Park Hill School District Board Meeting 05/14/2026

001[music] >> Mhm. >> [music] [music] >> Mhm. >> [music] [music] >> All right. >> Good evening. I call the May 14th, 2026 meeting of the Park Hill Board of Education to order. Please join me in the Pledge of Allegiance and thank you for silencing your phones. >> [clears throat] >> Pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. I'd like to remind the board of our norms. Stay in the role of a board member, [clears throat] be respectful, be inclusive, be prepared, and be mission-driven with student voice in focus, supporting all staff, and intentional community engagement, we are building successful futures in each student every day. Board members, any announcements this evening? Mrs. Munoz?

002Good evening. I just want to congratulate all the seniors that are going to be graduating this Saturday and Monday, and I also want to give a congratulations to my son, Aaron Munoz, who cannot be here tonight, but on the Superintendent Award at the art festival. So, thank you. Mr. Tulliga? Uh yeah, this is going to be This is always exciting at the graduations, Trojans on Saturday, Panthers on Monday. I would think everyone would agree that's is walking across that stage is why everyone in this room and in this district that's what we do. So, it's exciting exciting times to celebrate. Definitely. Mrs. Norris? Uh yeah, I just wish all the students and parents and teachers a happy last what, six or seven days. All the parents with all the activities next week, I know it's

003a lot, um but it's exciting for the kids and then off to summer. So, everyone, best wishes and and be safe. Thank you. Ms. Barnes? Um again, congratulations to the seniors um and all the wonderful and hard work they've done. And also, congratulations to the parents cuz we do a lot of hard that work, too. So, let's give ourselves a hand clap. Um but also, I enjoy this time, make memories, um enjoy each other. Uh teachers, thank you for all that you've done all school year, so we really appreciate you. And if you aren't teaching over summer school and enjoy your time [clears throat] off. Okay. Mr. Todd? Yeah, to piggyback off of what Ms. Barnes just said, um last Monday, May May 4th, the board had the privilege of accompanying senior leadership uh showing

004appreciation to Park Hill's excellent faculty and staff across the district. Um and I'd like to take a moment to just again express my appreciation for what you do. Public service at large and education in particular require a certain kind of person, and those who answer these vocations require a servant's heart, a caretaker's will, and an optimist's hope. Education is a difficult field to be engaged in, and I am afraid that we will be facing more difficult days ahead. But despite this, you continue doing this work uh with skill and compassion, resilience, and dedication. And the only way through difficult times is together. You teach our children. You shape our communities. You secure our future, and you do it together. And for that, I thank you. Thank you, Mr. Todd. Ms. Bowling? No, thank you. Okay.

005And I just wanted to echo congratulations to everyone for getting through the year for our seniors, parents, our staff, just amazing all around. Also, I wanted to just highlight that this is mental health awareness month and we know that um um Mr. Shelby Neace had put out a email to our district about wearing green tomorrow, which is supporting mental mental health. And it's great that our staff is taking advantage of the staff well-being program because that funnels down to our students having good well-being, so Thank you for that. And also want to highlight the Too Good Drugs Too Good for Drugs and Social Perspectives program that was piloted at Plaza Middle School. Um this was with Kathy and Beacon. And just want to give kudos to the teachers that stepped up to um do the

006program. That was with Assistant Principal Sarah Portnier and teacher Lindsey Osborne was in leadership of that project. And also the teachers Victoria I don't know if I'm going to say this right, but McCurdy. Um I think she was by Tori. Nicole Creamer, Caleb Pitts, and Niles Patterson. They championed and implemented the program with their students. And one of the feedback pieces from the teacher was that uh one of the learning outcomes is that the students are now aware that people communicate differently and it is extremely important to not quickly judge what people are trying to communicate because there could be a misunderstanding. So students came up with that towards the end of that program. So it's just good to see that students are going through those things, taking it through with their peers, and learning

007a lot. Um I have more, but that's good. >> [laughter] >> We're going to get through the night. All right. Dr. Campbell, do you have anything? Um you guys hit most of my list, so yeah, graduation. We have over 800 of our students that will be graduating this next uh week and and we look forward to that. I also echo on Mr. Todd's >> [clears throat] >> uh discussion about staff appreciation week. We we choose to do that as an entire staff. There's a lot of different weeks throughout the year and so on. I would be remiss if I didn't mention that it was also nurses appreciation week. We we were able to acknowledge them, but the unbelievable work that they do in the health rooms is something that we think is amazing and we

008couldn't do without it. We have an amazing workforce across the board and we got to recognize that through all the different activities last week. Last day of school, as everyone knows, is Friday, May 22nd and then we will be starting summer school in the first week of June. That's all I have. All right, thank you. All right, next we'll move on to adoption of the agenda. I will need a motion and a second to adopt the May 14, 2026 agenda as presented. So moved. Second. I have a motion by Mrs. Bowlin and a second by Mr. Towilliger to adopt the agenda as presented. Dr. Campbell, are there any modifications? >> thank you. Board, any modifications, discussion? Okay. All those in favor, say I. I. Any opposed, say nay. Any abstained? Motion carries 7-0. Next we'll

