[00:00:04] >> ORDER. TRUSTEE GINGERY, LEAD US IN THE PLEDGE. [A. Call to Order] >> I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL >> I WOULD LIKE TO MAKE A STATEMENT. OUR MISSION IS TO ENSURE THAT ALL STUDENTS HAVE THE FOUNDATION FOR SUCCESS AND CHALLENGE TO REACH THEIR FULL POTENTIAL. THAT WILL MOVE FOR THE APPROVAL OF THE AGENDA. [B. Approval of the Agenda] >> I SO MOVE. >> SECOND. >> THE MOVE AND SECOND APPROVE THE AGENDA AS PRESENTED. ALL THOSE IN FAVOR, PLEASE SAY AYE. >> AYE. >> OPPOSE? SUPERINTENDENT'S REPORT. [C. Superintendent's Report] >> THANK YOU, TRUSTEES. MY COMPUTER IS RELOADING, SORRY. THE CELEBRATION THAT I WANTED TO TALK ABOUT IS WHILE MOST PEOPLE ARE ON VACATION, WE HAVE A LOT OF PROJECTS HAPPENING IN THE SCHOOL DISTRICT, AND THAT'S ONE OF THE MOST FREQUENT QUESTIONS I GET IN THE SUMMER IS, OH, YOU MUST LOVE HAVING ALL THIS TIME OFF IN THE SUMMER. IT'S DIFFERENT [LAUGHTER]. NOT THE CASE. BUT WE WANTED TO THANK 122 AND WHOLE FOOD RESCUE AND THE FUND FOR PUBLIC ED FOR TAKING OVER MEALS. IT'S REALLY INCREDIBLE, THE NUMBER OF MEALS THAT HAVE BEEN SERVED, AND HOW THIS COMMUNITY RALLIED WHEN WE LEARNED THAT THE PROCESS IN WHICH WE PROVIDED MEALS IN THE PAST WAS NOT GOING TO BE ACCEPTABLE TO THE STATE THIS YEAR. WE REALLY APPRECIATE THIS PARTNERSHIP, AND IT'S A REAL TESTIMONY TO WHAT THIS COMMUNITY CAN DO AND HOW MUCH THIS COMMUNITY CARES ABOUT THE SCHOOL DISTRICT AND OUR CHILDREN AND OUR FAMILIES. BIG THANK YOU TO OUR COMMUNITY PARTNERS. I ALSO WANTED TO HIGHLIGHT THAT SUMMER SCHOOL IS THE SESSION AND OUR NEWCOMER PROGRAMMING FOR STUDENTS LEARNING ENGLISH WILL BEGIN IN AUGUST, AND THAT WILL INCLUDE OUR EARLY CHILDHOOD PARTNERS. BUT WE'VE HAD A TREMENDOUS SUMMER WITH THE PARED-DOWN SUMMER SCHOOL, BUT THAT IS IN FULL SESSION. WITH THAT, I GO INTO THE DISTRICT LEADERS REPORTS. IF THERE'S ANY QUESTIONS THAT ANYONE HAVE? >> TRUSTEE GINGERY. >> JUST REAL QUICK. MR. CHAIRMAN, I UNDERSTAND THEY'VE ORDERED THE PART, BUT WE JUST REVIEW WHAT'S HAPPENING AT THE MIDDLE SCHOOL AND HOW THEY'RE GOING TO GET THAT ALL FIXED. >> YES, THANK YOU. WE HAD A BURST PIPE IN THE SYSTEM AT THE MIDDLE SCHOOL, AND SO THE GRASS LOOK SO GREAT. >> THE IRRIGATION SYSTEM? >> YES. >> OKAY. >> THE PART HAS BEEN ORDERED AND IT WILL BE INSTALLED ON FRIDAY, AND THE PLAN IS FOR OUR TEAM TO HAVE THE GRASS LOOKING GOOD AGAIN AT THE LATEST BY THE TIME SCHOOL STARTS. >> ANY OTHER QUESTIONS, COMMENTS ON THE DISTRICT LEADERS REPORT? FIRST, DR. SHABIN, I JUST WANT TO THANK EVERYBODY IN THE REC WORLD. THE BATHROOMS I'VE SPENT. KRISTEN AND I'VE SPENT A LOT OF TIME AT THE BASEBALL FIELDS RECENTLY; AND THOSE BATHROOMS ARE SPOTLESS. IT'S A HUGE IMPROVEMENT. THEN LET'S SEE WHAT WAS THE OTHER THING. WITH THE TRANSPORTATION CENTER, NEXT MONTH WE WILL BE HAVING A VOTE ON THE NEXT PHASE OF APPROVAL. CAN YOU JUST REMIND US WHAT THAT APPROVAL IS? WE'RE RIGHT NOW AT A 35% DOCUMENT DEVELOPMENT OR? >> ON TRANSPORTATION. >> OH, IAN, SORRY. >> IT'S THE 35%. IT'S THE NOTICE TO PROCEED TO GO FROM 35% TO 60% DESIGN. >> JUST KEEP ON TRACKING. >> KEEP ON TRACKING. >> YOU'LL UPDATE US ON THE MERCER? >> YES, I WILL. >> OKAY, THANKS. THAT'S ALL I HAVE. >> THANK YOU. WITH THAT, DR. CHRIS AND HIS EDUCATIONAL MOMENTS. [00:05:03] >> GOOD EVENING, MEMBERS OF THE BOARD. THIS IS A TOPIC TODAY TONIGHT THAT I'M REALLY EXCITED TO PRESENT TO YOU. I WOULD LIKE TO TAKE A LITTLE DIFFERENT APPROACH THAN WE'VE DONE HISTORICALLY TO GIVE THE BOARD SOME TIME TO DIGEST A LOT OF THE DATA WE THROW AT YOU. SOMETIMES I FEEL LIKE WE TRY TO PRESENT A LOT OF INFORMATION FOR YOU, WE SHOULD. YOU NEED TO KNOW WHAT'S HAPPENING IN OUR DISTRICT, BUT I ALSO WANT TO MAKE SURE YOU UNDERSTAND WHAT WE'RE TOSSING AT. WE'RE GOING TO TAKE A LITTLE DIFFERENT APPROACH TODAY AND THEN FRAME THIS AS PART 1 OF OUR DATA REVIEW. THEN IN AUGUST, PENDING ONE OF THE TESTS WON'T BE EMBARGOED BY THEN, WE'LL HAVE AN UPDATE FOR YOU ON THE 2024 MOST RECENT DATA RESULTS. TODAY, WE WANTED TO GIVE YOU A A HISTORICAL LOOK AT DATA. GOING BACK TO 2019 UP TO '23, WITH A COVID LINE DOWN THE MIDDLE, SO WE HAVE SOME CONTEXT OF WHERE WE'VE BEEN AND WHERE WE ARE. THEN AGAIN, NEXT MEETING IN AUGUST WILL BE PART 2, WE'LL BRING YOU UP TO DATE. YOU HAVE TIME TO ANALYZE AND EVALUATE WHERE WE'RE GOING AS OPPOSED TO A ONE SHOT SUMMARY. THE THREE POINTS THIS EVENING WILL BE SOME STAFF SURVEY RESULTS. THIS YEAR, WE MADE IT A VERY CLEAR INTENT TO ASK OUR STAFF WHAT THEY WANT, WHAT'S WORKING. IT'S NOT WORKING. OUR RETURN RATE ON THE SURVEY WAS AROUND 98% WITH ALL OF OUR CERTIFIED TEACHING STAFF BEING THE PRIORITY BECAUSE IT'S TEACHING AND LEARNING SURVEY. WE'RE GOING TO SHARE SOME DATA AROUND THAT. THEN AGAIN, AS I SAID, WE'RE GOING TO SHOW YOU A LITTLE BIT MORE THAN 2019. FROM '17TO '23, ACHIEVEMENT SCORES. STEPHEN HAS DONE A TREMENDOUS JOB OF PUTTING SOME DATA TOGETHER FOR YOU. THEN I WANT TO BE REALLY CLEAR TOO. SOME OF THE DATA AND THE RESULTS YOU'RE GOING TO SEE TONIGHT ARE TIED DIRECTLY TO SOME OF THE CONSENT ITEMS ON THE AGENDA, FULLY REALIZING THERE WERE SEVERAL CONTRACTS FOR YOUR APPROVAL. I WANTED TO BE CLEAR THAT THE LINK BETWEEN THOSE IS DIRECTLY REALLY TO THE DATA YOU'RE GOING TO SEE TONIGHT TO GIVE YOU CONTEXT. NEXT SLIDE. WE HAVE BROKEN THIS DOWN INTO THREE PARTS: ELEMENTARY, MIDDLE, AND HIGH. WE'VE TRIED TO KEEP IT VERY STRAIGHTFORWARD AND CLEAR FOR YOUR REGARDS TO HOW OUR STAFF ARE FEELING AROUND A VERY SPECIFIC TARGET THAT WE'RE WORKING VERY HARD ON OUR DISTRICT, AND THAT IS OUR ML LEARNERS AND THE HISTORICAL ACHIEVEMENT GAP WE'VE HAD IN THE DISTRICT IN TETON COUNTY. IT DOESN'T ADDRESS MLS, BUT MLS ARE A BIG PART OF THE GRAPHS YOU'RE GOING TO SEE THAT INCLUDES ALL OF OUR STUDENTS. BUT WE WANT TO MAKE SURE THAT WE BRING THIS TO LIGHT. HOW THIS IS LAID OUT AND INTERPRETED IS THIS IS THE TOTAL NUMBER OF LEVEL, NOT PERCENTAGE, SO IT EQUALS FOR THE TEACHERS. HOWEVER, THIS IS A PERCENTAGE JUST TAKES INTO ACCOUNT THIS PART AND THAT'S CONSISTENT WAY. THE SLIDES WE LAID OUT IN NEXT THREE OR FOUR SLIDES. FIFTY-FIVE PERCENT, I BELIEVE IT WAS VERY EFFECTIVE OR EXTREMELY EFFECTIVE IN REGARDS TO 62 TEACHERS AND SEVEN QUESTIONS. STRATEGIES WE SING TO ADDRESS OUR ML LEARNERS IN OUR ELEMENTARY SCHOOL. WE'RE GOING TO SNAPSHOT A GRAPH OF WHAT OUR TEACHERS ARE THINKING AND WE SHOULD KEEP THIS VISUAL IN MIND AS WE GO TO THE MIDDLE SCHOOL. NEXT SLIDE. THE MIDDLE SCHOOL, AGAIN, FROM ABOUT 29%. AGAIN, IT'S MORE SUBJECTIVE HOW THEY'RE FEELING ABOUT WHAT'S GOING ON IN THE CLASSROOM. WE HAVE ABOUT 16 TOTAL CERTIFIED STAFF. THIS SLIDE IS ON SCALE; OBVIOUSLY IT'S THE LARGER ONE. YOU SEE A DECREASE AT THE SECONDARY LEVEL ABOUT HOW TEACHERS ARE FEELING OF HOW THEY'RE ENGAGING STUDENTS WHO ARE HAVING TROUBLE ACCESSING THE MATERIAL. STUDENTS IN PARTICULAR. NEXT SLIDE. AT THE HIGH SCHOOLS, IT'S A VERY SIMILAR THING. WE LOOK AT FULL NUMBER OF STAFF WHO COMPLETED THE SURVEY, VERY EFFECTIVE VERSUS MODERATELY, 11%. [00:10:03] THIS IS NOT AN INTERPRETIVE GRAPH OF SAYING 11% FEEL LIKE THEY'RE DOING A GOOD JOB. THIS IS 11% OF STAFF SAYING, AM I BEING HIGHLY EFFECTIVE ENGAGING KIDS THAT STRUGGLE WITH ACCESSING THE CONTENT? THEY'RE GIVING US PRETTY BRUTAL HONEST FEEDBACK AND I APPRECIATE THAT. T'S A REAL LIFE THING TO DO. IT'S OUR JOB IN ES SERVICES TO MAKE SURE THAT WE PROVIDE THE SUPPORT TO TRY TO ATTACK HOW THEY'RE FEELING, HOW THINGS ARE GOING IN THE CLASSROOM. AGAIN, GOING BACK TO MY INITIAL STATEMENT, SOME OF THOSE CONTRACTS TIE DIRECTLY TO WHAT WE'RE LOOKING AT HERE. NEXT SLIDE. ALSO JUST FOR CONSISTENT UNDERSTANDING, AND I DID DO A BETTER JOB OF THIS WITH MY ADMIN TEAM IN TERMS OF LANGUAGE, EVERYONE UNDERSTANDING THE SAME TERMINOLOGY. WE THOUGHT WILL BE VERY IMPORTANT TO JUST GIVE YOU A COUPLE KEY TERMINOLOGY PIECES, JUST FOR COMMON UNDERSTANDING. CURRENT ML STUDENTS. CURRENT ML STUDENTS ARE STUDENTS THAT HAVE NOT PASSED THE ACCESS TEST. THIS IS THE TEST WE PROVIDE ALL ML STUDENTS TO CHECK THEIR UNDERSTANDING AND READING, WRITING. THEY HAVE A SCORE OF CERTAIN PERCENTAGE TO PASS. WE DO HAVE, AND YOU'RE GOING TO SEE IT IN A MINUTE, PASS RATE THAT'S CHANGED OVER TIME FOR OUR ELEMENTAL STUDENTS. WE'RE GOING TO SHOW YOU THE HISTORY OF THAT. HOWEVER, IT'S REALLY IMPORTANT TO NOTE, AND THIS IS WHERE I FEEL LIKE WE NEED A LITTLE BIT BETTER UNDERSTANDING DISTRICT-WIDE, IS JUST BECAUSE A STUDENT PASS THIS TEST DOES NOT MEAN THEY'RE READING A GRADE LEVEL. IN FACT, MANY TIMES THEY'RE READING MULTIPLE GRADE LEVELS BELOW THE STANDARD. THAT'S SOME WORK WE NEED TO DO WITH OUR STAFF TO ENSURE THAT JUST BECAUSE A STUDENT IS NOT IDENTIFIED AS AN ML STUDENT, THEY PASSED OUT, IT DOESN'T MEAN THAT THEY NECESSARILY CAN ACCESS THAT MATERIAL AT THE SAME GRADE LEVEL. THAT'S WHAT WE'RE SAYING IN OUR DATA. THE TEST IS ONE MARK. PASSING OUT OF IT IS A CELEBRATION, BUT IF IT DOESN'T YOU CAN'T MAKE THE ASSUMPTION THAT THEY'RE REACT RATE. >> SCOTT, I HAVE A QUESTION FOR YOU. >> YES. >> WHAT ARE THE NUMBERS WITH REGARDS TO ML STUDENTS IN ELEMENTARY VERSUS MIDDLE VERSUS HIGH SCHOOL. ARE THE COHORTS STAYING TOGETHER ALL THE WAY THROUGH, OR IS THE HIGH SCHOOL DEALING WITH MORE NEWCOMERS THAT ARE ALSO IN THE MIDDLE? OR HOW DOES THAT WORK? >> TOTAL NUMBERS, KATE. DIDN'T THAT COME UP? WE HAVE A TOTAL NUMBER FOR EACH GRADE HERE IN A SECOND. II SHOULD ANSWER THAT. IF IT DOESN'T, I'LL LOOP BACK. THE OTHER IMPORTANT PIECE IN WYOMING, WYOMING USES THE LOWEST THRESHOLD IN TERMS OF TESTING OUT. THE SCORE THEY USE IS THE LOWEST COMPARED TO ANY OTHER STATE. >> FOR ACCESS? >> FOR ACCESS TEST. WHAT THAT MEANS IS, THIS IS AN INTERPRETIVE STATEMENT THAT A LOT OF OUR STUDENTS ARE TESTING OUT IN OUR STATE, MAYBE THEY WOULD NOT BE TESTING OUT IN OTHER STATES TECHNICALLY, ACCORDING TO THE ACCESS TEST. AGAIN, IT'S A DATA POINT THAT DOESN'T GIVE US A LOT WHEN YOU TALK ABOUT A KID READING ON GRADE LEVEL. >> YES. THANK YOU, MR. CHAIRMAN. STATE, IS THE ACCESS IS THE CUTOFF? IS THAT SOMETHING WE CAN CHANGE OR IS THERE FUNDING CONNECTED TO IT THAT YOU HAVE TO GO WITH THE STATE CUTOFF? COULD WE JUST SAY, HEY, GET TESTED OUT FOR THE STATE, BUT WE'RE JUST GOING TO LEAVE YOU IN THE PROGRAM UNTIL YOU CAN GET TO A HIGHER NUMBER SO THAT KIDS AREN'T GETTING SERVICES SO EARLY THAT MAYBE THEY CONTINUE TO GET SERVICES LONGER UNTIL THEY SCORE A HIGHER ON THE DATA SET? >> IT'S MY UNDERSTANDING THAT THE STATE SETS THE CUTOFF AND WE CAN'T CHANGE THE CUTOFF. BUT ONCE A STUDENT DOES EXIT, THEY GO INTO A FOUR-YEAR MONITOR PROGRAM, AND WE CAN DO A BETTER JOB IN THERE OF MONITORING STUDENTS. THE CUTOFF FOR WYOMING IS SET AT 4.6. THEY SET IT AT 4.6 BECAUSE THAT'S THE MINIMUM REQUIREMENT FOR THEM THAT THEY BELIEVE FOR STUDENTS TO HAVE SUCCESS ON THE WY-TOPP. THEY SET IT AS THE MINIMUM [OVERLAPPING]. >> THEY'RE NOT PAYING US ANYWAY FOR THESE ELL TEACHERS SO WHAT DO WE CARE? SURE WE COULD LEAVE THEM IN THE PROGRAM. IF WE COULD JUST MAKE THE RULE, THE RULE WOULD BE SCORE 5.0 SCALE. I GET WHAT'S HAPPENING IS THEY GO INTO THE MONITORING. [00:15:01] THAT'S NICE, BUT THEY COULD STAY IN THE PROGRAM LONGER UNTIL THEY SCORE A HIGHER AMOUNT. DID WE GO TO EMAIL? IS THAT LIKE A NEW INITIAL WE'RE USING NOW? >> THAT ALSO WAS BROUGHT ON BY THE STATE. I THINK IT'S MORE INCLUSIVE BECAUSE IT'S MULTILINGUAL OR WAS IT MULTILINGUAL? YEAH, MULTILINGUAL AS OPPOSED TO ENGLISH LEARNER. BECAUSE IT'S NOT ONLY THAT STUDENTS ARE JUST LEARNING ENGLISH, THEY'RE LEARNING MULTIPLE LANGUAGES. >> WE GO TO SEE THAT THROUGHOUT EVERYTHING? ARE WE NOT GOING TO SAY ESL OR EL ANYMORE? WE'RE GOING TO SAY EMAIL? >> FROM THE STATE, YOU'LL SEE ML FOR PRETTY MUCH EVER YTHING THEY ARE SAYING [OVERLAPPING]. TERMINOLOGY. >> THAT'S ANOTHER SPECIFIC QUESTION BECAUSE THE GOAL OF THAT WAS TO BE MORE OF AN UMBRELLA TERM OF NEWCOMERS. NEWCOMERS SIT IN THE ML CLASSIFICATION, BUT IF YOU RECALL, WE USED TO SAY ELA 1, 2, 3, 4. WE HAD CLASSIFICATIONS. IT WAS CONFUSING FOR PEOPLE TO UNDERSTAND WHAT WAS HAPPENING, SO WE WENT WITH MORE OF [INAUDIBLE]. IT'S CONFUSING AS WELL, BUT THAT'S WHERE WE ARE. >> THE BACK OF YOUR CHART, THERE SEEMED TO BE TWO DIFFERENT NUMBERS YOU WERE DOING. ONE SEEMED TO BE THIS QUESTION OF, IS THE STRATEGIES WORKING? THEN YOU SEEM TO BE ASKING A SECOND QUESTION OFF TO THE LEFT, A, WOULD YOU LIKE SOME MORE HELP? ON THE FIRST QUESTION THAT YOU GUYS WERE TALKING ABOUT, ARE THE STRATEGIES WORKING? WHAT STRATEGIES WERE THEY TALKING ABOUT? WHEN YOU'RE ASKING AN ELEMENTARY TEACHER THAT QUESTION, OR A MIDDLE SCHOOL OR HIGH SCHOOL, IN THEIR MIND, WHAT ARE THEY ANSWERING? >> WHEN THEY'RE ANSWERING THESE QUESTIONS, THERE ARE REALLY SPECIFIC STRATEGIES AROUND SOMETHING CALLED SAYA. SAYA IS A FANCY WAY TO SAY, MAKE YOUR LESSONS MUCH MORE TWO-WAY INTERACTIVE, BUILD ON VERY SPECIFIC VOCABULARY IN YOUR CLASS ON A DAILY BASIS, MUCH MORE HOLISTIC LEARNING IN TERMS OF BOTH TEXT AND VISUAL LEARNING, REALLY STRATEGIC UPBRINGING OF KIDS. IT'S VERY SPECIFIC STRATEGIES THAT GO BEYOND A WHOLE GROUP OF INSTRUCTIONAL MODEL WHERE WE ASSUME EVERYBODY LEARNS AT THE SAME PACE AND RATE. >> THOSE ALL SOUND LIKE GREAT STRATEGIES. AGAIN, ARE THEY SAYING, WE DON'T LIKE THOSE STRATEGIES, OR WE WOULD LIKE MORE STRATEGIES OR DIFFERENT STRATEGIES? I'M TRYING TO UNDERSTAND CLEARLY, ESPECIALLY WHEN YOU GET TO A HIGH SCHOOL LEVEL, PEOPLE ARE SAYING, NO, I DON'T LIKE THIS. WHAT ARE THEY SAYING NO TO? IS IT, I DON'T LIKE THE STRATEGY YOU GAVE ME, I THINK I NEED A DIFFERENT STRATEGY, OR I LIKE THE STRATEGIES YOU GAVE ME, BUT GIVE ME MORE TRAINING. >> OVERALL CONSENSUS, CHAIRMAN KEITH GINGERY, IS THEY WANT STRATEGIES THAT THEY FEEL WORK. AGAIN, STUDENTS WHO STRUGGLE WITH ACCESSING MATERIAL, OUR STAFF ARE GETTING VERY FRUSTRATED WITH THE LACK OF IMPROVEMENT. THE RESULTS ARE REALLY TARGETING WE WANT MORE, WE