May 13, 2024 Board Meetings

>. BUT OPTION ONE, YOU BASICALLY HAD BOTH TEACHERS GOING DOWN TO THE MIDDLE SCHOOL.

>> IN EFFECT, YOU WOULD HAVE HAD TWO.

OPTION 2 IS ONE AND THREE QUARTERS.

ONE AND THREE QUARTERS AT THE HIGH SCHOOL.

ONE ONE AND THREE QUARTERS AND OPTION 3 IS TWO AT THE HIGH SCHOOL AND 1.5 AT THE MIDDLE SCHOOL.

>> ANY OTHER BOARD MEMBERS WANT TO ADD ANYTHING HERE.

>> I DO.

>> GRACHANKY YOU UP? [INAUDIBLE]

>> I WOULD SAY THAT THE PROCESS IS OUT [INAUDIBLE] WAS THAT OUR BUDGET FOR POST FUNDS AFTER COVID ORIGINALLY SAID THAT THERE BE CERTAIN PRE-COVID STAFFING AND THAT THERE WAS NO ONE WOULD BE LET GO.

BUT AS PEOPLE DECIDED NOW TO COME BACK AS TEACHERS, THAT THEY REDUCTION IN TOTAL WAS

[00:35:02]

GOING TO BE BASED ON THAT KIND OF THING.

I THINK WHAT THAT [INAUDIBLE].

I THINK WHAT HAPPENED WAS THE FIRST ATTRITION HAPPENED WITH A TEACHER WHO WAS NOT INTERESTED IN WHOSE POSITION VIEW WAS THAT HE WAS NOT GOING TO HAVE TO TRAVEL TO THE ELEMENTARY SCHOOLS TO DO MUSIC THERE FOR PART OF HIS TIME AND THAT THERE MAY HAVE BEEN OTHER REASONS AS WELL.

BUT FIRST LOSS IN THE FIRST LOSS THAT LOOKED LIKE THE SYSTEM, THERE WAS GOING TO BE THE TEACHERS ONE HALF.

THEN I THINK THAT WAS DEVELOPING.

STAFF WAS LOOKING AT THE NUMBERS WHICH ARE SUBSTANTIAL NUMBERS IN MIDDLE SCHOOL, HIGH SCHOOL, AND THAT'S HOW WE GOT BACK TO 3.5 TO TWO IN ONE AND 1.5, WHICH SETTLED ON TWO AT THE HIGH SCHOOL AT 1.5, AT MIDDLE SCHOOL DEVELOPED THE PROCESS OF A LOT OF DISCUSSION WE [INAUDIBLE] THROUGH THE PROCESS, WHERE WE ARE AND WHERE WE FRANKLY WERE LAST YEAR WITH ELEMENTARY TEACHER THAT MIDDLE SCHOOL.

EACH OF TEACHING IN THE ELEMENTARY SCHOOLS AS WELL.

I'M GOING TO LET THE CITIZENS OR THE PARENT GROUP SPEAKER TRYING TO SPEAK FOR THEM.

BUT MY GENERAL UNDERSTANDING IS THE ISSUE THAT DEVELOPED WITH THE IDEA OF HAVING PART OF THE TIME OF THE EITHER MIDDLE SCHOOL OR HIGH SCHOOL.

WE AS MUSIC TEACHERS SPENT AT THE ELEMENTARY LEVEL, AND I WOULD SAY I'LL TELL YOU MY VIEW ON THAT.

MY VIEW IS THAT IT IS ABSOLUTELY ESSENTIAL TO HAVE MUSIC EDUCATION AT THE ELEMENTARY LEVEL.

MUSIC AND MATH ARE SO LIVELY.

MUSIC MATHEMATICAL [INAUDIBLE] MATHEMATICS.

TRYING TO WITHOUT MUSIC IS TRYING TO BUT YOU HAVE TO HAVE MUSIC EDUCATION IN OUR PROGRAM BEGINNING ALL THE WAY THROUGH.

IT'S ESSENTIAL TO HAVE THE MUSIC EDUCATION AT THE ELEMENTARY LEVEL IN ADDITION TO WHAT WE ARE PROVIDING AT THE MIDDLE SCHOOL LEVEL.

I WOULD ALSO SHARE WITH YOU HAVE THAT IS ESPECIALLY HELPFUL MUSIC AT MIDDLE SCHOOL BEGINNING TO FRACTION MORE COMPLEX.

[INAUDIBLE].

LASTLY, THE WAY I EVALUATE [INAUDIBLE] I'M INTERESTED IN WHAT OUR PARENT GROUPS THAT WE HAVE AND [INAUDIBLE] THERE'S GOING TO BE NEXT YEAR, GOING TO BE FIRE IN HIGH SCHOOL.

THE QUESTION ABOUT SUPPORT [INAUDIBLE] FTE ISSUE BECAUSE OUR POLICY WE DON'T HIRE OR DON'T CREATE TO SUPPORT EXTRACURRICULAR WAY.

I THINK THERE'S ALSO VERY GOOD DISCUSSION.

WHAT I WOULD LIKE TO HEAR IS WHAT OUR PARENT GROUP THE CITIZENS HAD TO SAY ABOUT WHERE WE ARE TODAY WITH THE MUSIC TEACHERS IN HIGH SCHOOL AND [INAUDIBLE] HALF OF TEACHERS DAY IS SPENT SO THAT WE CAN PROVIDE SOLID MUSIC EDUCATION IN ELEMENTARY SCHOOL AND MIDDLE SCHOOL.

>> WE DO HAVE AT LEAST ONE SCHOOL BOARD MEMBER, I WOULD LIKE TO TALK. DIRECTOR MICHELSON.

YOU GUYS, I WANT TO TAKE THIS MAYBE IN A DIFFERENT DIRECTION SO WE CAN FURTHER SOME UNDERSTANDING.

THIS THING IS ON?

>> YEAH.

>> SCHEDULING AND STAFFING IS INCREDIBLY COMPLICATED.

YOU'RE TALKING A DISTRICT OF THOUSANDS AND THOUSANDS OF PEOPLE.

WHEN YOU'RE AND YOU'RE STAFFING A SCHOOL BUILDING,

[00:40:02]

EVERY PIECE OF THAT PUZZLE THAT YOU PUT IN AFFECTS THE NEXT.

AS I MOVE FORWARD WITH WHAT I HAVE TO SAY TONIGHT, I WANT YOU TO KEEP IN MIND THAT WE ARE RIGHT WHERE WE WERE 365 DAYS AGO.

THREE HUNDRED AND SIXTY FIVE DAYS AGO, THIS ROOM WASN'T FULL.

SO I HOPE THAT YOU UNDERSTAND AS I GO THROUGH THIS THAT AT LEAST A LITTLE BIT THIS UPSET OR THIS MOVEMENT, WHATEVER YOU HOWEVER WHATEVER I WOULD CALL IT IS AT LEAST A LITTLE BIT UNEXPECTED.

ALSO KEEP IN MIND THAT I GET YOUR REASONS FOR COMING AND SHARING YOUR THOUGHTS AND OPINIONS OVER THE LAST TWO BOARD MEETINGS.

I GET THAT YOU LOVE YOUR KIDS.

I SAID THE PARTICIPATION THAT WE'RE HAVING HERE, THE DIALOGUE THAT WE'RE GOING TO HAVE HERE, AS TIME PASSES IS GOING TO MAKE FOR A BETTER AND A STRONGER UNDERSTANDING AS WE MOVE FORWARD.

ALSO UNDERSTAND THAT WHEN I'M SPEAKING TONIGHT, I AM SPEAKING MY THOUGHTS, MY OPINIONS, AND MY IDEAS.

I'M NOT SPEAKING FOR ANYBODY ELSE UP HERE.

WITH THAT, I'D LIKE TO BRING SOME THINGS FORWARD.

AGAIN, STAFFING AND KEEP 1,000 PIECE PUZZLE IN YOUR HEAD.

THIS STARTS FEBRUARY, MARCH, AND HERE'S WHAT'S DIFFERENT THAN HAS BEEN IN THE LAST FEW YEARS.

ONE, CNA'S MONEY IS GONE, $7.6 MILLION IS GONE.

WE DON'T HAVE IT ANYMORE.

IN THE LAST YEAR WITH CNA'S MONEY BEING GONE, THIS IS A BIGGER PICTURE THAN JUST WHAT'S IN HERE TONIGHT.

ALL OF THE DISTRICT IS TOUCHED AT EVERY LEVEL IN EVERY PROGRAM, AND EVERY STAFF.

ONCE WE STARTED TO RESTRUCTURE THE PEOPLE ON THE SIDES HERE, THE PEOPLE IN THE CABINET, DR. ERWIN, AND THE REST OF US, AND I MEAN THIS MOST RESPECTFULLY, WE DON'T HAVE THE LUXURY OF FOCUSING ON ONE THING.

BECAUSE AS I SAID, EVERYTHING TOUCHES ANOTHER.

IN THE LAST YEAR WE HAVE HAD TO ELIMINATE OR CHANGE PEOPLE'S LIVES BY THE DOZENS.

CNAS, CONSULTING TEACHERS, 50 OF THEM LAST YEAR, 33 OF THEM THIS YEAR HAVE BEEN MOVED INTO THE CLASSROOMS. NOT WHAT THEY HAD PLANNED, NOT WHAT THEY HAD HOPED FOR.

BUT WE'RE IN A DIFFERENT SITUATION THAN WE WERE A YEAR AGO OR TWO YEARS AGO.

PERMANENT SUBS, DISTRICT ADMINISTRATORS ELIMINATED FAMILY SUPPORT COORDINATOR, RECRUITMENT SPECIALIST.

MORE WERE EITHER REASSIGNED OR LET GO.

DOZENS OF LIVES HAVE BEEN AFFECTED ACROSS THE DISTRICT IN EVERY PART, AND THERE'S NOBODY UP HERE THAT TAKES THAT LIGHTLY.

DO HAVE TO LOOK SOMEBODY IN THE EYE AND TELL THEM, WE'RE SORRY WE DON'T HAVE ROOM FOR YOU ANYMORE.

WE DON'T HAVE MONEY FOR YOU ANYMORE.

A LOT OF THIS IS ABOUT FUNDING.

KEEP IN MIND THAT YOU ARE IN THE SAME SPOT THAT YOU WERE 365 DAYS AGO AND 365 DAYS AGO, THERE WAS NOBODY IN THIS ROOM WORRIED ABOUT THIS.

BEYOND THE STAFF REDUCTIONS, THERE WERE SEVEN DIFFERENT NON STAFF REDUCTIONS THAT WERE LEVIED, AFFECTING DOZENS, EVEN HUNDREDS OF PEOPLE.

COLLECTIVELY THOSE REDUCTIONS ARE AT $1.7 MILLION FOR THIS YEAR.

ADD THIS TO THE FUND.

ABOUT A MONTH AND A HALF AGO, FIVE WEEKS AGO IN THE MIDDLE OF THE NIGHT, THE IOWA STATE LEGISLATURE DROPS THIS LITTLE TIDBIT.

YOU WILL BE GIVING A MANDATORY MINIMUM OF 4075, I THINK THE FIRST YEAR AND THEN 50,000 THE FOLLOWING YEAR WHICH DOESN'T AFFECT JUST THOSE PEOPLE WHO WERE HIRING.

THAT'S GREAT. THEY'RE DOWN THERE IN THE MORE I FIND IN EACH OTHER.

LOOK WHAT WE DID FOR EDUCATION.

BUT WHAT THEY FORGOT ABOUT WAS THE PEOPLE WHO ARE IN THE THIRD, FOURTH, FIFTH SIXTH SEVENTH AND EIGHTH YEAR OF THEIR CONTRACTS.

THAT MEANS, AGAIN, MORE FUNDING, MORE MONEY THAT IS GOING TO HAVE TO BE PROVIDED BY OUR SCHOOL DISTRICT.

[00:45:06]

WE CAN'T PAY OUR FIRST YEAR TEACHERS MORE THAN OUR SECOND, THIRD, FOURTH AND FIFTH YEAR TEACHERS.

YOU WANT TO SEE A FULL ROOM.

WHEN THESE REDUCTIONS WERE MADE, THERE WERE CERTAIN GOALS THAT WERE TO BE KEPT IN MIND.

THE FIRST ONE, KEEP STAFF IN FRONT OF STUDENTS.

THE NUMBERS THAT WE SAW TONIGHT ONE IN 30, ONE IN 25, ONE TEACHER PER 25.

THOSE NUMBERS ARE SOLID, YOU GUYS.

THOSE ARE SOLID NUMBERS.

THOSE ARE FAIR NUMBERS.

THOSE ARE GOOD CLASS SIZES.

AS PER HISTORY, MATH, READING, SCIENCE, ENGLISH, ART, PE TEACHERS.

THEY WOULD ENJOY THOSE NUMBERS AS WELL.

ANOTHER ONE OF THE GOALS DURING THIS REDUCTION, EQUITY AND RESOURCES.

AGAIN, MATH, SCIENCE, READING, SOCIAL STUDIES, ETC.

EVERYBODY IS TOUCHED BY THIS.

NOW, TO ADD TO THE FORM EVEN MORE, ABOUT A WEEK OR TWO AFTER WE WERE GIVEN THE MANDATORY MINIMUM.

THE STATE PUTS OUT THEIR SES MONEY.

ANYBODY WHO KNOWS ME KNOWS THAT I'M NOT A BIG FAN OF ANY KIND OF AN ACRONYM.

BUT THE SES MONEY IS MONEY THAT COMES FROM THE STATE.

WE COUNTED ON SOMEWHERE BETWEEN 3 AND 4%.

OUR LAWMAKERS IN THEIR WISDOM, PUT US IN A POSITION WHERE WE'RE GOING TO SPEND MORE MONEY AND SEND US OVER $1 MILLION LESS FOR THE UPCOMING YEAR.

THESE ARE THINGS THAT EVERYBODY UP HERE, EVERYBODY ON THE SIDES, EVERYBODY WHO'S DOING A WILDLY DIFFICULT JOB OF SCHEDULING FOR THOUSANDS OF PEOPLE.

BY THE WAY OF A SUCCESS RATE THAT I DON'T LIKE PUTTING NUMBERS ON ANYTHING, BUT THEY'RE IN THE HIGH 90S OF BEING ABLE TO PLACE KIDS WHERE THEY WANT TO PLACE THEM.

THAT'S DONE BY PROFESSIONALS.

AS I MOVE FORWARD, LET ME SAY THIS.

IN MY VIEW, I BELIEVE OUR LEADERSHIP HAS DONE THEIR JOB, AND THEY'VE DONE WELL.

IN WHAT I BELIEVE TO BE UNFAIR SCRUTINY, SOMETIMES PUBLICLY.

THEY HAVE TAKEN EVERY MEETING, AND IN FACT, IT PROVIDED A MEETING WITH THE RIGHTEOUS GOAL OF PROVIDING UNDERSTANDING AND CLARITY.

AT EVERY TURN, THEY WERE SIMPLY DOING EXACTLY WHAT THEY WERE SUPPOSED TO BE DOING WITH AN ENTIRE SCHOOL DISTRICT, EVERY PROGRAM, EVERY PERSON, EVERY STAFF MEMBER, EVERY CHILD, EVERY FAMILY, EVERY COMMUNITY MEMBER IN MIND.

THIS IS A TITANIC TASK.

IT'S NOT AS SIMPLE AS ONE THING.

LIKE I SAID, 1,000 PUZZLE PIECES.

ALL OF THEM TOUCH EACH OTHER, ALL OF THEM AFFECT EACH OTHER.

IN MY VIEW, OUR STAFF SHOULD BE GIVEN KUDOS FOR THE WAY THEY'VE HANDLED THIS.

THEY HAVE BEEN OPEN, GRACIOUS, PATIENT, THOUGHTFUL, AND PROFESSIONAL EVEN WHILE THEY'VE BEEN CRITICIZED AND QUESTIONED BY SOME WHO HAVE NEVER SAT IN THEIR CHAIRS, NOR HAVE THE EXPERIENCE THAT THEY HAVE.

I GUESS I'LL FINISH UP.

I TRUST DR. IRWIN IMPLICITLY AND I THINK OUR STAFF HAS BEEN STELLAR THROUGH THIS WHOLE PROCESS.

>> THANK YOU, DIRECTOR MICHAELSON.

I'M NOT GOING TO SPEAK ALONG MYSELF.

I'M NOT AS ADVERSE AS DIRECTOR MICHAELSON.

WHEN I WAS TEACHING, THE SCHOOL DISTRICT ALWAYS SAID, HEY, WE'VE GOT THE LOWEST CLASSROOM RATES, BUT EVERY TIME I WALKED IN MY ROOM, I STILL HAD 35, 38 KIDS, I'D LIKE TO KNOW WHERE THAT RATE REALLY IS.

I THINK I'VE EVEN ASKED MR. BAY WHO HAD A COUPLE OF TIMES WHEN I WAS TEACHING, WHERE'S THIS ROOM THAT HAS 30? I WANT TO MOVE TO THAT ROOM.

I UNDERSTAND AND I DO APPLAUD THE DEMOCRATIC PROCESS THAT YOU ALL WENT THROUGH.

BEING A GOVERNMENT TEACHER, I APPLAUD THAT.

I ADVOCATE THAT. THAT'S ENGAGEMENT.

[00:50:02]

IT DOES SHOW THAT PEOPLE CAN BE MOVED TO GREATER HEIGHTS.

I THINK WHAT OUR STAFF HAS DONE, DR. IRWIN AND THE REST OF HIS CREW TAKING THOSE MEETINGS, TALKING, TRYING TO BE ENGAGED, GIVING YOU THE INFORMATION.

IT'S ALL ABOUT GIVING THE TRUE INFORMATION.

THAT'S WHERE I FALL IN ON THIS SIDE OF THE ADMINISTRATION.

THEY HAVE REAL-TIME INFORMATION.

I THINK DIRECTOR MICHAELSON IS RIGHT, WE'RE IN A DIFFERENT POSITION WE WERE A YEAR AGO, PER SE WITH MONEY, BUT WE STILL HAVE THE SAME STAFFING THAT WE HAD LAST YEAR THAT'S CAUSING THE PROBLEM THIS YEAR.

I JUST WANT TO SAY, APPLAUD YOU GUYS FOR I THINK AS FAR AS I KNOW, MAYBE THE FIRST DISTRICT IN THE STATE TO HAVE A PETITION BROUGHT FORWARD.

BUT I'M NOT FOR SURE ON THAT.

CAN'T CLAIM THAT TITLE YET.

BUT I JUST THINK THAT I WOULD TRUST THESE ADMINISTRATORS, 100%. DIRECTOR MOORE.

>> JUST ONE ITEM OF CLARITY THAT REALLY SURPRISED US.

IF ANY OF YOU HAVE BEEN WATCHING BOARD MEETINGS EARLY ON WHEN WE DID OUR INITIAL BUDGETING, WE WERE REALLY COUNTING ON 3% FROM THE STATE AND WE ASSUMED THAT THAT'S WHAT WE WERE GOING TO GET, AND THAT'S WHAT ALL OF OUR BUDGETING WAS MADE UP ON.

WHEN IT ULTIMATELY CAME DOWN TO IT, WE GOT 2.5%.

THAT 2.5% REDUCTION THAT DOWN FROM 3%, WELL, $700,000 WORTH OF FUNDING THAT WE THOUGHT WE WERE GOING TO GET THAT WE DIDN'T GET.

IN ADDITION TO THAT, WE THOUGHT WE'D BE ABLE TO SETTLE WITH THE EMPLOYEES AT ABOUT 3%.

WE WERE GOING TO MATCH 3% WITH 3%.

NEGOTIATIONS WENT A LITTLE BIT TOUGHER THAN WE THOUGHT.

WE SETTLED OUR OVERALL WAGE BILL AT 3.31%, RECEIVING 2.5%, PAYING 3.31%.

THE DIFFERENCE BETWEEN AN EVEN SITUATION, WHETHER IT BE THREE AND THREE OR 2.5 AND 2.5.

DIFFERENCE THAT WE'RE FACING RIGHT NOW IS $1.2 MILLION GAP BETWEEN THE FUNDING THAT WE THOUGHT WE WERE GOING TO GET AND THE FUNDING WE HAVE TO PAY FOR OUR TEACHERS AND STAFF.

THERE'S A FAIRLY SUBSTANTIVE GAP THAT OPENED UP RIGHT HERE AT THE VERY END OF REALLY IN THE MONTH OF APRIL, QUITE FRANKLY, IT'S WHEN THAT OPENED UP.

I TOO WAS NOT VERY EXCITED ABOUT OPTION 1.

I EXPRESSED IT TO HIM, THE ADMINISTRATION.

I WASN'T EXCITED ABOUT IT. I DON'T LIKE IT.

IT JUST DOESN'T LOOK RIGHT TO ME.

I EXPRESSED THAT LOUDLY, CONSISTENTLY.

I'M NOT SURE WHETHER OPTION 2 OR OPTION 3 IS THE BEST.

I'M GOING AND SUPPORTING THE ADMINISTRATION WITH OPTION 3.

THEY KNOW A HECK OF A LOT BETTER THAN I DO.

BUT I JUST WANTED TO EXPLAIN THE GAP IN FUNDING THAT WE HAD RECENTLY.

THE IDEA OF EXCESS FUNDS, WE DON'T HAVE ANYMORE.

NEXT YEAR IS GOING TO BE EVEN TOUGHER.

NEXT YEAR IS GOING TO BE TOUGHER FOR US.

WE GOT A BIG BUDGET DEFICIT WE'RE GOING TO HAVE TO CLOSE UNLESS THE STATE GIVES US A WHOPPING AMOUNT OF MONEY, WHICH IS LIKELY NOT GOING TO HAPPEN.

THERE'S NO MORE ESSER. WE'RE DONE.

WE ADDED POSITIONS DURING ESSER WITH ESSER FUNDING.

WE TRIMMED A LOT OF POSITIONS WITH ESSER.

WE SHUT DOWN THE VIBE SCHOOL.

IT WAS ABOUT $2.6 MILLION.

WE ARE TRYING TO MANAGE OUR FINANCIALS RESPONSIBLY SO IT'S SUSTAINABLE FOR THE LONG TERM AND REPEAT WHAT FOLKS HAD PREVIOUSLY SAID 30 OR LESS PER AVERAGE CLASS SIZES.

A LOT OF CORE TEACHERS WOULD LIKE TO GET THAT.

A LOT OF CORE TEACHERS WOULD LIKE TO HAVE THOSE, 25, 17.

THERE'S A LOT OF CORE TEACHERS THAT WOULD LOVE THOSE.

I THINK WE'VE GOT VERY ADEQUATE STAFFING FOR THE CORE CURRICULUM CLASSES.

IF SHOW CHOIR NEEDS ADDITIONAL SUPPORT, WE HAVE ACTIVITIES FUNDING, AND WE HAVE STIPENDS FOR THAT.

I THINK THE ADMINISTRATION IS COMMITTED TO LOOKING AT THAT, BUT NOT THROUGH ADDING FULL-TIME EQUIVALENTS, WHEN YOU LOOK AT THOSE AVERAGE CLASS SIZES AND YOU LOOK AT THOSE SCHEDULES RIGHT NOW.

MR. TODD, MR. COTE, FULLY SUPPORT YOU.

MR. VANDERLOO, MISS BEMUS, DR. IRWIN, FULLY SUPPORT YOU, AND WHAT YOU'RE RECOMMENDING.

>> BEFORE WE GET TO CITIZEN INPUT, I JUST WANT TO APPLAUD THE LAST SHOW OUT AT THE COLLEGE CAMPUS. I DID ATTEND.

[00:55:07]

YOU GUYS CAN CARRY A TUNE, I CAN'T.

PLAIN AND SIMPLE. THIS WAS A SINKING SHIP AND YOU HAD TO SING TO GET ONTO THE BOAT, I'D JUST STAY WITH THE MAIN BOAT.

I HAVE A COACH'S VOICE, AND THAT'S ABOUT IT.

DIRECTORS, IF THERE'S NO MORE COMMENTS, WE NEED TO LET THE CITIZENS COME UP AND DO THEIR PART.

JUST REMEMBER WHEN YOU COME UP, STATE YOUR NAME AND YOUR ADDRESS, SPEAKING TO THE MIC.

YOU HAVE THREE MINUTES.

JUST HANG AT THE MIC JUST A SECOND IN CASE THERE IS A CLARIFYING QUESTIONS FROM ONE OF THE BOARD MEMBERS OR SOMETHING LIKE THAT.

LET'S GO. LYNN, DO WE HAVE OUR FIRST SPEAKER? THE FIRST PERSON IS DAVID GROSS.

THANK YOU, DAVID, NEW MEMBER.

>> THANK YOU. MY NAME IS DAVID GROSS.

I LIVE AT 2922 CHESTNUT AVENUE, AND I'M THE EXECUTIVE DIRECTOR OF THE SIOUX CITY SYMPHONY ORCHESTRA.

I WANT TO THANK YOU FOR THE OPPORTUNITY TO SPEAK TONIGHT AND ALSO THANK YOU FOR THE CONTINUED PARTNERSHIP BETWEEN THE SYMPHONY AND THE SCHOOL DISTRICT.

I'D ALSO LIKE TO THANK ANGELA BEMUS FOR TAKING THE TIME ON A COUPLE OF OCCASIONS TO MEET AND ANSWER QUESTIONS WHEN THINGS WERE BROUGHT TO MY ATTENTION OF THE SYMPHONIES.

