of his hunting apps and he kind of and he kind of did it through the little pathway through the through the marshy area there >> and it ends up being like 1.2 miles. So he's like if he's like if we act if we plug in what they actually have to do he's like then that then those people would get bust >> you know >> there's just a difference between like if you looking in like Edina or Bloomington where >> the kids can literally just walk straight to school down blocks or here where you're you're having to go around the marsh you're having that that's the only thing I would >> I think and like the life quick trip that's so it's so inconsistent I I mean, in one minute it's, you know, that it's barely any time to walk to the other side. That's a real >> push. Yeah. Even when you're pushing like the walk. I mean, it's Yeah. I And I know that that's a whole that's a whole another issue to be dealt with. But like just like for like I tell my >> if you're going to walk, you're taking the other >> and but I don't have a problem with doing it either. >> And that's why, you know, I like to know when this policy was put together because I know the sense that underpass. you know, we spent the city spent millions of dollars, you know, to get that done or I don't know how much we had to pay, but >> I don't recall ever talking about this. >> So, so it originally the policy was made in 1995. I >> I don't I could go back and look at the revision, but >> I think like 2008, something like that was the last time that this one was looked at. So, we have not looked at it. >> We have never had this conversation. one turn before you and I don't recall ever having this >> and it's the houses that are you know so you think of if we're going to bust somebody right across from Dairy Queen now we're driving a bus to that person that's closer than right >> how many people that live you know three blocks up the hill they got farther walk than you know they can take the underpass and they're they're at school still in time you know in a quicker fashion but yeah it's something that I think we have the underpass we can never control kids if anybody body drives it through that in the morning after a fresh snow, you're going to see tracks. You know, just the way kids are. >> I think too though, like using the argument that like kids walk in the summer, there's a big difference between asking your kid to walk a mile and a half in the summer when it's 70, 80, 90 degrees than it is when it's >> 10 degrees or 10 below. Like I think that's kind of you know and you can't say okay well during the winter we're going to bug you know so but I think a mile >> so >> that's not really >> Can I respond to what you just said there? So I think another thing to keep in mind is just the the sunlight >> like in the winter as well. But when you you just said well we can't have a winter busing. I've called around. GSL has a winter busing. >> I don't know how they do it. I mean but they >> Yep. Something like that. They have they have a >> they have a winter busing plan. >> I mean, I guess it's something to look at. It sounds like it would be cost more in like logistical. >> It could it could. It could, but I'm just I I just I feel like it's my job to put it out there. Another district that neighbors us does. So, >> we are picking up all elementary. >> We Yeah. So, regardless, we have picked up all elementary this >> February. So, this is just >> to 6th through 12th. So then one thought was if we like the high schoolers, let's say they get on in the morning and they would get dropped off at elementary, then from there they're not getting bust over here. You know, to me, I think you could maybe make some work in the morning, but after school when they're out earlier, they're going home. You know, there's kids sitting in school now till 3:30 waiting to get busted home when they could have been home already because they're sitting at school >> waiting at, you know, granted if it's 20 below, I get it. But if it's nice, they're sitting at school now, you have to have somebody chapter running them >> because they're messing around in in school and there's other factor that go into it there. >> That is true. There there there are students that So basically what happens is some out of town some I'll just say for country kids wait in the back of the middle school for one of the elementary >> bus routes to be done to pick them up >> young America routes to be done and then they swing back and and pick those kids up which is which is part of the reason why we don't have why we don't put the Young America kids that could that currently walk on a bus because that route is about 11 minutes and it add it would add about on the backside about 20 minutes to the last person. So our our average we try to get kids off the bus within 50 minutes or so, but our longest our longest route is about 50 55 minutes. It's long and that's going down to like past Green a little bit. So, but it's not just right there. There's >> Yeah, >> there