Mar 11, 2024 Board Meetings

[I. Call to Order]

[00:00:04]

GOOD EVENING. IT'S MARCH 11TH, 2024 AT 6:02.

I NOW CALL THIS REGULAR MEETING TO ORDER.

PLEASE JOIN ME IN THE PLEDGE OF ALLEGIANCE.

ALLEGIANCE] SEANICE, WILL YOU PLEASE CALL THE ROLL? BOARD MEMBERS, IS THERE A MOTION TO APPROVE THE AGENDA?

[IV. Approval of Agenda]

WE HAVE FIRST. WE HAVE A SECOND.

BOARD MEMBERS, IS THERE ANY DISCUSSION? ALL THOSE IN FAVOR OF APPROVING THE AGENDA SAY AYE.

AYE AYE AYE. ALL THOSE OPPOSED SAY NAY.

AGENDA IS APPROVED.

WE'RE AT THAT TIME WHERE WE HAVE CITIZEN INPUT.

AT THIS TIME, THE BOARD OF DIRECTORS INVITES INDIVIDUALS OR DELEGATIONS TO COME FORWARD AND SPEAK ON ANY ISSUES RELATED TO THE SCHOOL DISTRICT'S OPERATION THAT ARE NOT INCLUDED ON TODAY'S MEETING AGENDA.

CITIZEN INPUT ON ACTION AND DISCUSSION ITEMS WILL BE ACCEPTED AT THE TIME OF THE DISCUSSION, EACH AGENDA ITEM.

AT THIS BOARD MEMBERS ARE, WILL COULD ASK FOLLOW UP QUESTIONS, BUT THERE WILL BE NO ACTIONS TAKEN ON THIS ACTION, THIS PART OF THE CITIZEN INPUT.

SEANICE, IS THERE ANY INPUT? OR. NO.

THERE'S NONE.

OKAY, LET'S GO ON TO OUR CONSENT ACTION ITEMS.

[VI. Consent Action Item(s)]

ROD EARLEYWINE, B, BOARD MINUTES MEETING MINUTES FROM FEBRUARY 29TH, 2024, DR.

ROD EARLEYWINE. C, HUMAN RESOURCES REPORT, DR.

JANE GOMEZ, D, FINANCE REPORT PATTY BLANKENSHIP, E, APPLE DIRECT CUSTOMER AGREEMENT CHAD FINKEL AND AMY DENNY, F, FOOD AND NUTRITION MIX CLOUD BASED SOFTWARE.

TIM PAUL, RICH LEWIS AND CHAD FINGEL.

G, FR SECURE PENETRATION TESTING CHAD FINGEL, H, VOICE GAP ANALYSIS CHAD FINGEL.

I, DESIGN AGREEMENT WITH KCL FOR EAST HIGH SCHOOL CHILLER REPLACEMENT, TIM PAUL.

J, FY 24, NORTH HIGH AND EAST HIGH SCHOOL PAGING UPGRADE, TIM PAUL.

K, CONTRACTS FOR BOARD APPROVAL, JIM VANDERLOO, JARED MOSER.

L, SAM HUSSA, SHIELD GRANT, JIM VANDERLOO AND JANINE GAYKE.

BOARD MEMBERS, IS THERE A MOTION TO APPROVE THE CONSENT ACTION ITEM? SO MOVED. SECOND.

WE HAVE FIRST, WE HAVE A SECOND.

BOARD MEMBERS, IS THERE ANY DISCUSSION? JUST ON THE H. OH GO AHEAD.

NO, PLEASE. DIRECTOR MILLER.

ON CONTRACTS FOR BOARD APPROVAL.

I HAD A COUPLE OF QUESTIONS ON THOSE.

IT LOOKS LIKE WE ARE TAKING MONEY OUT OF THE FUNDS FOR THOSE ACTIVITIES.

AND DO THOSE GROUPS KNOW THAT WE'RE TAKING THAT MONEY OUT OF THOSE FUNDS TO PAY THOSE BILLS? BECAUSE I KNOW THAT A COUPLE OF THOSE GROUPS HAD COME TO US IN THE PAST.

AND SO CLARITY ON DO THEY KNOW, HAVE THEY SIGNED OFF OR ARE WE JUST DOING IT WITHOUT THEIR CONSENT? CAN MISS BEMIS OR MR. DR. EARLEYWINE, CAN YOU ADDRESS THIS? BECAUSE I DON'T SEE JIM OR JARED HERE.

THIS IS WHERE WE WERE, OKAY? THE. SO THE CONTRACTS FOR THE EAST HIGH DANCE CAMP AND CAMP OKOBOJI, THEY DO THAT EVERY YEAR AND THEY USE THEIR THEY RAISE THE MONEY FOR THAT SPECIFICALLY. SO YES, THEY KNOW THAT IT'S COMING UP THERE.

AND THEN THE GIRLS INC.

THAT IS PERKINS MONEY, WHICH IS FROM OUR CTE FUNDING.

AND IF THE NORTH STARS BAND READING BUS LINE, THEY CHOSE TO HAVE THAT TYPE OF BUS AND THEY KNOW THEY'RE PAYING FOR IT.

THEY REQUESTED IT. OKAY, THAT THAT BUS SERVICE IS WHAT WE CALL AN UPGRADE? IT'S A CHARTER BUS.

AND IT'S A CHARTER BUS, AND IF THEY CHOOSE TO UPGRADE AND TAKE A CHARTER, THEN THEY PAY FOR THAT.

YEAH. THANK YOU. I JUST WANTED TO MAKE SURE THAT THEY WERE AWARE.

THANK YOU. DIRECTOR GREENWELL.

JUST I SAW ON THE HR REPORT WE'RE ADDING SOME NEW POSITIONS AND IT DIDN'T HAVE THE DESCRIPTION.

I MUST RECALL THAT WE WERE APPROVING SOMETHING FOR A MIGRATORY GRANT OR SOMETHING AND DIDN'T WANT, DIDN'T KNOW IF THOSE WERE THOSE POSITIONS ON THE HR REPORT.

[00:05:03]

BUT THERE'S NO DESCRIPTION ON THEM, AND I WAS JUST WONDERING IF THAT'S IF THAT'S WHAT THOSE POSITIONS ARE.

THE 2495 ONES ARE EARLY BUILDING SERVICE TECHNICIANS THAT ARE MOVING UP A STEP.

OKAY. MIGRATORY ONES.

OKAY. YEAH. IN THE FUTURE, I JUST ASK THAT WE PUT WHAT'S HAPPENING BECAUSE THERE'S NO DESCRIPTION.

I'M LIKE, WHAT? WHAT'S HAPPENING? THE OTHER ONE THE MIGRATORY ONES ARE ANNOUNCED.

AND I THINK THAT WAS THE GRANT THAT WE GOT.

I THINK THAT'S WHAT WE GOT. BUT THE OTHER ONES, I HAD NO IDEA WHAT THEY WERE.

SO OKAY. THERE ARE TWO THAT ARE MOVING UP.

OKAY. ALL RIGHT.

AND THOSE GRANT, THOSE GRANT POSITIONS SOME YEARS WE GET THE THE GRANT AND SOME YEARS WE DON'T.

OR IS THAT LIKE SO MANY YEARS? WELL, THE FUNDING CHANGES DEPENDING ON OUR ENROLLMENT AND WITH COVID WE DID GET ADDITIONAL DOLLARS FOR MIGRATORY FUNDS.

SO MIGRATE FUNDS ARE FEDERAL BUT THEY DO FLUCTUATE.

OKAY. ANY OTHER DISCUSSION BOARD? SEANICE, IS THERE ANY CITIZEN INPUT? NO. ALL THOSE IN FAVOR OF APPROVING THE CONSENT ACTION ITEM? SAY AYE.

AYE. AYE.

ALL THOSE OPPOSED SAY NAY.

THE CONSENT ACTION ITEM IS APPROVED.

LET'S GO ON TO OUR NEXT THE HEARINGS.

[VII.A. FY24 Harry Hopkins Welding Ventilation Project - Tim Paul]

HARRY HOPKINS WELDING VENTILATION PROJECT.

TIM PAUL. TIM, WOULD YOU LIKE TO SPEAK ON THIS? SO WE'RE JUST OPENING THIS UP TO THE PUBLIC HEARING CONTINUATION FROM THE PROJECT THAT WE SPOKE ABOUT LAST BOARD MEETING, INSTALLING THE 24 WELDING BAYS AND THE AMBIENT AIR VENTILATION SYSTEM, ALONG WITH THE HOOD OVER THE PLASMA MACHINE THAT THEY HAVE IN THERE.

SO. NOTICE WAS PROVIDED THAT A HEARING WOULD BE HELD AT 6 P.M.

LOCAL TIME AT THE EDUCATIONAL SERVICE CENTER, 627 FOURTH STREET, SIOUX CITY, IOWA, ON THE 11TH DAY OF MARCH, 24TH, MARCH OF 2024 TO RECEIVE PUBLIC INPUT ON THE FY 24 HARRY HOPKINS WELDING VENTILATION PROJECT.

ANY INTERESTED PARTY MAY APPEAR AND FILE OBJECTION, OR ANY INFORMATION FOR OR AGAINST THE SAME WILL BE HEARD ON THE ABOVE NAMED PROJECT WITH THE FINAL DECISION OF THE BOARD OF EDUCATION AS A MATTER OF RECORD.

BOARD MEMBERS, IS THERE A MOTION TO APPROVE THE PLAN SPECIFICATION ESTIMATED COST PROVIDED BY EDA ENGINEERING FOR $225,000 FOR THE REPLACEMENT OF THE HARRY HOPKINS WELDING VENTILATION SYSTEM? SO MOVED. SECONDED.

WE HAVE A FIRST, WE HAVE A SECOND.

IS THERE ANY DISCUSSION? I JUST WANT ONE CLARIFICATION, BECAUSE I THINK THIS IS IMPORTANT FOR THE HEALTH OF THE THE STUDENTS AND THE STAFF DOWN THERE.

THESE ARE DOWNDRAFT VENTILATION ONES, RIGHT? CORRECT. YES. THEY ARE DOWNDRAFT INSTEAD OF UPDRAFT INSTEAD OF UPDRAFT.

CAN YOU KIND OF MAYBE EXPLAIN THE DIFFERENCE ON THAT.

SO CURRENTLY THE SYSTEM THAT WE HAVE NOW IS A OVERHEAD DUCT THAT AS THE FUMES RISE IN THE BUILDING IT EVACUATES THAT AND JUST DISCHARGES IT OUTSIDE.

THESE UNITS ARE LIKE KIND OF SIMILAR TO LIKE A WORK TABLE THAT HAS THE DOWNDRAFT EXHAUST FAN.

SO ANY OF THE FUMES, RATHER THAN GOING UP ABOVE THE STUDENT'S FACE, GET DOWNDRAFT.

AND THEN THAT AIR DOES NOT GET EXHAUSTED OUTSIDE.

IT GOES THROUGH FILTRATION SYSTEM AND THEN IT'S PUT RIGHT BACK INTO THE BUILDING.

SO NOT ONLY IS IT GOING TO BE BETTER AIR QUALITY, BUT IT WILL ALSO BE A LITTLE BETTER ON OUR ENVIRONMENTAL AND SO THAT WE'RE NOT EXHAUSTING ALL THAT AIR.

THANK YOU. SEANICE, IS THERE ANY CITIZEN INPUT? THERE'S NOT. ALL THOSE IN FAVOR SAY AYE.

AYE. ALL THOSE OPPOSED, SAY NAY.

MOTION PASSES.

[VII.B. FY24 High School Gym Air Conditioning Project - Tim Paul]

AGAIN, THIS IS TIM PAUL.

WOULD YOU LIKE TO SPEAK ON THAT? SAME THING. WE'RE JUST PUBLIC HEARING FOR THIS PROJECT.

WE'RE EXCITED TO GET KICKED OFF A LITTLE BIT LATER IN THE AGENDA.

I WILL HAVE THE EQUIPMENT PURCHASE THAT WE'RE TRYING TO ON A RACE ON TIME TO GET THAT ORDERED AND DELIVERED SO THAT WE CAN START INSTALLATION PRIOR TO THE END OF JUNE.

SO ANY QUESTIONS ON IT? I'D BE HAPPY TO ANSWER.

NOTICE WAS PROVIDED THAT A HEARING WOULD BE HELD AT 6 P.M.

LOCAL TIME AT THE EDUCATIONAL SERVICE CENTER, 627 FOURTH STREET, SIOUX CITY, IOWA, ON THE 11TH DAY OF MARCH, 2024 TO RECEIVE PUBLIC INPUT ON THE FY 24 HIGH SCHOOL GYM AIR CONDITIONING PROJECT.

ANY INTERESTED PARTY MAY APPEAR AND FILE OBJECTION, AND ANY INFORMATION FOR OR AGAINST THE SAME WILL BE HEARD ON THE ABOVE NAMED PROJECT, WITH A FINAL DECISION OF THE BOARD OF EDUCATION AS A MATTER OF RECORD.

BOARD MEMBERS, IS THERE A MOTION TO APPROVE THE SPECIFICATION ESTIMATED COST, INCLUDING ENGINEERING FEES PROVIDED BY EDA ENGINEERING FOR

[00:10:05]

WE HAVE A FIRST. WE HAVE A SECOND.

BOARD MEMBERS, IS THERE ANY DISCUSSION? DIRECTOR GREENWELL.

JUST FOR CLARITY, APPROXIMATELY 2.2 MILLION OF THIS PROJECT IS GOING TO COME FROM ESSER FUNDS, IS THAT CORRECT? I BELIEVE PATTY HAD TOLD ME LAST 2.3 MILLION ARE ESSER FUNDS AND THEN THE REMAINDER WOULD BE A SALES TAX.