I WANT TO JUST TALK ABOUT THE IMPORTANCE OF MUSIC EDUCATION AND THE IMPACT THAT IT HAS ON STUDENTS, AND I CAN USE MY OWN EXPERIENCES.

WHEN I WAS A CHILD, I WAS A LITTLE BIT OF A PROBLEM CHILD, AND EVENTUALLY, TEACHERS AND MY FATHER THOUGHT IT WAS BETTER THAT I HIT THE DRUMS RATHER THAN MY CLASSMATES.

BUT I GOT DIRECTION AND SUPPORT, AS A MATTER OF FACT, MY JUNIOR HIGH BAND DIRECTOR ENCOURAGED ME TO PURSUE A CAREER AS A MUSICIAN.

THAT SUPPORT CONTINUED THROUGH HIGH SCHOOL, AND THOSE RELATIONSHIPS WITH MUSIC FACULTY ARE SO IMPORTANT THAT I KEEP IN TOUCH WITH SOME OF THEM NOW.

THROUGH THOSE OPPORTUNITIES THAT WERE OFFERED TO ME, I WAS ABLE TO AUDITION FOR AND WAS ACCEPTED AT THE CURTIS INSTITUTE OF MUSIC, ONE OF THE MOST COMPETITIVE MUSIC SCHOOLS IN THE WORLD, AND IT WAS ON FULL SCHOLARSHIP.

THROUGH THESE EXPERIENCES, I WAS ABLE TO HAVE A 28 YEAR CAREER AS A PERFORMING MUSICIAN.

THEN, BECAUSE OF THE TOOLS THAT MY MUSICAL TRAINING GAVE ME, INCLUDING CREATIVE THINKING, CRITICAL THINKING, DISCIPLINE, I MADE THE MOVE TO BECOME AN ADMINISTRATOR.

AS AN ADMINISTRATOR, I'VE HAD THE OPPORTUNITY TO LEAVE FIVE DIFFERENT ORCHESTRAS, EITHER AS THE EXECUTIVE DIRECTOR OR CEO, AND NOW INCLUDING EXCUSE ME, THE WONDERFUL SIOUX CITY SYMPHONY.

NONE OF THESE WOULD BE POSSIBLE WITHOUT THAT JUNIOR HIGH MUSIC TEACHER ENCOURAGING ME.

TIME AND TIME AGAIN, STUDIES, INCLUDING THE ARTS EDUCATION PARTNERSHIP IN WASHINGTON, DC, WHICH IS A GROUP THAT WAS FORMED BY THE NATIONAL ENDOWMENT FOR THE ARTS AND THE UNITED STATES DEPARTMENT OF EDUCATION CONFIRMED THAT THE INVESTMENT IN MUSIC EDUCATION, SHARPENS STUDENT ATTENTIVE, STRENGTHENS PERSEVERANCE, EQUIPS STUDENTS TO BE CREATIVE, IMPROVES RECALL AND RETENTION OF VERBAL INFORMATION, ADVANCES MATH ACHIEVEMENT, AND SUPPORTS BETTER STUDY HABITS, SELF ESTEEM, AND STUDENTS WITH MUSIC EDUCATION TEND TO SCORE BETTER ON SATS.

I THANK THE COMMUNITY SCHOOLS FOR THEIR PAST COMMITMENT TO THE ARTS AND HOPE THAT THE PARTNERSHIP WITH THE SYMPHONY, WILL CONTINUE TO CREATE ADDITIONAL OPPORTUNITIES BY INVESTING IN OUR STUDENTS. THANK YOU.

>> ANY QUESTIONS? THANK YOU ALL.

>> THANK YOU. OUR NEXT SPEAKER, PLEASE?

>> BRIAN COOK.

>> GOOD EVENING. MY NAME IS DOCTOR BRIAN COOK.

I LIVE AT 2,800 SOUTH LEMON STREET, AND I AM THE DIRECTOR OF CHORAL ACTIVITIES AND ASSISTANT PROFESSOR OF MUSIC AT BRIER CLIFF UNIVERSITY.

I ALSO AM A PARENT OF SIX CHILDREN, TWO OF WHOM ARE CURRENTLY ENROLLED AT EAST MIDDLE SCHOOL, WHERE THEY HAVE BEEN PARTICIPATING IN CHOIR AND SHOW CHOIR.

ALONG WITH THOSE WHO WILL FOLLOW TONIGHT, I'M HERE TO PERSUADE THE SCHOOL BOARD TO REVISIT CONSIDERATIONS TO REDUCE STAFFING AND ALLOCATIONS IN THE EAST MIDDLE AND HIGH SCHOOL VOCAL MUSIC PROGRAMS. PRIOR TO MY ARRIVAL AT BRIAR CLIFF, I TAUGHT CHOIR FOR SIX YEARS IN THE PUBLIC SCHOOLS.

MY FIRST APPOINTMENT WAS A MIDDLE SCHOOL PROGRAM IN HOUSTON, TEXAS,

[01:00:01]

WHERE ONE FTE WAS GENERALLY ALLOTTED FOR EVERY 100 STUDENTS ENROLLED IN THE PROGRAM.

WE HAD THREE FULL TIME CHOIR DIRECTORS, ONE FULL TIME ORCHESTRA DIRECTOR, AND TWO FULL TIME BAND DIRECTORS WITH ANOTHER ONE APPROVED TO BE HIRED AS THAT PROGRAM GREW.

WHEN I TAUGHT HIGH SCHOOL IN A DIFFERENT DISTRICT IN HOUSTON, WE ALSO HAD THREE CHOIR DIRECTORS, THREE BAND DIRECTORS, AND TWO ORCHESTRA DIRECTORS.

THIS RATIO OF ONE TO 100 IS STILL COMMONPLACE IN MANY OF THE SCHOOL DISTRICTS IN TEXAS, A STATE KNOWN FOR QUALITY MUSIC EDUCATION.

ACROSS THE NATION, IOWA IS ALSO WELL REGARDED FOR ITS CHORAL MUSIC.

IN FACT, THE VERY PROGRAM WE ARE HERE TO SUPPORT TONIGHT WAS SELECTED TO PERFORM AT THE NATIONAL CONVENTION OF THE AMERICAN CHORAL DIRECTORS ASSOCIATION IN 2021.

STUDENTS WANT TO BE PART OF A WINNING PROGRAM, AND THE NUMBERS REFLECT THAT.

NEXT YEAR, EAST MIDDLE IS PROJECTED TO HAVE 444 CHOIR STUDENTS WHILE EAST HIGH IS PROJECTED TO HAVE 325.

WITH THOSE FIGURES IN MIND, THESE PROGRAMS ARE ALREADY UNDERSTAFFED BY THE STANDARDS FOUND IN OTHER STATES.

MR. BRANDT, MR. LARSON, MR. HESS, AND MISS SHEPHERD HAVE ALREADY BITTEN OFF MORE THAN THEY SHOULD CHEW, AND NOW WE ARE LOOKING TO ASK THEM TO DO MORE WITH LESS.

WELL, WITH THAT MINDSET, THEY'RE NOT STAYING, AND I THINK YOU'LL HEAR MORE ABOUT THAT LATER TONIGHT.

THE DEMAND FOR CHORAL MUSIC ON THE EAST SIDE IS HIGH, RAKING AMONG THE HIGHEST IN THE STATE.

MY COLLEAGUES IN HIGHER EDUCATION, AS WELL AS MANY OF THE SEASON SECONDARY LEVEL DIRECTORS AROUND THE STATE ARE SHOCKED THAT THESE THRIVING PROGRAMS ARE EXPERIENCING THIS REALITY.

IF YOU KEEP THESE POSITIONS STAFFED ADEQUATELY, EAST MIDDLE WILL CONTINUE TO FEED EAST HIGH, SING ALL ABOUT IT WILL CONTINUE TO BE THE SHOW CHOIR COMPETITION OF CHOICE, EAST STUDENTS WILL CONTINUE TO EXCEL IN OPS AND ALL STATE EVENTS, SOLO AND ENSEMBLE EVALUATIONS AND LARGE GROUP CONTESTS.

MORE IMPORTANTLY, YOU WILL HAVE CONSISTENT COMPETENT EDUCATORS IN THE CLASSROOM WHO FEEL SUPPORTED BY THEIR ADMINISTRATION AND ARE CAPABLE OF MEETING THE NEEDS OF OUR EAGER STUDENTS, STUDENTS WHO ARE MAKING HEADLINES AND REPRESENT OUR FAMILIES, OUR DISTRICT, AND OUR COMMUNITY WITH PRESTIGE. THANK YOU.

>> THANK YOU. DIRECTOR, IS THERE ANY CLARIFYING QUESTIONS?

>> ACTUALLY ONE. DOCTOR COOK, YOU INDICATED THERE'S A REDUCTION, COULD YOU TELL ME WHAT THAT REDUCTION IS?

>> I UNDERSTAND NOW THAT WE ARE WHERE WE WERE 365 YEARS DAYS AGO, AND SO THAT INFORMATION IS NEW TO ME, BUT IT DOES REPRESENT TO ME THAT THERE IS SOME DISCUSSION ABOUT THIS REDUCTION.

WHAT I'M HERE TO SUPPORT IS A TWO AND TWO, TWO FTE AT THE HIGH SCHOOL, TWO FTE AT THE MIDDLE SCHOOL, AND THAT WOULD BE BASED ON THE NUMBER OF STUDENTS ENROLLED.

>> DO YOU FIND A CLASS SIZE OF 30 OR LESS OVERSTAFFED OR UNDER STAFFED OR JUST ABOUT RIGHT ON CLASS SIZE?

>> I DO FIND THAT TO BE ABOUT RIGHT.

I THINK WHEN WE CONSIDER THE EXTRACURRICULAR THINGS THAT ARE GOING ON AND THAT THERE ARE SOME CONSIDERATIONS THERE TO BE MADE.

I'M PLEASED TO HEAR THE BOARD SUPPORT ADDITIONAL FUNDING FOR SOME OF THE EXTRACURRICULAR THINGS THAT ARE GOING ON WITH OTHER STIPENDS AND THINGS LIKE THAT, AND I WOULD ENCOURAGE THAT.

>> ON APRIL 8TH, IT WAS INDICATED IN THIS BOARD ROOM THAT THERE WOULD BE 3.5 STAFFING.

THE ORGANIZATION OF WHERE THEY WERE GOING TO BE WAS UP IN THE AIR, SO THERE'S NEVER BEEN A SUGGESTED REDUCTION OF 3.5.

I JUST WANT TO MAKE THAT ON THE RECORD.

>> THANK YOU. APPRECIATE IT.

WAYNE, OUR NEXT ONE.

>> MCKENZIE CRAWFORD.

>> HI, GUYS.

MY NAME IS MCKENZIE CRAWFORD, CURRENT SENIOR AT EAST HIGH SCHOOL.

I LIVE AT 4716 BIRCH WAY.

I'LL BE READING A LETTER ON BEHALF OF JENNIFER K. MCLUHAN, THE PAST PRESIDENT OF THE IOWA CORAL DIRECTORS ASSOCIATION.

I'M NOT SURE IF YOU CAN HEAR ME VERY WELL, BUT I'LL TRY MY BEST.

UPON HEARING ABOUT BUDGET CUTS AND POSSIBLE STAFFING CHANGES IN YOUR SCHOOL DISTRICT, I WAS TAKEN BACK TO HEAR THAT SOME JOB POSITIONS IN YOUR FINE ARTS DEPARTMENT ARE BEING CONSIDERED FOR PART TIME EMPLOYMENT TO REPLACE PREVIOUSLY FULL TIME POSITIONS IN THE IMMEDIATE FUTURE.

CAN I PLEASE TELL YOU THAT THIS IS NO FUTURE FOR THE STUDENTS WHO ARE ENROLLED IN MUSIC CLASSES? IN EVERY SCHOOL DISTRICT, A SCHOOL BOARD AND ADMINISTRATION MUST CONSIDER AN EVEN BALANCE BETWEEN EVERY STUDENT'S MIND, BODY AND SOUL.

IN OTHER WORDS, ACADEMICS, ATHLETICS, AND ARTS.

I'VE BEEN A MUSIC TEACHER FOR OVER 31 YEARS.

I LIVE AND WENT TO COLLEGE IN THE OPPOSITE CORNER OF THE STATE AND THE LONG HISTORY OF THE SIOUX CITY MUSIC DEPARTMENT HAS HAD A LASTING LEGACY KNOWN TO EVEN LITTLE OLD ME.

YOU WERE THE FIRST SCHOOL DISTRICT TO GET ALL SEVEN QUARTETS, SO THE 28 THAT AUDITIONED AND 28 WERE SELECTED FOR THE ALLSTATE CHOIR MANY YEARS AGO.

TO EVEN SEEK EMPLOYMENT AS A MUSIC TEACHER IN THE SIOUX CITY COMMUNITY SCHOOL DISTRICT, FOR AS LONG AS I'VE BEEN ALIVE TO REMEMBER, HAS NOT BEEN FOR THE FAINT OF HEART.

[01:05:02]

IT HAS BEEN A CHALLENGING, REWARDING, BUT PRESTIGIOUS EXPERIENCE FOR YOUR MANY MUSIC EDUCATORS.

SIOUX CITY MUSIC STUDENTS HAVE DOMINATED NUMEROUS COMPETITIONS AND FESTIVALS FOR DECADES.

YOU MUST ASK YOURSELVES, HOW HAS ALL OF THIS BEEN SUCCESSFUL FOR DECADES? I CAN TELL YOU IT HAS NOT BEEN BY EMPLOYING PART TIME MUSIC TEACHERS.

PUT THIS INTO PERSPECTIVE.

I TEACH AT THE HIGHLANDS COMMUNITY SCHOOL DISTRICT JUST SOUTH OF IOWA CITY.

IN MY ONE A SCHOOL, I TEACH GENERAL AND VOCAL MUSIC FOR GRADES SIX THROUGH 12.

LET ME ASSURE YOU I AM FULL TIME FOR A REASON.

FOR THE NUMEROUS THINGS I PREPARE MY MIDDLE AND HIGH SCHOOL STUDENTS FOR, MY POSITION IS MOST DEFINITELY FULL TIME.

I HAVE APPROXIMATELY 80 STUDENTS, I CANNOT IMAGINE CONSIDERING A PART TIME MUSIC TEACHER FOR 570 STUDENTS.

WHAT CAN BE SUCCESSFUL WITH THAT RATIO? I DON'T IMAGINE MUCH.

TO PUT THIS IN ITS MOST SIMPLEST FORM, DO NOT CUT THE SOUL OF YOUR SCHOOL DISTRICT.

PLEASE THINK OUTSIDE OF THE BOX.

THIS IS NOT WHAT'S BEST FOR YOUR SCHOOL STUDENTS AND THEIR POWER HOUSE MUSIC DEPARTMENTS.

PRODUCTIVE AND SUCCESSFUL CITIZENS OF THE WORLD NEED THEIR SOULS FED SO THEY CAN LEAD THE NEXT GENERATION INTO THE PURSUIT OF HAPPINESS.

IT IS TIME TO GET BEHIND YOUR HISTORICALLY SUPERIOR MUSIC DEPARTMENTS AND CONTINUE THE LEGACY OF GREATNESS. THANK YOU.

>> MCKENZIE, COULD YOU RESTATE WHO WROTE THAT LETTER.

I JUST WANT TO MAKE SURE THAT THAT GETS IN THE.

>> ABSOLUTELY. IT IS JENNIFER K. MCCLANAHAN, THE PAST PRESIDENT OF THE IOWA CORAL DIRECTORS ASSOCIATION.

>> ANY CLARIFYING QUESTIONS FOR MCKENZIE? WE MAY NEED TO GET A TALLER PODIUM.

>> ABSOLUTELY.

>> BEN, WHO IS OUR NEXT SPEAKER.

>> NEXT SPEAKER, I APOLOGIZE IF I PRONOUNCE THIS RIGHT. IRELAND DAVIS.

>> HELLO. MY NAME IS IRELAND DAVIS.

I LIVE AT 401 WEST KINGS HIGHWAY, AND I'LL BE READING A LETTER ON BEHALF OF HEATH WEBBER.

"DEAR BOARD OF DIRECTORS, SUPERINTENDENT ERWIN, AND GUESTS.

I'M COMING TO YOU AGAIN THIS TIME VIA PROXY AS I AM ON EXCITING TOUR TO SOUTH AFRICA.

A ONCE IN A LIFETIME OPPORTUNITY ENTIRELY POSSIBLE BECAUSE OF MY CONNECTION TO THE ARTS.

I WORRY THAT THE BOARD AND DISTRICT ADMINISTRATION DOES NOT FULLY UNDERSTAND THE MAGNITUDE OF THEIR DECISION REGARDING THE STAFFING AT EAST MIDDLE, AND HIGH SCHOOL FOR THE COMING SCHOOL YEAR.

THERE HAVE BEEN LOTS OF NUMBERS BANTERED ABOUT TONIGHT AND ULTIMATELY THE DISTRICT HAS AN OPPORTUNITY TO SUPPORT TEACHERS, PROGRAMS, AND STUDENTS WHO GO ABOVE AND BEYOND ANY EXPECTATION HELD FOR THEM BY OTHERS.

THE CONSTANT LACK OF SUPPORT FOR OUR MUSIC EDUCATORS HAS LED TO SIGNIFICANT TURNOVER IN OUR NINE THROUGH 12 MUSIC POSITIONS IN THE DISTRICT.

DISTRICT ADMINISTRATION AND BOARD HAVE BEEN AWARE OF THESE PROBLEMS FOR YEARS, AND THERE WAS A SMALL PUSH OVER A YEAR AGO TO FINALLY MAKE AN EFFORT TO CHANGE.

TODAY WE ARE HAVING THE SAME CONVERSATIONS WE'VE HAD FOR YEARS.

SIMPLY PLACATING EDUCATORS FOR A YEAR DOESN'T MAKE A SOLUTION.

DISTRICTS ALL OVER THE STATE, INCLUDING ONES ADJACENT TO OUR OWN HAVE FIGURED OUT THAT TEACHER CONTRACTS AND MUSIC ARE JUST DIFFERENT.

COMPARING MUSIC TO ANY OTHER TEACHER CONTRACT IS NOT COMPARING APPLES TO APPLES.

TREATING THEM THE SAME LIMITS OUR ABILITY TO REACH STUDENTS EFFECTIVELY AND APPROPRIATELY AND TO GIVE STUDENTS THE TOOLS TO BE SUCCESSFUL.

ADDITIONALLY, THIS CONTRASTS BATTLE TO JUSTIFY MUSIC POSITIONS.

HOW MUSIC TEACHERS TEACH AND WHAT IS BEST FOR MUSIC STUDENTS IS AGONIZINGLY TIRESOME.

OUR TEACHERS SIMPLY DON'T WANT TO PUT UP WITH THE ENDLESS BACK AND FORTH, SO THEY LEAVE.

YOU HAVE AN OPPORTUNITY TO STOP THIS MADNESS AND SHOW THE TEACHERS AND STUDENTS YOU REALLY CARE AND UNDERSTAND WHY THESE PROGRAMS ARE DIFFERENT AND THAT YOU RECOGNIZE THE VALUE THEY BRING TO THE DISTRICT.

IF WE DISTILL EVERYTHING DOWN IN THE SAME NAME OF EQUAL, WE END UP GETTING A MEDIOCRE DISTRICT OF WHICH NO ONE IS PROUD.

SO PLEASE STAFF EAST HIGH SCHOOL, AND EAST MIDDLE SCHOOL APPROPRIATELY.

SHOW THE STUDENTS AND TEACHERS YOU VALUE THE POWERFUL WORK THEY ARE DOING FOR YOUR DISTRICT.

I STRONGLY RECOMMEND YOU ACTUALLY STAFF BOTH OF THOSE PROGRAMS AT 2.5 FT EACH, RESPECTFULLY HEATH WEBBER."

>> THANK YOU, IRELAND. CLARIFYING QUESTIONS ANYONE? THANK YOU.

>> THANK YOU. [APPLAUSE].

>> WHO DO WE HAVE UP?

>> STEPHEN BRANDT.

REMEMBER YOU WILL HAVE THREE MINUTES ON THE CLOCK? NAME AND ADDRESS.

>> MY NAME IS STEPHEN BRANDT FROM 5701 CHRISTIE ROAD, AND I'M THE HEAD DIRECTOR AT EAST MIDDLE SCHOOL, WHERE I CURRENTLY TEACH ABOUT 500 STUDENTS.

AS A STAFF MEMBER OF THE DISTRICT, IT DEEPLY SADDENS ME THAT I DO NOT BELIEVE THAT THE FUTURE PLAN OF CLASS SIZES WITH THE MIXTURES OF FTE WILL WORK OR EVEN COME TO FRUITION.

LAST SPRING, 365 DAYS AGO, A LITTLE BIT MORE.

I WAS HIRED FOR THIS POSITION, WHICH INCLUDED AN ADDITIONAL FULL TIME DIRECTOR ONLY TO HAVE THE DISTRICT

[01:10:02]

REASSIGN THE DIRECTOR TO HALF TIME A FEW SHORT WEEKS BEFORE THE FIRST DAY OF SCHOOL.

AN ADDITIONAL SHORTFALL OF THE DISTRICT IS THAT THEY DIDN'T HAVE THE COURAGE TO TELL ME.

THEY INSTRUCTED MY NOW HALF TIME ASSISTANT TO JUST LET MR. BRANDT KNOW.

TO HELP WITH THE LACK OF STAFFING, I WAS TOLD BY MY BUILDING ADMINISTRATION THAT THEY WOULD KEEP THE AFTERNOON CLASS SIZES TO AROUND 24 STUDENTS.

MY ACTUAL AFTERNOON CLASS SIZES AS OF ONE WEEK AGO ARE 45, 40, 34, 27, 40, AND 41.

IN JANUARY, DURING A MEETING WITH ONE OF MY SCHOOL ADMINISTRATORS, I STATED THAT I NEEDED HELP WITH CLASSROOM MANAGEMENT IN THE AFTERNOON CLASSES AND FOR SOME DIFFICULT BEHAVIORS.

THAT WAS IN JANUARY, AND THEIR RESPONSE WAS THAT THEY WOULD CONSISTENTLY COME INTO THE CLASSROOM TO BE A PRESENCE TO KEEP STUDENTS ON TRACK.

SADLY, I STILL HAVE YET TO SEE AN ADMIN IN ONE OF MY AFTERNOON CLASSES FOLLOWING THAT MEETING.

[NOISE].

WHEN I'M GONE FROM SCHOOL AND THE AFTERNOON CLASSES NEED A SUBSTITUTE, THEY ASSIGN TWO TEACHERS TO MY CLASSROOM.

THINK ABOUT THAT FOR A SECOND.

WHEN I'M GONE, THEY NEED TWO SUBS TO HANDLE THE NUMBER OF STUDENTS IN THE AFTERNOON.

THE SCHOOL, THE DISTRICT, THEY ARE PROVING THE POINT THAT WE ARE ALL TRYING TO MAKE HERE.

ONE TEACHER IS NOT ENOUGH FOR THIS PROGRAM.

THAT IS WHY I'M HERE THIS EVENING TO ADVOCATE FOR THE NEEDS OF THE CHOIR PROGRAM AT EAST MIDDLE.

THE NEARLY 500 STUDENTS THAT SING IN OUR CHOIRS DESERVE THE BEST.

WITH THE CURRENT FTE AT EAST MIDDLE, WHICH IS ONLY 1.5, WE ARE NOT ABLE TO GIVE ALL STUDENTS THE BASIC MUSIC EDUCATION THEY NEED TO BE SUCCESSFUL.

I HAVE ELL STUDENTS IN THE AFTERNOON WITH A CLASS SIZE OF OVER 40, AND SOME OF THOSE STUDENTS ARE NOT IN THE CORRECT CHOIR FOR THEIR GRADE LEVEL.

WE ARE UNABLE TO TEACH AND ADAPT A MUSIC CLASS FOR STUDENTS WITH SPECIAL NEEDS.

THOSE STUDENTS ARE JUST SITTING OFF TO THE SIDE WHILE WE TEACH REGULAR CLASSES WITH SOME OF THEM HAVING UP TO 60 STUDENTS.

MANY OF YOU HAVE HEARD THAT I'M LEAVING EAST MIDDLE AND THE REASONING BEING THAT I WANTED A CAREER CHANGE, THAT REASONING IS NOT CORRECT.

I'M TAKING A $15,000 PAY CUT TO CONTINUE TEACHING, BUT IN AN ENVIRONMENT THAT SUPPORTS MUSIC EDUCATION AND THE STUDENT'S WELL BEING.

IT SADDENS ME THAT I HAVE BEEN ADDED TO THE OVER 50 SECONDARY MUSIC EDUCATORS WHO HAVE LEFT THIS DISTRICT IN THE LAST TEN YEARS.

BUT WHAT SADDENS ME EVEN MORE IS THAT THE DISTRICT CONTINUES TO GO IN THE WRONG DIRECTION IN FIXING THIS ISSUE.

IN TERMS OF THE VACANT HEAD DIRECTOR POSITION AT EAST MIDDLE SCHOOL FOR NEXT YEAR, IF YOU WANT TO KNOW THE REASON THAT THERE ARE A FEW TO NO APPLICATIONS, JUST LOOK AT THE DISTRICT'S PROMISES AND COMPARE THEM TO THEIR ACTUAL RECEIPTS.

STUDENTS DESERVE THE BEST AND THAT CAN'T HAPPEN UNTIL THE DISTRICT GIVES THEIR MUSIC TEACHERS THE RESOURCES AND SUPPORT THEY NEED.