you know there's houses, you know, off of country roads and whatnot. And couldn't we have stops where it's, you know, I don't know. We have to figure out. I think to me the after school thing is the issue more so in the morning because they're all at home, right? So it's just a matter of >> if you pick a spot, it's uh the Young America ballpark. We're going to pick you up in right field and whoever's there that covers X amount of blocks. If you live in one of those houses, that's your spot. And if we don't have as many stops, but do it more, >> I don't know, centralized if you pick spots. And if you're on it, you're on the periphery of stops. Mhm. >> Cuz you're you're going to have that a problem in neighborhoods. So that could be a real tricky thing. Like if you let's just use that preserve one as an example. >> How would you say, "Okay, kids, you live on this side." >> No, you'd have to just do the neighborhood. So there could be some work, some data that you're going to have to gather about >> how it affects some neighborhood stuff. >> So the I I will tell you the preserve I know um is our largest. Like we have one bus that that picks up all the kids there. Um, we've had to go to an 84 passenger bus. Um, it's it's our largest it's our largest route. It's our busiest. >> See those splitting. Okay. Half the house gets to ride. >> Um, I wouldn't necessarily recommend that. And and I like Emily's thinking of like how are we going to calculate it? Um, what I heard you say is calculating by an actual not a radius per se, but an act an actual walk. I I think that's the way Luke the bus uh or the transportation director would like to do that. Um >> because there's no direct route to the school from the preserve either, you know, because you still have to go around, you know, and you got to walk. >> Yeah. I mean, it would be different if there was >> just, you know, housing all the way there and the kids just follow the block, you know, but there isn't. >> And Tim, one of the things that we just as we talked through it, right, is you know, if we got to a point where we had to add a bus route, 65k. >> Yeah, it's about 65,000 bucks >> to to add a route >> current in current prices. >> So that's, you know, just one of the constraints that we have to work within is if we got to a point where we split things in a way where we need to add routes, we're going to be adding, you know, a decent amount of cost into the the budget, too. >> Yep. So I think I'm hearing some data collection for you about like numbers affected breaking it down by what is actually that radius of a mile right of how to walk to school safely versus the as the crow flies. >> Um what other data would we like him to kind of gather related to that? What about like the um the number of students who should be on each route, you know, like are >> like like to your point of like in the even if it's the evenings that like kids could walk home, kids in the middle school high school have like activities, is there options to >> condense things in the evening so that we don't have to send another bus back or put you know what I mean? I don't know. I'm just >> potential versus actual writership. >> Yeah. >> And I know that that's hard because like what happens if something's canceled and then now all there's all these kids that need to but like >> I don't know. >> Yeah. Then you have two houses sell on a street and there was 10 kids that just moved in and pulling over. >> Yeah. Because that's a good problem. >> Yeah. Yeah. Exactly. >> Conversation. >> Three of us are out there. I'm teasing. other things that you want me to um collect for you and report back. >> Give me some data of districts that are in similar um situations to what they do. I'm just >> because I'm familiar with Bakon a little bit, but what do they do with the people across from five >> over there that go to the middle school and high school? >> I I couldn't speak to that. So, what are some data of what other districts have done >> and also is is is >> and what's a typical distance? >> Yep. So, I'm >> how do they calculate it? I'm just picking up on one thing that you said is is is one of the issues 212 like that just what that highway represents I mean and and not represents but just it's four lanes it's and and >> quick moving traffic historically growing up here it is a highly emotional >> Yep >> road going four lane how much is that going to pick up too >> yeah but >> it carries some emotion to it But I I guess my point is is when when I'm asking around with other districts, Gleno is probably a good is a good barometer and and like what does Wakonia do in round five? >> Yeah. I'm trying to think what other there's got to be other 169 Bel. >> Yeah. >> Yep. Bel or Jordan. >> Yeah. >> May not really be a good one because everything on the other side is all >> that far. Yeah. I suppose that's a good >> Yeah, it's tough. Highway 15. >> It's small. >> But as they get older, I mean, you got to trust your kids to be able to go bike to a