001I'd like to show you these things as we prepare for this. There you go. All right. Thank you for joining us. We will start with our to the flag of the United States of America and to the republic for it stands. One nation under God, indivisible with liberty and justice for all. Next item on the agenda is I will accept a motion to certify the results of the election. All in motion certified. Okay, we have a motion by James, second by >> Dustin. >> All in favor? >> All right, passes unanimously. Next, what we'd like to do that's will be leaving Christina will be leaving our board and we would like to present you with a service for your And I can something as well. I uh like to bring something for my tradition here.
002You know when we leave the squadron when someone leads the squadron give something something. So like to thank you for your hard work and dedication last year. So >> thank you so much. Okay. And I've also got a picture for Amber since she's not leaving us, but it's kind of like my lady tradition. You know, you finished up the tour here. So, thank you very much. And also that also seems disingenuous. >> Thank you. >> So, I really appreciate all your work throughout the many years that you've been here. I wonder. >> Thank you, J. >> I just want to say thank you very much. Thank you to the community for trusting me. I've had a privilege to serve. Appreciate my members who have a great Thank you. I don't know. So now I have
003to appoint chairman pro 10 to you right >> so that we can reorganize the board >> then that's true. Okay, if I could ask the three board members, Miss Baker and Matt and come forward. >> Yes. All right, I'm going to read you the open. Do you solemnly swear that you will support the Constitution of the United States and the Constitution of the State of Missouri and that you will faithfully and impartially discharge the duties of school director in and fourth district of six county Christian state of Missouri to the best of your ability according to law. So help you God. I do. Thank you. >> Thank you. And before it is turned back over, there is one last or there's a the first motion that would entertain a motion for board president. is I
004know we talked about having accountability and and she's doing a great job and just makes life easier on administrators. We have a lot of great people can serve as president. >> Motion by Sarah, a second by James. All in favor no just to keep >> I thought we' have a chance to pick other people but that's fine. >> Any discussions? what I should have said. >> We voted now. It's too late. >> We're stuck with it. >> Yeah. >> Okay. >> All right. I will entertain a motion for vice president. >> I will second. Right. James by Justin by all in favor. >> All right. That passes unanimously. Um I need a motion to appoint Dr. Land as our board treasurer. >> James motion by Dustin. Second by James. All in favor? Motion passes unanimously.
005Next a motion to grow. We have a motion. Second motion by James. All in favor? Also, Barbara, thank you for all you do, by the way. >> We appreciate you respect. >> All right. Now, I need a motion to elect the board of delegates. out of passage. >> I thought it was the new the newest board. >> Did you nominate that? >> I think I I think I've encouraged you. >> All right. Do you want to continue? >> Uh that's fine. >> All right. Motion by sending second by James in favor. You got it. All right. Now, we will need a delegate that will represent us in place of motion. Second motion by James. All in favor? All right, we're set. Next up on the list is our recognition. We will start. >> I'm excited
006to announce um Mr. Jack as a portrait of her graduate for Tiger and his teacher George. Hello, I'm Hara George, Jack's prek teacher. Um, I nominated I nominated Jack as our portrait of a graduate student this month for being flexible. Jack always goes with the flow in our classroom. He's very >> h this is Jack Strong. Um, he's in my prek class at Tiger Club. I nominated Jack this month for being flexible. He is always willing to go with the flow if we have any changes to our classroom routine. He always does everything with a positive attitude and we are really proud of him. >> Good evening. I'm here with second grader Mr. Max Crawford. He is representing tonight as our uh student exemplifying resilience. I want to teach you the supporter gonna speak to
007a few of the ways that he has earned this honor. >> As he said, I am Mrs. Porter and I teach in the scope classroom. I am filling in for Mrs. Luber because he is actually Max's teacher. So, these are a few words that she had to say about him. Max shows resilience every day by overcoming challenges that are hard for him. When something new is learned, he works through it without giving up. Over the last year, writing has been his biggest challenge. He has worked hard on handwriting and adding details to his sentences. At the end of third quarter, Max wrote his own fairy tale using what he had learned in class. Mrs. Lubric said that it is an honor having Max in her class and seeing his growth over the past year. She
008has enjoyed watching him become a student who can be more resilient in learnings. Sarah South Elementary and we have brought Boswell. We've brought Lake Boswell with us. She's a fourth grader in Miss Couch's class. And this is going to talk about the great things for resilience. All right. I am Katie Couch. I am Lincoln's fourth grade teacher. And I'm really excited to be here to help recognize her resilience. While many students show perseverance, she stands out in a special way. As only a fourth grader, she has already faced a significant amount of adversity in her life, more than many of her peers. And yet, she shows up in her classroom every day ready to put her best self forward, got a smile on her face, ready to kill it. So, she pushes on with that
009quiet strength of hers because although she is quiet, she has the strength and determination that people admire. And in the classroom, she's a leader in the best sense of the word. She leads by example and she always makes good choices, stays focused, and does the right thing even when it's hard. And her classmates notice that and they look up to her and she has a way of lifting others without being reflexing it. So, I incredibly proud of you, Lincoln. I know you're going to keep killing it at the middle school. You've accomplished a lot. Good job. >> Hello. Unfortunately, our grad student cannot make it tonight. I do want a picture of your right. Um uh her name is Miriam Gonzalez and her first grade teacher, Mrs. is here to speak a few words about
010why she was chosen as our portrait of grad for East Elementary. Hi everyone, my name is Ashley Blaine and I am honored to say that I am Marian's first grade teacher at East Elementary. Tonight I have the privilege of recognizing a student who truly embodies the values we strive to cultivate in our school. Um and that's resilience and flexibility and that student is an area. Resilience is the ability to keep going if things are difficult. And flexibility is the willingness to adapt if things don't go as planned. These are not always easy traits to develop, especially in the school setting where each day can bring new challenges. But Miriam demonstrates both with consistency and grace. When Miriam encounters something challenging, she doesn't shut down or give up. Instead, she takes a moment, regroups, and tries
011again. She is open to feedback, willing to adjust her approach, and shows a determination that moves her forward. Even when the path isn't easy, she always stays committed. What truly sets Miriam apart is her attitude throughout the process. She approaches change with calm and positive mindset, and she models for her peers what it looks like to persevere. Her strength and effort make a meaningful impact in the classroom, creating an environment where others feel encouraged to keep trying as well. Miriam reminds all of us, students and adults alike, that growth doesn't happen without effort and that success is not about perfection, but about persistence. She represents the very best of our school community through her willingness to learn, adapt, and keep moving forward. Myself and the rest of East Elementary are incredibly proud of Miam and
012grateful for the example she sets every day. Good evening. I get the privilege of introducing you to Mr. Wesley. He is a third grader at West Elementary and Mrs. Dorty here to talk about Wesley. Hello, I'm Sally Y. I'm the music teacher at West Elementary. Uh this month, Wesley Albert was chosen by his related arts teachers who he sees for science, music, the art library and technology and within all of those classes we have noticed some great growth in Wesley. I have personally watched him gain more confidence in music class which I think has allowed him to be more flexible in fast-paced learning environments like music or PE. Uh his confidence and his resilience to keep trying is something that his art teacher specifically has noticed as well and she complimented his creativity and his
