[00:00:03] >> JANICE, ARE WE READY? GOOD EVENING, [I. Call to Order] IT'S MARCH 10, 2025, AT 6:00 P.M. I NOW CALL THIS REGULAR MEETING TO ORDER. WILL YOU ALL PLEASE JOIN ME IN THE PLEDGE OF ALLEGIANCE? >> >> JANICE WILL YOU PLEASE CALL THE ROLL? >> MR. MK. >> PRESENT. >> MR. GEORGE. >> PRESENT. >> MR. GREENWELL. >> HERE. >> MISS LEE. >> PRESENT. >> MR. MYERS. >> HERE. >> MR. MICHAELSON? >> HERE. >> MR. MILLER. >> PRESENT. >> BOARD MEMBERS, IS THERE A MOTION TO APPROVE THE AGENDA? [IV. Approval of Agenda] >> MOVED. >> SECOND. >> FIRST, WE HAVE A SECOND BOARD MEMBERS. IS THERE ANY DISCUSSION? ALL THOSE IN FAVOR OF THE AGENDA, SAY AYE. >> AYE. >> ALL THOSE OPPOSED, SAY NAY. THE AGENDA IS APPROVED. AT THIS TIME, WE HAVE CITIZEN INPUT. [V. Citizen Input] THE BOARD OF DIRECTORS INVITE INDIVIDUALS OR DELEGATIONS TO COME FORWARD AND SPEAK ON ANY ISSUE RELATED TO SCHOOL DISTRICT OPERATIONS THAT ARE NOT INCLUDED ON TODAY'S MEETING AGENDA. CITIZEN INPUT ON ACTION AND DISCUSSION ITEMS WILL BE ACCEPTED AT THE TIME OF DISCUSSION OF EACH AGENDA ITEM. JANICE, IS THERE ANY CITIZEN INPUT? >> YES. BERNIE SCALIO. >> REMEMBER MS. SCALIO TO GIVE YOUR NAME AND ADDRESS. >> BERNIE SCALIO, LOFTON, SOUTH CAROLINA. IN THE EARLY 1990S. I USED TO GO TO A BAR. THREE CHEERS. WHEN I WENT THERE, I WOULD PARK AROUND THE CORNER ON THE OTHER SIDE OF THE STREET, WAIT UNTIL THERE WAS NO CARS AROUND, WALK ACROSS AS FAST AS I COULD AND GET IN THERE. IT WAS A GAY BAR, AND IT WAS THE ONLY GAY BAR IN TOWN, AND IT WAS THE ONE PLACE THAT GAY PEOPLE COULD GO AND BE WITH OTHER PEOPLE LIKE THEMSELVES. I DIDN'T WANT PEOPLE TO SEE ME GO THERE BECAUSE I DIDN'T WANT THEM TO THINK, AND I SURE DIDN'T WANT THEM TO KNOW THAT I WAS GAY. IT WAS ME GETTING A FEELING FROM SOCIETY AND RELIGION, THAT I WAS DIFFERENT, THAT I WAS NOT OKAY, AND SHOULD BE EMBARRASSED OR WORSE, ASHAMED OF WHO I WAS. ON FEBRUARY 28TH, GOVERNOR REYNOLDS SIGNED A LAW REMOVING GENDER IDENTITY AS A PROTECTED CLASS UNDER THE IOWA CIVIL RIGHTS CODE. IT IS AN ATTACK, ESPECIALLY ON THE TRANSGENDER COMMUNITY. TRANSGENDER STUDENTS STRUGGLE TO FIGURE OUT WHO THEY ARE, WHO THEY CAN TRUST, AND HOW THEY CAN FIT IN. MAKE NO MISTAKE. IT IS PART OF A LARGER ATTACK AGAINST ALL THOSE WHO ARE ALREADY MARGINALIZED AND BULLIED AND DIFFERENT, WHETHER IT'S TRANS, WHETHER THEY'RE GAY, OR WHETHER IT'S IMMIGRANTS FROM ANOTHER COUNTRY. THOSE BEING ATTACKED ARE OUR STUDENTS, OUR STAFF, AND OUR FAMILIES. IT'S DISCRIMINATION AND IT'S WRONG. THERE IS ALSO AN ATTACK AGAINST THOSE WHO WANT TO SUPPORT THEM OR GIVE THEM A SAFE SPACE OR KEEP THEM FROM BEING DEPORTED. I'M HERE BECAUSE I BELIEVE IN THIS DISTRICT, THIS BOARD, THIS LEADERSHIP. I KNOW THAT YOU KNOW THAT DIVERSITY, WHICH IS NOW ALMOST A DIRTY WORD IS WHAT MAKES OUR DISTRICT WHO WE ARE. BUT TODAY, I ASK THAT AS YOU WORK WITH BUDGETS, AND STAFF NEGOTIATIONS AND EVERYDAY OPERATIONS THAT YOU REALIZE THAT THE CULTURE WARS THAT ARE HAPPENING MORE THAN JUST A DISTRACTION TO BE PUSHED ASIDE. IT IS AFFECTING OUR MOST VULNERABLE STUDENTS AND OUR MOST VULNERABLE STAFF. IT'S MEANT TO SINGLE THEM OUT, MAKE THEM FEEL DIFFERENT. NOT OKAY AND ASHAMED. IT MAKES THEM AFRAID. YOU WANT STUDENTS AND STAFF TO ACHIEVE SUCCEED. THEY NEED TO BELIEVE WITH THEIR WHOLE HEART THAT YOU WILL PROTECT THEM. OTHERWISE, ALL THAT WILL MATTER IS THEIR BASIC NEED FOR SURVIVAL. MAYBE I CAN ASK YOU, THOUGH I'D LIKE TO TO BREAK THE LAW. BUT WHEN THE LAWS ARE UNJUST, HARMFUL, OR MORALLY QUESTIONABLE, AND I BELIEVE THEY ARE, I WILL ASK THAT YOU AT LEAST BEND THE LAW AS FAR AS YOU CAN AND CHALLENGE IT. PUT OUT RESOLUTIONS, GO TO THE CAPITOL, PEACEFULLY PROTEST, SPEAK UP, STAND BY AND STAND UP FOR OUR STUDENTS AND OUR STAFF. [00:05:04] THIS PAST WEEKEND WAS THE ANNIVERSARY OF BLOODY SUNDAY IN SELMA. IN THE SPIRIT OF JOHN LEWIS, I'M ASKING YOU TO GET IN SOME GOOD TROUBLE, NECESSARY TROUBLE. MAKE OUR STUDENTS AND STAFF PROUD TO ACHIEVE, SUCCEED, BUT MOST OF ALL, MAKE THEM BELIEVE IN ALL OF YOU. THANK YOU. >> THANK YOU, BERNIE. [APPLAUSE] BERNIE IS A FORMER COLLEAGUE OF MINE AT WEST HIGH, A FRIEND OF MINE, AND SHE SPEAKS VERY ELOQUENTLY. THANK YOU. A FORMER BOARD MEMBER. AWESOME. JANICE, ANY OTHER? WE ARE NOW TWO CONSENT ACTION ITEMS. [VI. Consent Action Item(s)] THE CONSENT ACTION ITEMS ARE AS FOLLOWS, BOARD MEETING MINUTES FROM FEBRUARY 24TH, 2025. DR. [INAUDIBLE], ITEM B, FINANCE REPORTS, PATY BLANKENSHIP. BOARD MEMBERS, IS THERE A MOTION TO APPROVE THE CONSENT ACTION ITEMS? >> MOVED. >> SECOND. >> WE HAVE A FIRST. WE HAVE A SECOND. BOARD MEMBERS. IS THERE ANY DISCUSSION? JANICE ANY CITIZEN INPUT. ALL THOSE IN FAVOR OF APPROVING THE CONSENT ACTION ITEMS, SAY AYE? >> AYE. >> ALL THOSE OPPOSED, SAY NAY. >> NAY. >> THE CONSENT ACTION ITEMS ARE APPROVED. FUTURE MEETINGS. [VII. Future Meetings] BOARD FINANCE FACILITY COMMITTEE MEETING 3:00 P.M. MARCH 17, 2025 ESC BOARD ROOM. BOARD POLICY COMMITTEE MEETING 3:30 P.M. MARCH 18TH, 2025, ESC BOARD ROOM. BOARD STUDENT ACHIEVEMENT COMMITTEE MEETING 12:00 P.M. MARCH 19TH, 2025 ESC BOARDROOM. EDUCATION LEGISLATIVE FORUM, 8:30 A.M. MARCH 22ND, 2025 ESC BOARD ROOM. REGULAR SCHOOL BOARD MEETING, 06:00 P.M. MARCH 24TH, 2025, ESC BOARD ROOM. ONM OPENING PROPOSAL, AND DISTRICT RESPONSE, 08:30 A.M. APRIL 2ND, 2025 ESC BOARD ROOM. TRANSPORTATION PROPOSAL AND DISTRICT RESPONSE, 08:30 A.M. APRIL 3, 2025, ESC BOARD ROOM. BOARD FINANCE AND FACILITY COMMITTEE MEETINGS 3:00 P.M. APRIL 7TH, 2025, ESC BOARD ROOM. BOARD STUDENT ACHIEVEMENT COMMITTEE MEETING 12:00 P.M. APRIL 9TH, 2025 ESC BOARD ROOM, SCHOOL IMPROVEMENT ADVISORY COMMITTEE MEETING 5:15, APRIL 10TH, ESC BOARD ROOM AND REGULAR SCHOOL BOARD MEETING, 06:00 P.M. APRIL 14TH, 2025, ESC BOARD ROOM. AND AGAIN, EDUCATED EDUCATION LEGISLATIVE FORM IN THE SPIRIT OF MICRO, IT'S TIME TO GET A LITTLE GOOD TROUBLE, I GUESS, FOR LEGISLATORS PUT A LITTLE FIRE UNDER THEIR FEET. HERE WE GO. SUPERINTENDENT'S REPORT, DR. OWEN. [VIII.Superintendent’s Report - Dr. Rod Earleywine] >> THANK YOU. JUST A COUPLE OF THINGS. FIRST OF ALL, I'D LIKE TO CONGRATULATE A CECIL STARLIN, WHO IS THE ROTARY STUDENT OF THE MONTH, AND SHE IS FROM EAST HIGH SCHOOL. THE ONLY OTHER THING I'D LIKE TO MENTION IS, AS PEOPLE KNOW, WE'VE HAD SEVERAL DAYS THIS YEAR, SNOW COLD WHERE WE'VE MISSED SCHOOL. WE HAVE MISSED FIVE DAYS OF SCHOOL DUE TO WEATHER, WHETHER IT BE SNOW, ICY ROADS OR SIMPLY JUST TOO COLD. WE'VE ALSO HAD THREE LATE STARTS. WE'VE MISSED A TOTAL OF 38.5 HOURS OF INSTRUCTION. WE ARE REQUIRED TO HAVE 1,080 HOURS OF INSTRUCTION. IN OUR ORIGINAL CALENDAR, WE HAD 1098. WE HAD 18 TO PLAY WITH. WHEN YOU DO THE MATH, 38.5-18, WE ARE SHORT 20.5 HOURS OF INSTRUCTION. WHAT WE ARE DOING IS WE'RE ADDING DAYS TO THE CALENDAR. INSTEAD OF STUDENTS LAST DAY BEING MAY 28TH, IT WILL NOW BE WEDNESDAY, JUNE 4TH, AND TEACHERS LAST DAY, INSTEAD OF BEING MAY 29TH, WILL IN FACT BE THURSDAY JUNE 5TH. THANK YOU. I'LL END MY REPORT. >> THANK YOU VERY MUCH. HUMAN RESOURCE REPORT, [IX.A. Human Resources Report(s) – Barb Caskey] WE'RE NINE ITEMS OF PRESENTATION DISCUSSION INTERACTION. [00:10:03] HUMAN RESOURCE REPORT, BOB KASKY, BOARD MEMBERS, IS THERE A MOTION TO APPROVE THE HUMAN RESOURCE REPORT? >> MOVE. >> SECOND. >> WE HAVE FIRST, WE HAVE A SECOND. BOARD MEMBERS ANY DISCUSSION. >> JANICE ANY CITIZEN INPUT? >> NO. >> BOARD MEMBERS. ALL THOSE IN FAVOR SAY AYE. >> AYE. >> ALL THOSE OPPOSED, SAY NAY. MOTION PASSES. ITEM B. [IX.B. Student Achievement Update – Secondary Foreign Language – Amy Denney] STUDENT ACHIEVEMENT UPDATE, SECONDARY FOREIGN LANGUAGE. AMY DENNY WILL BE PRESENTING ALONG WITH SOME OF HER FRIENDS. >> GOOD EVENING, BOARD. THANK YOU FOR ALLOWING US TO COME AND PRESENT TO YOU TONIGHT. I DID BRING SOME FRIENDS WITH ME AND THE FRIENDS I BROUGHT FROM OUR FOREIGN LANGUAGE DEPARTMENT, AND I'LL LET THEM QUICKLY INTRODUCE THEMSELVES. >> MY NAME IS KRISTIN GRAY. I'M THE HAD FOREIGN LANGUAGE TEACHER FOR THE DISTRICT, AND I TEACH AT WEST HIGH SCHOOL. >> LOUISA FENNEL, TEACH SPANISH AT NORTH HIGH. >> I'M ROBIN ROMASHER, AND I TEACH SPANISH AT EAST HIGH SCHOOL. >> MY STUDENTS SAID TO TAPE THIS. I'M TAD SIF KER, WEST HIGH SCHOOL. >> WE DO HAVE ONE MEMBER OF OUR COMMITTEE WHO IS MISSING TONIGHT, AND THAT IS MICHELLE SOKOLOWSKI, WHO ALSO TEACHES AT WEST HIGH SCHOOL. DID YOU WANT TO TALK ABOUT OUR FUN FACTS TO? >> FIRST OF ALL, THANKS FOR HAVING US AND LETTING US TELL A LITTLE BIT ABOUT WHAT WE DO AND SHARE A LITTLE