friend's house or do whatever. We have the tunnel. I get it. Kids might not use it. My kids don't always use it, >> but at what age? And it's, you know, where we can change this to accommodate those that are not getting picked up when they're on the America side that are 3/4 mile away. Yeah. >> I think that though the problem is that I don't like it's not that I don't trust my kids. I don't trust the drivers on 212. >> But my kids can't get out of the way >> for the underpass. We got to trust our kids to use the safest road. Like in GCO they have a walk path. It's not for vehicles. The only they do is walk across it. >> And I know the underpass they just brought up the lights were just finally working in there. They work the lights in there work forever. And that's also an issue too with the city where they have to keep them, you know, so it's lit up because you want >> Yeah. Especially in January >> you know there you know 6:00. >> Can you get some more information about seg winter busing and the logistics of that? >> Thank you. >> I know we uh you said earlier you didn't really want to have this as an option, but what districts also charge? >> You know, if we're going to add another route, we can add routes, but we're going to have to pass. I mean, we got to figure out a way if that's the issue and it's going to be another 20 bucks a year. Sign me up. I'll do it. You know what? I don't know what the number is, but that would be something also. >> So, I can speak I I spoke to the smaller group just about my experience. Um, so I don't live in the district. Um, I live in the Monsu district and they have a very strict busing policy that basically if you're within a mile you walk but if you live if you are within one to two miles you have the option to get busing. And I'm not saying that this is what it should be but they charge me 400$460 $470 a kid. We pay about $950 a year for busing for my two middle schoolers. >> Wow. And it's like you really that or you or you have your kids watch >> equity that we don't want to necessarily get into. I don't know. >> I don't disagree. And I'm not I'm not recommending that like that is the worst trick that every single year. Um but that's but that is what they that is what >> how do they do that for ages? Is it certain ages that just if you're over a mile you got to pay it doesn't matter if you're >> or you can choose to walk. >> But I mean is it first grade all the way through or do they pick up elementary? Um, so kindergarten kindergarten is bust every because they have kindergarten centers. So it's like so it's 1 through 12. Yeah. So we've been paying that for >> Yeah. eight years. >> Is the issue with um you know needing to add more another bus or whatever. Is it um number of kids on the bus or number of stops? Like is this number of stops what is adding too much time or are buses at max capacity? I want to clarify one thing. I don't think we're saying that we need to add a route. >> No, no, no. If we were to allow more students on the bus. >> Okay. >> Yeah. Are we at capacity for all of >> adding stops >> or would to get a bus back faster to get the kids out into the >> Okay. I think I Yep. Um >> could could we say this this whole circle stops here? This whole neighborhood stops here. If you're past on Norwood, you have to walk. Yeah. A couple blocks, >> you know. So, you block a block. At least we got you across this. We got you across 212. >> Yep. >> Adding stops. >> Just I just throwing down street's got like six stops. >> Yeah. >> Central Point. >> Yeah. They might have to walk a half mile, but they're all one spot. They all get on >> like everyone gets on at my house. Luke's got some homework >> and we got stop bus and they all come in when it's cold and I'm totally like you know but like everyone just comes from all around >> we >> but then that's also help with the fairness for the young America side at least if you had hubs >> then you know yeah you're on the other side picked up but you have to go back to I don't know Elm Street if you live right across the highway it's your choice but it's getting picked up on Elm Street because you're going to walk four blocks or whatever >> regardless. Yes. >> Okay. Let me let me let me So So I Let me No, these are good questions and and I think this what you're hearing tonight is why the group of three were like, "Okay, we need to just bring this back to everyone." So I'm going to have Luke work on it. I will try to have something back for you next month. If not, it'll be two months. So let me uh let me get some data. >> I would assume we would be talking about implementation in next school year. So >> Oh, this wouldn't be something for like no year. We're not doing this. No, no, no, no, no. >> All right. >> All right. >> Okay. >> Anything else? Shelby, you had something. >> I mean, I think it's tricky, too, because >> doing the things that we've just talked about, different options, is going to create more work. >> Yeah. >> For someone. So, I think we have to like