NEED SOMETHING DIFFERENT. >> IS THIS THE CAMPUS ADVANTAGE AND TEAMS AND THE SIDE LEAFS I SAW? >> YES, SPECIFICALLY SIDE LITS IN CAMPUS. TETON TEAMS IS MORE RELATED TO DEVELOPING LEADERS. >> THAT'S PART OF THAT? >> YEAH. >> [INAUDIBLE]. >> AND THEN SIDE LITS. WHAT WAS THAT? >> WHEN WE TALKED ABOUT ML, THERE IS TWO PACKETS, KEEP IN MIND. WE HAVE A SIGNIFICANT NEED TO ADDRESS OUR ML STUDENTS IN WHAT WE CALL TIER 1 INSTRUCTION IN THE REGULAR CLASSROOM SETTING. WE HAVE A SIGNIFICANT NEED FOR A MUCH MORE ALIGNED CURRICULUM IN THE ML PULL OUT CLASSES. K-12, WE HAVE GOT TO GET BETTER WITH THAT, AND THIS PARTICULAR PERSON WILL HELP US DO BOTH. WE'VE DONE A LOT OF WORK HERE, BUT WE NEED TO DO A LOT OF WORK HERE TOO OR THEY CAN'T CONNECT WELL WITH A TIER 1 CLASSROOM, IT BECOMES A JIGSAW APPROACH, K-12. >> YOU'RE SAYING SOME STRATEGIES AREN'T QUITE WORKING. TEACHERS HAVE GIVEN US THAT FEED BACK, AT LEAST IN THE MIDDLE SCHOOL AND HIGH SCHOOL LEVEL. ON THE CONSENT AGENDA, THERE ARE SOME CONTRACTS. WE'RE GOING TO SPEND SOME MONEY, AND HOPEFULLY THAT'S GOING TO HELP SOLVE SOME OF THOSE PROBLEMS. YOU CAME WITH THE PROBLEM AND THE SOLUTION. >> RIGHT. [LAUGHTER]. NEXT SLIDE, YOU'RE GOING TO BE MUCH MORE CENTER IN REGARDS TO ACADEMIC ACHIEVEMENTS. I'M GOING TO HAVE STEVEN [INAUDIBLE]. HE WILL MAKE A COUPLE OF NOTES. THIS IS NOT [INAUDIBLE]. WHEN YOU LOOK AT GRADE 3-5, WE'RE SECOND FOR CLARITY. ALL KIDS IN GRADE 3-5 IN 2017/18, ALL OF THEM WERE HERE. ALL OF THEM HERE IN '18/'19. THIS ISN'T A GROUP WE'RE FOLLOWING. [00:20:02] THIS IS RIGHT HERE IN A CONDENSED VERSION SO YOU GET A GOOD SNAPSHOT WHERE ALL KIDS ARE 3-5. WE'VE PROVIDED A LOT OF DATA TO YOU IN THE PAST, SO IT'S HARD CHANGING YOUR MIND SET AND FOOT THIS WAY ACROSS THE BAR. THESE ARE DIFFERENT DIFFERENT KIDS. >> EVERY YEAR, WHEN WE TALKED ABOUT DATA, WE BROUGHT THE SAME GRAPH TO YOU. IT WAS A GRAPH WITH OUR WHITE STUDENTS VERSUS OUR HISPANIC-LATINO STUDENTS. WE WANTED TO GET MORE DETAILED INTO THAT BECAUSE IT'S NOT WHITE VERSUS HISPANIC-LATINO. IT'S HOW ARE WE DOING WITH OUR STUDENTS THAT ARE MULTILINGUAL THAT ARE LEARNING ENGLISH. THAT IS THE MAJORITY OF OUR HISPANIC-LATINO STUDENTS, BUT NOT ALL. THE GRAPHS WERE NOT ALWAYS IDENTICAL BUT PRETTY CLOSE TO A POINT WHERE THEY SAID IT'S ABOUT THE SAME THING. BUT WE WANTED TO GET MORE DETAILED BECAUSE WHEN A STUDENT DEMONSTRATES ENGLISH PROFICIENCY, WE HOPE TO START SEEING SUCCESS ON THE Y TOP AS WELL. THE GREEN LINE THAT YOU SEE IN THE MIDDLE, THOSE ARE OUR STUDENTS THAT HAVE GONE THROUGH ACCESS, HAVE TESTED ENGLISH PROFICIENT ACCORDING TO WYOMING, AND WE WANT TO SEE, ARE THEY KEEPING UP? ARE THEY MEETING THE STATE AVERAGE? THAT'S WHAT WE'RE LOOKING FOR. THE ORANGE AT THE BOTTOM INCLUDE NEWCOMERS, INCLUDE LONG TERM ELS. THEY'RE EVERY STUDENT THAT HAS NOT DEMONSTRATED PROFICIENCY IN ENGLISH YET ACCORDING TO THE ACCESS. WE DON'T EXPECT THEM TO BE SUCCESSFUL IN ELA SPECIFICALLY UNTIL THEY CAN DEMONSTRATE PROFICIENCY. IT BECOMES VERY HARD TO DEMONSTRATE THAT, WHICH IS WHY THE STATE SET THAT CUT OFF. SO IT'S NOT A SURPRISE THAT IT'S MUCH LOWER, BUT WE ARE SEEING INCREASING GROWTH. AND HOPEFULLY, WHEN WE SHOW YOU THAT NEXT '23/'24, NEXT MONTH, WE CAN SHOW YOU THAT WE'RE CONTINUING THAT GROWTH. THIS IS ELA AND JUST THROW IT OUT IF YOU HAVE ANY QUESTIONS. >> I'M NOT UNDERSTANDING THE GROWTH PART. IT LOOKS LIKE IT'S GOING DOWN. >> THE GREEN ONE IN THE LAST YEAR. >> OKAY. >> YES. BUT I CAN SAY PROJECTED, THAT WAS A ONE YEAR THING, AND IT WILL BOUNCE BACK. >> IF YOU RECALL, YOUR QUESTION ON TOTALS, IF I LOOK AT THE TOTALS WERE NEXT TO EACH, SO YOU SEE THE TOTAL OF STUDENTS THAT WERE BOTTOM. [OVERLAPPING] >> IT'S THE SAME GRAPH, BUT THIS IS NOW OUR MATH FOR GRADES THREE TO FIVE. >> MR. CHAIR? >> YES. >> MAY I ASK A QUESTION? >> YES, YOU CAN. >> IT ALMOST LOOKS LIKE LOOKING AT THIS GRAPH AND THE ONE BEFORE THAT THINGS GOT BETTER AFTER COVID, DID YOU EXPECT THAT? SEEMS LIKE NO. >> WELL, YES THIS AREA. WE HAVE SEEN IMPROVEMENTS. THERE WAS THE DROP AFTER COVID, WHICH YOU DIDN'T REALLY SEE IN ELA, BUT WE BOUNCED BACK ACTUALLY REALLY WELL IN TERMS OF OUR ARM SCORES. YES, I WOULD HOPE TO SEE THAT. I WILL SAY THAT, I CAN'T WAIT TO SHOW YOU '23/'24 IN THIS GRAPH, PARTICULARLY ELEMENTARY MATH. >> IT'S EMBARGOED NOW, YOU'VE SEEN IT? >> YES. >> OKAY. YES. >> I JUST CAN'T SHARE IT. >> ALRIGHT. [OVERLAPPING] [LAUGHTER] WE'LL GET THERE. LET'S GO TO THE NEXT ONE. WE COMBINED 6-10. WE COMBINED THE MIDDLE SCHOOL AND THE HIGH SCHOOL TOGETHER TO TRY AND GIVE YOU A LENS OF THE SECONDARY LEVEL. SECONDARY LEVEL IS WORKING TOGETHER VERY TIGHTLY, SO WE WANTED TO ACTUALLY PUT THAT TOGETHER FOR YOU. THIS IS ELA 6-10. >> STEVEN, JUST HELP ME OUT HERE. ANY THOUGHTS WHY WE'RE BELOW THE STATE AVERAGE? ARE OTHER SCHOOL DISTRICTS IN THE STATE DOING SOMETHING DIFFERENT? >> LIKE WE SAID EARLIER, THE CUTOFF IS SO LOW. ONCE A STUDENT GOES INTO MONITOR STATUS, BY THE TIME THEY'RE GETTING TO THE SECONDARY LEVEL, THEY'RE EVEN LOSING THAT. THEY BECOME FORMER ML OR FORMER EL, AND THEY DON'T HAVE A LABEL. TEACHERS, WE HAVE TO DO A BETTER JOB OF MAYBE HELPING OUR TEACHERS UNDERSTAND THAT, THAT THEY MIGHT NOT HAVE THAT ENGLISH PROFICIENCY YET. [00:25:03] BUT THAT WOULD BE MY GUESS. >> I THINK AN IMPORTANT PIECE TO UNDERSTAND, IF YOU GO TO YEAR 12, 675 AND THE [INAUDIBLE] TOTAL RUNNING AROUND 37, 38. THIS IS A SIGNIFICANT POPULATION IN OUR DISTRICT, MR. [INAUDIBLE], BUT I DO THINK IT'S OUR JOB TO MAKE SURE TO MAKE SOME PROGRESS. THIS IS REALLY HONEST CONVERSATION REGARDING HOW WE ARE A SIGNIFICANT PART OF OUR KIDS. >> ESPECIALLY THE TESTED OUT KIDS. I GET, I'M NOT EVEN LOOKING AT THE BOTTOM, BECAUSE I GET, WE'RE WORKING STILL THERE. THOSE ARE KIDS THAT ARE CURRENTLY IN THIS PROCESS. IT'S THAT GREEN LINE THAT WORRIES ME, THEY DIDN'T GET UP HIGHER. >> I WOULD SAY THAT THIS ALSO WORRIES OUR TEACHERS, WHICH IS WHAT YOU SEE IN THE ACTUAL TEACHING LEARNING SURVEY. THEY RECOGNIZED THIS AS WELL AND THEY WANT TO DO BETTER. >> SUBMIT? >> NO. >> YOU WERE JUST RESTING? >> YES, I WAS JUST RESTING. >> JUSTIN, GO ON. >> GINA SCARLET. I STILL DON'T QUITE UNDERSTAND THE GREEN LINE BECAUSE IN THE OTHER GRAPHS, THOSE WHO HAD TESTED OUT WERE STILL HOVERING AROUND THE 50% LEVEL, AND THIS SEEMS LIKE A SUDDEN LOW, BELOW THE STATE STANDARD LEVEL FOR SO MANY KIDS. IS IT BECAUSE THERE ARE NEW PEOPLE WHO CAME INTO THE SYSTEM WHO DIDN'T GO THROUGH OUR PROGRAM? I DON'T KNOW. I CAN'T QUITE UNDERSTAND IT. >> I CAN PROBABLY SAY THAT AT THE ELEMENTARY LEVEL, WHEN THE STUDENTS ARE MULTILINGUAL AND THEY ARE GOING THROUGH THE TESTING, THEY ARE KNOWN BY THE TEACHERS, THEY ARE SUPPORTED BY THE SCHOOL, AND SO WHEN THEY EXIT AND THEN MOVE TO A NEW SCHOOL, I FEEL LIKE THAT CAN BE REALLY CHALLENGING AS WELL. PLUS, YOU'RE NOT WORKING WITH ONE TEACHER ANYMORE, YOU'RE WORKING WITH SEVEN OR EIGHT DIFFERENT TEACHERS. IF THEY DON'T HAVE THE FLAG ON THEM TO SAY, THIS IS A STUDENT THAT NEEDS ENGLISH SUPPORT, THEY MIGHT NOT BE GETTING IT AS MUCH. >> I'M WONDERING, WHEN TEACHERS IN THE SYSTEM ARE ASKING FOR MORE SUPPORT, IF THEY'RE ASKING ALSO FOR PULL OUT PROGRAM OR SOME TUTORING. >> IN THE SECONDARY LEVEL, WE HAVE VERY TARGETED ML CLASSROOMS THAT SPECIFICALLY FOCUS ON LANGUAGE DEVELOPMENT. THAT IS IN SERVICE, THOUGH, OF SUPPORTING THE KID IN THE CORE CONTENT CLASS, IT'S NOT SPECIFICALLY FOR ML STUDENTS. THOSE TWO NEED TO WORK IN TANDEM MUCH BETTER THAN THEY ARE NOW. THAT'S NOT A CRITICAL COMMENT ON ANYONE, BUT UNLESS YOU'RE WORKING TOGETHER IN A REALLY CONCRETE WAY, WHICH BECOMES PROBLEMATIC AND DIFFICULT AT THE SECONDARY LEVEL BECAUSE YOU HAVE 5-7 TEACHERS AS YOU'RE GOING THROUGH THE SYSTEM, AND THE CONSISTENCY SOMETIMES ISN'T THERE JUST DUE TO THE SECONDARY SCHEDULE SYSTEM. I THINK THAT COULD BE A RESULT OF WHAT YOU'RE SAYING. BUT ONE OF THE POINTS OF ONE OF OUR CONTRACTS ON THE AGENDA IS TO CREATE A MUCH BETTER SYSTEM BETWEEN THE PULLOUT ML LANGUAGE DEVELOPMENT PROGRAM AND THE TIER 1 CORE CONTENT TEACHER, AND THAT'S BETTER. >> TRUSTEE, MEED. >> THE OTHER GRAPHS THAT WE HAD, TO REED'S QUESTION, 3-5, SO THIS IS 6-10. IT JUST DOESN'T SEEM LIKE THESE GRAPHS ARE THAT HELPFUL UNLESS THEY'RE CONSISTENT WITH THREE GRADES AT A TIME RATHER THAN THIS ONE, WHICH YOU THROW IN MORE THAN THREE GRADES. SO TO REED'S POINT, IT MAY WELL BE THAT IF YOU DID 6, 7, 8, THEN THIS GREEN LINE WOULD BE HIGHER, IT SEEMS TO ME. BUT THEN YOU THROW IN 9, 10, WHICH MAY BE NOT A COHORT AT ALL, NEWCOMERS OR WHATEVER. I'M SORRY TO SAY, BUT I DON'T THINK THESE GRAPHS WERE THAT HELPFUL. >> YOU KNOW WHAT, IT WAS MY FAULT TO INCLUDE 9 AND 10 IN THE GRAPH AND WE CAN PULL THAT OUT FOR THE DIFFERENCE AT OUR NEXT MEETING TO GO THROUGH THAT. THAT'S A VERY HELPFUL COMMENT. I WOULD SAY ONE OF THE REASONS THAT I WANTED TO DO A 6-10 IS [00:30:05] THE TEST FORMAT DOES CHANGE SIGNIFICANTLY WHEN YOU GO INTO SECONDARY, AND IT'S VERY COMMON THE WAY IT'S STRUCTURED 6-10 VERSUS K-5. HOWEVER, IT STILL LUMPS IT TOGETHER. >> THE TEST FORMAT OF AXIS? >> THE TEST FORMAT ON WY-TOPP. >> MR. CHAIRMAN. >> YES. >> I LOVE THE NEW CONTRACTS. I'M SURE WE'LL APPROVE THOSE, THAT'S GREAT. I LOVE THE PART ABOUT CLOSER CONTACT BETWEEN THE TEACHER AND THE TIER 1 TEACHER. I THINK THAT'S ESSENTIAL. I THINK A LOT OF THAT HAPPENS AT THE ELEMENTARY. JUST THE WALKING DOWN THE HALLWAY LIKE, WHAT ARE YOU TEACHING THIS WEEK? WHEN I PULL OUT THAT KID, I'LL RE-EMPHASIZE THAT YOU'RE READING A BOOK ABOUT OCTOPUS, MARINE LIFE, OR WHATEVER, THAT'S WHAT WE'RE DOING THIS WEEK. I THINK THAT'S BEEN A LITTLE BIT OF THE PROBLEM IN THE PAST, THAT THE TIER 1 TEACHER MAY BE TEACHING ONE THING AND THE ESL TEACHERS TEACHING REALLY GOOD STUFF, BUT UNRELATED TO WHAT'S HAPPENING IN THE CLASSROOM. IF WE COULD FIND A WAY AND MAYBE THROUGH SOME OF THESE CONTRACTS TO IMPROVE THAT CONNECTION WHERE THE ESL TEACHER IS WALKING DOWN THE HALL, TALKING TO EACH FOURTH GRADE TEACHER, IT'S LIKE, WHAT ARE YOU TEACHING THIS WEEK, SO I KNOW EXACTLY. YOU SAID AT THE VERY BEGINNING, I THINK WE AS POLICY COULD RAISE THE ACCESS NUMBER. I THINK THAT WOULD EXTREMELY HELP IF WE JUST RAISE THE NUMBER OURSELVES AND HAD A HIGHER NUMBER. BUT MORE IMPORTANTLY, I GUESS MY LAST QUESTION WAS, WALK ME THROUGH BECAUSE I THINK THIS IS WHERE THE REAL PROBLEM IS. I TESTED OUT, NOW WE'RE GOING TO MONITOR YOU FOR FOUR YEARS. WALK ME THROUGH, ESPECIALLY AT THE MIDDLE SCHOOL AND HIGH SCHOOL LEVEL, WHAT DOES THAT MEAN TO MONITOR YOU? I KNOW WHAT IT MEANS AT THE ELEMENTARY LEVEL. I THINK WE DO A GOOD JOB OF MONITORING THOSE WHO HAVE TESTED OUT AT THE ELEMENTARY LEVEL FOR MONITORING FOR A FEW YEARS. I'M JUST WONDERING WHAT IT MEANS TO MONITOR AT THE MIDDLE SCHOOL AND THE HIGH SCHOOL. >> IN SIMPLE TERMS, IT'S JUST LESS INTENSIVE PULL OUT SERVICES. YOU STILL RECEIVE SERVICES, LIGHT. >> OUR GOAL IS TO COUPLE IT WITH STRATEGIES THAT SHOULD OFFSET THAT LIGHT IN THE REGULAR CLASSROOM. WE WANT STUDENTS, AT THE END OF THE DAY, NO MATTER IF YOU'RE ML OR WHOEVER YOU ARE, WE WANT THEM ACCESSING CORE CONTENT AT A HIGH FREQUENCY. WE ALWAYS TRYING TO BALANCE SPECIALIZED SERVICES TIME IN THE DAY FOR THAT KID THAT TAKES THEM OUT OF THE CORE CONTENT IN GRADE LEVEL. WE DO KNOW THAT HAVING KIDS ACCESS GRADE LEVEL TEXT IS A TREMENDOUS BENEFIT FOR THE KID. AT THE SAME TIME, WE STRUGGLE WITH IF THEY CAN'T EVEN GET THEIR TOES IN THE WATER, WHAT DO WE DO? THAT'S WHAT IT PULLS OUT FOR. THERE'S ALWAYS THIS BALANCE. TO BE SPECIFIC, IF IT'S JUST A LIGHTER VERSION SUPPORT, WOULD IT HELP IF WE INCREASE THE MONITORING IN SOME MANNER THAT EVEN THOUGH YOU TESTED OUT IS NOT GOING TO BE SO LIGHT? WE PROBABLY NEED TO RAISE THE STAKES A LITTLE BIT. >> OR DO WE NOT PULL OUT THAT MUCH AND DO A LOT OF MONITORING AND DO MORE WITH THAT TIER 1 TEACHER GIVING THEM MORE TOOLS. I DON'T KNOW WHICH WAY IS THE BETTER WAY. I'M JUST THROWING THEM OUT. >> I THINK YOUR SECOND POINT IS THE PREFERENCE IN TERMS OF WHAT WE KNOW WORKS BEST OVER TIME IS HIGH FREQUENCY GRADE LEVEL CONTENT IMMERSION. [OVERLAPPING] I KNOW. WITH THAT THOUGH, I WOULD SAY TO BE VERY FRANK AND HONEST, YOU DO RUN INTO SOME FRICTION IN A REGULAR CORE CONTENT CLASS WHEN SPEAKING AS A TEACHER, THERE'S FRUSTRATION WHEN A KID CAN'T ACCESS CONTENT AND YOU'RE STILL ACCOUNTABLE FOR THESE OTHER 23. YOUR POLICY IS A LITTLE FRICTION. IT DOESN'T MEAN THEY'RE NOT DOING WHAT'S RIGHT AND THE RIGHT [OVERLAPPING]. >> YOU SAY YOU CAN'T PUT IT OFF TIER 1, YOU GOT TO DO STILL PULL OUT. >> IT'S ALWAYS A LITTLE BIT OF A BALANCE. >> I GET. >> MR. CHAIR? >> YES. >> DR. CHRIS. I'M CURIOUS TO KNOW, ARE THERE RESOURCES THAT YOU CAN ACCESS OTHER PEOPLE IN THE EDUCATION SYSTEM BECAUSE THE REST OF WYOMING IS AT A HIGHER LEVEL THAN US. WHAT ARE THEY DOING THAT'S WORKING SO MUCH BETTER THAN WHAT WE'RE DOING? >> DO YOU WANT TO CLARIFY THIS? >> THIS IS THE STATE AVERAGE. [00:35:01] >> EVERYBODY, RIGHT? >> WITH EVERYBODY. >> IF YOU TAKE OUR TOTAL NUMBERS, WE'RE GOING TO BE ABOVE THE STATE AVERAGE WHEN YOU LOOK FOR TOTAL AND EQUALS. I'M LOOKING FOR A STUDENT READING FROM THE STUDENT HAND AND THIS IS 675. YOU CAN READ TOTAL OF THOSE. DO YOU REMEMBER? THIS IS AN IMPORTANT POINT. THE REST OF THE STATE DOES NOT HAVE THE PERCENTAGE IN NUMBERS OF THE VARIETY OF ML STUDENTS. WE HAVE THE ENTIRE SPECTRUM OF T TIME. FROM STUDENTS WHO ARE WALKING ACROSS THE BORDER TO SECOND GENERATION LATINO FAMILIES IN OUR TOWN WHO STILL CAN BE IN THE ML STATUS. IT IS VERY UNUSUAL TO HAVE A COUNTY THAT VARIETY OF STUDENTS IN ONE POCKET OF SCHOOL [OVERLAPPING]. >> TECHNICALLY, THE SYSTEM IS WORKING AND I TEST OUT OF ACCESS, I SHOULD BE AT THE BLUE LEVEL. >> REALLY, WHEN I WALK OUT THE DOOR AND I PASS THE ACCESS TEST, YOU HAVE 4.6, IT SHOULD BE AT THAT BLUE LEFT, NOT THE GREEN LEVEL. >> I'M CURIOUS. I