SO A LITTLE BIT OVER HALF OF IT IS GOING TO COME FROM OUR COVID FUNDS TO PAY FOR THIS PROJECT? YES. CORRECT. OKAY. GOOD DIRECTORS.

ANYTHING ELSE? PRESIDENT GEORGE, I JUST WANT TO MAKE SURE IN THE RECOMMENDATION IS TO APPROVE THE PLANS.

PLANS. APPROVE THE PLAN, APPROVE THE PLAN.

THAT'S ALSO INCLUDED IN THAT MOTION, JUST TO CLARIFY.

OKAY. AND THEN WE'RE GOOD.

AND ANY MORE.

ANY PUBLIC INPUT ON THIS? THERE'S NO. ALL THOSE IN FAVOR SAY AYE.

AYE AYE. ALL THOSE OPPOSED SAY NAY.

MOTION PASSES.

[VIII.Future Meetings]

AND IF WE HURRY UP, WE CAN MAYBE GET TO IT.

BRAZILIAN JAZZ PROJECT, 7:30 P.M.

MARCH 11TH, 2024, AT NORTH HIGH SCHOOL AUDITORIUM.

DISTRICT RESPONSE TO SCEA AND [INAUDIBLE] AT 415 MARCH 13TH, 2024 HERE IN THE ESC BOARDROOM.

O&M OPENING PROPOSAL AND DISTRICT RESPONSE 1 P.M.

MARCH 14TH, ESC BOARDROOM BOARD, FINANCE AND FACILITY COMMITTEE MEETING, 3 P.M.

MARCH 18TH, 2024 IN THE ESC BOARDROOM.

BOARD POLICY COMMITTEE MEETING, 3:30 P.M., MARCH 19TH, 2024 ESC BOARDROOM.

BOARD STUDENT ACHIEVEMENT COMMITTEE MEETING, 12 P.M., MARCH 20TH, 2024 ESC BOARDROOM SCHOOL IMPROVEMENT ADVISORY COMMITTEE MEETING 515 MARCH 21ST, 2024 ESC BOARDROOM.

EDUCATION LEGISLATIVE FORUM 8:30 A.M..

MARCH 23RD 2024 ESC BOARDROOM.

SALES TAX OVERSIGHT COMMITTEE MEETING 8 A.M., MARCH 25TH, 2024 ESC BOARDROOM.

BOARD SPECIAL MEETING, 5 P.M., MARCH 25TH, 2024 ESC BOARDROOM.

REGULAR SCHOOL BOARD MEETING 6 P.M., MARCH 25TH, 2024 ESC BOARDROOM.

BOARD FINANCE FACILITY COMMITTEE MEETING 3 P.M., APRIL 2ND, 2024 ESC BOARDROOM.

BOARD STUDENT ACHIEVEMENT COMMITTEE, 12 P.M., APRIL 3RD, 2024 ESC BOARDROOM AND REGULAR SCHOOL BOARD MEETING, 6 P.M.

APRIL 8TH, 2024 ESC BOARDROOM.

[IX. Superintendent’s Report - Dr. Rod Earleywine]

DR. ROD EARLEYWINE.

THANK YOU. JUST A FEW THINGS.

EAST HIGH SCHOOL ROBOTICS.

IF YOU DIDN'T SEE IT ON THE NEWS OR THE PAPER, THEY QUALIFIED FOR THE WORLD CHAMPIONSHIP.

THAT'S AWESOME.

CONGRATULATIONS TO THOSE STUDENTS AND THEIR SPONSOR.

SIOUX CITY NORTH JAZZ BAND QUALIFIED FOR STATE JAZZ AND AMES.

AND I BELIEVE THAT'S ON APRIL 2ND.

I WAS ABLE TO ATTEND EAST HIGH'S SING ALL ABOUT IT SHOW CHOIR INVITATIONAL ON THAT WAS HELD SATURDAY, MARCH 2ND.

WHAT AN AWESOME EXPERIENCE.

THEY SEPARATED IT THIS YEAR.

MIDDLE SCHOOL WAS IN THE AUDITORIUM, HIGH SCHOOL IN THE GYMNASIUM, AND THE SETUP WAS AWESOME.

AND JUST THE FLOW.

HUNDREDS AND HUNDREDS OF PEOPLE IN AND OUT OF THERE AND CONCESSIONS AND T SHIRT SALES.

I MEAN, IT'S JUST I, I KIND OF GOT OVERWHELMED WHEN I WENT IN, AND THEN I FINALLY GOT MY BEARINGS AND FOUND MY WAY AROUND.

BUT THEY ALSO HAD GREAT STUDENTS THERE TO DIRECT AND HELP AND GET PEOPLE WHERE THEY NEEDED TO BE.

SO THE ORGANIZATION OF THAT WAS AWESOME.

THE PERFORMANCES WERE AWESOME.

SO CONGRATULATIONS TO THAT GROUP.

WE AS YOU KNOW, WE'VE MISSED THREE DAYS OF SCHOOL DUE TO WEATHER.

SO I WILL BE BRINGING A RECOMMENDATION TO THE SCHOOL BOARD IN THE NEAR FUTURE ON WHAT WE NEED TO DO WITH, WITH THOSE DAYS.

SO THAT WILL BE COMING TO YOU.

I'M GOING TO DISCUSS IT WITH WE'LL BE DISCUSSING THAT WITH BOARD LEADERSHIP AT OUR NEXT MEETING, AND THEN WE'LL DEVELOP A RECOMMENDATION TO BRING BACK TO THE FULL BOARD CONCERNING THOSE DAYS.

NORTH HIGH SCHOOL HAS BEEN HAVING ELEVATOR PROBLEMS. SO, YOU KNOW, I HEAR SOME RUMORS AND I HEAR SOME THINGS AND SOME PEOPLE ARE WONDERING, GEEZ, WE CAN'T GET AN ELEVATOR FIXED, BUT WE'RE PUTTING AIR CONDITIONING IN THE HIGH SCHOOL GYMS. THERE'S NO CORRELATION BETWEEN THE TWO.

WE'RE NOT USING MONEY THAT WE SHOULD BE USING ON TO FIX AN ELEVATOR ON AIR CONDITIONING.

IT IS IN THE PLAN TO GET THE ELEVATOR FIXED.

IN THE MEANTIME, WE ARE ALSO ORDERING A PORTABLE WHEELCHAIR LIFT THAT CAN TAKE OUR ELECTRIC WHEELCHAIRS AND, I BELIEVE, CLIMB THE

[00:15:09]

WE'RE GOING TO DO THAT. AND THAT'S JUST SOMETHING WE NEED TO HAVE IN THE DISTRICT FOR A BACKUP FOR WHATEVER ELEVATOR MIGHT GO OUT.

THEN WE CAN TAKE THAT TO WHATEVER BUILDING NEEDS IT AND USE IT TEMPORARILY SO WE CAN MAKE SURE WE GET OUR STUDENTS WHERE THEY NEED TO BE.

SO I JUST WANTED TO CLEAR THAT UP FOR EVERYBODY.

SO WITH THAT, I WILL END MY REPORT.

THANK YOU. THANK YOU VERY MUCH.

ITEM NINE, ITEMS OF PRESENTATION, DISCUSSION AND OR ACTION.

[X.A. FY25 School Nutrition Budget - Patty Blankenship]

BOARD MEMBERS, PLEASE ALLOW PATTY TO GET DONE WITH HER PRESENTATION BEFORE WE PEPPER HER WITH QUESTIONS.

OKAY, RICH LUCY IS HERE ALSO, IN CASE WE HAVE QUESTIONS THAT WE THAT HE CAN ANSWER FOR US.

THE SCHOOL NUTRITION FUND IS AN ENTERPRISE FUND.

AN ENTERPRISE FUND IS USED TO ACCOUNT FOR OPERATIONS THAT ARE MORE LIKE A PRIVATE BUSINESS, WHERE THEY USE FULL ACCRUAL BASED ACCOUNTING.

FEDERAL REGULATIONS REQUIRE THAT THE DEPARTMENT OF ED ANNUALLY REVIEW THE OPERATING FUND BALANCE OF THE SCHOOL NUTRITION FUND, AND IF THE OPERATIONAL BALANCE EXCEEDS THREE MONTHS NORMAL OPERATING COSTS, THEN WE WOULD HAVE TO DEVELOP A PLAN OF ACTION TO REDUCE THAT BALANCE.

RIGHT NOW, WE'RE WE ARE EXCEEDING THAT BALANCE.

BUT THEY'VE KIND OF BECAUSE THERE WAS BEEN AN INFLUX OF COVID MONEY, THEY'VE KIND OF WAIVED THAT REQUIREMENT RIGHT NOW.

AND I DON'T THINK IT'LL BE A PROBLEM IN THE ONGOING.

THE SOURCES OF REVENUE ARE FOOD SALES TO STUDENTS AND ADULTS, CONTRACTED FOOD SERVICE SALES TO OTHER AGENCIES, STATE AND FEDERAL GRANTS, AND DONATED GOVERNMENT COMMODITIES.

THE TYPES OF EXPENSES ARE NECESSARY, ANY EXPENSES THAT ARE NECESSARY TO OPERATE A SCHOOL BREAKFAST OR LUNCH PROGRAM, SUCH AS SALARIES AND BENEFITS AND THEN DIRECT FOOD COSTS AND DIRECT SUPPLIES.

WE'RE ALSO ALLOWED TO CHARGE AN INDIRECT FEE TO THE SCHOOL NUTRITION FUND.

WE CANNOT MAKE TRANSFERS FROM THE SCHOOL NUTRITION FUND TO ANY OTHER FUND.

THIS IS THE CURRENT MEAL PRICES FOR 23-24.

SO THIS IS JUST FOR YOUR REFERENCE.

THIS IS WHERE WE'RE AT RIGHT NOW FOR 23-24.

WE'LL COME BACK LATER IN APRIL FOR TO SET THE MEAL PRICES FOR NEXT SCHOOL YEAR.

THIS IS THE SAME FORMAT THAT WE'VE SEEN IN THE OTHER BUDGET PRESENTATIONS.

I'M SHOWING THE FY 23 ACTUAL THE FY 24 CERTIFIED BUDGET AMOUNT, AND THEN ANY ADJUSTMENTS AND THEN A RE-ESTIMATED AMOUNT.

AND I USE THAT RE-ESTIMATED AMOUNT ALONG WITH INFORMATION THAT, YOU KNOW, RICH AND I KNOW, SO THAT WE CAN THEN ADJUST THE 25 PROPOSED BUDGET.

WE'RE PROPOSING THAT THE REVENUES WILL BE ABOUT $10 MILLION.

IF YOU LOOK AT THE FEDERAL APPROPRIATIONS, THOSE LOOK LIKE THEY'RE DECREASING.

BUT IN FY 23, WE HAD ABOUT 600,000 OF SUPPLY CHAIN ASSISTANCE MONEY THAT WE WILL NOT HAVE IN 25 AND 24.

WE ALSO HAVE THAT MONEY, BUT IT WAS ONLY ABOUT 300,000.

IN 25 THAT NUMBER WILL BE ZERO.

AND WE'RE ALSO EXPECTING OUR FEDERAL APPROPRIATIONS WON'T DUE TO QUANTITY OF MEALS SERVED AND ALSO THE THE REIMBURSEMENT RATE. WE'RE ONLY EXPECTING ABOUT 7.6 MILLION IN FEDERAL APPROPRIATIONS.

THE TOTAL EXPENSES ARE ESTIMATED AT 11.1 MILLION.

THE LARGEST PART OF THAT IS THE SALARIES AND BENEFITS AND THEN THE FOOD CONSUMED.

SO WE'RE ACTUALLY LOOKING AT A DEFICIT OF ABOUT $1 MILLION, WHICH WILL DECREASE THAT FUND BALANCE FROM ABOUT 5 MILLION TO 4 MILLION.

AND THEN EVERY YEAR, RICH PUTS TOGETHER A LIST OF CAPITAL ADDITIONS THAT HE NEEDS TO, YOU KNOW, HE KIND OF HAS A CYCLE OF THINGS THAT HE REPLACES ON A REGULAR BASIS. THIS IS HIS LIST FOR 25.

IN 24, HE DID SOME SIGNIFICANT CAPITAL ASSET PURCHASES WITH OUR WITH OUR EXCESS FUND BALANCE.

SO THE MINIMUM PRICE PER MEAL IS DETERMINED BY THE FEDERAL GOVERNMENT'S LUNCH EQUITY TOOL.

IT'S CALLED THE PLE.

THE DISTRICT IS REQUIRED TO ESTABLISH MEAL PRICES AT NO LESS THAN THE MINIMUM CALCULATED PER THE PLE TOOL.

THAT TOOL IS NOT AVAILABLE YET, BUT IT'S ANTICIPATED THAT WE WILL BE REQUIRED TO INCREASE THE PRICE OF LUNCH BY $0.10 AND THE PRICE OF BREAKFAST BY $0.05. THAT'S WHAT WE'RE ANTICIPATING RIGHT NOW.

[00:20:04]

BOARD MEMBERS, IS THERE ANY DISCUSSION? DIRECTOR GREENWELL.

OH, PATTY, EVEN THOUGH IT SHOWS WE'RE RUNNING A NEGATIVE POSITION OF $1 MILLION.

A LITTLE BIT OVER $1 MILLION.

PART OF THAT, I MEAN, WE'VE STILL GOT A FAIRLY HEALTHY FUND BALANCE, AND WE CAN'T CHARGE LESS THAN THE FEDERAL GOVERNMENT MANDATES.