really weigh it, >> right? >> Yeah. >> But I think we've also like just described bus stops. That's what we were just describing, right? You take the city bus anywhere like it that's what you do. You go to the go to the bus stop. >> So that like the >> the concept is not is not foreign but yeah it's gonna >> create some numbers of kids. >> I'm just not sure if you like people really don't like a lot of change. >> So >> yeah. No, it definitely will. >> I'm just I'm I'm envisioning the phone calls and the conversations that are going to go on on the other big change. I will just send them a video of this >> or it >> we have a lot of lessons a lot of factors to consider a lot of >> it's all about the safety of kids priority so it's like exactly that's >> yes >> okay >> and yes yes >> okay >> all right I'll move on >> good discussion >> to the operational items E1 consideration of the CA20 527 contract. >> All right. Emily Troy. Um Spencer, you want to say anything? >> No. I mean, we recommend that that we approve this contract. Teachers have it was it was really great negotiation. Um just such a different atmosphere this year and we really appreciate the teachers and um that were, you know, part of the negotiations. Um >> yep. We think it's a fair it's a very fair contract >> and uh I think one level of evidence is the vote and and the CA president won't ever tell me what the exact vote is which is fine but it was it was overwhelm an overwhelming majority of of our teachers voted in favor of this contract which is I think we think it's fair they think it's fair >> it fell within our parameters y felt good >> I think we came away with a couple of good things to collaborate on that were complex issues that would have been hard to nail out part of this contract negotiation that we're going to work together on moving forward to find something that works for for the district and the teachers >> I think the workshops down the road was a big thing >> so so on that so one one thing that um Spencer and and and Troy are referring to is just some retirement benefits that came up we actually have our first meet and for on Thursday. So, uh the agenda item for that I put out to them is like what are our goals around this retirement thing so that and who who are going to be the members of the team. So, that's where we're starting and that's going to start on Thursday. So, we'll see where we go from that. But, >> all right. Any other questions? >> I'll make a motion to approve. >> Motion by Proox. Is there second? >> Second by Charles. Okay. Any other conversations, questions? >> Yep. Uh, yep. So, you have to abstain >> and you have to abstain. >> I was just going to say that. >> So, um, hold on. Let me let me do this here for a second. >> Here we go. >> All right. Any other conversations? All those in favor signify by saying I. >> I. Motion passes with two extensions. We'll move on to second reading of policies. These are all for approval, correct? We do not have to go one by one. >> No. Uh you you can see them on here is so so no joke though like um our policy we met for two and a half hours. It's so we here they all are >> these are all just kind of basic red line statuto. So the things you got it and so things that uh if there was um something that that was controversial we I mean we discussed in depth maybe a dozen of them otherwise the other ones were kind of updating things with legislation. So >> comments or questions anything from the policy committee about that >> hearing none I'll make a motion to approve the policies as presented. >> Second motion by Aishan second by Kelly. Any other conversations? All right. All those in favor signify by saying I. >> I. All those opposed. Policies are approved. >> Um, bear with me. >> Look at them all. >> Okay. Capital Okay. Uh, go ahead. Sorry. >> Um, E3 is the capital Oh, capital fund transfer. >> Yep. So, >> fund transfer. >> So, we've got a couple We've got three fund transfers and I'll just kind of talk about them. So, it looks like this. It is a resolution uh chair is >> but for this one uh it shows a capital transfer of $70,000. There's another one out of LTFM that's a transfer. Those two things is our debt service for our um for a bond that we did. So part of how we were paying for the bond is we we we took some money out of capital. We took some money at LT LTFM. We got a chunk of money two years ago up front and and these are I want to say one is a one is an eight-year term and one is a six-year term. So these are just this is something that you're going to see well our auditor this year wants us to do it this way. So we're this year we're doing this year we're doing it this way. So it is a $70,000 fund transfer, permanent fund transfer and and as I zoom in here it's from the capital to debt service. So it's so it has to be a a roll call. >> All right. >> Y >> I'll make a motion to approve the capital fund permanent fund transfer as presented. Second motion by Aishan, second by Pearlbox. It is a resolution. But