LIKE WHAT TRUSTEE GINGERY SAID, CAN WE RAISE THE BAR? INSTEAD OF THEM COMING OUT OF IT SOONER, IT'S APPARENT THAT THEY NEED MORE HELP. LET'S KEEP GIVING THEM HELP THAT THEY NEED. >> IT'S A GOOD POINT. WE DO PROVIDE. I DON'T WANT TO FINISH THE CONVERSATION WITH THE BELIEF THAT WE'RE JUST TOSSING THEM. IT IS A LIGHTER VERSION [OVERLAPPING]. >> YEAH, IT DOESN'T FEEL LIKE THEY ARE. >> THEY DON'T SURVIVE. IT SOUNDS LIKE THEY ONLY SEE MORE THAN THE LIGHTER VERSION. >> BUT ONE OF OUR STRATEGIES IS WITH SOME OF THE SUPPORT WE'RE GOING, DEPENDING APPROVAL WE GET NEXT YEAR, IS TO UP THAT. THAT'S ONE OF THE GOALS. WE CLEARLY DID THE SPRING LINE. SOMEONE MAY BE HIRED TO MANAGE THIS AND MAKE THIS HAPPEN. WE'VE GOT TO DO THAT. WE'VE GOT TO FIGURE OUT SOME ASSISTANCE ISSUES NEXT SLIDE. SORRY, I ABOUT THE CHAT, I KNOW IT'S NOT A MOMENT BUT I'LL WRAP IT UP. MATH, [INAUDIBLE]. >> IT'S THE SAME GRAPH. WE KNOW THE ISSUE. >> VERY EASY. >> WE'RE TRYING TO BRING SOME SOLUTIONS TO THE TABLE TO WORK WITH THIS. LIKE DR. CHRIS WAS SAYING, THIS IS WHAT WE'RE TRYING TO BRING. THIS IS THE EXPERT WHO WAS TRYING TO BRING IN TO HELP. NOT FIX THE GREEN LINE, BUT RAISE THE GREEN LINE UP. BECAUSE I AGREE AS WELL; WE SHOULD BE TRYING TO GET TO THAT BLUE LINE. THAT'S WHAT OUR TIER 1 CAN DO. IF THOSE STUDENTS LEARN ENGLISH AND TEST OUT, WE NEED TO GET THEM TO THAT SAME LINE, AND THAT'S WHAT WE'RE GOING TO DO. >> ACT? >> ACT, YES. >> WE PULLED TWO SLIDES FOR YOU: ACT, ELA, AND THEN THE NEXT SLIDE IS MATH. JUST FOR COMMON UNDERSTANDING, I KNOW WE'VE REVIEWED THIS WITH MANY OF YOU ON THE BOARD, SO I THINK IT'S IMPORTANT FOR A REFRESH. THE ACT TESTS ALSO: SCIENCE, READING, WRITING. WE JUST PULLED A COUPLE CORE CONTENTS TO SHOW YOU. THEY'RE QUOTE AVERAGES. THIS IS NOT COMPOSITES. THERE IS A CELEBRATION WE'RE GOING TO HAVE NEXT AUGUST IN THE HIGH SCHOOL. I THINK YOU WILL BE PLEASE WITH SOME OF THE ACT AVERAGES YOU'RE GOING TO SEE. IT IS ALSO VERY IMPORTANT TO KEEP IN MIND THAT WE ARE ONE OF NINE STATES THAT TEST ALL KIDS ON THE ACT. THAT'S UNUSUAL. WHEN YOU LOOK AT OUR AVERAGES NEXT MONTH, AND YOU COMPARE IT TO OTHERS, SAY RESORT TOWNS IN THE WEST, YOU MIGHT SEE US A LITTLE LOWER. THOSE OTHER TOWNS TYPICALLY DO NOT TEST ALL JUNIORS. WHEN I SAY ALL JUNIORS, I MEAN ALL LEVELS OF EVERY STUDENT SITS BEHIND THAT TESTS AND TAKES IT, WHETHER THEY FINISH IT OR NOT. IT'S ABOUT A FIVE HOUR TEST IN THOSE FIVE CONTENTS. >> IS THE HIGHEST SCORE IN THE ACT 30? >> THIRTY-SIX. >> RIGHT NOW, OUR ELA, ACCORDING TO LAST YEAR, 22, 23, WHEN YOU LOOK AT 132 STUDENTS, THE TOP SCORED 22, 14 ML STUDENTS, AND 11. I PUT THE COLOR READ IN MARK. THIS NUMBER 22, 23. EIGHTEEN IS THE COVID RANGE MARK. WHAT THAT MEANS IS THAT YOU HAVE A 50% CHANCE MORE SCORING IN A OR B IN AN INTRO LEVEL CLASS IN COLLEGE. STUDIES GO BACK DECADES ON THIS. THAT'S THE METRICS THEY USE. NEXT ONE. MATH IS THE SAME LOOK AND FEEL. TWENTY-TWO IS THE COLLEGE READINESS BENCHMARK IN MATH. [00:40:05] SEE, 22, THE STATE AVERAGE IS 18.6 AND OUR MLS ARE AROUND 16. SIMILAR TRENDS, I THINK IS THE TAKEAWAY FOR TONIGHT. I KNOW IT'S A LOT OF DATA. ALSO, IN AUGUST, WE'LL BRING FORTH TO YOU OUR AP DATA THAT WE'VE JUST RECEIVED AT THE HIGH SCHOOL LEVEL. WE TESTED MORE KIDS IN AP THAN WE EVER HAVE, NOT ONLY BECAUSE KIDS ARE SIGNING UP, BUT ALSO OUR POPULATION IS GROWING. WE HAVE SOME POSITIVE DATA TO SHOW YOU AROUND TEST RESULTS, AP TESTS. THAT'LL BE NEXT MONTH. >> ANY OTHER QUESTIONS FOR CHRIS OR MR. BROWN? >> REDD. >> REDD. >> IS THE STATE MANDATE TO REDUCE THE NUMBER OF TESTS AFFECTING THE KIND OF DATA YOU'RE SEEKING? >> VERY GOOD QUESTION, TRUSTEE. YEAH, I WOULD SAY THE STATE SCHOOL BOARD, WHICH I CURRENTLY SERVE AS A MEMBER ON, IS LOOKING INTO THE REDUCTION OF SOME OF THESE TESTS WE'RE DISCUSSING, ESPECIALLY THE HIGH SCHOOL LEVEL AROUND WY-TOPP? WY-TOPP HAS BEEN A PROBLEMATIC ISSUE, ESPECIALLY IN MATH, BECAUSE WHAT KIDS ARE TESTED ON IN GRADE 9 AND 10 DOES NOT NECESSARILY MATCH THE MATH CLASS THEY'RE CURRENTLY TAKING. A STUDENT COULD TAKE THE WY-TOPP AND HAVE GEOMETRY CONCEPTS. IT'S 40% OF THE TEST AND NOT HAVE TAKEN GEOMETRY. YOU MIGHT SAY, HOW COULD WE POSSIBLY BE DOING THAT? WELL, I THINK WE'RE ALL ASKING THAT QUESTION. A LOT OF IT COMES DOWN TO CORE SEQUENCING AND GRADE LEVELS AND WHAT THEY TOOK IN EIGHTH GRADE. BUT IT'S ON THE TABLE RIGHT NOW TO REVIEW WY-TOPP. ALSO, DO WE GET IT IN HIGH SCHOOL? THERE ARE SOME FEDERAL RULES THAT DO REQUIRE YOU TO GIVE A STANDARDIZED TEST AT EITHER NINE OR TEN AND DISTRICTS CAN PICK, AND THE STATE AS PART OF THEIR SYSTEM HAVE SAID, NINE AND TEN IS WY-TOPP. THAT'S ON THE TABLE RIGHT NOW. >> WELL, SOME DISCUSSION ABOUT REDUCING THE NUMBER OF TESTS AT SECOND GRADE LEVEL, THIRD GRADE LEVEL. THAT SEEMS TO MAKE SENSE TO ME. >> THOSE ARE ON THE TABLE. WRITING AT THE GRADE 3 LEVELS IS ON THE TABLE, TOO. >> BUT SOME OF THE TESTING AT HIGHER LEVELS SEEMS, I'D HATE TO SEE THAT TAKEN AWAY. >> ACT'S HERE TO STAY. I DON'T SEE THAT MOVING, BUT SOME OF THE WY-TOPP PIECES ARE ON THE TABLE, AND THAT WILL TAKE SOME TIME. >> MR. CHAIRMAN? >> YES. >> SCOTT, CAN YOU BRING THAT THE AP, NEXT WEE OR NEXT MONTH? ARE YOU GOING TO BRING IN LIKE WHAT EVERYBODY SCORED LIKE WHAT THE SCORES WERE? LIKE YOU HAD A BUNCH OF THREES, YOU HAVE A BUNCH FOURS. >> WE WILL LOOK AT PROBABLY A FIVE-YEAR. I'LL SHOW YOU A FIVE-YEAR AVERAGE; AND I'LL SHOW YOU THE PERCENTAGE OF THREES THAT WERE SCORED OVER THE FIVE YEARS IN TERMS OF INCREASE OR DECREASE. THEN WE CAN HIGHLIGHT SEVERAL COURSES FOR YOUR REQUEST, WHATEVER YOU'D LIKE TO SEE. >> THE OTHER PART, MAYBE TO BRING IN, IS YOU CAN PULL THEM FROM FOUR OR FIVE DIFFERENT UNIVERSITIES. I WAS REALLY SURPRISED, FOR EXAMPLE, UNIVERSITY OF WYOMING, THEY DON'T TAKE THREES, FOURS. YOU HAVE TO HAVE A FOUR. IT GOT ME REALLY THINKING AND THERE WAS A FEW YOU HAD TO HAVE A FIVE. THERE WAS ONE OR TWO, BUT I CAN'T REMEMBER, I THINK LATIN. LATIN, YOU HAD TO HAVE A FIVE. I DON'T TEACH LATIN OR ANYTHING, BUT I KNOW THIS IS ON THE LIST. I WAS LIKE, THAT'S WEIRD THAT YOU HAD TO HAVE A PERFECT SCHEME. ANYWAY, THEY ALMOST TOOK NO THREE. THEN I STARTED ASKING AROUND, AND THAT'S PRETTY MUCH HOW ALL THE UNIVERSITIES ARE, THAT THEY'RE ONLY TAKEN FOUR AND FIVE. THEN THE QUESTION STARTED TO BECOME, BECAUSE THEN YOU CAN'T USE THAT CLASS. THE CLASS DOES NOT GET USED; AND IT'S THE AMAZING PART OF THE CWC CLASS. I GOT TO TELL YOU, THAT'S AMAZING. MY DAUGHTER SHOWING UP AT UNIVERSITY OF WYOMING WITH HER FULL-FLEDGED EARLY DOCTORATE CERTIFICATE, SHE REALLY LUCKED OUT THERE WITH THOSE CWC CREDITS, WHICH I FIND AMAZING. BUT AT THE OTHER HAND, I FEEL A LITTLE BAD ABOUT THE AP. WE'RE REALLY PUSHING KIDS TO TAKE APS, THAT'S GREAT, BUT AT THE SAME TIME, THOSE AREN'T TRANSLATING TO CREDITS AT THE COLLEGE LEVEL, AND SO THEN I STRUGGLE WITH THAT A LITTLE BIT. I'D LOVE TO HAVE THAT DISCUSSION AND YOU CAN PREPARE NEXT MONTH. IF YOU COULD BRING ONE OR TWO OF THOSE AND SEE IF THAT'S CONSISTENT. I DON'T KNOW IF THAT'S TRUE EVERYWHERE. UNIVERSITY OF WYOMING JUST DECIDED TO NOT TAKE AP TESTS AS MUCH. I DON'T. [00:45:16] >> IN CONJUNCTION WITH THAT, WE HAVE A DISCUSSION ON WHAT THE PURPOSE OF THE AP CLASSES ARE IN THE FIRST PLACE. IS IT TO GET MORE CREDIT IN COLLEGE OR IS IT TO IMPROVE YOUR KNOWLEDGE IN THOSE AREAS TO REALLY HAVE CONTENT/ >> ABSOLUTELY. >> AND MANAGING EXPECTATIONS OF FUNDS. >> BALANCED SCHEDULE. >> THANK YOU, BILL. >> EXCELLENT, SCOTT. NICE HAIRCUT. >> THANK YOU. >> FISCAL MANAGEMENT COMMITTEE, WHAT'S THIS ON? [D. Reports and Items for Discussion] >> WE'LL BE TALKING ABOUT THE BUDGET A LITTLE BIT LATER [LAUGHTER]. BUT IT LOOKS LIKE WE HAVE SOME AMENDMENTS FOR 24. >> YES. WE'LL GET INTO DEPTH ON THE DISTRICT BUDGET, THE FISCAL YEAR '25 BUDGET, AND THE BUDGET AMENDMENT IN THE BUDGET HEARING. RIGHT NOW, I'LL TOUCH ON OUR BUDGET UPDATE TO END THE FISCAL YEAR '24 YEAR. HERE, IT LOOKS LIKE WE PACED AT 102% OF OUR REVENUE BUDGET. IT'S ACTUALLY 1.8%. THEN OUR EXPENDITURES WERE WITHIN ONE OF OUR BUDGETED EXPENDITURES; WHICH IS A PRETTY GOOD PLACE TO LAND. IF YOU GO DOWN A LITTLE BIT, JUST LOOK AT THE TOTALS AT THE BOTTOM, ANDREA. THE REASON I POINT THAT OUT HERE IS BECAUSE THAT WILL FEED INTO SOME OF THE CONVERSATION WE'LL HAVE ABOUT OUR CASH RESERVES IN THE BUDGET HEARING. BUT THAT'S ALL I HAVE FOR THIS PART OF THE MEETING. >> TRUSTEE MEAD. >> MR. CHAIR, KRISTEN, SO WHEN YOU DO BUDGETING, I'M INTERESTED IN THE SPECIAL EDUCATION LAW. BACK IN FISCAL '23, WE BUDGETED 535 AND 800 AND SPENT 555. THEN AGAIN, IN FISCAL YEAR '24, WITH INFLATION AND EVERYTHING, WE'RE STILL BUDGETING 535,800. WE SPENT 850. WHY WOULD YOU NOT INCREASE THAT BUDGET WHEN WE HAVE INCREASED NUMBER OF CHILDREN AND WE HAVE A LOT OF INFLATION? >> THIS IS THE OPERATIONAL BUDGET OF SPED. MOST OF THE OPERATIONAL EXPENSES IN SPED DO NOT FLUCTUATE DRAMATICALLY FROM YEAR-TO-YEAR. EVEN WITH INFLATION; THAT'S GOING TO BE LIKE YOUR BASIC SUPPLIES. THE REASON THAT IT WENT TO 850 IS THAT'S A CONTRACT SERVICE. WE NEVER KNOW WHEN A STUDENT WITH HIGH NEEDS IS GOING TO HAVE TO GO TO AN OUTSIDE INSTITUTION, AND THEN THAT WE DO PAY OUT OF STATE OR IN STATE TUITION DEPENDING ON THE INSTITUTION THEY GO TO. THOSE COME UP IN THE YEAR AND ARE NEAR IMPOSSIBLE TO BUDGET FOR. EVEN TO THE POINT WHERE THE STATE HAS PUT IN AN EMERGENCY FUNDING FOR DISTRICTS THAT DON'T HAVE CASH RESERVES TO BE ABLE TO COVER THAT BALANCE, YOU CAN ACTUALLY REQUEST ADDITIONAL MONEY IN THE YEAR TO PAY FOR THAT BECAUSE THEY UNDERSTAND THE CHALLENGES IN BEING ABLE TO BUDGET FOR THAT EXPENSE. >> OKAY, THANK YOU. >> ANY OTHER QUESTIONS? THANK YOU. OTHER REPORTS? EDUCATIONAL COMMITTEE DISCUSSION. SUPERINTENDENT CHAPMAN. >> THANK YOU. >> THANK YOU. >> THE BOARD IS A HIGH FUNCTIONING BOARD, AND YOU PROVIDED US OUTSTANDING LEADERSHIP. WE HAVE SOME COMMITTEES THAT ARE ESTABLISHED, AND WE USED TO HAVE SIMILAR COMMITTEE STRUCTURE, AND IT WAS OPERATING A LITTLE BIT DIFFERENTLY. OVER THE YEARS, WE BASICALLY HAVE TWO COMMITTEES. WE HAVE GOVERNMENTS THAT HELPED SET THE AGENDA AND REVIEWS ALL THE ITEMS AND BRINGS UP THINGS THAT WE NEED TO PREPARE FOR FOR THE NEXT BOARD MEETING. [00:50:01] THEN FINANCE COMMITTEE OR INCOME IS CHAIRED BY THE TREASURER OF THE BOARD. THAT IS A PLACE WHERE KRISTEN AND THE DISTRICT STAFF CAN REVIEW ITEMS AND DISCUSS THEM AND GET INPUT AS WE DEVELOP VARIOUS FINANCIAL SCENARIOS. >> WE WERE THINKING THAT THAT WOULD BE VERY HELPFUL TO HAVE A BOARD COMMITTEE THAT FOCUSES MORE ON THE EDUCATIONAL COMPONENT. WE HAVE THE BONES OF IT ALREADY IN OUR BOARD POLICY, AND IT WAS FORMERLY KNOWN AS PERFORMANCE AND MONITORING COMMITTEE. IT HAD A LOT OF OTHER ASPECTS AND COMPONENTS OF THE PERFORMANCE MONITORING COMMITTEE. IN THIS COMMITTEE, I'D LIKE TO NARROW JUST LITTLE BIT MORE AND GET INPUT ON EDUCATIONAL SERVICES, AND FOR TRUSTEES TO HAVE MORE INVOLVEMENT IN THAT SO THAT WE CAN PREPARE THINGS THAT ARE IN LINE WITH THE VISION AND THE MISSION AND THE STRATEGIC PLAN GOALS FOR THE YEAR AND FOR LONG TERM. FOR US AND THE EXPERTS, WE GET SO FOCUSED ON OUR AREA OF EXPERTISE. SOMETIMES WE CAN'T SEE THE FOREST FOR THE TREES. IT'S REALLY HELPFUL TO HAVE YOUR GUIDANCE AND YOUR QUESTIONS AND HELPING US COME UP WITH, HOW DOES THIS IMPACT STUDENTS AND ASKING THE GREAT QUESTIONS. WE'D LIKE TO PROPOSE HAVING A PERFORMANCE AND MONITORING COMMITTEE FOCUSING ON EDUCATIONAL SERVICES AND HAVING THREE BOARD MEMBERS PARTICIPATE AND THEN WE CAN HAVE MONTHLY MEETINGS, WE TRY TO KEEP THEM SHORT AND SUCCINCT. THEY CAN BE FACE TO FACE OR VIRTUAL, WHATEVER. BUT THAT WOULD GIVE US AN OPPORTUNITY AND A SOUNDING BOARD AND JUST A DIRECTION SETTING FOR THESE GREAT QUESTIONS. >> MR. CHAIR? >> YES. KRISTEN. >> THAT'S A GREAT IDEA. I LIKE THE IDEA OF TAKING ONE OF THE COMMITTEES THAT WE DON'T TYPICALLY USE AND TRADE INTO SOMETHING THAT WE WILL USE. NOMINATE TO BE ON THAT COMMITTEE. HE'S ASKING LOTS OF GREAT QUESTIONS DURING EDUCATIONAL HOURS. [INAUDIBLE] THANK YOU. I GUESS ONE OTHER THING, I THINK WE HAVE ANOTHER COMMITTEE THAT WE'RE CURRENTLY NOT USING, THE COMMUNITY OUTRAGEOUS HAD TO DO WITH I CAN'T REMEMBER WHAT IT IS, BUT WE'RE LOOKING AT COMMITTEES DOES IT MAKE SENSE TO. >> ADVANCE PLANNING BUDGETING. >> IT WAS PLANNING AND DEVELOPMENT MANAGEMENT. I THINK WE DO THAT ALREADY WITH FINANCE COMMITTEE. IT TOOK ME A LONG TIME TO FIGURE OUT, WHAT DOES THIS COMMITTEE DO? WHAT DOES THAT COMMITTEE DO BECAUSE THEY DID THIS. WE MORPHED THAT INTO THE FINANCE COMMITTEE. BUT I THINK THIS WOULD REALLY ROUND US OUT FOR US TO HAVE THAT FEEDBACK AND IT'S JUST A GREAT OPPORTUNITY FOR OUR TEAM ALSO TO SAY OUT LOUD, WHAT WE'RE THINKING. IN TERMS THAT ARE UNDERSTANDABLE FOR PEOPLE THAT AREN'T IN THE FIELD OF EDUCATION DAY IN AND DAY OUT. IT'S GOVERNANCE AND THE FINANCE COMMITTEE HAVE BEEN ESSENTIAL TO BEING ABLE TO PRESENT THINGS IN A CLEAR ARTICULATE WAY. WE WOULD REALLY VALUE YOUR INPUT AND JULIE, NASH AND SCOTT CHRIS WOULD BE THE FACILITATORS OF THAT. I KNOW THEY WOULD APPRECIATE COACHING. >> REVIEWING POLICY BDC, BRAVO DELTA CHARLIE. THIS IS AN EXISTING COMMITTEE DOESN'T NEED A VOTE OF THE BOARD TO ESTABLISH. BY THOSE POLICIES, IT ALSO SAYS, I HAVE A POWER TO APPOINT. WHAT I WOULD SUGGEST IS TRUSTEE GINGERY AND TRUSTEE DORNAN SERVE AS PERMANENT MEMBERS. ALSO, THINKING ABOUT THIS, THERE ARE CERTAIN EDUCATIONAL TOPICS THAT EACH OF US HAVE A DEEPER INTEREST IN. I WAS THINKING THAT INSTEAD OF STAFFING IT WITH THREE PERMANENT MEMBERS THAT WE LEAVE THAT ONE SEAT OPEN AND LEAVE IT FOR ANYBODY THAT SERVES TO COME IN FIRST COME FIRST SERVE TO JOIN IN THE MEETING ON SPECIFIC TOPICS. BUT DID I HAVE TRUSTEE DORNAN AND TRUSTEE GINGERY SERVE AS PERMANENT MEMBERS? WOULD THAT BE AMENABLE? DOCTOR CRISP, ARE YOU AMENABLE? [BACKGROUND] GOOGLE. [00:55:05] [INAUDIBLE]. >> [LAUGHTER] [OVERLAPPING] I