009move on to the fun part of recognitions and awards. Mrs. Rachel. Good evening. Dr. Dial, I'm going to give you that certificate right there. Nice work. All right, we're going to start with our students of the week and I think we have one. Xander, come on up, please. You're our sole recogni tonight and it's a busy night. We have concerts, we have assemblies and Xander's our representative. Xander, come stand right by me. Let's practice now. How are you? You ready? Okay. He has his instructions, so here we go. We recognize students of the week every Monday on social media and we're recognizing our students of the week from April this month and this is Xander Kennedy. And you're from Hawthorne Elementary, correct? And you are a what grader? Second. Second grader. His teacher, Caitlin Gore,

010wrote this about him. Here's what Ms. Gore says. "Xander is a wonderful leader in our second grade classroom. He works hard every day, loves learning, and sets the bar high for being a brave learner. He isn't afraid to try new things or challenge himself, and he encourages others to take risks and grow as well. Even more impressive than his academic drive is the kindness he shows to others. He goes out of his way to include everyone and brighten people's day." "Xander lifts up those around him in every way and I am so proud of him." Say, "It's true." It's true. Will you hold this? Tell us a little bit about yourself, again what grade you're in, where you go to school, and what you love about school. Um my name is Xander and I go

011to Hawthorne Elementary. And I'm in second grade and I love school and What's your favorite part of second grade? Learning. Learning. Great answer. Who do you have here tonight with you? Mom and Dad. Hi Mom and Dad. All right. Xander, congratulations. You're going to go and shake all the board's hand and we're going to take a picture, okay? CONGRATULATIONS. >> [applause] >> EXCELLENT. Thanks for being here, Mom and Dad. He did great. Okay, Xander, Ms. Tracy's down the hall going to take your picture, okay? Good job. You're finished. You did great. All right, Tracy, everybody else can come in. So, next have some art winners and we have a lot of students, so we're going to direct them to snake around the board. Okay, come on in, guys. We're going to you got come up

012here and you're going to follow me. How about that? Ready? You're the line leader. Let's see. Let's wait for all your other students, okay? They weren't as eager as you. All right, Owen, you come with me. You're going to walk with me, okay? Ready, [clears throat] Owen? All right, come on. All right, everybody, you guys ready? All right, we're going to go up here, this way. And we're going to go all the way around here. Owen, you're still coming with me. Ready? You're following me. Good work, everybody. All right. Thanks, Dr. Dillon. It's a tree. All right, Owen, we're going to keep coming this way, buddy. Perfect. We have lots of kids, so this is going to work. Um, Miss Sue, you're going to keep coming around all the way over here. All right, students,

013keep coming all the way up here. You're going to follow everybody else. Owen, wait right here, okay? I'll be right back. This way. All the way. >> [laughter] >> We're going to make it. It's okay, you can sit in the front row. It's your sister, right? Here you go. You're going to keep going right up on around the board, okay? >> [laughter] >> We went over this a couple times, but it's difficult. All right, come on up, guys. More students. If you're a student, come on up here with me, okay? And you're going to go right over here with the other ones. Keep coming, guys. You're going to come through with me. You're going to follow me and you're going to go right over there with that student who's ahead of you. Hi. You need

014a buddy? All right. Uh, Johnny, right? Come on, Johnny, do you have your artwork? Grab your artwork and bring it up here. Come on right here, okay? Excellent. All right, keep coming, Neveah. Keep coming, Romy. Romy, can you make sure Neveah's with you, right behind you? Thank you. All right, you're going to come up here, Romy, and you're going to go follow Johnny. All right, everybody, keep going, Neveah. Romy, you're going to go up there with Johnny, okay? Neveah, you're going to follow Romy, okay? Riley, right? Come on, Riley. Okay, we have more. Come on, guys. We're going to make it. >> [laughter] >> Okay, come on, AP Madison Show students, come on. All right, you guys are the last ones, AP. Okay, you guys go stand right up there by Riley and Neveah. Good?