before we move to that, is there any other conversations? All right, we'll start with Crayals. >> Hi >> Kelly. >> Hi >> Vince. >> Hi >> Robox. I >> Ericson. >> Hi. >> Resolution passes. Moving on to E4 consideration. Oh, >> sorry. N made bear with me. >> Just consider that everybody for a second. Okay. >> Save action. Okay. Um >> the board loving me. >> Oh, I I did I have to do it because it's in this order. I I ordered those poorly. Um Okay. Because there's three there. Yeah, there's three there's three. I I must have added those differently. So, >> forgive us. >> Um, okay. Uh, this if you look at our board calendar, um, this is the month that we always do our uh, preliminary levy certification. And I'm going to come I'm going to come to the to the end first here. Um, the recommendation um, always every year is that we levy the max because this is the this is the only time we can levy the max. We do this all again in December uh when we have our truth and taxation meeting. This this amount basically sets what goes out on the tax forms. So uh so that's the ending. Now I'm going to give you the nuts and bolts. So uh we are providing an overview for the proposed uh property taxes for payable 26 for fiscal year 27. We collect the taxes um uh like a a year in advance and and um I'm going to review significant changes. Uh this is >> stay in the car. Uh this is the the preliminary amount. Um like I said, the the december 15th is our truth truth and taxation hearing. This is when members of the public can come voice any concerns that they have about taxes and um we can listen to them. But we have to have something certified by December 30th for um by law. It's it's probably the biggest thing that you do as a as a schoolboard member. So um what are the factors that that drive any tax changes? Um I'm not going to read this to you, but uh state level decisions. So any increase from our um the state formula any increase uh in in like property values um anything deter uh issues determined by voters. This was these were in from 2019 to 2021 we had some pretty significant tax increases but those were all voted on by the citizens of Central Public Schools. And then um any uh so uh like real estate the real estate market actually does play a a pretty significant role which doesn't impact or isn't determined by any of us um but it but it impacts what we do. So, um, our I I can tell you that, um, when we took out our bonds and did some of our, um, some of some of that work, uh, for the building project, we are anticipating 2% growth, um, um, of our property tax of our of our anticipated net tax capacity, ENTC, which is the valuation of all of our properties. Um, we've grown by about 12% since we've done that. like uh our our property wealth um even though that's not money in people's pockets, our property wealth is growing a lot faster than than what we anticipated um even just a few years ago. So uh we are certifying in 2025 the taxes that people are going to pay in 2026 for the fiscal 20 fiscal year 2027. >> I know it's convoluted. We are we are where are we? We are right here in the in the in the process of the whole um budgeting uh budgeting process. Um um okay. So what does it look like? Um so I I would like you to really look at this from a three-year standpoint. That's why I put this on here. Um so I'm going to start in fiscal year um uh fiscal year 25, which was the 23 24 um uh levy. Our general levy was $2,820,000. Last year, for some reason that I still honestly cannot figure out. Um, we qualified for a lot more state aid, which was basically um I know it's all taxes, but it's it's taxes from everyone in the state that comes into our coffers rather than just local property taxes. Um, so our and I don't know if you remember me saying this, like our our levy went down what whatever it was, you know, um 40 what is that about 40 $35,000, but our actual revenues went up like $400,000 because we qualified for more state aid. This year we didn't qualify for as much state aid. So, we are almost I mean, we're up a little bit more, but um um um we're we're back in the I would say we're back in the range that we were 2 years ago. Um it's up a little bit from that, but there's a net increase of $112,000 uh which is a 4% increase. Our community service fund, don't freak out about this 8% number over here. Um it's a net of $12,000. That's like I'm I'm not joking when I say this. this this community service fund um probably accounts for nine cents of taxes per household per month. Um but this is um we have a specific levy for child care that we that we qualify for again. So we're going to levy for that. So basically um the increase is due to um a levy for uh children with disabilities that access um uh kids call after school. We we have some monies that we can hire special aids and things like that for them that so they can access that debt service. Um this this is our debt on all of our bonds. Um and that that is going up about 4%. So net total it's about a 4.15% and we will