GUESS I SAY UNLESS ONE OF THE OTHER TRUSTEES WANTS TO BE. >> THEY WANT TO BE A PERMANENT. >> [OVERLAPPING] I WAS GOING TO SAY NOT A PERSON. [LAUGHTER] >> ALL RIGHT WITH YOU, BETSY. >> THAT'S PERFECT. >> I WAS LOOKING AT THAT POLICY AND MY SPOT HERE. DO YOU WANT US TO MOVE ON? >> PLEASE, I'M SORRY. >> TRUSTEE CARLIN SERVES ON THE REGION V BOCES. POSTED IN BOARD DOCS IS THE PROPOSED AMENDED AND RESTATED BYLAWS THAT BOCES REGION V BOARD HAS PUT TOGETHER. EXECUTIVE DIRECTOR DAN MAYER HAS REQUESTED FEEDBACK FROM THIS BOARD ON HOW WE FEEL ABOUT THESE AMENDED BYLAWS AND POLICIES, AND JUST FIRST BACK. IS THERE ANYTHING ELSE BETSY THAT YOU WANT TO ADD? >> NO. I THINK THAT ORIGINALLY, THERE ARE JUST SOME MEMBER DISTRICTS THAT ARE GHOST DISTRICTS, SHALL WE SAY, AND THAT THEY DON'T HAVE REPRESENTATION AND THEY DON'T PARTICIPATE AND I THINK THAT THIS CAME ABOUT WITH DISCUSSIONS OF HOW TO HANDLE THAT. PARTICULARLY BECAUSE THERE ARE A COUPLE OF PARTS OF THE BYLAWS THAT STATE THAT ALL MEMBER DISTRICTS HAVE TO VOTE, TO HAVE SOMETHING, YOU KNOW, HAPPEN. IF YOU DON'T HAVE, MEMBER DISTRICTS PARTICIPATING IN THE BOARD, THAT MAKES IT CAUSES PROBLEMS. ANYWAY, I THINK THAT'S WHERE THE START CAME, AND I'M HOPING THAT YOU ALL READ THESE, AND IF YOU HAVE ANY FEEDBACK, LET US KNOW. >> THAT'S AGAIN. TRUSTEE CARLA, IS IT JUST FEEDBACK OR THAT WOULD THE VOTE ON. >> IT'S MY UNDERSTANDING THAT, BETSY CAN CORRECT ME IF I'M WRONG. ONE OF THE QUESTIONS THAT THEY HAD WAS ONE OF THE AMENDED BY LAWS INSTEAD IS THAT IF A DISTRICT IS PLANNING ON NOT BEING A MEMBER. YOU CAN BE A MEMBER DISTRICT AND NOT ALLOCATE ANY MALL LEVY, AND YOU CAN BE A MEMBER DISTRICT AND DO A MALL LEVY. I THINK THEY WERE WANTING ONE OF THE BYLAWS AT YOUR REQUEST RENDERS NOTICE IF YOU'RE NO LONGER PLANNING ON BEING A MEMBER OR NO LONGER PLANNING ON LEVYING A MALL AMOUNT? >> NO. I GOT ALL THAT. I JUST THOUGHT, DO WE NEED TO VOTE, DOES EACH? BUT WE VOTE TO CHANGE THE BYLAWS AND THEN WE'RE GOING TO TELL THAT STUFF. >> NO. WE DON'T HAVE TO VOTE BECAUSE IT'S THE MEMBER DISTRICT, IT'S. >> [OVERLAPPING] THEY'RE GOING TO VOTE FOR US. ALL RIGHT. >> I'LL VOTE FOR YOU, AND TO ME, THEY'RE PRETTY STRAIGHTFORWARD. IT'S JUST THAT WE NEEDED TO BE AWARE OF THIS AND IF YOU HAD ANY FEEDBACK FOR THE BOCES BOARD, I CAN TAKE THAT TO THEM. >> ASSUME OUR FEEDBACK IS SURE, THAT'S FINE. BETSY IS GOING TO VOTE THAT'S GOING TO BE THE NEW BYLAWS. THEN I ASSUME IN AUGUST AND SEPTEMBER, WHENEVER THEY PASS AND ONCE THEY'VE GOT THESE NEW ONES, THEN WE'LL NEED TO DISCUSS WHETHER OR NOT WE'RE CONTINUING AND WE'RE NOT GIVE THEM THE NOD OR NOT THE NOD. >> THAT'S WHAT I RECOMMEND IS THAT THE BOARD, THAT WAY THEY HAVE ADVANCED NOTIFICATION. WHEN I DISCUSSED THIS WITH EXECUTIVE DIRECTOR MAYER, I SAID, IT'S TOUGH TO PUT A YEAR IN ADVANCE BECAUSE WHAT HAPPENS IF IN JUNE OF 2025, THE BOARD AT THAT TIME DECIDES THEY AREN'T GOING TO LEVY A ML FOR REGION V BOCES? WHAT ARE YOU GOING TO DO? I CAN'T GIVE YOU A YEARS NOTICE. HE UNDERSTOOD THAT AND RECOGNIZED IT. >> SOUNDS MORE LIKE A GUIDELINE. IT'S NOT LIKE THERE'S A PUNISHMENT IF WE DIDN'T FOLLOW IT. >> RIGHT. I DO KNOW OTHER DISTRICTS THAT DID GIVE NOTIFICATION A YEAR AGO AND THERE WAS SOME CHALLENGES WITH THAT. [01:00:01] >> WELL, AND I THINK IT'S ALSO JUST FOR PLANNING PURPOSES. ALSO, AS THIS IS GOING ON AND THESE BYLAWS ARE CHANGING, THERE HAVE BEEN SOME CHANGES WITHIN, HOW DFS REIMBURSES BOCES AND SOME OTHER THINGS LIKE THAT. YOU KNOW HOW THE BUDGETING PART OF BOCES IS A LITTLE DIFFERENT NOW OR CAN BE. >> MR. CHAIRMAN? >> YES. >> SUPERINTENDENT, WHEN WERE YOU THINKING YOU BRING THIS BACK TO US TO HAVE THIS DISCUSSION? NOT OF THE BYLAWS, BUT ON WHETHER OR NOT WE'RE GOING TO CONTINUE AS NOW. >> WELL, IF WE'RE TO PROVIDE A YEAR'S NOTIFICATION, IF THERE'S A CHANGE TO BE SAFE, I WOULD RECOMMEND DOING IT LIKE YOU TELLING ME TO GIVE EXECUTIVE DIRECTOR MAYER ADVANCED NOTICE THAT THE BOARD IS DISCUSSING IT AND THEY SHOULD MAYBE NOT COUNT ON THE FUNDING BECAUSE WHO KNOWS, SO WE COULD DO IT THAT WAY. BECAUSE OTHERWISE, WE WOULDN'T BE GIVING THEM, WE WOULDN'T MEET THE YEAR REQUIREMENT. >> [OVERLAPPING] IF WE TALKED ABOUT IN SEPTEMBER, WE'D AT LEAST BE GIVING THEM EVEN LESS. >> BECAUSE WE VOTE ON THE ML LEVY IN JUNE. >> I'D ACTUALLY BE IN THE ROOM. >> TALK TO US A LITTLE BIT ABOUT WHETHER OR NOT. >> I THINK WE COULD HAVE A MORE ROBUST DISCUSSION AS WELL AND PUT IT OFF. I DON'T THINK THERE'S ANY. >> MAYBE WE COULD HAVE TO END HERE. >> NICE TO HEAR FROM HIM. >> I DID INVITE HIM TO, COME ON TONIGHT IF HE WANTED TO, IF ANYBODY HAD QUESTIONS FOR HIM, BUT I THINK HE WAS UNABLE. >> I HAVE A MORE OF A FUNCTIONAL QUESTION BECAUSE TECHNICALLY, A NEW BOARD SITS EVERY DECEMBER, WITH NEW ELECTIONS FOR OFFICERS AND MORE. HOW CAN WE MAKE A DECISION IN SEPTEMBER, A NEW BOARD IN DECEMBER? I DON'T KNOW. WHERE WAS SHE? >> I THINK HE'D BE FINE IF HE GAVE THE HEADS UP IN FEBRUARY? I THINK HE'S JUST WANTING TO KNOW, WE'RE GOING TO CUT OFF MY FUNDING. I NEED TO KNOW, SO I CAN START BUDGETING DIFFERENTLY. HE OF COURSE, HE'D LIKE A YEAR, BUT I DON'T THINK HE'S GOING TO PUNT I'M TALKING HERE. >> I THINK THEY COULD CHANGE THE BYLAWS. I DON'T THINK I'M GOING TO OBJECT TO THAT. CHANGE OF BYLAWS, WHATEVER YOU WANT TO DO. BE MORE LIKE SIX MONTHS. SOUNDS LIKE THEY CHOSE A YEAR. I'M NOT GOING TO INTERFERE WITH SOME DOCUMENT, THAT SOUNDS LIKE 13 SCHOOL DISTRICTS CAME UP WITH. BUT I THINK IF WE CHOSE TO AND MAYBE THAT'S WHAT WE DO, WE WAIT UNTIL JANUARY, FEBRUARY, THERE'S A NEW BOARD HERE, HAVE A BIGGER DISCUSSION ABOUT WHETHER OR NOT WE WANT TO STAY IN OR NOT. >> IT CAN BE QUITE EXCITING A BUNCH OF NEW BOARD MEMBERS. >> [OVERLAPPING] WE'RE GOING TO HAVE TO REDO THE BOCES EDUCATION MINUTE SO THAT THEY UNDERSTAND [LAUGHTER] THAT THERE ARE A LOT OF NEW BOARD MEMBERS. >> THAT'S GOOD. I GUESS THE POINT IS TONIGHT. >> WE'RE NOT, I GUESS, I JUST NEED INFORMATION TO TAKE BACK TO THE BOCES BOARD, WHERE, THAT YOU ARE AWARE OF THESE BYLAWS AND THAT, IN GENERAL, WE SUPPORT THEM. >> YES, TRACY. >> I'M WONDERING WHICH PART OF THESE BYLAWS IS NEW. WHAT IS THE AMENDED PART? >> I COULDN'T TELL. >> WELL, THERE WAS A DOCUMENT THAT WAS ATTACHED IN THE EXECUTIVE CONTENT FOR THE BOARD, THAT TELLS YOU WHAT THAT IS. IF YOU GO BACK INTO YOUR BOARD DOCS? >> AT THE VERY BOTTOM OF THE PAGE, YOU SHOULD SEE IT. >> READ, IT WAS PRETTY MUCH THEY WERE GOING TO GO FROM 2/3 BOARDS TO 50% OF THE BOARD, COULD KICK SOMEBODY OUT, AND THEN IF YOU'RE LEAVING VOLUNTARILY, YOU NEED TO GIVE A YEAR IN ADVANCE. >> I'LL EMAIL IT TO YOU, TRUSTEE DORNAN. >> I'LL E MAIL IT TO YOU. >> GOOD. THANKS. >> ANYTHING ELSE ON BOCES V? >> I THINK THAT'S IT. >> ALL RIGHT. THANKS, BETSY. >> YOU'RE WELCOME. >> NEXT UP IS OTHER REPORTS THAT'S I BELIEVE MERCER DATE, AM I CORRECT? >> YES. THANK YOU. I SPOKE WITH THE ADMINISTRATOR SHELBY CARLSON FROM THE STATE CONSTRUCTION DEPARTMENT. [01:05:07] JUST TO REMIND THE BOARD AT THE END OF MARCH, WE WERE APPROVED FOR AN A MERCER STUDY. THE CONSULTANTS WERE HIRED BETWEEN THE END OF MARCH AND MAY ISH. THEY CAME ON SITE ON JUNE 11TH. IN THE AFTERNOON AND TOURED THE HIGH SCHOOL, HAD A GOOD CONVERSATION, BUT PROVIDED A LOT OF DATA. THE MERCER CONSULTANTS WERE THEN TO, THEY'RE BASICALLY GOING TO GO OUT AND DO A REVIEW OF OUR ENROLLMENT TRENDS, THEY'D BE LOOKING AT BIRTH RATES, THEY'D BE LOOKING AT ELEMENTARY HOUSING, A LOT OF FACTORS AND DEVELOPING SOME TREND LINES FOR US. THEY WERE REVIEWING THE WORK THAT WE'VE ALREADY DONE. I ASKED FOR AN UPDATE BECAUSE OUR FUTURE FUNDING IS DEPENDENT UPON THIS MERCER STUDY. WHAT WILL HAPPEN NEXT IS WE WILL HAVE A COMMUNITY MEETING ON AUGUST 30, AND IT'LL BE HERE IN THE DISTRICT OFFICE. THIS IS A TENTATIVE SCHEDULE. THEN A PRELIMINARY REPORT WILL BE MADE TO THE SCHOOL DISTRICT AS WELL AS TO THE STATE CONSTRUCTION DEPARTMENT. THEN A MORE FORMAL, SO THAT'LL GIVE US A CHANCE TO SAY, WE AGREE, WE DON'T AGREE OR MAYBE YOU MISSED THIS OR HERE'S A NEW INFORMATION THAT WE'VE GATHERED BECAUSE AUGUST 30TH, WE WON'T HAVE ACTUALLY STARTED SCHOOL YET, AND SO WE WON'T EVEN REALLY KNOW WHO SHOWS UP ON THE FIRST DAY. WE'LL HAVE SOME BETTER NUMBERS BY THE END OF SEPTEMBER, OF COURSE. THEN A FORMAL REPORT WILL BE MADE AND A FINAL REPORT WILL BE MADE ON AUGUST 30TH. THE NEXT QUESTION WAS, WELL, DOES THAT MEAN WE AREN'T GOING TO HAVE ACCESS TO FUNDING IN THIS FISCAL YEAR, BECAUSE THEIR BUDGET CUTOFF IS THEY HAVE TO HAVE EVERYTHING SUBMITTED FOR CONSIDERATION AND THEN THAT FUNDING HAPPENS IN NOVEMBER. I WAS TOLD NO, THAT THE LEGISLATURE DID SET ASIDE FUNDING FOR THE SCHOOL DISTRICT, AND PART OF THAT WAS HAVING A MERCER STUDY. THEY INTENDEDLY SET ASIDE 22.6 MILLION. HOWEVER, IF THE MERCER STUDY COMES BACK AND IT'S MORE OR LESS, IF IT'S MORE, THEN WE'LL HAVE ANOTHER AVENUE TO ACCESS FUNDING IN ORDER TO COMPLETE THIS PROJECT. DIRECTOR OR ADMINISTRATOR CARLSON FELT WE WERE IN GOOD SHAPE AND WE WERE ON TRACK BECAUSE I WAS WORRIED THAT THE DELAYS IN A MERCER REPORT BECAUSE I WAS TOLD IT WAS GOING TO BE A REALLY FAST. WE ALREADY HAD SO MUCH OF THE WORK DONE. IT WAS GOING TO BE PRETTY EASY FOR THEM TO COME UP WITH SOME CONCLUSIONS. I'VE BEEN A LITTLE CONCERNED ABOUT THE SLOWER TIMELINE THAN WHAT I HAD ANTICIPATED, BUT I WAS ASSURED THAT WE'RE STILL IN GOOD SHAPE. >> YES. >> MR. CHAIRMAN, THE PUBLIC MEETING YOU MENTIONED, WHEN IS THAT? >> AUGUST 30TH. >> THAT WAS THE DAY THEY'RE TELLING US. >> THEN THEY'LL GIVE US A PRELIMINARY REPORT SEPTEMBER 30TH. THEN THE FINAL REPORT REPRESENTATION IS OCTOBER 30TH. >> THE PUBLIC HEARING MEETING, IS THAT SOMETHING THAT WE NEED TO ENCOURAGE PARENTS, STAFF, PEOPLE TO BE AT TO SAY, DON'T LOOK AT ANY OTHER OPTIONS, WE HAVE AN OPTION, JUST PICK THAT ONE? >> I WOULD THINK SO. THAT WOULD BE A GOOD MEETING TO HAVE A LARGE NUMBER OF PEOPLE COME OUT. I HAD ANTICIPATED BASED ON THE CONVERSATIONS THAT WE HAD ON JUNE 11TH, THAT THEY WERE GOING TO QUICKLY DO THEIR ANALYSIS AND THEIR DATA, AND THEY WERE GOING TO QUICKLY TURN AROUND AND SAY, HERE'S WHAT WE'VE PUT TOGETHER, WHAT ARE YOUR THOUGHTS? I THOUGHT WE WERE GOING TO HAVE ANOTHER MEETING AND DISCUSS WHAT THEY HAD PUT TOGETHER, BUT IT SOUNDED LIKE THEY HADN'T GOTTEN THAT FAR YET. THEY HAD SOME OTHER DELAY THAT THEY WERE MANAGING. I THOUGHT WE WOULD HAVE MORE OF A DIALOGUE NOW SO THAT I WOULD KNOW. >> I'M CURIOUS WHAT THE MEETING IS FOR WITH THE PUBLIC. IS IT A PUBLIC HEARING AS TO, YES, WE NEED SOMETHING SO THERE'S A NEED, OR IS IT A DISCUSSION OF WHAT IS THE MOST APPROPRIATE OPTION TO ADDRESS THE NEED? THEN THEY'RE SAYING IT'S NOT TO BUILD THAT; I DON'T KNOW, KIDS COME TO SCHOOL EVERY OTHER DAY. [01:10:01] >> IT'S A GREAT QUESTION, TRUSTEE GINGERY, AND WE DIDN'T GET INTO THAT LEVEL OF DETAIL. IN THE PAST ON MERCER STUDIES, THE STAKEHOLDER COMMITTEE MET REGULARLY ONCE A MONTH. THEY HAD THE MERCER STUDY CONSULTANTS PRESENT, THEY WERE REVIEWING DATA, THEY WERE GETTING INPUT. IT WAS A MONTHLY FEEDBACK. IT FEELS LIKE THIS IS A LITTLE BIT MORE OF A FAST TRACK, AND THEY WERE GREAT. THEY HAD GREAT QUESTIONS. THEY LISTENED. BASED ON THAT, I WOULD BE SURPRISED IF THEY WERE COMING UP WITH ANYTHING DIFFERENT THAN WHAT WE HAD. I THINK THE ONLY THING THAT THEY MAY COME UP WITH IS, WELL, THE BIRTH RATES ARE DOWN AT ST. JOHN'S. WELL, THE BIRTH RATES ARE DOWN NATIONALLY, BUT THAT'S ONE INDICATOR, AND WE HAD A LENGTHY CONVERSATION ABOUT HOW THEY WERE GOING TO ESTIMATE AND PROJECT HOUSING AND THE NUMBER OF STUDENTS LIVING IN THOSE HOMES BECAUSE OF THE RAPID GROWTH OF HOUSING. I THINK THAT'S GOING TO BE THE HARDEST PART, AND POTENTIALLY ONE OF THE REASONS WHY WE HAVEN'T SEEN ANY DATA FROM THEM, I THINK THAT'S GOING TO BE HARD FOR THEM TO PROJECT. I'LL ASK BETTER QUESTIONS WHEN I HEAR FROM THEM AGAIN. THEN CHARLOTTE WILL BE PARTICIPATING IN A STATE FACILITIES COMMISSION MEETING THAT'S NEXT WEEK, AND POTENTIALLY, I THINK THAT WILL BE ON THE AGENDA, SO I'M SURE WE'LL GET A LITTLE BIT BETTER INFO NEXT WEEK. >> ANYTHING ELSE ON THE MERCERS? >> THAT IS IT. >> WE JUST KEEP SNEAKING UP ON IT. LET'S SEE. THIS IS WHERE WE GET TO HAVE OUR ADJOURNMENT [E. Adjourn into TCSD #1 Recreation District Board Meeting] TO THE TCSD NUMBER 1 RECREATION DISTRICT BOARD MEETING. CAN I HAVE A MOTION? >> MR. CHAIR I MOVE TO ADJOURN THE TCSD RECREATION DISTRICT BOARD MEETING. >> SECOND. >> I'LL SECOND. >> LOTS OF SECONDS. ALL THOSE IN FAVOR, PLEASE SAY AYE. >> AYE. >> ANY OPPOSED? THIS MEETING OF THE TCSD NUMBER 1 RECREATION DISTRICT BOARD TO ORDER. DR. CHAPMAN, REPORTS. >> THANK YOU. THE FIRST REPORT IS THE TENNIS COURT RESURFACING. TETON COUNTY PARKS AND REC HAD THIS ON THEIR AGENDA AND THE ORIGINAL CONTRACTOR WAS SCHEDULED TO START ON JULY 8TH AND BE COMPLETED BY JULY 12TH. UNFORTUNATELY, THAT CONTRACTOR WAS NO LONGER ABLE TO COMPLETE THAT PROJECT. I REALLY APPRECIATE PARKS AND REC AND WORKING WITH MIKE HANSON AS WELL, AND REACHING OUT TO THE SECOND CONTRACTOR THAT HAD BID THAT UNDER SPORTS. BECAUSE THEY'RE DOING ANOTHER PROJECT NEARBY, THEY'RE ABLE TO GET IT DONE, AND THEY WILL BEGIN JULY 22ND, SO WE'RE IN PRETTY GOOD SHAPE THERE. THE BID WAS HIGHER. PARKS AND REC HAS 65,000 FROM REC STRIP FUNDING THAT WE'VE ALREADY SUBMITTED. WE HAVE A DIFFERENCE OF 3,500. THAT'S THE COST OF FUNDING, MY BEST BET. >> [INAUDIBLE]. >> WE ARE LOOKING FORWARD WITH THE TENNIS SPORTS RESURFACING. THAT'S THE BOTTOM LINE THERE. >> WAS THERE REPERCUSSION FOR THAT CONTRACTOR? >> THEY'RE GOING TO PULL THE PERFORMANCE BOND, SO THEY'LL COVER THAT MONEY THAT FIRST GAME. >> WILL THEY SPLIT IT WITH US? >> YES. >> I THINK WE'RE IN THAT FOR HALF OF THE [INAUDIBLE], BUT WHAT ABOUT THAT ADDITIONAL 9,500. >> I DON'T KNOW WHAT THEY'RE DOING WITH THAT. THE COUNTY ALLOCATED IT OUT OF THEIR BUDGET TO PAY THAT EXTRA. I DON'T KNOW IF THEY'RE COMING BACK FROM SCHOOL DISTRICT FOR THE OTHER HALF. [INAUDIBLE] >> BUT THEY HAD DONE A BOND. >> THEY'D DONE A BOND. THERE IS A PERFORMANCE BOND. >>. THAT'S UPDATE, AND NOW KRISTEN IS GOING TO TALK ABOUT THE BUDGET. [01:15:06] >> THIS IS THE BUDGET FORMAT THAT IS REQUIRED BY THE STATE OF WYOMING FOR SPECIAL DISTRICTS. THIS HAS BEEN PREPARED BASED ON THE ASSESSED PROPERTY VALUES AND THE APPROVED APPLICATIONS FROM THE LAST DISTRICT MEETING. >> ANY QUESTIONS FOR KRISTEN? >> THANK YOU. >> DO WE NEED TO APPROVE THAT OR SOMETHING? >> IN THE [INAUDIBLE] >> IN THE BUDGET. I GOT SOME OF THAT STRAIGHT. NEXT UP IS COMMUNICATIONS TO THE BOARD. WE HAVE ONE LETTER, HOPEFULLY, YOU'VE READ IT FROM TEMPE CREATIVE ARTS. THEY WANTED TO SUBMIT A LATE APPLICATION FOR 2024 FISCAL YEAR GRANT. YOU-ALL HAVE READ THAT? >>I SEE NO REASON WHY WE WOULD DO THAT. >> BUT WE HAVEN'T HISTORICALLY. >> NO. >> THEY HAVE DEADLINES FOR A REASON? >> THAT, I WOULD AGREE. >> WOULD YOU PLEASE SEND THEM THANK YOU? >> HERE'S THE DEADLINE FOR NEXT YEAR. >> YEAH. HERE'S THE DEADLINE FOR NEXT YEAR. >>YES. >> [INAUDIBLE]. THEN THE ONLY OTHER FINAL, THEN WE ARE GOING TO HAVE A MOTION TO ACCEPT A FINAL REPORT FROM HORSE LAWYERS. >> I MOVE TO APPROVE HORSE FINAL REPORT AS PRESENTED? I'M SORRY FOR SUGGESTING THAT SHE GET BETTER RETIREES. >> IT SOUNDED LIKE THEY'RE PRETTY OLD THERE. >> WELL, YOU GOT TO GET A HIGH-FIVE DIAL [INAUDIBLE] SO SHE DID, THEY WERE ALL MORE EXPENSIVE. >> [INAUDIBLE] LAWYERS. >> IT'S MOVED BY TRUSTEE MEAN, SECONDED BY TRUSTEE ABRAMS TO APPROVE THE HORSE LAWYERS FINAL REPORT AS PRESENTED. ANY OTHER DISCUSSION? ALL THOSE IN FAVOR, PLEASE SAY AYE. >> AYE. >> NEXT, TCSD NUMBER 1 BOARD OF EDUCATION SINCE THE ANNUAL BUDGET HEARING. WE HAVE TO ADJOURN INTO THE BUDGET HEARING. >> YES. >> DO I HAVE TO HAVE A VOTE ON THAT?