OF OUR STORY. I APPRECIATE YOU GUYS HAVING US TO JUST SHARE OUR STORY. APPRECIATE THAT. IT'S GOOD TO BE HERE WITH YOU GUYS. I THINK THAT TO TELL A STORY, IT'S MORE INTERESTING TO TELL WHY WE DO WHAT WE DO THAN WHAT WE DO, BUT I WANT TO START REAL QUICK WITH SOME WHYS IF THAT'S OKAY. BECAUSE I ALWAYS START MY CLASS WITH THIS THING OF, WHY DOES ANYTHING THAT WE DO MATTER, ANY ACTIVITY. WHY DOES THIS MATTER? WELL, IT MATTERS FOR AN OBVIOUS REASON BECAUSE OUR KIDS ARE OUR FUTURE. I KNOW THAT'S OBVIOUS, BUT BEING EDUCATED MEANS YOU SEE THE SIGNIFICANCE OF WHAT IS OBVIOUS, AND THEY MATTER, AND THOSE KIDS ARE IMPORTANT. IF WE'RE GOING TO HAVE OUR KIDS ACHIEVE IN THIS COMMUNITY, WE HAVE TO BUILD A COURT. OTHERWISE, THEY CAN'T PLAY. HOW ARE WE GOING TO BE READY TO PLAY IN THIS CENTURY IF WE DON'T HAVE A COURT? OUR COURT IS A LITTLE TOO SMALL. WHAT WE OFFER IN SIOUX CITY, AND I'M NOT BLAMING HERE ANYBODY, BUT IT'S TIME TO GET A BIGGER COURT. WE ONLY OFFER SPANISH 12 AND 2APS. IF YOU LIVE AT A TOWN LIKE FORT DODGE. NOT A VERY SUPER WEALTHY TOWN, NOT NEAR A BIG UNIVERSITY, THEY OFFER MORE LANGUAGES AND MORE SPANISH COURSES THAN WE DO. I JUST WANT TO THROW THAT OUT THERE. I DON'T THINK NOTHING'S GOING TO CHANGE UNLESS WE'RE A LITTLE BIT BOTHERED BY THINGS. I'M ALSO GOING TO STEP OUT OF MY LANE A LITTLE BIT. I HAVE A CHILD IN THE DUAL LANGUAGE. I KNOW DUAL LANGUAGE THEY SAY KEEP THOSE THINGS SEPARATE. I HAVE SEEN KIDS COME THROUGH THE DUAL LANGUAGE AS NON NATIVE SPANISH SPEAKERS, THEY GROW UP SPEAKING ENGLISH. YOU CANNOT BELIEVE WHAT THEY'VE DONE. BUT NOW AS THE YEARS GO BY, I SEE A HUGE DIFFERENCE IN WHAT THOSE KIDS CAN DO. HERE'S MY BIG ASK. IF I CAN JUMP IN HERE REAL QUICK. I THINK YOU'RE WITH US ON THIS. LET'S GET SPANISH 1, 2, 3, 4. KEEP OUR IPS, LET'S GET THAT DUAL LANGUAGE ALL THE WAY FROM K-12. LET'S GET SOME OTHER LANGUAGES OUT THERE FOR THESE KIDS. THAT'S WHAT I'M SO GLAD THAT YOU GUYS ARE OPEN TO HAVING SPANISH THREES AND FOURS BECAUSE WHAT I SAW AT THE WIT LEVEL, WHAT WAS GOING ON WAS A LOT OF BUSY WORK AND OUR TEACHERS IN THIS COMMUNITY, GUESS WHERE THEY COME FROM. OUR COMMUNITY. WE HAVE 126 YEARS OF EXPERIENCE OF TEACHING. YOU GUESS WHAT? WE GREW UP HERE. GUESS WHY WE STAYED HERE. OUR FAMILIES ARE HERE. IF WE'RE GOING TO RAISE UP A NEW GENERATION OF TEACHERS, IT'S NOT GOING TO BE THROUGH ONLINE AND PERSONAL EDUCATION, IT'S GOING TO BE BECAUSE SOME TEACHER MADE AN IMPACT ON THEIR LIFE AND THEY'RE GOING TO TEACH HERE. THIS IS SOMETHING WE WANT TO POINT OUT THAT TO TRY TO GET A BIGGER COURT, EXCUSE ME. THANK YOU. >> WE JUST THOUGHT IT WAS PRETTY AMAZING THAT ALL OF US ON THE COMMITTEE ARE PRODUCTS OF SIOUX CITY COMMUNITY SCHOOLS. THAT WAS OUR BRAG AS WELL. WE'RE ALL HERE, AND WE WERE ALL ACHIEVERS AND SUCCEEDORS OF OUR SCHOOL DISTRICT, AND WE DO FEEL LIKE WE CAN PAY IT FORWARD INTO FUTURE GENERATIONS. [00:15:04] WE STARTED THE CURRICULUM REVIEW PROCESS LAST YEAR AS A COMMITTEE AND DID SEVERAL THINGS. WE ACTUALLY DID THE BOARD POLICIES STEPS 1 AND 2. WE WORKED AT AN ACCELERATED PACE BECAUSE OUR CURRENT RESOURCE AVON SAMOS IS EXPIRING AFTER THIS YEAR. WE DID THE RESEARCH AND WENT RUNNING FROM THERE TO TRY TO PLAY A GAME OF CATCH UP AND TRY AND GET AHEAD A LITTLE BIT. WE STARTED BY LOOKING AT THE NATIONAL LEVEL FOR THE AMERICAN COUNCIL OF TEACHING FOREIGN LANGUAGES, AND THEY HAD UPDATED THEIR PROFICIENCY GUIDELINES JUST LAST YEAR, SO THAT REALLY HELPED US DIG INTO CURRENT TRENDS, CURRENT RESEARCH, AND GET ON TOP OF THINGS. WE ALSO WERE ALLOWED TO TRAVEL TO THE ACTUAL NATIONAL CONFERENCE IN CHICAGO AND INTERACT WITH NATIONALLY ACROSS THE COUNTRY OTHER DISTRICTS AND SOME INTERNATIONAL WORLD LANGUAGE EDUCATORS AS WELL. WE'VE COMPLETED TWO BOOK STUDIES AS A COMMITTEE TO HELP US INCREASE OUR TEACHING PRACTICES ALONG WITH THE UPDATED RESEARCH. WE LOOKED AT SURVEYS FROM STAKEHOLDERS AND ONE OF THE BIG QUESTIONS THAT WE HAD WAS THAT STUDENTS WANT TO BE ABLE TO SPEAK THE LANGUAGE. WHY ARE WE SPENDING TIME ON THE OTHER ASPECTS OF IT, THE READING, THE WRITING, THE LISTENING COMPREHENSION, THE CULTURAL PIECES? THE SHORTEST ANSWER I CAN GIVE YOU IS THAT IOWA CODE REQUIRES IT, AND THE NICER ANSWER AS WELL IS THAT TO BE ABLE TO BE FLUID IN A LANGUAGE, YOU DO HAVE TO HAVE ALL FOUR DOMAINS OF THE LANGUAGE, READING, WRITING, LISTENING AND SPEAKING. WHEN YOU'RE INTERACTING WITH OTHER CULTURES, HAVING THAT PIECE OF KNOWLEDGE OF THEIR CULTURAL AWARENESS OPENS DOORS. THAT'S WHY WE SPEND TIME ON THE FULL PICTURE AND NOT JUST THE SPEAKING. >> WE DUG INTO KRASHEN'S LINGUISTIC WORK. I'M NOT GOING TO SPEND A BUNCH OF TIME ON THIS, BUT JUST TO HIGHLIGHT A KEY TAKEAWAY FOR US. I THINK A LOT OF TIMES PEOPLE FEEL LIKE STUDENTS SHOULD BE FLUENT WALKING OUT OF SPANISH 1 OR 2, AND RESEARCH WISE, THAT'S IMPOSSIBLE. KRASHEN IS ONE OF THE BIGGEST NAMES IN LINGUISTIC RESEARCH. HE HAS BEEN AROUND FOR DECADES. ANYTIME SOMEONE TRIES TO DISPROVE HIS THEORIES, THEY'RE NOT SUCCESSFUL. [LAUGHTER] IF YOU WANT TO REACH FLUENCY IN A SECOND LANGUAGE, THIS IS A CUMULATIVE TIME FRAME. WE'RE TALKING ANYWHERE FROM FIVE TO 10 YEARS OF STUDYING THAT LANGUAGE. WE'RE NOT GOING TO HAVE FLUENT STUDENTS COMING OUT OF SPANISH 2. THE OTHER THEMES THAT REALLY CAME UP FROM OUR SURVEY OF STAKEHOLDERS WAS TO MAKE SURE THAT STUDENTS CAN USE SOME OF WHAT THEY'RE LEARNING, AND ALSO HOW DO WE DIFFERENTIATE BETTER? WE HAVE LARGE POCKETS OF STUDENT NEEDS WITHIN OUR CLASSROOMS. OUR SPANISH 1 CLASSROOMS, WE ALL NOW HAVE REPRESENTATION OF HERITAGE SPEAKERS THAT ARE WORKING TO CLEAN UP THEIR LITERACY SIDES OF IT. WE HAVE STUDENTS THAT HAVE ATTENDED IRVING ELEMENTARY K-5 THAT SHOW UP IN OUR SPANISH 1 CLASSROOM. WE HAVE ELL SPANISH SPEAKERS THAT THEIR ENGLISH LEVEL IS LIKE A LEVEL 1, BUT THEIR SPANISH IS STURDIER IN OUR SPANISH ONE CLASSROOM. THEN WE HAVE THE STUDENT WALKING IN THAT THEIR FIRST EXPOSURE IS WHEN THEY WALK INTO OUR CLASSROOM THAT DAY. WE'RE TRYING TO TAKE EACH OF THOSE SUBGROUPS OF STUDENTS AND MOVE THEM FORWARD IN THEIR PROFICIENCY AND THEIR SKILLS WITH THE LANGUAGE AS A TEACHER. WE REALLY WERE TRYING TO FIND WAYS TO HELP US SUPPORT EACH OF OUR STUDENTS AND THEIR NEEDS. TO START THAT AND TO START LOOKING AT WHAT WAS OUT THERE, WE ALSO WANTED TO CLEAN UP HOW WE COLLECTIVELY FELT AS TEACHERS AND WHAT OUR VALUES WERE. IT'S A TOUGH TIME IN EDUCATION AND THE FIRST THING THAT SURFACED WAS WE ALL WANT JOY FOR US AS TEACHERS, AND WE WANT JOY FOR STUDENTS WHEN THEY COME IN OUR ROOM. THAT BUBBLED TO THE TOP AND IT IS HUNG IN THERE WITH US THE ENTIRE TIME THAT WE'VE BEEN WORKING AS A COMMITTEE AND EACH TIME THAT WE GO TO OUR DEPARTMENT. THOSE VALUES WE ACTUALLY TOOK IN THE VISION STATEMENT TO OUR ENTIRE DEPARTMENT OF SPANISH TEACHERS AND ASKED FOR FEEDBACK, ASKED FOR THOUGHTS, AND THEN CAME TO A CONSENSUS. [00:20:03] THAT SLIDE UP THERE IS NOT JUST THE VALUES AND THE VISION OF OUR COMMITTEE, BUT OF OUR ENTIRE DEPARTMENT ACROSS THE DISTRICT. >> I'D LIKE TO ADD REAL QUICK THAT KRASHEN DID A GOOD JOB OF DOING THIS CURRICULUM WORK BECAUSE LAST TIME I WAS ON A BOARD THAT DID THIS, WE JUST BASICALLY STARTED LOOKING AT TEXTBOOKS AND LETTING TEXTBOOKS DICTATE THE THING. THIS IS OUR VALUE SYSTEM AND THEN WHAT MATCHES AND ALIGNS WITH OUR VALUES. IS DIFFERENT. YOU DID A GOOD JOB. >> THEN THE OTHER PIECE THAT WE FOUND REALLY INTERESTING IS WHEN WE LOOK AT THE ACT FULL WAY THEY SCAFFOLD THEIR STANDARDS, THEY IDENTIFY 5CS, AND THOSE BECAME OUR DESCRIPTORS UNDER CONNECTION. WE ACTUALLY ENDED UP WITH ALL 5CS THAT THE AMERICAN COUNCIL FOR TEACHING FOREIGN LANGUAGES IDENTIFIES AS KEY GOAL AREAS FOR WORLD LANGUAGE INSTRUCTION. THEIR NATIONAL STANDARDS WORK LIKE AN ONION. AS IDENTIFIES THE 5C GOAL AREAS, AND THEN WITHIN THOSE, THE THREE MODES OF COMMUNICATION, INTERPERSONAL, INTERPRETIVE, AND PRESENTATIONAL. THEN WITHIN EACH OF THOSE THREE MODES, THEY OFFER PROFICIENCY LEVELS IN READING, WRITING, LISTENING, AND SPEAKING IN ALL THREE OF THOSE MODES. THEY START WITH NOVICE, SOMEBODY THAT'S COMING IN AND DOESN'T KNOW VERY MUCH OF THE LANGUAGE YET, AND THEY BUILD ALL THE WAY UP TO DISTINGUISHED. VISUALLY, THEY REPRESENT IT WITH THE CONE THAT'S UP THERE ON THE SCREEN. YOU START AT THE BOTTOM, WHEN YOU COME INTO THE LANGUAGE AND YOU'RE FIRST STARTING IT AND AS YOU LEARN IT, YOU'RE ABLE TO USE IT MORE AND NAVIGATE IT EASIER, AND SO WHAT YOU'RE ABLE TO DO WITH IT GROWS AS DOES YOUR KNOWLEDGE OF THE LANGUAGE. THEN THE OTHER VISUAL