um we we still can tinker with this between now and and December, but this is kind of what it's looking like as of right now. Um next steps. Um like I said at the beginning, um administration recommends that we adopt the maximum proposed levy. Um we can act on the final levy in December uh of this coming year and we will have the taxpayer opportunity to to talk to us about it. Um but that is our that is our recommendation. >> So Tim, that would be 4.15%. >> Correct. This number right here. But this this breaks out where that's coming where each of those are coming from and and the biggest so this debt service um there is a I mean there's an amateurization schedule. We really don't have a we don't have an option with that one. Um not that I would recommend that we have an option. This is the one where we could levy for less on some of this, but I I'm not recommending that because there is a lot of uncertainty um with the legislature coming up um particularly the second half of this bienium >> and we've we've talked about uh improving the health of our general >> fun and and and I am I am anticipating that you are going to see um we we are just about done with the audit. we are we are going to see a little bit of a a a healthier fund balance um this year. So that's that's okay >> just kind of a sneak peek into November. Not done yet though. >> Okay. >> Any other questions? Got it. Well, that >> move to approve >> the maximum >> the maximum levy amount. >> Motion made by Erikson. I can second that. I think I've been talking a lot. Let's do one. >> Do it. I saw him wave and nod. Any other conversations or questions? All right. All those in favor signify by saying I. I. All those opposed preliminary levy set. >> Thank you. >> Looking at E5, food service permanent fund transfer. This is the other. >> Yeah. So there's two more. So this one is not part of our debt service. Um but as we did our as so sorry, let me So you remember last year we had our food service audit. Uh they are saying one basically one thing that we paid for out of like there is one piece of equipment that we paid for out of food service that um they say we can't pay for out of food service whatever. So now we have to pay back our general fund um uh the the to the food service thing. So this is a this is a resolution um um where whereas the department of ed determined a permanent fund transfer was needed so to to make it right. So um we are requesting this permanent fund transfer. Hold on let me get this one. >> This is no this is so so this is through so MDE came in and they they looked at all of our books. all of our food service things. We There was a there was a a milk chiller that we purchased out of food service funds that they said, "Nope, that one won't I know it's that was our um that was our uh take as well." Um so there was a milk chiller, like a double-sided milk chiller that we bought new that they said, "Nope, that one will not qualify out of food service funds. You need to pay for that out of general funds." So now we have to pay back that chiller was 16,000 bucks. So now we have to pay it back. That's and that will make us right with MDE. >> I know >> questions. >> Move to approve third service permanent fund transfer. >> Motion made by Probox. Is there a second? >> Second. >> Like Ben. All right. Any other conversations? All right. It is a resolution. So I will start with Ericson. >> Hi. >> Kger. Hi >> Robox. >> Hi >> Aishans. I Benz. >> Hi >> Kelly. >> Hi >> Kra. >> Hi. >> Resolution passes. >> Oops. >> All right. >> And the last >> last one, capital projects, permanent funds transfer. >> This is this is the other half of that um of the debt service for our for our bond. So, I don't know if I need to say anything more than that. >> Any comments, questions from board members? >> Move to approve capital projects permanent fund transfer. Motion P box. Is there a second? >> Second. >> Second by Kelly. Any other conversations? All right. It's a resolution. So, we'll start with Crayles. >> Hi. >> Kelly. >> Hi, >> Ben. >> Hi. >> Ein. Proox. >> Hi. >> Kger. >> Hi. >> Ericson. >> Hi. Motion passes. Our next I think the last thing is our next board meeting is October was it 27th? I can't remember. >> Six o'clock here in the boardroom. Anything before we entertain a motion to adjourn. >> One more thing um with the steps is that something we get a price on just to see how much that is for the boiler. >> Uh we can I mean it it's going to be about 70,000 bucks. I know it was $70,000 when they were here. Okay. >> So it'll that's ballpark. It just be nice to get that going later. >> Yeah, >> I I don't disagree. >> Yes, >> maybe that's why we never put in. I'll never >> never know again. >> Um I will make a motion to adjourn our regular board meeting. Is there a second? >> Second. >> Motion by second by Proox. Anything else for the good of everyone? All right. All those in favor signify. Signify by saying I. >> I. All those opposed. Meeting is adjourned. Thank you. >> Yay. >> All right.