013worth. Uh Wesley gets to be a big brother this year in the building which is a lot of fun to see. It was really proud to see him step into that role with his younger sister and we're excited to celebrate Wesley and we're thankful that he's part of our West family is honored to have nominated Harper Angelos for our graduate and her teacher Mr. sites is here today. >> My name is Mighty and I represent team of engineers over at the MS. I am excited to introduce our portrait of graduate student of the month, Parker Angelos, because she displays resilience and flexibility daily. She was selected because she consistently displays the ability to adapt, persevere, maintain a positive outlook in everything that she does. Beyond her perseverance, she is such a kind person. She is
014thoughtful, caring, and always aware of the needs of those around her. Academically, she gives her best efforts in everything that she does. She approaches her work with determination, takes pride in her learning. What stands out the most, however, is her attitude. She comes to school each day ready to learn, ready to grow, and ready to contribute in a positive way. Harvard is an incredible example of what it means to be our portrait of a graduate for flexibility and resilience. >> All right, for we have it right. Okay. Will is an eighth grader on team Asia. He had to face challenges that many would have found reason enough to step back. instead of leaning in. He worked hard, stayed focused, and he came back ahead of schedule. He didn't just get through a difficult season. He
015handled it with maturity and persistence that truly stood out. He's made an impact on both his teachers and his peers. That was from Miss O. And you know that one to impress impress her. Okay. And then this is where your math teacher wanted to make sure we can do it all consistently with a positive attitude. People are better because of all the portrait of graduate characteristics. Resiliency is a special one at Philly school. Um so much so that we can teach a class called resiliency. Uh Michael Shelhammer this year has been voted um by his teachers to be one of his students to have shown the most resiliency um after Mike has been through a lot in his youth and he's coming to grips with being 15 days away from graduating high school uh after
016high school. He's planning on potentially being a lineman or kind of a truck guy so truck or working on soup soup one up. GOOD EVENING. I'M EXCITED TO RECOGNIZE 10TH grader Lola Kissinger as ours portrait of grad. This is what some of her coaches and teachers had to say about Lola. She exemplifies the portrait of her graduate trades, resilience, and flexibility through her exceptional commitment to both academics and athletics. As a presport athlete competing in softball, basketball, and track while maintaining a full schedule of honors classes, Lily consistently demonstrates the ability to adapt, stay organized, and persevere through demanding challenges. She approaches each day with a positive attitude, with humility, and a relentless drive to improve, all while supporting and uplifting her teammates. Her selection to the Missouri Scholars Academy this summer is a well-deserved
017recognition of her dedication and excellence. Lola represents Ozark High School pride and serves as an outstanding role model for her peers. Oh, I just videoed that one. >> Do what? I love it. Thank you. How do you feel? What was it? Yeah. I believe you brought it up, but I'm glad you said that. >> Anybody? It's still RC. >> It's just me. All right. Okay. The next item on the agenda is request identification, but we do not have any. So, we'll move on toformational items. And first up is a graduation update. >> I think good evening, guys. Um, you guys have a kind of a quick update here on the timeline for senior week. So, I thought I'd just kind of walk through them pretty quickly. It's pretty similar to um the on page two.
018Um a lot of things get ready to start happening here in in short order. Um that senior week starts on May 11th with finals on the 11th and 12th. We'll have cap and gown pickup for our seniors after finals on Tuesday the 12th. Uh that'll happen in the gym per usual. They'll get all their gear, get ready to start uh ironing, steaming, and picture taking. Uh May 13th, we have our seniors will be headed to uh Grand Country in for a monster breakfast in the Hillard track as they prepare for a balora in the auditorium at 7:00 p.m. on Wednesday. On the 14th, our seniors will go to Silverar City, those that are attending. And then we'll have our senior awards night and the main gym there at 6:30. On May 15th, we've got kind
019of a special thing going on. On May 15th, we've got our graduation practice at 9:00 a.m. And then at that same time, we're going to recognize three of our special education students that need an alternative study other than the GSV arena. And so, we'll be recognizing them. They'll get to do that in front of some peers as well afterwards as well. So, um, Miss Brian has agreed to come and be there as well. So, you guys are all invited to come if you're available. Um, but we're going to recognize them and then afterwards they will have their elementary march or we'll load them up on buses. They'll get to go through the elementary schools and and parade around. And I know that's always a fun day for the elementaryaries as well as our seniors. And
020then finally, a couple days later, uh, is May 17th, our Sunday, our graduation at 6 p.m. So then that's what we'll talk about right now. Um, on the handout you guys have there, just some information about parking. If um kind of worried about that. Um Great Southern Bank Arena is right there off of the Hmon's Parkway or whatever you call that street there in front. Parking right across the road through there early enough or in either of those adjacent parking lots. It's a pretty short walk no matter where you're at. Um we are opening doors a little bit earlier for our seniors this year. One of the things that we tried to um correct from last year was some of the congestion with our picture taking. Um so we're doing actually graduation photos um before
021graduation for all our seniors just as a a thank you gift to them. Um we'll have a backdrop set up. We'll take photos with them um with their diploma cover so it kind of look like that pose setting. We can do that in a relaxed environment. We can kind of guarantee everybody a good picture. Um, so that's something we wanted to add this year. And so we're providing that to the students. So they'll all get a a good graduation photo at the end of the ceremony. So that will start at 4:30, so about 30 minutes earlier than normal. We're going to start with our seniors. Um, the doors will open for parents, families, and guests at 5:00 p.m. Um, it will be kind of a tight timeline. Next, the high school is graduating at 1:30.
022Um, so they'll clear out. will move in right after. So the important part for our >> when would you like us there? >> So yeah, the important part for our for you guys is that 5:30 asking you guys to try to be there um start gathering near the stage. Uh there at stage left as you're sitting on the stage or the right side of the stage that tunnel that leads towards the Hammond Student Center. We'll kind of congregate there. Involve Dr. Gillespie there to kind of welcome you guys on how pictures are going in other another other area. So we'll gather up at 5:45. One of our announcers will make the announcement about, you know, decorum, staying off the floor, those kinds of things. And then two minutes before the ceremony, we'll proceed up the
023stairs together um as a stage party and be seated there and wait for the announcement for public circumstance to start which we hope will start probably at 6:00 p.m. So then I've got a just a brief order of operations there for you guys. Um I will seat everyone as soon as they get done processing in. Forgot to do that right over last time. So make sure to make note for that. Um I will give a brief welcome. Um Dr. Wilson will follow with a welcome and then similar to last year we'll have four uh senior student speakers. Um and we'll also have a performance by the band the wind symphony and corral will perform as well. So we we're going to practice that uh on the Friday before we be ready to go. And then
024as soon as those last speakers, they, if you recall, they were seated on stage, right? And once that last one gets down and they get up and go together towards their seats, we'll follow them down off the stage, try to keep things moving, and you guys as the board members will head straight to those two tables um that will be in the front there on the floor. Um you guys will just split between those two tables and then that's where you'll hand out the diploma covers. Um, and then this year we will not be taking pictures right there on the stage. You won't need to have that pressure. We really want it to be just a personal interaction that you can have. Hand off the diploma cover, shake your hand, give a real authentic congratulations.