IS THAT CORRECT? THAT'S CORRECT.

OKAY. SO WE'RE SORT OF, WE COULD CHARGE MORE, THOUGH, IF WE WANTED.

YES. OKAY.

BUT WE HAVE BUT WE HAVE A HEALTHY FUND BALANCE.

SO THERE'S NO NEED TO CONTINUE TO BUILD A FUND BALANCE AND ACTUALLY REDUCING IT AS A PRETTY WISE THING TO DO FOR AN ENTERPRISE FUND.

IS THAT RIGHT. SO AT SOME POINT WE MAY HAVE TO INCREASE THE PRICE BY MORE THAN THE YOU KNOW WHAT WE HAVE TO BY THE MINIMUM.

WE MAY HAVE TO INCREASE IT BY MORE AT SOME POINT.

BUT FOR 25 WE'RE STILL OKAY EVEN THOUGH WE'RE USING FUND BALANCE.

AND ARE WE LIKELY TO SEE LARGE CAPITAL PURCHASE NEEDS IN THE FUTURE, SAY, FOR THE NEXT TWO YEARS? DO YOU SEE ANY MAJOR? NOT MAJOR, MAJOR, MAJOR ONES THIS YEAR AND IN THE NEXT YEAR? OKAY. OKAY.

THANK YOU. DIRECTOR MILLER.

SO IF WE HAVE A SURPLUS OF FUNDS, AND I KNOW THAT WE STILL HAVE A DEFICIT FOR SOME OF OUR ACCOUNTS, ARE WE ALLOWED TO.

EVEN THOUGH WE CAN'T CHARGE LESS THAN THE MINIMUM THAT WE CAN CHARGE? DO WE HAVE AN ABILITY TO WRITE THEM OFF? NO, NO.

YEAH, THAT'S THAT'S TRUE.

SO WE HAVE A DEFICIT, BUT WE ALLOW KIDS TO KEEP EATING EVEN IF THEY HAVE A DEFICIT IN THEIR ACCOUNT RIGHT? YES. OKAY.

WE'RE REQUIRED TO STILL FEED THEM.

IT DOES NOT HAVE TO BE THE THE MEAL, RIGHT, THAT'S OFFERED EVERYBODY ELSE YOU CAN GIVE THEM A FOR EXAMPLE, PEANUT BUTTER SANDWICH AND MILK.

I MEAN JUST, THAT'S WHAT YOU CAN DO.

I'M NOT SAYING THAT'S WHAT WE SHOULD DO.

I'M SAYING THAT'S WHAT YOU CAN GIVE THEM AN ALTERNATE, ALTERNATE MEAL THAT HAS TO MEET THE STANDARDS.

RIGHT. FRUIT AND VEGETABLE FOR THAT.

SO IT'S NOT TO OVERIDENTIFY A STUDENT THAT DOESN'T HAVE THE MONEY.

WE KIND OF BUILD THAT ULTIMATE MEAL SO IT DOESN'T.

SO IT KIND OF LOOKS LIKE A CHOICE.

RIGHT. OKAY. MORE CORRESPONDENCE.

WE'VE ALSO HAD PEOPLE CALLING AND THOSE THINGS, AND REMEMBER, ONE OF THE THINGS I WILL TALK TO OUR LEGISLATORS WHEN I GO TO DC WITH THE CHAMBER IS UNIVERSAL FREE MEALS FOR EVERYBODY LIKE WE HAD DURING COVID IS I REALLY BELIEVE THAT THAT'S JUST SOMETHING THAT THE GOVERNMENT SHOULD FUND FOR, FOR ALL OF OUR KIDS. SO.

I AGREE, AND JUST AS AN ASIDE MY YOUNGEST SON QUALIFIED FOR FREE MEALS WITHIN THE SIOUX CITY SCHOOL DISTRICT, WHICH WAS BAFFLING TO ME BECAUSE THERE'S NO REASON HE SHOULD HAVE QUALIFIED. SO KNOWING THAT WE HAVE KIDS THAT PROBABLY QUALIFY AND CAN'T PAY, IT'S NOT A PERFECT SYSTEM.

AND I GUESS, YOU KNOW, WE JUST NEED TO KEEP WORKING FOR FREE LUNCHES FOR EVERYBODY.

WELL, PERHAPS IN THE FREE LUNCHES IS MAYBE NOT GOING TO PASS IN THIS CONGRESSIONAL SESSION.

PERHAPS THE ABILITY TO WRITE OFF BAD DEBTS WOULD BE A STEP.

AND LESS UNLIKELY THAN OTHER THINGS.

THANK YOU DIRECTOR MEYERS.

DIRECTOR LEE.

PATTY, JUST A POINT OF CLARIFICATION.

THAT FEDERAL APPROPRIATIONS AMOUNT DOES THAT, MAYBE I'M CONFUSED, BUT DOES THAT THE FUNDS THAT ARE APPROPRIATED FOR THAT, ARE THEY CONSIDERING, LIKE, FREE AND REDUCED LUNCH NUMBERS THAT ARE IN THE DISTRICT? YEAH, THAT'S WHAT THE FEDERAL APPROPRIATIONS IS, IS THE..

IS THE REIMBURSEMENT.

THE REIMBURSEMENT FOR FREE AND REDUCED.

AND RIGHT NOW OUR REDUCED IS THEIR REDUCED IF YOU QUALIFY FOR REDUCED I THINK IT'S WE'RE DOING FREE RIGHT NOW.

PART OF THE CABINET EXCESS FUND BALANCE.

THE DISTRICT IS ALLOWED TO UTILIZE AND WAIVE THE REDUCED RATE WHICH YOU HAVE THE LAST TWO YEARS.

SO THAT'S AN OPTION THAT YOU CAN CONTINUE TO DO FOR THE NEXT YEAR.

BUT THAT WOULD BE UP TO THE BOARD.

THANK YOU.

DIRECTORS, ANY OTHER QUESTIONS? SEANICE ANY CITIZEN INPUT? NO. THE BOARD ACKNOWLEDGES THE INFORMATION PRESENTED REGARDING THE FY 25 BUDGET FOR THE SCHOOL NUTRITION FUND.

[00:25:08]

[X.B. FY25 Budget Review of All Funds - Patty Blankenship]

OKAY. SO THIS REALLY IS A SUMMARY PRESENTATION.

WE'VE LOOKED AT ALL OF THE BUDGETS IN PREVIOUS MEETINGS.

SO I WILL GO FAIRLY QUICKLY.

I'LL JUST POINT OUT DIFFERENCES.

GUIDING PRINCIPLES. WE'VE SEEN THEM.

THE [INAUDIBLE] REVENUE AND EXPENDITURES ARE THE SAME AS WHAT WE'D REVIEWED EARLIER.

SALES TAX IS ALSO THE SAME.

HERE'S THE DETAIL OF THE SALES TAX EXPENDITURES.

STUDENT ACTIVITIES.

IT'S THE SAME AS WELL, SHOWING THAT BASICALLY REVENUES AND EXPENDITURES EQUAL.

THE MANAGEMENT FUND, WE DID INCREASE THE REVENUE TO 5,350,000.

THE FIRST TIME WE PRESENTED THAT WAS AT 5 MILLION.

BUT THIS IS STILL SHOWING A DEFICIT SPENDING.

SO WE'RE USING RESERVE FUND BALANCE ON THE MANAGEMENT FUND AS WELL.

DEBT SERVICE.

NO CHANGES FROM WHAT WAS PRESENTED.

EARLIER SCHOOL NUTRITION FUND WE JUST REVIEWED.

SO NOW WE'RE HEADING INTO LOOKING AT THE GENERAL FUND.

WE'VE SEEN ALL OF THIS INFORMATION ON WHAT'S OUR WHAT ARE THE GENERAL REVENUES, WHAT IS THE HOW DOES THE STATE AID FORMULA WORK? WE'VE ALREADY REVIEWED ALL OF THOSE.

THIS IS THE THE REVENUES HAVEN'T CHANGED.

WE'RE AT 193.3 MILLION.

AND YOU CAN SEE THE COMPONENTS.

YOU KNOW, MOST OF OUR MOST OF OUR REVENUE COMES FROM THE STATE FOUNDATION AID.

HERE'S OUR REVIEW OF OUR TARGETED EXPENDITURES.

WHERE WE'RE AT, WE'RE TARGETING FOR 192.2, WHICH WOULD BE ABOUT 5.4 MILLION IN BUDGET ADDITIONS.

THESE WERE ARE THE BUDGET INCREASES, ADDITIONS AND REDUCTIONS.

THEY'RE THE SAME AS WHAT WAS PRESENTED AT THE PREVIOUS MEETING.

AND YOU CAN SEE THAT WE'RE PROPOSING ABOUT 9.6 MILLION IN ADDITIONS, NET OF ANY REDUCTIONS, AND THAT'S ABOUT 4.1 MILLION OVER OUR TARGETED OF 5.5.

THIS IS JUST A SUMMARY SHEET.

THIS SHOWS WHAT THE ACTUAL PROPOSED BUDGET WILL LOOK LIKE.

IT'S BY FUNCTION.

THIS IS OUR LOOKS AT SPENDING AUTHORITY AND OUR FUND BALANCE.

IT SHOWS THAT WE ARE PROJECTING THAT WE'RE GOING TO BE USING FUND BALANCE IN 25.

AND ALSO WE'LL BE USING SOME UNSPENT BALANCE.

NOW WE'RE SWITCHING INTO PROPERTY TAX.

THIS IS JUST SOME BACKGROUND INFORMATION ON HOW PROPERTY TAXES WORK.

THIS IS THE DETAILED SCHEDULE THAT SHOWS PROPERTY TAXES.

THIS IS NO CHANGE FROM WHAT WAS PRESENTED IN AN EARLIER MEETING.

IF YOU LOOK AT THE BOTTOM, YOU CAN SEE THE SUMMARY OF $12.38 IS THE THIS IS ALL BASED ON A 3% SSA.

WOULD BE $12.38, WHICH IS A SIX CENT DECREASE FROM PRIOR YEAR.

AND THEN UP ABOVE YOU CAN SEE THE COMPONENTS OF WHAT'S MAKING UP THE LEVY.

SO.

IN ORDER TO MEET THE PUBLICATION DEADLINES, AND IT SHOWS THE COMPONENT, THE TOTAL DOLLAR AMOUNTS IN EACH LEVY AND THEN THE LEVY AMOUNT, AND THEN ALSO HAS SOME EXPLANATIONS AT THE BOTTOM.

SO THIS IS THE BUDGET CALENDAR.

SO WE ARE AT THE MARCH 11TH WHERE WE REVIEWED ALL THE FUNDS.

AND WE'RE GOING TO HOPEFULLY SET A HEARING.

AND THEN ON MARCH 15TH IS WHEN THESE TAXPAYER STATEMENTS WILL BE SENT TO THE DEPARTMENT, THEY HAVE TO BE FINAL TO THE DEPARTMENT OF MANAGEMENT, AND THEN THE DEPARTMENT OF MANAGEMENT PROVIDES THAT INFORMATION TO THE COUNTY AUDITORS.

AND BY MARCH 20TH, THEY HAVE TO HAVE THAT STATEMENT MAILED OUT.

AND THEN OUR NEXT ACTUAL BUDGET PRESENTATION WILL BE ON THE 25TH AND THEN HOPEFULLY PASS THE BUDGET ON THE EIGHTH.

SO THE RECOMMENDATION IS THAT THE BOARD OF DIRECTORS ACKNOWLEDGES THE INFORMATION PRESENTED RELATED TO THE FY 25 BUDGETS FOR ALL FUNDS, AND THAT THE BOARD OF DIRECTORS SET A PUBLIC HEARING FOR MARCH 25TH, 2024, TO RECEIVE PUBLIC INPUT ON THE PROPOSED SIOUX CITY PROPERTY TAX LEVY FOR JULY 1ST FOR THE

[00:30:06]

BOARD MEMBERS, IS THERE ANY DISCUSSION? DIRECTOR GREENWELL. YEAH, THE LEVY, WE'RE PROJECTING IT TO GO DOWN $0.06, CORRECT? YES. AND EVEN THOUGH THAT $0.06 DECLINE IS CONTINUAL DECLINE THAT WE'VE HAD WITH THE INCREASED VALUATIONS, WE'RE STILL GOING TO BE UP IN TOTAL PROPERTY COLLECTIONS, TAX COLLECTIONS, I BELIEVE, BY ABOUT $1.6 MILLION OR SOMETHING LIKE THAT.

YES. OKAY.

ALL RIGHT. AND JUST, JUST I WAS JUST QUICK DOING A QUICK RECAP OF ALL THE FUNDS.

WHEN WE LOOK AT OUR SCHOOL BUDGETS, ALL THESE DIFFERENT FUNDS TOGETHER, WE'RE RUNNING RIGHT ON A $228 MILLION BUDGET, BIG BUSINESS.

GENERAL FUND, 190, 196.

FOOD, 11 MILLION.

DEBT, 13 MILLION.

MANAGEMENT FUND 5.6.

AND THEN STUDENT ACTIVITY FUND ABOUT 1.8.

AND THEN A SALES TAX, NET OF DEBT SERVICE OF ABOUT 1.1.5.

SO $228 MILLION, WHEN WE LOOK AT ALL THE FUNDS THAT ARE FLOWING IN AND OUT OF THE DISTRICT.

SO BIG BUSINESS.

PATTY, I JUST WANT TO SAY YOU'VE DONE A GREAT JOB PUTTING ALL THIS TOGETHER AGAIN.

YOU'VE DONE A GOOD JOB. SO WONDERFUL, WONDERFUL WAY OF LOOKING AT IT, PARTICULARLY IN A YEAR.