THAT SUPPORT STARTS WITH TWO FULL TIME DIRECTORS AT EACH SCHOOL YEAR AFTER YEAR.

THANK YOU.

[APPLAUSE].

>> THANK YOU. DIRECTOR MILLER HAS A CLARIFYING QUESTION FOR YOU. DIRECTOR MILLER.

>> I'M GOING TO BISHOP [INAUDIBLE].

>> [INAUDIBLE].

>> [INAUDIBLE].

>> FROM WHEN I WAS HIRED LAST YEAR.

THE ASSISTANT WAS ALREADY EMPLOYED.

I WAS JOINING THE TEAM THAT CONSISTED OF TWO FULL TIME EDUCATORS.

IT WAS NOT UNTIL THE END OF JULY THAT I WAS NOTIFIED, AND HE WAS NOTIFIED THAT HE WOULD BE MOVING TO HALF TIME.

[INAUDIBLE]

>> YES, AND THAT BECAUSE IT WAS SO LATE IN THE GAME, THERE WAS NOT ENOUGH TIME TO ADJUST THE SCHEDULES AND PLAN.

WE HAVE TWO SELECT CHOIRS.

THEY ARE CALLED THE SPARTAN CHOIRS, AND THAT IS BASICALLY LIKE THE AP MIDDLE SCHOOL CHOIR.

THE WAY THAT IT WORKED OUT IS, HALF OF THEM ARE IN THE MORNING, WHICH HAVE TWO FULL TIME INSTRUCTORS, HALF OF THEM ARE IN THE AFTERNOON, WHICH HAS ONE FULL TIME INSTRUCTOR, AND THE AFTERNOON CLASS IS ALWAYS

[01:15:01]

SIGNIFICANTLY BEHIND BECAUSE THEY ONLY HAVE ONE TEACHER.

>> IF THE DISTRICT WOULD HAVE FULFILLED WHAT YOU THOUGHT YOU WERE BEING HIRED FOR, AND THEN ONE HAD TWO FULL-TIME POSITIONS AT EAST MIDDLE, WE WOULD NOT HAVE A RETENTION OR EVEN A RECRUITING ISSUE AT THIS MOMENT.

>> THAT IS THAT IS 100%, CORRECT.

>> I JUST WANT TO MAKE MENTION THAT I THINK DIRECTOR MILLER'S COMMENT TOWARDS DIRECTOR MICHAELSON WAS INAPPROPRIATE AT THIS TIME.

>> I HAVE A QUESTION.

>> DIRECTOR LEE.

>> HI. I HAVE A QUESTION JUST TO CLARIFY THE COMMUNICATION THAT WAS GIVEN TO YOU.

BECAUSE AS MOST OF YOU KNOW, I'VE TOURED THE DISTRICT, AND I CONTINUE TO HEAR COMMUNICATION.

BUT DR. ERWIN AND I HAVE DISCUSSED THAT.

YOU REFERENCED THAT WHEN YOUR HALF TIME PERSON WAS TOLD THAT THEY WOULD NO LONGER BE NEEDED, THAT YOU DEALT WITH IT.

I'M PARAPHRASING WHAT I THINK I HEARD.

MY POINT IS, YOU WERE NOT COMMUNICATED WITH DIRECTLY AS THE HEAD TEACHER.

>> THAT IS CORRECT.

BOTH MY ASSISTANT AND MYSELF WERE AT THE SUMMER, ICDA CONVENTION.

HE RECEIVED A PHONE CALL, STATING THAT HE WAS BEING REASSIGNED FOR THE AFTERNOONS.

HE LET ME KNOW.

THEN I ASKED HIM IF I'M GOING TO RECEIVE A PHONE CALL, AND THE NEXT TIME THAT HE TALKS TO THE BUILDING ADMINISTRATION, TO ASK THEM IF THEY HAVE NOTIFIED ME OR IF THEY WERE PLANNING ON NOTIFYING ME.

HE SAID THAT THE BUILDING ADMIN ON THAT SECOND PHONE CALL TOLD HIM TO JUST NOTIFY ME.

>> DOCTOR ERWIN OR MISS BEAMERS.

IS THAT TYPICALLY HOW WE HANDLE LEADERSHIP COMMUNICATION?

>> I WOULD HOPE NOT. NO. THEY SHOULD HAVE BOTH RECEIVED THE PHONE CALL AND JUST EXPLAINED, WE'RE SHORT AT ELEMENTARY.

WE NEED TO MOVE A PERSON TO THE ELEMENTARY TO SOLVE THAT PROBLEM.

>> ANY OTHER QUESTIONS? THANK YOU.

>> AARON WEBER DRESON.

>> AARON WEBER DRESON, 2735 SOUTH CORAL STREET.

MY CHILDREN AND I ARE ALL EAST HIGH ALUMNI, AND WE BENEFITED FROM A STRONG VOCAL MUSIC PROGRAM AT THE MIDDLE AND HIGH SCHOOL LEVEL, SO MUCH SO THAT MY CHILDREN CONTINUED TO SING FOR RENOWNED PROGRAMS AT THEIR UNIVERSITIES.

I SERVED AS PRESIDENT OF THE CHOIR PARENT GROUP WHILE BOTH KIDS WERE INVOLVED, TO ASSIST IN AND FURTHER ITS LEGACY.

DIRECTOR MICHAELSON, YOU SPOKE ABOUT COVID AND HOW IT'S AFFECTED THINGS WITH ESSER FUNDS.

MY MEDICAL CONDITION IS DUE TO COVID, AND IT LIMITS NOW WHAT I CAN DO, BUT THIS PROGRAM GAVE ALL THREE OF US A DEEP LOVE FOR MUSIC, AND IF IT IS IN JEOPARDY, WE'RE GOING TO SHOW UP, AND WE WILL ALWAYS DO WHAT WE CAN TO ADVOCATE.

I CARE DEEPLY ABOUT THIS PROGRAM, AND THE PEOPLE YOU SEE ASSEMBLED HERE TODAY CLEARLY CARE DEEPLY TOO.

AS CONCERNED PARENTS, WE HAVE WORKED TO BRING FORWARD OUR CONCERNS REGARDING VOCAL MUSIC STAFFING AT EAST HIGH AND EAST MIDDLE.

WE HAVE FOLLOWED PROCESSES AND POLICIES SET BY THE DISTRICT.

EXTENSIVE WORK HAS BEEN DONE TO RESEARCH OTHER SCHOOLS ACROSS THE STATE, COMMUNICATE WITH TEACHERS PAST AND PRESENT, ADMINISTRATORS, BOARD MEMBERS, UNION REPS, THE IOWA DEPARTMENT OF EDUCATION, AND THE IOWA SCHOOL BOARD ASSOCIATION.

WE HAVE RALLIED TOGETHER TO BE PRESENT AND SHARE CONCERNS AT TWO BOARD MEETINGS, AND COMPLETED A PETITION DRIVE WHICH COLLECTED 665 SIGNATURES.

WHAT YOU ARE ABOUT TO WITNESS IS NOT OUR CHOICE.

WE RESPECTFULLY REQUESTED TO PROVIDE MATERIALS AND INFORMATION IN A CONCISE PRESENTATION, ALLOWING FOR EFFICIENCY IN THIS MEETING.

EVEN WITH A VALID PETITION, WE WERE DENIED THIS REQUEST AND GIVEN THE INSTRUCTIONS THAT WE WOULD BE ALLOWED TO SPEAK WITHIN CITIZENS INPUT UNDER THIS AGENDA ITEM, WHICH HAS TIME ALLOTMENTS.

OUR CLEAR AND CONCISE MESSAGE HAD TO HAVE BEEN PIECEMEALED OVER SEVERAL SPEAKERS.

[01:20:05]

THIS FORMAT IS NOT OUR CHOICE, BUT DUE TO A LACK OF POLICY THAT DICTATES WHAT HAPPENS ONCE A VALID PARTITION IS SUBMITTED, WE HAVE NO OTHER CHOICE.

WE NEED TO GO FORWARD WITH THIS FORMAT.

PERHAPS IT'S TIME TO CORRECT THAT AS WELL.

I ENCOURAGE YOU, I IMPLORE YOU, TO KEEP AN OPEN MIND AND TRULY LISTEN TO WHAT EACH SPEAKER SAYS.

AS A PARENT WHO TRULY KNOWS THE IMPACT OF WHAT MUSIC HAS DONE FOR MY CHILDREN AND FOR MYSELF, PLEASE REALIZE THE IMPACT YOU HAVE IN TODAY'S MEETING ON THIS PROGRAM AND ITS FUTURE STUDENTS. THANK YOU.

>> THANK YOU. [APPLAUSE] ANY CLARIFYING QUESTIONS? THANK YOU.

>> LYNN, WHO IS OUR NEXT SPEAKER?

>> NEXT UP IS SARI STILE, STILL?

>> SARI STILE, 2534 SOUTH, PATTERSON STREET.

BASED UPON CONVERSATIONS WITH THE HIGH SCHOOL VOCAL MUSIC DIRECTORS AND BEST PRACTICE FOR MUSIC STUDENTS, WE DO NOT AGREE WITH ANY OF THE THREE OPTIONS PRESENTED.

OPTION 1 DOES ALLOW FOR A SMALLER STUDENT-TEACHER RATIO AT EAST MIDDLE SCHOOL, AND SEPARATE EAST HIGH SCHOOL COURSES APPROPRIATELY.

WITH THE EXCEPTION OF SEPARATING CORAL INTO BASE AND TROUBLE SECTIONS AS IT HAS BEEN HISTORICALLY DONE.

HOWEVER, OPTION 1 HAS SEVERAL DRAWBACKS.

PULLING BOTH HIGH SCHOOL CHOIR DIRECTORS OUT OF THE BUILDING FOR TWO BLOCKS IS RIDICULOUS FOR A 4A SCHOOL WHO HAS THE THIRD LARGEST CHOIR IN THE STATE.

PULLING THE HIGH SCHOOL LOCAL MUSIC DIRECTORS TO THE MIDDLE SCHOOL REALLY DOES NOT ADD VALUE TO THE MIDDLE SCHOOL PROGRAM.

WITH BOTH HIGH SCHOOL DIRECTORS AND BOTH MIDDLE SCHOOL DIRECTORS ALL PRESENT AT EAST MIDDLE AT THE SAME TIME, IT RESULTS IN FOUR TEACHERS CO-TEACHING 55 STUDENTS, AND THREE CO-TEACHING 40-45 STUDENTS.

WHICH SEEMS A LITTLE EXTREME, NOT TO MENTION HOW CAN THIS BE DONE DUE TO LIMITED SPACE IN THE MIDDLE SCHOOL.

IT IS ALSO NOT THE MOST EFFECTIVE USE OF PLANNING TIME TO HAVE HIGH SCHOOL DIRECTORS DO THEIR PLANNING AT THE MIDDLE SCHOOL AS WELL AS A MIDDLE SCHOOL DUTY.

THIS HODGEPODGE OF FOUR TEACHERS AT THE MIDDLE SCHOOL STILL ONLY ALLOWS FOR ONE FULL-TIME DESIGNATED VOCAL MUSIC DIRECTOR TO HANDLE ALL OF THE CO-CURRICULARS REQUIRED OF THEM WITH A HIGH NUMBER OF STUDENTS.

THE STANDARD OPERATING PROCEDURE IS THAT ANY TRAVELING TEACHER IS ALLOTTED 30 MINUTES TO TRAVEL, REGARDLESS OF THE DISTANCE THEY ARE TRAVELING.

THOSE 30 MINUTES MUST BE BLOCKED OFF ON THEIR SCHEDULE.

IF YOU DO THE MATH, EACH OF THESE TWO TEACHERS WHO WILL TRAVEL TO EAST MIDDLE SCHOOL, WILL LOSE APPROXIMATELY 15 DAYS OF INSTRUCTION OVER THE COURSE OF THE YEAR, TOTALING 30 DAYS OF INSTRUCTION BETWEEN BOTH TEACHERS, AND AGAIN, DO THEIR PRESENCE AT THE MIDDLE SCHOOL ADD VALUE? TO GO A STEP FURTHER, THIS EQUATES TO APPROXIMATELY $10,100 SPENT ON WAGES FOR TRAVEL.

THE WASTE OF HUMAN RESOURCES AND TIME CAN BE ELIMINATED BY ALLOTTING DEDICATED 2.0 FTE TO EAST MIDDLE SCHOOL, AND A DEDICATED TWO-POINT FTE TO EAST HIGH SCHOOL.

>> THANK YOU. ANY CLARIFYING QUESTIONS? THANK YOU.

>> THANK YOU. [APPLAUSE]

>> LYNN, WHO IS THE NEXT SPEAKER?

>> DEVIN FOSTER.

>> GOOD EVENING, DARREN FOSTER, AT 1025 SOUTH, ALL STREET.

OPTION 2 ALLOWS THE HEAD HIGH SCHOOL DIRECTOR TO STAY IN THE BUILDING ALL DAY.

IT PULLS THE ASSISTANT HIGH SCHOOL DIRECTOR TO THE MIDDLE SCHOOL, BUT SIMILAR TO OPTION 1, DOES IT ADD VALUE TO THE MIDDLE SCHOOL PROGRAM? WITH ONE HIGH SCHOOL DIRECTOR, BOTH MIDDLE SCHOOL DIRECTORS ALL PRESENT AT EAST MIDDLE AT THE SAME TIME, IT RESULTS IN THREE TEACHERS CO-TEACHING 55 AND 45 STUDENTS, AS WELL AS THE ASSISTANT HIGH SCHOOL DIRECTORS PLANNING TIME BEING AT THE MIDDLE SCHOOL.

AS FAR AS THE HIGH SCHOOL SCHEDULE, ONLY TWO OF THE FIVE CHOIRS TOGETHER ARE IN ONE CLASS.

IT IS BEST PRACTICE TO KEEP THE COURSES OF CHAMBER, VARSITY, AND CONCERT TOGETHER.

CORAL IS A COURSE THAT NEEDS TO BE SEPARATED BY TREBLE AND TENOR-BASED VOICES.

THIS HAS BEEN HISTORICALLY DONE AND ALLOWS DIFFERENTIATED INSTRUCTIONS SPECIFIC TO THE VOICE AND DEVELOPMENT.

SEPARATING CHOIRS INTO DIFFERENT CLASS TIMES DEPRIVE STUDENTS OF LARGE ENSEMBLE PREPARATION, EXPERIENCE THAT IS CRUCIAL TO THEIR DEVELOPMENT AS SINGERS AND MUSICIANS.

TWO TEACHERS ARE SEPARATED AND UNABLE TO PROVIDE SMALL.

OPTION 3, BOTH HIGH SCHOOL DIRECTORS WOULD BE PRESENT AT THE HIGH SCHOOL ALL DAY, BUT IT ONLY KEEPS VARSITY CHAMBER CHOIR TOGETHER.

[01:25:05]

IT'S BREAKING UP CORAL AND CONCERT INTO MULTIPLE CLASSES.

THIS DOES NOT ALLOW FOR THE DIRECTORS TO CO-TEACH AND PROVIDE DIFFERENTIATED INSTRUCTION BASED ON THE STUDENT'S NEEDS.

AS WITH OPTIONS 1 AND 2, OPTION 3 HAS ALLOCATED ONLY ONE TEACHER TO THE EAST MIDDLE SCHOOL IN THE AFTERNOON.

OUR CONCERN IS THE POTENTIAL CLASS SIZES TO INCREASE AS IT HAS HAPPENED THAT YEAR, WE STAND STRONG IN OUR CONCERN THAT ONLY ONE FULL-TIME TEACHER DEDICATED TO EAST MIDDLE WILL BE UNABLE TO ADEQUATELY SUPPORT THE REQUIRED CO-CURRICULAR ACTIVITIES GIVEN LARGE NUMBER OF STUDENTS PARTICIPATING. THANK YOU.

>> THANK YOU. ANY CLARIFYING QUESTIONS?

>> CLARIFYING QUESTIONS.

>> DIRECTOR REMO.

>> YOU INDICATED THAT YOU'RE WORRIED ABOUT THE CLASS SIZES AT EAST MIDDLE.

WE HAVE ONE CO-TAUGHT CLASS OF SEVENTH GRADERS THAT HAS AN AVERAGE STUDENT-TEACHER RATIO OF 27.5.

WE HAVE A SIXTH GRADER CLASS WITH AN AVERAGE STUDENT-TEACHER RATIO OF 20, A DAYS RIGHT NOW.

YOU HAVE A EIGHTH GRADE WITH 22.5.

YOU HAVE THE AFTERNOON CLASS WITH 25.

YOU HAVE ANOTHER AFTERNOON CLASS WITH 30.

YOU HAVE ANOTHER AFTERNOON CLASS AT 27.

ON A B DAY, YOU'RE AT 27.5, 20, 22.5, 25, 30, AND 27.

THOSE DON'T SOUND LIKE LARGE CLASS SIZES TO ME.

>> ARE THOSE FOR THIS YEAR OR PROJECTED FOR?

>> THEY'RE PROPOSED FOR NEXT YEAR.

>> GOING OFF THE INFORMATION, IT WAS BASED ON CLASS SIZES THIS YEAR.

>> I WOULD AGREE THAT THE CLASS SIZES ARE LARGER IN THE AFTERNOON, [NOISE] 44 LOOKS LIKE 34 AND 40.

BUT FOR NEXT YEAR THE PROPOSAL IS TO KEEP EVERY ONE OF THOSE CLASSES BELOW 30, AND THAT'S WHAT'S CURRENTLY PROPOSED FOR NEXT YEAR, MANY OF THEM IN THE MID-20S.

>> ANY OTHER? THANK YOU.

DIRECTOR MILLER AND DIRECTOR ANKI, [APPLAUSE] COULD YOU SPEAK A LITTLE LOUDER WHEN YOU SPEAK INTO YOUR MIC, BECAUSE THERE ARE SOME ONLINE FOLKS WHO ARE HAVING TROUBLE HEARING YOU TWO.

JUST SPEAK LOUDER INTO YOUR MIC BECAUSE THE ONLINE PEOPLE ARE HAVING SOME ISSUES HEARING YOU GUYS.

LYNN, WHO'S OUR NEXT SPEAKER?

>> NEXT UP IS HEATHER [INAUDIBLE]

>> HEATHER. [BACKGROUND]

>> HEATHER [INAUDIBLE] 4700 RED ROCK COURT.

I JUST WANT TO START OFF WITH SAYING FOR THE WORK THAT YOU'RE DOING AND FOR GIVING US AN OPPORTUNITY TO EXPRESS OUR CONCERNS WITH YOU, AND HOPEFULLY HAVE A GOOD DISCUSSION THIS EVENING.

I KNOW THAT WE CAN APPRECIATE THAT WE NEED TO KEEP THINGS EQUITABLE AMONG TEACHERS AND PROGRAMS, I THINK THAT SOMETIMES THE PROJECTED NUMBERS DON'T MATCH WHAT RELY HAPPENS.

I THINK THAT WE ALSO NEED TO UNDERSTAND THAT MUSIC IS AN EXTRACURRICULAR, IT'S CO-CURRICULAR.

SO IF YOU ARE A COACH AND A TEACHER AT HIGH SCHOOL, YOU CAN GIVE UP YOUR COACHING DUTIES AND STILL BE A TEACHER IN THE HIGH SCHOOL.

IF YOU ARE A MUSIC TEACHER, YOUR CONTRACT, YOU CAN'T SEPARATE THOSE TWO.

YOU HAVE CO-CURRICULAR DUTIES.

YOU HAVE A HANDOUT THAT SAYS WHAT THOSE INCLUDE, THAT INCLUDES FOUR CONCERTS PER YEAR, MADRIGAL, AND MUSIC EVERY OTHER YEAR.

OUR AFTER-SCHOOL ENSEMBLE, WHICH WE CHOOSE TO DO AT EAST, IS SHOW, I DON'T KNOW IF THAT WOULD CHANGE IF WE WOULD NEED TO ADD A DIFFERENT ENSEMBLE IF WE GET EXTRACURRICULAR DOLLARS FOR THAT PROGRAM, AS YOU DISCUSSED.

THEY ALSO HAVE TO PREPARE STUDENTS FOR ALL STATE AND OPEN SOLO AND ENSEMBLE CONTESTS.

THE CONTRACT ALSO OUTLINES THAT THEY MUST BE ACTIVE IN FUNDRAISING ACTIVITIES, WHICH I KNOW IS QUITE STANDARD FOR MOST TEACHERS THAT HAVE EXTRACURRICULAR ACTIVITIES.

BUT AGAIN, CO-CURRICULAR IS A LITTLE BIT DIFFERENT CONTRACT.

I APOLOGIZE. THIS MICROPHONE IS CUTTING OUT.

AS I STATED, THE TEACHERS CAN'T JUST QUIT.

THIS IS TERRIBLE. THEY HAVE TO KEEP IT.

WE FEEL LIKE IT'S NOT FEASIBLE TO SEPARATE THE CO-CURRICULAR CONTRACT FROM THE MASTER CONTRACT.

EVERY CO-CURRICULAR EVENT IS A CULMINATION OF THE WORK COMPLETED IN THE CURRICULAR COURSE.

YOU TEACH SOMEONE AND THEN YOU DON'T GET TO BE AT THE PERFORMANCE, THAT DOESN'T MAKE SENSE, IT'S NOT FAIR TO YOUR STUDENTS.

[01:30:01]

AS THE STAFFING BETWEEN EAST MIDDLE AND EAST HIGH SCHOOL, HAS BEEN DISCUSSED, AND I KNOW THAT THERE'S OPTIONS AND THERE'S PLANS, AND YOU CAN UNDERSTAND WHY WE'RE A LITTLE BIT TO JUST SAY, GOOD, WE GOT WHAT WE WANT, AND WE'RE OUT OF HERE, BECAUSE WE DON'T WANT THINGS TO SWITCH, AND WE WANT YOU TO FULLY AWARE OF ALL THE OPTIONS AND HOW WE FEEL ABOUT ALL OF THEM.

WE JUST WANT TO MAKE SURE THAT YOU UNDERSTAND THAT A HIGH SCHOOL TEACHER CAN'T BE RESPONSIBLE FOR CO-CURRICULAR ACTIVITIES AT THE HIGH SCHOOL.

THAT'S A HUGE LIST ALREADY.

WE'RE ALREADY BURNING OUT OUR MUSIC TEACHERS, AND BE EXPECTED TO BE AT CO CURRICULAR ACTIVITIES FOR THE MIDDLE SCHOOL.

SPLITTING YOUR STAFF. I'M OUT OF TIME, BUT I JUST WANT TO SAY THAT IN FAVOR OF STAFF RETENTION, STAFF RECRUITMENT, AND QUALITY OF EDUCATION PROVIDED THAT WE HAVE TWO DEDICATED INDIVIDUALS AT EAST MIDDLE AND AT EAST HIGH IN THE LOCAL MUSIC PROGRAMS. THANK YOU.

>> THANK YOU, HEATHER. ANY CLARIFYING QUESTIONS? THANK YOU.

[APPLAUSE]

>> MA'AM, WHO'S OUR NEXT SPEAKER?

>> JENNY DAVIS.

>> I GET MY GLASSES ON, SO I CAN SEE.

I'M JENNY DAVIS. I'M AT 401 WEST KINGS HIGHWAY.

TWO YEARS AGO, IT WAS BROUGHT TO THE ATTENTION OF A FEW SCHOOL BOARD MEMBERS AT THE TIME INTENSIVE NATURE OF AN ASSISTANT VOCAL DIRECTOR'S POSITION WHICH WAS SHARED BETWEEN BOTH EAST MIDDLE AND EAST HIGH SCHOOLS.

THIS TEACHER CALCULATED THEY SPENT A BARE MINIMUM OF 575 HOURS OUTSIDE OF THE SCHOOL DAY TO COMPLETE THE CO-CURRICULAR CONTRACT.

EQUIVALENT TO BEING PAID $6.80 PER HOUR.

AFTER RECEIVING THIS INFORMATION, THE BOARD CHOSE TO INCREASE FROM 1.5 TO 2.0 FTE AT BOTH EAST HIGH SCHOOL AND EAST MIDDLE SCHOOL BEGINNING THE 22, 23 SCHOOL YEAR.

DESPITE BEING BUDGETED FOR AND APPROVED BY THE SCHOOL BOARD FOR THE 23, 24 SCHOOL YEAR, THE 2.0 FTE AT EAST MIDDLE REDUCED TO 1.5 FTE BEFORE SCHOOL STARTED DUE TO NOT ENOUGH ELEMENTARY MUSIC TEACHERS.

IN OUR EYES, EAST MIDDLE SCHOOL SHOULD HAVE BEEN STAFFED AT 2.0 THIS PAST SCHOOL YEAR.

IT HAS BEEN STATED TO THE MEDIA, THERE WILL BE NO REDUCTION IN FTES AT EAST MIDDLE OR EAST HIGH.

HOWEVER, THIS IS NOT TRUE.

THE STUDENT ACHIEVEMENT COMMITTEE AT THEIR APRIL 3 MEETING RECOMMENDED REDUCING ALL MIDDLE AND HIGH SCHOOL VOCAL MUSIC TEACHERS IN THE DISTRICT TO 1.5 FTES AT EACH BUILDING.

UP UNTIL THE CONCERNED PARENTS SPOKE OUT THAT OTHER OPTIONS WERE MADE AVAILABLE.

IN FACT, OPTION 3 WAS NOT PUBLICLY SHARED UNTIL LAST WEEK.