025We don't have to worry about posing for cameras and how we're holding and all the that. So, it'll hopefully be a lot more relaxed, a little more enjoyable for you and for our kids as they're coming through to get that. We'll lower stress as well. So once all those are done and make the announcement, the caps go up in the air and then that's the end of graduation. So there's just a one kind of minor change is that photography at the beginning. And I did want to extend if you guys want to be there. If there's a graduate that you want to take a picture with, please feel free to come over to the student center, be in that picture, you can be the one holding diploma cover. And we're going to try to be
026as flexible as we possible to just kind of provide a service to our kids in whatever way possible. So, that is the plan for graduation. Hope everything goes uh just perfectly and believe it well. Any questions for me about graduation. Awesome. We'll see you guys there. >> All right. Next is an athletic presentation from from Nancy. he would do a better job, I'm sure. Uh, very similar how we did the fall update. This is the the winter update. You see the seven different sports uh that we'll be giving a summary of. Again, we'll just kind of go over records and accolades and maybe anything unique or significant about those seasons and they're just alphabetical order. Thank you. Um, you'll kind of see a theme here. So again, we'll the coaches send different information, but we'll
027go through the participants. In the high school for boys basketball, we had 29. That's 9th through 12, freshman JB and varsity. Uh 29 athletes. In the junior high, we had 16 in the seventh grade and uh 17 in the eighth grade. You see the list of coaches there. That's from varsity down to the the seventh grade assistant. So the 712 coaching staff. Uh the records there, our varsity went 19 and eight this year. Uh had a great season. That's five better than last year. JV also had a winning season of 1411. They're five better than last year. Freshman were just under 500, four better last year. And if you know anything about sometimes in freshman, boys and girls this year, sometimes that one or two freshman bump up to a J varsity. Changes the entire
028dynamic of the freshman team. Helps the varsity, but may kind of sort of hurt the the freshman team as far as a good or maybe their best player. Uh but it gives those other kids great opportunities as well. Uh then the eighth grade was 11 and five followed by the seventh grade being 16 and one. So uh looks like some some good stuff coming there in the boys basketball. Excellent. Uh just kind of some team and individual. Uh we did take third place behind Kick Glendel. Not sure where Nicks have finished there, but they were below us. uh team accolade the spring play area tip off sportsmanship award which uh you know team integrity and portraying great character trait so we appreciate that from our athletes on and off the court some individual awards uh
029first team all COC first team all district uh he became the Ozark's all our own school high school all-time leading scorer um Scott Smith at that was back in 1975 I believe so he broke a record that was pretty old and he's just a junior junior. So, he'll still have the senior year to to extend that. And then the second most points in the game, I think the record's tied was 44 if I remember correctly. And I don't remember had 42. I didn't write it down there, but anyway, I think it was right about 40 or 42 points in a game. And then Luke Bear was also an academic all state and I went through this in the in the fall. Academic all state, it's on those sports associations and everyone has different criteria. Uh
030but there is criteria set by the coaches association on that. Next one please. And then the youth development. We'll try to highlight that on each of these if they have a youth some type of youth program. Um as you know we've been doing more in the basketball world. And so uh coach now has two teams per grade level on third, fourth, fifth, and sixth grades. Uh he feels like he's thriving and it's continuing to grow. Uh some of you may be a part of that or been a part of that. Uh they on the Saturdays they work with some of our own players and on Sundays they work on some skill development. So there's a lot of of weekends that they're spent. Uh if you drive by the school, there's lots of cars in the
031in the parking lot and kids and coaches in the gymnasium. Um the staff as customary, they're visiting each of the elementaryaries and doing various uh three after school clinics there as well. Uh and then they'll host multiple things in the summertime. Also on the girls side, uh they had 27 athletes again, freshman JB and varsity 9 through 12. Seventh grade had 12 kids and eighth grade had 17 on their squad. And that's the list of the coaching staff. Again, varsity down through seventh grade. Uh right at 500, some 500 on most of those. So the varsity is 13 and 14, 11 and 13 on the JV and freshman 5 and nine. And eighth grade, you can see did quite well. 16 and three. They've done well both years, seventh, seventh and eighth graders. And they
032took second place in the CLC this year. And then the seventh grade was seven and 12. Uh, as a season, our girls took third place in the COC and third place in the ball tournament. Individual awards. If you went to Ver Games, you notice Reese Henry, she was our point guard. She's only a freshman. Uh, she as a freshman, she was first team all district and first team all conference. Uh, Avery Haven, she spent part of the time on the on the injured reserve list. Uh so she battled some injuries but uh did had a very strong season and she's a junior second team all conference and then made the grade eight all turning team. And then Bria Wright, she's a a senior that's going to be graduating for us, but she set two school
033records this year. Most rebounds in the game was 17 and then had the highest rebounding average for her career at 6.8. I think 6.7 was the previous record. All those records are online. So, if you go to our website, go to activities, um, all the the coaches I've done, whether it's team, career, single game, just depends on what they have. Some sports have more than others. U, but kind of sit around the table and and look at some of those records. Um, and then the youth development of the basketball girls, same thing. It's kind of our third year, various teams, and they compete at the fieldhouse and some other tournaments. They can still do the travel ball and that type of stuff, but we want to develop our youth here with our own kids and
034our own coaches. on the cheer squad. Um in 9th of we had 46 male and female. One of the few uh schools that have any male participants. Um and so we highly encourage that. They did very very well. Junior high 7th grade 26 kids at 8th grade at 12. And that's our coaching staff. On the national side, they ranked sixth at UCA on the high school side of nationals. And then including the junior high, all four national routines, um the junior high, high school combined made the finals this year at nationals. So outstanding job by those uh girls and coaches. Um for on the state level, we had 12 all state athletes, which was more than any other squad in the state of Missouri. You can see the list of the 12 names there and
035and and how they qualified as an all state athlete. So congratulations to those 12. On the local level, um March 2nd has been recognized by the city of Ozark as Ozark Cheer Day. And so you may have seen that go through our social media news feed. So, uh pretty unique there. So, congratulations to that that squad. Thank you for the city for recognizing them. Uh and then, as you may have seen, we started a stunt team this year. So, it's a it's an emerging mission sport uh here in the springtime. So, that's brand new for us this year, and you'll continue to hear more and more. It's actually a competition style um uh a cheer uh competition. Um our youth program had a record of over 100 different athletes that participated in our in our
036various youth uh activities. And then we actually started a Ozark youth competition team. So these kids are actually competing and there was 25 on that squad and it consists of second through sixth grade. And basically the goal is just to help them with competition skills. So, it's some fundamental stuff, but it's it's starting to get that competitive edge even earlier. Very similar to our our volleyball teams and our basketball teams, and they're traveling and competing the the same here. So, I appreciate the coaching staff for implementing that. And then on our dance, our Tiger Palms, uh we had nine kids on the team this year. Um and they see some of the accolades there in the summer at at UDA camp. They had several tro trophies there. spirit trophy that drill down and then second
037place in the home room team competition. Uh you kind of read what those mean. Um then at the Barton Invitational, they took first place in in hiphop on the large division 6A, second place in jazz. Then Sugar Bears second place and third place accordingly. And then Missouri State Dance Championships, they took fourth place in the hiphop again in the large 6A division. And then they're currently working to establish a junior high program as well. Um, and so they do have girls and work with that. So I appreciate Genevie going down to uh to kind of boost those numbers but also give those kids an additional activity to do. Uh they also have an academic all state and those are the seven girls that meet academic all state. If you haven't write down the criteria, just