YEAH. THE JOB OF PUTTING ALL OF THIS TOGETHER.

IS A LOT OF THINGS MOVING.

YEAH. WONDERFUL. THANK YOU VERY MUCH.

I ASSUME THAT'S ALL THE BOARD MEMBERS DISCUSSION.

SEANICE, IS THERE ANY PUBLIC INPUT? NO. THE BOARD ACKNOWLEDGES THE FY 25 BUDGET INFORMATION PRESENTED FOR ALL FUNDS.

BOARD MEMBERS, IS THERE A MOTION TO SET A PUBLIC HEARING FOR MARCH 25TH, 2024 AT 5 P.M.

LOCAL TIME AT THE EDUCATIONAL SERVICE CENTER, 627 FOURTH STREET, TO RECEIVE PUBLIC INPUT ON THE PROPOSED SIOUX CITY PROPERTY TAX LEVY FOR THE FISCAL YEAR JULY 1ST, 2024 TO JUNE 30TH, 2025.

IS THERE A MOTION? SO MOVED. WE HAVE A FIRST.

WE HAVE A SECOND.

ALL THOSE IN FAVOR SAY AYE.

AYE. AYE. WE HAVE SOME DISCUSSION FIRST.

OH, YES, WE MAY HAVE DISCUSSION.

OKAY. I JUST WANT TO POINT OUT THIS IS SOMETHING NEW THIS YEAR.

THIS IS THIS PROPERTY TAX HEARING IS A NEW THING THIS YEAR WHERE WE HAVE TO HAVE A FORMAL HEARING TO DISCUSS OUR WHOLE LEVY RATE.

SO THIS IS A YOU SAID AT FIVE RIGHT ON MARCH 25TH.

MARCH 25TH AT FIVE.

SO THIS IS A NEW, NEW ITEM PASSED BY THE IOWA LEGISLATURE LAST YEAR THAT WE HAVE TO GO THROUGH AND TALK ABOUT OUR LEVY AND ALL THE COMPONENTS AND WHY, YOU KNOW, WE'LL TALK ABOUT WHY WE'RE DECREASING IT, SO FORTH AND SO ON, SO THAT THIS IS SOMETHING IF FOLKS ARE TAX MINDED, THIS IS THE THE EVENT TO COME TO.

ANY OTHER BOARD MEMBERS WISH TO ADD TO THAT? SEANICE, IS THERE ANY CITIZEN INPUT ON THIS? NO. ALL THOSE IN FAVOR SAY AYE.

AYE. ALL THOSE OPPOSED, SAY NAY.

THE HEARING IS SET.

ITEM C, S, THE SIOUX CITY COMMUNITY SCHOOL DISTRICT, TEACHER, LIBRARIANS AND LIBRARIES.

[X.C. SCCSD Teacher Librarians and Libraries - Amy Denney]

THANK YOU FOR THIS OPPORTUNITY TO LET US SHARE WITH YOU SOME INFORMATION ABOUT OUR TEACHER, LIBRARIANS AND OUR LIBRARIES IN SIOUX CITY.

SO TONIGHT, I'VE INVITED SOME VERY SPECIAL PEOPLE WITH TO COME UP AND SHARE FROM THEIR PERSPECTIVE, BECAUSE THEY ARE REALLY THE EXPERTS IN THIS AREA.

I KNOW THAT LIBRARIES HAVE HAVE BEEN A RECENT TOPIC OF DISCUSSION AS WELL AS MEDIA AND MATERIALS.

AND SO I THOUGHT THIS INFORMATION WE HAVE NOT HAD, TO MY KNOWLEDGE, THE LIBRARIANS PRESENT INFORMATION TO OUR BOARD AND IN THE TIME THAT I'VE BEEN HERE.

SO I THOUGHT THIS WOULD BE JUST GOOD INFORMATION FOR ALL OF US TO HAVE.

AND SO TONIGHT I WOULD LIKE TO WELCOME OUR FRIENDS HERE FROM OUR LIBRARIES.

SO I HAVE EMILY FISHER.

SHE'S AT THE EAST HIGH LIBRARY.

I HAVE KATE MICHAELSON.

SHE IS AT OUR THREE MIDDLE SCHOOL LIBRARIES.

CHRIS MOSIER IS AT OUR ELEMENTARY LIBRARIES.

KATE SCHILLER IS AT OUR WEST HIGH LIBRARY.

AND THEN CHRIS TOMLINSON IS AT OUR NORTH HIGH LIBRARY.

AND THEY'RE GOING TO TALK A LOT ABOUT WHAT THEY DO.

TAKE IT AWAY. GOOD EVENING.

MY NAME IS EMILY FISHER, AND I'M THE TEACHER LIBRARIAN AT EAST HIGH SCHOOL.

I WOULD LIKE TO THANK YOU IN ADVANCE FOR YOUR TIME AND YOUR ATTENTION.

WHILE I, ALONG WITH MY COLLEAGUES, PRESENT WHAT WE BELIEVE IS THE BEST LOCATION IN OUR SCHOOLS, THE LIBRARY.

TEACHER LIBRARIANS HAVE FOUR PROMINENT ROLES, PROGRAM MANAGER, INFORMATION SPECIALIST, INSTRUCTIONAL PARTNER, AND TEACHER.

[00:35:05]

ALL ROLES ARE INTERCONNECTED AND EACH COMPLEMENTS THE NEXT, AS YOU'LL SEE WHEN MY COLLEAGUES SPEAK.

THE NUMEROUS RESPONSIBILITIES OF PROGRAM MANAGER INCLUDE MAINTAINING ACCURATE INVENTORIES AND ENSURING OUR BUDGETS REMAIN BALANCED.

ITEMS PURCHASED ARE REFLECTIVE AND SUPPORTIVE OF OUR UNIQUE BUILDING POPULATION, AND MOST IMPORTANTLY, WE STRIVE TO ENSURE MATERIALS ARE EITHER ALIGNED TO THE CURRICULUM OR SUITABLE TO STUDENT INTERESTS.

ULTIMATELY, OUR GOAL IS TO ENCOURAGE STUDENT CURIOSITY THROUGH THE RESOURCES WE PROVIDE.

HERE ARE LAST YEAR'S COLLECTION STATISTICS DISTRICT WIDE.

GIVEN OUR DIVERSE STUDENT BODY, MOST NOTEWORTHY IS THE NUMBER OF RESOURCES AVAILABLE IN WORLD LANGUAGE.

THE DOMINANT SECONDARY LANGUAGE AVAILABLE TO STUDENTS IS SPANISH.

HOWEVER, SHALL OUR SHELVES AND OUR DATABASES INCLUDE MATERIALS WRITTEN IN AND TRANSLATED TO FRENCH, VIETNAMESE, AND EVEN ARABIC TO NAME A HANDFUL OF OUR LANGUAGES.

AS EXPRESSED EARLIER, WE TRY OUR BEST TO PURCHASE BOTH PHYSICAL AND AUDIO BOOKS ALIGNED TO CURRICULUM AND STUDENT REQUESTS, BUT WE ALWAYS, ALWAYS FOLLOW THE FOLLOWING PROCESS.

WE BEGIN BY LOOKING FOR APPROPRIATE BOOKS.

WE READ SUGGESTIONS AND REVIEWS FROM PROFESSIONAL JOURNALS SUCH AS THE HORN BOOK GUIDE, THE SCHOOL LIBRARY JOURNAL, AND BOOKLIST, AND ONLY PURCHASE IF THERE ARE TWO QUALITY PROFESSIONAL REVIEWS.

LASTLY, WE ANALYZE OUR COLLECTION AND ASSESS STUDENT DEMAND IF ALL STANDARDS ARE MET.

WE PURCHASE, BUT ONLY IF THEY ARE MET.

UNFORTUNATELY, BASED ON THIS SIXTH GRADERS REQUEST FOR A BOOK ABOUT METALLICA AND FAILURE TO MEET THE ABOVE CRITERIA, EZRA WILL BE MAKING A TRIP TO THE PUBLIC LIBRARY.

GOOD FOR HIM. HI, I'M KATE MICHAELSON.

I HAVE THE THREE MIDDLE SCHOOLS.

AS EMILY MENTIONED, SO MUCH OF WHAT WE DO IN THIS PROGRAM MANAGEMENT ROLE IS TRYING TO MAKE SURE THAT STUDENTS HAVE ACCESS TO RESOURCES.

WE KNOW THAT A LOT OF OUR STUDENTS HAVE OBSTACLES THAT PREVENT THEM FROM USING THE PUBLIC LIBRARY, AND SO WE TRY TO DO EVERYTHING WE CAN TO MEET THESE NEEDS WHENEVER POSSIBLE.

THIS A STUDY WAS DONE OVER 20 YEARS ACROSS 27 DIFFERENT COUNTRIES ON FACTORS CONTRIBUTING TO HIGH SCHOOL GRADUATION RATES.

THEY FOUND THAT THE NUMBER ONE FACTOR TO DETERMINE A STUDENT'S SUCCESS IN SCHOOL WAS WHETHER OR NOT THEY HAD ACCESS TO 100 BOOKS IN THEIR HOME.

THAT WAS THE INFLECTION POINT, OR THE MAGIC NUMBER THEY CAME UP WITH WAS 100 BOOKS.

AND SO THE NAEP, OR THE NATION'S REPORT CARD USES THAT NUMBER ON THEIR FACTORS BEYOND SCHOOL, THEIR FACTORS OUTSIDE OF SCHOOL SURVEY.

SO THEY USE THEY FOUND THAT STUDENTS WHO HAVE 100 BOOKS AT HOME AND TO HAVE A DAILY HABIT OF READING ARE MUCH MORE LIKELY AND MUCH MORE CONSISTENTLY ABLE TO BE PROFICIENT OR ABOVE ON THE NAEP TEST.

SO THIS SITE HAS BEEN PUT TOGETHER.

THEY USE DATA FROM THE CENSUS AND FROM THE NAEP ASSESSMENT, AND THEY MAP OUT ACCESS TO BOOKS ACROSS THE NATION.

YOU CAN TELL.

LET'S SEE.

WANT TO TRY TO ACCESS MY.

OKAY. I NEED TO GO BACK.

SORRY. SO I DON'T KNOW IF YOU CAN PAGE THROUGH.

THERE ARE THREE DIFFERENT SLIDES.

THE FIRST ONE SHOWS IOWA ON THE WHOLE AND IT LOOKS PRETTY GOOD, BUT YOU'LL SEE THAT THERE ARE A FEW LITTLE HOT SPOTS THAT JUST HAPPEN TO BE ALL OF OUR UEN SCHOOLS.

SO THEN WHEN YOU ZOOM IN ON WOODBURY COUNTY, IT GETS A LITTLE BIT WARMER WITH SIOUX CITY BEING THE HOTTEST SPOT AND ON THE BOOK DESERTS MAP THAT AS IT SHOWS ON YOUR SCREEN, YOU CAN SEE THAT THERE ARE AREAS OF SIOUX CITY THAT ARE THE LEAST LIKELY TO MEET THAT THRESHOLD.

SO OUR STUDENTS DO NOT HAVE ACCESS TO 100 BOOKS AT HOME, NOR DO THEY HAVE DAILY HABITS OF READING TO ENCOURAGE THAT GROWTH ON THE STANDARDIZED ASSESSMENTS AND SUCCESS IN SCHOOL. THE OTHER ISSUE WE RUN INTO AGAIN NATIONWIDE IS NOT ONLY DO STUDENTS NOT HAVE ACCESS CONSISTENTLY TO BOOKS, BUT THEY DON'T HAVE ACCESS TO LIBRARIES OR TO LIBRARIANS.

WE KNOW THAT POVERTY IS A FACTOR IN ACCESS WITH EVERYTHING, WITH LUNCHES, WITH GETTING TO SCHOOL, BUT ESPECIALLY WITH LIBRARIES.

AND WHEN THEY LOOK AT THE DATA ACROSS THE COUNTRY, STUDENTS OF COLOR HAVE EVEN LESS ACCESS THAN THOSE WHO ARE LIVING IN POVERTY.

YOU'LL NOTICE AS WE GO THROUGH JUST A LITTLE SIDE NOTE, WE HAVE LINKS AT THE BOTTOM OF ALL OF OUR PAGES THAT WOULD LEAD YOU TO OUR SOURCES AND TO MORE INFORMATION IF YOU'RE

[00:40:08]

SO THEN WE HAVE COMPILED SOME DATA.

WE TALKED ABOUT OUR UENS BEING A LITTLE BIT WARMER, HAVING THE LEAST ACCESS ACROSS THE STATE.

AND SO WE'VE PUT TOGETHER OUR STATISTICS WITH FACTORS THAT CONTRIBUTE TO LITERACY.

SO YOU CAN SEE OUR STUDENTS OF COLOR, OUR FREE AND REDUCED LUNCH RATE, OUR NUMBER OF LIBRARIANS AND OUR PROFICIENCY RATES SO THAT YOU CAN COMPARE US TO THE REST OF OUR UEN DISTRICTS AND TO THE STATE IN GENERAL.

AND THEN LAST.

WE NEED TO SEE THAT.

THESE ARE JUST SORT OF THE SORT OF A SUMMARY OF HOW WE HELP WITH STUDENT ACHIEVEMENT.

SO THE FIRST IS A STUDY ABOUT HOW WE HELP AT RISK LEARNERS.

THE SECOND ONE TALKS ABOUT THE IMPORTANCE OF READING BOOKS THAT STUDENTS HAVE CHOSEN, RATHER THAN THE BOOKS THAT THEY'RE ALWAYS ASSIGNED.