BEFORE THE SUM CHANGE THIS PAST FALL, EAST MIDDLE AND EAST HIGH HAD 4.0 FTES.

ALL THREE ADMINISTRATION IS PROPOSING, HAVE FTES AT 3.0 OR 3.5.

THAT IS A REDUCTION.

THE EXPECTATIONS FOR VOCAL MUSIC TEACHERS HAVE NOT CHANGED, SO WHY SHOULD THE FTES? SINCE THE ALLOCATION OF 2.0 FTES TO EAST HIGH SCHOOL, THERE HAS BEEN AN INCREASE IN STUDENTS ATTENDING HONOR CHOIRS, SMALL GROUP CONTESTS, AND AN INCREASE IN STUDENTS BEING SELECTED FOR ALLSTATE CHOIR.

SHOW CHOIR SAW MORE SUCCESS AND BROUGHT HOME MORE HARDWARE.

THE UNIQUENESS OF TEACHING VOCAL MUSIC GOES BEYOND THE CO-CURRICULAR CONTRACTS.

THE 90 MINUTE BLOCK AT THE EAST HIGH SCHOOL CAN BE TAUGHT IN A VARIETY OF WAYS TO MEET THE NEEDS OF ALL STUDENTS.

THE STUDENT FACING TIME AND ACQUIRED CLASS IS ESSENTIALLY THE ENTIRE 90 MINUTE BLOCK, ESPECIALLY WHEN A BLOCK IS CO TAUGHT.

TWO CERTIFIED TEACHERS TEACHING DURING THE SAME BLOCK ALLOWS FOR [INAUDIBLE] TO WORK WITH SMALL GROUPS OR INDIVIDUALS WHILE THE OTHER DIRECTOR WORKS WITH THE REMAINING CHOIR MEMBERS.

VOCAL MUSIC IS DIFFERENT FROM ACADEMIC CLASSES, NOT BETTER, NOT LESSER, BUT DIFFERENT.

TO ACKNOWLEDGE BOTH THE CURRICULAR AND CO-CURRICULAR ASPECTS OF TEACHING VOCAL MUSIC, WHICH AMPLIFIES THE SAME TIME THESE TEACHERS HAVE.

MUSIC TEACHERS FROM ACADEMIC [INAUDIBLE]

>> THANK YOU. ANY CLARIFYING QUESTIONS? THANK YOU.

[01:35:01]

LEN, IS THERE ANY MORE SPEAKERS?

>> ANGELINA COLLINS. FIVE MORE TO GO.

>> THANK YOU. ANGELINA COLLINS, 2532 SOUTH ALICE STREET.

I WOULD START BY ASKING YOU TO PICTURE A YOUNG CHILD PLAYING WITH A TOY THAT HAS HOLES OF DIFFERING SHAPES AROUND THE PERIMETER.

THE CHILD CONTINUALLY TRIES TO PLACE THE SQUARE BLOCK IN THE ROUND HOLE OVER AND OVER AND OVER AGAIN, BUT IT WON'T FIT.

THIS IS EXACTLY WHAT IS HAPPENING WITH FINE ARTS INSTRUCTION IN OUR DISTRICT.

FINE ARTS DIRECTORS ARE BEING ASKED TO OPERATE WITHIN THE SAME METRICS AS EVERY OTHER TEACHER IN THE DISTRICT, WHEN, IN FACT, THEIR JOBS ARE DIFFERENT.

EQUALITY IN FINE ARTS IS DIFFERENT FROM EQUALITY IN CONTENT CLASSROOMS, AND THAT IS OKAY.

WHAT IS THE IMPACT OF CONTINUING TO PLACE A SQUARE PEG IN A ROUND HOLE? FIFTY THREE HIGH SCHOOL MUSIC EDUCATORS FROM THE DISTRICT HAVE LEFT IN THE PAST 12 YEARS, 53, AND THAT IS THE HIGH SCHOOL ONLY.

THAT IS EQUIVALENT TO TURNING OVER AN ENTIRE HIGH SCHOOL MUSIC DEPARTMENT EVERY YEAR.

THE ADMINISTRATION IS AWARE OF THESE NUMBERS, YET WHY DO WE DO NOTHING DIFFERENT? I ENCOURAGE YOU TO READ THE EXIT INTERVIEWS OF THE MUSIC EDUCATION TEACHERS WHO HAVE RESIGNED FROM THESE POSITIONS? WHY ARE THEY LEAVING? THIS HAS TO BE ADDRESSED.

THE CONSISTENT TURNOVER IS IMPACTING THE REPUTATION OF OUR DISTRICT AND THE STRENGTH OF OUR PROGRAMS. WE HAVE TO DO SOMETHING DIFFERENT AND IT SEEMS LIKE WE HAVE THE OPPORTUNITY TO DO THAT NOW.

IN START COMPARISON, THE DAVENPORT SCHOOL DISTRICT HAS BEEN STEADY CONSISTENT PRESENCE OF A VOCAL MUSIC DIRECTORS.

DAVENPORT IS VERY SIMILAR TO EHS IN SIZE AND DEMOGRAPHICS.

DAVENPORT CENTRAL HAS HAD THE SAME 3.0 VOCAL MUSIC FTES FOR THE PAST 18 YEARS.

DAVENPORT NORTH HAS HAD THE SAME HEAD CHOIR DIRECTOR FOR 28 YEARS.

THERE HAVE ONLY BEEN SIX DIFFERENT ASSISTANTS OVER THOSE 28 YEARS.

WHAT IS HAPPENING IN SIOUX CITY HIGH SCHOOLS THAT HAS RESULTED IN 53 TEACHERS LEAVING? COULD IT BE THE TRAVEL BETWEEN BUILDINGS, THE LARGE CLASS SIZES, LACK OF ADMINISTRATIVE SUPPORT, FIGHTING FOR THEIR PROGRAMS YEAR AFTER YEAR.

WE NEED TO DO SOMETHING DIFFERENT TO RETAIN THE MUSIC TEACHERS WHO ARE COMMITTED TO THE DISTRICT WHILE ALSO RECRUITING MUSIC EDUCATORS.

ADEQUATELY STAFFING OUR PROGRAMS BASED BOTH ON CURRICULAR AND CO-CURRICULAR REQUIREMENTS IS A GOOD PLACE TO START. THANK YOU.

>> THANK YOU. ANY CLARIFYING QUESTIONS? THANK YOU.

>> MR. CHAIRMAN, THIS IS [INAUDIBLE]

>> ERIN ROBERTSON.

>> YES. [INAUDIBLE]

>> I'M AT [INAUDIBLE] AS SOME OF YOU KNOW, I'M IN ST. LOUIS WHERE MY SON HAS RECEIVED HIS MASTER'S IN FINE ARTS FROM WON UNIVERSITY TODAY AND THE FINAL EVENT FOR THE GRADUATING STUDENTS IS AT 8 O'CLOCK AND SOMEWHERE BETWEEN 15-20 MINUTES AWAY FROM THAT LOCATION.

I AM GOING TO NEED TO DEPART NOW.

I WANT TO SAY THAT I THINK THE BOARD WOULD AGREE THAT WE VERY MUCH APPRECIATE ALL OF THIS INPUT.

WE THINK THAT ALL OF THE FACTORS WILL NEED TO BE CONSIDERED, I CERTAINLY TRUST THE SIX OF MY COLLEAGUES ON THE BOARD TO MAKE A GOOD DECISION FOR NOW AND IT DOESN'T HAVE TO BE THE END OF THE DIALOGUE AND ANALYSIS OF THE STUDENT PROBLEM.

YOU'VE ALREADY HEARD ME TALK ABOUT HOW IMPORTANT MUSIC EDUCATION IS TO FINISH AS IT SUPPORTS OUR OTHER COURSES, AND I'M HOPING THAT WE CAN ADDRESS THIS PROBLEM, AND EVEN IF WE CANNOT DO IT IMMEDIATELY THAT WE WILL CONTINUE TO WORK TOWARD THE FULL UNDERSTANDING THAT THE GROUP HAS BROUGHT TO US TODAY THAT HAS BEEN VERY HELPFUL.

WITH THAT, I APOLOGIZE [INAUDIBLE] THANK YOU.

>> THANK YOU, DIRECTOR. APPRECIATE IT.

OKAY. YOU'RE UP. SORRY.

>> ERIN ROBERTSON 906 SOUTH GLASS STREET.

RECENTLY, MY DAUGHTER, ALONG WITH 18 OTHER EAST HIGH SCHOOL STUDENTS PARTICIPATED IN THE STATE SOLO AND ENSEMBLE CONTEST.

THEY RECEIVED EIGHT DIVISION 1 RANKINGS, FIVE DIVISION 2 RANKINGS, AND TWO OUTSTANDING PERFORMANCES, WHICH IS SOMETHING TO CELEBRATE.

A MOMENT AGO, ANGELINA REFERENCED

[01:40:01]

DAVENPORT CENTRAL AND THE LONGEVITY OF THEIR VOCAL MUSIC STAFF.

DAVENPORT CENTRAL TOOK STATE SOLO AND ENSEMBLE CONTEST 77 STUDENTS AND RECEIVED 41 DIVISION 1 RANKINGS, 33 DIVISION 2 RANKINGS, ALONG WITH SIX RECEIVING A PERFECT SCORE AND TWO OUTSTANDING PERFORMERS.

DAVENPORT CENTRAL AND SIOUX EAST HAVE SIMILAR ENROLLMENT AND SIMILAR DEMOGRAPHICS.

HOW DAVENPORT CENTRAL TAKES FOUR TIMES THE NUMBER OF STUDENTS TO THE SOLO AND ENSEMBLE CONTEST, I DON'T THINK IT IS A COINCIDENCE THAT DAVENPORT CENTRAL HAS THE 3.0 FTES SOLELY ALLOCATED TO THE HIGH SCHOOL.

RECENTLY, THE LINN-MAR SCHOOL DISTRICT MADE 2.5 MILLION DOLLAR IN CUTS.

HOWEVER, WITHIN THOSE CUTS, NOT ONE OF THE THREE FTES IN THE HIGH SCHOOL VOCAL MUSIC PROGRAM WAS REDUCED.

JUST LIKE SIOUX CITY, LINN-MAR IS ALSO FACING BUDGET CUTBACKS, BUT THEY CHOSE TO KEEP ALL THEIR VOCAL MUSIC TEACHERS.

IT CAN ALSO BE NOTED THAT LINN-MARS SHOW CHOIRS BOTH HIGH SCHOOL AND MIDDLE SCHOOL, HAVE WON FIRST PLACE AT EVERY REGIONAL COMPETITION SINCE 2017.

CONSISTENTLY AND ADEQUATELY, SUPPORTING VOCAL MUSIC PROGRAMS LEADS TO EXCELLENCE.

PROGRAMS OF EXCELLENCE ATTRACT DESIRABLE CANDIDATES.

WITHIN THE LAST MONTH, ROLL IN STORY, A 2A SCHOOL LOCATED NEAR AAMES IOWA RECEIVED 50 APPLICANTS FOR AN OPEN NINE THROUGH 12 VOCAL MUSIC POSITION.

WHY HAS SIOUX CITY RECEIVED SO FEW? IF ANY APPLICANTS, WHEN VOCAL MUSIC POSITIONS ARE POSTED.

THERE NEEDS TO BE A WELL CREATED PLAN FOR RECRUITING AND RETAINING MUSIC TEACHERS TO OUR DISTRICT.

THE CURRENT STRATEGY IS NOT WORKING.

WE NEED 2.0 FTES FOR MIDDLE SCHOOL AND HIGH SCHOOL. THANK YOU.

>> THANK YOU. ANY CLARIFYING QUESTIONS?

>> WILL YOU REPEAT THE BUDGETARY INFORMATION THAT YOU SHARED AS IT RELATES TO THAT SCHOOL?

>> LINN-MAR. THEY MADE 2.5 MILLION DOLLAR IN CUTS AND NOT ONE OF THE THREE FTES IN THE HIGH SCHOOL VOCAL MUSIC PROGRAMS WERE REDUCED.

>> THEY HAVE A COMPARABLE SCHOOL DISTRICT SIZE.

>> THEY'RE IN IOWA.

>> OKAY. THANK YOU.

>> ANY OTHERS? THANK YOU.

>> AMY NILLES. [BACKGROUND] I'M SORRY, NIKKI ARTHUR.

>> GOOD EVENING. I'M NIKKI ARTHUR, 6570 PALM VALLEY DRIVE.

IS THIS NOT WORKING? TWO MEMBERS STATED TO THE STUDENT ACHIEVEMENT COMMITTEE THAT THERE NEEDS TO BE EQUITY AND MUSIC SCHEDULES IN REGARD TO COURSES AND STAFFING.

RECOMMENDATION SHOWS THAT IT WAS REDUCING MIDDLE SCHOOL AND HIGH SCHOOL VOCAL MUSIC STAFFING TO 1.5 ACROSS THE BOARD.

BUT THAT STAFFING WAS ONLY FOR TEACHING DURING THE SCHOOL DAY.

THAT IS FAILING TO ACKNOWLEDGE THE WORKLOAD THE VOCAL MUSIC TEACHERS HAVE, WHICH IS DIFFERENT.

WE'VE HEARD ALREADY A LITTLE BIT ABOUT THIS.

WE AGAIN STRESS THAT THE CO-CURRICULARS SUPPORT THE SCHOOL DAY CURRICULUM AND MUSIC EDUCATORS DO NOT HAVE A CHOICE TO JUST TEACH CHOIR.

THEY HAVE TO WORK THE ADDITIONAL STUDENT-FACING TIME THROUGH THE LIST OF REQUIRED CO-CURRICULAR ACTIVITIES.

WORKLOAD DOES NOT SOUND VERY EQUITABLE TO US, WHICH MAY BE REFLECTED IN OUR HIGH TURNOVER RATE.

EQUITY DOES NOT MEAN EQUAL DISTRIBUTION OF RESOURCES.

LET ME REPEAT THAT.

EQUITY DOES NOT MEAN EQUAL DISTRIBUTION OF RESOURCES.

WE'RE GOING TO START WITH A COMMON OBJECTIVE OR GOAL.

THESE ARE MY HELPERS.

IF WE TAKE THREE STUDENTS, MACKENZIE, CASSIE, AND EMMA.

THE OBJECTIVE OF THESE THREE STUDENTS IS TO SEE OVER A SIX-FOOT FENCE.

MACKENZIE IS 6'2" SO SHE EASILY SEES OVER THAT SIX-FOOT FENCE, EMMA IS 5'8", SHE MIGHT NEED A LITTLE BOX TO STAND ON HER TIPTOES TO SEE OVER.

BUT CASSIE WILL NEED A BIGGER BOX.

SHE'S 5'4". ALL THREE STUDENTS ACCOMPLISH THIS GOAL, THAT'S EQUAL.

BUT IT TOOK A DIFFERENT ALLOCATION OF RESOURCES TO HELP THEM REACH THAT GOAL.

THAT IS EQUITY.

WHAT IS THE OBJECTIVE OF OUR DISTRICT'S MUSIC PROGRAMS? TO DEVELOP PERFORMANCE SKILLS, EXPAND UNDERSTANDING, CONFIDENCE, IMPROVE THEIR SKILLS AND POTENTIAL, ALONG WITH MANY OTHER BENEFITS.

TO HELP EACH OF OUR MIDDLE AND HIGH SCHOOL PROGRAMS ACHIEVE THAT OBJECTIVE, IT MAY REQUIRE A DIFFERENT ALLOCATION OF RESOURCES ESPECIALLY IF THE ENROLLMENT NUMBERS ARE NEARLY DOUBLED AT EAST HIGH AND EAST MIDDLE OVER THE DISTRICTS FOR THE PROGRAMS.

[01:45:01]

EQUITY DOES NOT MEAN EQUAL DISTRIBUTION OF RESOURCES.

IT MEANS GIVING EACH PROGRAM, WHAT IT NEEDS TO ACCOMPLISH THEIR RESPECTIVE OBJECTIVES.

THIS IS WHY OUR PARENTS ARE CONCERNED.

ANYTHING LESS THAN 2.0 FTES FOR EAST MIDDLE AND EAST HIGH IS STRETCHING OUR TEACHERS FAR TOO THIN AND NOT SUPPORTING WHAT THEY MUST DO.

IT DOES NOT APPEAR THEY WERE ALLOCATED EQUITY ACCORDING TO THEIR REQUIREMENTS, AND THAT IS THE CO-CURRICULARS. THEY ARE SO IMPORTANT.

NOT ALLOCATING ENOUGH RESOURCES JEOPARDIZES OUR STUDENTS' LEARNING AND THE ABILITY TO SUSTAIN A PROGRAM THAT HAS LONG BEEN KNOWN FOR ITS TRADITION OF EXCELLENCE. THANK YOU.

>> THANK YOU. ANY CLARIFYING QUESTIONS? THANK YOU VERY MUCH. [APPLAUSE]

>> LYNN, IS THERE ANY?

>> NOW, IT'S AMY NILES. OR NILLES.

>> WILL YOU ALL GRAB THAT MICROPHONE?

>> IT'S NOT WORKING. [OVERLAPPING]

>> YEAH, ME TOO.

>> HOLD ON, WE'VE GOT ONE COMING.

>> I CAN TAP IT MORE.

>> TALKING. IS THAT BETTER?

>> LET'S TALK RIGHT INTO IT. GOT IT.

I HOPE EVERYONE CAN HEAR ME NOW.

I WILL TALK LOUD, BUT HOPEFULLY.

>> THANK YOU, MR. MILLER.

>> THANK YOU SO MUCH.

>> AMY NILLES, 2020 31ST STREET COURT.

THIS ISSUE CAME TO OUR ATTENTION WHEN OUR ASSISTANT HIGH SCHOOL CHOIR DIRECTOR WAS TOLD SHE WOULD BE MOVED TO HALF-TIME AT THE MIDDLE SCHOOL IN THE FALL, DUE TO THE PREVIOUS ASSISTANT DIRECTOR POSITION AT EAST MIDDLE BEING ELIMINATED, LOST TO A RESIGNATION AND NOT BEING REPLACED.

THIS IS VALIDATED IN THE MINUTES OF THE STUDENT ACHIEVEMENT COMMITTEE MEETING ON APRIL 3RD.

THOSE MINUTES STATE THE RECOMMENDATION WAS MUSIC STAFFING WOULD BE MADE EQUAL ACROSS THE DISTRICT AND RETURNED TO PRE-ESSER STAFFING NUMBERS, ALTHOUGH NONE OF THE FOUR MUSIC TEACHER POSITIONS WERE FUNDED WITH ESSER FUNDS.

WE HAVE TRIED THROUGHOUT THIS ENTIRE PROCESS TO BE RESPECTFUL, YET, WE ARE BEING DISCREDITED, PUBLICLY SAYING WE GOT IT WRONG, TO QUOTE, "NO CHOIR CUTS, NO CHOIR CHANGE IN STAFFING.

THERE HAS NEVER BEEN A SUGGESTION OR PUSH TO CUT THE 3.5 FTE AT EAST HIGH MIDDLE".

I FEEL INCREDIBLY DISRESPECTED, AND I AM DISAPPOINTED THAT WHILE I HAVE TRIED TO PROTECT GOOD RELATIONSHIPS, THE COURTESY WAS NOT EXTENDED IN RETURN.

WE CAME WITH A VALID CONCERN IN THE SPIRIT OF COLLABORATION.

THE PETITIONING PROCESS WAS TRIGGERED TO ENSURE THIS ITEM WAS INCLUDED ON THIS MEETING'S AGENDA WHERE CHANGE CAN HAPPEN.

WE WOULD LIKE TO SHARE A FOURTH OPTION.

THIS PLAN IS STAFFING 2.0 FTES IN BOTH SCHOOLS.

IT CONSIDERS CURRICULAR CHOIRS AND CO-CURRICULAR REQUIREMENTS AND GIVES OUR STUDENTS ACCESS TO THEIR VOCAL MUSIC INSTRUCTORS DURING THE SCHOOL DAY.

THIS STRUCTURE ALLOWS HIGH SCHOOL STUDENTS ACCESS TO DIRECTORS DURING OPEN BLOCKS AND STUDY HALLS.

IT ALSO ACCOMMODATES THE ANTICIPATED INFLATION IN CHOIR NUMBERS AT THE MIDDLE SCHOOL THAT CAN BE EXPECTED THROUGHOUT THE SCHOOL YEAR AS STATED BY STEPHEN BRANDT EARLIER.

OPTION 4 ALLOWS THE HIGH SCHOOL VOCAL MUSIC TEACHERS TO TEACH EACH CHOIR IN JUST ONE CLASS, CO-TAUGHT BY THE TWO FULL-TIME INSTRUCTORS.

THOSE FIVE CHOIRS ARE BEST TAUGHT IN THIS MODEL.

THE HIGH SCHOOL SCHEDULES INCLUDE A PLC BLOCK.

THIS COLLABORATIVE PLANNING TIME GIVES ACCESS TO STUDENTS OPPORTUNITIES TO COLLABORATE WITH EACH OTHER, AS WELL AS PARENTS AND COMMUNITY MEMBERS.

THIS ALSO INCLUDES TIME FOR THE FUNDRAISING DEMANDS AS NOTED IN THE CO-CURRICULAR CONTRACTS.

THERE ARE 269 STUDENTS THIS YEAR IN CURRICULAR CHOIRS AT EAST HIGH.

WHEN YOU ADD UP THE NUMBERS IN CO-CURRICULAR ACTIVITIES, THERE ARE A MINIMUM OF 429 STUDENTS PARTICIPATING.

WHEN YOU ADD IN SHOW CHOIR, THAT NUMBER JUMPS TO 614.

ADD THAT TO THE CURRICULAR CHOIRS, AND WE ARE AT A MINIMUM OF 883 STUDENT CONTACTS.

WE HAVE THE SAME STUDENT CONTACT LEVELS AT EAST MIDDLE WHEN YOU TAKE THEIR ALREADY HIGH CHOIR NUMBERS AND ADD THEIR LARGE CO-CURRICULAR PARTICIPATION.

WE NEED TO HAVE THE DESIGNATED 2.0 FTES THERE TO SUPPORT THE SIGNIFICANT STUDENT CONTACTS.

WE HAVE ALL SPENT A GREAT AMOUNT OF TIME WORKING IN SPREADSHEETS AND TALKING ABOUT NUMBERS THAT FALL BEHIND A DECIMAL POINT.

WHEN ARE WE GOING TO PUT THE SPOTLIGHT ON THE TRUE ISSUE HERE, THE HUMAN BEINGS IN THIS STORY? WE HAVE AN EXTREME RESPONSIBILITY TO SUPPORT THE MUSIC EDUCATION EDUCATORS HIRED TO TAKE OUR KIDS TO THEIR HIGHEST POTENTIAL, FOSTERING A LOVE OF MUSIC, BELONGING TO SOMETHING LARGER THAN THEMSELVES, AND ACQUIRING THE INCREDIBLE GIFTS THAT MUSIC BRINGS TO ALL OF US. THANK YOU.

>> THANK YOU. ANY CLARIFYING QUESTIONS?

[01:50:02]

>> NOT A CLARIFYING QUESTION, BUT A CLARIFYING STATEMENT.

NO CUTS, NO CHANGES, NO REDUCTION AT ALL, IS ABSOLUTELY FROM ME.

THAT'S ABSOLUTELY FROM ME.

>> YES, SIR I KNOW THAT. [OVERLAPPING]

>> WHEN JIM VANDERLOO SAT HERE ON APRIL 8TH, HE WAS ASKED, WHAT ARE THE FTES? AND HE SAID 3.5.

I HAVE NEVER HEARD ANYTHING OTHER THAN 3.5 ALL THE WAY ALONG.

I AGREE THE CONFIGURATION OF HOW THOSE TEACHERS WERE ALLOCATED WERE GOING TO BE DIFFERENT, BUT THERE WERE NO CUTS, NO CHANGES IN THE FTE EVER THAT I'VE EVER HEARD OF OR BEEN PRESENTED WITH.

>> I APOLOGIZE YOU WEREN'T GIVEN THAT INFORMATION, BUT WE HAD A MEETING AFTER THAT APRIL 8TH BOARD MEETING ON APRIL 18TH WITH ADMINISTRATION, THERE WERE BOARD MEMBERS PRESENT, DIRECTOR MICHAELSON, DIRECTOR EHMCKE, DIRECTOR MILLER WERE PRESENT.

IN THAT MEETING, WE WERE GIVEN STILL OPTION 1 AND OPTION 2 AS THE ONLY TWO OPTIONS.

WE WERE ALSO TOLD THAT OUR DIRECTORS HAD CHOSEN ONE OF THOSE OPTIONS.

NOT ONLY WERE WE TOLD THAT, WE CLARIFIED IT MULTIPLE TIMES; THREE TIMES IN THAT MEETING, SO WE FELT WE UNDERSTOOD THE DIRECTORS WERE ON BOARD.

WE WERE OUT OF THAT MEETING FOR 10 MINUTES AND WE LEARNED THAT THAT WAS NOT THE TRUTH.

>> I CAN'T SPEAK TO WHAT WAS SAID.[OVERLAPPING]

>> I UNDERSTAND THAT. [OVERLAPPING]

>> I'M AWARE OF OPTION 1 AND OPTION 2.

>> YES.

>> AND OBVIOUSLY, THE ADMINISTRATION TOOK A LOOK AT THOSE AND SAID, WE THINK OPTION 3 IS THE BEST ONE, [OVERLAPPING] SO I'M NOT DISPUTING ANYTHING YOU'RE SAYING.