>> [INAUDIBLE]. >> WE'RE GOING TO HAVE TO DOUBLE ADJOURN. WE'RE GOING TO ADJOURN INTO THE BUDGET HEARING FOR [F. Annual Budget Hearing FY25 - TCSD #1 Board of Education and TCSD #1 Recreation District] THE TETON COUNTY SCHOOL DISTRICT NUMBER 1 BOARD OF EDUCATION, TCSD NUMBER 1 RECREATION. THIS IS FOR BOTH OF THEM. >> YES. >> LET'S ADJOURN FROM THE FIRST ONE. MOVE TO ADJOURN FROM THE RECREATION DISTRICT. >> SO MOVE. >> MOVING INTO THE BUDGET HEARING OF THE BOARD OF EDUCATION AND THE RECREATION DISTRICT. >> THERE ARE THREE ITEMS TO REVIEW HERE UNDER THE BUDGET HEARING. ONE IS THE REC DISTRICT BUDGET FOR FISCAL YEAR '25. I'LL ASSUME THAT THERE ARE NO QUESTIONS ON THAT. THERE'S NO CHANGES FROM THE LAST AGENDA ITEM. THE NEXT IS THE FISCAL YEAR '24 BUDGET AMENDMENT. THIS IS THE STATUTORY REQUIREMENT, THE NO MAJOR FUNCTION CODE, AND THE GENERAL FUND BUDGET. NOT JUST THE GENERAL FUND BUDGET, ALL OF OUR BUDGETS, EXCEEDS WITHIN THAT MAJOR FUNCTION CODE. WHEN WE TALKED ABOUT THE 1% INCREASE IN EXPENDITURES OVER WHAT WERE BUDGETED, THAT'S WHAT YOU SEE THERE FOR THE GENERAL FUNDS. THE REC DISTRICT INCREASE IS THE AMOUNT THAT THE REC DISTRICT BOARD APPROVED IN THOSE ADDITIONAL APPLICATIONS THE SPRING TO BE COMPLETED BEFORE 630. MAJOR MAINTENANCE IS ADDITIONAL PROJECTS THAT THE FACILITIES TEAM WAS ABLE TO ACCOMPLISH WITHIN THE YEAR THAT WERE JUST ADDITIONAL PROJECTS THAT WERE PLANNED. THE ENTERPRISE FUND, THAT'S YOUR FOOD SERVICE FUND, HAD MORE EXPENDITURES MOSTLY IN TERMS OF INFLATION AND COST OF FOOD. THEN THERE'S SOME OTHER MINOR ONES, THE MEDICAL INSURANCE FUND. THOSE WERE INCREASES IN DENTAL CLAIMS. WE'VE MADE THAT ADJUSTMENT IN OUR INSURANCE THIS YEAR. ANY QUESTIONS ON THAT? >> ANYBODY HAVE ANY QUESTIONS FOR KRISTEN? YES. >> MR. CHAIR, KRISTEN. THE SPECIAL REVENUE FUND, [01:20:03] WHAT WAS THE CHANGE IN IT THAT RESULTED IN US NOT USING $4.7 MILLION? >> IT'S A LITTLE BIT DECEIVING. THE CORRECTION THAT WE'RE MAKING IN THE BUDGET AMENDMENT, SO WHEN WE RECEIVE SPECIAL REVENUE FUNDS GRANT FUNDS, THE WAY THAT WE HAVE TO REPORT TO THE STATE, IT'S ON A TWO-AND-HALF YEAR CYCLE. WHEN WE BUDGET FOR SPECIAL REVENUE FUNDS, LET'S SAY WE HAVE A $500,000 GRANT FOR TITLE 1 THAT WE RECEIVED IN FISCAL YEAR '23, THAT DOESN'T ACTUALLY CLOSE OUT UNTIL FISCAL YEAR '25. IN ORDER TO MAKE SURE THAT WE'RE ABLE TO REPORT THOSE NUMBERS ACCURATELY TO THE STATE ON A TWO-AND-HALF YEAR CYCLE, WE BUDGET THE FULL AMOUNT OF THAT $500,000 GRANT EACH YEAR. >> [INAUDIBLE]. >> YES. THAT INCLUDES ALL OF THOSE SR FUNDS. WE'LL SEE A SIMILAR BUDGET AMENDMENT MOVING FORWARD. WHAT THIS DOES IS IT JUST CLEANS IT UP FOR THE STATE AND MAKE SURE THAT THOSE FUNCTION CODES WERE NOT OVER IN ANY ONE MAJOR FUNCTION CODE. IT'S NOT THAT WE'RE NOT SPENDING THE MONEY. IT'S THE WAY THAT WE HAVE TO REPORT TO THE STATE NOT ON AN ANNUAL BASIS, WHICH EVERYTHING ELSE IS REPORTED ON. >> GREAT. THANK YOU. GOOD TO KNOW. >> ANY OTHER QUESTIONS FOR KRISTEN? >> I'LL MOVE ON TO OUR FISCAL YEAR '25 BUDGET. I AM GOING TO GO THROUGH A COUPLE OF THINGS HERE AND THEN I'LL ANSWER ANY QUESTIONS IF ANYONE HAS ANY. ON PAGE 9, YOU CAN SEE THAT WE ADDED THE EMPLOYEE HOUSING FUND. WE DID THIS IN ADVANCE OF THE COMPLETION OF THE 24 UNITS. IT'LL BE GROUND BREAKING NEXT MONTH, I BELIEVE. WE ONCE HAD AN EMPLOYEE HOUSING FUND THAT WASN'T REALLY FUNCTIONING THE WAY THAT IT WAS SUPPOSED TO, SO WE BROUGHT ALL OF THOSE FISCAL ASSETS INTO THE GENERAL FUND, BUT NOW AS WE EMBARK ON ADDING MORE EMPLOYEE HOUSING UNITS, WE'RE MOVING ALL OF THAT REVENUE AND ALL OF THOSE EXPENDITURES INTO ITS OWN FUND. THAT'LL DO A COUPLE OF THINGS. ONE WOULD BE THAT WE NOW CAN SET ASIDE THAT ADDITIONAL REVENUE FOR FUTURE PROJECTS OR MAINTENANCE OF THE ASSETS WITHIN THE DISTRICT. WE DON'T GET MAJOR MAINTENANCE DOLLARS TO MAINTAIN HOUSING IN OUR DISTRICT, SO THIS WILL ALLOW US TO USE SOME OF THE MONEY AND THE REVENUE WE'RE MAKING ON OUR EMPLOYEE HOUSING TO MAINTAIN THOSE UNITS ITSELF. THEN THE OTHER THING IT DOES IS IT REMOVES ALL OF THAT REVENUE FROM OUR CASH RESERVE LIMIT. I THINK FISCAL YEAR '25, THE 30% CASH RESERVE CAP IN THE GENERAL FUND REVERTS BACK TO THE 15% UNLESS WE TAKE LEGISLATIVE ACTION NEXT FEBRUARY, MARCH. IF WE LEFT THE EMPLOYEE HOUSING REVENUE AND EXPENDITURES WITHIN THE GENERAL FUND, WE WOULD QUICKLY EXCEED THAT 15% AND LIKELY HAVE TO SEND THAT MONEY BACK TO THE STATE. SO IT DOES A COUPLE OF THINGS THAT WILL BENEFIT THE DISTRICT IN MOVING THAT INTO ITS OWN FUND. THE NEXT PIECE I'D LIKE TO HIGHLIGHT IS ON PAGE 11. IT'S THE THIRD BULLET DOWN UNDER REVENUES. THIS OUTLINES THE TOTAL ECA THAT WE RECEIVED THIS YEAR FROM THE STATE. THERE WAS A LOT OF CONVERSATION ABOUT WHERE THESE DOLLARS CAME FROM, HOW MUCH THEY WERE, AND THIS OUTLINES THE DIFFERENT CATEGORIES THAT WE RECEIVED THEM IN. >> IF ANYBODY HAS ANY QUESTIONS AS I GO, PLEASE LET ME KNOW. PAGE 16, TRUSTEE MEAD, THE LAST MEETING WE HAD WITH THE BUDGET, YOU HAD MENTIONED THAT THERE WAS NO INFORMATION ABOUT THE FUND FOR PUBLIC EDUCATION, WHICH WE PARTNER WITH AND THEY DO A TREMENDOUS AMOUNT OF FUNDRAISING FOR THE DISTRICT. I WORKED WITH JENNIFER JELLEN, THE EXECUTIVE DIRECTOR OF THE FUND FOR PUBLIC EDUCATION TO ADD THIS PAGE INTO OUR BUDGET. I DO THINK IT'S A NICE ADDITION TO JUST HONOR AND CALL OUT ALL OF THE FUNDRAISING THAT THEY DO FOR US. >> THANK YOU. >> NEXT, PAGE,19. THIS IS OUR GENERAL FUND SUMMARY WHERE WE TALK ABOUT OUR CASH RESERVE. YOU CAN SEE IN FISCAL YEAR 22, WE ENDED THE YEAR WITH ABOUT $8 MILLION IN CASH RESERVES. REMEMBER, AS WE ARE TALKING ABOUT CASH RESERVES IN OUR BUDGET HERE, THIS IS BASED ON ACTUAL CASH ONLY THROUGH JUNE 30TH. THE ONE NUMBER THAT THE STATE LOOKS AT ON AN ANNUAL BASIS ON AN ACCRUAL BASIS IS OUR CASH RESERVES. WHAT OUR AUDITOR IS GOING TO REPORT TO THE STATE FOR OUR CASH RESERVES, WHICH IS THE NUMBER THAT THEY USE WILL NOT BE THIS NUMBER, [01:25:03] BUT I'LL GET TO WHAT THAT WILL LOOK LIKE IN OUR AUDIT. WE ENDED FISCAL YEAR 22 WITH APPROXIMATELY $8 MILLION. IN FISCAL YEAR 23, THIS BOARD APPROVED AN INCREASE OF AN RCA FROM 162-168, WHICH ACCOUNTED FOR $1.7 MILLION IN A DECREASE OF CASH RESERVES. THEN THE VALUE OF THAT IN FISCAL YEAR 24 BECAUSE WE WEREN'T YET CAUGHT UP TO THAT 168% RCA, WE WERE AT 164, WAS 800,000. THEN IN THE FISCAL YEAR 24 COMPENSATION PACKAGE, THE BOARD ALSO APPROVED TO NOT ADJUST INSURANCE RATES FOR EMPLOYEES, WHICH INCREASED THE DISTRICT COST BY $1 MILLION, WHICH CAME FROM CASH RESERVES. THAT'S NOT THE MILLION DOLLARS THAT WE'RE SPENDING THIS YEAR ON THE HSA CONTRIBUTION, THAT'S A DIFFERENT FUND. THEN THIS BOARD ALSO APPROVED IN FISCAL YEAR 25, THE DEVICE PURCHASE OF APPROXIMATELY $2 MILLION IN ADVANCE, SO WE'RE NOT NOW PAYING THAT LEASE. WE WERE ABLE TO CAPTURE SOME EMERGENCY CONNECTIVITY FUNDS THROUGH THE FEDERAL GOVERNMENT TO OFFSET SOME OF THOSE COSTS, BUT THE NET WAS $2 MILLION, OUR CASH RESERVES, FOR A TOTAL OF ABOUT $5.6 MILLION. AS YOU SEE THAT NUMBER GO FROM EIGHT MILLION DOWN TO ABOUT 2.3, THOSE THAT'S THE ACCUMULATION OF ALL OF THOSE PIECES OF VOTING TO MAKE SURE THAT WE WERE PAYING COMPETITIVE SALARIES, TAKING CARE OF OUR EMPLOYEES THROUGH INSURANCE, AND THE TECHNOLOGY PURCHASE. I'M GOING TO JUMP AROUND A LITTLE BIT HERE. NOW, WHEN WE LOOK AT OUR ACTUALS FROM THIS YEAR, FOR FISCAL YEAR 24, WE HAD BUDGETED TO DECREASE OUR CASH RESERVES BY $1.5 MILLION. >> ARE YOU ON PAGE 20 NOW? >> NO, I'M ON PAGE 23. IT'S BACK AND FORTH BETWEEN 22 AND 23 BECAUSE I'M LOOKING AT REVENUES AND EXPENDITURES. >> ALL RIGHT. >> IN FISCAL YEAR 24, WE APPROVED A BUDGET TO DECREASE CASH RESERVES BY $1.5 MILLION BECAUSE OUR REVENUE CAME IN 1.8% HIGHER AND OUR EXPENDITURES WERE 1% HIGHER. THE ACTUAL DECREASE TO OUR CASH RESERVES THIS YEAR WAS $1 MILLION, APPROXIMATELY $1,000,070, SO WE ACTUALLY GAINED A LITTLE BIT OF MOMENTUM THROUGH THE YEAR. SOME OF THAT CAME FROM AN INCREASED AMOUNT OF BANK INTEREST AS WELL AS WITHIN THE-EAR MANAGEMENT OF THE BUDGET. FOR FISCAL YEAR 25, YOU CAN SEE THAT WE'RE ACTUALLY BUDGETING TO PUT $1.5 MILLION BACK INTO CASH RESERVES, SO THAT'S INCREASES IN REVENUE PLUS OUR BUDGETED EXPENDITURES. WE SHOULD START TO SEE THAT FUND GROW, WHICH IS WHAT WE TALKED ABOUT IN ABOUT TWO AND A HALF YEARS WHEN THE BOARD APPROVED THE INCREASE IN THE RCI. WE THOUGHT IT MIGHT TAKE THREE YEARS BEFORE WE START BUILDING BACK THE CASH RESERVES, WE'RE TIMING ABOUT THAT SAME PACE. A WELL MANAGED BUDGET NEXT YEAR SHOULD CONTRIBUTE $1.5 MILLION IN CASH RESERVES, SO WE'LL START TO SEE THAT BALANCE GROW AGAIN. ANY QUESTIONS ON THAT? >> NO QUESTIONS, KRISTEN. >> PAGE 26. THIS IS ALL OF OUR FEDERAL CONSOLIDATED FUNDS, OUR SPECIAL REVENUE FUNDS. AS YOU CAN SEE, TRUSTEE MEAD BROUGHT UP WHY DOES THAT BUDGET AMENDMENT HAPPEN? YOU CAN SEE THOSE GRANT AWARDS. THE FISCAL YEAR 25 GRANT AWARDS ARE STILL ESTIMATES, THOSE DON'T GET FINALIZED UNTIL SEPTEMBER. THEN WE ALSO HAVE GONE BACK OUT. THE STATE CAME BACK AND ASKED IF WE'D LIKE ANY ADDITIONAL ESSER FUNDS. SUPERINTENDENT CHAPMAN AND [INAUDIBLE] >> NO[LAUGHTER]. >> THE BUSINESS OFFICE IS LIKE, NO.[LAUGHTER]BUT WE ASKED FOR IT. WE'LL SEE THIS CHANGE AGAIN AND THAT WILL CONTRIBUTE TO A BUDGET AMENDMENT AT THE END OF NEXT YEAR. THEN ON PAGE 28 THROUGH 31, YOU CAN SEE SOME OF THE OTHER COMPONENT UNIT BUDGETS THAT CONTRIBUTE TO OUR GENERAL DISTRICT BUDGET. THIS IS THE CWC BOCES. A COUPLE OF OUR BOARD MEMBERS SIT ON THAT. TRUSTEE GINGERY IS THE CHAIR OF THAT BOARD, AND THEN THE REC DISTRICT BUDGET, MAJOR MAINTENANCE, AND ENTERPRISE FOOD SERVICE. [01:30:03] I'LL TOUCH ON PAGE 31, THE ENTERPRISE FOOD SERVICE BRIEFLY. THROUGH SOME OF THE CONTRACTING AND SOME OF THE CHANGES THAT WE'VE MADE WITHIN THE FOOD SERVICE DEPARTMENT, WE ARE SHOOTING FOR, HOPEFULLY, IN THE BLACK NUMBER HERE. WE STILL HAVE BUDGETED IN THE GENERAL FUND $150,000 SUBSIDY. THEN I ALSO INCLUDED THE INCREASED MEAL PRICING FOR NEXT YEAR AS PART OF THIS BECAUSE THIS BUDGET REALLY RELIES UPON THAT MEAL PRICING. WE HAVE NOT INCREASED MEAL PRICES FOR THREE YEARS, AND PART OF THAT WAS BECAUSE OF THE COVID RELIEF FUNDS, ALL OF THE MEALS WERE 100% REIMBURSED. THIS WAS OUR FIRST REAL YEAR OF NOT HAVING THE REIMBURSEMENT FROM THE FEDERAL GOVERNMENT FOR THE FULL MEALS, AS WELL AS EXPERIENCING THE INFLATIONARY PRICING. THIS WAS DEFINITELY A LEARNING YEAR FOR US. IT'S GOING TO BE ANOTHER LEARNING YEAR IN FOOD SERVICE. I WILL SAY I JUST RECEIVED THE MENUS FOR THIS COMING YEAR AND I AM REALLY EXCITED BECAUSE IT CREATES A LOT OF OPTIONS, A LOT OF HEALTHY OPTIONS FOR STUDENTS AND VARIETY. I'M EXCITED. IT'S JULY, AND WE HAVE MEAL MENUS. >> AM I READING THAT OUR LOST FOOD SERVICE FOR THIS FISCAL YEAR IS $10,000? >> NO, THAT IS WHAT THIS SAYS, BUT THIS INCLUDES A SUBSIDY IN OUR GENERAL FUNDS OF $580,000 FOR THIS YEAR. >> IT WAS $590,000? >> YES. >> THAT IS HIGHER THAN IT'S BEEN IN THE PAST, ISN'T IT? >> MUCH HIGHER. THAT'S A PRETTY STANDARD NUMBER FOR DISTRICT'S SIZE ACROSS THE STATE. WE'VE BEEN ABLE TO MANAGE THAT. I HATE TO BLAME COVID BECAUSE I THINK THAT'S JUST AN EXCUSE AT THIS POINT. BUT WITH SOME OF THE CHALLENGES WE'VE HAD IN FOOD SERVICE, SOME OF THE TURNOVER WE'VE HAD, WE'VE TRIED EVERYTHING TO KEEP THAT OPERATIONAL UNIT AFLOAT. HOPEFULLY, WE'RE ON THE RIGHT TRACK. THAT'S ALL I HAVE FOR THE BUDGET. IS THERE ANY QUESTIONS? >> ANY OTHER QUESTIONS FOR KRISTEN? ARE WE STILL AWAKE? [LAUGHTER]THANK YOU. WE'LL OPEN UP FOR COMMUNITY INPUT. THIS IS A CHANCE TO PROVIDE PUBLIC COMMENT ON THIS BUDGET ITEM. PLEASE STEP UP TO THE PODIUM OR USE THE RAISE HAND FUNCTION. WE'LL ASK COMMUNITY MEMBERS IN PERSON TO STEP UP FIRST AND THEN WE WILL ADDRESS THE RAISED HANDS. PLEASE LIMIT YOUR COMMENTS ON THESE ITEMS, THE BUDGET AMENDMENT, THE BUDGET, AND THE REC DISTRICT BUDGET TO THOSE ITEMS. ANY PUBLIC COMMENT? PUBLIC COMMENT ONLINE, ANDREA? NO ONE. I WILL CLOSE PUBLIC COMMENT, COMING BACK TO THE BOARD. >> DO WE HAVE TO