AND THEN THE THIRD IS MORE INFORMATION ABOUT THAT 100 BOOK THRESHOLD AND HOW THAT'S BEEN SORT OF IMPLEMENTED AND STUDIED ACROSS THE WORLD, REALLY.

HELLO, MY NAME IS CHRIS MOSER, AND I'M THE TEACHER LIBRARIAN FOR THE 13 ELEMENTARY SCHOOLS THAT ARE WITHIN OUR DISTRICT.

SO AS INFORMATION SPECIALISTS, TEACHER LIBRARIANS STRIVE TO CREATE DIVERSE, EQUITABLE PROGRAMING FOR STUDENTS BY USING OUR KNOWLEDGE BASE TO CURATE MATERIALS, PROMOTE EXISTING AND EMERGING TECHNOLOGIES, AND TO PROVIDE EXPERTISE IN ACQUIRING AND EVALUATING INFORMATION RESOURCES THAT SUPPORT TEACHING AND LEARNING.

THIS ASSISTS STUDENTS IN BECOMING SELF-DIRECTED, LIFELONG LEARNERS WHO SEEK OUT AND DISSEMINATE INFORMATION FROM A VARIETY OF DIVERSE PERSPECTIVES.

LOOKING AT OUR LAST YEAR'S FULL YEAR DATA OF ACQUISITION STATISTICS, WE SEE A BREAKDOWN BY ELEMENTARY AND MIDDLE SCHOOL AND HIGH SCHOOL FOR OUR DATABASE RESEARCH SEARCH STATISTICS, ACCESS TO DIVERSE BOOKS PROVIDED THROUGH THE DISTRICT LIBRARY PROGRAMS AND SPECIAL COLLECTIONS CULTIVATED BY OUR TEACHER LIBRARIANS TO SUPPORT STUDENT LEARNING.

OUR TEACHER LIBRARIANS FOCUS ON PROVIDING CREDIBLE SOURCES FOR RESEARCH IN SUPPORT OF STUDENT READING EFFORTS.

WE USE CRITERIA AS OUTLINED IN OUR DISTRICT POLICIES TO CURATE COLLECTIONS REPRESENTATIVE OF OUR STUDENT POPULATION, ALONG WITH THE DISTRICT STATISTICS.

OUR CULTURAL AND SOCIO ECONOMIC STATISTICS THAT ARE ACCESSED EACH YEAR.

OUR STUDENT POP FOR OUR STUDENT POPULATION COLLECTION ANALYSIS REPORTS ARE UTILIZED TO ENSURE WE ARE MAINTAINING COLLECTIONS FOR OUR STUDENTS LEARNING NEEDS.

IN ORDER TO DO THIS, WE USE NOT ONLY WITHIN OUR COLLECTION ANALYSIS FOR OUR DISTRICT.

WE USE DIVERSITY TAGS AND THEN WE ALSO USE SOCIAL EMOTIONAL TAGS.

THESE ARE SOME OF THE TAGS WE USE TO GO ALONG WITH WHEN WE'RE RESEARCHING OUR COLLECTIONS TO MAKE SURE THAT WE'RE SUPPORTING THE DIVERSE CULTURAL AND EMOTIONAL NEEDS THAT HELP OUR STUDENTS FOSTER A GROWTH MINDSET.

THIS ENSURES THAT OUR STUDENTS ARE SELF REFLECTIVE AND HAVE A SCAFFOLD FOR A LEARNING BASE THAT CREATES STUDENTS READY TO TAKE AN INTEREST IN AND SERVE OUR COMMUNITY'S FUTURE NEEDS. AND THEN TO SUM UP WAYS WE'RE SUPPORTING STUDENT ACHIEVEMENT THESE BULLET POINTS.

THE GOAL OF TEACHER LIBRARIANS IS TO CREATE SAFE, WELCOMING SPACES THAT PROMOTE STUDENTS USE OF DIGITAL AND PRINT RESOURCES IN AN ETHICAL AND RESPONSIBLE WAY.

HELLO, I'M KATE SCHILLER.

I'M THE TEACHER LIBRARIAN AT WEST HIGH.

UM BEING AN INFORMATION SPECIALIST GOES HAND IN HAND WITH OUR NEXT ROLE, THAT OF INSTRUCTIONAL PARTNER.

WE USE THOSE DIVERSE RESOURCES TO HELP ENHANCE INSTRUCTION AND PROVIDE MATERIALS TO BOTH STAFF AND STUDENTS.

AS INSTRUCTIONAL PARTNERS, WE HELP WITH RESEARCH, TECHNOLOGY TOOLS AND CURRICULUM NEEDS.

A LARGE PORTION OF BEING AN INSTRUCTIONAL PARTNER HAPPENS BEHIND THE SCENES.

WE BUILD OUR SPECIALTY SCHOOLS COLLECTIONS TO ENHANCE LEARNING IN THE AREAS OF FINE ARTS, DUAL LANGUAGE, AND SO ON.

WE RECORD TUTORIALS AND PROVIDE HANDOUTS FOR BOTH TEACHERS AND STUDENTS ON VARIOUS TECHNOLOGY RESOURCES, DATABASES, AND INFORMATION CURATION.

ALTHOUGH WE HIGH SCHOOL TLS ARE EMBEDDED INTO THE HIGH SCHOOL ENGLISH LANGUAGE ARTS CURRICULUM, EVERY CONTENT AREA HAS ITS OWN RESEARCH STANDARDS.

[00:45:01]

EVERYTHING WE DO AS INSTRUCTIONAL PARTNERS IS INTERCONNECTED ACROSS ALL LEVELS AND ALL CONTENT AREAS.

THIS IS EVIDENT IN THESE THREE EXAMPLES FROM DISTRICT TEACHERS.

AT THE ELEMENTARY LEVEL, MRS. MOSER PARTNERED WITH TEACHERS TO BUILD THE FOUNDATIONS OF RESEARCH.

THAT FOUNDATION FLOWS INTO MRS. MICHELSON'S PARTNERSHIP WITH TEACHERS IN INSTRUCTION ON VALIDATING WEBSITES AND USING APPROPRIATE RESEARCH STRATEGIES, AND THOSE SKILLS CAN EVOLVE AS THE HIGH SCHOOL TEACHER LIBRARIANS AID IN INSTRUCTION OF INFORMATION LITERACY AND HOW THAT APPLIES TO STUDENTS REAL WORLD.

HI, I'M CHRIS TOMLINSON.

I'M THE TEACHER LIBRARIAN AT NORTH HIGH.

WE'RE GOING TO TAKE A LOOK AT THE FINAL RULE, WHICH IS TEACHER, WE TEACH OURSELVES SO WE CAN STAY CURRENT.

WE TEACH OUR TEACHERS SO THEY CAN USE TECHNOLOGIES AND RESOURCES.

AND WE TEACH OUR STUDENTS SO THEY CAN BE SUCCESSFUL IN AND OUT OF SCHOOL.

ELEMENTARY SCHOOL, THE STUDENTS ARE LEARNING HOW TO BE SAFE ONLINE AND WHAT THE CHARACTERISTICS OF AN AWARD WINNING BOOK, WHAT THE CHARACTERISTICS ARE OF AN AWARD WINNING BOOK. IN MIDDLE SCHOOL, THE STUDENTS LEARN HOW TO USE GUIDED INQUIRY TO HELP THEM DEFINE RESEARCH QUESTIONS IN THEIR BIOETHICS UNIT, AND THEY ALSO LEARN THE DIFFERENCE BETWEEN PRIMARY AND SECONDARY SOURCES IN THE REVOLUTIONARY WAR UNIT.

IN HIGH SCHOOL, AND I WILL SAY THIS, THERE'S VERY FEW HIGH SCHOOLS DOING THIS.

OUR INFORMATION LITERACY CURRICULUM IS EMBEDDED IN THE ELAS RESEARCH UNITS INSTEAD OF RETEACHING CONCEPTS EVERY YEAR, WE ARE TEACHING THE SAME SKILL SET IN THE SAME CLASS IN ALL THREE HIGH SCHOOLS.

THOSE LESSONS BUILD UPON THE PREVIOUS YEAR'S LESSONS.

THE CONCEPTS THAT WE TAUGHT ARE NOW ASSESSED IN A RESEARCH DCA THEN.

WE HEAR THE TERMS DIGITAL CITIZENSHIP, INFORMATION LITERACY, DIGITAL LITERACY, 21ST CENTURY SKILLS.

THEY'RE USED ALMOST INTERCHANGEABLY.

NONE OF THOSE FULLY ENCOMPASS ALL THAT OUR KIDS NEED.

SO OUR DEPARTMENT IS PLANNING FOR THE FUTURE BY MOVING TO A COMPETENCY BASED CURRICULUM, MUCH LIKE THE EUS, DIG.COM 2.2 FRAMEWORK.

THAT TOOK A LOT TO SAY, SHOWN HERE.

IT INCLUDES EDUCATION AND WORK BASED SKILLS, AND IT'S ALREADY INCORPORATED AI AND DATA LITERACY INTO ITS STANDARDS, SO IT'S MOVING FORWARD. I ENCOURAGE YOU, IF YOU'RE INTERESTED IN SOMETHING LIKE THIS, TAKE A LOOK AT THE LINK.

IT'S GOOD STUFF.

WE KNOW HOW THAT THE HOW TO FUNCTION IN THE WORLD BEYOND SCHOOL.

IT'S ALWAYS CHANGING.

SO IN RESPONSE, OUR DEPARTMENT CONTINUALLY CHALLENGES ITSELF TO TEACH THE COMPETENCIES OUR STUDENTS NEED NOW AND IN THE FUTURE.

AND WITH THAT, I THANK YOU FOR YOUR TIME AND IF YOU HAVE QUESTIONS, WE WOULD BE HAPPY TO ANSWER THEM.

BOARD MEMBERS, IT'S THAT TIME, IS THERE ANY QUESTIONS? DIRECTOR EHMCKE. THANK YOU FOR THE PRESENTATION.

AND I ESPECIALLY APPRECIATED THAT AT OUR STUDENT ACHIEVEMENT COMMITTEE THAT YOU HAD AN EXTENSIVE PRESENTATION OF THIS AS WELL.

AND I WAS PARTICULARLY IMPRESSED WITH THE EFFORT BEING MADE IN OUR ELEMENTARY SCHOOLS THAT MRS. MOSER TALKED ABOUT FOR HOW WE GET BOOKS INTO THE HANDS OF STUDENTS AND ENCOURAGE PARENTS TO BE READING TO THEIR ELEMENTARY AGE STUDENTS AT HOME.

AND I WONDERED IF SHE HAD ANY, WOULD WANT TO EXPLAIN THAT A LITTLE BIT TO THE WHOLE BOARD.

OH. PLEASE STEP UP TO THE MIC.

SO OUR ELEMENTARY STUDENTS LIBRARY IS CONSIDERED ONE OF OUR SPECIAL CLASSES LIKE PE, ART, MUSIC.

AND SO OUR SCHOOLS AT THE ELEMENTARY ARE ON A BLOCK SCHEDULE.

SO EVERY SINGLE CLASS GRADES TK THROUGH FIVE AND THEN DEPENDS ON THE SCHOOL WITH THE PRESCHOOL PROGRAMS. COME TO THE LIBRARY FOR AT LEAST A HALF AN HOUR EACH WEEK SO THAT THEY CAN GET A NEW BOOK OR A NEW BOOKS AND EXCHANGE THE ONES THAT THEY HAVE SO THAT THEY CAN TAKE THEM HOME AND PRACTICE READING ON THEIR OWN, OR READ WITH THEIR PARENTS, OR FOR THE YOUNGER STUDENTS, EVEN HAVE THE PARENTS READ TO THEM.

AND THIS IS EVERY WEEK OF THE SCHOOL YEAR FROM THE VERY FIRST FULL WEEK THAT WE HAVE AT THE END OF AUGUST ALL THE WAY UP TO MID-MAY. AND THEN WE'RE STARTING TO CLOSE OUT THE YEAR.

SO WE'RE GETTING THOSE MATERIALS BACK.

BUT IN ADDITION TO THAT, WE HAVE VARIOUS PROGRAMS THROUGHOUT THE ELEMENTARY SCHOOLS THAT SUPPORT READING, WHETHER IT BE CONTESTS OR BOOK PROMOTIONS. RIGHT NOW, ONE OF OUR SCHOOLS IS DOING A BOOK BINGO, WHICH IS BASICALLY LIKE BINGO, BUT EACH SQUARE YOU HAVE TO READ A DIFFERENT TYPE OF BOOK AND HAVE IT

[00:50:03]

SO THAT'S JUST ONE EXAMPLE OF THE WAYS THAT WE PROMOTE, ALONG WITH OUR BULLETIN BOARDS AND PUTTING DIFFERENT BOOKS OUT THROUGHOUT THE YEAR TO DISPLAY THEM WHEN IT'S THEIR TIME OF INTEREST, LIKE RIGHT NOW WITH THE SPRING EQUINOX, WE'RE ENCOURAGING START TO PUT OUT THOSE BOOKS ABOUT SPRING, ABOUT THE TIME CHANGE, FLOWERS OTHER EVENTS LIKE SAINT PATRICK'S DAY, AND THEN THAT CHANGES THROUGHOUT THE YEAR AS WELL.

AND THEN ALONG WITH THAT IN OUR SCHOOL NEWSLETTERS, WE'LL OCCASIONALLY SEND ARTICLES OUT WHEN WE GET FIT INTO THE NEWSLETTERS, ARTICLES TO PARENTS ABOUT, YOU KNOW, CONTINUING READING OR READING EFFORTS.

SO THAT'S SOME OF THE WAYS THAT THE ELEMENTARY WE ENCOURAGE OUR STUDENTS TO COME IN AND GET BOOKS AND TAKE THEM HOME AND READ THEM WITH THEIR PARENTS AND FAMILIES.