I'M NOT GOING TO DISPUTE BECAUSE I WASN'T THERE, AND I BELIEVE WHAT YOU'RE SAYING.

[OVERLAPPING]

>> BUT I'M TELLING YOU, THEY'VE LOOKED AT IT AGAIN, THEY'VE COME UP WITH OPTION 3, AND THE AVERAGE CLASS SIZES THAT WE'RE SHOWING, I THINK ARE VERY DARN REASONABLE AND PARTICULARLY AT THE MIDDLE SCHOOL.

[OVERLAPPING]

>> WITH ALL DUE RESPECT, I JUST WANT TO CLARIFY THAT AFTER THE APRIL 8TH MEETING, WE HAD A MEETING ON APRIL 18TH, AND SO THERE WAS THAT CUT MENTIONED IN THAT CONVERSATION, SO UNFORTUNATELY, YOUR PUBLIC COMMENTS WERE NOT TRUE.

>> I WAS NEVER PRESENTED WITH NO CUTS, NO CHANGES IN THAT, SO I'VE NEVER HEARD THEY PRESENTED AT 3.0.

I'VE NEVER HEARD THAT, AND NO ONE'S EVER SUGGESTED THAT.

IT'S WHAT I'VE BEEN TOLD, SO I'LL DISPUTE THAT.

>> I CAN SPEAK TO THE STUDENT ACHIEVEMENT COMMITTEE, 3.0 WAS NEVER MENTIONED.

IT WAS ALWAYS 3.5. I WAS THERE.

>> THE MINUTES OF THE STUDENT ACHIEVEMENT MEETING SAY THAT THE CUT WAS GOING TO BE MADE TO STAFF, EVERY HIGH SCHOOL [OVERLAPPING] AND MIDDLE SCHOOL IN THE DISTRICT AT 1.5, SIR.

>> 1.5 AT EACH AT EACH LEVEL, RIGHT?

>> AND THAT MAKES THREE.

>> 1.5 AT THE MIDDLE SCHOOL [OVERLAPPING] AND THAT WAS 1.5 AT THE HIGH SCHOOL.

>> I HAVE THOSE STUDENT ACHIEVEMENT MINUTES.

I THINK YOU WERE ALL PROVIDED THOSE AS WELL.

>> UNDERSTANDABLE. BUT THEN WE CAME BACK WITH 3.5, SO THAT'S WHERE WE'RE AT.

THAT'S WHERE IT'S GROWN TO.

>> POINT OF CLARIFICATION.

>> YES, MA'AM.

>> ON THIS OPTION 4 PROPOSAL, I'M JUST MAKING SURE I UNDERSTAND FOR EXAMPLE, YOU HAVE CONCERT.

YOU HAVE 2-110, SO THAT WOULD BE TWO IS THAT.

>> THAT'S TWO TEACHERS TEACHERS ONE.

>> TEACHING 110 KIDS.

I JUST WANT TO MAKE SURE I UNDERSTAND THAT.

THE SAME AT THE BOTTOM IS TWO TEACHERS TEACHING 43 KIDS?

>> YES.

>. THOSE NUMBERS ARE THE RATIO TEACHER PER STUDENTS.

>> CORRECT. THESE ARE BASED ON CURRENT PROJECTED NUMBERS FOR STUDENT OR THIS COMING SCHOOL YEAR.

>> FOR 2424?

>> CORRECT..

>> YOU DID HEAR MR. BRANDT STATE THAT THEY ADD TO THOSE NUMBERS AS THE SCHOOL YEAR GOES ON.

KIDS COME INTO THE DISTRICT OR THEY MAY NOT HAVE THEIR ELECTIVES ALREADY SET.

THE PROBLEM IS WITH OTHER ELECTIVES THAT ARE THERE, THEY HAVE A MAXIMUM CAPACITY BECAUSE THEY ONLY HAVE SO MANY RESOURCES, SO MANY COMPUTERS FOR DIGITAL MUSIC, SO MANY SEATS IN THE ART ROOM, THOSE TYPES OF THINGS.

IT'S VERY EASY TO PLACE A CHILD IN CHOIR AT ANOTHER CHAIR.

>> SURE.

>> THE MORE [INAUDIBLE] ACTUALLY GREW EXPONENTIALLY [INAUDIBLE].

>> THEN ON THE FAR RIGHT SIDE IN THAT BLACK AND WHITE COLUMN.

IS THAT YOUR AVERAGE?

>> DOWN BELOW FOR THE MIDDLE SCHOOL?

>> YES. THAT'S THE AVERAGE.

TEACHER RATE, SO 1.21.5. THANK YOU.

>> I JUST HAVE ONE QUESTION.

DO THE TEACHERS CHOOSE OPTION ONE?

>> THE TEACHERS DID NOT WANT TO PUT THEIR NAME ON AN OPTION.

THERE ARE TWO BIGGEST CONCERNS, THEY SAID,

[01:55:01]

WE'RE STAFFING THAT MIDDLE SCHOOL, AND THAT THEY WANTED THE CHOIRS TO BE ALL ONE CHOIR.

WELL, THEY DIDN'T SAY WE WANT OPTION TWO TO PUT OUR NAME ON IT.

THEY GAVE US THOSE TWO PARAMETERS, WHICH OPTION 1 HAS THE CHOICE, BUT IT WAS OPTION 1 WAS THE ONE THAT SATISFIED THEIR TWO BIGGEST CONCERNS.

>> I'M SORRY. THE STUDENT ACHIEVEMENT MEETING, WHICH I WAS PRESENT.

THE CONVERSATION THAT I REMEMBER WAS I WANTED FROM THE BOARD MEMBERS PRESENT, WHICH WAS DIRECTOR MK AND DIRECTOR GEORGE.

I JUST WANTED A DIRECTION.

IF I GET DIRECTION THAT WE HIRE ANOTHER HALF TIME TEACHER, THEN THAT'S BOARD DIRECTION, THAT'S WHAT I NEED, AS A SUPERINTENDENT.

WE HAD A LOT OF DISCUSSION, AND IT WAS ALWAYS AT MY RECOLLECTION OF THAT MEETING, IT WAS, AT 3.5, SHOULD WE ADD ANOTHER HALF.

WE HAD REALLY GOOD DISCUSSION, GOOD DIALOGUE.

AT THE END OF THE MEETING, IT WAS RECOMMENDED OPTION 1, AND THAT WAS THROUGH ATTRITION RETURN TO SECONDARY MUSIC STAFFING, PRE-FTE.

WELL, IF YOU LOOK AT WHAT DOES PRE-FTE MEAN.

NOW, YOU HAVE TO DEFINE PRE-FTE.

WHEN I LOOK BACK AT JUST THE KIND OF THE HISTORY OF VOCAL MUSIC ON THE EAST SIDE, I TRIED TO GET SOME INFORMATION GOING BACK 10 YEARS, TWO THOUSAND FOURTEEN, 15, THERE WERE TWO VOCAL INSTRUCTORS AT THE HIGH SCHOOL AND 1.6 AT THE MIDDLE SCHOOL.

BUT THAT MIDDLE SCHOOL TEACHER, ONE OF THEM ALSO TAUGHT EXPLORATORY CLASSES.

I KNOW THAT WAS A B AT ONE TIME.

I WAS LIKE, YOU HIRE THEM, BUT NOW YOU'RE PUTTING THEM IN EXPLORATORY.

PROBABLY NOT A PLACE THEY REALLY WANTED TO BE.

BUT I GUESS OUT OF NEED, AT THAT TIME, THAT'S WHAT THEY DID.

FIFTEEN, 16, THERE WAS 1.4.

FIFTEEN, 16 THROUGH 21, 22, THERE'S ACTUALLY 1.5 HIGH SCHOOL MUSIC TEACHERS AT EAST HIGH SCHOOL.

ACCORDING TO MY RECORDS, AND THEY WENT BACK AND LOOKED THROUGH SCHEDULES AND ALL OF THIS.

THEN WE LOOK AT EAST MIDDLE SCHOOL VOCAL, 15,16, 1.6 AGAIN, BUT THEY TAUGHT EXPLORATORY.

THEN IT WENT TO 1.4, 1.4, 1.4, 1.4 ALL THROUGH UNTIL 21, 22, IT WAS 1.5 AT THE HIGH SCHOOL AND 1.4 AT THE MIDDLE SCHOOL.

THEN 22 23, IT WAS TWO AND TWO.

THEN SCHEDULED FOR LAST YEAR WAS, I BELIEVE TWO AND TWO, BUT THEN WE RAN INTO THAT SHORTAGE AT THE ELEMENTARY, AND THAT'S WHEN IT WAS.

THAT'S JUST THE HISTORY THAT I HAVE.

I'M NOT TRYING TO MAKE A GREAT ARGUMENT HERE.

I'M JUST KIND OF GIVING YOU THE HISTORY OF THE STAFFING AND WHAT IT'S BEEN.

>> I DON'T WANT TO GET TOO PERSONAL INTO DIRECTORS LIVES.

BUT YOU LOOK AT THE PEOPLE WHO WERE MAYBE.

>> I'M GOING TO STOP YOU. DIRECTORS LIVES?

>> NO. I'M TALKING.

>> LIVES.

>> DIRECTORS LIVES.

NO. AGAIN, WE WANT TO BE RESPECTFUL.

YOU LOOK AT SUCCESSFUL.

SINGLE PEOPLE ABLE TO SPEND A LOT OF TIME, BURN THE MIDNIGHT OIL.

RUN THEMSELVES RAGGED, BE SO DEVOTED TO THIS JOB.

YOU LOOK AT OTHER FOLKS WHO HAVE GONE THROUGH THIS PROGRAM, GONE THROUGH THIS DISTRICT, THERE'S DIVORCES, THEY'RE LEAVING.

WE ARE IMPACTING PEOPLE'S LIVES BY EXPECTING THEM TO TAKE SO MUCH WEIGHT ON.

THIS IS A HUGE JOB. IT'S HUGE.

WE'RE NOT TALKING ABOUT 100 KIDS.

I MEAN, WE'RE TALKING A LOT OF CHILDREN THAT ARE IN THE HANDS OF THESE PEOPLE, NOT JUST FOR THEIR EDUCATION.

BUT WHEN YOU LOOK AT EVEN CHOIR DIRECTOR, THEY HAVE THOSE KIDS FOR FOUR YEARS.

THEY DON'T HAVE THEM FOR A 190 MINUTE BLOCK EVERY OTHER DAY FOR A YEAR, AND I'M NOT DISCREDITING ANY CORE TEACHER. THEY ARE ESSENTIAL.

THEY DO A GREAT JOB, AND I AM NOT DISCREDITING THEM, SO PLEASE DON'T MISTAKE WHAT I'M SAYING.

THESE PEOPLE MATTER IN THE LIVES OF OUR KIDS BEYOND ANYTHING ELSE THAT THEY CAN BE PROVIDED.

HAVING THEM INQUIRE, HAVING THEM PLAY FOOTBALL,

[02:00:01]

HAVING THEM ENGAGE STRAIGHT ALLIANCE CLUB THAT BRINGS THEM UP THE STEPS TO THE FRONT DOOR OF THE BUILDING, AND IT GETS THEM TO ATTEND SCHOOL.

THAT IS SO IMPORTANT.

YOU LOOK AT THESE PEOPLE THAT ARE RESPONSIBLE FOR THESE KIDS.

THE DIRECTORS AT EAST HIGH SPEND MORE TIME WITH MY DAUGHTER THAN I DO.

WE HAVE TO SUPPORT THEM.

WE HAVE TO TRUST THEM, AND WE HAVE TO GIVE THEM THE TOOLS THAT WE'RE NOT GOING TO BURN THEM OUT AND THEY LEAVE.

WE CAN'T DO IT.

WE HAVE THE PROGRAMMING, WE HAVE THE TALENT, WE HAVE THE KIDS.

PLEASE LISTEN, AND PLEASE SEE THAT THIS IS A MUCH BIGGER ISSUE 0.5 NUMBER, SEE THAT.

>> CHRISTY, YOU HAVE THREE MINUTES.

>> CHRISTY FINNEGAN.

>> CHRISTY FINNEGAN, 2629 NICKLAUS BOULEVARD, SIOUX CITY.

CONFUSION, LACK OF TRANSPARENCY, LACK OF COMMUNICATION.

ALL THINGS WE HAVE EXPERIENCED THE LAST SIX WEEKS AS WE ADVOCATED FOR OUR CONCERNS AROUND THIS ISSUE.

ADVOCATING FOR OUR KIDS HAS NOT BEEN EASY.

AS I REFLECT ON THESE LAST WEEKS, I DO NOT FEEL A SENSE OF COLLABORATION OR EVEN SOMETIMES TRUTH.

I PERSONALLY BELIEVE WE'RE FAILING OUR STUDENTS, FAILING OUR TEACHERS, AND EVEN FAILING EACH OTHER.

THREE HUNDRED AND SIXTY-FIVE DAYS AGO, EAST HIGH AND EAST MIDDLE SCHOOL WERE BUDGETED AT A 2.0 FTE, AND IT WAS APPROVED IN THE BUDGET.

JUST THIS PAST NOVEMBER, A SCHOOL BOARD MEMBER CAMPAIGNED THAT THE DISTRICT WAS NEVER FINANCIALLY STRONGER.

WE WERE TOLD BY ADMINISTRATION WHERE THERE WERE OPTIONS 1 AND 2, THOSE WERE THE ONLY TWO OPTIONS ON THE TABLE YOU HEARD.

OUR DIRECTORS DID NOT CHOOSE AN OPTION, BUT THAT'S WHAT WE WERE TOLD IN THE MEETING.

RIGHT AFTER THE MEETING, WE CLARIFIED.

DID YOU CHOOSE AN OPTION? NO. WE ONLY STATED IMPORTANT FACTORS REGARDING STAFFING AND SCHEDULING.

IN THE SAME MEETING, AN ADMINISTRATOR SAID THE UNION DICTATES THAT EACH TEACHER MUST TEACH SIX SECTIONS OF THE EIGHT BLOCKS OVER THE ANV DAYS.

HOWEVER, THERE ARE TEACHERS IN OUR HIGH SCHOOLS TEACHING FIVE BLOCKS AND OTHERS TEACHING SEVEN.

WE TALKED WITH THE UNION REPRESENTATIVE CONFIRMING TEACHING SIX BLOCKS IS NOT A MANDATED REQUIREMENT.

THE APRIL 3RD STUDENT ACHIEVEMENT COMMITTEE MEETING STATED JIM VANDERLOO SAID THE DISTRICT CAN ONLY STAFF SECTIONS THAT ARE TAUGHT DURING THE SCHOOL DAY AND CANNOT STAFF FOR MUSIC ACTIVITIES THAT OCCUR OUTSIDE OF SCHOOL HOURS.

IF OUR DISTRICT IS REQUIRING A LIST OF COCURRICULARS THAT YOU SAW THAT OUR MUSIC TEACHERS CAN ONLY DO OUTSIDE OF SCHOOL HOURS, YOU NEED TO STAFF IN CONSIDERATION FOR THOSE AS WELL.

EAST HAS A LONG TRADITION OF BEING KNOWN FOR ITS VOCAL MUSIC PROGRAM.

PEOPLE MOVE TO THIS COMMUNITY AND CHOOSE TO LIVE ON THE EAST SIDE OR OPEN ENROLL AT EAST FOR VOCAL MUSIC.

WITH PARENT CHOICE IN THE VOUCHER PROGRAM, WHAT WILL PREVENT STUDENTS FROM LEAVING OUR DISTRICT FOR A LOCAL COMPETITIVE MUSIC PROGRAM WITH SUPPORTIVE ADMINISTRATION? BOARD, YOU ARE VOTED INTO YOUR RULES OF SERVICE TO REPRESENT TAXPAYERS, AND YOU HAVE A TOUGH JOB BUT YOU ALSO REPRESENT PARENTS.

BEFORE YOU STANDS A LARGE GROUP OF TAXPAYERS AND PARENTS, AND THIS IS JUST A SMALL GROUP.

IN FOUR DAYS, WE GOT 665 SIGNATURES.

IN OUR MEETING WITH ADMINISTRATION AND BOARD MEMBERS, ANGELA BAMA STATED THAT WITH A DIRECTIVE FROM THE BOARD, THEY COULD MAKE THE CHANGE TO STAFF EAST MIDDLE AND EAST HIGH VOCAL MUSIC AT 2.0 FTES.

THAT IS WHAT WE ARE ASKING OF BOARD LEADERSHIP TO DO.

OUR ASK, CALL FOR A VOTE TO VOTE VOCAL MUSIC WITH A DEDICATED 2.0 AT THE HIGH SCHOOL AND A 2.0 FTE DEDICATED TO THE MIDDLE SCHOOL.

MUSIC TEACHERS TEACH BELL TO BELL.

THEY'RE TEACHING THE ENTIRE 90 MINUTES.

THAT'S MORE STUDENT-FACING TIME, AND YOU HAVEN'T EVEN COUNTED THE CO-CURRICULARS.

PLEASE LOOK AT THE OTHER PROGRAMS ACROSS THE STATE AND OTHER STATES LIKE TEXAS WHERE THEY'RE GETTING IT RIGHT AND THEY'RE SEEING IT'S DIFFERENT.

INSANITY IS DOING THE SAME THING OVER AND OVER AGAIN, BUT EXPECTING DIFFERENT RESULTS.

CHANGE IS NEEDED, STOP THE INSANITY.

WE HAVE TO DO SOMETHING DIFFERENT TO EXPECT DIFFERENT OUTCOMES FOR OUR MUSIC EDUCATORS, RECRUITMENT AND RETENTION FOR THE CONSISTENT BENEFIT OF OUR STUDENTS.

>> ANY CLARIFYING QUESTIONS? DIRECTOR LEE.

>> THE SIGNATURES THAT YOU GOT THAT SUPPORTED THE FTES, DID THOSE SAME PEOPLE CONTACT LEGISLATORS TO SAY,

[02:05:04]

HEY, WE NEED YOU TO SUPPORT OUR SCHOOLS WHEN IT CAME TO OUR BUDGET CUTS THAT IMPACTED THE SSA BECAUSE THAT DID PLAY A BIG FACTOR INTO THE BUDGETARY CONCERNS THAT WE HAD.

>> NO, I KNOW ALL 665 IF THEY DID OR NOT BUT I ALSO THINK WE ARE AT A MOMENT WHERE YOU SEE HOW ENGAGED PARENTS ARE.

LET'S WORK TOGETHER.

LET'S HELP ADVOCATE FOR OTHER THINGS THAT CAN CHANGE AND WILLING.

>> RIGHT. I SAW THAT FROM THE 600-PLUS NUMBERS THAT SUPPORTED THAT EFFORT.

BUT WE NEED YOUR HELP ALSO WHEN IT COMES TO LEGISLATIVE MOVEMENTS AS IT SUPPORTS EDUCATION.

I'M NOT GOING TIT FOR TAT WITH YOU, I'M JUST SAYING OUR HANDS ARE TIED IN SOME RESPECT.

I'M NOT SAYING THAT WE CAN'T MAKE CONCESSIONS OR THINK ABOUT THOSE CONCESSIONS, BUT OUR HANDS ARE TIED AT SOME POINT, AND WE ALSO NEED THE PARENTS TO STEP IN AND HELP US WHEN WE'RE LOOKING AT LEGISLATIVE TO YOUR POINT ABOUT THE VOUCHER AS WELL.

I APPRECIATE YOU IDENTIFYING THOSE KEY FACTORS BECAUSE ALL THOSE FACTORS WILL IMPACT HOW WE MOVE FORWARD IN THE NEXT 3-5 YEARS.

>> I THINK IN EVERY AREA OF THE SCHOOLS, YOU WOULD FIND KIDS WHO ARE THRIVING IN THAT, AND THEIR PARENTS SHOULD HELP ADVOCATE FOR THAT, AND I KNOW ON THE VOCAL MUSIC, BUT YOU'RE RIGHT, IT STEMS INTO YOUR BIGGER BUDGET ISSUE SO THERE NEEDS TO BE A WAY THAT YOU CAN ENGAGE PARENTS AND THAT WE CAN PARTNER AND COLLABORATE.

WE ACTUALLY HAD A BOARD MEMBER SAY IT'S REALLY DIFFERENT TO SIT AROUND THE TABLE TOGETHER.

LET'S NOT BE DIFFERENT.

LET'S MAKE THIS COMMON THAT THE ADMINISTRATION, AND THE PARENTS ARE ADVOCATING TOGETHER.

WE KNOW THE WORK IS DONE BY THE ADMINISTRATION.

WE RESPECT THAT, BUT I ALSO THINK SOMETIMES THEY DON'T REALLY UNDERSTAND THE FINE ARTS EITHER.

>> ANY OTHER CLARIFYING QUESTIONS? [APPLAUSE]

>> MY LAST COMMENT, AND THIS IT CAME THROUGH THE STUDENT ACHIEVEMENT COMMITTEE.

IT WAS TALKED ABOUT, DISCUSSED AT LENGTH.

THE RECOMMENDATION FOR 3.5, I STAND BY IT AND I SUPPORT THE ADMINISTRATION'S RECOMMENDATION FOR THAT.

>> DIRECTOR GEORGE AND DIRECTOR MILLER, MAKE ANY COMMENTS?

>> YES, DIRECTOR MILLER.

>> I [INAUDIBLE] FROM PEOPLE ON IS THIS GOING TO BE A VOTE ON OR NOT VOTE ON I TAKE A MOTION FOR A VOTE TONIGHT AND I HAVE NO RESPONSE.

DAN MOORE, DO I HAVE THE ABILITY TO MAKE A MOTION TO ADOPT OPTION 4 AS PRESENTED BY THE PARENT GROUP TONIGHT?

>> YES, YOU HAVE THAT OPTION. DID YOU HEAR THAT?

>> I WOULD MAKE A RECOMMENDATION [INAUDIBLE] FIRE DIRECTORS FOR THE UPCOMING 24/25 SCHOOL YEAR AND ALLOW THE DIRECTORS TO IDENTIFY HOW THOSE CLASSES ARE BROKEN UP AND HOW [INAUDIBLE]

>> IS THERE A SECOND? THERE IS NO SECOND, THE MOTION DIES.

THAT CONCLUDES THIS ITEM.

WE'RE GOING TO TAKE A FIVE-MINUTE BREAK AND THEN WE'LL COME BACK AND FINISH THE DISTRICT'S BUSINESS.

>> EVEN WORKED WITH ADULTS.

AWESOME. WE'RE GOING TO MOVE FORWARD HERE.

ITEM B NOW.

[X.A. FY24 Proposed Budget Amendment - Patty Blankenship]

FISCAL YEAR 24 PROPOSED BUDGET AMENDMENT, PATTY BLENSHIP YOU ARE ON.

>> I PRESENTED THE BUDGET AMENDMENT AT THE PREVIOUS BOARD MEETING.

IT WAS NOTICED IN THE NEWSPAPER FOR THE HEARING TONIGHT.

YOU CONDUCTED THE HEARING.

THEN THE NEXT STEP IS JUST THE RECOMMENDATION THAT THE BOARD OF DIRECTORS ADOPT THE FY 24 BUDGET AMENDMENT.

>> BOARD MEMBERS, IS THERE ANY DISCUSSION? DIRECTOR MAYERS, YOU JUST JUMPED AGO A LITTLE BIT, BUT THAT'S OKAY.

[02:10:01]

>> I MOVE THE ADOPTION.

>> I GUESS I DON'T GET TO STATE ON MY STATEMENT.

OH, WELL, SHE HAD THE DISCUSSION RIGHT THERE.

>> RIGHT.

>> YOU'RE RIGHT.

>> I JUST WANT TO SAY I SUSPEND THE WAY I AM FOR [INAUDIBLE] I APOLOGIZE TO YOU FOR HAVING A, MOTION AND A SECOND SO I JUST WANTED YOU TO KNOW THAT.

>> WE HAVE A MOTION, FIRST BY DIRECTOR MILLER, A SECOND BY DIRECTOR GREENWELL.

NOW, IS THERE ANY BOARD DISCUSSIONS? I'M STILL ABOUT 20 MINUTES BEHIND IT SEEMS LIKE.

DIRECTOR MILLER, ARE YOU THERE? DO YOU HAVE ANY QUESTIONS?

>> LYNN, IS THERE ANY CITIZEN INPUT?

>> ALL THOSE IN FAVOR, SAY AYE.

>> [OVERLAPPING] AYE.

>> ALL THOSE OPPOSED, SAY NAY.

MOTION PASSES, 6, 0.

ITEM C, ENGLISH LANGUAGE LEARNER TASK FORCE UPDATE BY MS. BEMUS AND DR. DOO YOUNG.

[X.B. English Language Learners Task Force Update - Angela Bemus & Dr. Dora Jung]

I KNOW THIS IS COMING UP AS WE HAVE ABOUT 4,000 ELL STUDENTS WITHIN THE DISTRICT AND TEACHERS.

>> IT WAS IN THE PACKET.

>> I'M ANXIOUS TO HEAR THIS.

>> LET'S SEE HERE.

>> IS THERE A CLIFFSNOTES VERSION?

>> NO, WE'RE NOT.

>> WHERE'D YOU GET THAT AT?

>> IS THAT ON THERE?

>> LET'S MOVE THIS IS OVER HERE SO WE CAN GET IT IN A FULL SCREEN.

FULL SCREEN MODE. WE'RE GOING TO SHARE IT.

>> I DID REQUEST CHAD PUT IN SOME NEW BATTERIES IN THE MICROPHONE.