038understand there are certain criteria that have to meet whether it's GPA, ACT score, whatever it may be to make these academic all state squads. So congratulations to those seven. And then on the swim, we had 11 girls on our girls swim team swim team. Uh they took fifth place in the COC East. And then individually, you see Grace Shaw was uh did compete for us at the state. She took 16 16th place in the 50-yard free. She was also second in the COC and first in the COC in those events there. And then Adriana Kitchen second place in the CC. Addison Williams second place and that's in diving. until uh one meter dive and then Clarissa was third place in the CC in that same event. We don't often have divers. It's mainly swimming, but
039it is an option. It's just very few athletes usually choose that. Uh but every now and then we'll get those. Um and then on the wrestling, the boy side, we had 40 uh boy athletes in the 9th 12. And then in the junior high, there was uh 12 seventh graders and 25 uh eighth graders. So big numbers coming. And that's our our coaching staff again all the way down from varsity down to junior high. Some accolades for the boys. Their team GPA was a 369 had a dual record of 11 and three. We had seven state qualifiers and if you look at those those are the grade levels beside their names. So Teen Patterson was our lone senior. All the other ones are under like way underassman 9th and 10th graders. And our three state
040medalists Parker Hansen freshman. Tiger Juan freshman. Colton Wilson sophomore. So, good things coming from the the wrestlers here in the next couple years, we hope. And then academic all state, they had five academic all state athletes for the boy wrestling program. And then you can kind of see how they finished up several different tournaments. Um, and they did very well basically every single these are highly competitive tournaments. Our coaches, they they they do a real heavy schedule and and we play and compete against the best competition not just in southwest Missouri, but in the state of Missouri. Um, so I appreciate their scheduling um, adventures there. And on the girls, uh, we have 22 girl wrestlers, high school girl wrestlers, and then we also have 17 combined leaders junior high. That number continues to grow.
041And so we're we're taking that into consideration on on future stuff. Again, that's the same coaching staff. They all kind of help with both. So that's the same list of coaches there. Um, and on the girls, their team GPA was 358, dual record 6 and five. Hannah M our own state qualifier this year and she is a senior so we'll be losing her and then she also was an academic all stater and then you can see how they finished up in some of some large tournaments there did very well as a as a girl slot and then on the junior high side uh in wrestling this is combined kind of but they were the coc champs on the junior high they had eight individual champions first place finishes in the junior high then our youth
042program in in wrestling we We have the largest club, youth club, 205 kids or so. Now, this was technically last year's numbers because they haven't calculated the youth season this year, but largest club in the state of Missouri. 47th largest in the nation. We have over 200 kids from 6 years old up through down to that 14U that junior high age. Um 34 of those people of the kids qualified for state. That's the largest number we've had. So the boys had 25 state qualifiers, five state medals, and the girls nine state qualifiers with one state medal. So good things coming from the wrestling program as well. And I believe that's the end of it agenda is superintendent. I just wanted to give you a short update on some legislative issues that are coming down the
043pipeline that are actually in work right now as well as some funding issues. Uh we were very happy to see that um the Senate had placed some of the money back into funding the school for next year. When when the budget recommendations was sent to the House, they they did not recommend to to be fully funded. So right now to be fully funded it should be $7,145 for our student adequacy target. This year we're operating at $6,900. And so when the House passed the budget to go to the Senate, it would set us back next year to I wrote this down $6700. So, there's some budget shortfalls and and and the shortfall is in the state revenue. Um that a lot of the COVID money is now gone. Uh and so they have used that
044to prop up some of the budget. So, they're going to have to make budget cuts. So, we are looking at a budget shortfall in state revenue next year, but the Senate did add some of it back to allow us at least to stay at $6,900. Unfortunately, um it is subject to veto and then it has to also go back. It has to get on the Senate floor and be debated. If it stays in there, it goes back to the House for them to debate back and forth. So, we're not sure if it's going to stay or not, but if it did stay, it at least keep us at this potentially this year's level. Um and then I wanted to tell you that there are a few House bills and Senate bills to continue to watch
045for House Bill 2872 on literacy. It mandates retention at the third grade level without parent input and it would definitely increase the workload without additional funding from the government. Um, Senate Bill 971, which is open enrollment, it is still sitting there without any debate. So far, uh, this legislative session, it has not been a priority. It has been the the budget for property taxes as well as the income tax. So, I believe that the Senate passed the income tax and uh it will likely head to the ballot. Unfortunately, we do not know how that will affect anything. I mean, we do not know how it's going to affect us um from funding as a district, as a state, how it changes from sales income tax to sales tax. And that's just the uncertainty of budgeting
046in our system. So, we're not sure how that is going to work. Um let's see, House Bill 2710 is the ADA report card. I have mentioned this and talked to you about this before. It will happen. Um some of these others may not. more than likely some of them will, but this one will happen. We just do not know what it's going to look like yet. And then the other one that we consider a high priority bill, which has changed in scope to the better, is Senate Bill 863, where there was supposed to be a governmental board of directors over Misha, and they have bantered back and forth and debated, and that is actually going to be a lot better than what we thought it was going to be. So just keep in mind that
047there's still about what four weeks, three to four weeks. It has to be budget has to be finalized and sent to the governor by May 8th. So in the last few weeks, there's a lot of conversation and then omnibus bills will start happening to where it'll be very difficult for us to even to know what is being placed on these bills so that we can have conversations with our senator and our representative. I just want you to be aware that there will more than likely be some changes next year, but be aware of these bills. >> Dr. Wilson, for some context real quick, the the difference in funding on the SAT from 7145 to 6700. What's that real dollars for the school district? >> A million dollars. >> Uh about 6,000 students, right? Is that
048total? So that's about 2.6 million. >> Isn't that correct? >> Our math maker back there. >> Yep. Yep. >> Yeah. So right now you know >> that's that's you know I know there's a lot of contention around the the last vote but just so people kind of do know that's a that is a hurdle that we battle all the time here and why that local funding is so one and >> actually that's not from 7145 that's from what we're getting funding now it's >> from 7145 is 2.67 million. Yeah. So that's just as a big thank you to the community that hey, we know the taxes are are a pain point for everybody whether you voted yes or no. Um but that's why the local funding is so critical because that we truly can't count
049on the state. So thank you to the community who really made this school what it is. >> And the 67 was 90° classroom. Was that his assumption? Yes. >> At the 67 right now for the 6900 >> we are >> and that will keep us at the same level >> as this year. >> All right. Next district reports any questions or comments on those? Okay, moving on. We have future dates. Um, I did want to propose potentially changing the name for this meeting. You guys can meet on, but I will not be here. So, we can move in a week. Thanks. >> The 21st 21st would be my work for everyone. >> Is that Thursday? >> It is Thursday before >> the last day of school. So would you be okay with moving the board
050to the 21st? Yeah. >> And I would like you guys Lori didn't say why I'm trying to move it. If I known that would have been hard. >> It's fine. >> I appreciate your flexibility. >> All right. Moving on. Um I'm going to entertain a motion to approve the consent agenda. However, I need to need to remove the approval of the minutes from 31st. So, motion to approve everything except for that >> second. >> Okay. >> I I'll entertain a motion to do that. So, you're motion. >> All right. I'll make the motion. with motion by James and all in favor that passes unanimously. Now we need a separate motion to approve the minutes. >> Yeah. >> A motion to approve the minutes. >> I'll second. >> Okay. Motion by James, second by Matt. All