SOMETIMES WE'VE BEEN KNOWN TO SAY, YOU KNOW, READ YOUR BOOK TO YOUR PET IF YOU DON'T HAVE A BROTHER OR A SISTER, WE HAVE.

THERE'S BEEN DIFFERENT EVENTS LIKE THAT WHERE WE JUST ENCOURAGE THEM TO EITHER PARTNER READ, READ WITH A FAMILY MEMBER BUT JUST PRACTICE THAT READING OVER AND OVER.

AND A BIG THING I SAY TO OUR STUDENTS IS WHEN THEY SAY, WELL, I ALREADY READ THE BOOK IS READ IT AGAIN, BECAUSE I'M SURE ALL OF YOU KNOW THAT IF YOU READ THE SAME BOOK MORE THAN ONCE, IF YOU HAVE A FAVORITE BOOK, YOU'RE ALWAYS FINDING NEW THINGS IN THE BOOK THAT YOU LEARN ABOUT WHEN YOU PRACTICE YOUR READING AND READ OVER AND OVER AND SHARE THAT WITH YOUR LOVED ONES.

DIRECTOR LEE.

MS. MICHAELSON, YOU SHOWED US THAT? I'M GOING TO CALL IT A LIBRARY DESSERT.

BECAUSE IT WASN'T THE MAP OF THE STATE, BUT IT WAS JUST LIKE OUR SCHOOL DISTRICT.

SO THAT LINK IS ACTUALLY NATIONWIDE.

YOU CAN PUT IN AN AREA CODE, YOU CAN SEARCH BY CITY.

AND SO ORIGINALLY WE HAD THREE LAYERED PHOTOS.

IT WAS IOWA WOODBURY COUNTY AND SIOUX CITY.

OKAY. WELL OKAY, THAT HELPS ME BECAUSE I WAS WHEN I LOOKED AT THAT MAP, I THOUGHT IT WAS OUR DISTRICT AND I WAS LIKE, OKAY, SO WHAT AREAS OF THE CITY FALL IN THAT MAP THAT DON'T HAVE ACCESS TO LIBRARY ACCESS? YOU CAN ZOOM IN VERY CLOSELY, IT SHOWS STREETS.

YEAH, I SAW THAT PEAR STREET THERE AND THEN OKAY.

SO YOU CAN APPROXIMATE WHERE THOSE AREAS ARE, AND AGAIN THAT'S BASED ON CENSUS DATA.

RIGHT. SO THEN IT LEADS ME TO BELIEVE THAT LOWER SOCIO ECONOMIC AREAS DON'T HAVE ACCESS TO LIBRARIES UNLESS THEY'RE AT SCHOOL.

AND THAT'S WHEN THEY MAXIMIZE THE LIBRARY USE, WHETHER IT'S MIDDLE SCHOOL, HIGH SCHOOL OR ELEMENTARY.

WELL, AND WE DON'T HAVE OUR DATA COMPARED TO THE PUBLIC LIBRARY, BUT I KNOW THAT I MYSELF HAVE RUN INTO STUDENTS WHO DON'T HAVE TRANSPORTATION.

THEY DON'T HAVE A PERMANENT HOME ADDRESS TO QUALIFY FOR A LIBRARY CARD.

THEY MAY NOT HAVE PARENTS WHO YOU KNOW ARE AVAILABLE TO TAKE THEM, OR PEOPLE AT HOME.

THEY MAY NOT HAVE PARENTS, BUT PEOPLE AVAILABLE TO TAKE THEM TO THE LIBRARY DURING BUSINESS HOURS.

THERE ARE A LOT OF OBSTACLES THAT THEY FACE, AND SO THAT'S WHY THEY RELY SO HEAVILY ON US, THE SCHOOL.

OKAY. THANK YOU.

I JUST WANT TO MAKE SURE I UNDERSTOOD THAT.

DIRECTOR GREENWELL. I HAVE A TERRIBLE AFFLICTION.

IT'S CALLED NUMBERS. IF I LOOKED AT, I THINK A SLIDE NINE, THE UEN HAS 1 TO 2000, ONE LIBRARIAN TO 2000 STUDENTS. WE ARE 50% HIGHER THAN THAT AT 1 TO 3000.

IS THAT WAS I READ THAT CORRECTLY.

THAT IS ACCURATE. OKAY.

AND OUR DEMOGRAPHICS COMPARED TO THE OTHER UN ARE A LITTLE BIT TOUGHER ON AVERAGE.

OKAY. AND OUR ELA PROFICIENCY IS A LITTLE BIT LOWER THAN THE OTHERS.

OKAY. YEAH.

I THOUGHT THAT WAS INTERESTING THAT WE'RE 50% LESS RESOURCED PER STUDENT ON AVERAGE.

SO THERE'S NO BUDGET INFORMATION HERE.

SO I'D BE INTERESTED SOMETIME IN UNDERSTANDING WHAT YOUR BUDGET IS.

I'M JUST CURIOUS WHAT IT'S DONE OVER THE LAST SEVERAL YEARS.

SO MAYBE AFTER THIS MEETING WE COULD GET SOME INFORMATION.

I GUESS ONE OF THE THINGS THAT PROBABLY STRUCK ME IS WE'RE MOVING IN THIS DIGITAL WORLD, DIGITAL LITERACY AND THE, YOU KNOW, COMPLEXITIES AND ONLINE INFORMATION.

AND I THOUGHT I HEARD MISS TOMLINSON SAY THAT THAT WE HAVE AN ELA RESEARCH RESEARCH DCA.

HOW DO WE DO ON THAT? THIS IS ONLY OUR SECOND YEAR.

OKAY. WE'VE HAD SOME STAFFING DIFFICULTIES THIS YEAR.

MY FRESHMAN JUST TOOK IT.

AND A COUPLE CLASSES ARE HITTING AT 70% AVERAGE.

MY FRESHMAN WILL TAKE IT THIS WEEK.

I'M SORRY. MY FRESHMAN WILL TAKE IT THIS WEEK, SO I DON'T HAVE TO ADD IT YET.

WELL, I'M JUST CURIOUS.

I MEAN, IT'S MORE OF A QUESTION OF, YOU KNOW, WE HAVE FEWER RESOURCES THAN ANYBODY.

[00:55:01]

I GUESS THE LAST FOOD FOR THOUGHT IS WE HAVE ALL THESE DIGITAL SEARCHES AND YOU KNOW, I'LL CORRELATE IT TO, TO MY BUSINESS A LITTLE BIT.

I SEND OUT 400,000 EMAILS A WEEK.

I WANT TO KNOW HOW MANY ARE OPENED AND AT WHAT LEVEL.

IF THEY GO TO OUR WEBSITE, WHAT LEVEL DO THEY DRILL DOWN ON? DO YOU GUYS HAVE THAT TYPE OF INFORMATION THAT YOU CAN SEE FROM A VENDOR? I'M ASSUMING A VENDOR HAS THAT.

MOST ALL VENDORS HAVE THAT TO SAY DID A GUY JUST DO A DRIVE BY, OPEN THE HOME PAGE, BUT DIDN'T GO ANYWHERE? DO YOU HAVE AN IDEA OF DO THEY DRILL DOWN HOW MANY MINUTES PER PAGE OR ANY OF THAT KIND OF DATA? WE HAVE PRETTY EXACT DATA ON HOW OUR DIGITAL RESOURCES ARE USED.

BOTH THE AEA, THAT'S A WHOLE DIFFERENT MEANING, BUT BOTH ON THE AEA AND THE DATABASES THAT THE HIGH SCHOOL PURCHASES.

WE CAN TELL YOU LOG INS, SEARCHES AND ARTICLES RETRIEVED.

YEAH. BECAUSE HERE'S HERE'S THE QUESTION.

THE QUESTION IS WE CAN HAVE GAZILLIONS OF ONLINE RESOURCES.

ARE THEY USED AND AT WHAT LEVEL OF DEPTH ARE THEY USED.

BECAUSE YOU HAVE A TON OF THEM.

YOU FIND OUT WHAT EMAILS ARE SUCCESSFUL AND WHICH ONES ARE DOGS, AND YOU TRY TO ANALYZE THEM AND SAY, THIS IS THIS APPROACH IS A KEEPER.

THIS APPROACH IS NOT SO MUCH.

SO I GUESS THE QUESTION IS, DO YOU GUYS HAVE TIME WITH YOUR RESOURCES TO DO ANY OF THAT KIND OF ANALYSIS TO SAY THESE ARE GOOD RESOURCES, HEAVILY USED STUDENTS ARE ENGAGED OR NOT SO MUCH. I JUST WANT TO ENCOURAGE EVERYONE TO STEP UP TO THE MIC SO THAT THIS CAN GET RECORDED AND THE AEA, WE HAVE NOT BEEN ABLE TO GET STATS FOR LIKE THE LAST..

THAT'S ALL RIGHT..

THREE YEARS OR SO.

SO WE FINALLY GOT THEM THIS YEAR.

SO WE HAVE BEEN ABLE TO LOOK AT THOSE STATS AND WE'VE GOTTEN SOME OF THOSE ALSO FROM THE VENDOR VERSUS WHAT THE AEA REPORTED.

SO THE AEA WANTS.

SO WE'RE GETTING BETTER INFORMATION.

WE GET THE ACTUAL METRICS.

AND THEN EVERY YEAR WHEN WE PURCHASE DATABASES IN HIGH SCHOOL, EVERY YEAR WE RUN END OF THE YEAR REPORTS TO SEE WHAT WE'RE USING, HOW THEY'RE DOING ON SEARCHES.

YOU KNOW, IF WE'RE DOING A ONE SEARCH, GET AN ARTICLE, THEN WE'RE DOING OUR JOB GETTING THE KIDS WHERE THEY NEED TO BE.

SO WE DO LOOK AT THAT.

YEAH, BECAUSE DIGITAL RESOURCES ARE THE WAY OF THE FUTURE.

I MEAN, THAT'S THE FUTURE.

AND, YOU KNOW, HOW ARE WE PLANNING FOR THAT GOING FORWARD AND ANALYZING WHAT'S EFFECTIVE, WHAT'S NOT EFFECTIVE, AND THEN CORRELATING IT TO ANY DCA'S? BECAUSE, I MEAN, THAT'S IT'S ALL DIGITAL IN THE FUTURE.

AND THAT'S, YOU KNOW, YOU HATE.

MAKE RECOMMENDATIONS TO RESOURCES THAT WERE NOT.

SO WE'RE CONTINUING TO DO THAT.

OKAY. ALL RIGHT. WE USE THE DIGITAL THE DATABASES FOR OUR NONFICTION COLLECTIONS.

WE DON'T BUILD A LOT OF NONFICTION BECAUSE AT HIGH SCHOOL THEY'RE RESEARCHING IN THE DATABASES VERSUS GOING TO GET A BOOK OFF THE SHELF FOR NONFICTION.

YOU KNOW, BY THE TIME WE BUY A CLONING BOOK, IT'S OUTDATED.

SO WE REALLY RELY ON THAT, THAT DIGITAL DATABASE.

SO, HOW DO THE LIMITED NUMBER OF YOU TEACH DIGITAL CONCEPTS? AND, YOU KNOW, I MEAN, HOW DO YOU DO IT? I DON'T KNOW HOW YOU DO IT. WELL, YOU COULD COME OBSERVE MY CLASS ON WEDNESDAY AT UNITY.

I JUST GOT A TEACHER WHO TEXTED ME TODAY AND ASKED ME IF I COULD DO A QUICK RESEARCH LESSON ON TUESDAY FOR HER CLASS.

SO I KNOW AT THE ELEMENTARY LEVEL, WE'RE TALKING ABOUT, LIKE I THINK A LOT AT THE HIGH SCHOOL, WE'RE TALKING ABOUT THE E-RESOURCES LIKE READING BOOKS ONLINE AT THE ELEMENTARY WITH READING, OF COURSE, A LOT OF THE FOCUS IS GETTING THE HANDS INTO THE STUDENTS HOMES SO THAT THEY CAN READ THEM.

BUT WE ADDITIONALLY WITH THE ESPECIALLY WITH THE UPPER GRADES LIKE FOURTH, FIFTH, THIRD, WHEN IT GETS TO BEING THE SPRING, WE'RE TEACHING THE CLASSES WHEN THEY COME IN THE LIBRARY HOW TO GET ON TO THE DATABASE THAT WE USE MAJORITY WISE FOR OUR EBOOKS, SO THAT IN THE SUMMER, WHEN THEY DON'T HAVE AS MUCH ACCESS TO BOOKS, THEY CAN ACCESS EBOOKS AT HOME ON THEIR DEVICES, WHETHER THEY DOWNLOAD IT ON THEIR PHONE.

SO WHEN THEY'RE GOING TO GRANDMA'S, THEY CAN READ IT WITHOUT HAVING TO BE CONNECTED TO THE WI-FI OR JUST AT HOME, THEY CAN HAVE IT UP ON THEIR OWN COMPUTERS CHECKING BOOKS OUT AND READING THEM. AND AS FOR THE DATABASES WITH RESEARCH, A LOT OF AT THE ELEMENTARY I'M GETTING I GET TEACHERS OR I REACH OUT TO TEACHERS.

I JUST REACHED OUT TO ONE OF OUR ELL TEACHERS.

IT'S ACTUALLY WE HAVE A COMBINATION.

I HAVE A SERIES OF BOOKS WE'RE GETTING THAT'S CALLED WORLD LANGUAGES, WHERE YOU READ IT IN ENGLISH, BUT THEN YOU CAN GO ONLINE, TYPE IN A CODE ON THE WEBSITE, AND CHOOSE ANYWHERE FROM 6 TO 14 DIFFERENT LANGUAGES TO READ THAT BOOK IN.