IS OF THE 5CS AND HOW THOSE ARE INTERCONNECTED AND YOU CAN'T REALLY PULL THOSE APART WHEN YOU'RE STUDYING A LANGUAGE AND ITS COMPONENTS. THEN WE LOOKED AT THE STATE STANDARDS WHICH ARE BASED OFF OF THE NATIONAL STANDARDS. IOWA TOOK THE THREE MODES OF COMMUNICATION AND RAN WITH THEM. THOSE BECAME OUR OVERARCHING COMPETENCIES HERE IN IOWA. THEN THEY WOVE IN THE 5CS THROUGHOUT THE COMPETENCIES. THEN THEY TOOK IT A STEP FURTHER AND THEY GAVE BOTH TEACHERS AND EDUCATORS ICAN INDICATORS THAT WE CAN READ TO ACTUALLY KNOW WHAT SPECIFICALLY A STUDENT SHOULD BE ABLE TO DO WALKING OUT OF EACH LEVEL OF SPANISH OR WORLD LANGUAGE STUDY, SPANISH 1 THROUGH ADVANCED PLACEMENT OR LEVEL 5. I DID PROVIDE AN EXAMPLE OF THOSE FOR YOU. FIRST, ARE THE STANDARDS FOR SPANISH 1 AND JUST THE INTERPERSONAL COMPETENCY, YOU CAN NOTICE THEY PROVIDE IT FOR NOVICE LOW AND NOVICE MID-LEVELS OF PROFICIENCY AND THEN THEY GIVE A CULTURAL STANDARD AS WELL. THEN THE NEXT SLIDE GIVES YOU THE ICAN INDICATORS THAT HELP BOTH THE STUDENT AND THE TEACHER TO KNOW WHAT THEY SHOULD BE ABLE TO DO AT THE END OF THE CLASS. WE WERE SURPRISED AS A COMMITTEE TO REALIZE HOW MUCH MORE WE WERE ASKING OF OUR STUDENTS IN LEVELS 1 AND 2 THAN THE STANDARDS ACTUALLY DEMANDED AT THE STATE LEVEL. I GUESS THE BIGGEST PIECE THAT WE WANT TO HIGHLIGHT FROM OUR WORK GONE ARE THE DAYS OF THE GRAMMAR AND TRANSLATION MODEL WHERE YOU'RE MEMORIZING A LIST OF VOCABULARY AND FILLING IN BLANKS FOR HOW TO CONJUGATE THE VERB. WE HAVE NOT BEEN TEACHING LIKE THAT FOR QUITE A WHILE, BUT WE DO FEEL LIKE THERE IS A PUBLIC PERCEPTION THAT IS DIFFERENT BECAUSE THAT'S HOW IT WAS WHEN WE COLLECTIVELY ATTENDED SCHOOL AND IT'S DIFFERENT NOW. OUR FOCUS IS MORE ON WHAT CAN THE STUDENTS DO WITH THE LANGUAGE? HOW CAN THEY APPLY IT? HOW CAN THEY USE IT? IT'S NOT FOCUSING ON THE GRAMMAR POINT, BUT INSTEAD, WHAT ARE THEY ABLE TO DO? CAN THEY INTRODUCE THEMSELVES? CAN THEY TALK ABOUT THINGS THAT THEY LIKE? CAN THEY ASK QUESTIONS OF SOMEONE INSTEAD OF CAN THEY CONJUGATE A VERB IN THE PRESENT TENSE? THE LAST PIECE AS WE WERE STARTING TO TALK TO CURRICULUM COMPANIES, WAS THAT WE REALLY LOOKED FOR A SPIRAL CURRICULUM THAT SUPPORTED WHAT WE WERE LOOKING FOR. WHEN WE TALKED TO PEOPLE, IF THEY DID NOT HAVE A SPIRAL CURRICULUM, BECAUSE LEARNING LANGUAGE IS A SPIRAL IT'S NOT LINEAR, WE WERE INTERESTED ANYMORE. WE REALLY LOOKED FOR A CURRICULUM THAT REINFORCED INITIAL LEARNING AND BUILT UPON IT, [00:25:02] MOVED FROM SIMPLE USAGE TO MORE COMPLEX TO HELP US PUSH STUDENTS PROFICIENCY LEVEL WISE, AND THEN HAD A LOGICAL SEQUENCE TO IT AND HIGHER LEVEL OBJECTIVES TO HELP SUPPORT THEM ACTUALLY APPLYING THE LANGUAGE. >> GO AHEAD. >> [LAUGHTER] THE LAST THING WE TALKED ABOUT, AGAIN, BECAUSE IT'S DIFFICULT TO BE A TEACHER RIGHT NOW AND TO FIND OUR JOY. WE WANTED TO FOCUS IN ON WHY WHAT WE TEACH MATTERS TO STUDENTS. ONE OF THE PIECES IS THAT ANY OPERATIONAL KNOWLEDGE OF SPANISH IS GOING TO BENEFIT OUR STUDENTS, EVEN IF THEY ARE NOT FLUENT IN WHATEVER CAREER PATHWAY THEY SHOULD CHOOSE. IF THEY HAVE EVEN A BASIC KNOWLEDGE, IT'S GOING TO BE A WIN, ESPECIALLY IN OUR COMMUNITY. THERE'S A LOT OF RESEARCH TO SUPPORT THAT MULTILINGUALISM INCREASES EMPATHY AND COMPASSION TOWARDS OTHERS. THERE'S A LOT OF RESEARCH TO SHOW THAT LEARNING A SECOND LANGUAGE STRENGTHENS YOUR LITERACY SKILLS IN YOUR FIRST LANGUAGE. INTERESTINGLY ENOUGH, THERE IS ALSO RESEARCH TO SHOW THAT IF YOU DO BECOME BILINGUAL, IT DELAYS THE ONSET OF ALZHEIMER'S DISEASE BY UP TO FIVE YEARS. [LAUGHTER] >> THAT'S A BIG THING FOR US. >> IT'S NEVER TOO LATE. >> WHAT I'VE SEEN IN THE COLLEGES, A LOT OF THEM, THEY USED TO BE FOUR YEARS. IT IS INTERESTING TO ME, NOW IT'S TWO YEARS. DO WE WANT TO DO THE BARE MINIMUM? IF I LOWER STANDARD SAID YOU HAVE TWO YEARS TO GET INTO SHOULD THAT BE WHAT WE DO? COULDN'T WE AMP IT UP? COULDN'T WE BE FOUR, LIKE IT USED TO BE? ANYWAY, A LOT OF COLLEGES AT LEAST WANT TO, BUT IT'D BE NICE TO OFFER SOME MORE. I DON'T KNOW IF YOU WANT TO DO. >> THIS IS STOLEN FROM THE IOWA BOARD OF REGENTS POSTER AND THEY DID LEAVE THE GREEN COLUMN THERE OF OPTIMUM RECOMMENDATIONS FOR SUCCESS, AND THEY SAY FOUR YEARS. THEY'RE SAYING, YOU HAVE TO HAVE TWO, BUT WAIT FOUR WOULD BE BETTER. TO REMAIN COMPETITIVE FOR US LOCALLY, WE KNOW SERGEANT BLUFF HINTED THE MARS, A LOT OF PLACES CLOSE BY THAT WE COULD LOSE OPEN ENROLLMENT TO. THEY DO HAVE SPANISH 1 THROUGH 4 IN HOUSE. IT'S SOMETHING THAT WE HAVE BEEN WORKING PRETTY DILIGENTLY TO TRY AND BE PROACTIVE ABOUT. WE'RE NOT HERE TO COMPLAIN. WE WANTED TO SHARE SOME OF OUR EFFORTS ON THAT END AS WELL. WE HAVE CONTACTED AREA UNIVERSITIES AND COLLEGES TO SEE IF THEY HAVE ANY PROSPECTIVE SPANISH EDUCATION STUDENTS COMING UP. WE DO KNOW THAT BRIAR CLIFF MORNING SIDE AND WAYNE STATE HAVE STUDENTS STUDYING THAT ARE CURRENTLY SOPHOMORES. THEY ARE COMING, THEY'RE JUST NOT READY YET. I HAVE BEEN ATTENDING COLLEGE AND UNIVERSITY TEACHER FAIRS ON THE DAY AM NOT TEACHING TO TRY AND RECRUIT AND BUILD RELATIONSHIPS WITH FUTURE STUDENTS. WE HAVE SPOKEN WITH THE STATE ABOUT THE REQUIREMENTS FOR NATIVE LANGUAGE AUTHORIZATION TEACHING LICENSE, WHICH MEANS THE PERSON HAS TO HAVE A BACHELOR'S DEGREE IN ANYTHING AND IT CAN EVEN BE A BACHELOR'S DEGREE OBTAINED INTERNATIONALLY, AND THEN BE A HERITAGE SPEAKER OF SPANISH, AND THEY CAN TAKE THE SPANISH PRACTICE EXAM AND THE STATE WOULD GRANT THEM A NATIVE LANGUAGE AUTHORIZATION TEACHING LICENSE. WE HAVE SHARED THAT INFORMATION WITH SOME PEOPLE IN OUR COMMUNITY THAT COULD POTENTIALLY QUALIFY IN THAT MANNER. THEN SOME OF US HAVE EVEN SERVED OR ARE CURRENTLY SERVING AS ADJUNCT PROFESSORS AT LOCAL UNIVERSITIES TO TRY AND BUILD RELATIONSHIPS WITH UPCOMING SPANISH AT MAJORS AS WELL. WE ARE CURRENTLY PILOTING A NEW RESOURCE THIS YEAR IN OUR COMMITTEE MEMBER CLASSROOMS WITH PRETTY STRONG SUCCESS, AND IMPLEMENTING PROFESSIONAL DEVELOPMENT FOR OUR DEPARTMENT TO GET THEM READY TO SWITCH TO THE NEW RESOURCE. THANK YOU FOR APPROVING THAT WHEN WE CAME AND ASKED LAST SPRING FOR THE PILOT BECAUSE IT IS GOING WELL. WE ARE CREATING ASSESSMENTS AND PACING GUIDES TO HELP SUPPORT THAT MOVE IN THE FUTURE AS WE PROGRESS TOWARDS STAGE 4 OF IMPLEMENTATION DEPARTMENT WIDE NEXT YEAR. WITH THAT, WE HOPE THAT YOU'LL ACKNOWLEDGE THE WORK OF OUR COMMITTEE, AND I OPEN IT UP TO SEE IF YOU HAVE ANY QUESTIONS FOR US. >> KRISTINE, CAN YOU GO BACK TO THE VALUE AND VISION STATEMENT SLIDE? RIGHT THERE. I HAD THE PLEASURE OF WORKING WITH TODD AND KRISTINE, FORMER COLLEAGUES AT WEST HIGH. [00:30:01] I'M SURPRISED TODD DOESN'T NEED A MICROPHONE BECAUSE HE COULD THROW OUT A RAP ANY TIME, I'M PRETTY SURE OF THAT. BUT WHAT SHOWS TO ME YOUR GROUP, YOU GUYS ARE TREND SETTERS, BECAUSE I LOOK AT THIS VALUE AND VISION STATEMENT, AND I THINK YOU SHOULD SHARE THIS WITH EVERY DEPARTMENT. BECAUSE EVERY DEPARTMENT HAS TO FIND THE JOY, EQUALITY, THE GROWTH, THE CURIOSITY, AND THE CONNECTION. THAT'S IMPORTANT. I HOPE YOU WILL. THAT'S WHY I'VE BROUGHT YOU BACK THERE IS SHARE IT WITH THE OTHER DEPARTMENTS BECAUSE THAT SPEAKS VOLUME RIGHT THERE BECAUSE SOMETIMES AS YOU SAID, TEACHING IS A LOT HARDER TODAY FOR A LOT OF DIFFERENT REASONS, TEACHERS HAVE TO FIND THE JOY. THE KIDS SEE THAT AND THEY MAKE THAT CONNECTION. I THANK YOU NOT ONLY FOR YOUR DEPARTMENT, THESE PEOPLE ARE GREAT, BUT I THANK YOU FOR SHOWING OUR DISTRICT A NEW WAY TO LOOK AT CURRICULUM REVIEW PROCESS. THAT'S AWESOME. SHARE IT WITH ALL THE DEPARTMENTS. I RECOMMEND THAT. OTHER BOARD MEMBERS. >> I HAVE A QUESTION OR COMMENTS. [OVERLAPPING] FIRST OF ALL, YOU WON THE CHALLENGE. YOU HAVE THE CHALLENGE. I WAS TRYING TO TALKS YOU WON THE CHALLENGE. AS A NOVICE LOW SPEAKER, IF YOU HAD FULL COURT PRESS, WHAT WOULD YOU DO KNOWING THE RESOURCES THAT YOU HAVE NOW TO MAKE IT SO THAT WE COULD HAVE THREE AND FOUR. HOW WOULD YOU DO THAT? WHAT WOULD THAT LOOK LIKE BASED OFF OF WHAT WE HAVE NOW? >> WELL, I'M HOPING THAT THE TWO JOBS THAT WE HAVE POSTED AND FILLED, WE DID SUCCESSFULLY HIRE A STUDENT TEACHER HALFWAY THROUGH THE YEAR, SO THAT WOULD INCREASE OUR STAFFING AND WITH THAT SIMPLE MOVE, WE WOULD BE ABLE TO HAVE IT BACK. >> DO WE STILL NEED ONE OR DO WE STILL NEED TWO? >> ONE. >> THERE WERE TWO OPENINGS LAST WEEK. ONE WAS FILLED. >> THERE YOU GO, SO WE NEED ONE MORE. [LAUGHTER] >> THIS IS ALONG THE SAME LINES. MY UNDERSTANDING IS THE REASON ACTUALLY WE HAD FIVE YEARS OF SPANISH WHEN MY CHILDREN WERE GOING THROUGH AT EAST