015Okay, that was Good job, everybody. >> [laughter] >> All right, I'm going to stand by Owen. Albert, you're not going to be able to see me on camera, that's okay, they can hear me. Everyone, good evening. These are our district art show winners, and there are representatives from every school here in the district, and Dr. Kimbrough, and Dr. Kimbrough, he's our superintendent. He came around and gave all of you guys awards as a superintendent art show winner. So, what I want you guys to do, you all have your artwork. Remember, you're going to say your name, what school you go to, what grade you're in, if you can remember that, and then tell us about your artwork, okay? We can do that, right? So, we're going [snorts] to start with you. You ready? Yeah. All

016right. My name is Viari Shelling, and my My school is graded, and I did the car project. What grade are you in? Fifth. Okay, great. >> [snorts] >> This is Owen, Owen, right? And Owen's at Park Hill High School, and he's in 11th grade, and this is his artwork. Good job, Owen. Good work. Okay, you're next, ready? My name is Penelope Johnson, I am in second grade. Um I go I go to Hopewell, and my project was called the Rainy Day Duck. Wait, show them, we want to see it. Show us your work. Perfect. Okay, you can talk to Elena now. All right. My name is Rory Morehead. I'm at English Landing Washington in kindergarten and I did the London bus. Can you show them, Riley? Show them the London bus. Beautiful. Good job. My

017name is Anya Conden. I'm at Walden Middle School in 8th grade and I drew an ocelot in graphite. Oh. Wow. Can I have Can I have that one? My name is [laughter] Maddie. I'm a sophomore at Park Hill and um this is a piece I did in design class. My name is Perry. I go to Plaza and I'm in 8th grade and this was my two-point architecture design. My name's Kylie and I go to Plaza. I'm in 6th grade and we did graphite drawings. Wow. I'm Chloe Jensen. I go to Congress Middle School and I'm in 6th grade and I did a mixed media black and white effect drawing. My name is Caitlin. I go to English Landing Elementary and [snorts] I'm in 3rd grade and I drew a street art I think I can't

018remember what it was. Art Street art. >> [snorts] >> Um my name is Kobe Hallar and I drew this jazz art piece based off of the artist who influenced me. I go to Park Hill South High School and I'm in the 9th grade. My name is Lizzie Landis. I am a senior at Park Hill South High School and this is one of my pieces from my AP Art Portfolio. So this is actually a memorial piece to Jeremy Katzenberger. >> [snorts] >> My name is Mabel Anderson and I go to Lead Innovation Studio, but my home high school is Park Hill South and um I am in 11th grade and this is my piece. Um it is just trees and sunlight because trees and sunlight just I don't know, when I really focus on it, it

019always makes me feel very connected [clears throat] with the earth and stuff. Okay, thank you. My name is Vivi and I go to Union Chapel and I drew a little dancer. That's cute. My name's Johnny and I made the butterfly cat cat and my school is Chinn Elementary and um my um day is fast. I'm Ruby Brown, I go to Tiffany Ridge Elementary and I'm in the fourth grade and I made the gray way. My name is Naveah and I go to Winnwood Elementary and I am in first grade and I made an owl made [snorts] out of paper. I go to Haw- Hawthorne Elementary School. My name is Riley Campbell, I'm in fourth grade. I made the project wet dog. I was inspired by my two dogs, Lily and Cinnamon, one who lives in

020my heart and one who lives in my home. This is my piece. My name is Summer and I go to Prairie Point Elementary. I'm in third grade and mine is and mine is inspired by the tree of life. My name is Marley Fugate, I go to Lead Innovation Studio, but my home high school is Park Hill. This is a painting of myself and it's for my project The Steep Descent to Madness. Hi, my name is Addison Kelly. I am a senior at Lead Innovation Studios but my home high school is Park Hill. And my inquiry was about unconventional deaths. Okay, good work everybody. EXCELLENT JOB. >> [applause] >> NOW WHAT WE'RE GOING TO do is we're [laughter] going to have I'd love for you guys all to shake the board's hand. So you're going to

021start and we're going to again snake around and shake the board's hand, okay? We're going to follow the leader. Congratulations everybody. Good work. >> [clears throat] >> Okay, we're going to go this way guys and we're going to shake the board's hand, okay? And then you're going to follow me and we're going to go this way. Or you can shake their hand now. That's a good Yeah, good good plan. We're going to go two ways. They're going to Always going to shake your hand now, okay? Miss Munoz is going to shake your hand. >> [laughter] [laughter] >> Yay, good job everybody. Thank you for coming. We made it. ALL RIGHT, [applause] ALAN. OH, THERE. OH, THERE'S YOUR MOM. >> [laughter] >> OKAY, AT THIS TIME WE'LL MOVE ON TO item 7.0, [clears throat] which is

022public comments. During this part of our agenda, we will receive public comments from patrons who pre-registered by the noon deadline today. We had one patron pre-register. When called upon by the board president, patrons are to approach the presenter's station, speak into the microphone and state your name before you making before making comments. Each speaker has will have 3 minutes as a time limit. The board secretary will monitor the time and inform you of your time. Please direct your comments to the entire board. Generally, board members will not provide any response during public comment. However, if needed, board members and or district staff may provide a response at a later time. Discussion about individual staff members or students is not allowed at all. We have Mr. Jeremy Stoltz. Thank you. Welcome. I think it is There