CLOSE? >> WE HAVE TO CLOSE THE HEARING THE. >> THE BUDGET HEARING? >> THERE WAS A MOTION ON[OVERLAPPING]. >> BEFORE WE CLOSE THE BUDGET? >> I THINK YOU CLOSE THE HEARING AND THEN MOVE TO [OVERLAPPING]. YOU CAN JUST DO THAT AS THE CHAIR [INAUDIBLE] >> WE WILL NOW ADJOURN THE BUDGET HEARING TO REVIEW THE FISCAL YEAR 23-24 BUDGET AMENDMENTS, TCSD NUMBER 1 COMPREHENSIVE ANNUAL BUDGET, FISCAL YEAR 24-25, AND THE TCSD REC COMPREHENSIVE ANNUAL BUDGET FOR FISCAL YEAR 24, 25. NOW, BACK IN ACTION ITEMS. [G. Action Items] CONSIDERATION OF TCSD NUMBER 1 FISCAL YEAR 24 BUDGET AMENDMENT. >> MR. CHAIRMAN. >> YES. >> I MOVE TO APPROVE THE TCSD NUMBER 1 FY24 BUDGET AMENDMENT AS PRESENTED. >> SECOND. >> IT'S BEEN MOVED AND SECONDED TO APPROVE THE TCSD NUMBER 1 FISCAL YEAR 24 BUDGET AMENDMENT AS PRESENTED. ANY FURTHER DISCUSSION? ALL THOSE IN FAVOR SAY AYE. >> AYE. >> IT PASSES UNANIMOUSLY. NUMBER 2, CONSIDERATION OF THE TCSD FISCAL YEAR 25 COMPREHENSIVE BUDGET. [01:35:03] >> MR. CHAIR? >> YES. >> I MOVE TO APPROVE THE TCSD NUMBER 1 FY25 COMPREHENSIVE BUDGET AS PRESENTED. >> SECOND. >> IT'S BEEN MOVED AND SECONDED TO APPROVE THE TCSD NUMBER 1 FISCAL YEAR 25 COMPREHENSIVE BUDGET AS PRESENTED. ANY OTHER DISCUSSION? SEEING NO OTHER DISCUSSION, ALL THOSE IN FAVOR PLEASE SAY AYE. >> AYE. >> AYE. >> AYE. >> ANY OPPOSED? IT'S UNANIMOUS. NEXT ITEM, CONSIDERATION OF THE TCSD NUMBER 1 RECREATION DISTRICT FISCAL YEAR 25 BUDGET. >> MR. CHAIR? >> YES. >> I MOVE TO APPROVE THE TETON COUNTY SCHOOL DISTRICT NUMBER 1 RECREATION DISTRICT FY25 BUDGET AS PRESENTED. >> SECOND. >> IT'S BEEN MOVED AND SECONDED TO[LAUGHTER] APPROVE THE TCSD NUMBER 1 RECREATION DISTRICT FY25 BUDGET AS PRESENTED. ANY OTHER DISCUSSION? SORRY. ALL THOSE IN FAVOR PLEASE SAY AYE. >> AYE. >> AYE. >> OPPOSED. THAT'S UNANIMOUS. NEXT ITEM. >> [INAUDIBLE], KRISTEN. >> YES. KRISTEN, THANK YOU. I DO HAVE ONE JUST GENERAL COMMENTS. WHEN WE DO THIS, LIKE I DID WITH THE AUDIT, IT'D BE REALLY GOOD TO REFRESH US EVERY TIME WE GET ABOUT OUR RECAPTURE AND OUR ENTITLEMENT DOLLARS BECAUSE THE MORE WE GET THAT OUT IN PUBLIC TO SHOW THAT WE ARE PRIMARILY A RECAPTURE DISTRICT, I THINK THAT'S BEST FOR JUST TO KEEP THAT FRESH IN EVERYBODY'S HEAD. JUST A THOUGHT. >> [INAUDIBLE] DATA AND TOTAL SINCE THE FUNDING MODEL WAS CREATED IN 2005, THE TOTAL RECAPTURE AMOUNT DATED UP TO 245 MILLION, AND THE AMOUNT OF ENTITLEMENT DOLLARS THAT WE RECEIVED DURING THE SAME TIME PERIOD WAS 11 MILLION, SO WE'RE ABOUT 29, 24 MILLION IN TOTAL RECAPTURE. >> THANK YOU. I THINK THAT'S JUST AN IMPORTANT NUMBER THAT WE'RE DOING OUR [INAUDIBLE] [LAUGHTER] TO QUOTE A LINE. NEXT ITEM ON OUR ACTION ITEMS, WYOMING GAME AND FISH DEPARTMENT SEWER CONNECTION AGREEMENT. >> MR. CHAIR, I MOVED TO APPROVE THE WYOMING GAME AND FISH. OOPS, YOU'D WANT TO TALK ABOUT IT OR YOU[LAUGHTER] >> [INAUDIBLE] [OVERLAPPING]. >> GOOD EVENING, MR. CHAIR, BOARD OF TRUSTEES. I CARE FOR FACILITIES DEPARTMENT. ONE YEAR AGO TODAY OR NOT TODAY, IT WAS THE 19TH, THE BOARD APPROVED THE WYOMING GAME AND FISH APPLICATION TO CONNECT THE MUNGER MOUNTAIN SEWER. CONTINGENT ON A NUMBER OF THINGS, INCLUDING GETTING ALL OF THE NECESSARY PERMITS AND APPROVAL FROM THE TOWN OF JACKSON. THEY HAVE DONE ALL OF THOSE THINGS, SO I AM HERE BACK TO PRESENT TO YOU THE FINAL REQUIRED APPROVAL, WHICH IS A LICENSE AND CONNECTION AGREEMENT, WHICH WE HAVE SUBMITTED FOR YOUR REVIEW. I STAND FOR QUESTIONS AND THEN BRIAN BARNEY FROM JORGENSEN GAME AND FISH'S REPRESENTATIVE IS HERE TO ANSWER ANY QUESTIONS ABOUT THE PROJECT IF NEEDED. WITH THAT, I STAND FOR QUESTIONS. >> DOES ANYBODY HAVE ANY QUESTIONS? DR. HARDER OR OUR SEWER EXPERTS CROSS EXAMINE[LAUGHTER]. I CAN SEE YOU, BRIAN. >> [INAUDIBLE] >> YES. >> SCARLETT, I KNOW YOU'VE TOLD ME THIS BEFORE, BUT I STILL CAN'T REMEMBER HOW WYOMING GAME AND FISH HAVE TO DO WITH SEWERS AND MUNGER MOUNTAIN SCHOOL. CAN YOU REMIND ME? >> REALLY QUICK, WHEN WE BUILT MUNGER MOUNTAIN ELEMENTARY SCHOOL, WE GOT PERMISSION TO BUILD A SEWER LINE EARLY ON FROM MELODY RANCH, BASICALLY, DOWN TO MUNGER MOUNTAIN. NOW, WE'RE SELLING CAPACITY ON THAT SEWER LINE TO GAME AND FISH, WHO IS BUILDING A BEAUTIFUL, AND IT IS A BEAUTIFUL PROJECT RIGHT ABOVE IT. I THINK, PAUL [INAUDIBLE] >> YEAH. >> IT REALLY LOOKS NICE. THEY'RE GOING TO HOOK INTO OUR SEWER LINE THAT RUNS RIGHT BY RATHER THAN GO[OVERLAPPING]. >> YES, I CAN NOW REMEMBER. THANK YOU. >> THANK YOU. >> ANY OTHER QUESTIONS? NO ONE? HOW ABOUT PUBLIC COMMENT? DOES ANYBODY WANT TO TALK ABOUT PUBLIC COMMENT? IS THERE ANYONE? [01:40:06] JUST BRING IT BACK TO THE BOARD, THE TRUSTEE MEAD[LAUGHTER]. >> MR. CHAIR, I MOVE TO APPROVE THE WYOMING GAME AND FISH DEPARTMENT'S WASTEWATER CONNECTION AGREEMENT AS PRESENTED WITH MINOR MODIFICATIONS DEEMED NECESSARY BY LEGAL COUNSEL. >> SECOND. >> AS MOVED BY TRUSTEE MEAD, SECOND BY TRUSTEE ABRAMS TO APPROVE THE WYOMING GAME AND FISH DEPARTMENT'S WASTEWATER CONNECTION AGREEMENT AS PRESENTED WITH MINOR MODIFICATIONS DEEMED NECESSARY BY LEGAL COUNSEL. ANY DISCUSSION AMONGST THE BOARD? SEEING NONE, ALL THOSE IN FAVOR, PLEASE SAY. >> AYE. >> OPPOSED? AS UNANIMOUS. ALTA BUS ROUTES. SUPERINTENDENT CHAPMAN >> THANK YOU. LAST MONTH, THE BOARD HEARD THIS INITIAL REPORT THAT DUE TO THE CHANGE IN THE TETON 401 SCHOOL DISTRICT SCHEDULE, IT SUBSTANTIALLY CHANGES THE START AND END TIMES, AND SO CURRENTLY WE COMBINE ALTA ELEMENTARY AND TETON 401 ROUTES ON ONE BUS RIDE. GIVEN 401 CHANGING FOR A FOUR DAY WEEK, THAT MAKES THAT COMBINATION ROUTE IMPOSSIBLE TO CONTINUE WITHOUT MAKING SOME CHANGES. TRANSPORTATION WILL BE PROVIDED TO THE CHILDREN, K 12, AND OUR RECOMMENDATION IS TO GO WITH 401 PROVIDING TRANSPORTATION FROM ALTA ELEMENTARY AS A COMMON STOP OR SOMEWHERE ALONG STATE LINE ROAD THAT MAY BE MORE CONVENIENT TO AN ALTA FAMILY'S RESIDENTS. TRANSPORTATION WILL STILL BE PROVIDED, IT JUST WOULDN'T BE DOOR-TO-DOOR, WHICH IS ESSENTIALLY WHAT WE ARE OPERATING NOW. THERE ARE SEVERAL OTHER SCENARIOS WHERE THE TETON COUNTY SCHOOL DISTRICT CONTINUES TO PROVIDE TRANSPORTATION, HOWEVER, IT HAS IMPACTS TO ALTA ELEMENTARY SCHEDULE AND START AND END TIME. WE'VE OBTAINED INPUT FROM FAMILIES, AND I CAN REPORT OUT ON THAT IF THAT'S YOUR DESIRE. IT'S A SMALL SAMPLE SIZE. WE'VE HAD FEEDBACK THAT SOME PEOPLE WERE CONFUSED BY THE SURVEY, SO AT THE END OF THE DAY, IT'S A MATTER OF WE WILL MAKE IT WORK, WHATEVER THE BOARD DECIDES. OUR RECOMMENDATION IS OPTION 1, WHICH IS, AS I ALREADY DESCRIBED, THE SPLIT. THERE ARE OTHER ALTERNATIVES, IF YOU WANT ME TO TALK ABOUT THOSE OR I CAN JUST ANSWER QUESTIONS. >> QUESTIONS FOR SUPERINTENDENT CHAPMAN. >> MR. CHAIR? >> YES. >> COULD YOU TALK MORE ABOUT THE ALTERNATIVE THAT WAS ALSO CONSIDER, I THINK JENNA HAD A SURVEY AS WELL AS OPTION 2 SLASH 3? >> YES. WE NARROWED IT DOWN ESSENTIALLY TO FOUR OPTIONS. OPTION 1 IS THE ONE THAT I'VE ALREADY OUTLINED WHERE 401 PICKS UP 612 STUDENTS, TETON COUNTY SCHOOL DISTRICT DOES THE K 5 FOR ALTA ELEMENTARY. OPTION 2 WOULD BE, AND ACTUALLY, THE REMAINING OPTIONS. TETON COUNTY SCHOOL DISTRICT IS STILL DRIVING THE BUS. ON THIS OPTION, THE CHILDREN WILL BE PICKED UP EARLIER AND DROPPED OFF AT ALTA ELEMENTARY, AND THEY WOULD HAVE A 20-MINUTE RECESS THAT'S SUPERVISED BY OUR ALTA ELEMENTARY STAFF. THEN THE 401, THESE CHILDREN GOING TO GRADES 6 THROUGH 12 WOULD CONTINUE ON THE SAME ROUTE. THE ONLY CHANGE THERE IS IT'S AN EARLIER PICKUP FOR THE ELEMENTARY STUDENTS AND THERE'S ONE OTHER CHANGE, THE FAMILIES LIVING IN TARGHEE TOWN WOULD NOT BE PICKED UP IN TARGHEE. THEY WOULD WALK TO ALTA ELEMENTARY. THAT OPTION HAS NO IMPACT ON THE 401 STUDENTS BECAUSE THEY'RE ALREADY CHANGING THEIR SCHEDULE ANYWAY ON THE SIX THROUGH 12 STUDENTS AND IT HAS SOME IMPACT ON THE ALTA ELEMENTARY STUDENTS BECAUSE IT'S A 20-MINUTE EARLIER PICKUP AND DROP OFF AT ALTA ELEMENTARY. IF THE FAMILY DOESN'T WANT THEIR KID TO HAVE EXTRA RECESS IN THE MORNING, THEY WANT THEM TO SLEEP EXTRA OR WHATEVER, THAT WILL BE INCONVENIENT FOR THEM. THAT'S OPTION 2. OPTION 3 IS STARTING THE SCHOOL DAY AT ALTA ELEMENTARY, [01:45:09] SORRY, 20 MINUTES 7:40. >> MRS, CHAPMAN, SORRY. I THINK OPTION 2 IS 10 MINUTES EARLIER, 10 OR 12. >> JENNA. [OVERLAPPING] >> I'M HERE. >> BAIL ME OUT. [LAUGHTER] >> WAITING FOR THE CALL. >> THANK YOU. CHAIRMAN, BOARD MEMBERS, NICE TO SEE YOU THIS EVENING. OPTION 1, LIKE DR. CHAPMAN SAID, WOULD HAVE THE TARGHEE TOWN KIDS WOULD WALK TO ALTA ELEMENTARY SCHOOL LIKE THEY DID WHEN THEY WERE IN ELEMENTARY SCHOOL AND GET ON THE BUS AT 7:20, AND THE RIG SCHOOL BUS WOULD BE AT ALTA ELEMENTARY SCHOOL AT 7:20 TO PICK THEM UP. ALTA ELEMENTARY SCHOOL ROUTE WOULD STAY THE SAME AND THEN THE MIDDLE SCHOOL AND HIGH SCHOOL KIDS WOULD BE DROPPED BACK OFF AT ALTA IN THE EVENING. WHAT DR. CHAPMAN WAS REFERRING WITH THAT ONE IS THAT IF THE KIDS LIVE ON STATE LINE ROAD, OR IF THERE'S A CLOSER STOP THAT'S ON STATE LINE ROAD, THEN THEIR FAMILIES COULD TRANSPORT THEM TO THE STATE LINE ROAD AND THEY WOULD BE ABLE TO GET ON AT THAT POINT. THAT'S OPTION 1. OPTION 2, EVERYONE GETS ON THE BUS EARLIER, ABOUT 10 MINUTES EARLIER. JENNIFER ZUNG IS CORRECT OR TRUSTEE ZUNG IS CORRECT. THAT WOULD PUT THE KIDS AT THE SCHOOL. THEY WOULD GET DROPPED OFF AT, EXCUSE ME, 7:38 IN THE MORNING. RIGHT NOW, THEY GET DROPPED OFF AT 7:48. THEN WE WOULD HAVE AN EXTRA 10 MINUTES OF RECESS, ABOUT 15, 20 MINUTES OF RECESS IN THE MORNING, AND THEN WE'D STILL START OUR SCHOOL DAY AT 8:00. WE'D GO FROM 8:00 -2:40. THAT INVOLVES THE TARGHEE TOWN KIDS WALKING TO ALTA TO GET ON THE BUS AT 7:38. THE NEXT OPTION, NUMBER 3 IS FOR THE KIDS TO BE PICKED UP AT THEIR DOORS. NO. YEAH. IT DOESN'T. IT'S THE SAME OPTION. THE ONLY THING THAT'S DIFFERENT IS THAT WE WOULD MOVE OUR SCHOOL DAY EARLIER. INSTEAD OF HAVING A 10 MINUTE RECESS IN THE MORNING, WE WOULD JUST START SCHOOL 10 MINUTES EARLIER AND WE WOULD GET OUT 10 MINUTES EARLIER. THAT WOULD BE OPTION 3. THEN OPTION 4 IS THAT DOOR-TO-DOOR PICK UP. WHAT OTHER QUESTIONS DO YOU HAVE? >> DOES OPTION 4, I CAN'T RECALL, IS IT START SCHOOL SOONER OR LATER? DOES IT GET OUT SOONER OR LATER? >> WE COULD GO EITHER WAY. >> OKAY. >> WE WOULD BE EARLIER. THE KIDS WOULD BE AT SCHOOL EARLIER. BUT WE COULD EITHER DO A RECESS OR WE CAN DO AN EARLIER START. CAN I GO ON? >> YES. >> OKAY. THANK YOU. DR. CHAPMAN ALLUDED TO THE FACT THAT WE DID ONE SURVEY THAT WENT OUT TO ALL BUS RIDERS, SO THAT IS ALL KIDS RIGHT NOW WHO RODE THE BUS ELEMENTARY THROUGH HIGH SCHOOL. WE DID THAT SURVEY, THAT WAS THE SURVEY RESULTS WE REPORTED THE FIRST TIME OR LAST MONTH, THEN WHAT WE DID THIS LAST WEEK-ISH, BECAUSE WHAT HAPPENED WITH THAT SURVEY, DR. CHAPMAN ALLUDED TO THE FACT THAT THERE WAS SOME QUESTION, BUT WHAT HAPPENED WITH THAT SURVEY IS THAT IF YOU DIDN'T RIDE THE BUS RIGHT NOW, YOU COULDN'T GIVE INPUT AND IT SHUT I THINK IT WAS EIGHT FAMILIES OUT OF GIVING INPUT, SO WE WENT BACK AND WE DID ANOTHER SURVEY, AND THIS SURVEY WAS JUST FOR THE POPULATION OF ALTA ELEMENTARY SCHOOL RIGHT NOW, SO THAT WENT TO 25 FAMILIES. WE HAD 19 RESPONSES. FOUR OF THOSE RESPONSES WERE STAFF MEMBERS. OUT OF THAT INFORMATION, 60% OF THE PEOPLE, SO 13 PEOPLE RESPONDED THAT THEY WANTED EITHER OPTION 2 OR OPTION 3. PEOPLE AREN'T ASKING FOR OPTION 4, THEY'RE NOT ASKING FOR THAT DOOR-TO-DOOR SERVICE. THEY ARE OKAY WITH WALKING TO ALTA ELEMENTARY SCHOOL, WHICH IS FINE THAT THAT'S WHAT THEY RESPONDED TO. I COULD GIVE YOU MORE INFORMATION WITH THE WHY. >> TRUSTEE KEITH. >> IF YOU'RE THE PRINCIPAL, WHAT WOULD WORK BEST FOR THE EDUCATION OF THE CHILDREN, TO START EARLY, START AT THE SAME TIME, WHAT WOULD YOU LIKE TO DO? >> [LAUGHTER] I WOULD START AT THE SAME TIME. I WOULD OPTION 1. OPTION 1 ALLOWS US TO KEEP OUR BUS DRIVER. ALL THE OTHER OPTIONS MEAN THAT WE'RE GOING TO HAVE TO FIND ANOTHER BUS DRIVER. THAT'S MY RECOMMENDATION. IF WE GO WITH OPTION 2 OR OPTION 3, I WOULD LIKE TO GO WITH OPTION 2, [01:50:01] BECAUSE THAT WOULD ALLOW OUR SCHOOL TO STILL STAY THE SAME. I DON'T THINK IT'S APPROPRIATE TO START SCHOOL AT 7:40 IN THE MORNING. THAT CHANGES ALL OF OUR STAFF SCHEDULES. THAT HAS THE BIGGEST IMPACT. OPTION 3 HAS THE BIGGEST IMPACT ON ALTA ELEMENTARY SCHOOL. >> GILLIAN, CAN YOU CLARIFY THE START TIME. WE CURRENTLY STARTS AT 8:99? >> CORRECT. >> IT WOULD BE 10 MINUTES EARLIER? >> CORRECT. 