AND I THOUGHT THAT WAS EXCELLENT AND A WORTHY GOAL AGAIN. BUT THE REASON WHY WE CAME OFF OF HAVING FOUR IN HIGH SCHOOL WAS BECAUSE WE JUST COULDN'T FIND THE INSTRUCTORS. WE DEALT WITH THAT LAST YEAR AND I'M NOW HEARING THIS IS GOOD NEWS THAT WE'RE BEGINNING TO GET THE INSTRUCTORS. LET'S ASSUME THAT WE FILL THE ONE POSTING THAT'S NOT THERE, WHICH MEANS THERE WOULD BE AN ADDITIONAL TEACHER, I THINK AT EACH OF THE HIGH SCHOOLS. IS THERE AN EASY ALREADY EXISTING TEMPLATE OF HOW TO GO FORWARD AND RE-IMPLEMENT SPANISH 1 THROUGH 4? >> YEAH, ACTUALLY, THE ONE THAT WE ARE PILOTING, THEY HAVE ALL FOUR LEVELS AVAILABLE AND I HAVE SEEN THREE AND FOUR, THEY CONTINUE THE MODEL THAT WAS STARTED IN ONE AND TWO, AND WE WOULD HAVE CURRICULAR COMMITTEE TIME STILL NEXT YEAR TO WORK TO SOLIDIFY AND MAKE SURE THAT THOSE PRODUCTS ARE JUST AS STRONG IN TERMS OF ASSESSMENTS AND PACING GUIDES AS ONE AND TWO HAVE BEEN BECAUSE WE'VE BEEN PILOTING THIS YEAR. >> BECAUSE WHAT WE CURRENTLY HAVE IS DONE, ONE AND TWO. >> YES. AVON SAMOS WILL BE DONE AFTER THIS YEAR. THEY HONORED OUR CONTRACT THROUGH THIS YEAR THAT CURRICULAR COMPANY IS DISCONTINUING HANDLING WORLD LANGUAGE CURRICULUM COMPLETELY. THAT'S WHY THEY LET US KNOW SEVERAL YEARS BACK. >> BUT YOU LIKE THE PROGRAM YOU'RE PILOTING, AND YOU'D RECOMMEND THAT WE DO IT FOR ALL OF THE SECONDARY EDUCATION. >> WE USED TO HAVE THOSE FIVE CLASSES AND WE STARTED IN EIGHTH GRADE WITH SPANISH. IF WE WERE GOING TO MOVE TO ELIMINATE THE GAP BETWEEN LANGUAGE THAT'S OFFERED IN AT LEAST ONE OF OUR ELEMENTARY SCHOOLS AND HAVE SOMETHING THROUGH THE MIDDLE SCHOOL, HAS YOUR GROUP GIVEN ANY THOUGHT TO HOW THAT MIGHT LOOK? [00:35:05] WHAT WE MIGHT DO? >> WE DID START TALKING A LITTLE BIT ABOUT THAT LAST YEAR WHEN DR. YOUNG WAS THE DIRECTOR OF BOTH DUAL LANGUAGE AND SPANISH, AND THEN I'VE NOW BECOME THE DIRECTOR OF FOREIGN LANGUAGE, WHICH IS EXCITING AND I THINK IT FITS VERY WELL WITH OUR DEPARTMENT, BUT WE HAVE NOT SPENT TIME ON THE DUAL LANGUAGE ASPECT. THERE IS A COMMITTEE IN OUR DISTRICT THAT IS WORKING ON THAT. MRS. BEMES, MR. MOSER, DR. BRADFORD. DOCTOR BRADFORD'S REALLY BEEN LEADING UP THAT WORK. >> BUT THERE'S THOUGHT BEING GIVEN TO IT NOW AND PLANNING BEING MADE TO IT NOW SO THAT IF WE WERE ABLE TO MOVE IN THAT DIRECTION FINANCIALLY, THAT WE COULD IMPLEMENT SOMETHING TO CARRY FORWARD WITH THOSE STUDENTS THAT ARE LEARNING SPANISH SO THAT THEY DON'T HAVE A GAP OF OPPORTUNITY TO CONTINUE THEIR SKILL. >> YES. >> THAT'S SOMETHING FOR US TO WAIT FOR? >> YES. >> SOON. [LAUGHTER] >> I HOPE. >> THANK YOU. BOARD MEMBERS, ANY FURTHER DISCUSSION OR QUESTIONS OF THIS GREAT GROUP OVER HERE? >> WELL DONE. THANK YOU VERY MUCH. THE BOARD ACKNOWLEDGES THE STUDENT ACHIEVEMENT UPDATE FOR SECONDARY FOREIGN LANGUAGE. [IX.C. Cengage Learning Lift Curriculum – Dr. Mandi Bradford] ITEM C CAGE LEARNING LIFT CURRICULUM, DR. BRADFORD IS HERE TO ANSWER QUESTIONS IF YOU HAVE SOME QUESTIONS. BOARD MEMBERS, IS THERE A MOTION TO APPROVE THE PURCHASE OF SECONDARY ELL LITERACY INTERVENTION RESOURCES FROM SAGE LEARNING FOR THE '25-'26 SCHOOL YEAR IN THE AMOUNT OF $81,487.88. >> MOVED. >> SECOND. >> BOARD MEMBERS, IS THERE ANY DISCUSSION? CAN CITIZEN INPUT? >> NO. >> DO WE NEED TO GO BACK TO THE OTHER ONE BECAUSE I DIDN'T ALLOW FOR CITIZEN INPUT ON THE FOREIGN LANGUAGE AGAIN. >> LET YOU KNOW THERE WAS NO CITIZEN INPUT FOR THAT ONE AS WELL. >> JUST WANTED TO MAKE SURE, BECAUSE THERE WAS SOMEONE ELSE THAT HAD SIGNED UP. GOING BACK TO THIS ONE, BOARD MEMBERS, ANY DISCUSSION REGARDING SAGE LEARNING? >> WELL, JUST TO COMMENT THAT I THINK THE MOVEMENT AND THE DIRECTION AND THE PLANNING THAT WE'RE DOING WITH THE ELL PROGRAM THAT STARTED ALREADY A FULL YEAR AGO AND WHERE WE'RE HEADED IS VERY POSITIVE IN OUR EXPECTATION OF HOW IT'S GOING TO IMPROVE STUDENT EXPERIENCE IN THE ELL AREA. I WANT TO COMPLIMENT THE DIRECTOR AS WELL AS THE PEOPLE INVOLVED IN THE PROGRAM TO NOT LOSE THEIR MOMENTUM AND THAT WE NEED TO KEEP GOING IN THIS PURCHASE, I UNDERSTAND WILL BE A GREAT HELPER. >> ANY CITIZEN INPUT? >> NO. >> ALL THOSE IN FAVOR SAY AYE. >> AYE. >> AYE. >> THOSE OPPOSED, SAY NAY. MOTION PASSES. ITEM D, FISCAL YEAR '25-'26 MICROSOFT LICENSE RENEWAL, CHAD FENGEL. [IX.D. FY 25-26 Microsoft License Renewal – Chad Fengel] IS THERE A MOTION TO APPROVE THE MICROSOFT LICENSE RENEWAL OF $106,570.15 WITH SOFTWARE 1? >> MOVED. >> SECOND. >> WE HAVE A FIRST, WE HAVE A SECOND. BOARD MEMBERS ANY DISCUSSION? ANY CITIZEN INPUT? >> NO. >> BOARD MEMBERS. ALL THOSE IN FAVOR SAY AYE. >> AYE. >> ALL THOSE OPPOSED SAY NAY. MOTION PASSES. ITEM E, K12 CYBERSECURITY PROGRAM WITH THE DEPARTMENT OF MANAGEMENT, [IX.E. K-12 Cybersecurity Program with Department of Management – Chad Fengel] CHAD FENGEL'S HERE TO ANSWER QUESTIONS. IS THERE A MOTION TO APPROVE THE MEMORANDUM OF UNDERSTANDING WITH THE DEPARTMENT OF MANAGEMENT FOR K12 CYBERSECURITY PROGRAM? >> MOVE. >> SECOND. >> WE HAVE A FIRST, WE HAVE A SECOND. BOARD MEMBERS ANY DISCUSSION? SOME INPUT? >> NO. >> BOARD MEMBERS. ALL THOSE IN FAVOR, SAY AYE. >> AYE. >> ALL THOSE OPPOSED, SAY NAY. MOTION PASSES. DESIGN AGREEMENT WITH CMBA ARCHITECT FOR EAST AND WEST HIGH ELEVATOR REPLACEMENTS. [IX.F. Design Agreement with CMBA Architects for East and West High Elevator Replacements – Tim Paul] TIM PAUL'S HERE FOR ANSWER QUESTIONS. IS THERE A MOTION TO APPROVE THE DESIGN AGREEMENT WITH CMBA ARCHITECTS FOR 89,500 FOR THE DESIGN WORK AND CONSTRUCTION PHASE SERVICES OF REPLACING THE ELEVATOR AT EAST AND WEST HIGH SCHOOL? >> MOVE. >> SECOND. >> WE HAVE A FIRST, WE HAVE A SECOND. BOARD MEMBERS ANY DISCUSSION? [00:40:03] SHANICE, IS THERE ANY CITIZEN INPUT? >> NO. >> BOARD MEMBERS, ALL THOSE IN FAVOR SAY AYE. >> AYE. >> AYE. >> ALL THOSE OPPOSED, SAY NAY. MOTION PASSES. IMG, FISCAL YEAR '25 OPERATION AND MAINTENANCE VEHICLE PURCHASE. [IX.G. FY25 Operations and Maintenance Vehicle Purchase – Tim Paul] TIM PAUL'S HERE TO ANSWER ANY QUESTIONS. IS THERE A MOTION TO ACCEPT AND AWARD THE BID FROM KNOEPFLER CHEVROLET OF CITY IOWA, IN AMOUNT OF $31,532 FOR THE PURCHASE OF ONE, 2025 CHEVY EQUINOX, 2LT, ALL WHEEL DRIVE. >> MOVE. >> SECOND. >> WE HAVE A FIRST. WE HAVE A SECOND. IS THERE ANY DISCUSSION, BOARD MEMBERS? SHANICE ANY CITIZEN INPUT? >> NO. >> BOARD MEMBERS, ALL THOSE IN FAVOR SAY AYE. >> AYE. >> ALL THOSE OPPOSED, SAY NAY. MOTION PASSES. ITEM H, O&M 2A RADIO REPLACEMENT, [IX.H. O&M Two-Way Radio Replacement – Tim Paul] TIM PAUL'S HERE, TO ANSWER ANY QUESTIONS. IS THERE A MOTION TO APPROVE THE QUOTE FROM ELECTRONIC ENGINEERING IN THE AMOUNT OF $385,620.66 FOR THE REPLACEMENT OF 2A RADIOS FOR O&M TRANSPORTATION AND FOOD SERVICES WITH NEW 800 MEGAHERTZ RADIOS TO PROVIDE BETTER COVERAGE? >> MOVED. >> SECOND. >> WE HAVE A FIRST, WE HAVE A SECOND. BOARD MEMBERS IS THERE ANY DISCUSSION? DR. MILLER. >> JUST A QUICK QUESTION. TIM, CAN YOU TELL US WHAT IS THE LIFE EXPECTANCY OF THESE RADIOS? >> OF THE ONES THAT WE'RE PURCHASING? >> YEAH. >> EIGHT HUNDRED MEGAHERTZ IS THE NEW FREQUENCY THAT EVERYONE IS CHANGING TO. I CAN TELL YOU WHAT THE LAST LIFE EXPECTANCY WAS ON THE OTHER ONES. WE BOUGHT THOSE IN 2010, I BELIEVE, AND SO THE TECHNOLOGY IS OUTDATED ON THEM. I LOOK FOR 800 MEGAHERTZ TO BE AROUND THOUGH FOR QUITE A FEW YEARS. >> THANKS. >> ANY FURTHER QUESTIONS? SHANICE ANY CITIZEN INPUT? >> NO. >> BOARD MEMBERS. ALL THOSE IN FAVOR SAY AYE. >> AYE. >> ALL THOSE OPPOSED SAY NAY. MOTION PASSES. ITEM I. [IX.I. MOA between the US Air Force University and the SCCSD – Jim Vanderloo] THE MOA BETWEEN THE US AIR FORCE UNIVERSITY AND THE SIOUX CITY SCHOOL DISTRICT, MR. BAYO'S IS HERE TO ANSWER ANY QUESTIONS. IS THERE ANY QUESTIONS FROM THE BOARD MEMBER BEFORE WE TAKE A MOTION? >> YOU'RE HAVING DISCUSSION BEFORE A MOTION. >> JUST TO GET INPUT FROM YOU GUYS. DO WE NEED TO MAKE THAT A MOTION? >> A MOTION TO APPROVE. THERE'S NO RECOMMENDATION UNLESS SOMEONE MAKES A MOTION TO APPROVE. >> I CAN JUST STRUCTURE IN THE USUAL WAY. I'LL MOVE TO APPROVE THE MOU BETWEEN THE AIR FORCE AND THE SIOUX CITY SCHOOL DISTRICT. >> SECOND. >> I JUST WONDER IS THERE A MOTION TO CONSIDER THE MEMORANDUM OF AGREEMENT BETWEEN THE AIR FORCE UNIVERSITY AND THE SIOUX CITY COMMUNITY SCHOOL DISTRICT? >> WELL, MY QUESTION WOULD BE, WHAT DO WE NEED TO ACCOMPLISH? WHEN WE SAY CONSIDER, WHAT DOES THAT DO? >> IF I COULD. >> YES. >> I THINK IF THE BOARD IS CONSIDERING, THEY ARE LOOKING AT THE AGREEMENT AND THE