>> THOUGHT WE HAVE NEW MICROPHONES. [LAUGHTER] [BACKGROUND]

>> YOU'VE DONE AN EXCELLENT JOB THOUGH.

>> DO WE HAVE MONEY FOR A STIPEND FOR THAT? [LAUGHTER]

>> LET'S JUST HAVE YOU SIT THERE EVERY BOARD MEETING. GOOD EVENING.

>> THERE WE GO.

>> THANK YOU FOR TAKING YOUR TIME TO HEAR OUR UPDATE.

DR. YOUNG AND I ARE GOING TO SHARE SOME UPDATES WITH OUR ELL TASK FORCE, AND WE ARE ALSO GOING TO BE MAKING A RECOMMENDATION.

BEFORE WE START, IT IS VERY IMPORTANT, I KNOW WE HAVE SOME NEW BOARD MEMBERS, THAT YOU HAVE CURRENT DATA WITH OUR ELL POPULATION.

THIS YEAR, WE HAVE 3,332 ELL STUDENTS.

WE ARE PROJECTED TO HAVE 278 ADDITIONAL STUDENTS NEXT YEAR.

WE HAVE 44 DIFFERENT COUNTRIES IN WHICH OUR STUDENTS COME FROM BEFORE THEY CAME TO SIOUX CITY.

WE HAVE 45 DIFFERENT STATES IN WHICH THEY'VE COME FROM BEFORE THEY'VE COME TO SIOUX CITY, AND WE HAVE 63 DIFFERENT FIRST LANGUAGES.

IT IS VERY IMPORTANT.

ESL GETS MIXED IN WITH JUST SPANISH OFTEN, AND THAT IS BY FAR NOT THE CASE IN OUR DISTRICT.

WE ARE VERY DIVERSE ELL POPULATION, AND OUR ELL STUDENTS ARE VERY MULTICULTURAL AND WE ARE VERY LUCKY.

THE POINT OF OUR UPDATE TONIGHT AND OUR RECOMMENDATIONS IS TO ENSURE THAT OUR STUDENTS ARE SEEN AND FEEL AND ARE TAUGHT JUST THE SAME AS EVERYBODY ELSE, AND GETTING THE SAME OPPORTUNITIES.

ONE OF THE FIRST THINGS AND LAST PARTS OF DATA I WANT TO SHARE WITH YOU ARE THE RATIOS.

NOW, THE STATE HAS RECOMMENDED RATIOS FOR TEACHER TO STUDENT FOR ELL.

IT'S VERY IMPORTANT.

I'M JUST GOING TO PREFACE THIS DUE TO OUR LAST CONVERSATION, LAST MEETING TOPIC, NOT THE BUDGET, BUT WITH THE EAST HIGH CHOIR.

DO KNOW THAT ESL FUND IS RESTRICTED FUNDS, SO ESL FUNDING IS NOT GENERAL FUND.

I DO WANT TO NOTE THAT.

WHEN WE TALK TO THIS, IT IS RESTRICTED FUNDS.

[02:15:02]

WHEN WE TALK ABOUT ADDING IN OR DECREASING OR INCREASING STAFF, THOSE ARE RESTRICTED FUNDS.

ALSO, RATIO, STUDENT-TO-TEACHER RATIOS ARE DIFFERENT FOR SPECIAL EDUCATION TEACHERS AND ENGLISH LANGUAGE LEARNER TEACHERS.

AS WE JUST SAW, ONE TEACHER FOR, SAY, 150 STUDENTS IN HIGH SCHOOL WOULD BE AN APPROPRIATE, ACTUALLY A PRETTY LOW RATIO FOR ONE TEACHER.

WHEN YOU'RE TALKING ABOUT ELL STUDENTS, THE RATIOS ARE DIFFERENT AND THE RECOMMENDATIONS ARE DIFFERENT.

I WANT THAT PREFACE BEFORE WE GO ON, SO WE BOTH UNDERSTAND THOSE TWO THINGS, SO WE DON'T CONFUSE THEM FROM THE PRESENTATION BEFORE.

ON THE FIRST SLIDE ARE THE SIMILAR UEN'S WITH DEMOGRAPHICS SIMILAR TO OURS.

AS YOU SEE, SIOUX CITY IS AT THE BOTTOM.

WE HAVE THE HIGHEST ELL POPULATION IN THE STATE, AND SIOUX CITY, AT THIS TIME WAS 3,329, OUR NUMBERS CHANGE DAILY.

OUR RATIO IS 70.8 STUDENTS TO ONE TEACHER ON AVERAGE.

>> ON AVERAGE.

>> IF YOU SEE THE OTHER DISTRICTS, THEY AVERAGE ALL THE WAY FROM 21 UP TO 70 LIKE US.

OTTUMWA IS THE ONLY DISTRICT THAT IS AS HIGH AS US, EXCEPT FOR STORM LAKE, THEY ARE AT ONE TEACHER TO 84.

DR. JUNG IS GOING TO EXPLAIN WHY WE'RE AT THAT AND WHY SOME DISTRICTS ARE AT SUCH A HIGH TEACHER-TO-STUDENT RATIO.

ON THIS SIDE, I BROKE UP LEVEL 1 AND 2 STUDENTS, OUR NEWCOMER STUDENTS.

THEY DO RECOMMEND, IF A TEACHER HAS A CASELOAD OF JUST LEVEL 1 AND 2S, THAT THEIR CASELOAD BE A LITTLE LOWER.

IF THEY HAVE LEVEL 3 AND 4, THOSE ARE EMERGING STUDENTS, THAT THEIR CASELOADS CAN BE A LITTLE HIGHER.

OUR TASK FORCE ANALYSIS, WE STARTED LAST YEAR.

BELIEVE IT OR NOT, WE'RE AT 1-70 THIS YEAR.

WE WERE MUCH WORSE LAST YEAR.

WE WERE ABLE TO ADD 11 STAFF MEMBERS THIS YEAR, AND WE HAD SHOWED THIS LAST YEAR AT OUR PRESENTATION, THE TASK FORCE DID, THAT 50 TEACHERS NEED TO BE ADDED FOR US TO GET TO THE 135-145 RATIO.

THAT IS HOW MANY TEACHERS THAT WOULD ACTUALLY NEED TO BE ADDED.

IT'S NOT REALISTIC TO ADD THAT MANY TEACHERS, REALLY, EVEN IN FIVE YEARS, BUT THAT IS OUR GOAL. GO AHEAD, DR. YOUNG.

>> IN OUR DISTRICT, WE HAVE SEVERAL SCHOOLS THAT ARE TARGETED.

ALL THE SCHOOLS THAT ARE TARGETED FOR US HAVE AN ELL TARGET.

WHAT I WANT TO SHARE ALSO IS A LITTLE BIT OF THE HISTORY OF HOW THE STATE OF IOWA HAS APPROACHED THE NEEDS OF THE ELL STUDENTS.

IOWA DID NOT BRING TO THE FRONT THE TARGET OR THE TAG I CALL IT, FOR ELL LOW PROFICIENCY UNTIL A FEW YEARS AGO.

IOWA WAS USING THEIR PLANS AND ACCEPTING OR ALLOW PLANS, WHICH ARE THE PLANS WE PRESENT TO THE STATE TO SHOW THEM AND EXPLAIN HOW WE'RE GOING TO PROVIDE SERVICES, AND THEY ACCEPTED THEM.

NOT UNTIL A FEW YEARS AGO, THEY DECIDED THAT IT WAS IMPORTANT TO BRING TO THE FRONT OF THE ISSP, THE IOWA SCHOOL PERFORMANCE PROFILE, WHICH IS WHERE EACH OF THE BUILDINGS WILL SHOW THE GROWTH OF THEIR STUDENTS' PROFICIENCY IN ELA, MATH, ETC.

I WANT THIS SIZE TO BRING THAT UP WITH THAT THEN.

I WAS PRETTY PLEASED ABOUT THAT ACTUALLY BECAUSE IT SHOWED, FOR EACH ONE OF OUR BUILDINGS, WHICH ONES NEEDED TO HAVE ADDITIONAL SUPPORT AND MORE CONCENTRATED AND FOCUSED EFFORTS TO GET THOSE STUDENTS TO DEMONSTRATE THE GROWTH THAT THE STATE EXPECTS.

WHEN THEY DO THAT, THEN IT PUTS ON THE SCHOOLS, ON THE DISTRICTS THE NEED, THE URGENCY TO DO WHATEVER THEY NEED TO DO TO MAKE SURE THEY'RE REACHING THE STANDARD THAT THE STATE IS SETTING UP FOR US.

THAT WAS A GREAT STEP, BUT IT HASN'T BEEN SOMETHING THAT THE STATE OF IOWA HAS DONE FOR 20, 10 YEARS.

IT'S SOMETHING THAT THEY CAME UP WITH A FEW YEARS AGO.

ALSO RESPONSE IS, ALONG WITH OUR STAFF AND AS WE SEE OUR POPULATION GROW, TO MAKE SURE THAT WE ARE HAVING AND CONTINUE TO PROVIDE OUR STAFF AND

[02:20:02]

OUR STUDENTS THE POSSIBILITY TO HAVE ACCESS TO THE SERVICES THAT ARE REQUIRED BY THE STATE AND, WITH THAT, DEMONSTRATE THE GROWTH WITHIN THE LANGUAGE ACQUISITION.

BUT IT ALSO REFLECTS ON THE GROWTH WE'RE GOING TO SEE IN ELA AND MATH AS THEY ACQUIRE LANGUAGE.

SCHOOLS THAT ARE TARGETED, THOSE STUDENTS PERFORMING THE BOTTOM 5% OF THE STATE TO BE TARGETED DUE TO THE ELL STUDENT GROWTH AND PROFICIENCY.

TO BE TARGETED, YOU HAVE TO BE WITHIN THAT 5% LOWEST.

NOBODY WANTS TO BE UNDER THAT, BUT MANY DISTRICTS ARE.

THEN A YEAR AGO, WE CREATED THE ELL TASKFORCE.

WE KNEW THAT WE HAD THIS NEED AND WE WANTED TO MAKE SURE THAT WE WERE APPROACHING TO THE BEST OF OUR ABILITY, THE NEEDS OF OUR STUDENTS AND OUR TEACHERS AS WELL.

THE PURPOSE OF THE TASK FORCE WAS TO IDENTIFY THE STRENGTHS AND AREAS OF GROWTH IN OUR ELEMENTARY, MIDDLE AND HIGH SCHOOL ELA PROGRAMMING, TO COLLABORATE WITH ALL STAKEHOLDERS TO ENSURE WE REPRESENT A DIFFERENT PERSPECTIVES REGARDING THE NEEDS AND CHALLENGES WE FACE WITH THE ELL STUDENT ACHIEVEMENT, TO CREATE ACTIONS TESTS FOR THE 24-25 SCHOOL YEAR TO BETTER SERVE OUR ELL STUDENTS AND TO RECRUIT AND RETAIN ELL TEACHERS.

THE GOALS WERE BIG, WERE VERY TO THE COURT, SUBSTANTIAL, AND WE ENGAGE IN THOSE WITH THE COLLABORATION OF ALL THE PEOPLE THAT GRACIOUSLY WANTED TO PARTICIPATE IN THE ELL TASKFORCE AND HAVE BEEN WITH US FOR THESE YEARS WORKING ON THIS.

HERE WE ARE WITH WHAT WE MOVE ON WITH.

>> FOR OUR RECRUITING, WE DID PARTNER WITH MORNINGSIDE COLLEGE, AND THEY HAVE RECEIVED THIS GRANT FOR THE PAST FOUR YEARS.

THEY HAD NEVER PARTNERED WITH US BEFORE.

WE DID AT THE BEGINNING OF LAST YEAR, THEY HAD A NEW GROUP READY TO COME, A NEW INFLUX OF FUNDS, AND DR. YUNG AND I WERE ABLE TO MEET WITH THEM AND REALLY SAY, WILL YOU PARTNER WITH US, PLEASE? WE WOULD LOVE TO BE A PART OF YOUR PROGRAM TO WHERE THEY PROVIDE THE EDUCATION FOR OUR TEACHERS FOR FREE TO GET THEIR ELL ENDORSEMENT.

WE HAVE 19 TEACHERS THAT WENT THROUGH THAT AND GAINED THEIR ENDORSEMENT, THEY FINISHED THIS YEAR.

THAT WAS PART OF OUR PLAN.

WE OF COURSE WENT THROUGH THE REGULAR CAREER FOR TYPE OF THINGS.

BUT ONE OF THE THINGS THAT CAME ABOUT IN OUR TASK FORCE WAS SIMILAR TO WHAT WE WERE STATING, WE HAD TEACHERS WITH CASE LOADS OF 200.

THEY JUST FELT LIKE IT WAS SPINNING THEIR WHEELS.

THAT WAS THE FEEDBACK WE GOT FROM THE TASK FORCE.

PART OF THAT RECRUITMENT PLAN IT'S LIKE WHAT COMES FIRST, THE CHICKEN OR THE EGG.

WELL, IN ORDER TO KEEP THESE TEACHERS, WE'VE GOT TO HAVE ENOUGH TEACHERS SO THAT THEY'RE NOT HAVE CASE LOADS THAT ARE 10 TIMES BIGGER THAN THEY'RE SUPPOSED TO HAVE.

WE WORKED WITH THAT.

WE DID ONE OF OUR ACTION ITEMS THIS SUMMER.

WE STARTED WORKING ON THIS LAST SPRING, WAS THAT IF YOU HAD AN ELL ENDORSEMENT AND WE HAD AN OPENING THAT WASN'T FILLED, YOU DID GET IN VOLUNTARILY TRANSFERRED INTO THAT POSITION, BECAUSE OUR ELL TASKFORCE GOALS WERE TO PUT TEACHERS IN FRONT OF KIDS.

LET'S SAY WE HAD A TEACHER WHO TAUGHT SOMETHING WHERE WE HAD AN ABUNDANCE OF TEACHERS IN THAT AREA, THEN WE WOULD MOVE THAT TEACHER OUT THERE AND PUT THEM IN THE ELL POSITION TO ENSURE OUR ELL STUDENTS HAD TEACHERS.

THIS YEAR, WE WERE ABLE TO FILL EVERY POSITION AND WE ADDED 11 POSITIONS AND AT SEMESTER, WE WERE ABLE TO GET ALL OF THE POSITIONS FILLED.

IT'S THE FIRST TIME IN MORE THAN FIVE YEARS, THAT WE EVEN HAD THE ELL STAFF THE ENOUGH STAFF THAT WE HAD BUDGETED.

IT'S THE FIRST TIME THAT WE EVEN HAD THOSE FILLED.

WE WERE ABLE TO ACCOMPLISH THAT AND IT WAS REALLY WITH THE FEEDBACK FROM THE TASK FORCE, SAYING THAT'S WHAT WE NEED. GO AHEAD.

>> SORRY TO INTERRUPT. BUT IF I RECALL, THERE WERE A COUPLE OF THINGS THAT WE FOUND OUT A YEAR OR SO AGO OR MORE, THAT THE CALCULATION OF THE STUDENT TEACHER RATIO WAS AN ERROR, SIGNIFICANT ERROR, CORRECT? THAT WAS MY UNDERSTANDING.

>> WE WANT TO BE CAREFUL.

DR. YUNG GETS VERY SENSITIVE ABOUT THIS.

[02:25:03]

>> SHE INHERITED IT.

>> TECHNICALLY, WE COULD REPORT THE TEACHERS AT IRVING, THE DUAL LANGUAGE TEACHERS.

BY LAW, WE CAN REPORT THEM AS ESL TEACHERS.

>> EVEN IF THEY DON'T AREN'T CERTIFIED IN ESL? NEVER MIND. I'M GOING DOWN THE ROAD, FORGET IT.

>> WHAT WE DID THOUGH IS WE LOOKED AT THE ACTUAL BY BUILDING STUDENT RATIO AND LOOKED AT THE NUMBERS IN REALITY WITHOUT COUNTING ALL THE TEACHERS AT IRVING BECAUSE THEY'RE A DUAL LANGUAGE SCHOOL THEY HAVE DIFFERENT CERTIFICATION.

>> BUT IF I LOOK AT IT, WE HAVE ABOUT 23%.

LOOK AT YOUR NUMBERS PRODUCTION, ABOUT 23% OF OUR STUDENTS ARE ELL KIDS. ONE OUT OF FIVE.

>> EVERY TEACHER TEACHES AN ELL STUDENT.

THERE'S NOT ONE TEACHER THAT TEACHES ANYTHING THAT DOES NOT TEACH AN ELL STUDENT.

ALSO, AND THIS IS PROBABLY MY BIGGEST IS THAT WHEN TEACHERS ARE NOT SUPPORTED TO SUPPORT THESE KIDS, THEY TEND TO FEEL LIKE IT'S HEAVY ON THEM.

WE DO NOT WANT ELL STUDENTS TO BE SEEN AS BURDENS.

THAT IS NOT FAIR TO THEM, THAT IS NOT EQUITABLE, AND WE KNOW THAT OUR TEACHERS JUST WANT TO DO THE BEST FOR THEM, BUT THEY CAN ONLY DO SO MUCH, AND WHEN WE ARE UNDERSTAFFED THE WAY WE ARE, WE KNOW THAT WE HAVE TO DO BETTER, AND WE CAN'T JUST FIX IT OVERNIGHT.

WE DO HAVE THE TASKFORCE ACTION PLAN, WHICH IS DR. YUNG HAS WORKED WITH THE TASKFORCE.

WE HAVE IT IN PHASES, NOT IN YEARS OR WITH TIME.

THIS IS WHY. THIS RELIES ON STAFFING.

TO ACCOMPLISH THE THINGS IN THIS ACTION PLAN, WE HAVE TO HAVE PEOPLE DEDICATED TO THIS WORK TO GET THE THINGS DONE.

WE DID THEM IN PHASES RATHER THAN IN YEARS BECAUSE WE DIDN'T KNOW HOW ARE WE GOING TO BE ABLE? WILL WE BE APPROVED TO BE ABLE TO ADD STAFF? WILL WE BE ABLE TO GET THE STAFF? WE FEEL VERY CONFIDENT THAT WE CAN MOVE FORWARD.

WE MAY NOT BE ABLE TO FILL EVERY POSITION THAT WE WANT TO ADD, BUT WE DO FEEL THAT THROUGH TIME WE'LL GET THERE.

IF YOU LOOK HERE, I'VE HIGHLIGHTED ON THE NEXT SLIDE, THE CRITICAL ITEMS OF FOCUS FOR THIS YEAR FROM THAT ACTION PLAN.

I WILL TELL YOU AND DR. YUNG CAN SPEAK TO THIS, WE WERE ABLE TO COMPLETE ABOUT HALF OF THEM.

I CAN SAY WE DID SOME SURVEYS WITH OUR ELL TEACHERS.

WE DID NOT ACCOMPLISH EVERYTHING BECAUSE WE SIMPLY DON'T HAVE THE MANPOWER TO GET EVERYTHING DONE.

DR. YUNG IN HER POSITION, SHE SPENDS ABOUT 20-25% OF HER POSITION IS ELL.

MOST PEOPLE DON'T UNDERSTAND THAT.

BUT THE OTHER 75% OF HER POSITION IS MATTERS THAT HAPPEN EVERY DAY, UNEXPECTED, THEIR EQUITY AND STUDENT SERVICES.

THINK OF EVERYTHING THAT'S NOT ACADEMIC, THAT HAPPENS WITHIN A SCHOOL AND IT'S IN THAT DEPARTMENT.

WITH ALMOST 4,000 STUDENTS NEXT YEAR BEING ELL, 3,700 WERE PROJECTING.

KNOWING THAT WE HAVE AND I DON'T SAY THIS TO SAY THEY'RE THE SAME, BUT OUR SPECIAL EDUCATION DEPARTMENT HAS 2,200 STUDENTS AND A HUGE DEPARTMENT WITH OVER 100 TEACHERS AND AIDES.

WE HAVE 47 TEACHERS FOR ALMOST GOING TO BE ALMOST 4,000 STUDENTS.

WE HAVE TO MAKE ELL A PRIORITY.

WE HAVE, I WILL SAY, BEEN HESITANT BECAUSE WE KNOW THAT THERE IS VEGET ISSUES AND EVERYBODY NEEDS EVERYTHING.

WE GET THE PRIVILEGE TO SEE THE WHOLE DISTRICT AS A WHOLE, AND WHEN YOU ASKED ME AND I SAID THIS IN STUDENT ACHIEVEMENT, WHAT KEEPS ME UP AT NIGHT? IT'S HOW WE SUPPORT OUR ELL STUDENTS, THAT WE HAVE TO DO BETTER AND WE HAVE TO CONTINUE TO KEEP PUSHING FORWARD, MAKING AS MUCH PROGRESS AS WE CAN.

THEREFORE, TO ENSURE WE CAN GET OUR TEACHERS THE SUPPORT THEY NEED, OUR GENERAL ED TEACHERS, THE PROFESSIONAL DEVELOPMENT THEY NEED BECAUSE AS WE STATED, EVERY TEACHER TEACHES A STUDENT IN ELL.

WE ARE RECOMMENDING THAT THE EQUITY AND STUDENT SERVICES DEPARTMENT, AND ELL DEPARTMENT BE SPLIT, AND WE CREATE A SEPARATE ELL AND DUAL LANGUAGE DEPARTMENT

[02:30:04]

WITH EQUITY AND STUDENT SERVICES AS ITS OWN ENTITY.

WE ALSO ASK THAT YOU ACKNOWLEDGE OUR PLANS AND THE TASK FORCE UPDATE.

>> IF I COULD JUST REMIND EVERYONE THAT THIS IS A AREA THAT THE BOARD DIRECTED ME TO FOCUS ON IN THE GOAL AREA FOR THE CURRENT SCHOOL YEAR, AND THE TASK FORCE IS DOING THEIR JOB, AND I APPRECIATE THAT VERY MUCH.

THIS REALLY HIT HOME TO ME EARLIER THIS YEAR.

I THINK IT WAS IN OCTOBER, I WAS VISITING ELEMENTARY SCHOOLS WHEN IT'S ONE ELEMENTARY.

I WAS WALKING AROUND, GOING TO SOME CLASSROOMS, TALKING TO TEACHERS, AND GROUP OF TEACHERS WERE IN A SMALL CONFERENCE ROOM AND I WENT JUST LISTEN AND TALK, AND IT WAS TITLE 1.

THEY WERE TALKING ABOUT THEIR BIG CONCERNS THEY HAD WITH, HOW DO THEY SERVE ELL STUDENTS? HOW DO WE SERVE THESE KIDS THAT JUST COME INTO OUR SCHOOLS THAT HAVE ABSOLUTELY NO ENGLISH LANGUAGE SKILLS? THEY WERE FRUSTRATED, AND ACTUALLY, THEY WERE KIND OF HURT BECAUSE THEY JUST FELT OVERWHELMED ON, THEY'RE TRYING TO FIGURE IT OUT.

YOU KNOW, THAT'S WHAT TEACHERS DO, THEY FIGURE THINGS OUT.

I JUST THINK THEY NEED MORE SUPPORT, MORE GUIDANCE FROM THE DISTRICT LEVEL TO HELP THEM SERVE THE STUDENTS THAT WE'RE RECEIVING MORE AND MORE OF ALL THE TIME.

THE SAME DAY I WENT TO ANOTHER BUILDING, ELEMENTARY, WALKING AROUND, TALKING TO TEACHERS, GOING TO VISIT SOME CLASSROOMS. ANOTHER SMALL ROOM, TEACHERS WERE IN THERE, TITLE 1 TEACHERS, GUESS WHAT THEY WERE TALKING ABOUT.

SAME EXACT THING.

JUST HOW DO WE SERVE THESE KIDS? HOW CAN WE MEET THEIR NEEDS? THEN ONE OF THEM ASKED ME, IS THIS A PROBLEM ALL AROUND THE DISTRICT OR JUST IN OUR BUILDING? I SAID, WELL, SINCE THIS IS A SECOND BUILDING A ROW I'VE BEEN TO, AND IT'S A PROBLEM, IT'S A DISTRICT WIDE PROBLEM.

WE NEED TO DO BETTER AND WE WILL DO BETTER. THANK YOU.

>> BEFORE WE GO ON, I WANT TO ASK MR. MOORE, IF SOMEONE WANTS TO MAKE A MOTION, WE DON'T REALLY ACKNOWLEDGE THIS, RIGHT? IT HAS TO BE MADE A MOTION NOT AN ACKNOWLEDGMENT TO APPROVE BEFORE WE EVEN HAVE DISCUSSION? CORRECT?

>> MADE A MOTION? ARE YOU SEEKING A MOTION?

>> I AM SEEKING A MOTION.

I HEREBY MOVE THAT WE SPLIT THE EQUITY DEPARTMENT AND CREATE A ENGLISH LANGUAGE LEARNERS AND DUAL LANGUAGE DEPARTMENT.

>> I SECOND.

>> WE'LL HAVE A FIRST BY DIRECTOR GREENWELL AND A SECOND BY DIRECTOR MICHAELSON.

BOARD MEMBERS, IS THERE ANY DISCUSSION?

>> YES. I HAVE A QUESTION.

WOULD THIS OPPORTUNITY BE FUNDED THROUGH THE RESTRICTED FUNDS THAT ARE DEVOTED TO ELL? IS THAT HOW WE WOULD PAY FOR THAT WITH RESTRICTED FUNDS?

>> THERE ARE OTHER RESTRICTED FUNDS.

WE REALLY HONESTLY HAVE TO GET DEEPER INTO THAT BEFORE WE EVEN AND THAT'S SOMETHING WE WOULD BRING TO BOARD FINANCE.