051in favor? >> Any extensions? So we have two tests and then passes. All right. Next item on the agenda will be our new business. Um elementary handbooks. This is the first read and do we have a presentation? I'm just looking at just looking if you have any questions. He can answer any questions that you have right now. >> I am here if you have questions. >> I guess my question of the principles of of the elementary school is this. They are the ones who make these changes. >> Okay. So, we'll review these and then next month, did you say we'll have the secondary and then we'll approve both in June? So, this gives us time to review everything. So, we appreciate that. If we do have any questions, we'll let you know. Any questions right
052now? All right. Thank you. Next is the NSBA policies. This is also a first read. Do you have any questions or comments on this? >> I mean, I do think there's comments on these, but this is just >> that is mine. I mean, if you want to state what your comments are now, and then we you can forward them to me. Um, and what I will do is I will adjust or bring those back to the next round and you can approve. But if you wanted to make your comments now so everybody knows what you're wanting to do or the conversation you want to have. Do you have >> a couple which policy is it? Well, you can probably talk about this later. Okay. There was the generally speaking, I think the school legislative program,
053there was another one that cancelled that was cancelled because of that. Um, which is fine. I think the one issue I might have is it kind of a VI school program for maintaining leadership in the USBA. I think the previous said something like recommendation like that I don't know if you want to mandate the number you know as a mandate funding for certain states that makes sense maybe change the language back to the other policy. Oh, so it is >> so he would have had the eye that would have shown the There we go. >> Okay, it was it was BJ school board memberships. >> It resends this policy because it is now in as presented above. >> So in in that policy it said it may be the policy of the boards over here
054which I think that is okay. I would like to put that language in here. as opposed to mandating that we have that we have a funding obligation. So extra I can adjust that vote on that one. >> We don't have the BBA and duties. Mhm. >> The change seems to be very big as opposed to the original was kind of more pres. >> Okay. And you can we can have a conversation online and then as I'm updating I'll send it to everybody so they can see. >> Right. So >> obviously if anybody's sending you anything respond any other comments, questions at this time. All right. Next item on the agenda is the center agreement. I will entertain a motion to approve. >> Motion to approve. >> I second. >> All right. Now we are ready
055for your presentation. >> All right. Before I introduce these ladies from Burl, just a little bit of reminders from the information Dr. Wilson shared with you. I believe it was last month. We did place a formal RFP in the paper, two papers. Uh we did get inquiries for additional information from five different organizations. Um centerstone being one of the organizations. The other four were only offering ta therapy and so they did not offer school-based inperson. So they did not present a formal um proposal. Our formal proposal came from centerstone. We did then have a whole team. It had comprised of administrators from every level, counselors from every level, our school site. That team um reviewed the proposal, compared it against the rubric we had. They had very lengthy discussions and a lot of questions um
056which I appreciate. So um this team came in and listened to all of those questions and was able to answer those questions um in a satisfactory to the committee. Um after that meeting then I sent out a um anonymous vote and asked for if they would recommend uh centerstone as schoolbased mental health here in Ozark and they did vote for that unanimously to um to accept that proposal um is what they wanted us as something they wanted me to bring to the board. So now we're here today and I have Amy Hill. She'll introduce the rest of their team. They're going to do um a short presentation just to give you um a taste of that same information you had before and then any questions that you have for them before you make decision. Thanks
057so much. Hi everyone. I'm Amy Neil. I'm our executive vice president for schoolbased uh services for centerstone our entire orientation. Lauren Burwell is going to present a couple sides of me too. She is our director for schoolbased services for our southwest region and Tesser is here with us also. She is our chief operating officer for all of our programs in the Southwest region. There's not going to be quiz on any of that. So, just wanted to kind of let you guys know who we are. So, I'm going to talk the first three slide just about a highlevel overview of what our program looks like and Laura's going to talk a couple slides just about kind of more of the ine details of what it looks like in day like a day-to-day operations might look like.
058So, I always start every conversation with why school mental health is so very important. What we know through all research is that kids cannot learn if they are stressed or emotional. They just don't have the access to the prefrontal cortex that they need in order to be able to consume the information that our teachers want them to do. Also, all of the national data indicates that 80% of kids who ever receive a mental health intervention in their life are going to do so in a school setting. And so if we don't bring services to kids in the school setting, so many of them will never receive the help that they need. And the really good news is that most of those kids, around 70 or 80% of kids who do receive intervention when they're kids
059do not need intervention when they're adults. And so similar to everything we know about education, early intervention is so very important and crucial to the success of our kiddos as they continue into adulthood. So that's why we're super passionate about bringing these services to kids just because we know how important and effective that they can be. So the next slide I think talks a little bit this is probably the most important slide for the night. This really talks about what our program at centerstone which is for all I'm sure you guys have you know forgot when we changed our name a handful of times. Um and so this really is what our school mental health program at centerstone looks like. This is an evidence-based program that's created out in the national center for school mental
060health. And the reason why it's so important is it mimics the multi-ter system and support theoretical framework for educators. And so I always like to compare it to a fifth grade teacher, reading teacher. So tier one for us is universal. It's all students. We know that 20% of all kids have mental illness, but 100% of them have mental health. And so our tier one intervention is anything and everything we can do to support the mental wellness for students. And so if you kind of back it up to the multi-tier system of support for education and you're thinking about that fifth grade school teacher, he or she's going to stand up and present the reading lesson to the entire class and most of them 80% of them or so are going to get it and understand
061it and be able to continue to work along grade level and advance throughout throughout the the coursework. But there's going to be a percentage of them that need some extra support. And this is where two tier two comes in for us. And that looks like targeted short-term intervention. And so this can most of the time for us looks like small groups. And so again with your fifth grade reading teacher oftent times they'll have small group reading sections. So this group of kids reads from the red basket and this group of kids reads from the green basket or however she or he chooses to number in the classroom and that's where they read at that level to continue to learn in advance. And then tier three for us looks like that one-on-one intervention where we're providing
062those direct supports through both counseling services and support services to kiddos. And this would look similar to like a response to intervention tier three or a special education tier three where they're getting that one-on-one support. So the beautiful thing I think bragging about our model is that it mimics that multi-ter system of support and there's a lot of evidence and research behind it and we'll provide all three tiers um of that intervention to your school district. Then I think the next slide talks a little bit about like what you can expect from a partnership with us. And so again, we're really looking at just increasing access to mental health supports. You know, I am a mom of four. My kids live in a resourced home and it would be really hard for me to take