RAMIFICATIONS EMBEDDED IN THE AGREEMENT IS BECAUSE IT'S DIFFERENT THAN IT HAS BEEN IN THE PAST. >> I'M GOING TO WITHDRAW MY MOTION IF YOU WOULD ALLOW IT, AND IF THE SECONDER WOULD ALLOW IT? >> SURE. >> IN ITS PLACE, I WOULD SAY I MOVE THAT OUR BOARD ENGAGE THE PROCESS OF CONSIDERING THE MEMORANDUM OF AGREEMENT BETWEEN THE UNITED STATES AIR FORCE AND THE SIOUX CITY SCHOOL DISTRICT AS IT RELATES TO THE AIR FORCE JUNIOR ROTC PROGRAM HERE IN OUR DISTRICT. >> SECOND. >> I NEED A SECOND. >> SECOND. >> BOARD MEMBERS, IS THERE ANY DISCUSSION? >> LET ME JUST SAY THAT WE HAVE BEFORE US, INFORMATION THAT'S BEEN ASSEMBLED ABOUT THE ENROLLMENT HISTORY OF THE ROTC PROGRAM, WHICH I PRESUME WE WOULDN'T HAVE ANY PROBLEM ALLOWING MEDIA TO SEE. IT'S A GRAPH THAT SHOWS WHAT THE PARTICIPATION HAS BEEN FOR A NUMBER OF YEARS. IF YOU WOULD INDULGE ME FOR A MOMENT, THE ROTC PROGRAM HERE IS ONE THAT DEVELOPED A NUMBER OF YEARS AGO, AND WITH A LOT OF INITIAL SUCCESS WELL ABOVE 100. [00:45:04] I'VE HAD SOME PEOPLE TELL ME THAT THEY THOUGHT EARLY ON IT WAS AS MUCH AS 200 PARTICIPANTS. IT'S CURRENTLY HOUSED IN OUR CAREER ACADEMY, AND A COUPLE OF THINGS HAVE HAPPENED SINCE THEN. ONE IS THAT WE'VE HAD A NUMBER OF ADDITIONAL CAREER PATHWAYS THAT HAVE PROVIDED DIFFERENT CHOICES TO STUDENTS. THAT MIGHT BE ONE EXPLANATION. THERE MAY BE OTHER EXPLANATIONS. BUT THE NEXT THING IS THAT THIS MEMORANDUM OF AGREEMENT IS A SEVEN YEAR AGREEMENT THAT EXPIRED. I WANT TO SAY I WAS TOLD IT WAS THE END OF FEBRUARY AND THAT THE AIR FORCE WAS LOOKING FOR A RENEWAL AT THE END OF FEBRUARY, BUT THEY'RE NOT EXCITED ABOUT THAT AS A DEADLINE TO CONSIDER WHERE WE'RE GOING TO MOVE FORWARD WITH OUR PROGRAM. HOWEVER, EVERY YEAR, WE GET AN INSPECTION AND THE CRITERIA THAT THE MEMORANDUM OF AGREEMENT EXPECTS ARE REVIEWED. FOR A NUMBER OF YEARS RECENTLY, THE CRITERIA THAT WAS REQUIRING THEM TO GIVE US A WAIVER IS THAT WE DID NOT HAVE TWO INSTRUCTORS. WHEN I FIRST CAME ON THE BOARD, I KNEW OR I LEARNED THAT THAT WAS AN ISSUE, AND CONCERNABLE EFFORT WAS MADE AND THANKFULLY, NOW, WE HAVE TWO INSTRUCTORS IN THE PROGRAM, SO WE'RE MEETING THAT CRITERIA. THE OTHER CRITERIA THAT'S BEEN UNDER DISCUSSION ALL ALONG IS THEY USED TO HAVE THIS 100 PARTICIPANT NECESSARY THRESHOLD. I AM INFORMED THAT IT HAS BEEN MOVED. THAT IF YOU HAVE 50, THEY WILL LET YOU CONTINUE THE PROGRAM. BUT IF YOU LOOK AT OUR CHART, CURRENTLY, WE ARE UNDERNEATH THE 50 AT 45 PARTICIPANTS FOR THIS YEAR. NOW, ONE OF THE CONSIDERATIONS THAT FOLKS WOULD TALK ABOUT IS THERE IS A COST IN THAT OUR DISTRICT PAYS 75% OF THE COST OF NOW TWO TEACHERS AS REQUIRED BY THIS AGREEMENT, AND PETER, BUT I DON'T HAVE THE COST. >> A HUNDRED AND FORTY THOUSAND. >> A HUNDRED AND FORTY. THE AIR FORCE PAYS THE OTHER 25%. THEN THE NEXT ISSUE OBVIOUSLY IS, ARE WE MEETING THE NUMBERS THAT THE PROGRAM ON BOTH SIDES EXPECT. WE WANT THE PROGRAM TO BE SUCCESSFUL. WE HAVE A LONG HISTORY OF SUPPORTING THE AIR FORCE IN THIS COMMUNITY. ONE OF THE LARGEST EMPLOYERS WE HAVE IN THIS COMMUNITY IS THE 185TH AIR GUARD. STUDENTS THAT GO THROUGH THIS PROGRAM FIND THAT THEY'RE VERY WELL RECEIVED AFTER THEY GET TO BE 18 AND ARE ELIGIBLE TO BE RECRUITED TO GET INTO THE MILITARY WHERE THERE ARE SCHOLARSHIPS AVAILABLE TO GO TO SCHOOL. FOR EXAMPLE, ONE OF THE FIVE PERCENTERS OUT AT EAST LAST YEAR TOOK ADVANTAGE OF THAT PROGRAM ON THE NAVY SIDE, WHICH IS WHY I KNOW ABOUT HIM SINCE I'M NAVY, AND HE WENT TO BOOT CAMP WHICH IS NOT EASY. THEN TO A SCHOOL NOW HE'S AT THE UNIVERSITY OF IOWA AND HE'S VIRTUALLY HAVING HIS EDUCATION PAID FOR AND IS EXPECTED IF HE GETS INTO MEDICAL SCHOOL, THAT'LL ALSO PAY FOR THAT. HIS FAMILY WOULD NOT BE ABLE TO SUPPORT HIM FINANCIALLY IN THAT HOPE AND DREAM FOR HIS CAREER. BUT BEING INVOLVED AND HAVING THIS EXPOSURE TO ROTC IS AN INTRODUCTION CARD THAT IS DIFFERENCE MAKING WHEN YOU WANT TO GET INTO THOSE PROGRAMS. IT IS VERY VALUABLE FOR THE NOW 45 PEOPLE WHO ARE CURRENTLY IN IT. FORTY FIVE IS THE LOWEST THAT WE'VE HAD IN 10 YEARS. LIKE I SAID, WE STARTED AND IT WAS WELL ABOVE 100. TO MY BOARD MEMBERS, I WOULD SAY, I UNDERSTAND THAT CHALLENGE. THAT BY ENTERING INTO THIS AGREEMENT, WE ARE SAYING THAT WE WILL HAVE A PROGRAM THAT HAS THAT FOLLOWING. I WOULD SAY TO OUR MEDIA AND TO OUR PUBLIC AND WE WORK, WHY ARE WE HERE? WE ARE THE REPRESENTATIVES OF OUR COMMUNITY. THERE'S THE STATE HAS ITS ROLE THROUGH THE DEPARTMENT OF EDUCATION TELLING US WHAT THEY EXPECT FOR EDUCATION. THE REST OF WHAT WE DO HERE FOR OUR STUDENTS AND FOR THEIR CAREERS IS UP TO US AS A COMMUNITY, AND WE'RE MERELY THE REPRESENTATIVES OF THE COMMUNITY. I WOULD HOPE THAT IN THIS WINDOW THAT WE'RE CONSIDERING THIS MEMORANDUM OF AGREEMENT THAT THE PUBLIC MIGHT SPEAK ABOUT, SUPPORT FOR THIS. THAT'S WHY WE DO HAVE A VERY LONG HISTORY. [00:50:01] THE ROTC UNIT HERE IS NAMED FOR GENERAL BUT DAY, WHO'S A SIOUX CITY NATIVE AND A VERY SUCCESSFUL CAREER IN THE AIR FORCE THAT'S BEEN WELL DOCUMENTED AND PUBLICIZED IN THE COMMUNITY, BUT WE AREN'T LOOKING FOR A HISTORIC RELIC. WHAT WE'RE LOOKING FOR IS A PROGRAM THAT PROVIDES HELP TO OUR DEPARTMENT OF DEFENSE AND THE DEFENSE OF OUR COUNTRY. MY CHALLENGE TO THE COMMUNITY IS, LOOK AT THIS. WHAT'S THE SUPPORT GOING TO BE GOING FORWARD? WE NEED TO TALK IT UP, WE NEED TO GET SUPPORT FOR IT, AND YOU NEED TO LET US KNOW. SHOULD WE ENTER INTO THIS AGREEMENT? BECAUSE IF WE DID TODAY, WE COULDN'T MEET THE MINIMUMS THAT THEY REQUIRE FOR PARTICIPATION. >> DIRECTOR, JUST A MINUTE, I THINK SOME OF THE ISSUES I HAVE WITH THIS MEMORANDUM, THIS MOU, IS THE FACT THAT WE HAVE TWO TEACHERS THAT WE PAY GRAND TOTAL OF 140,000 TO AND THE FACT THAT THEY ONLY WILL BE TEACHING EVERY OTHER DAY. WE HAVE 1,090 TEACHERS. I THINK EVERYONE WOULD LIKE TO ONLY HAVE TO TEACH EVERY OTHER DAY. NO ONE QUESTIONS THE BENEFIT OF THE PROGRAM TO THAT INDIVIDUALIZED STUDENTS. WE NOW HAVE TO LOOK 1,090 TEACHERS IN THE FACE AND DETERMINE WHETHER OR NOT WE PAY TWO TEACHERS TO ONLY TEACH EVERY OTHER DAY. >> THE PROGRAM REQUIRES THAT THERE ARE ALWAYS TWO TEACHERS. IT WOULDN'T BE THEY GET A DAY OFF EVERY OTHER DAY. >> YES. >> BUT WHAT YOU'RE SAYING IS [OVERLAPPING] AS A PRACTICAL MATTER BECAUSE THE LAST TWO YEARS, WE'VE HAD THE TEACHERS EVERY OTHER DAY GO OUT TO THE HIGH SCHOOLS IN ORDER TO BUILD RELATIONSHIPS IN ORDER TO GROW THIS PROGRAM, AND THOSE INDIVIDUALS DO NOT WANT TO DO THAT. THEY WENT TO THEIR LEADERSHIP AND STATED THAT, HEY, THIS IS WHAT THEY WANT MOU AND THEIR LEADERSHIP AGREED. WHAT IT WOULD BE WAS, EVERY OTHER DAY, THOSE TEACHERS WOULD SIT HERE, WHEREVER THE PERIOD IS FOR THEIR BUILDING, IF I UNDERSTAND IT CORRECTLY. THERE HAS TO BE TWO TEACHERS IN THE PROGRAM. >> THERE HAS TO BE TWO TEACHERS. THE NEW MEMORANDUM OF AGREEMENT SAYS THAT. TWO TEACHERS TEACHING TWO PERIODS OF APPROXIMATELY 25-26 KIDS PER CLASS. TWO PERIODS. THE REST OF THE DAY, THEY'RE DOING NOTHING UNDER THIS NEW AGREEMENT. WHEREAS IN THE PAST AGREEMENT, WE WERE ALLOWED TO USE THOSE TEACHERS TO DO ANYTHING. WHILE WE CAN TALK ABOUT THE EMOTIONAL, BENEFITS OF ALL THIS PROGRAM, THE FACT OF THE MATTER IS THE AIR FORCE HAS CHANGED THE RULES ON US, WHERE WE CANNOT USE THOSE TEACHERS, EXCEPT FOR THESE CLASSES. THEY'RE GOING TO BE SITTING IDLE, 75% OF THEIR TIME SITTING IDLE. WE'RE PAYING APPROXIMATELY $105,000 FOR THEM TO SIT IDLE BECAUSE THEY'RE TEACHING TWO TEACHERS IN THE CLASSROOM, WITH 50 TO 50 SOME KIDS TEACHING TWO PERIODS. NOW, WE COULD STAFF IT HIGHER THAN THAT, AND THEY COULD HAVE 12 KIDS IN A CLASS, TWO KIDS IN A CLASS. THAT'S JUST NOT FAIR TO THE REST OF OUR CORE CURRICULUM PIECE. THE IDEA THAT THIS IS A DISTRICT PROBLEM IS A TOTAL FALLACY. THE DISTRICT HAS SUPPORTED THIS PROGRAM, AND THE DISTRICT BUILT FACILITIES, IF YOU LOOK AT THE NUMBERS. FOR THE PUBLIC, ALL OF THESE FACT SHEETS ARE AVAILABLE TO THE PUBLIC. TALK TO MISS HEILMAN, SHE HAS THEM ALL. THE DECLINE IN PARTICIPATION FROM 137 WHEN IT INITIALLY KICKED OFF TO 45 NOW IS ONE-THIRD OF THE PARTICIPATION. OVER THE LAST FIVE YEARS, THERE'S BEEN AN AVERAGE OF 52 PARTICIPANTS IN THE PROGRAM. WE WOULDN'T HOLD ANY OTHER PROGRAM OPEN FOR THIS. THE ONLY REASON WE DID IS BECAUSE WE WERE ALLOWED TO USE THOSE TEACHERS TO DO OTHER ACTIVITIES. THE AIR FORCE AGREEMENT, WHICH HAS A DEADLINE OF MARCH 31ST, NOT THAT IT'S OPEN-ENDED. IT'S MARCH 31ST. THEY HAVE A DEADLINE, AND SECTION 4.B1 INDICATES THAT WE CAN'T HAVE THEM WORK ANYWHERE ELSE, AND THEY WILL NOT WAIVE THAT LIKE THEY HAVE IN