SO REACHING OUT TO THOSE ELL TEACHERS SO THEY CAN IMPLEMENT THAT WITH THEIR STUDENTS AND HAVE RESOURCES FOR THEM AT HOME TO READ WITH THEIR PARENTS AND

[01:00:06]

SO ONE OF THE DATABASES WE USE IS CALLED CULTURE GRAMS, AND IT HAS FOUR SECTIONS TO IT, ONE ABOUT THE UNITED STATES.

ONE IS ALL THE COUNTRIES IN THE WORLD.

ANOTHER ONE IS THE SAME THING, BUT IT'S FROM A PERSPECTIVE OF A STUDENT OR A CHILD.

WHAT THEIR WORLD, WHAT THEIR COUNTRY IS LIKE.

AND THEN ONE IS ABOUT THE CANADIAN PROVINCES, SINCE THEY'RE NORTH OF US.

AND SO ON WEDNESDAY, I'LL BE TEACHING THEM HOW TO UTILIZE THAT DATABASE AND THE, THE UNITED STATES PORTION, ALONG WITH THE LIKE A GRAPHIC ORGANIZER, SO THEY CAN PULL OUT ALL THE DATA THEY NEED, WHICH IS ALL ON THAT DATABASE.

IT'S BEEN RESEARCHED BY TEACHERS AND LIBRARIANS TO MAKE SURE IT'S APPROPRIATE FOR STUDENT USE.

IT'S NOT GOOGLE WHERE YOU'RE JUST GOOGLING SOMETHING, AND THEY WILL BE ABLE TO GET ON TO THEIR STATE AND FIND THE STATE BIRD.

FAMOUS PEOPLE, A TIMELINE OF HISTORICAL EVENTS, WHAT NUMBER THE STATE IS, WHAT THE POPULATION IS.

SO THAT'S WHAT I'LL BE TEACHING TO ONE OF THE THIRD GRADE CLASSES ON WEDNESDAY.

SO REALLY, IT'S THE VERY FUNDAMENTALS OF HOW THE FUNDAMENTALS OF DIGITAL DIGITAL LEARNING AND DIGITAL SEARCHING AND RETRIEVING INFORMATION.

WELL, AND SO AT THE MIDDLE SCHOOL LEVEL, IF I CAN'T BE IN A CLASSROOM, I WILL OFTEN PUT TOGETHER LIKE A LIBGUIDE.

SO IT COULD BE A CANVAS PAGE OR A CANVAS MODULE.

I CAN DROP THAT INTO THAT TEACHERS COURSE SO THAT THEY CAN USE THOSE LISTS OF PRE-VETTED RESOURCES.

THEY CAN HAVE THE, YOU KNOW, THE INQUIRY GUIDE.

THEY CAN HAVE ALL OF THE THE UNIT PUT TOGETHER SO THAT IF I CAN'T BE THERE, THEY CAN STILL HAVE THAT LESSON.

AND SOMETIMES I HAVE VIDEOS READY TO GO THAT THEY CAN PLAY.

SO IT'S KIND OF JUST PUTTING IT TOGETHER SO THAT THEY CAN HAVE THE BEST OF THOSE UNITS WITHOUT MY ACTUAL PRESENCE.

DIRECTOR MILLER.

THANK YOU, PRESIDENT GEORGE.

SO FIRST, I'D LIKE TO COMMEND ALL OF YOU.

I'VE MET SOME OF YOU IN THE PAST.

I'VE DEALT WITH ONE OF YOU MORE THAN OTHERS AS MY KIDS WENT THROUGH THE NORTH SCHOOL SYSTEM.

SO I THINK THAT YOU DO A REMARKABLE JOB, AND OUR STUDENTS WOULD BE LOST WITHOUT YOU.

BUT I THINK, LIKE DIRECTOR GREENWELL, I'M CONCERNED ABOUT THE RATIO.

SO WHEN DID WE CREATE THIS RATIO? BECAUSE IT HASN'T ALWAYS BEEN THIS WAY.

I'VE BEEN HERE 11 YEARS.

WE HAD FIVE WHEN I GOT HERE, SO I DON'T REALLY I MEAN, IT'S KIND OF BEEN A PROCESS.

I DON'T KNOW THAT WE COULD SAY ANYTHING.

YOU KNOW, I GUESS WE'RE MORE CONCERNED WITH WHAT WE DO NOW, WHERE WE'RE GOING FROM HERE.

SO, AND SO PART OF MY QUESTION IS REALLY TWOFOLD.

IT'S STAFF REDUCTION HAPPENED AT SOME POINT.

AND DID WE HAVE THESE KINDS OF STATS WHEN WE HAD MORE STAFF DOING YOUR JOBS.

WELL, I CAN SPEAK A LITTLE BIT.

I'VE BEEN IN THE DISTRICT 24 YEARS.

WHEN I FIRST STARTED HERE. PLEASE STEP UP TO THE MIC.

SORRY. WHEN I STARTED HERE IN 2000, WE HAD TEN AND A HALF PEOPLE.

WE HAD A HEAD LIBRARIAN, AND THEN WE HAD ONE LIBRARIAN FOR EACH HIGH SCHOOL, ONE LIBRARIAN FOR EACH MIDDLE SCHOOL, THREE AND A HALF AT THE ELEMENTARY.

ONE SERVED IRVING ELEMENTARY, ONCE A WEEK.

SHE WOULD GO EVERY WEEK.

AND THEN SHE ALSO DID SOME OF OUR CATALOGING AND AT THE TIME WE HAD A READING IS FUNDAMENTAL PROGRAM.

OVER TIME, THOSE POSITIONS HAVE LIKE FOR EXAMPLE, ONE LIBRARIAN CHOSE TO MOVE THAT YEAR AND IT WAS A BUDGET YEAR, AND THEY CHOSE NOT TO REPLACE HIS POSITION.

SO OVER TIME, THAT'S KIND OF HOW IT'S DWINDLED DOWN.

SO AS TO STATISTICS, THE DATABASES HAVE CHANGED OVER THE YEARS.

SO COMPARING OUR OUR NEWER STATISTICS TO OLDER ONES A LITTLE HARDER WHEN OUR DATABASES AND THOSE STATISTICS HAVE CHANGED OVER THE LAST 20 YEARS.

THANK YOU. I HAVE TWO QUICK QUESTIONS.

DON'T GO ANYWHERE YET.

YOU MENTIONED, MISS MOSHER, YOU MENTIONED DEVICES THAT KIDS COULD USE AT HOME AND GET ACCESS TO THE RESOURCES.

IS IT PERSONAL DEVICES OR IS IT SCHOOL DEVICES? AT HOME NOW, IT'S PERSONAL DEVICES.

SO, KIDS THAT MAY HAVE A LOWER ECONOMIC STATUS PROBABLY DON'T HAVE THE SAME ACCESS THAT OTHER KIDS DO FOR DEVICES? THAT DEPENDS ON THE SITUATION.

I KNOW THAT HOTSPOTS HAVE GONE OUT.

I KNOW THAT OUR PUBLIC LIBRARY HAS CHECKS OUT HOTSPOTS TO STUDENTS SO THAT THEY CAN ACCESS IT.

A LOT OF OUR STUDENTS DURING COVID, WHEN WE WERE TEACHING VIA TEAMS, I CAN ATTEST THAT A LOT OF OUR ELEMENTARY STUDENTS WERE GETTING ON TEAMS THROUGH THEIR PARENTS CELL PHONES. SO THE MAJORITY OF OUR POPULATIONS, WHETHER THEY BE LOWER OR HIGHER, HAVE DEFINITELY HAVE ACCESS TO CELL PHONES THAT MIGHT NOT BE THEIRS PERSONALLY, BUT MIGHT BE THEIR PARENTS, OR MIGHT BE THEIR OLDER BROTHERS AND SISTERS THAT THEY WERE USING TO ACCESS LESSONS DURING OUR COVID

[01:05:08]

THANK YOU. AND THEN MY LAST QUICK ONE IS HAVE WE HAVE WE CONSIDERED AI IN ASSISTING IN HELPING WRITING YOUR LIBRARY GUIDES AND THOSE KINDS OF THINGS AS A SUPPLEMENT TO SOME OF THE HUMANS THAT YOU DON'T HAVE WORKING WITH YOU ANYMORE.

THANK YOU. AND I DO WANT TO MENTION WE DO HAVE AN OPEN POSITION RIGHT NOW THAT WE'VE NOT BEEN ABLE TO HIRE FOR A COUPLE OF YEARS FOR WE'VE NOT ATTRACTED ENOUGH CANDIDATES.

SO WE ARE ATTEMPTING TO HIRE ANOTHER STAFF MEMBER.

BUT YES, WE ARE ACTUALLY LOOKING AT AI AND THEY WENT TO SOME TRAINING THIS YEAR AND BROUGHT BACK A GREAT DEAL OF INFORMATION.

AND SO WE'LL HAVE A LITTLE TASK FORCE TEAM HELPING US MOVE FORWARD.

WE DRAFTED THAT ACADEMIC INTEGRITY POLICY THIS YEAR, AND WE'LL LOOK TO ADD TO THAT WITH AI FOR STAFF AND STUDENTS.

AND THEY WILL BE INSTRUMENTAL IN THAT WORK.

DR. EARLEYWINE.

I JUST, OVERALL IN THE STATE OF IOWA, THAT TREND, AS WE KNOW, HAS BEEN GOING DOWN, THEY'RE JUST ONE ARTICLE FROM DES MOINES REGISTER, 40% FEWER LIBRARIANS THAN TWO DECADES AGO.

I MEAN, THAT'S STATEWIDE.

RIGHT NOW, DES MOINES PUBLIC, OVER 30,000 STUDENTS, TWO LIBRARIANS.

AND THEN THEY'RE STAFFED WITH ASSOCIATES.

AND SOME OTHERS.

SO THAT'S JUST AN EXAMPLE.

I'M NOT SAYING THAT'S WHAT'S WHERE WE WANT TO HEAD.

PLEASE UNDERSTAND THAT I THINK THESE LADIES DO AN OUTSTANDING JOB, AND I, I SHARED WITH THEM THE OTHER DAY THAT, YOU KNOW, KIND OF OUT OF SIGHT, OUT OF MIND.

THEY DO SO MANY THINGS BEHIND THE SCENES, THAT'S WE NEED PRESENTATIONS LIKE THIS, SO IT'S RECOGNIZED.

SO WE DO APPRECIATE WHAT THEY DO AND THE KNOWLEDGE THAT THEY SHARE AND JUST THE RESEARCH ASPECT OF IT IS SUCH A CRITICAL SKILL.

AND WHERE WHERE DO KIDS GO? WHERE DO ADULTS GO TO FIND REALLY GOOD INFORMATION? I MEAN, IF YOU'RE JUST, YOU KNOW, LOOKING AT, YOU KNOW, GOOGLE AND DOING IT THAT WAY, THAT'S PROBABLY NOT THE BEST RESOURCE ALWAYS.

RIGHT. SO THANK YOU FOR WHAT YOU DO.

DIRECTOR LEE. DR.

EARLEYWINE, THANKS FOR ADDRESSING THAT QUESTION.

BECAUSE I WAS GOING TO ASK ABOUT HOW DO WE ATTRACT HOW ARE WE ATTRACTING CANDIDATES, SINCE YOU ALLUDED TO, AMY, THAT THERE WAS AN ATTRACTION, WE'RE TRYING TO ATTRACT CANDIDATES.

I WANTED TO KNOW HOW OR WHAT ARE YOU, WHAT HAS BEEN DONE OR WHAT IS BEING DONE.

YEAH. AND THAT'S THAT'S A GREAT QUESTION.

I'LL LET AMY ANSWER THAT.

BUT RIGHT NOW IT'S ALSO AN ENDORSEMENT ISSUE.

RIGHT. BECAUSE NOT A LOT OF PEOPLE HAVE THAT ENDORSEMENT THAT IT TAKES TO BE A CERTIFIED LIBRARIAN.

AND PROBABLY THE REASON IS, IS THAT NOT A LOT OF OUR YOUNGER PEOPLE ARE ENCOURAGED TO GET THAT ENDORSEMENT.

WHY? BECAUSE OF THE TREND OF SCHOOLS NOT HAVING AS MANY.

SO IT'S THAT'S THE KIND OF THE CATCH 22 ASSOCIATED WITH THAT.

OKAY. DID LOWER THE REQUIREMENTS FOR SCHOOL DISTRICTS.

AND SO THAT ALSO MAKES IT NOT AS THEY DID IT TO IN ORDER THAT SCHOOLS COULD CONTINUE TO HAVE LIBRARIES EXIST BECAUSE THEY AREN'T ABLE TO ATTRACT ACROSS THE NATION AS WELL.

BUT I JUST LIKE DR.

EARLEYWINE SAID NOT AS MANY PEOPLE ARE, ARE GETTING THAT.

AND SO WE DID.

I'VE BEEN WORKING WITH HR, AND WE PULLED THE POST FOR A WHILE TO TRY TO DO SOME ATTRACTION AT CAREER FAIRS AND WITH SOME OTHER INTERNAL CANDIDATES, AND SO WE ARE VERY HOPEFUL.

WE JUST POSTED IT AGAIN LAST WEEK.

IT WAS UP FOR LIKE OVER A YEAR, AND SO WE JUST REPOSTED IT AND WE'RE HOPEFUL THAT WE'LL GET SOME.

WE'VE HAD AN APPLICANT NOW, SO WE'RE HOPEFUL THAT WE'LL SEE THAT WE ATTRACT SOME PEOPLE.