063off work to take them in counseling every single week. And so really this encourages um just open access to kiddos for those kids that normally couldn't get the help that they need to be able to receive that help. And again, our goal at the end of the day is just to help them regulate their brains so they can learn so they can have access to that part of their brain to receive that content that they need. Also, we have embedded providers. So we're right there to be able to offer that on-site intervention. um and be available to to respond in a time of a crisis. You know, Sally's in the bathroom and she won't come out because her boyfriend had an issue that monopolized school teacher counselor principal's time. And if we're working with Sally,
064we're able to respond to that level of crisis, you know, all the way from a minimal crisis to a severe crisis having us on site and we're able to provide that intervention. Our research indicates, our work really indicates that we see a reduction in school absence. We also see an increase in academic performance and a introduction to school referrals and we will promise to report back to you at the end of the year all of this data. We will report back to you the kinds of referrals that you guys you guys make for our services. How many kids receive our treatment as well as tracking all of our outcome measures as to whether or not the work we're doing is actually working and effective. And so your district will receive a report of all of
065the data that indicates these outcome measures at the end of every school year. And we offer in that tier one level a whole lot of teacher education and support to school staff. I think that's probably the one thing that's caught me off guard doing this work over the last several years is just how much we are asked to come in and help train and support teachers. Right now our educators give very little to no formal academic instruction in their collegiate experience on youth mental health. They're coming out of college with just very little formal training and education on how to handle kids behavior problems in the classroom and they're really kind of having to learn that through professional develop style learning right now. And so there's a variety of ways that we can offer that
066training and support to your teachers. And lastly, we really hope to just bridge u be a bridge between schools and families. you know, most of the time the kids that come into our services or the kids the principal or the counselor, you know, calls their parents multiple times a day or multiple times a week anyway. And this really allows us to kind of bridge that gap between the schools and families. And not on this slide, but also important to note is that we're able to provide a continuum of care to kiddos and also to families. And so it's very common for us to see that once we get kids into services and we start working with the families, they tend to be more open to allowing us to kind of make additional referrals and provide
067additional services to anyone in the family, including the parents should that be something that they need. Okay, Lauren's going to talk about our next couple slides and then we can take some questions. All right, so hi everyone. Um, I get to go into a little more of what the nitty-gritty looks like. Um, so not to get too into the weeds and we can go through more of this, if we do become partners, we actually do some training with school staffs in the spaces that we work in to kind of give someone some exposure to what we're doing and the why. Um, our school providers, we have two types. We have a therapist and a support specialist. So, they are here to meet the significant mental health needs. A lot of the time we do um
068see that most students need both services. I won't get into the nitty-gritty on what actually qualifies for that, but we have licensed providers that help identify that to be able to support the student at the level that they need the support. Um, our schoolbased support specialists, they are the more acute higher need. So, you're going to see those kiddos that are maybe having more of those calls or meetings with the counselor seeing uh those kiddos at least once a week, if not maybe even twice a week. Um we're definitely mindful too of academic time and so we want to make sure that um on average our sessions are about 30 minutes to be mindful of those academics but making sure we're also bringing meaning to meaningful work. It doesn't mean that they can't be shorter
069or longer. We really try to meet that where the kid is. Um and then our schoolbased therapists, they meet twice monthly on average with the uh client and then they also can meet weekly again with clinical need and have similar scheduled therapy times. Um, they also are on-site, so they are able to provide some crisis support. I think one thing that's important to note is we do try to be preventative and keep a schedule. So, if we are to be in your buildings, we like to say when you can expect providers, when students can expect to be seen by a provider and when teachers can expect them. Um, but we are able to help with, you know, some safety planning, different things. And we've also been able to help in district level crisis. Um, so
070that's another thing that we can offer with the partnership. And then these are just a few other um important highlights that are kind of almost like frequently asked questions that we get sometimes. So as you get into the centerstone um family in a way you're able to be enrolled in a lot of different services through our inter agency referrals. So once you get into the door it can be a lot easier to potentially navigate um and be able to identify what are some additional needs a student might have and one of those is medication management. Um, also we have found that it's helpful that we don't only let um, school counselors refer for our services, we also provide the opportunity for guardians to self-reer. Um, so there might be things where a student is doing
071really well in the school setting, but they're struggling at home. We do not just help students who are struggling in schools. We help them with their mental health as Amy was speaking to that can definitely be in the home itself. Um, we have different ways to do that through QR codes and links and different things that we would make available. um and also let you know who we're seeing when we are seeing those kids. Um we do provide services all year round. So I get the question a lot of like what about summers? Well, you know, mental health doesn't end in the summer. Um and so we are there um to be able to meet the needs in the summer. We work really hard to do as robust of engagement in the summer as we
072possibly can. Um there are some times where we have difficulty not having it as an available audience. Um, but then we also are letting you know those things if we're coming back in the school year and saying, "Hey, we haven't been able to see Sally all summer. We'd love to have your support and helping to re-engage her. Um, we also of course work for breaks and holidays." We do get a few days off, but um, we do have some self-care, but overall we are here year round to provide support to you all. Um, I think important to note on that too, our providers are not 247 on call, but we do have that 908 crisis line that's available. So, if it's not for working hours, your people are still going to be getting the support.
073Um, and then our navigators are a group of wonderful humans who help make sure that uh we identify funding sources and really help work through the referral process to make it a lot easier of kind of like a one-stop person to help work people through that. Um, so it is no cost to the district and that's always a great plus. Um, we do take Medicaid and sliding scale and commercial insurance. So really the only thing we need is a space and referrals and we can get started. >> Think of that response. Do you guys have any questions for us about our program? >> I do really quick. So the yearround services that you're going to provide like during the summer breaks, will the kids still come to the school? >> So we really that would
074be the case. So in our in our we do ask for access to space to some kind of a building. We recognize that not every building is open. A lot of times the high schools are open or central office might be open. Um we have found our no show rate goes up by 50%. We try to get them to come to a clinic for us to go to their home. They're just comfortable coming to schools and we do a lot of home visits in the summertime. So we ch we do ask for some kind of access. We live around floors being waxed and all of those things. So we do we do try to provide those services as much as we can in the summer. Do you offer any pro bono services if um the
075students do not meet your criteria for payment? >> Yeah, that's a great question. So, um yes and no is probably kind of the the general answer to that. Because we are a community meal health center, we do have access to funds that that do allow us to serve underinsured uninsured kids. Um, and so really I can think of a handful of times over the years that we've had to say no to a kid because of funding. Also, fortunately in our state, most kids have access to some kind of health insurance. The adults maybe not necessarily, but the kids do. Again, we'll work with families to try to help them connect to funding sources. We get access to grants and other sort of funding sources that really allow us to say yes as much as possible.