OUR PAST CONTRACT. IN MY VIEW, FOR US TO SPEND $140,000 WITH 75% OF IT WHERE THOSE TEACHERS ARE IDLE, IS NOT A GOOD USE OF DISTRICT FUNDS, AND IT'S NOT A PROGRAM. THE ISSUE IS THE RECRUITMENT OF THESE PEOPLE. THAT'S NOT A DISTRICT PROBLEM, [00:55:01] THAT'S THE AIR FORCE'S ISSUE. THEIR PROGRAM IS NOT RECRUITING THE NUMBER OF STUDENTS THAT THEY USED TO HAVE. WHY IS THAT A DISTRICT PROBLEM? WE'VE BEEN COMPLETELY SUPPORTING THEM. THE PROBLEM IS THEY'RE RECRUITING OR ATTRACTING KIDS TO THAT PROGRAM. IT'S GONE DOWN, IT'S STAYED DOWN. IT ISN'T MOVING UP FOR FIVE YEARS IN A ROW. IT'S PRETTY STATIC. TO ASK US TO BELLY UP AND SPEND AN EXTRA $105,000 FOR TEACHERS TO SET IDLE BECAUSE THE AIR FORCE IS INFLEXIBLE AND WOULD NOT MODIFY THE CONTRACT, AND THE TEACHERS DON'T WANT TO GO TEACH OTHER THINGS. THEY WANT TO SIT IDLE WHEN THEY DON'T HAVE CLASSES. TO ME THAT'S WRONG, WE'VE LOST CONTROL OF THE PROGRAM. WHY DOESN'T THE AIR FORCE MAKE THE CHANGES TO THE PROGRAM TO ALLOW US TO DO WHAT WE'VE BEEN DOING TO USE THOSE TEACHERS AND NOT WASTE 105,000 OF IDLE TIME? IT'S IMPOSSIBLE FOR ME TO SUPPORT A PROGRAM THAT SPECIFICALLY WASTES FUNDS FOR PEOPLE SITTING IDLE. THAT'S AN AIR FORCE PROBLEM, NOT A SCHOOL DISTRICT PROBLEM. >> I THINK WE HAVE TO ALSO LOOK AT THE FACT THAT WE'RE GETTING CLOSE TO SCHEDULING TIME, WHETHER WE SUPPORT IT OR NOT. LAST YEAR, WE WENT A LONG TIME WITH SOME OTHER ISSUES THAT PUT US BEHIND THE EIGHT BALL WHEN IT CAME TO GETTING THE STUDENTS SCHEDULED. WE HAVE ABOUT THE SAME NUMBER I WOULD ASSUME SIGNED UP. DO WE KNOW HOW MANY WE HAVE? [BACKGROUND] APPROXIMATELY THE SAME NUMBER. >> WHAT APPROXIMATE NUMBER IS IT, SIGNED UP FOR? >> [BACKGROUND] APPROXIMATELY A HUNDRED STUDENTS. >> THAT'S SIGNED UP FOR THE FALL. >> CORRECT. >> WHAT'S YOUR DROPOUT RATE? PRETTY SIGNIFICANT. >> EIGHTY PERCENT. >> EIGHTY PERCENT. PLEASE KNOW THAT NOTHING THAT I SAID WAS INTENDED TO BE INTERPRETED AS THAT THIS IS A DISTRICT PROBLEM. IT'S A COMMUNITY ISSUE. IT'S NOT THE PROBLEM OF THIS SCHOOL DISTRICT. WE HAVE BEEN HERE OFFERING AN EXCELLENT AIR FORCE ROTC PROGRAM FOR A NUMBER OF YEARS. ONE OF THE REASONS WHY I THINK IT'S WORTH US HANDLING THIS, AS OUR PRESIDENT IS HANDLING IT WITH A MOTION THAT SAYS, ARE WE GOING TO CONSIDER IT, IS WE DO HAVE ANOTHER BOARD MEETING YET THIS MONTH BEFORE MARCH 31, WHERE WE COULD SAY, IF ANYBODY HAS SOLUTIONS OR IF IN THE INTERIM, THERE ARE DISCUSSIONS THAT MIGHT MAKE THEM ON THE AIR FORCE SIDE MORE REASONABLE, I WILL TELL YOU THIS, THAT WHEN I INQUIRED ABOUT IT, THE ISSUE IS, WELL YOU GUYS, YOU GUYS MEANING ME, US ALL, WE'RE TALKING ABOUT, YOU SHOULD BE OUT IN THE OTHER BUILDINGS TO RECRUIT. WELL, WE USED A COUPLE OF WORDS THAT BECAME A PROBLEM. ONE WAS WHEN WE SAID WE WANT TO JUST ASSIGN THEM TO WHATEVER TASKS WE HAVE. THEY SAY IT'S REQUIRED THAT THE MILITARY INSTRUCTORS BE SERVING THE MILITARY MISSION. THE REASON THIS IS ALSO TRUE AT ROTC AND COLLEGES IS THE UNIVERSITY CAN'T JUST SET THEM OUT TO DO THIS OR THAT BECAUSE THEY MIGHT BE DRAWN INTO SOMETHING THAT THE AIR FORCE DOESN'T WANT TO BE LABELED WITH BECAUSE IT'S UNINFORMED PEOPLE MIGHT BE SEEN IN A PICTURE OR WHATEVER, AND SO FORTH. FOR WHATEVER REASON, THAT'S BEEN TRUE FOR MORE THAN 100 YEARS. I THINK THERE'S A WAY TO CHARACTERIZE WHAT WE'VE DONE IN THE PAST AS SERVING THE MISSION OF THE ENTIRE PROGRAM AND THE DISTRICT. THEN THE OTHER ONE WAS THE USE OF THE WORD RECRUITING BECAUSE THE MILITARY IN THIS COUNTRY IS NOT ALLOWED TO RECRUIT ANYBODY WHO IS AT LEAST 18 YEARS OLD. YOU CAN COME IN LIKE WHEN YOU'RE 17 AND A HALF AND THEY CAN GET YOU STARTED, AND THEY'LL SAY, COME BACK IN SIX MONTHS BECAUSE THEY CANNOT DO RECRUITING. IF WE GET TIED UP AND TANGLED INTO THE INTERPRETATION OF WORDS USED, I GUESS WHAT I WOULD SAY IS THAT I THINK THE PATH WE'RE ON IS A GOOD ONE IN THAT WE'RE HAVING A CONVERSATION ABOUT CONSIDERING THIS MEMORANDUM OF AGREEMENT IN VIEW OF THESE STATISTICS THAT WE HAVE HERE AND WHAT MR. GREENWELL HAS OUTLINED AS WELL AS MR. GEORGE IN REGARD TO THE PRACTICAL WAY THAT IT'S WORKED. BUT IT'S NOT THE DISTRICT, IT'S OUR COMMUNITY. DO YOU WANT ROTC AND TO HAVE ROTC, WE HAVE TO COME UP WITH MORE PARTICIPATION. I APPRECIATE THAT WE'VE LEARNED THAT THERE ARE 100 SIGNED UP AND THAT WOULD BE AN EASY OUT FOR SOMEONE WHO WANTED TO DEBATE THE OTHER SIDE. BUT WE ALSO DO HAVE ATTRITION IN THIS PARTICULAR PATHWAY OF THE CREER ACADEMY. FOLKS SHOULD KNOW THAT THE ATTRITION IS HIGHER HERE THAN ANYWHERE ELSE, AND I THINK IT'S BECAUSE OF THE DEMANDS THAT THE PROGRAM HAVE IN TERMS OF TIME FOR THE STUDENTS TO PARTICIPATE IN IT. ALL THOSE THINGS ARE A MATTER THAT I THINK THE COMMUNITY OUGHT TO HAVE A GOOD CONVERSATION ABOUT, [01:00:02] AND THAT WE SHOULD COME BACK AT OUR NEXT BOARD MEETING AND THEN DECIDE TO EITHER APPROVE OR DISAPPROVE. I LIKE THE DIRECTION WE'RE GOING BECAUSE IT GIVES A COMMUNITY AN OPPORTUNITY TO WEIGH IN IF THEY CAN EFFECTIVELY MAKE A DIFFERENCE. >> DR. MICHAELSON. >> YES SIR. >> VERY BRIEFLY, IN THE THIRD PARAGRAPH OF THE MOU THAT THEY SENT, IT ENDS WITH NO FURTHER AMENDMENTS TO ANY SECTION OF THIS MOA WILL BE ACCEPTED. I THINK THEY'VE MADE UP THEIR MIND. >> IT'S A DRAFT IN THE WORK, BUT I [OVERLAPPING]. >> IT MAY BE VERY WELL, MR. MICHAELSON, THAT YOU'RE RIGHT, AND IF THAT'S TRUE, THEN WE'LL KNOW THAT WHEN WE HAVE OUR NEXT BOARD MEETING. BUT IF THAT WAS TRUE, I THINK THEY WOULD HAVE TAKEN IT OFF THE TABLE ALREADY AS OPPOSED TO LEAVING US WITH IT BEYOND THE TIME THAT OUR LAST MOU EXPIRED. >> DR. MYERS. >> MY CONCERN WITH THIS PROGRAM IS NOT THE PROGRAM, IT'S WE'RE ON THE FINANCE COMMITTEE AND I'M A FINANCE PERSON. WE ARE SPENDING ROUGHLY FIVE AND A HALF TO $6,000,000 MORE THAN WHAT WE CAN SUSTAIN. WE ARE OTHERWISE, IN THE NEXT FEW YEARS, WE ARE GOING TO HAVE TO CUT FIVE OR $6,000,000 OR FIND SOME WAY TO LEVY PROPERTY TAXES. GOD KNOWS WHAT THAT WOULD BE. IN ORDER TO PROVIDE JUST WHAT WE'RE DOING NOW, THAT MEANS TO ME THAT WE HAVE TO START LOOKING AT APPROPRIATE USES, HIGHEST POSSIBLE LEVEL USES FOR THE RESOURCES THAT WE HAVE THAT ARE LIMITED AND BECOMING MORE LIMITED. THEREFORE, I WOULD SUGGEST THAT IF YOU'RE TALKING ABOUT A PROGRAM WITH 50 MORE OR LESS AND TWO TEACHERS, THAT'S AN INEFFICIENT USE OF RESOURCES, AND WE SHOULD USE THOSE RESOURCES TO SUPPORT SOME OF OUR OTHER PROGRAMS THAT ARE GOING TO NEED IT. PERHAPS EVEN THE FOREIGN LANGUAGE PROGRAM AS WE'VE HEARD OF TODAY. I THINK THERE ARE ALL SORTS OF OTHERS WE LIKE TO DO, BUT WE'RE LOOKING AT A SITUATION WHERE WE'RE NOT REALLY GOING TO BE ABLE TO DO WHAT WE ARE DOING NOW OVER THE LONG TERM. WE NEED TO BE THOUGHTFUL AND CONSIDER IT IN WHAT WE DO, BUT WE NEED TO RECOGNIZE THE ENVIRONMENT THAT WE'RE IN. >> I APPRECIATE YOUR ARGUMENT. I THINK IT'S IMPORTANT FOR THE COMMUNITY TO KNOW THAT WE'RE TALKING ABOUT ENDING THE ROTC PROGRAM. THAT'S THE OPTION. >> MR. VAN LU, IF I UNDERSTAND IN THE CONVERSATIONS WE HAD BOTH IN FINANCE AND THAT STUDENT ACHIEVEMENT WHEN YOU VISITED WITH THE AIR FORCE PEOPLE, THAT IN ORDER FOR US TO USE THE TEACHERS LIKE WE'VE BEEN USING THEM, THEY WOULD HAVE TO AGREE TO IT, CORRECT? >> THAT IS CORRECT. [BACKGROUND] >> BECAUSE THEY WERE THE ONES THAT BROUGHT UP THAT THEY DID NOT WISH TO DO THAT. >> THAT'S CORRECT. [BACKGROUND] I DON'T BELIEVE IT WAS JUST THE SIOUX CITY ROTC [BACKGROUND]. >> THAT'S TRUE. THE HOPE THOUGH, IN GENERAL, WAS THAT THEY WOULD GO OUT AND BUILD THOSE RELATIONSHIPS. I CALL IT RECRUITING. I THINK THE SEMANTICS OF IT, IS ONE THING BEING A HEAD COACH AT ONE TIME. I OFTENTIMES HIT THE STUDY HALLS IN THE LUNCH PERIODS, TO BUILD KIDS TO COME OUT FOR THE SPORT THAT I WAS COACHING. I THINK THAT WAS THE INTENT AND THE HOPES, AND IT HASN'T REALLY MOVED THE BAR. WE'RE STILL DEALING WITH THE SAME POPULATION DEFICIENCY WHEN IT COMES TO THIS PROGRAM. DR. EARLEYWINE. >> JUST A COUPLE OF THINGS. OVER THE LAST FEW YEARS, I KNOW THE REQUIREMENT WAS TWO TEACHERS, HAVE WE ALWAYS HAD TWO TEACHERS? >> YEAH. [BACKGROUND]. >> FOR A YEAR, WE HAD ONE. WE WERE GIVEN SOME FLEXIBILITY ON THAT, AND I BELIEVE THAT THE MAKEUP OF THE TWO, WE'RE SUPPOSED TO BE A RETIRED ENLISTED AND A RETIRED OFFICER. I THINK NOW WE HAVE TWO RETIRED ENLISTED, IS THAT CORRECT? [01:05:03] >> THAT'S CORRECT. >> THERE'S SOME FLEXIBILITY, BUT WE HAVEN'T BEEN MEETING THE STANDARDS, AND EVERY YEAR WE GET A LETTER FROM THEM SAYING WE ARE ON PROBATION. EVERY YEAR SINCE I'VE BEEN SUPERINTENDENT, WE GET A LETTER BECAUSE