>> SO WE DON'T KNOW.

WE ONLY KNOW A PORTION OF THOSE RESTRICTED FUNDS, BUT WE DON'T KNOW ABOUT THE OTHERS?

>> A PORTION WILL BE ELL.

THERE'S OTHER FUNDS RESOURCES THAT WE CAN USE.

>> DOES THIS HAVE TO BE A DIRECTOR POSITION? COULD IT BE A COORDINATOR? WHY DOES IT HAVE TO BE A DIRECTOR POSITION?

>> RIGHT NOW, I HAVE A COORDINATOR WHO IS THE EL, DL SPANISH COORDINATOR.

ALL THE DECISIONS COME TO ME WHEN THERE ARE ISSUES THAT I HAVE TO RESPOND TO, I HAVE TO RESPOND TO THOSE.

I HAVE TO FACILITATE THE COMMUNICATION WITH THE ADMINISTRATORS AND THE FAMILIES.

COORDINATORS CANNOT MAKE DECISIONS THAT IMPACT THE STAFF.

THEY REALLY CAN'T MAKE A DECISION WITHOUT CONSULTING A DIRECTOR BECAUSE IT HAS REPERCUSSIONS, WHETHER IT'S IN THE ALLOCATION OF STAFF OR ALLOCATION OF RESOURCES OR CONTRACTS OR ALL THOSE THINGS THAT THEY JUST CAN'T DO.

A COORDINATED WOULD BE THE SAME THING AS I CURRENTLY HAVE, AND THAT'S THE DEDICATED TIME THAT YOU HAVE TO INVEST AS A DIRECTOR.

I AM TRYING TO DO MY BEST TO SPLIT MY TIME WITH THE EL.

I TRY TO VISIT THE BUILDINGS, I TRY TO SPEAK TO THE TEACHERS, I TRY TO BE THERE FOR THE STAFF.

A DIRECTOR HAS TO DO THAT.

THERE'S GOT TO BE THAT LEADERSHIP FROM A PERSON THAT CAN MAKE DECISIONS, AND PEOPLE WHEN WE GO TO THE BUILDINGS, THEY APPROACH US, THEY TALK TO US. THAT'S A REASON.

>> THANK YOU. BUT THEN LET ME ASK YOU THIS AND I'M GOING TO BE THE DEVIL'S ADVOCATE.

IF I HAVE ELL STUDENTS AND SHOW CHOIR, THESE RESTRICTED FUNDS, COULD THEY SUPPORT SOMETHING LIKE THAT?

[02:35:03]

>> BECAUSE THEIR SOLE PURPOSE OF THEIR JOB HAS TO BE IN REGARD TO WHATEVER THOSE RESTRICTED FUNDS ARE.

>> NO. WHY?

THERE ARE NOT RESTRICTED FUNDS FOR MUSIC.

>> DR. MILLER, DID YOU HAVE A QUESTION?

>> I DO HAVE A QUESTION. ALONG THE LINES OF DIRECTOR LEE, ARE WE GOING TO MAKE THIS BUDGET NEUTRAL.

IF WE'RE TALKING ABOUT THE FOUR MILLION DOLLAR FROM THE BUDGET AND YOU'RE TALKING ABOUT ADDING A POSITION [INAUDIBLE] WHERE DO WE TAKE MONEY FROM?

>> THERE'S A COUPLE OF DIFFERENT OPTIONS, AND THOSE WILL BE BROUGHT TO BOARD FINANCE TO BE GETTING BOARD RECOMMENDATION FOR.

WE NEED TO KNOW IF WE CAN GO FORWARD WITH STARTING TO DO THAT.

>> THAT'S WHAT I WAS GOING TO ASK YOU. THE RECOMMENDATION IS JUST TO GO FORWARD TO EXPLORE.

>> JUST TO EXPLORE, NOT TO SAY THIS IS HOW WE'RE PAYING.

WE WILL BRING ALL THAT TO BOARD FINANCE, AND WE HAVE TO DO THAT.

WE HAVE TO HAVE AN EXECUTIVE SUMMARY THAT STATES THE FUNDING SOURCE FOR THE POSITION.

>> WELL, THEN WHAT WE'RE PASSING NOW SAY YOU HAVE PERMISSION TO GO TALK TO FINANCE AND BRING IT BACK?

>> YES.

>> THAT'S ESSENTIALLY WHAT THE MOTION IS?

>> THAT IS ESSENTIALLY WHAT IT IS.

>> I'M NOT QUITE SURE THAT'S WHAT THE MOTION SAID. [OVERLAPPING]

>> NO THAT'S NOT WHAT IT SAID, BUT IT'S WHAT IT MEANT.

>> WE CAN MAKE THE POSITION, WE JUST HAVE TO COME BACK AND FIGURE OUT HOW TO FUND THAT POSITION.

>> WE HAVE RECOMMENDATIONS.

WE HAVE ACTUALLY TWO DIFFERENT RECOMMENDATIONS THAT WE CAN USE, BUT THOSE NEED TO BE DISCUSSED AT LENGTH AND SHOULD BE DISCUSSED AT BOARD FINANCE BEFORE A BOARD MEETING.

>> IF I COULD, A CONTRACT WOULD HAVE TO BE APPROVED BY THE BOARD.

>> WOULD YOU PLEASE READ THE MOTION BACK?

>> IT SHOULD FOLLOW THE RECOMMENDATION.

>> WELL, IT DID, BUT I JUST WANT TO MAKE SURE THAT WE DIDN'T SAY WE'RE GOING TO GO TALK ABOUT IT.

MADE A MOTION TO SEPARATE THE EQUITY DEPARTMENT FROM THE ENGLISH LANGUAGE LEARNERS AND DUAL LANGUAGE DEPARTMENT.

>> BE LED BY A NEW DIRECTOR.

>> THAT WAS THE MOTION TO SEPARATE THOSE.

FUNDING SOURCES OR ANY OF THAT, DIDN'T TALK ANYTHING ABOUT THAT.

>> IT'S MY UNDERSTANDING THAT THAT WAS JUST PART OF DISCUSSION.

I DON'T THINK IT WOULD CHANGE OUR MOTION.

IT WAS JUST PART OF THE DISCUSSION, SO WE COULD STILL MOVE FORWARD WITH THE MOTION AT HAND BECAUSE THE MOTION WAS THE RECOMMENDATION.

SO IT WAS JUST PART OF DISCUSSION. THANK YOU.

>> NO. I'M HAPPY WITH IT AS IT IS.

SEPARATE THEM AND CREATE A NEW ENGLISH LANGUAGE LEARNERS AND DUAL LANGUAGE DEPARTMENT HEADED BY DIRECTOR.

>> WE DID REDUCE A ADMINISTRATOR FROM THE DISTRICT.

>> WE DID ELIMINATE A DISTRICT LEVEL DIRECTOR POSITION THAT WE HAVE NOT REPLACED.

>> YOU HAVE NO PLANS TO?

>> DIRECTORS, ANY OTHER QUESTIONS?

>> NOT A QUESTION, BUT I WOULD BE MORE THAN HAPPY TO ACCOMMODATE THE WORK AS WE MOVE FORWARD WITH THIS AND BE A PART OF THAT DISCUSSION.

>> IS THERE ANY CITIZEN INPUT?

>> IS THIS ONE OF THOSE TIMES WHERE WE DO A ROLL CALL VOTE OR CAN WE DO JUST A BLANK AYE OR NAY?

>> JUST A VOTE.

>> THOSE IN FAVOR SAY AYE?

>> AYE [OVERLAPPING]

>> THOSE OPPOSED, SAY NAY?

>> NAY.

>> MOTION PASSES FIVE, ONE.

>> I WANT TO THANK THE BOARD FOR YOUR SUPPORT WITH OUR EL STUDENTS. THANK YOU VERY MUCH.

>> THANK YOU VERY MUCH.

>> WE ARE NOW ON THE INSTRUCTIONAL FRAMEWORK.

[X.C. Instructional Framework - Jarod Mozer, Jim Vanderloo and Amy Denney]

MR. MOSER, MR. VALOO AND MRS. DENNY.

>> I MIGHT REMIND EVERYBODY.

IT'S SEVEN UNTIL 9:00, SO EXPEDIENCY WOULD BE APPRECIATED.

>> CONDENSED. I'M A GOOD SUMMARIZE.

YOU CAN PULL THAT UP?

IF YOU GUYS ARE OKAY WITH IT, WHILE EVERYBODY IS COMING UP, I CAN JUST KEEP DISCUSSING.

>> YEAH, JUST KEEP GOING.

INSTRUCT PASSED OUT WHILE YOU GUYS

[02:40:02]

PASS CHANGED ABOUT 50 TIMES THE FEEDBACK THAT WE GOT FROM ADMINISTRATORS, FROM TEACHERS AND IT'S GOING TO CONTINUE CHANGE.

WE'LL TALK A LITTLE BIT ABOUT THAT.

BUT THE ENTIRE PURPOSE OF THE STRUCTURAL FRAMEWORK IS TO ENSURE THAT WE HAVE HIGH QUALITY TIER 1 INSTRUCTION IN ALL OF OUR CLASSROOMS FOR STUDENTS.

AGAIN, THE CONDENSED VERSION HERE, YOU GUYS HAVE THE SLIDE SHOW, BUT WHY AN INSTRUCTIONAL FRAMEWORK? IT'S BECAUSE WE WANT TO ENSURE THAT EVERY SINGLE STUDENT IN OUR DISTRICT, REGARDLESS OF IF THEY'RE SPED, ELL, GENERAL EDUCATION LEARNERS, THEY'RE RECEIVING HIGH QUALITY TIER 1 INSTRUCTION.

ANOTHER PURPOSE BEHIND THE INSTRUCTIONAL FRAMEWORK IS TO PROVIDE CLEAR GUIDANCE FOR TEACHERS AND STAFF ON WHAT IS EFFECTIVE INSTRUCTION, AND WHAT ARE WE WORKING TOWARDS? AGAIN, THAT IN ALL OF OUR BUILDINGS THROUGHOUT THE DISTRICT, STUDENTS ARE RECEIVING THAT LEVEL OF SUPPORT THAT THEY NEED TO BE SUCCESSFUL.

AGAIN, IT'S FOR EVERY SINGLE LEARNER, REGARDLESS OF WHAT SUPPORTS YOU QUALIFY FOR.

WE WANT ALL OF OUR STUDENTS TO BE SUCCESSFUL.

AS WE GO HERE, YOU HAVE A WHOLE BUNCH OF PEOPLE UP HERE AND THEY'RE ALL GOING TO GIVE YOU THE CONDENSED VERSION OF WHAT THEY'RE GOING TO SAY.

BUT YOU HAVE ADMINISTRATORS UP HERE, YOU HAVE TEACHERS.

THEY'VE ALL HAD A HAND IN SHAPING THIS INSTRUCTIONAL FRAMEWORK TO MAKE SURE THAT IT MEETS OUR STUDENTS NEEDS AND THE NEEDS OF OUR STAFF THROUGHOUT THE DISTRICT.

SO THEY'RE GOING TO GO THROUGH HOW IT WAS DEVELOPED, THE RESEARCH THAT IT'S BASED ON THE DIFFERENT PARTS THAT ARE INCLUDED IN THE INSTRUCTIONAL FRAMEWORK, HOW WE'RE GOING TO MEASURE SUCCESS, AND THEN HOW ARE WE GOING TO MAKE CONTINUOUS IMPROVEMENTS TO THIS INSTRUCTIONAL FRAMEWORK BASED ON THE INPUT FROM TEACHERS AND STAKEHOLDERS TO MAKE SURE THAT IT'S CONTINUING TO MEET OUR NEEDS.

WITH THAT, I KNOW I DIDN'T REALLY READ ANY OF THOSE SLIDES.

I'M GOING TO TURN IT OVER, AND EVERYBODY'S GOING TO KIND OF TAKE A PART AND THEY'LL SPEAK TO IT.

>> GOOD EVENING. FOR THE SAKE OF TIME, JUST REMEMBER THAT ALL OF THE DATA THAT WE'VE SHARED OVER TIME REGARDING OUR IOWA SCHOOL PERFORMANCE PROFILES, OUR ELL DATA, OUR SPECIAL EDUCATION DATA, ALL OF OUR CORE ACADEMIC DATA, ALL OF OUR FINE ARTS DATA, PE.

ALL OF OUR DATA COMES DOWN TO WHAT ARE WE PROVIDING FOR OUR STUDENTS IN ALL OF OUR INSTRUCTIONAL AREAS? I'M EXCITED ABOUT THE PROCESS THAT WE TOOK TO DEVELOP OUR INSTRUCTIONAL FRAMEWORK BECAUSE IT INVOLVES MULTIPLE STAKEHOLDERS, LOTS OF TIME, LOTS OF VISION AND MISSION WORK, AND REALLY, I FEEL IT REFLECTS OUR DISTRICT VERY WELL.

>> I KNOW BOTH DIRECTORS ALREADY MENTIONED THERE'S BEEN A LOT OF PEOPLE INVOLVED.

THESE NEXT TWO SLIDES JUST TALKS ABOUT THERE WERE TEACHERS AND DIRECTORS AND MULTIPLE OCCASIONS, 10, 15, 20 DIFFERENT REVAMPS OF THIS MODEL.

BUT AS YOU CAN SEE ON THIS SLIDE HERE, THOSE PEOPLE WERE AT MOST OF THE MEETINGS, ALONG WITH BLTS FROM OUR BUILDINGS AND OUR TIER 1 COACHES AS WELL AS SOME OF OUR CAS.

THERE'S BEEN AN AWFUL LOT OF TEACHERS WHO HAVE BEEN ENGAGED IN THIS PROCESS FROM STEP 1.

>> OUR WORK FOCUSED ON THREE FUNDAMENTAL QUESTIONS AND YOU SEE THOSE STATED THERE.

>> AS I MENTIONED, A LOT OF THIS IS BASED ON THAT RESEARCH BASED INSTRUCTION THAT'S BEEN FRAMED IT.

IT'S THE DANIELSON FRAMEWORK.

YOU CAN SEE IN THESE NEXT FOUR SECTIONS.

WE HAVE THE PLANNING AND PREPARATION, INSTRUCTION, CLASSROOM ENVIRONMENT, AND THE PROFESSIONAL RESPONSIBILITIES THAT HAS FRAMED WHAT WE HAVE DEVELOPED.

>> THE FRAMEWORK WAS BASED ON THE DANIELSON FRAMEWORK MODEL, AND THAT'S WHAT MENTORING AND EVALUATIONS ARE BASED ON.

THEY ANALYZE IT AND LOOK THROUGH IT AND THEY BASE IT ON FOUR ACTIONS: PLAN, INSTRUCT, ASSESS, AND REFLECT.

THAT'S WHERE IT WENT INTO.

>> USING THE GUIDANCE FROM THE DANIELSON FRAMEWORK AND OTHER SOURCES, WE CREATED THE RECOMMENDED LESSON PLAN STRUCTURE, WHICH IS WHAT ALL GREAT TEACHERS ALREADY USE.

WE JUST PUT IT IN WRITING, SO IT'S ALL THERE FOR EVERYBODY TO SEE NEW TEACHERS, EVERYBODY IS ON THE SAME PAGE.

>> THE CONNECTIONS ACTUALLY TIES IT ALL TOGETHER BECAUSE OUR EVALUATIONS IN IOWA ARE BASED ON THE DANIELSON FRAMEWORK ALSO.

YOU'LL NOTICE THAT THERE ARE COMPONENTS OF THAT INCLUDED IN THE INSTRUCTIONAL FRAMEWORK.

>> YOU LOOK AT MEASURING SUCCESS, THEY'RE GOING TO LOOK AT THE STATE ASSESSMENTS, THE SCREENERS AND DISTRICT COMMON ASSESSMENTS AS WELL AS FOCUS ON TEACHER RETENTION.

WHEN YOU LOOK AT THE SCREENERS, THEY'RE REFERRING TO THE I-READY K THROUGH SIX.

[02:45:01]

>> THEN THE OTHER THING IS, THERE WILL BE A GROUP OF PEOPLE WHO WILL FIGURE OUT A WALK THROUGH TOOL TO, I GUESS, ASSESS TEACHERS IN THEIR INSTRUCTION PRACTICES.

THEN IT'S A COLLABORATIVE EFFORT BETWEEN TEACHERS, PRINCIPALS, DISTRICT ADMINISTRATION.

THIS FIRST YEAR, WE'LL MEET A COUPLE OF TIMES TO SEE IF THERE'S ANY CHANGES WE WANT MADE, AND THEN OBVIOUSLY WE'LL PRESENT THEM TO THE BOARD.

>> WE DID REFERENCE A NUMBER OF SITES AND SOURCES, AND SO I'M NOT GOING TO GO OVER THAT, BUT THERE WE GO.

>> THE RECOMMENDATION WOULD BE THAT THE BOARD OF DIRECTORS ACKNOWLEDGES THE SUCITY COMMUNITY SCHOOL DISTRICT INSTRUCTIONAL FRAMEWORK FOR THE 2024-2025 SCHOOL YEAR.

>>THANK YOU. QUESTIONS?

>> COMMENTS.

>> DIRECTORS, ANY QUESTIONS, COMMENTS?

>> I DO HAVE A COMMENT.

I MADE LIGHT OF YOUR QUICKNESS, BUT REALLY, I DO WANT YOU GUYS TO KNOW THAT THIS IS IMPORTANT TO US, AND I DO APPRECIATE YOU BEING EXPEDITIOUS.

I DON'T WANT IT MISINTERPRETED THAT WE RAN THROUGH THIS.

WE WEREN'T ATTENTIVE TO THE INFORMATION, AND WE UNDERSTAND THAT THIS INSTRUCTIONAL FRAMEWORK IS IMPORTANT AND THAT YOU'RE USING IT.

PLEASE NOW THAT MY HUMOR THAT I THINK I HAVE I DID THAT LIGHTLY.

I REALLY DO UNDERSTAND. THANK YOU.

>> I APPRECIATE SHOWING THAT DIRECTLY.

I THINK ONE OF THE BEST MOMENTS FOR ALL OF US HAS BEEN WHEN WE'RE SHARING THIS OUT IN BUILDINGS AND GETTING FEEDBACK.

I DON'T THINK THAT THERE'S BEEN ONE INDIVIDUAL THAT HASN'T THOUGHT THAT THIS IS EXTREMELY IMPORTANT.

THERE'S A HIGH NUMBER OF INDIVIDUALS THROUGHOUT THE DISTRICT THAT CAN'T BELIEVE THAT WE DON'T HAVE AN INSTRUCTIONAL FRAMEWORK IN PLACE.

HEAD ADS AND THE AUDIENCE ARE ALWAYS A GOOD THING.

IT'S JUST THERE TO PROVIDE THAT GUIDANCE TO PROVIDE THAT REINFORCEMENT FOR BEST PRACTICES.

>> ONE MORE QUESTION, IS THERE SOMETHING THAT IS NOT GOING RIGHT WITH THE INSTRUCTIONAL FRAMEWORK? ARE THERE AREAS THAT WE HAVE CONCERN OR PAUSE OR?

>> I DON'T THINK SO RIGHT NOW.

I THINK WE'LL KNOW MORE ONCE WE GET GOING.

BUT THIS IS GOING TO BE SHARED OUT WITH ALL TEACHERS, K THROUGH 12 AT THE END OF THE YEAR PD.

THIS WILL BE A PART OF IT AND DURING THAT PROCESS, WE'RE ACTUALLY AT THE VERY END, THERE'S ALREADY A SURVEY CREATED.

WE'RE GOING TO KEEP GETTING TEACHER FEEDBACK RELATED TO THE INSTRUCTIONAL FRAMEWORK.

WHAT DO WE NEED TO PROVIDE SUPPORT ON? WHERE DO WE NEED TO FOCUS PD IN OUR BUILDINGS TO MAKE SURE THAT TEACHERS FEEL CONFIDENT IN EACH OF THESE AREAS?

>> I'M SORRY, MR. PRESIDENT.

BUT THE OTHER QUESTION THAT I'M NOT SORRY, BUT EXCUSE ME.

THE OTHER QUESTION THAT I HAVE IS THAT WHEN YOU'RE GOING TO FOCUS ON THIS AND PD, ARE WE GOING TO AS A DISTRICT DO THAT, WHERE WE HAVE ALL THE FOURTH GRADE TEACHERS TOGETHER, ALL THE FIFTH GRADE TEACHERS, DISTRICT WIDE TOGETHER BECAUSE ALL OF OUR SCHOOLS ARE VERY DIFFERENT.

>> THAT CROSS LEARNING AND CONVERSATION WITH YOUR SAID GROUP OR GRADE I THINK COULD BE IMPACTFUL.

>> THIS YEAR RIGHT NOW, IT'S SET UP TO BE BY BUILDING, BUT MOVING FORWARD AS WE REVISIT IT, THAT'S EASILY SOMETHING THAT WE COULD DO.

>> WE CAN'T MODIFY THE YEAR TO DO THAT?

>> END OF THE YEAR, THAT'S ALREADY SET AND PLAN.

BUT A LOT OF WORK GOT INTO THAT, BUT MAYBE.

>> JUST POINT OF CONSIDERATION BECAUSE I THINK WE GET STUCK OF DOING THINGS.

MY OBSERVATION, WE GET STUCK OF BEING IN OUR BUILDING, DOING OUR BUILDING AWAY, AND WE DON'T KNOW WHAT'S HAPPENING IN OTHER BUILDINGS TO MAYBE BORROW AND LEARN AND GATHER INFORMATION.

>> THE PD THAT IS GOING TO BE PROVIDED, THIS TEAM ACTUALLY HELPED DEVELOP THOSE OPTIONS.

IT IS STANDARDIZED PD IT'S NOT LIKE EVERY BUILDING IS MAKING UP THEIR OWN, DOES THAT HELP BELIEVE? NO, I KNOW WHAT YOU'RE SAYING.

>> AT THE SECONDARY LEVEL, IT IS BUILT IN.

SECONDARY WILL BE IN DEPARTMENTS ACROSS THE DISTRICT ON THE SECOND DAY.

THE ELEMENTARY, WE HAVE A UNIQUE OPPORTUNITY TO PROVIDE TRAINING ABOUT LITERACY AND THE NEW BENCHMARK RESOURCES.

NEXT YEAR AT THE START OF THE YEAR, THEY WILL BE IN THEIR GRADE LEVEL GROUPS.

THEY WILL BE ALSO AT THE END OF THE YEAR.

IT JUST THE FOCUS WON'T BE ON THE INSTRUCTIONAL FRAMEWORK WHEN THEY'RE WITH THEIR GRADE ALIKE OR POSITION ALIKE GROUPS.

BUT AT THE SECONDARY, THEY WILL BE ON THE SECOND DAY AND THEIR WORK WILL DIRECTLY RELATE TO THE INSTRUCTIONAL FRAMEWORK.

>> AS A MEMBER OF THE STUDENT ACHIEVEMENT COMMITTEE, WHEN THEY WENT OVER THIS, I WAS BLOWN AWAY ABOUT THE DISTRICT NOT HAVING AN INSTRUCTIONAL FRAMEWORK.

I ALWAYS THOUGHT WE DID OF COURSE, YOU GUYS NEVER SHARED IT WITH ME.

[LAUGHTER] IS THERE ANYONE ELSE THAT WOULD LIKE TO GET UP THERE?

[02:50:05]

>> ANY OTHER QUESTIONS THOUGH FOR ANYBODY, DIRECTOR MILLER? DIRECTOR MILLER, DO YOU HAVE ANY QUESTIONS FROM YOUR GOVERNMENTS?

>> THANK YOU. WE ACKNOWLEDGE.

>> MRS. DENNY, DON'T GO ANYWHERE.

STEPHEN, ITEM B OR IT'S ITEM E NOW.

[X.D. Safe & Civil Schools - Amy Denney]

SAFE AND CIVIL SCHOOLS, AMY DENNY, IS THERE A MOTION TO APPROVE THE PURCHASE OF THIS PROFESSIONAL DEVELOPMENT SERVICES FROM SAFE AND CIVIL SCHOOLS FOR 2024, 2025, SCHOOL YEAR, AND THE AMOUNT OF $240,000 PLUS TRAVEL EXPENSES.

>> WE HAVE FIRST BY DIRECTOR MACON BY DIRECTOR GREENWELL.

BOARD MEMBERS, IS THERE ANY DISCUSSION? DIRECTOR MILLER? I WOULD LIKE TO MAKE A COMMENT THAT I DID FIND A FEATURE THAT.

A SAFETY FOR CONSERVATIVE THAT HAS A DISTRICT, WE DO NOT ROLL OUT PROGRAMS CONSISTENTLY AND REINFORCE THEM AND REINFORCE THEM AT THE LEVEL AT THE ADMINISTRATION LEVEL AND ACROSS THE DISTRICT AND SO THE COMMON THEME WAS PERSONAL DEVELOPMENT.

THIS IS A GREAT PROGRAM AS AN OVERALL WAY TO MANAGE POWER MAKE SURE THAT WE UNDERSTAND THAT WE HAVE POLICY PROCEDURES.

THIS A SAFE ENVIRONMENT FOR EVERYBODY IS NOT SOME POSITIVE.

THE FEEDBACK THAT I ALSO RECEIVED THAT WAS THAT IF WE DON'T APPROVE THIS, WE'LL JUST GET ANOTHER PROGRAM WE'LL BE ROLLED OUT AND WILL BE ANOTHER FLAVOR OF THE DAY.