7:50, NOT 7:40, RIGHT? > THE KIDS WILL BE THERE AT 7:38 IN THE MORNING, SO WE HAVE TO HAVE STAFF. OUR TEACHERS ARE THERE 30 MINUTES BEFOREHAND, SO OUR TEACHERS WOULD NEED TO BE THERE AT 7:15. MS. GILLIAN, WHY IF WE CHOSE, OTHER THAN OPTION 1, WOULD WE NEED TO GET ANOTHER BUS DRIVER? [OVERLAPPING] >> OUR BUS DRIVER WILL RESIGN BECAUSE SHE DOES NOT WANT TO DRIVE FOR TWO DIFFERENT SCHOOL DISTRICTS. >> THANK YOU FOR SHARING. >> OPTION 2, WE TRANSPORT IT ALL THE WAY TO 401? >> CORRECT. >> OKAY. >> MR. CHAIRMAN, CAN WE ASK THE PERSON WHO LIVES IN ALTA, DO YOU THINK? >> YOU WANT TO HAVE THAT DISCUSSION? [OVERLAPPING] >> WE CAN DO DISCUSSION WE'RE JUST ASKING. >> ARE THERE ANY OTHER QUESTIONS FOR JENNA? >> I'LL BE RIGHT HERE IF YOU NEED. [LAUGHTER] >> I'M GOING TO OPEN IT UP TO PUBLIC COMMENT FIRST. IS THERE PUBLIC COMMENT, IAN? >> NO. >> NO? ANY PUBLIC COMMENT ONLINE? OKAY. TRUSTEE GINGERY, TRUSTEES [INAUDIBLE]. >> OH, I WAS JUST CURIOUS [INAUDIBLE]. >> I APPRECIATE HAVING A LITTLE MORE TIME GETTING MORE SURVEY COMING FROM THE REST OF THE COMMUNITY. IT DOES LOOK LIKE BASED ON THE TWO SURVEYS, IF YOU LOOK AT THE OPTION 1, WHICH IS KEEPING THINGS THE SAME AS FAR AS THE SCHOOL SCHEDULE BUT DISCONTINUING OUR BUS SERVICE TO MOST OF ALTA, WE'RE TALKING ABOUT A CENTRAL PICKUP LOCATION, BUT IT REALLY ONLY SERVES TARGHEE TOWN KIDS THAT CAN WALK THERE. IT DOESN'T SERVE ALTA NORTH, YELLOW ROSE, GREENVILLE, ANY MOST OF ALTA. MY CONCERN WITH THAT IS THAT IF WE'RE SELECTING A SCHOOL BUS STOP, THAT'S NOT THE ONE WE WOULD SELECT. THAT'S WHY WE HAVE A BUS THAT TRANSFERS ALL THE KIDS TO ALTA SCHOOL BECAUSE YOU CAN'T WALK THERE. YOU CAN'T WALK THERE FROM ALTA NORTH ROAD. YOU CAN'T WALK DOWN SKI HILL ROAD. WE'RE SAYING WE'RE PROVIDING A CENTRAL BUS STOP AND WE'RE STILL PROVIDING TRANSPORTATION, BUT WE'RE REALLY NOT. IF YOU LOOK AT, AS JENNA MENTIONED, THE SEC SURVEY THAT INCLUDED EVERYONE, INCLUDING THE KIDS THAT GO TO ALTA NOT EXCLUDING THE ONES THAT DIDN'T RIDE THE BUS, THAT THEY GOT KICKED OUT OF THE SURVEY, MOST OF THEM SELECTED, IN BOTH THE SURVEYS, IF YOU CONSIDER THE OPTION 1 AND THEN ALL THE OTHER OPTIONS, WHICH IS TO CHANGE OUR SCHEDULE A LITTLE BIT IN ORDER TO PROVIDE BUS SERVICE FOR EVERYONE, THERE'S MORE PEOPLE THAT VOTED TO CHANGE OUR SCHEDULE A LITTLE BIT. I'M STILL NOT CLEAR THAT WE'RE GOING FROM 8:00 TO 7:40. IT SEEMS LIKE IF IT'S A 10-MINUTE DIFFERENCE, WE GO 8:00-7:50. I THINK WE'RE JUST FLOATING ON THE BUS SCHEDULE. I GUESS I WILL ALSO SAY, LIKE I SAID IN THE LAST MEETING, WE'VE ALWAYS PROVIDED THIS TRANSPORTATION. THIS BUS POSITION HAVE ALWAYS SERVED TWO SCHOOL DISTRICTS SINCE THE BEGINNING OF THE SCHOOL DISTRICTS THAT SOUNDS LIKE THEMSELVES, BUT TO THE COURSE OF CARRIAGE DAYS. I WOULD LIKE TO CONTINUE TO DO THAT. I THINK THAT ELIMINATING PICKING UP DOOR-TO-DOOR THROUGH TARGHEE TOWN IS A GOOD COMPROMISE BECAUSE ALL THOSE KIDS CAN SAFELY WALK TO SCHOOL, WHEREAS THE KIDS DOWN GREENVILLE OR ANY OTHER PLACE CAN'T SAFELY WALK TO SCHOOL AND MOST PEOPLE VOTED FOR CHANGING THE SCHEDULE IN SOME WAY. FOR US, I THINK WE'RE JUST VOTING ON THE BUS SCHEDULE AND THEN MAYBE WE LEAVE IT UP TO JENNA TO EITHER CHANGE THEIR SCHOOL START TIMES OR SPLIT THE DIFFERENCE BETWEEN THAT 10 EXTRA MINUTES. [01:55:04] MAYBE IT'S A FIVE-MINUTE EARLIER START TIME AND FIVE-MINUTE EXTRA RECESS TO SPLIT THE DIFFERENCE BECAUSE PEOPLE REALLY WERE SPLIT BETWEEN THOSE OPTIONS 2 AND 3. >> TRUSTEES DO YOU LIKE OPTION 2? >> I GUESS MY THOUGHT WAS, MY MOTION, IF WE WERE TO CHANGE IT WOULD BE TO KEEP THE BEST SCHEDULE AS WE HAD LAST YEAR, BUT MOVE IT UP BY 10 MINUTES SO THAT WE CAN TAKE THE KIDS TO DRAKES BECAUSE THAT'S WHAT WE'RE VOTING ON. I DON'T I DON'T KNOW IF WE'RE VOTING ON WHAT TO DO WITH THE ALTA SCHOOL SCHEDULE IN RESPONSE TO THAT. I GUESS MAYBE IT WOULD BE A QUESTION. >> TRUSTEE CHAPMAN OR SUPERINTENDENT CHAPMAN. >> I THINK WHAT WOULD BE HELPFUL IS IF THE BOARD SAID WE ARE GOING TO CONTINUE PROVIDING TRANSPORTATION FOR 612 STUDENTS OR NOT AND THEN WE'LL TAKE IT FROM THERE. BECAUSE THE CERTAIN IN TIME, THE TRUSTEES DON'T HAVE TO ACTUALLY APPROVE THAT. >> MR. CHAIRMAN. >> TRUSTEE MEAD. >> IT SEEMS TO ME LIKE WE'RE IGNORING IN THAT SCENARIO AND WITH ALL DUE RESPECT TO TRUSTEE ZUNG, WE'RE IGNORING THE FACT THAT WE WON'T HAVE A BUS DRIVER, AND WE'RE ALREADY SHORT OF FOUR BUS DRIVERS IN THIS DISTRICT. I THINK THAT'S A REALLY IMPORTANT CONSIDERATION, UNLESS YOU KNOW SOMEBODY ELSE IN ALTA WHO WANTS TO DRIVE THE BUS BECAUSE OTHERWISE, HERE'S WE'RE REALLY STUCK. THAT BUS DRIVER HAS PARAMOUTNAL LEVERAGE BECAUSE OF THE FACT THAT I AGREE THAT WE'RE SHORT OF BUS DRIVERS. I THINK IF WE IGNORE THAT AND JUST LOOK AT WHAT'S ABSOLUTELY MORE CONVENIENT FOR PARENTS, WE'RE JUST IGNORING REALITY. BECAUSE WHAT WILL REALLY BE DIFFICULT FOR PARENTS IS IF NOBODY HAS BUS SERVICE ROUTE TO SCHOOL. WE CAN'T FIND A BUS DRIVER. >> MY UNDERSTANDING IT WAS DIFFICULT TO HIRE THAT BUS DRIVER TO BEGIN WITH. THAT WAS A CHALLENGE. >> MR. CHAIR. >> TRUSTEE CARLIN. >> I ALSO THOUGHT SOMETHING TO CONSIDER IS THAT ONE OF THE BUS DRIVERS OR IF IT'S ONE PERSON, THEY'D BE FOLLOWING TWO DIFFERENT SCHOOL DISTRICTS CALENDARS SO THAT THEN EARLIER AND A LATER START, IT GETS PRETTY CONVOLUTED NOW THAT THE TWO SCHOOL DISTRICTS ARE ON SUCH DIFFERENT SCHEDULES. >> I WOULD JUST ADD THAT WE HAVE BEEN ABLE TO MAKE IT WORK. IT HASN'T BEEN WITHOUT ITS CHALLENGES, BUT WE'VE MADE IT WORK BECAUSE THE SCHEDULES WE CLOSE ENOUGH, WE COULD DO THAT. IT'S NOW WHICH IS WHY WE'RE RELYING ON YOU ALL TO HELP US MAKE A DECISION BECAUSE AND I APPRECIATE TRUSTEE ON BRINGING IN SO MANY REALLY GREAT IDEAS BECAUSE WE WOULDN'T HAVE HAD THESE GREAT IDEAS WITHOUT YOUR INPUT, AND ALSO YOUR INTIMATE KNOWLEDGE OF THE AREA, THAT'S BEEN VERY HELPFUL TO US. AND OF COURSE, JENNA BECK GUIDING US. WE DO HAVE SOME OTHER CHALLENGING FACTORS AND THAT NOT ALL OF OUR STAFF LIVED THERE. A SUBSTANTIAL CHANGE EARLIER MEANS FOLKS SPECIALISTS ARE DRIVING OVER REALLY EARLY IN THE MORNING AND VICE VERSA, WHICH I KNOW PEOPLE DEAL WITH THAT REALITY ALL THE TIME. BUT THAT WAS THE BIGGEST CONCERN FOR US WITH A MUCH EARLIER START AND GETTING OUT AT 2:30 IN THE AFTERNOON. I WOULD JUST RESPECTFULLY ASK THE BOARD TO MAYBE THE MOTION COULD BE, I MOVE TO AS I SHOULD HAVE WRITTEN IT THIS WAY ANYWAY, BUT A SUGGESTED MOTION WOULD BE I MOVE TO CONTINUE THE ROUTES OR DISCONTINUE THE ROUTES, HOWEVER YOU WANT TO WORD IT AND THEN WE'LL TAKE WHATEVER YOU DECIDE, WE'LL ARRANGE THE SCHEDULE TO MAKE IT WORK. REALLY THE DECISION IS, IS THE BOARD COMFORTABLE CONTINUING TO PROVIDE SERVICE K12 OR [02:00:06] IS THE BOARD COMFORTABLE PROVIDING SERVICE K5 AND PARTNERING WITH 401 TO 6 THROUGH 12? THOSE ARE THE AS OF THE TWO CHOICES. >> MR. CHAIR, I WOULD MOVE TO CONTINUE TO PROVIDE BUS SERVICE TO K6 SIX AT THE K5 DELTA SCHOOL FOR 2025 SCHOOL YEAR? >> IS THERE A SECOND OPTION? >> YEAH. >> I'LL SECOND. >> IT'S BEEN MOVED AND SECOND TO PROVE THE ALTA SCHOOL BUS ROUTE FOR K5 FOR THE '24 '25 SCHOOL YEAR. ANY FURTHER DISCUSSION BY THE BOARD? >> YES. >> TRUSTEE ZONG. >> I'D JUST LIKE TO SAY I DON'T BELIEVE THAT WE SHOULD BE MAKING A DECISION LIKE THIS BASED ON WHETHER OR NOT WE THINK THE BUS DRIVER IS GOING TO STAY. IT SEEMS LIKE IT'S A VERY BIG DECISION. LIKE I SAID, WE'VE PROVIDED TRANSPORTATION TO THESE KIDS FOR DECADES, AND I THINK THERE'S OTHER OPTIONS, WE COULD POTENTIALLY SPLIT THE SCHEDULE. I THINK THE ROUTES STARTED SIMILAR TO WHAT THEY ARE NOW. THEY CURRENTLY RUN TWO ROUTES IN THE AFTERNOONS. >> TRUSTEE GABRIEL. >> JUST SO I'M UNDERSTANDING THIS. WE'RE GOING TO SEND THE BUS AROUND PICK UP ALL THE K5 KIDS. THEY'RE GOING TO BRING THEM JUST LIKE THEY ALWAYS DO TO ALTA ELEMENTARY. I HAVE A KID THAT'S SIX THROUGH 12 THAT ATTENDS THE DRIGGS SCHOOLS. I NEED TO GET MY KID DRIVE MY KID TO THE ALTA ELEMENTARY, THEY'RE TO WAIT THERE AND DRIGGS IS GOING TO SEND A BUS FOR MY KID. AT THE END OF THE DAY, DRIGGS IS GOING TO DROP MY KID OFF AT ALTA ELEMENTARY. I DRIVE TO ALTA ELEMENTARY, AND PICK UP MY KID. >> OR ALTA RUNS THE BUS DOWN. SKI HILL ROAD OR STATE LINE ROAD. IF THERE'S A CLOSER STOP TO YOUR HOUSE, YOU CAN DROP THEM THERE. >> OUR DRIVERS DOES THAT. >> WE'LL SAY. MY UNDERSTANDING WAS THAT THEY WOULD ONLY STOP IF THEY HAVE EXISTING STOP. THAT DOESN'T INCLUDE ALL OF STATE LINE ROAD. IT'S JUST SOUTH STATE LINE. >> ANY OTHER DISCUSSION? >> MR. CHAIR. I JUST WANT TO SO I'M CLEAR. IF YOU HAD A SEVENTH GRADER SAY, WILL THE 401 BUS COME BEFORE THE YES, BECAUSE IT'S AN EARLIER DAY. BECAUSE IT'S A 10-HOUR DAY OR WHATEVER, SO 401 PICK UP THE MIDDLE AND HIGH SCHOOL KIDS FROM ALTA ELEMENTARY PRIOR TO WHEN OUR BUS GETS THERE, IS THAT CORRECT? >> I BELIEVE THAT'S CORRECT. >> YES. >> THANK YOU. THEN THAT CLEARS UP MY THOUGHT. >> ANYBODY ELSE FOR THE FIRST TIME BEFORE I GO BACK TO TRUSTEE ZONG? OKAY TRUSTEE ZONG. >> I WILL ADD, ALSO THAT SCHEDULE THAT SITTING WHERE WE'RE TALKING ABOUT, IF SOMEONE HAS A KID DOWN IN DRIGGS AND IN ALTA, THEY WOULD BE TRYING TO GET THEIR ELEMENTARY KID TO THEIR BUS STOP AT THE SAME TIME THAT THEY HAVE TO TAKE ANOTHER KID TO ALTA ELEMENTARY SCHOOL FOR THE 401 PICK UP. I HAVE A FEELING EVERYONE'S GOING TO JUST DRIVE THEIR KID TO DRIGGS. THEY'RE NOT GOING TO USE THAT OPTION. AGAIN, WE'RE NOT PROVIDING BUS SERVICE TO HIGH SCHOOL KIDS. >> ANYBODY ELSE? SEEING NONE, ALL THOSE IN FAVOR OF TRUSTEE MEED'S MOTION FOR THE 24/25 SCHOOL YEAR, VINTON COUNTY SCHOOL DISTRICT NUMBER 1 WILL PROVIDE BUS TRANSPORTATION FOR K35 STUDENTS AT ALTA ELEMENTARY AS WE CURRENTLY HAVE. I BELIEVE THAT WAS IN MOTION. >> DO WE HAVE A SECOND ON THAT? >> SECOND. ALL THOSE IN FAVOR, PLEASE SAY AYE. >> AYE. >> AYE. >> THOSE OPPOSED? >> NAY. >> THAT WAS FOUR AYES. DID YOU GET THAT UNDER? LET'S SEE KATE STEPHEN AND I VOTES, KEITH, JENNIFER, ZONG AND REDO THE VOTES. THAT WAS APPROVED. [02:05:04] IT IS 8:15. CAN WE TAKE FIVE MINUTES REALLY QUICK BEFORE WE GET INTO CONTRACTS? >> TO DETERMINE SOME VALUE ENGINEERING OPTIONS THAT GOT US DOWN BELOW WHAT OUR LIMIT WAS. WE ARE WITHIN BUDGET, AND I THINK WITH AN APPROXIMATELY WE HAVE 175,000 IN CONTINGENCY APPROXIMATELY THAT WILL BE ALLOCATED BACK OVER THE COURSE OF THE PROJECT. I KNOW IF THERE'S ANY TECHNICAL QUESTIONS, BRAD HOYT AND HE'S ONLINE TO ANSWER ANY QUESTIONS I MIGHT NOT BE ABLE TO. >> YES. TRUSTEE GABRIEL. >> THANK YOU, MR. CHAIR. WHAT WAS THE ORIGINAL BID BEFORE THEY GOT IT DOWN TO 14.7? >> THE ORIGINAL BID WAS 15.4 AND CHANGE. >> WHAT WAS THE VALUE ENGINEERING THAT WAS REMOVED FOR THE MATERIAL WAS WHAT WAS IT? >> THERE WERE SOME AMENITIES, SOME SITE FEATURES. I THINK SOME OF THE PATIO FURNITURE WAS REMOVED. I'M HOPING BRAD OR MEED. >> CAN YOU BRING BRAD ON? >> REMIND ME WHAT SOME OF THEM WERE. >> THERE WAS A FACADE CHANGE FROM SOMETHING TO SOMETHING. I DON'T WHAT IT WAS. DO YOU REMEMBER STUFFING? >> I DON'T KNOW THAT WE HAVE DECIDED ON THAT. IT WAS A SIGHTING CHANGE FROM A TYPE OF MATERIAL, BUT I THINK WE WERE HOLDING OFF ON MAKING THAT DECISION UNTIL WE KNEW WHERE WE ENDED UP. >> I THINK SOMETHING OVER THE WINDOWS. >> THE WINDOWS WERE ANOTHER OPTION THAT THEY EVALUATED. >> HI BRAD. >> HI, MR. CHAIR. >> FRED WHITE. WE CHANGED FROM A FULL BRICK VENEER ON THE EXTERIOR TO A THIN BRICK VENEER. WE REDUCED A ROOFING WARNING. WE'VE GOT A COUPLE EXAMPLES ARE OPTIONS FOR REDUCING THE PANELS ON THE EXTERIOR TO A LESS COSTLY OPTION. THERE WERE MULTIPLE THINGS ON THE INSIDE AS WELL. AS IAN MENTIONED, WE ELIMINATED A LOT OF EXTERIOR FURNITURE AND ON THE DECKS, PERGOLAS, BARBECUES, CHAIRS, TOOK ALL THE LOW LYING FRUIT. I CAN SPEND A LITTLE. THAT'S WHAT I REMEMBER OFF MY HEAD? >> SOUNDS RIGHT. I REMEMBER GOING FROM THE FULL BRICK TO THE HALF SPLIT BRICK IN THE AIR WAS A BIG SAVINGS? >> IT WAS A BIG SAVINGS. I THINK THERE WAS NOTHING THAT AFFECTED THE QUALITY OF THE BUILDING. IT WAS JUST DIFFERENT PRODUCT SELECTION. >> ANY OTHER QUESTIONS FOR IAN? >> MAYBE BRAD CAN ANSWER THIS. CAN HE WALK US THROUGH HOW THE COST PLUS OR THE GUARANTEED MAXIMUM PRICE CONTRACT WORKS, HOW DOES THAT CONTRACT WORK? >> I THINK WE'RE GOING TO APPROACH IT FROM BASICALLY HAVE THE CAP ON THE 147. BUT WITH THE COST PLUS WE WILL REIMBURSE THEM FOR THEIR COST PLUS THE 4%. ANYTHING THAT ISN'T SPENT WILL BE SPLIT AT THE END AS AN INCENTIVE FOR THE CONTRACTOR TO CONTINUE TO REDUCE COSTS. WHEREAS ON A HARD DOLLAR CONTRACTOR AT GMP, WE PAY THE AMOUNT THAT'S IN THE CONTRACT. THAT'S WHERE THE APPROACH TO GO AT THE COST PLUS WAS. THEY'LL SUBMIT INVOICES WITH THEIR COSTS AS BACKUP, AND THAT'S WHAT WE REIMBURSE THEM FOR PLUS THE 4% FIXED FEE. >> BRAD? >> YES. >> THIS IS BILL. WE HAD A COUPLE OF CONVERSATIONS ABOUT THIS AND THE REASON WHEN WE WENT WITH THIS TYPE OF STRUCTURE. CORRECT ME IF I'M WRONG, WAS THIS ONE BASICALLY FIX IT, AND WE DON'T HAVE TO COME IN EVERY MONTH OR SPECIAL MEETINGS TO APPROVE CHANGE ORDERS. WHERE ALL OF THAT'S BUILT IN, WHERE THE OTHER WAS IT THE GMP? WE WOULD BE COMING IN FREQUENTLY TO THE BOARD FOR CHANGE ORDERS. >> ABSOLUTELY. THAT'S ONE OF THE ADVANTAGES OF THIS SITUATION OR THIS SET, THIS AGREEMENT TYPE. [02:10:02] AS HE POINTED OUT, IT DOES PROVIDE INCENTIVE FOR US TO KEEP LOOKING FOR VALUE ENGINEERING OPTIONS THROUGHOUT THE PROJECT, WHICH WE HAVE SEEN PRETTY GOOD SUCCESS WITH THAT ON OTHER PROJECTS WITH A SIMILAR SETUP. IT ALSO ALLOWS US TO MOVE CONTINGENCY OUT OF BASICALLY FROM ONE PILE, WHICH WOULD BE THE GENERAL CONTRACTOR'S PILE IF THEY'RE BIDDING AND COMMITTING TO A HARD NUMBER INTO A PILE THAT'S CONTROLLED BY THE DISTRICT. >> ANY OTHER QUESTIONS FOR BRAD OR IAN? THANK YOU. >> THANK YOU. I'LL OPEN UP FOR PUBLIC COMMENT ON THE BUILDING OF OUR 24 UNIT HOUSING PROJECT FOR THE CONSTRUCTION BID TO SHAW CONSTRUCTION. ANY PUBLIC COMMENT? ANY PUBLIC COMMENT ONLINE? WE'LL CLOSE PUBLIC COMMENT. WHAT'S THE WILL OF THE BOARD? >> MR. CHAIR? >> YES. >> I MOVE TO APPROVE AWARD OF CONSTRUCTION BID 24 UNIT HOUSING PROJECT OF SHAW CONSTRUCTION, NOT TO EXCEED MILLION $14,767,941 AS PRESENTED WITH MINOR MODIFICATIONS SUGGESTED BY LEGAL COUNSEL. >> SECOND. >> AS MOVED BY TRUSTEE ABRAM SECONDED BY TRUSTEE MEED TO APPROVE AWARD OF CONSTRUCTION BID FOR THE 24 UNIT HOUSING PROJECT SHAW CONSTRUCTION, NOT TO EXCEED $14,767,941 AS PRESENTED WITH MINOR MODIFICATIONS SUGGESTED BY LEGAL COUNSEL. ANY OTHER DISCUSSION? >> I WAS JUST GOING TO SAY I APPRECIATE VALUE OF ENGINEERING. I JUST GET NERVOUS WHEN I SEE IT HAPPENING, ESPECIALLY SUBSTANTIAL AMOUNT GOING FROM 15.4 DOWN TO 14.7. I JUST WANT TO MAKE SURE WE DON'T END UP WITH A CHEAP PRODUCT AT THE END. IT DOESN'T SOUND LIKE WE ARE. IT SOUNDS LIKE THOSE ARE ALL GOOD DECISIONS, FURNITURE ON THE PATIO, AND BRICK TO BRICK. BRAD SAID, WE'RE GOING TO CONTINUE TO LOOK FOR IT. THAT'S THE ONLY PART OF NERVOUS WITH THE CLASS PLUS PART IS THAT EVERYBODY'S GOING TO CONTINUE TO LOOK FOR IT. I JUST WANT TO MAKE SURE AT THE END OF THE DAY, THEY HAVE A GOOD PRODUCT. I SAY AND I GET NERVOUS ABOUT VALUE OF ENGINEERING. >> MR. CHAIR. >> WHAT'S THAT? >> TRUSTEE GARY, IN THE MEETING THAT I ATTENDED WITH SHAW, I HAD THE SAME EXACT CONCERN WE DID. THEY DID BRING TO TO LIGHT THAT THE CHANGES THAT THEY WERE MAKING, WAS IT GOING TO IMPACT THE QUALITY AND WHERE I WAS REALLY CONCERNED WAS, ARE WE GOING TO PUT