WE DIDN'T MEET THE HUNDRED THRESHOLD. WELL, NOW THE THRESHOLD IS 50. >> IT DOESN'T SAY THAT IN THE AGREEMENT. >> AND WE STILL ARE STRUGGLING. >> IT SAYS 100. >> I BELIEVE WE'VE GOT INFORMATION FOR SEVEN STRAIGHT YEARS. >> YEAH. THERE'S ALWAYS SOME HISTORY TO IT, I JUST WANTED TO MAKE SURE THAT THERE'S BEEN SOME STRUGGLES WITH IT, AND I THINK WE'VE BEEN ABLE TO WORK IT OUT. I'M NOT SURE AT THIS POINT THAT WE CAN WORK IT OUT. I'M HOPEFUL THAT WE CAN, BUT THAT WILL BE A BOARD DECISION. BECAUSE AGAIN, WHEN WE LOOK AT THE DOLLARS ASSOCIATED WITH THIS, AND THIS IS ONE OF MANY DECISIONS DOWN THE ROAD THAT THIS BOARD AND FUTURE BOARDS ARE GOING TO HAVE TO MAKE WHEN IT COMES TO PROGRAMS AND DOLLARS, BECAUSE WE'RE GOING TO BE IN DEFICIT SPENDING THIS NEXT YEAR, AND THERE'S NOT A LOT OF MONEY COMING FROM THE STATE. WE KNOW IT'S GOING TO BE EITHER 2% OR 2.25 SUPPLEMENTAL STATE AID COMING OUR WAY. WE KNOW THAT. I DON'T SEE THOSE NUMBERS JUMPING BY LEAPS AND BOUNDS IN THE FUTURE. WE'RE GOING TO BE AT THAT 2% HOPEFULLY FOR THE FORESEEABLE FUTURE. THESE ARE DECISIONS THAT THE BOARDS HAVE TO MAKE. THEY'RE NOT EASY DECISIONS BECAUSE IT'S ABOUT PROGRAMS AND KIDS. BUT YOU ALSO HAVE TO PRIORITIZE AND SAY, RETURN ON INVESTMENT, WHICH I HEAR A LOT AT THIS TABLE, AND I AGREE WITH THAT. WHAT'S THE RETURN ON INVESTMENT? THERE ARE OTHER THINGS WE'D LIKE TO DO. THERE'S NEEDS AND WANTS AND THERE'S PRIORITIES, WE JUST GOT TO FIGURE IT OUT. WITH THAT, THANK YOU. >> DR. EARLEYWINE. >> WE'VE HEARD THAT THE INSTRUCTORS DO NOT WANT TO TAKE ON OTHER DUTIES. IS THAT CORRECT, MR. GREENWELL? >> THAT IS CORRECT. >> THE MOU OR MOA SAYS 100 IS OUR MINIMUM, IS THAT CORRECT? >> YES. THAT IS CORRECT. >> WE HAVE TO HAVE THE AIR FORCE'S APPROVAL, EVEN IF THE TEACHERS VOLUNTEERED, WHICH THEY DON'T WANT TO. WE HAVE TO HAVE THE AIR FORCE'S APPROVAL, WHICH THEY WOULDN'T TELL US THEY WOULD ISSUE THAT WAIVER AND ALLOW THEM TO DO THAT, IS THAT TRUE? >> THAT'S RIGHT. >> ALL OF THOSE ITEMS SHOW THAT THIS IS AN AIR FORCE ISSUE, AND BY THE WAY, THE RECRUITING HAS NOT DONE WELL AT ALL FOR QUITE FRANKLY THE LAST SIX YEARS. THE RECRUITING HAS GONE DOWN DRAMATICALLY. >> THEY'RE PROMOTING SO WE DON'T HAVE A LANGUAGE. WE ARE NOT ASKING [OVERLAPPING] THE AIR FORCE TO RECRUIT, OR ANY OF THOSE INSTRUCTORS BECAUSE THAT WOULD BE [OVERLAPPING]. >> PARTICIPATION IN THE PROGRAM HAS GONE DOWN DRAMATICALLY, SO WE CAN PLAY SEMANTICS. BUT THE FACT OF THE MATTER IS, PARTICIPATION IN THE PROGRAM HAS GONE DOWN DRAMATICALLY AND IT'S STAYING AT LOW LEVELS. IT'S NOT MOVING UP. IT HASN'T MOVED UP FOR THE LAST FIVE YEARS. IT'S AT A LOW LEVEL, AND THEY DO HAVE A VERY HIGH ATTRITION RATE. IT'S GOING TO BE FUN AND THEN 50% DROP RIGHT AWAY WHEN THEY GET IN AND START DOING IT. TO EXPECT MUCH MORE THAN THAT IS JUST NOT THERE. THE MOU IS IN THE HANDS OF THE AIR FORCE. THE FLEXIBILITY NEEDS TO BE IN THE HANDS OF THE AIR FORCE TO MAKE THE FLEXIBILITY FOR US TO CONTINUE THIS PROGRAM. I FOR ONE, IF THEY DON'T MAKE THAT PROGRAM, WOULD BE IMPOSSIBLE FOR ME TO SUPPORT THIS GOING FORWARD. [OVERLAPPING]. >> DR. EARLEYWINE. >> ONE OTHER QUESTION. HOW MANY OF OUR STUDENTS EACH YEAR GO FROM [INAUDIBLE] INTO THE SERVICE OR TO ANY TYPE OF SERVICE, MEANING THE GUARD, ARMY, OR NAVY? >> [BACKGROUND] WE KNOW THAT TWO YEARS AGO [BACKGROUND] JOINED THE MILITARY [BACKGROUND] AT GRADUATION EVERY YEAR WHEN WE HAVE THOSE STUDENTS [BACKGROUND] >> MR. [INAUDIBLE], MY UNDERSTOOD THAT THE ATTRITION RATE FROM THE FIRST YEAR TO THE SECOND YEAR IN THE PROGRAM IS 90%. WE'RE ONLY RETAINING ABOUT 10% FOR THE SECOND YEAR. IS THAT APPROXIMATELY CORRECT? >> THAT WAS CORRECT, 50-90. >> SOMETHING'S NOT WORKING WITH THE PROGRAM WHERE YOU'RE LOSING 90% AFTER YOUR FIRST YEAR GOING INTO THE SECOND YEAR. WHILE YOU USE THE CASE EXAMPLE, THAT TO ME IS AN EDGE CASE ONE ON THE FAR EDGE OF IT WHEN, [01:10:01] IN FACT, YOU'RE NOT GETTING A WHOLE BUNCH OF THOSE KIDS SIGNING UP FOR THE SECOND YEAR, AND THEN ULTIMATELY GOING INTO THE MILITARY. >> I WOULD SAY MANY USEFUL POINTS HAVE BEEN MADE FOR THE ANALYSIS OF THIS TODAY. I DO THINK THE COMMUNITY NEEDS TO KNOW THE COMMUNITY, SIOUX CITY, NOT THE JUSTICE DISTRICT, NEEDS TO BE WELL INFORMED ABOUT THIS PARTICULAR SITUATION. I WOULD SAY TO THE MEDIA THAT YOU SHOULD ASK FOR AND GET PARAGRAPH 10 ON PAGE 6 AND PAGE 7 OF THE DRAFT VERSION OF THE MOU SO THAT EVERYBODY CAN SEE WHAT'S THERE, INCLUDING LANGUAGE THAT AGREES WITH WHAT'S SAID ABOUT, WHAT WE CAN'T DO UNILATERALLY ON OUR OWN, BUT IT ALSO SAYS AIR FORCE OR OTC INSTRUCTORS ARE PERMITTED TO SERVE ON COMMITTEES OR PERFORM ROUTINE NON-INSTRUCTIONAL DUTIES ACTIVITIES THAT ARE TYPICALLY DISTRIBUTED AMONG THE INSTITUTION THAT SIOUX CITY SCHOOLS, FACULTY MEMBERS, AND THEY USE AS EXAMPLES, WENT THROUGH MONITOR, BUS MONITOR, ETC. BY PARTICULARLY NOTING THAT, I'M NOT TAKING AWAY FROM WHAT MR. GREENWELL HAS NOTED, BECAUSE IT THEN GOES ON AND SAYS THAT CLASSROOM SIZE, NUMBER OF STUDENTS, AND THE LIKE CANNOT BE THE CONSIDERATION FOR DECIDING IF THEY'RE AVAILABLE FOR ADDITIONAL DUTIES. THE SAME PARAGRAPH ALSO TALKS ABOUT THE OTHER RESPONSIBILITIES THEY HAVE ON THE MILITARY SIDE, IF THEY'RE HERE AS A TEACHER. I WOULD SAY FOR THE COMMUNITY, AND I WOULD HOPE OUR MEDIA WOULD PICK UP AND PUBLISH THIS PARAGRAPH 10, SO YOU KNOW WHAT IT'S ABOUT NOW. I THINK IT DESERVES DISCUSSION, AND I APPRECIATE THE DISCUSSION THAT'S GONE ON TODAY. LIKE I'VE SAID, A NUMBER OF POINTS HAVE BEEN MADE, BUT YOU CAN SAY THE HISTORY DOESN'T MATTER. I APPRECIATE WHAT JOHN HAS SAID AND WHAT DANA HAS SAID ABOUT THE FINANCES ARE EXTRAORDINARILY IMPORTANT IN ALL OF THESE DECISIONS, BUT WE AS A COMMUNITY, NOT JUST A SCHOOL DISTRICT. WE AS A COMMUNITY, HAVE HAD A VERY LONG HISTORY OF SUPPORTING THE UNITED STATES MILITARY PARTICULARLY THROUGH THE AIR FORCE AND THE COMMUNITY OUGHT TO LET US KNOW. IN THE CONTEXT OF ALSO KNOWING THESE STATISTICS THAT WE'VE TALKED ABOUT HERE TODAY THAT TALK ABOUT HOW THE PROGRAM HAS ACTUALLY WORKED OVER THE LAST SEVERAL YEARS. THANK YOU. >> THANK YOU. CAN YOU HAVE A MOTION. [OVERLAPPING] >> I STILL HAVE A QUESTION. >> MR. RANDALL, WHERE ARE YOU IN THE SCHEDULING PROCESS RIGHT NOW? WE'RE NOW IN MID MARCH ALMOST. >> YES. ALL OUR STUDENT STARTED THE REGISTRATION PROCESS BACK IN EARLY DECEMBER [INAUDIBLE] HIGH SCHOOL PRINCIPALS IN SCHOOL [INAUDIBLE] OR FOUR, MOST OF DEPARTMENTS OF THEIR SECTIONS HAVE ALREADY BEEN DECIDED FOR NEXT YEAR [INAUDIBLE]. >> ARE YOU SAYING THIS IS THE BOTTLE NECK RIGHT NOW? >> WE HAVE THREE DIFFERENT GROUPS THAT WE'RE WAITING ON AND I'M MEETING SCHEDULED WITH TWO OF THEM [INAUDIBLE]. >> ANY OTHER QUESTION? I THINK WE OUGHT TO ASK THE AIRFORCE WHAT THEIR PLAN IS TO GET IT ABOVE 50, BECAUSE THAT TO ME IS DRIVING THE WHOLE THING AND ASK THEM WHAT THEIR PLAN IS TO LET US UTILIZE THOSE FOLKS, EVEN THOUGH THE TEACHERS THEMSELVES SO THEY DON'T WANT TO DO IT, SO THEY'RE NOT GOING TO PUT FORTH A REQUEST, HOW WE'RE GOING TO PRACTICALLY GET THIS IN PLACE. IF THE TEACHERS WON'T DO A REQUEST AND THE AIRFORCE ISN'T GOING TO MOVE, WHICH HAS BEEN EXACTLY THEIR POSITION TO DATE. >> BUT [INAUDIBLE] CLEAR. [INAUDIBLE] STARTED, THEY WILL NOT ADJUST THIS MOU AS IT STATES IN PARAGRAPH EIGHT [INAUDIBLE] REFERENCE. >> WE CAN PUT ALL THE COMMUNITY PRESSURE ON THEM WE WANT, BUT UNLESS SOMEBODY CAN WRITE A SHARPLY WORDED LETTER TO SECRETARY DEFENSE HEG SETH TO GET US TO CHANGE THEIR MIND, I DON'T THINK WE'RE GOING TO GET ANYWHERE. >> PLEASE, COULD YOU READ BACK THE MOTION? >> I HAVE DIRECTOR MK MOVE TO ENGAGE THE PROCESS OF CONSIDERING THE MEMORANDUM OF AGREEMENT BETWEEN THE US AIR FORCE AND THE SIOUX CITY COMMUNITY SCHOOL DISTRICT AS IT RELATES TO THE ROTC. DIRECTOR MILLER SECONDED. >> IF WE VOTE ON THAT, ARE WE PROVING THE MOU? >> NO. [01:15:01] >> OKAY. I JUST WANTED TO MAKE SURE. >> WE'LL VOTE ON THIS ONE, BUT I'D LIKE TO SET UP ANOTHER MOTION TO WE DO NOT ACCEPT THIS MEMORANDUM OF UNDERSTANDING OR MEMORANDUM OF AGREEMENT AS IT'S CURRENTLY WRITTEN. >> AS YOU'RE GOING TO DO THAT AFTER WE VOTE ON THIS? >> YES. >> LET'S GET THIS ONE JUST REAL QUICK. IS THERE ANY CITIZEN INPUT? >> NO. >> ALL THOSE IN FAVOR OF THE MOTION, SAY AYE. >> AYE. >> ALL THOSE OPPOSED SAY MAY. THAT MOTION PASSES. [OVERLAPPING] >> YES. I MAKE A MOTION THAT WE DO NOT ACCEPT THIS MEMORANDUM OF AGREEMENT AS IT'S CURRENTLY WRITTEN. >> SECOND. >> WE HAVE A FIRST, WE HAVE A SECOND, ANY DISCUSSION REGARDING THAT. ANY CITIZEN