I GO BACK COMMENTS THAT I WANT TO UNDERSTAND THIS MOVING FORWARD.

WE ARE REALLY HOLDING OURSELVES ACCOUNTABLE TO MAKE SURE THAT WE SPEND $40,000 OF TAXPAYER DOLLARS THAT WE GET SOMETHING POSITIVE IT REALLY IS GOING TO BE ABOUT EXECUTION.

I'M SURE THE ONLY ONE THAT SUPPORT MOVE FORWARD.

AGAIN, I WANT TO BE POSITIVE.

>> DIRECTORS ANY OTHER COMMENTS? YEP. ISN'T THIS A STATE MANDATE?

>> IT IS REQUIRED BY THE STATE OF IOWA THAT SCHOOL DISTRICTS PROVIDE PROFESSIONAL DEVELOPMENT AND SUPPORTS FOR TEACHERS TO SUPPORT POSITIVE AND SAFE SCHOOL CULTURE AND CLIMATE. YES.

>> HE SAID IT DOES NOT HAVE TO BE THIS PROGRAM INSTEAD THAT IS CORRECT.

>> THAT IS CORRECT.

>> DIRECTOR MILLER WHAT?

>> ANY OTHER COMMENTS DIRECTORS? ALL THOSE IN FAVOR SAY AYE.

>> ALL THOSE OPPOSED SAY NAY? THE MOTION PASSES.

WE ARE ON ITEM F NOW,

[X.E. FY24 District Concrete Replacement - Tim Paul]

DISTRICT CONCRETE REPLACEMENT, TIM PAUL, YOU'RE UP.

IF THERE'S ANY QUESTIONS.

IS THERE A MOTION TO ACCEPT THE BID FROM THE SEAN CONCRETE COMPANY FOR $149 PER YARD WITH THE TOTAL NOT TO EXCEED THE ALLOTTED 75,000 FOR THE REPLACEMENT OF CONCRETE DISTRICT WIDE AS PART OF THE ANNUAL SALES TAX PLAN?

>> WE HAVE A FIRST DIRECTOR MYERS SECOND BY DIRECTOR MICHAELSON.

BOARD IS THERE ANY DISCUSSION? LAND, IS THERE ANY CITIZEN INPUT?

>> ALL THOSE OPPOSED, SAY NAY. MOTION PASSES.

I WANT TO GO BACK ONE DEAL JUST TO CLARIFY SOME, DIRECTOR MILLER.

WERE YOU AN A OR AN AYE ON SAFE AND CIVIL SCHOOL OR NAY?

>> I JUST WANT TO MAKE SURE THAT GOT RECORDED.

WE ARE ON THE NEXT ITEM,

[X.F. FY24 High School Gym Air Conditioning Project - Tim Paul]

WHICH IS FISCAL YEAR 24 HIGH SCHOOL GYM AIR CONDITIONING PROJECT.

TIM PAUL, BE READY FOR QUESTIONS? IS THERE A MOTION TO ACCEPT A LOW BID FROM CW SUTER, SIOUX CITY IOWA FOR TOTAL COST OF $1,838,000 FOR AN INSTALLATION OF NEW ROOF TOP UNITS FOR AIR CONDITIONING IN THREE HIGH SCHOOL GYMS?

>> WE HAVE A FIRST BY DIRECTOR GREENWELL, A SECOND BY DIRECTOR MYERS.

>> WE DISCUSSED IN THE FINANCE COMMITTEE WHETHER IT WAS GOING TO BE ESSER OR SALES TAX FUNDS AND WE ALSO HAD ANOTHER PROGRAM, DEPENDING ON THE TIMING OF ONE OF OUR OTHER EXPENDITURE REQUIREMENTS,

>> THERE IS.

>> DIRECTOR GREENWELL.

[02:55:02]

IT MAY BE MOVING BACK AND FORTH BETWEEN ESSER AND SALES TAX FUNDS.

FINANCE COMMITTEE INSTRUCTED PATTY BLANKENSHIP TO MAKE SURE WE USE ESSER FUNDS FIRST SO THAT WE DON'T LET ANY OF THOSE GO WITHOUT BEING USED AND EXPIRE.

WE'VE GIVEN HER THAT FLEXIBILITY, AND THAT WAS DISCUSSED IN THE FINANCE COMMITTEE.

>> I THOUGHT THAT WAS VERY CREATIVE IN THE WAY THAT WE MADE SURE WE USED OUR ESSER MONEY.

>> SHE USUALLY DOES THAT. YOU CAN COUNT ON HER TO DO THAT.

>> I THINK WHAT YOU'RE SAYING WE TOLD HER TO DO WHAT SHE WAS ACTUALLY TELLING US THAT WAS GOING TO BE DONE.

>> I DIDN'T DISAGREE WITH IT. [LAUGHTER].

>> WE HAD A FIRST, WE HAD A SECOND, WE'VE HAD A BOARD DISCUSSION.

LYNN, IS THERE ANY CITIZEN INPUT?

>> BOARD MEMBERS, ALL THOSE IN FAVOR SAY AYE.

>> THOSE OPPOSED SAY, NAY.

WE'RE AT THE NEXT ITEM, WHICH IS ITEM H.

[X.G. Toolcat Purchase from Sooland Bobcat - Tim Paul]

TWO CAT PURCHASE FROM SOOLAND BOBCAT.

PAUL, THAT'S A MOUTHFUL.

HERE WE GO. THERE IS A MOTION TO APPROVE THE PURCHASE OF A USED SINGLE SOURCE TOOL CAT FROM SOOLAND BOBCAT USING FISCAL YEAR 24 PETPAL FUNDS IN THE AMOUNT OF $53,243.60.

IS THERE A MOTION?

>> WE HAVE A FIRST BY DIRECTOR MICHAELSON, A SECOND BY DIRECTOR GREENWELL.

BOARD, IS THERE ANY DISCUSSION? I JUST WANT TO CLARIFY ONE THING.

WE DID A TRADE IN ON THIS, AND THAT'S WHY THE PRICE IS AT 53,000.

TIM PAUL SAID WE TRADED IN AN OLDER PIECE OF EQUIPMENT.

JUST REMEMBER TO GRAB THOSE MICROPHONES BECAUSE EVERYONE WANTS TO HEAR US.

BOARD, IS THERE ANY DISCUSSION BESIDES ME? LYNN, IS THERE ANY CITIZEN INPUT?

>> ALL THOSE OPPOSED, SAY NAY.

THE MOTION PASSES.

IOWA READING CORPS, MR. MOSER, BE READY.

[X.H. Iowa Reading Corps - Jarod Mozer]

IS THERE A MOTION TO APPROVE THE PURSUANT OF A GRANT FUNDING THROUGH THE UNITED WAY OF SAN IN COLLABORATION WITH AMORA CORPS, IOWA LEADING CORPS.

THE TOTAL FOR FISCAL YEAR 25 COSTS WILL NOT EXCEED 43,000. IS THERE A MOTION?

>> WE HAVE A FIRST DIRECTOR MYERS, THE SECOND BY DIRECTOR GREENWELL.

>> ABOUT A SECOND.

BOARD, IS THERE ANY DISCUSSION? LYNN, IS THERE ANY CITIZEN INPUT?

WE'RE UP TO ITEM J, CONTRACT, BOARD APPROVAL.

THE MOTION PASSES.

[X.I. Contract for Board Approval - Jim Vanderloo/ Jarod Mozer]

MR. ANY, MR. MOSER, IS THERE A MOTION TO APPROVE AND EXECUTE THE CONTRACT TO SUPPORT STUDENT LEARNING AND ACTIVITIES?

>> WE HAVE A FIRST BY DIRECTOR GREENWELL, SECOND BY DIRECTOR MICHAELSON.

BOARD, IS THERE ANY DISCUSSION? LYNN, IS THERE ANY CITIZEN INPUT?

>> ALL THOSE OPPOSED SAY NAY. MOTION PASSES.

WE ARE ON ITEM K, FACILITY RENTAL CONTRACTS.

[X.J. Facility Rental Contracts - Jim Vanderloo/ Jarod Mozer]

JIM VANDALU AND JARED MOSER, IS THERE A MOTION TO APPROVE AND EXECUTE THE FACILITY RENTAL CONTRACT?

>> KEEP TREND. I MOVE.

>> I SECOND.

>> DIRECTOR GREENWELL FIRST, DIRECTOR MICHAELSON SECOND.

BOARD, IS THERE ANY DISCUSSION? LYNN, IS THERE ANY CITIZEN INPUT?

>> BOARD, ALL THOSE IN FAVOR SAY AYE?

>> ALL THOSE ALL THOSE OPPOSED SAY NAY.

>> THE MOTION PASSES.

DEVICE LIFE CYCLE PURCHASE.

[X.K. Device Life Cycle Purchases - Chad Fengel]

MR. FINGAL, YOU ARE THERE? IS THERE A MOTION TO APPROVE THE PURCHASE OF 300 HP X360 STAFF LAPTOPS AT $583 EACH FOR TEACHERS FOR A TOTAL OF $174,900 FROM RIVERSIDE TECHNOLOGIES INC, 1,250 ASUS BR1104 CGA-YS240 STUDENT LAPTOPS AT 397 EACH FOR STUDENTS FOR, $496,250 FROM RIVERSIDE TECHNOLOGIES INC AND 50 HP PRO MINI 400 G9 STAFF DESKTOPS, $500 EACH FOR STAFF FOR A TOTAL OF $25,000 FROM RIVERSIDE TECHNOLOGIES INC.

THE TOTAL PURCHASE OF THE REQUEST IS $696,150.

[03:00:03]

IS THERE A MOTION TO APPROVE?

>> DIRECTOR MYERS, FIRST, DIRECTOR GREENWELL SECOND.

>> YES. THIS IS THE NORMAL REPLACEMENT CYCLE FOR OUR COMPUTERS.

WE TYPICALLY ARE ON A FIVE YEAR CYCLE, I BELIEVE IT IS, OR SEVEN YEAR. WHAT IS IT?

>> FIVE.

>> FIVE YEAR CYCLE. YOU'RE GOING TO SEE THIS ROUTINELY EVERY YEAR, AND NORMAL REPLACEMENT REPLACING THE OLDER ONES AND BRINGING IN THESE NEW ONES.

IT'S JUST A ROUTINE CYCLING OF OUR OLD COMPUTERS.

>> WHAT HAPPENS TO THE COMPUTERS THEN WHEN YOU TAKE THEM OUT OF SERVER? DO THEY GO BACK TO RTI THEN OR?

>> THEY GET RECYCLED, YES.

LYNN, IS THERE ANY CITIZEN INPUT?

>> ALL THOSE IN FAVOR SAY AYE.

ACTUALLY, IT'S IN BECAUSE WE'RE PAST.

WE'RE ON ITEM, WHATEVER.

WE DID THAT. WE'LL GET THERE.

I'M GETTING THERE. POWER SCHOOL E FINANCE PLUS UPGRADE.

[X.M. PowerSchool (eFinancePlus) Upgrade - Chad Fengel]

CHAD, YOU'RE THERE, SO BE READY.

IS THERE A MOTION TO APPROVE THE AGENDA OF E FINANCE PLUS TO THE LATEST VERSION FOR $12,480? IS THERE A MOTION TO APPROVE?

>> FIRST MOTION TO MYER, SECOND TO GREENWELL.

>> THIS IS JUST AN UPGRADE OF SOFTWARE THAT WE'RE ALREADY USING IN FINANCE.

>> CHAD, THIS IS SOMETHING WE HAVE TO DO, THOUGH BECAUSE OUR OTHER PROGRAM IS NO LONGER GETTING.

>> SUPPORT WILL STOP AT THE END OF NOVEMBER ON THE CURRENT VERSION THAT WE HAVE.

>> LYNN, IS THERE ANY CITIZEN INPUT?

>> BOARD MEMBERS, ALL THOSE IN FAVOR SAY AYE.

>> ALL THOSE OPPOSED TO SAY NAY.

>> WE NEED TO DO M FISCAL YEAR 25 IPAD LIFE CYCLE. YOU'RE RIGHT.

>> DIRECTOR GEORGE.

>> DID I EVER TALK?

>> REPROVED N.

>> FOR REPROVED N, NOW WE GOT TO GO BACK AND PROVE M. ALL RIGHT, CROSS IT OFF.

SORRY. WE'LL GET THERE, CHAD, I'M SORRY.

CHAD IS A LITTLE UPSET THERE.

FISCAL YEAR 25 IPAD LIFE CYCLE PURCHASE. CHAD, YOU'RE THERE.

[X.L. FY25 iPad Life Cycle Purchase - Chad Fengel]

IS THERE A MOTION TO APPROVE THE PURCHASE OF 1,500 APPLE IPADS AT $279 EACH FOR STUDENTS AND 1,100 CASES WITH KEYBOARDS AT $99.55? I WOULD ASSUME THAT'S PER CASE OR WHATEVER?

>> AND 1,100 LICENSES FOR MOBILE DEVICE MANAGEMENT DM AT $9 FOR A TOTAL OF $538,345.

IS THERE A MOTION TO APPROVE?

>> FIRST BY DIRECTOR GREENWELL, A SECOND BY DIRECTOR MICHAELSON.

>> YES. MR. FINGAL ASSURED US THAT THESE YOUNG KIDS WOULD NOT BE TAKING THESE IPADS HOME.

THEY STAY IN SCHOOL.

>> THEY WILL STAY IN THE CLASSROOM.

>> THAT IS GOOD. LYNN IS THERE ANY CITIZEN INPUT?

>> I HAVE ONE QUICK QUESTION.

>> WE'RE GOING BACK.

>> HOW ABOUT AT THE MIDDLE SCHOOL LEVEL, ARE THE MIDDLE SCHOOL KIDS TAKING THEM HOME?

>> MIDDLE SCHOOL KIDS HAVE WINDOWS LAPTOPS THAT THEY DO TAKE HOME. YES.

>> WHAT'S THE PERCENTAGE OF DAMAGE FROM WHERE THAT'S CONCERNED? WE HAVE EXPERIENCE IN THE ROOM.

>> THEY'RE ALL RIGHT THERE, AND I KNOW THEY WANT ME TO ASK THAT QUESTION. THERE IT IS.

>> I CAN GIVE YOU REPORTS ON THE DAMAGE ITSELF.

I CANNOT GIVE YOU REPORTS ON WHERE THE DAMAGE IS OCCURRING.

I HAVE NEW DEVICES, AND WE'VE LEARNED THAT IT'S A LITTLE BIT HARDER FOR THEM TO PICK THE KEYS OFF ON THESE NEW DEVICES.

WE'RE MAKING PROGRESS.

>> NOW, THEY'RE NOT QUITTERS.

>> IF THEY'RE SERIAL ABUSERS, LET'S JUST SAY THAT, DO WE REQUIRE THEM TO KNOW THAT STAYING IN THE ROOM WE'LL LOAN YOU ONE EVERY DAY.

>> IF WE HAVE THAT SITUATION, THERE'S A COUPLE OF THINGS THAT CAN BE DONE.

ONE OF THEM THEY WILL BE PUT ON A RESTRICTED LIST WHERE THAT MEANS THAT THEY CAN ONLY GO TO CERTAIN SITES ON THE INTERNET.

WE THROTTLE THAT DOWN.

IF IT GETS SO BAD THAT YES, THEN THEY WOULD NOT HAVE A DEVICE TO TAKE HOME.

THEY WOULD HAVE ONE IN THE CLASSROOM TO USE FOR THE CLASSROOM PURPOSES, AND THAT WOULD BE IT.

>> IS THAT IN THEORY, OR IS THAT IN PRACTICE? DO WE ENFORCE THAT?

>> IT'S SUPPOSED TO BE IN PRACTICE.

>> YEAH, BUT IT'S SUPPOSED TO BE AND IS ARE TWO DIFFERENT THINGS.

>> IT DOES HAPPEN IN SOME LOCATIONS, YES.

IT'S UP TO THE PRINCIPAL'S DISCRETION.

WE'VE GOT TWO HIGH SCHOOL PRINCIPALS SITTING HERE.

I KNOW ONE OF THEM IN RICHARD'S CASE FROM THE BEGINNING OF THE YEAR.

[03:05:03]

>> MY UNDERSTANDING IS WE GOT A LOT OF DAMAGE AND A LOT OF MONEY THAT WE'RE WE'RE NEVER RECOVERING.

THEY'RE SUPPOSED TO PAY, BUT WE NEVER RECOVER.

IF KID DAMAGES IT ROUTINELY ON MORE THAN ONE OR TWO INSTANCES.

SERIAL DAMAGES, WE DON'T DO ANYTHING WITH THAT SO I WOULD JUST ENCOURAGE PRINCIPALS AND TEACHERS TO WATCH OUT FOR OUR MONEY. IT'S A SIMPLE THING.

>> BEFORE WE MOVE ON, MR. FINGAL IT WORK HERE, IT APPEARS THAT MR. MILLER HAS FROZEN IN TIME.

I WILL JUST GIVE HIM A CALL RIGHT NOW UNTIL YOU GET UNTIL WE GET DONE.

WE'LL GO THIS WAY, DIRECTOR MILLER, UNTIL JAN CAN GET BACK TO HIS COMPUTER AND SEE IF HE CAN REBOOT YOU OR SOMETHING.

>> IS HE LOOKING AT MEDUSA'S EYES OR SOMETHING, OR?

>> WE'RE AT THE PROCESS OF WE NEED TO VOTE NOW FOR THE IPAD LIFE CYCLE PURCHASE, WHICH WOULD BE ITEM-

>> M.

>> ITEM M. [BACKGROUND]

>> BUT [OVERLAPPING] I DO HAVE MILLER ON THE PHONE.

WE'RE GOING TO GO AHEAD AND VOTE HERE.

THERE IS NO CITIZEN INPUT, CORRECT, LYNN?

>> THOSE OPPOSED SAY NAY.

MOTION PASSES 5-0.

NOW WE'RE GOING TO GO TO ITEM N OR WOULD BE O. HOW DO YOU EVEN SAY THAT?

[X.N. Seidlitz PD Service Contract - Dr. Dora Jung]

>> [INAUDIBLE]. THERE YOU GO.

PD SERVICES CONTRACT FOR DR. DOO YOUNG.

DIRECTOR MILLER IS BACK ONLINE. THANK YOU.

IS THERE A MOTION TO APPROVE THE AGREEMENT BETWEEN THE SIOUX COMMUNITY SCHOOL DISTRICT AND-

>> PILOTS EDUCATION.

>> PILOTS EDUCATION TO BRING PROFESSIONAL DEVELOPMENT TO OUR DISTRICT ELL TEACHERS? THIS AGREEMENT IS FOR A TOTAL OF $2,957.50, WHICH INCLUDES THE TRAINING SESSIONS AND BOOKS FOR EACH ONE OF THE TEACHERS.

IS THERE A MOTION FOR APPROVAL?

>> WE HAVE A FIRST BY DIRECTOR MICHAELSON, SECONDED BY DIRECTOR MYERS.

BOARD, IS THERE ANY DISCUSSION? LYNN, IS THERE ANY CITIZEN INPUT?

>> ALL THOSE IN FAVOR SAY AYE.

>> ALL THOSE OPPOSED SAY NAY. MOTION PASSES.

WE'RE TO ITEM P,

[X.O. Acceptance of Tentative Agreement between SCEA & SCCSD - Dr. Jen Gomez]

ACCEPTANCE OF THE TENTATIVE AGREEMENT BETWEEN SCEA AND THE SIOUX CITY COMMUNITY SCHOOL DISTRICT.

DR. GOMEZ, YOU'RE UP.

>> WE REACHED A TENTATIVE AGREEMENT WITH SCEA AND THAT TENTATIVE AGREEMENT INCLUDES A STEP ADVANCEMENT, $45 INCREASE TO THE BASE, $100 INCREASE TO LONGEVITY, A 1,100 INCREASE TO TSS, AND THEN ADDITIONAL TSS AS NEEDED TO MEET THE REQUIRED TEACHER MINIMUM SALARY.

>> IS THERE A MOTION TO APPROVE THE RECOMMENDATION BY THE ADMINISTRATION TO ACCEPT THE TENTATIVE AGREEMENT BETWEEN THE SIOUX CITY EDUCATION ASSOCIATION AND THE SIOUX CITY COMMUNITY SCHOOL DISTRICT? IS THERE A MOTION FOR APPROVAL?

>> WE HAVE A MOTION TO APPROVE BY DIRECTOR MICHAELSON AND SECONDED BY DIRECTOR GREENWELL.

BOARD MEMBERS, IS THERE ANY DISCUSSION? LYNN, IS THERE ANY CITIZEN INPUT?

>> THERE IS ONE ITEM OF DISCUSSION.

I THINK THE PEOPLE NEED TO REALIZE THAT AS PART OF THE CONTRACT WITH THE SCEA, THAT ALL STIPENDS, COACHING STIPENDS, OTHER STIPENDS, THOSE ARE APPROVED THROUGH THE NEGOTIATION PROCESS.

I WOULD LET EVERYONE KNOW THAT IF THERE ARE STIPENDS TO BE TALKED ABOUT, THAT'S DURING THE NEGOTIATION PROCESS.

>> WE HAVE TO OPERATE WITHIN THE FOUR CORNERS OF THE SCEA DOCUMENT.

[03:10:03]

>> IF LET'S SAY THAT SHOW CHOIR COMES BACK AND ASK FOR A STIPEND.

IS THAT SOMETHING WE WOULD HAVE TO BUILD BACK IN, OR HOW WOULD WE HANDLE THAT AT THIS STAGE?

>> WE CAN CREATE THE POSITION, ANY PAY FOR THOSE POSITIONS, OR NEGOTIATED ITEMS. THAT'S HOW IT WORKS.

>> WE CAN'T REALLY NEARLY CHANGE THEM ON OUR OWN.

>> WE HAD THE FIRST, WE HAVE A SECOND.

LYNN, IS THERE ANY CITIZEN INPUT ON THIS?

>> NAY. SORRY, I'M JUST TIRED.

[LAUGHTER] YOU COULD HAVE SAID JUMP OFF THE CLIFF, I'D HAVE SAID.

[LAUGHTER] [BACKGROUND]

>> SIX-0. WE ARE ON ITEM Q,

[X.P. Acceptance of Tentative Agreement between SCESPA & SCCSD - Dr. Jen Gomez]

THE ACCEPTANCE OF TENTATIVE AGREEMENT BETWEEN THE SCESPA AND THE SCCSD. DR. GOMEZ.

>> THIS TENTATIVE AGREEMENT INCLUDES A $0.60 PER HOUR INCREASE FOR ALL CURRENT CSPA EMPLOYEES.

THAT'S YOUR INSTRUCTIONAL ASSISTANTS, YOUR TUTORS, YOUR BUS ASSISTANTS.

I THINK THAT'S THE GROUP, OR THAT'S ALL OF THEM.

THIS AGREEMENT ALSO INCLUDES A INCREASE TO $0.45 PER HOUR FOR THOSE THAT HAVE A CERTIFICATION AND/OR A DEGREE.

WAS AT $0.40 AND WE INCREASED IT TO 45.

THEN WE ALSO INCLUDED FOR PAY FOR CERTAIN ASSISTANCE.

THERE'S AN EXTRA $10 FOR CERTAIN INSTRUCTIONAL ASSISTANCE, AND THAT'S IN FOUNDATIONS, COMPASS ACADEMY, AND THEN WE ADDED THE VERBAL BEHAVIOR CLASSROOMS.

>> IS THERE A MOTION TO APPROVE THE RECOMMENDATION BY THE ADMINISTRATION TO ACCEPT THE TENTATIVE AGREEMENT BETWEEN THE SIOUX CITY EDUCATIONAL SUPPORT PERSONNEL ASSOCIATION, SCESPA, AND THE SIOUX CITY COMMUNITY SCHOOL DISTRICT, SCCSD?

>> WE HAVE A FIRST BY DIRECTOR MYERS, SECOND BY DIRECTOR GREENWELL.

BOARD, IS THERE ANY DISCUSSION? LYNN, IS THERE ANY CITIZEN INPUT?

>> ALL THOSE IN FAVOR SAY AYE.

ITEM R, ACCEPTANCE OF TENTATIVE AGREEMENT

[X.Q. Acceptance of Tentative Agreement Between the Operations & Maintenance Employees International Union of Operating Engineers (IUOE) Local 234 and the SCCSD - Dr. Jen Gomez]

BETWEEN THE OPERATION AND MAINTENANCE EMPLOYEES, INTERNATIONAL UNION OF OPERATING ENGINEERS, IUOE, LOCAL 234, AND THE SCCSD. DR. GOMEZ.

>> YES. THIS TENTATIVE AGREEMENT IS A 3.5% ACROSS THE BOARD INCREASE FOR WAGES FOR THE O&M GROUP.

>> IS THERE A MOTION TO APPROVE THE RECOMMENDATION BY THE ADMINISTRATION TO ACCEPT A TENTATIVE AGREEMENT BETWEEN THE OPERATION AND MAINTENANCE EMPLOYEES, AND INTERNATIONAL UNION OF OPERATING ENGINEERS, IUOE, LOCAL 234, AND THE SIOUX CITY COMMUNITY SCHOOL DISTRICT, SCCSD?

>> WE HAVE A FIRST BY DIRECTOR GREENWELL, SECOND BY DIRECTOR MICHAELSON.

BOARD, IS THERE ANY DISCUSSION? LYNN, IS THERE ANY CITIZEN INPUT?

>> BOARD, ALL THOSE IN FAVOR, SAY AYE.

>> AYE. [NOISE]