SOMETHING UP AND FOR EXAMPLE, THAT OUTSIDE FACADE? ARE WE GOING TO HAVE TO COME UP WITH MONEY IN THREE YEARS BECAUSE WE REDUCED THE COST SO MUCH, AND THAT WAS NOT APPROACH THEY WERE TAKEN. THEY WERE VERY THOUGHTFUL AND CONSIDERATE WITH THEIR APPROACH OF HOW TO REDUCE THE COSTS AND TO ENSURE THAT WE HAD PRODUCT THAT WAS GOING TO LAST FOR A CONSIDERABLE AMOUNT OF TIME? >> ANY OTHER DISCUSSION? HEARING NONE, ALL THOSE IN FAVOR OF APPROVING THE BARD OF CONSTRUCTION BID FOR THE 24 UNIT HOUSING PROJECT SHOCK CONSTRUCTION NOT TO EXCEED $14, 767,941 AS PRESENTED WITH MINOR MODIFICATIONS SUGGESTED BY LEGAL COUNSEL, PLEASE SAY AYE. >> AYE. >> AYE. >> ANY OPPOSE? THANK YOU. I'VE BEEN ON THE BOARD FOR ALMOST EIGHT YEARS. I THINK THIS IS THE LARGEST CONSENT AGENDA ITEM. WE TRIED TO KILL GILLER? >> WELL, TRUSTEES, IT IS NORMALLY LARGE IN JULY. BUT WE HAD SOME OPPORTUNITY. WE WANTED TO SPEND EVERY DIME OF OUR AMERICAN RESCUE PLAN FUNDING, AND THAT FUNDING HAS TO BE ENCUMBERED BY SEPTEMBER 2025. THERE WAS A LOT OF OPPORTUNITY IN HERE IN WHICH WE CAN DO MULTI YEAR CONTRACTS. THAT'S SOME OF IT, AND THEN SOME OF IT IS SOME THINGS. THERE'S A LOT. I'M SORRY. >> OKAY. >> THE CONSENT AGENDA, ONE, [H. Consent Agenda] [02:15:02] APPROVAL OF STAFF CONSIDERATIONS AND REPORTS JULY 2024. TWO, APPROVAL OF JUNE 2024 CHECK REGISTER. THREE, APPROVAL OF EXECUTIVE MEETING MINUTES FOR JUNE 12, 2024. FOUR, APPROVAL OF MINUTES OF JUNE 12, 2024 REGULAR MEETING. FIVE, APPROVAL OF MEMORANDUM OF UNDERSTANDING WITH TETON COUNTY AND THE SHERIFF'S OFFICE FOR SCHOOL RESOURCE OFFICERS. SIX, APPROVAL OF BUS PURCHASES FOR FISCAL YEAR '25. SEVEN, APPROVAL OF CONTRACT TO SUMMIT CONSULTING FOR SPECIAL INSPECTIONS ON 24 UNIT HOUSING PROJECT. EIGHT, APPROVAL OF INDIVIDUALS WITH DISABILITY EDUCATION ACT, IDEA. PART B, LOCAL EDUCATIONAL AGENCY, LEA ASSURANCES. NINE, APPROVAL OF EXTENDED SCHOOL YEAR SPECIAL EDUCATION RELATED RERVICES AGREEMENT. TEN, APPROVAL OF RESIDENTIAL LEASE RENEWAL AT BLAIR PLACE APARTMENTS. ELEVEN, APPROVAL OF POWER SCHOOL RENEWAL PURCHASE ORDER. TWELVE, APPROVAL OF COOK CENTER FOR HUMAN CONNECTION PURCHASE ORDER. THIRTEEN, APPROVAL OF DREAM BOX PURCHASE ORDER. FOURTEEN, APPROVAL OF BRAIN POP PURCHASE ORDER. FIFTEEN, APPROVAL OF COMPASS ADVANTAGE PURCHASE ORDER. SIXTEEN, APPROVAL OF TETON TEAMS PURCHASE ORDER, 17, APPROVAL OF SIDELITS, EDUCATION PURCHASE ORDER, 18, APPROVAL OF MORAN TECHARAGE REMODEL PROJECT BUDGET, AND ROCKY TO BUILDERS, LLC CONTRACT AND PURCHASE ORDER. 19, APPROVAL OF WESTPORT CONSTRUCTION LLC CONTRACT AND PURCHASE ORDER FOR REMODEL AT THE JACKSONVILLE HIGH SCHOOL WELDING SHOP. TWENTY APPROVAL OF THE CONTRACT WITH DELCON FOR A LED LIGHTING RETROFIT AT DAVI JACKSON ELEMENTARY SCHOOL, 21, APPROVAL OF AFFORDABLE ROAD AND DRIVE PURCHASE ORDER FOR REPAIR TO MIDDLE SCHOOL ROAD. TWENTY-TWO, APPROVAL OF PRO FINISHED PAINTING, PURCHASE ORDER FOR INTERIOR PAINTING AT THE JACKSONVILLE HIGH SCHOOL. TWENTY-THREE, APPROVAL OF JAMF 2024 RENEWAL. TWENTY FOUR, APPROVAL OF MERAKI SECURITY CAMERA CONTRACT, 25 APPROVAL OF BOARD MEMBER, 26, APPROVAL OF CONSENT AGENDA. >> MOTION. >> MR. CHAIR, I DO APPROVE THE CONSENT AGENDA AS PRESENTED, BY THE MODIFICATIONS TEAM NECESSARY BY LEGAL COUNCIL. >> SECOND. >> IT'S BEEN MOVED, SECONDED AND BEEN APPROVED CONSENT AGENDA, ITEMS 1-26 IS PRESENTED WITH MINOR MODIFICATIONS AS LEGAL COUNCIL MIGHT RECOMMEND. >> YES. MR. GINGA. >> I'M VOTING ON ALL IF WE CAN HAVE A SHORT DISCUSSION ON A FEW. FIRST OF ALL, I WAS REALLY EXCITED ABOUT 15,16 17, THOSE CONTRACTS THAT WE'RE GOING TO DO. WELL, TETON TEAM TOTALLY THAT, BUT SIMILAR. WE'RE GOING TO DO ANALYSIS. COMING DOWN A BIT, I WAS EXCITED TO SEE THE NEW CERAMICS. CERAMICS IS VERY POPULAR WITH THE HIGH SCHOOL, SO BUILDING THE NEW CERAMICS STUDIO IS EXCITING. THE TWO I HAD JUST THOUGHTS ON THAT I THINK WE SHOULD TALK ABOUT SOMETIME IN THE FUTURE. MIDDLE SCHOOL ROAD, WE ARE MAKING REPAIRS TO A MAJOR ROAD. I UNDERSTAND IT'S A LITTLE COMPLICATED BECAUSE IT GOES OVER OUR PROPERTY, IT GOES OVER STATE LANDS PROPERTIES. SARAH MEGAN HAS GIVEN ME A LITTLE BIT OF HISTORY IN THE PAST. JUST SOMETHING MAYBE TO TALK ABOUT MONTHS FROM NOW. THE POSSIBILITY OF TRANSFERRING IT TO THE TOWN OF JACKSON SO THAT WE'RE NOT OPERATING AN ENTIRE ROAD. IT'S A PRETTY LENGTHY ROAD FOR US TO BE IN CHARGE OF. I DON'T EVEN KNOW IF I LIKE THAT IDEA, BUT I THINK IT'S SOMETHING WE SHOULD AT LEAST TALK ABOUT WHETHER OR NOT WE WANT TO REALLY BE IN CHARGE. THERE'S THE QUESTIONS ABOUT, ESSENTIALLY, YOU CAN GO OVER ONE OF THERE BECAUSE THERE IS NO SPEED LIMIT BECAUSE IT'S NOT A POUND ROAD, SO IT'S A TOPIC TO DISCUSS. SHOULD WE MOVE THAT TOGETHER? THE OTHER ONE IS SECURITY CAMERAS. I KNOW THE SHERIFF'S DEPARTMENT CONTINUES TO HAVE AN ONGOING ISSUE WITH THE HIGH SCHOOL. THEY HAVE A LOT OF FENDER BENDERS IN THAT PARKING LOT. JUST BUMP INTO EACH OTHER, I GUESS. THE CAMERAS ARE SO POOR, THEY CAN'T EVEN IDENTIFY WHICH CAR IS WHICH. >> WHAT? >> THE SHERIFF ACTUALLY SAID TO ME, HAVE YOU GUYS THOUGHT ABOUT JUST ORDERING RING TELEPHONES AND DOORBELL? I GET THAT WE'RE DOING THIS CONTRACT. [02:20:03] WE REALLY NEED TO LOOK INTO CAMS FOR THAT HIGH SCHOOL PARKING LOT. IT'S AN ONGOING ISSUE MORE THAN ONCE THE SHERIFF HAS BROUGHT UP WITH ME THAT WE REALLY NEED REAL CAMERAS IN THAT PARKING LOT. I JUST THREW THAT OUT THERE THAT THAT CAMERA ONE REMINDED ME OF THE ISSUE. THOSE WERE MY TWO THAT MAYBE TALKED ABOUT IN THE NEAR FUTURE. >> ANY OTHER DISCUSS MATTERS? >> MR. CHAIR, SUPERINTENDENT CHAPMAN, WHERE ARE THESE PARTICULAR THESE MERAKI CAMERAS? WHERE ARE THEY LOCATED? >> SURE. >> I'VE GOT ALL VOLUNTEERS. >> THESE AREN'T CAMERAS. IT'S JUST THE LICENSING. THIS IS THE THREE YEAR LICENSING, YOU PAY IT IN ADVANCE. LEASES CAMERA WE HAVE WE DID THE CAMERA INSTALLATION SAFE AND WE DID THE DOOR LOCKS A COUPLE OF YEARS AGO. THIS IS THE REMOVAL OF THE LICENSING AGREEMENT. WE CAN ADD CAMERAS. I THINK IT'S GREAT I DID WORK WITH SHERIFF'S OFFICE TO FIGURE OUT THE BEST PLACEMENT OF THIS CAMERAS. AT THE TIME, WE HAD CONNECTIVITY CONCERNS ABOUT TRYING TO GET ACCESS IN THE PARKING LOTS, BUT I THINK THAT SINCE THAT WAS ALL. >> HIS COMMENTS WERE THAT I GUESS, WATCHING THE VIDEOS. WE JUST DON'T HAVE VERY GOOD TECHNOLOGY. THEY'RE JUST NOT HIGH QUALITY. THEY LOOK AT THE VIDEO AND THEY JUST CAN'T SEE WHAT IN THE WORLD THEY'RE SEEING THERE. HE WAS JUST SUGGESTING THERE'S SOME CHEAP OPTIONS OUT THERE FOR US TO BUY SOME CAMERAS AND JUST GET THEM INSTALLED. >> GO AHEAD AND PUT THAT ON THE LIST OF DOS. HAVE A DISCUSSION ABOUT JUST DO. >> BECAUSE THIS IS A THREE YEAR RENEWAL FOR $79,000. IT'S NOT PEANUTS. >> BUT IT'S JUST THE LICENSING FOR IT. WE CAN USE WHATEVER CAMERA ATTACHED TO IT. [INAUDIBLE] >> I THINK IF THE RING DOORBELL WAS FUNNY. SERIOUSLY UPSET, IT'S GET YOUR ACTIVIST, JUST ESSENTIALLY. >> SURE. WE CAN FIND DIRECT SOLUTIONS AND COME BACK TO THE BOARD WITH THEM. THAT'S EASY. ANY OTHER DISCUSSION? SEEING NONE, ALL THOSE IN FAVOR PLEASE SAY AYE. >> AYE. >> AYE. >> ANY OPPOSED? >> AYE. >> THAT AGENDA IS DONE. NOW WE OPEN IT UP FOR PUBLIC COMMENT FOR ITEMS NOT ON TONIGHT'S AGENDA. [I. Communication] IS THERE ANY PUBLIC COMMENT? COME ON UP. UP. I HAVE IT LIMITED TO THREE MINUTES. >> I'M HERE WITH YOU GUYS. LISTEN. I'VE BEEN ADVENTURE FOR THE LAST 12 YEARS WITH ROXANNA MARTINEZ, AND I COULDN'T HAVE SUCCEEDED WITHOUT YOU GUYS. EVERYBODY HELPED. WE CHOSE TO BRING HER HERE. I DID BECAUSE I KNEW WHAT THIS COMMUNITY IS ALL ABOUT. I ARRIVED IN 1975, SO I KNOW THE HISTORY AND I SEE THE PRESENT. WE LIVE IN A STRANGE WORLD NOW. MS. MARTINEZ, WHAT IS SHE NOW? YOU'VE CREATED AN INDEPENDENT THINKER MONSTER. SHE'S ACTUALLY SOMETHING FROM ANOTHER PLANET. WHERE WE STARTED WAS THIS YEAR, HER BIG PASSION WAS LOOSE THE VUS. THAT'S ALL SHE CARED ABOUT. I WAS SO PROUD OF HER BECAUSE SHE HAD ALL DS, BUT SHE JUST CARED ABOUT THAT. SHE FOCUSED AND FOCUSED FOCUSED, AND SHE TELL ME ALL THE STUFF AND I GO, OH. THEN I GUESS IT WAS MAY. SHE CAME UP TO ME. SHE GOES, GRANDPA, I GO WHAT? SHE SAID, WE'VE LOST THE VUS BATTLE. I SAID WHAT ARE YOU TALKING ABOUT? SHE SAID, YES, BIG TOBACCO HAS DEFEATED US. WE SPEND ALL OUR TIME ON THIS ANTI VACANT CAMPAIGN, AND BIG TOBACCO, THINGS WE'RE JERKS BECAUSE THEY'VE COME OUT WITH SOMETHING NEW. THIS IS IT. THIS IS WHAT ALL THE KIDS ARE DOING. I DON'T KNOW THAT, I CAN TELL YOU I HAVE VIDEOS IN MY POCKET BECAUSE FORTUNATELY FOR US, MY WIFE IS A CUSTODIAN. WHEN MOXI TOLD ME THAT THE USE THING WAS OVER AND ALL THIS STUFF. SHE TOOK HER CAMERA AND WENT UNDER HER DESKS IN THE CLASSROOM, AND SHE SAW ALL THESE IMPACTS. LIKE WHEN WE DID GUM, THE KIDS STICK THE ZIN UNDERNEATH THEIR DESKS. I GUESS A MONTH AGO, I'M AT THIS PROM PARTY, AND THEY'RE TELLING THIS EXACT STORY THE SAME WAY, [02:25:02] AND I GET TO THAT PUTTING IT UNDERNEATH THE DESK, AND JOSH WATCHED BY AND GOES, THEY DON'T DO THAT ANYMORE. THEY SPIN IT ON THE CEILING. THAT'S WHAT I KNOW PEOPLE IN THE SCHOOL ROOM KNOW THAT'S WHAT'S GOING ON. IF YOU DON'T, TINA DID THAT DEEP CLEAN AT THE SCHOOL ON LAST FRIDAY WITH THE CUSTODIANS. THEY WERE UP THERE SCRAPING THE ZINS OFF THE TOP OF THE CEILINGS, AND THERE'S PILES OF IT ON THE FLOOR, MAYBE 80 OR 90 ZIN PACKETS. THIS IS AN ISSUE. THE WHOLE TOWN TALKED ABOUT IT. THEY TOOK THESE KIDS IN VUS AND PUT THEM OUT THERE. WELL, TO BE A SMART PERSON, YOU HAVE TO KNOW WHEN TO QUIT THE BATTLE. ROXANNA MARTINEZ RESIGNS. SHE SAID, I CAN'T WIN THIS, I'M GOING TO START COLLEGE. MAYBE I'LL FIND ANOTHER BATTLE, BUT I'M DONE WITH VAPING. THANK YOU GUYS FOR A THING, BUT IT IS A BIG ISSUE WITH OUR KIDS. THESE PEOPLE ARE SELLING THIS CRAP, IT'S CRAP. YOU GET ADDICTED. THEY TAUGHT ME THAT ALL THOSE KIDS. >> REVIEW OF THE MEETING. THANK YOU, GUYS. >> MR. CHAIR? >> YES. >> WHAT ABOUT THE FUTURE AGENDA ITEMS? >> DID I SAY REVIEW? FUTURE AGENDA ITEMS. >> MR. CHAIR? >> YES. >> SINCE WE BROUGHT UP MONGER MOUNTAIN SEWER AGAIN TODAY, I WANTED TO DISCUSS IF IT'S TIME AND MAYBE KEITH WOULD KNOW TO REVISIT THAT TRANSFER TO THE COUNTY AT THIS POINT. NOW THAT THE WATER QUALITY MASTER PLAN HAS BEEN APPROVED. >> NOT ONLY HAVE THEY ADOPTED THE WATER MASTER PLAN, BUT THEY HAVE HIRED AGAIN FOR SOMETHING. >> WHAT'S THE LAST NAME? >> NOT REMEMBERING HIS LAST NAME. REALLY NICE GUY. HE'S VERY EXCITED ABOUT TRANSFERRING THE SEWER, AND HE JUST STARTED THE JOB AND THAT WAS READY TO GO. HE WAS GOING TO CALL CHARLOTTE AND HE WAS GOING TO GET ON IT WITH CHARLOTTE AND GET IT ALL WORKED OUT. >> OKAY. >> THERE'S A LOT OF LIKE NUANCES HE HAD TO TRY TO FIGURE OUT AND I TOLD HIM CHARLOTTE KNEW EVERYTHING. >> OKAY. >> HE WAS GOING TO CALL CHARLOTTE AND GET ALL THE INFORMATION FROM CHARLOTTE. >> MR. CHAIR, I HAVE A MEETING WITH AMY RAMACH, CHRIS PELTZ. >> PELTZ. YES. >> KRISTEN WILL BE JOINING NEXT WEEK ON THE 25TH. >> MAYBE SEPTEMBER, OCTOBER. >> SOME OF THE QUESTIONS I KNOW HE'S GOING TO ASK IS, AND I DIDN'T KNOW THE ANSWERS, BUT I'LL JUST TELL YOU WHAT HIS QUESTIONS ARE GOING TO BE IS HOW MUCH IS IT COSTING US RIGHT NOW TO OPERATE? WE WANT TO KNOW THAT, SO THEY KNOW HOW MUCH THEY'RE TAKEN OFF? NUMBER 2, IS THE SCHOOL DISTRICT OR THE STATE OR SOMEBODY BECAUSE IT'S AN ASSET GOING ONE GOVERNMENT ANOTHER GOVERNMENT DOES THERE HAVE TO BE COMPENSATION, FOR THE VALUE OF THE ASSET? OR CAN THE SCHOOL DISTRICT JUST GIVE IT AWAY? THAT'S ONE OF THE BIG QUESTIONS WAS, ARE WE REQUIRED? THAT'S A QUESTION I SAID, THEY'RE PROBABLY GOING TO HAVE TO ASK THE STATE. THE STATE HAVE TO FIGURE THAT ONE OUT. I CAN THE SCHOOL DISTRICT CONVEY AN ASSET? OR DOES THE COUNTY NEED TO PAY FOR IT IN SOME MANNER, AND THEN WHAT IS THE VALUE OF IT. THEN HE WAS LOOKING AT, THE COUNTY WILL PROBABLY TAKE OUT THE CORNER AND THEY'RE GOING TO REBUILD IT, SO THEY DON'T HAVE TO DEAL WITH THE WHOLE ISSUE WITH THE RANCH AND WITH THE CONSERVATION EASEMENT. WHAT WAS THE REALLY BIG ONE? JUST THOSE TYPE OF QUESTIONS. AND THE ONE BIG ONE WAS THE ASSET QUESTION, AND I SAID, I HAVE NO IDEA IF YOU HAVE TO PAY FOR THE THING OR NOT. THEN HE HAD HEARD THAT THE STATE PAYS FOR THE OPERATIONS, [02:30:04] AND I GOT A ROUNDABOUT WAY. I TOLD HIM, KRISTEN CAN EXPLAIN THAT BETTER. I SAID, I THINK IT'S INCLUDED IN MAJOR MAINTENANCE, BUT IT'S NOT LIKE DOLLAR FOR DOLLAR, I DON'T THINK MAYBE IT IS. >> SMOKING IF YOU CONSIDER THE PROPERTY TAX DOLLARS THAT SCHOOLS ARE FUNDED WITH A STATE MONEY, WHICH THAT'S THE WAY THE STATE SEES IT, THEN YES, THE STATE FUNDS THE SUPER OPERATION. THE STATE ESSENTIALLY DID NOT FUND THE EXPANSION OF THE LINE THAT CAME FROM CASH RESERVES FROM THE DISTRICT. ULTIMATELY, OUR CASH RESERVES FROM THE DISTRICT COME FROM THE STATE MONEY THAT THEY SAY IS THERE IS FROM PROPERTY TYPES. AT THE END OF THE DAY, THE STATE IS GOING TO SAY THE STATE AND AS THE TOWNS PROBABLY PAY THEM FOR IT. I THINK A GOOD COMPROMISE WOULD BE THAT THEY REIMBURSE FOR THE COST THAT WE PUT INTO THE SEWER, WHICH IS APPROXIMATELY $500-700 THOUSAND IN THE LAST COUPLE OF YEARS. >> THOSE ARE THE QUESTIONS. JUST GIVE ME A TEASER IMMEDIATELY. CAN'T GET IT IF YOU DON'T ASK FOR IT. >> ADVANCED PLANNING. FUTURE ITEMS, ADVANCED PLANNING CALENDAR TAKES US THROUGH OCTOBER. WE'RE ALMOST THERE. WITH THAT, ANYTHING ELSE WE'LL GET TO THE ORDER? >> MR. CHAIR, SUPERINTENDENT CHAPMAN. CAN YOU LET US KNOW WHEN YOU HAVE THAT NEW TEACHER'S BREAKFAST AND ALL THOSE SORTS OF THINGS? >> YES. I WILL MAKE THEM. THE THE NEW TEACHER'S BREAKFAST IS THE SAME DAY AS THE START DATE, SO IT'S AUGUST 2011. >> TWENTY ONE 21. IT'LL BE 8:30 ON 21ST AT THE HIGH SCHOOL. I LOVE TO HAVE YOU COME. >> MOVE TO ADJOURN. >> SECOND. >> MOVE TO ADJOURN. IT'S BEEN MOVED AND SECOND. ALL IN FAVOR SAY AYE. >> AYE. >> AYE. >> THANKS, PATSY FOR DIALING IN. * This transcript was compiled from uncorrected Closed Captioning.