076So, um there might be a time or two that like really we've we've tried all the things, we've applied for all of the things and a family just might not qualify. Um but that just almost never happens. >> You could also add our interns to help. >> Yeah, and we have interns. We do have interns and provide some of those services as well. >> How engaged are the parents during this process? >> Really good question also. So, I would love to tell you they're super engaged and the truth is it really just depends on the parent. You know, I think parent engagement is one area where we can really target to make a lot of improvement. Um, but I will tell you there's some families that just will not pick up our phone call. We
077do have an engagement policy on how frequently we're going to allow them to noshow before we just discharge kids. You know, years ago, I would have told you we're never going to discharge a kid because a parent won't be engaged in treatment. Come a long way with that. I recognize parents have to have some skin in this game. We just do in order for kids to get better. And so we we will send letters, we will go to homes, we will knock on doors, we will do all of the things that we can do to get parents engaged prior to discharging the kid from service. But eventually we do sometimes have to. What I will say is that you guys are in um a little bit more of a resource area and so a lot
078of our partners that can accept schools for example where we have families that are a little bit more resource do see a higher level of engagement in those families and what we also know is that when the school is going to partner with us if we can't get a hold of a family or something's going on a school counselor will call or principal will call or a social worker will go with us to the door um often times we see improve there too. >> Okay. And from my own understanding, um, when you have a student that is struggling with maybe some mental um challenges, how much conversation is really around um the the diet that they're consuming, >> the the amount of sleep that they're getting, physical activity, and probably the one we are all
079thinking of the uh amount of screen time that they're receiving. >> Yeah. All of those things are very important and that that whole child health and parent. >> Does that go to the parents as well? >> Yeah. For us to have those conversations. Yes, for sure. For sure is. And we also have, you know, I mean, we have multiple departments at centerstone. We have a home care a home health care home. One of those things healthcare home program where if it has some special physical needs, if they're diabetic or if they're frequently emergency rooms, they don't have PC. all of these kinds of things. Um where we can connect them with a nurse care manager who works with the family on getting them better physical health and all of those things as well. >> Couple
080questions. So I think about the space piece. Are you it's not you're not there full time. Basically you just come in when you're scheduled or is it three times a week? >> So that's that is based off the need. So, we have lots of full-time and veteran providers and schools full-time if the school supports that need. And so, if we have a school building that has five kids that need help, no, you're not going to have somebody there full-time. If you've got a building that has 25 kids enrolled in services, you would have someone there full-time. So, you know, it really just depends on the level of need um in the district. Um gosh, I'm trying to think of districts to compare you to. So, maybe Branson would be similar size, exit would be similar
081size. We probably have the public could be similar size. We have more than 10 full-time providers just embedded in those districts. So, yes, we would have people here full-time, fully embedded if the need supports that. >> And then contractors kind of mention this, but how does that work? Is it is it through the do the parents apply for this? The kids apply for this and then as they get approved or >> did you ask about cost? I'm sorry. So we build all funding sources and so there's no application for our programs that you know if they've got blue cross blue shield we we have a contract crossing we all funding sources if they don't have a funding source and that's where we're going to work with them to get them connected to funding sources. We
082also have grants um and other funding interns and we have a sight and scale process as well. >> And then as far as you know what's This doesn't kind of like go with the counselor, hey, is it more, okay, we need you need to sign up or something or >> So, we really consider ourselves an extension of the counseling office. And so, whenever there's kiddos that have seen school counselor a handful of times and the counselor thinks like this, this truly has more of an outpatient need, then the school district makes that referral and we've got licensed providers that do a full bio psychosocial assessment along with consent paperwork at that first appointment with a guardian. So we never see a kid without also meeting with the guardian first in the consent paper for work
083sign. And those consents include a release of information to be able to communicate with the school district and then we do a comprehensive assessment to really determine is there a mental health need? What is it? Can we write a treatment plan to match that need? And so it's it's a it's an assessment process for that first appointment and then after there the services start within 5 days. So counselors can make a referral within parents as well. >> Yeah. So we do allow guardians to self-reer. I'll be honest with 99% of our referrals come from school counselors or this whoever the school might identify as their their referral source. Sometimes it's a social worker. You know in the district it really most of the time it's the school counselors. The majority of our referrals come from
084the school counselors. But like Laura mentioned earlier, you know, it's not uncommon for Sally's best friend's mom to find out Sally's in counseling and and her saying, "Oh my gosh, my kid needs counseling, too. How do I get connected with that?" And she referenced oftentimes there's kids who need, you know, I kind of refer to like acting out or acting in behaviors. The acting out behaviors, the squeaky wheel always gets spoiled, but sometimes there's a lot of acting and behaviors that we just don't recognize in kids. But a parent might know like, hey, we've gone through a nasty divorce or whatever it might be. Can we seek some help, too? So, we do make our services available to anybody who needs it. The overwhelming overwhelming majority of our referrals come from the counselor and we
085communicate and always let them know, hey, so and so's mom has put in a referral. Um, we get those same consents signed for releases of information. All of those, all of our practices are the same. >> So, you don't meet with a student or child until a parent has signed up. >> Absolutely not. So that referral >> you're just making it that very first meeting that we have is with the guardian. >> Okay, perfect. Is there a number of visits? Is there a limit? >> So there isn't a limit. It's all based off of clinical needs. So it's really driven off of what our licensed therapist determined that that that particular client might need. Um, and so, you know, it we see kids with an adjustment disorder because their parents have gone through divorce and
086they need four or five sessions and they're okay. And we see kids with PTSD because they've had complex years and years of trauma um, and they need a lot of services. So, really, it's just based off of medical need. >> I've got one last question. Can you uh elaborate on clients who enroll in our services have access to medication management >> if needed? Yeah. So we really are the largest provider of child and adolescent psychiatrists in the state of Missouri. We have a lot of access to medical providers. And so if there is a client whose parents, you know, feel like they need medication, um obviously very common childhood medication need ADHD medication, you know, but if there's multiple other diagnoses and the and the family believes that they need medication, um we can connect
087them with one of our child adolescent psychiatrists and we have we have availability within two weeks. removed from the school. >> Yeah, that doesn't happen. None of that happens at school. None of the the if they do see the psychiatrist, that happens in one of our clinics or from their living room on their Yeah, >> that's a good question. >> Yeah, that information is not being shared. You still have to follow. >> Correct. >> Yes. >> Yeah. Now, um hang on, let me clarify that. So, let me ask that question again. That information isn't being shared. We would have a release of information to communicate with the school district medically necessary information and so that would cover any of the services within our organization. >> The parent has to sign that consent. Yep. Parent has
088to sign that consent >> and it is it is medically necessary information. We do make sure that the school district understands that like it's you know we're not going to divulge all kinds of information. Um but we would we would share important information with parent consent. Uh, one thing about privacy I guess is there do you find an issue about maintaining kids privacy about oh they're going to that office or whatever and then >> as far as I noticed that the agreement about HIPPA space we need to reinforce the space to sound. So, no. A HIPPA compliance, we have to follow HIP, but you guys have to follow HIPPA, right? And so, there are some similarities, but there's definitely some differences. A HIPPA compliance space for us is a is four walls, a floor, and