INPUT? >> NO. >> ALL THOSE IN FAVOR OF, ROLL CALL VOTE? [OVERLAPPING] DIRECTOR? >> I JUST HAVE A POINT OF CLARIFICATION, SO I WANT TO BE REAL CLEAR ON THIS. WHAT IS THE MOTION AGAIN? >> THAT WE DO NOT ACCEPT THE MEMORANDUM OF AGREEMENT AS IT'S CURRENTLY WRITTEN. >> IF THAT DOES NOT PREVENT IT FROM COMING BACK IN A DIFFERENT FORM, AT THE NEXT BOARD MEETING DOES NOT PREVENT IT. I JUST WANT TO MAKE SURE WE'RE CLEAR ON THAT. BECAUSE I DON'T WANT PEOPLE SAY, WELL, IT'S DEAD. IT'S NOT, SO WE WILL PROBABLY MOST LIKELY SEE IT AT THE NEXT BOARD MEETING. >> [INAUDIBLE]. >> THEN IT'S MOOT. IT'S ALREADY BEEN VOTED ON. >> YEAH. THEY WOULD HAVE TO CHANGE IT IN ORDER FOR IT TO COME TO A VOTE AGAIN. >> THAT'S EXACTLY WHAT MY MOTION WAS INTENDED TO DO. >> I WAS TAKING YOUR MOTION AS BEING ADVISORY AND NOT TRYING TO BE CONCLUSORY. >> I DISAGREE. THE MOTION WAS IN CONCLUSORY, THAT WE DO NOT APPROVE THIS MEMORANDUM OF AGREEMENT AS IT'S CURRENTLY WRITTEN. >> YOUR MOTION TODAY MEANS THAT UNLESS THIS AGREEMENT IS CHANGED, THE AIR FORCE PROGRAM HERE IS DEAD? >> I THINK I STATED THAT. YES. >> THAT'S YOUR MOTION? \. >> YES. >> I AGREE, WE OUGHT TO HAVE A ROLL CALL. >> CAN I JUST CLARIFY THAT AS DIRECTOR [OVERLAPPING]. >> CABINET MEMBER JIM [NOISE]. >> I JUST WANT TO MAKE SURE AS DIRECTOR MICHAELSON READ IN PARAGRAPH 3, IT STATES THAT THERE WILL BE NO CHANGES TO THIS MOU. I DON'T WANT ANYBODY HAVE THE THOUGHT OR THE HOPES THAT THIS MOU IS GOING TO CHANGE BECAUSE THEY'VE TOLD MR. KILBURN AND I ON A PHONE CALL, A VERY LENGTHY DETAILED PHONE CALL. THEY'RE NOT ADJUSTING THIS. THIS IS AS IS. IT CLEARLY STATES IN THE MOU. THIS IS WHAT IT IS. IT WILL NOT CHANGE. IF SOMEBODY IS HOPING THIS IS GOING TO CHANGE, THEY CLEAR THAT IT WON'T CHANGE. THIS IS THE FINAL DRAFT. THIS IS THE FINAL DOCUMENT FOR AN MOU. >> WELL, I DON'T KNOW IF I AGREE WITH THAT EVERYBODY UNTIL YOU SEE THE WHITE OF THEIR EYES, I'M NOT GOING TO CHANGE. I'M NOT GOING TO CHANGE UNTIL, MAYBE I'LL CHANGE. I'M GIVING THEM AN OPPORTUNITY. MY MOTION IS GIVING THEM AN OPPORTUNITY TO RECONSIDER ONCE AGAIN. >> I WILL SAY THAT MR. KILBURN AND I MADE THAT POINT VERY CLEAR THAT THIS MAY NOT PASS AT THE BOARD, AND THEY WERE PREPARED FOR THAT TO HAPPEN. >> DID YOU TALK TO BRIGADIER GENERAL MILLER. >> HIS NAME IS PAUL MACKOWSKI. HE SUPERVISES THE [INAUDIBLE] >> I GOT THE BRIGADIER GENERAL, RIGHT HERE. >> I DON'T THINK IT BRIGADIER GENERAL [INAUDIBLE]. >> CAN I CALL HIM THAT? >> THE MOU IS FROM THE BRIGADIER GENERAL. THAT'S CORRECT. >> I KNEW I HAD IT SOMEWHERE. >> SORRY MY APOLOGIES. >> SO WHERE ARE WE AT THE MOU? >> [INAUDIBLE] EXACTLY RIGHT. THIS CANNOT COME BACK IN THIS FORM. YOU ARE EXACTLY RIGHT. [INAUDIBLE], NO CHANGES WILL BE MADE. >> WELL, THAT'S THE LANGUAGE OF THE AGREEMENT. IT'S A DRAFT RIGHT NOW. >> [INAUDIBLE]. >> YOU AND I ARE LAWYERS ENOUGH TO KNOW THAT A DRAFT IS A DRAFT UNTIL IT GETS SIGNED. >> IT'S [INAUDIBLE] >> ONE LAST THING WHAT I WILL DO IS I WILL DIRECT MR. VANDER, MR. KILBURN, TO REACH OUT ONE LAST TIME AFTER THIS DEPENDING ON THIS VOTE TO SEE WHAT CAN OR CANNOT BE DONE. IF IT'S NO, IT'S A NO, JUST SO EVERYBODY UNDERSTANDS THAT. BECAUSE AGAIN, WHATEVER WE CAN'T BRING THIS BACK IN THIS FORM IF IT'S VOTED DOWN TONIGHT. >> I HAVE JUST ONE LAST QUESTION AND THIS WON'T THROW RENT IN ANYTHING. [01:20:01] WE WENT HOW MANY YEARS WITH JUST ONE INSTRUCTOR? THIS ONE YEAR. THERE'S NO WAY TO GO BACK DOWN TO ONE. >> NOT IF WE GET IN GOOD FAITH. >> LET'S TAKE A ROLL CALL VOTE. >> MR. GREENWELL? >> YES. >> MS. LEE? >> NOW, MR. MYERS? >> AYE. >> MR. MICHAELSON? >> YES. >> MR. MILLER? >> NO. >> MR. MK? >> NO. >> MR. GEORGE? >> YES. >> FOUR, THREE, CORRECT? MOTION PASSES. >> QUESTION. NO, GO AHEAD. BECAUSE MY QUESTION WAS, SINCE THE MOTION CARRIED, THEN WE ARE NOT GOING TO TAKE THE LIBERTY OF TRYING TO WRITE AN AGREEMENT TO THEM TO SAY, HEY, THIS MIGHT BE AN OPTION. THAT'S WHAT I WOULD SUGGEST. >> [INAUDIBLE] WITH THAT PASSAGE TONIGHT, WE HAVE MR SCHEDULING WE'RE IN THE SCHEDULING PROCESS THAT WE MOVE FORWARD. MR. GER AND I WILL REACH OUT TO THEM THIS WEEK AND TRY TO MAKE CLARIFICATION. I'M NOT SURE GOING TO MORE WEEKS. IF THEY CLAIM THAT THEY WILL NOT CHANGE THIS MOU, MAYBE MOVE FORWARD WITH THE SCHEDULING PROCESS AND THIS [INAUDIBLE] IN THIS PROGRAM THE [INAUDIBLE] COURSES [INAUDIBLE] >> WHY IS TWO WEEKS IMPOSSIBLE TO LIVE WITH TO GET COMMUNITY INPUT ON THIS, AND THAT COULD INCLUDE PEOPLE WHO MIGHT KNOW THE SECRETARY OF DEFENSE? [LAUGHTER] >> I'M NOT SAYING IT'S IMPOSSIBLE BUT I THINK WE ALL KNOW SCHEDULES [INAUDIBLE] ON ALLEGATIONS WERE NOT DONE ON TIME. SO WE ARE TASKED WITH MAKING SURE- EVERY STUDENT [INAUDIBLE] SCHEDULE [INAUDIBLE]. >> MR. KILO, MR. VAN, WHEN YOU TALK WITH THE PEOPLE, YOU WILL CONVEY TO THEM THAT THE MOU REALLY BASICALLY HAS TO CHANGE OR THE PROGRAM IS GONE. >> DR. [INAUDIBLE], WILL YOU INFORM US AS A BOARD AS AS SOON AS THEY DID, IT WOULD BE I'M NOT ASKING FOR A MOTION OR VOTE, BUT FROM A PRACTICAL POINT OF VIEW, IF THEY COME BACK AND SAY, NO, I THINK YOU GUYS OUGHT TO DO WHAT YOU NEED TO DO TO PLAN AND SCHEDULE WITHOUT IT. >> AS SOON AS THEY HAVE A CONVERSATION WITH THEM, I WILL COMMUNICATE OUT TO THE BOARD ON ANY. >> AGAIN, THIS IS AN AIR FORCE ISSUE, NOT A SCHOOL DISTRICT ISSUE. I WANT TO BE VERY CLEAR. THIS IS AN AIR FORCE ISSUE, NOT A SCHOOL DISTRICT ISSUE. >> MR. MOORE, YOU HAVE A POINT OF [OVERLAPPING] >> I WANT TO ALSO CLARIFY SOMETHING. THOSE HAVE VOTED IN THE MAJORITY FOUR, THREE VOTE. THE MAJORITY UNLESS THERE'S A BOARD POLICY CONTRARY TO WHAT I'M ABOUT TO SAY. BUT TYPICALLY, UNDER THE ROBERTS RULES OF ORDER, ONE PERSON OR ONE OF THE FOUR COULD COME BACK TO THE BOARD AND SAY, I WANT A MOTION TO RECONSIDER THIS MOU. YOU HAVE TO HAVE A SECOND TO IT AND THEN YOU VOTE THAT UP OR DOWN. WHEN I SAY BLOCKS DOESN'T COME BACK, BUT IT WOULD TAKE ONE OF THE MAJORITY TO SAY, I WOULD LIKE A MOTION TO RECONSIDER, IT'D HAVE TO BE SECONDED BY ONE OF THE [OVERLAPPING] >> AT THE NEXT BOARD MEETING. >> AT THE NEXT BOARD MEETING. >> THERE YOU GO. >> I DON'T KNOW IF THAT'S GOING TO HAPPEN. IT SOUNDS LIKE THERE BASICALLY TWO ISSUES THAT ARE THE BLOCK HERE TO THE NUMBER OF STUDENTS, AND THE FULL TIME INSTRUCTORS THAT CAME HERE [NOISE] [INAUDIBLE]. BASICALLY [OVERLAPPING]. >> THOSE ARE THE TWO ISSUES, BUT PROBABLY I WOULD SAY IN MY BOOK, THE LARGEST ISSUE IS THE INABILITY TO USE THEM ON WHAT I WOULD CALL THEIR OFF DAY OF INSTRUCTION. >> DIRECTOR GREENWELL, THANK YOU FOR STATING THAT IT'S NOT A DISTRICT ISSUE BECAUSE I THINK THE DISTRICT HAS DONE WHAT WE CAN DO TO ENSURE THAT OUR STUDENTS HAVE WHAT THEY NEED TO BE SUCCESSFUL. I DO. BUT IT WAS HARD FOR ME TO SUPPORT THAT BECAUSE I REALLY IN THE INTEREST OF OUR STUDENTS, AND WHAT'S NEXT FOR THEM. BUT I THINK AS A BOARD, [01:25:04] WE DO HAVE TO REALIZE THAT AS WE CONTINUE TO MOVE FORWARD IN THIS LIFE OF EDUCATION, WE ARE GOING TO HAVE TO MAKE SOME STRONG DECISIONS THAT ARE GOING TO NOT SUPPORT COMMUNITY PROGRAMMING AND JUST LOOKING AT WHAT IT IS WE DO OFFER AS A DISTRICT. I THINK THAT'S A POINT OF CONSIDERATION. IT'S JUST DISHEARTENING THAT WE'RE NOT IN A POSITION TO SUPPORT THE KIDS THAT ARE IN HERE AND THAT WE DON'T HAVE THE HAND POWER OR THE CONNECTION TO SOCIALLY ENGAGED KIDS TO BE INVOLVED IN A PROGRAM THAT COULD BE BENEFICIAL. THANK YOU FOR THIS TIME. >> YOU'RE WELCOME. WE ARE ITEM J. [IX.J. Contracts for Board Approval – Jim Vanderloo/ Jarod Mozer] CONTRACT FOR BOARD APPROVAL, [INAUDIBLE]. IS THERE A MOTION TO APPROVE OR EXECUTE THE CONTRACT TO SUPPORT STUDENT LEARNING ACTIVITIES? >> MOVED. >> WE HAVE FIRST, WE HAVE A SECOND. BOARD MEMBERS IS THERE ANY DISCUSSION? [INAUDIBLE] SOME INPUT? >> NO. >> BOARD MEMBERS, ALL THOSE IN FAVOR, SAY AYE. >> AYE. >> ALL THOSE OPPOSED, SAY NAY. MOTION PASSES. ITEM K, FACILITY RENTAL AGREEMENTS. [IX.K. Facility Rental Agreement – Jim Vanderloo/ Jarod Mozer] [INAUDIBLE]. IS THERE A MOTION TO APPROVE AND EXECUTE THE FACILITY RENTAL CONTRACT? >> SO MOVED. >> BOARD MEMBERS ANY DISCUSSION? [INAUDIBLE]. IS THERE ANY CITIZEN INPUT? >> NO. >> BOARD MEMBERS. ALL THOSE IN FAVOR SAY AYE. >> AYE. >> ALL OPPOSED, SAY MAY. MOTION PASSES. AT THAT TIME OF THE NIGHT FOR ADJOURNMENT, IS THERE A MOTION FOR ADJOURNMENT? >> MOVED. >> WE HAVE A FIRST, WE HAVE A SECOND. BOARD ALL THOSE IN FAVOR SAY AYE. >> AYE. >> ALL THOSE OPPOSED SAY MAY. THIS MEETING IS ADJOURNED. * This transcript was compiled from uncorrected Closed Captioning.