AND THEN MY OTHER QUESTION WAS WHEN WE LOOKED AT THE COMPARISON AND WE WERE 1 TO 2988, IS THE RATIO, WHAT IS THE RECOMMENDED RATIO BETWEEN LIBRARIANS AND STUDENTS? SO IT IS NOT THAT.

THAT'S A GOOD POLITICAL ANSWER.

THEY'RE NOT. IT IS NOT THAT.

I WOULD HOPE NOT.

WHAT IS THE RECOMMENDED RATIO? YEAH. ONE TO WHAT? ONE TO 600.

WHICH WE KNOW IS NIRVANA RIGHT.

OKAY. THAT'S BASICALLY ONE TO EVERY ELEMENTARY.

YEAH I MEAN I JUST DIDN'T KNOW WHAT THE RECOMMENDED WAS.

AND THANK YOU FOR THAT.

DIRECTOR EHMCKE. THANK YOU.

AND APPRECIATE THE DIALOG WE'VE HAD.

I ESPECIALLY APPRECIATED WHAT WE HEARD BEFORE.

AND, YOU KNOW, WE ARE IN MY MIND, MAKING STRIDES WITH OUR NEW SCIENCE OF READING PROGRAMS AND THINGS LIKE THAT, THAT FOCUS ON PHONICS AND THE LIKE.

AND IT'S JUST SO CRITICAL THAT OUR YOUNG ELEMENTARY STUDENTS ARE ACTUALLY HAVING A BOOK IN THEIR HAND AND TAKING IT HOME.

[01:10:02]

THIS IS AN IMPORTANT THING TO DO.

WE HAVE INCREDIBLY BUSY LIVES.

THERE ARE SO MANY DEMANDS PLACED ON FAMILIES, ESPECIALLY WHEN THERE'S MULTIPLE CHILDREN THAT MAY HAVE ACTIVITIES THAT YOU NEED TO GO TO AND THAT KIND OF THING.

BUT MAKING A LITTLE TIME TO READ WITH YOUR ELEMENTARY STUDENT IS SO CRITICAL TO GETTING THOSE LEARNING SKILLS DOWN.

AND I'M PLEASED WITH WHAT WE ARE DOING TO TRY TO ENHANCE THAT.

AND I'D SUGGEST THAT FOR THOSE THAT HAVE AUNTS AND UNCLES AND, AND GRANDPARENTS IN, IN ASSISTED LIVING PLACES THAT THEY WOULD NEED TO GO AND VISIT THEM, THAT'S A GREAT TIME FOR THE STUDENT TO TAKE THE BOOK AND READ TO, TO THOSE ADULTS.

I WOULD REALLY LIKE TO SEE THE COMMUNITY GRAB A HOLD OF THAT IDEA AND SUPPORT WHAT WE'RE DOING WITH THE ELEMENTARY SCHOOL OF GETTING BOOKS IN HANDS AND READING AT HOME. THANK YOU FOR WHAT YOU'RE DOING.

THIS WAS ONE GREAT DISCUSSION.

JUST ON A SIDE NOTE, I JUST HAVE TO THANK MRS. CLARK, MY FOURTH GRADE READING TEACHER, BACK IN THE 60S.

THANK YOU VERY MUCH.

A LOVE OF READING.

AND THAT'S FROM A KID THAT HAD LEARNING READING DISABILITY.

I THINK THAT'S PRETTY GOOD.

BOARD MEMBERS, THE DISCUSSION IS DONE.

SEANICE. IS THERE ANY CITIZEN.

NO. THE BOARD OF DIRECTORS ACKNOWLEDGES THE REPORT OF THE SIOUX CITY COMMUNITY SCHOOL DISTRICT.

TEACHERS, TEACHER LIBRARIANS AND LIBRARIES.

THANK YOU, THANK YOU.

ITEM D FY 24, HIGH SCHOOL GYM, AC EQUIPMENT.

[X.D. FY24 High School Gym AC Equipment - Tim Paul]

TOUGH TO BE THE CLOSER.

TONIGHT, BOARD MEMBERS I'M PRESENTING, AND WE'VE BEEN WORKING REALLY HARD AT GETTING ALL OF THESE NUMBERS PUT TOGETHER AND TRYING TO FIT THIS IN THE TIMELINE THAT WE WERE GIVEN FOR THE ESSER FUNDS TO EXPIRE.

SO WE WENT OUT USING THE OMNIA PURCHASING AGREEMENT.

I'M JUST GOING TO GIVE A LITTLE MORE INSIGHT TO THAT.

I KNOW IT'S KIND OF NEW TO US THAT WE'VE USED IT.

THE OMNIA PURCHASING AGREEMENT IS A STATE APPROVED PRE-NEGOTIATED CONTRACT WITH VENDORS, AND IT'S UTILIZED THROUGH K-12, EDUCATIONAL, NONPROFIT, GOVERNMENT AND HIGHER EDUCATION FACILITIES ACROSS THE STATE.

LIKE I SAID, THESE ARE PRE-NEGOTIATED CONTRACTS, AND THE LAST TIME THAT WE UTILIZED THESE IS WHEN WE ORDERED MIDDLE SCHOOL CHILLERS THAT SHOULD BE ARRIVING SOMETIME IN MAY, THAT WILL START INSTALLING.

SO WE WENT OUT TO BID.

THERE IS TWO VENDORS THAT QUALIFIED FOR THE OMNI CONTRACT, WHICH WERE DAIKIN MCQUAY, AND TRANE AND TRANE CAME IN WITH THE LOWEST BID TO PUT ROOFTOP UNITS ON THE THREE HIGH SCHOOL GYMNASIUMS. THIS I WANT TO CORRECT THE EXECUTIVE SOME.

IT SAYS THREE CHILLERS.

THAT MEANS THREE HIGH SCHOOLS.

AND WHAT YOU'LL BE VOTING ON TONIGHT IS THE PURCHASE OF 12 AIR HANDLING UNITS.

THAT'S A TOTAL OF SIX FOR NORTH HIGH SCHOOL, THREE FOR EAST HIGH SCHOOL AND THREE FOR WEST HIGH SCHOOL.

NORTH HIGH SCHOOL AND WEST HIGH SCHOOL WILL BE DIRECT REPLACEMENTS.

THEY'LL REMOVE THE OLD ROOFTOP AIR HANDLING UNITS AND REPLACE THEM WITH THE NEW ONES THAT HAVE THE COMPRESSORS FOR THE COOLING CAPACITY.

AND THEN EAST HIGH.

THE LABOR TO INSTALL THOSE IS THE HIGHEST OF ALL THE PROJECTS.

EXCUSE ME. BASICALLY, BECAUSE WE ARE HAVING TO START OVER.

THERE'S NOTHING ON THOSE TO BEGIN WITH.

SO THE BID THAT CAME IN TONIGHT WAS $912,000.

240 CENTS.

DAIKIN'S BID WAS 1,008,808.

THE OTHER GOOD THING ABOUT THE TRANE, FROM THE MINUTE THEY GET THE PO, WE'RE LOOKING AT AN 11 WEEK TIME UNTIL WE GET THEM IN THE DISTRICT.

DAIKIN ON THE SHORT SIDE WAS 14 WEEKS OR GREATER.

SO WE'D REALLY BE CUTTING IT CLOSE WITH THE DAIKIN PRODUCT.

THE OTHER GOOD THING ABOUT THIS IS, AS WE'VE BEEN WORKING THROUGH THE PROCESS, I KNOW WE TALKED A LITTLE BIT EARLIER ABOUT SOME $4 MILLION BUDGET NUMBER FOR THE PROJECTS OF THE AIR HANDLERS. THE EQUIPMENT HAS COME IN A LITTLE LESS THAN WHAT WE EXPECTED IT TO.

AND THE LABOR TO INSTALL IT IS THE ESTIMATE ON THAT IS COMING IN A LITTLE LESS.

AND NOW THAT WE KNOW WHAT THE ACTUAL BID IS, WE'RE LOOKING AT A TOTAL THIS IS ESTIMATING THE LABOR.

BUT WE KNOW THE NUMBER ON THE EQUIPMENT OF $3,054,240 TOTAL PROJECT, INCLUDING THE ARCHITECTURAL FEES.

SO ROUGHLY ABOUT $854,000 WOULD NEED TO BE USED ON A SALES TAX, AND THE REST WOULD BE ABLE TO BE FUNDED WITH THAT 2.3 MILLION THAT WE SPOKE ABOUT

[01:15:08]

SO, YOU KNOW, WE'RE JUST WE'RE WORKING THROUGH THIS AS FAST AS WE CAN, BUT EVERYTHING'S KIND OF CHANGING.

WE'RE TRYING TO MAKE SURE WE CROSS ALL OF OUR T'S AND DOT ALL OF OUR I'S.

BOARD MEMBERS, IS THERE ANY DISCUSSION? JUST A QUESTION.

THE ITEMS JUST HAVE TO BE PURCHASED, RIGHT PURCHASED, OR WE NEED TO HAVE THEM IN HAND BEFORE WE ACTUALLY NEED TO HAVE THE DELIVERY OF THE EQUIPMENT.

AND WE'RE GOING TO START.

YEAH. CORRECT. AND THEN WE'LL START WITH THE SCHOOLS THAT ARE WEST HIGH.

NORTH HIGH WILL BE THE FIRST BECAUSE WE CAN SIMPLY REMOVE THOSE, PUT THE NEW ONES ON AND HOPEFULLY EXPEND THAT LABOR AS WELL, PRIOR TO..

ALSO.. WE'RE GOING TO TRY.

YEP. THAT'S WE'RE LOOKING FOR SOME CLARIFICATION FROM THE STATE.

IF THERE'S YOU KNOW.. MEANS WE HAVE CONTRACTS, THE NEXT THING I'LL BRING BACK TO BOARD WILL BE THE CONTRACTS FOR THE INSTALLATION.

IF WE HAVE THOSE CONTRACTS, WE'RE TRYING TO GET SOME CLARIFICATION FROM THE STATE.

IF WE CAN GO PAST THAT JUNE 30TH AT LEAST FOR THE INSTALLATION.

BUT, YOU KNOW, NO PROBLEM HAVING THESE INSTALLED.

YOU KNOW, PROBABLY EARLY JULY FOR THE TWO HIGH SCHOOLS AND THEN, YOU KNOW, LONG TERM, MAYBE A LITTLE BIT INTO THAT.

BUT WE'RE JUST GOING TO PUSH HARD WITH THAT JUNE 30TH DEADLINE AND TRY TO GET AS CLOSE AS WE CAN.

OKAY. THANK YOU.

I'M SORRY.

DIRECTOR MEYER, ARE WE ARE WE GOING TO BID INSTALLATION SEPARATELY? OR AS ONE FOR THE THREE HIGH SCHOOLS.

WE'LL BID IT FOR ALL THREE HIGH SCHOOLS.

WE'LL GET A LITTLE BETTER BIDDING POWER IF WE COMBINE THOSE THREE PROJECTS.

I'M JUST CURIOUS. THANK YOU.

ANY OTHER DISCUSSION? SEANICE, IS THERE ANY CITIZEN INPUT? NO. BEFORE I READ THE THE MOTION, DO I HAVE TO HAVE IT, THE MOTION, BECAUSE YOU SAID THAT THIS WAS FOR THE AIR EXCHANGERS AND IT'LL BE 12 ROOFTOP AIR HANDLING UNITS.

OKAY, SO IT'S NOT THE THREE CHILLERS.

IT'S THE 12 ROOFTOP, CORRECT? YES, SIR. OKAY, LET'S SEE IF I CAN GET THIS RIGHT HERE.

BOARD MEMBERS, IS THERE A MOTION TO APPROVE THE PURCHASE AGREEMENT WITH TRANE FOR THE PURCHASE OF 12 ROOFTOP AIR HANDLERS? FOR THE HIGH SCHOOLS UTILIZING OMNI PURCHASING AGREEMENT CONTRACT, RACINE 3341 IN THE AMOUNT OF $912,240.

LET ME READ THAT ONE MORE TIME.

$912,240. IS THERE A MOTION SO MOVED? SECOND. SECOND. WE HAVE FIRST.

WE HAVE A SECOND.

ALL THOSE IN FAVOR SAY AYE.

AYE. ALL THOSE OPPOSED, SAY NAY.

AYES HAVE IT. MOTION IS APPROVED.

E, WE'RE AT E, SECOND AND FINAL READING OF BOARD POLICIES.

[X.E. Second & Final Reading of Board Policies - Dr. Rod Earleywine]

JUST NEED TO APPROVE THEM.

SHOULD I GO BACK OVER THEM AGAIN REAL QUICK? IF THEY HAVE QUESTIONS, YES.

OTHERWISE PROBABLY NOT.

IS THERE A MOTION TO APPROVE THE ABOVE BOARD POLICY WITH THE SECOND AND FINAL READING? SO MOVED. SECOND.

WE HAVE A FIRST. WE HAVE A SECOND.

ALL THOSE IN FAVOR SAY AYE.

AYE. AYE.

ALL THOSE OPPOSED SAY NAY.

AYES HAVE IT.

POLICIES ARE APPROVED SEVEN ZERO FOR SECOND AND FINAL READING.

WE'RE AT THAT TIME OF THE NIGHT.

IS THERE A MOTION FOR ADJOURNMENT? SO MOVED. SECOND.

CONCERN THERE FOR A MOMENT.

ALL THOSE IN FAVOR SAY AYE.

AYE. ALL THOSE OPPOSED, SAY NAY.

THE MEETING IS ADJOURNED.

* This transcript was compiled from uncorrected Closed Captioning.