089a ceiling. We can't work with kids in a lunchroom cafeteria table. We can't see kids in the hallway. You know, we have had districts clean out a room closet. I myself serve as a schoolbased therapist in a in a closet, in a basement for a lot of years, and we have some really great spaces in our districts. We know that's space is a commodity, but it does have to have four walls of floor and a ceiling. And and to elaborate a little bit, yes, we do see that there are some concerns with like people with kids maybe not wanting to know. I don't want my friends to know that I'm going to counseling and some kids will opt to not do schoolbased therapy for that very reason. The other thing we I've always said if
090I'm having a bad day, I walk through the elementary cafeteria and they're all like, "Miss Amy, Miss Amy," you know, but I don't go into a secondary because they're like, "Don't look over me." Right? So, we kind of function a little bit differently in the buildings based off of the whatever the kind of employees are are comfortable with. >> I have a question. Maybe you already answered this um as an extension of the counseling >> uh department. Do you um take all of the initial intake paperwork and then collect informed consent from both parents if they're divorced? Do you take care of the dynamics of requirements of informed consent? >> Also a really good question. Um, so if the onus is on the parent to provide us the paperwork if they're if they're in a
091divided home and someone has full custody or they're not allowed to, you know, like we can't we can't just assume all of those things or take people's word for it. So you do ask for that sort of paperwork um rather or not. Um, you know, we can communicate back and forth with parents. This does happen. We do see kids that are in in nasty divorces or, you know, people don't co-parent well. I believe the state of Missouri, I know at least one of you on this board is an attorney. So, you guys can correct me if I'm wrong, but I believe in the state of Missouri, you just have to have consent from one parent in order to sign the kiddo up for treatment, unless that's otherwise filled out in the divorce degree. wrong about
092this or they're divorced. You have to have informed consent from both >> from both. Okay. Well, we our general counsel is the one who guides us on all of these sorts of things. And we've got we have an entire compliance department, you know, general counsel. So, I'll make sure that we know what we're doing. I I thought that we are you talking about like if there's a divorced family? Yeah. I mean, I think that that I'm going to have to follow on that. I'm gonna have to about that because I don't want to say something. I don't want to speak out of turn, but I can I'll come back to the original council and get an answer. >> So, if they approve this tonight, then I'll start next Monday. >> Sure. >> I'll start hiring
093right away. I would say that timeline. >> Yeah, this would be an interesting time if you were to try to launch a program like this. um not that we haven't launched since them in late, but the recommendation would be that we would launch this program in the fall and that we would work um this school year or work this summer to set up some of those implementation meetings and get those things set up to where we can be have them going. We would love to start hiring staff in July till we have boots on the ground when the doors open in August. We have someone in every building. >> So all of that again is going to be based off of that referral need. So the way that this kind of works for us is
094let me tell you this. You can assume that we would serve anywhere between 2 and a half and 5% of your student body population. That's on average when we serve, you know, 20% of them need the services. We'll never serve that many kids. So our goal is typically 2 and a half to 5% in a district of yours. I'd expect us to be a lot closer to the 5% um of your students of your student body population. And so really we serve about you know like I said before for the supports specialist about one one out of every 25. So we would hire one staff up for 25 kids for a therapist. It's more like 40 because those therapists tend to see all kids, not just your high acuity kids. And so some of them
095might only need two services a month. You know, really just based off a clinical need. And so it's very likely that you will have full-time fully providers in some of your buildings and then you might have some buildings or maybe a couple elementary schools that share um their spot. >> Yep. And so what we will do in those initial, yes, we definitely need a spot in every building. And really what we have seen works and happens is that if if a school says, "I only have a space for you two days a week." Then we can say, "Okay, here's how many kids we can serve." And and typically what happens is then um you know, the principal might say, "Okay, I'm going to be in my office on Wednesday, so we need to get these,
096you know, we need these kids to get help, too." And so really, it's just based off of what the school is able to provide. We we will and can staff up to meet whatever the demand and the need is. I have no doubt. >> Thank you. You asked if this is a new concept. I mean, >> Dr. Wilson, do we have the space at all the different buildings to provide provide the space that they need? >> Not a closet. at the work. We I have talked to the administration and and listen, we're being honest. Space is tight. Um but they all felt like we could find a space, especially given um if it is two days a week, those kinds of things. Um they're willing to to work on that. It is something, you know,
097we will need this summer to kind of figure out and as they're pl they're already planning for next year, so we want to be able to give them that opportunity. Um and one thing I think Mr. Kman talking about the medication management. One thing that comes up with our students and families pretty often is they don't know or they can't get an appointment with the psychiatrist to access that. So I think it's more about the access to the psychiatrist um if a if a parent is leaning that way. >> I just want to make sure it's the last resort that we >> and that wouldn't be it. there are trends in in the country that hey let's just medicate the which is treating the symptom not the root problem and that for me is a
098um that that's a that's a big deal so I want to make sure that we're doing everything we can like diet like sleep screen time and no addiction and all those things and not just going hey here's some room >> and it's all I mean medication is always indicated in conjunction with therapy you know like the effectiveness is always indicated in conjunction with other services and therapy is whole child health. Um and so yes, we can recommend that. I recently developed that data because I was just personally curious on how many kids we serve in our school waste department received psychiatry and the percentage was very low. In fact, honestly, we probably missing the mark on a few kids who could benefit from it. Um but it was it was incredibly low. I'd be happy
099to provide those numbers for you. I would love to see some statistics on how many kids are are receiving ADHD medication and what relationship they have to screen time. >> I don't know if I can drill all of that down because I'd have to like live in their homes probably down for you. I don't know that I can get that either. But I agree with you. I agree with you. >> Dr. Wilson, is there any reason that we shouldn't do this? >> No. I mean everything to be said about a student um they will not thrive if if they are having emotional or mental issues. I have seen this increase greatly since co and our students need help and um we are one of the last holdouts in southwest Missouri to do this. >> It's
100about time. >> It is about time and we need to do what's right for our students. And I just first want to say hi to >> Hi, good to see you. >> Great job. Good presentation. >> I have one quick question. Um files on the kids when you guys are seeing them. Do we have to keep those in house? >> Electronic record. So all of our documentation lives in our electronic medical record which is why we have access to Wi-Fi in our in the in the district because everything is safe. >> Thanks. Can I say really quickly though, I want to thank uh Dr. Verman and the whole group that met more than once to do this because when you are uh the counselors and the principles and the social workers, they care so much
101and they want to do what's right for students, but then they have to be assured that this meets their level of care for their students. And through that process, they truly felt that this was a worthwhile endeavor. So, I appreciate all of their hard work. conversations were pretty thick and yeah, good stuff. >> All right. Any other questions? Comments. >> Thank you. All right. All in favor? I will make a motion to return to section 6103. Yes. >> Are we talking? >> Yes. >> She said yes. >> Yes. >> Math. >> Yes. >> Dustin. >> Yes. >> James. >> Yes. >> Sarah. >> Yes. Is it too late to vote on president? >> Thanks everyone.