023we go. Good. Good evening. My name is Jeremy Stoltz and I'm a parent of three students in Park Hill, but I'm here to talk about my fourth grade student at Line Creek Elementary. Until my son loved school. Always been well-liked, engaged, supported by adults around him. But, over the last several weeks, the environment at Line Creek has changed dramatically. Uh several trusted adults who support him, including his classroom teacher, his IEP case manager, have left or leaving the building. And the instability has been a real real impact on him. I wanted to speak to you tonight about two issues, the classroom environment under the current long-term substitute, and the troubling interactions I've had with school administration while trying to get answers. Recently, I met with the building administrator and long-term substitute to discuss repeated removal

024of recess as punishment. I explained that taking away the only time students have to release energy is counterproductive. Instead of discussing solutions, I was told that every teacher is having issues with my son. Something that has never been mentioned in his IEP meetings, and something his actual teachers say is simply not true. When I asked for specific examples, the story started to change. When I followed up with the teacher they referenced, she told me she had no behavioral issues with my son at all, and that was the moment I realized I've been given information that was not accurate. Integrity matters to me. And when I see an administrator provide inconsistent or misleading information about my child, it becomes very difficult to trust the process. During that same meeting, I asked about the substitute's credentials because

025they were not listed anywhere on the publicly available Missouri Department of Elementary and Secondary Education Educator credentials web page. And instead of straight forward straight forward answer, I was told I was out of line and that was rude for asking. I was told to call HR, and then although I was promised the number, it was never provided. When I contacted HR myself, um they were very helpful, but they were unable to verify her certification status. Only after getting transferred to the substitute coordinator to confirm that Missouri's substitute certificate was not issued until last week, May 7th, 2026. And it was under a different name, and that's months after that substitute began working in the classroom for the district. Uh the defensiveness around the issue combined with the inconsistent statements about my son raises serious concerns

026about transparency and professionalism over at Line Creek. 30 seconds. Thank you. Oh, 30 seconds. Okay. Meanwhile, um the classroom environment has deteriorated. Multiple parents have pulled their children out early or kept them home altogether rather than having to deal with such a a toxic classroom environment. Um students have lost recess for extended periods. They've been assigned punitive writing tasks for minor issues. My own son experienced anxiety and frustration that simply did not exist earlier in the year. My son has an IEP. He needs some consistency, trained staff, and appropriate support right now. I do not believe he is receiving that. >> Time. And I'm just asking the board to delay the approval of a candidate until her certification is fully verified and the district evaluates the impact. Thank you. >> Thank you, Mr. Stoltz. We

027thank you for your time, and the board has received all the communication and will lean on the district administration. Next, we'll move on to item 8.1, approval of consent agenda. Before I call for a motion and a second to approve the consent agenda, are there any items that need to be highlighted? Dr. Campbell? I have two that I just want to point out to the board. Uh the first one is just a reminder that you will continue to get summer teaching contracts for uh us to make sure that we have our summer school staffing uh done. So, that's another batch that's in front of you even though you did approve a batch last time. The other one I asked Dr. Fryett to give a little bit more information about 8.17, which is student laptop warranty

028extension. As he's making his way up here, this is a reminder that this is about the student laptop replacement that we were going to be having this upcoming year. We have been unable to secure our product for that, and so we're looking for the board to wave a first read so that we can enter into an extension so we can make sure that those current devices are covered. Dr. Fryett can provide just a little bit more info, and then he's available for any questions on this. Yeah, good evening. So, thank you first of all for approving the purchase of laptops earlier this school year. Unfortunately, that order is unable to be filled at this time. This is actually a function of Intel and not Lenovo. Lenovo is the provider who we are purchasing those from.

029Intel being the processors that are in most of our computers, all of your computers that are sitting in front of you right now, they are unable to be procured right now, and a lot of this is due to actually the AI race, not necessarily anything else, but just the procurement of those supplies. And it is not unique to the Lenovo production. It is across all laptop brands, and we are experiencing that just like most people across the country. We are asking for that wave first read so we can extend the warranty on our current laptops. Our warranty has run out, and we want to make sure that we do have that warranty as we go through next school year. In addition, Derek Underwood and his team have continued to work through other mitigation measures and

030are working through that right now so we can continue to continue to extend the life of that product through next school year to minimize any impact in the classroom that there there may be. Thank you, Dr. Fryett. Any questions further about this particular item? I know that this one was not on your agenda last [clears throat] time and so that one we wanted to give you a little bit more information about. And there's work being done inside the buildings for like charging stations and It's a good question. Yes, so we >> one of the main challenges is battery life, right? >> Yeah, that's one of the big ones. Screens and keyboards are the other so we're working on procuring parts. It also goes with that warranty but the battery aspect of things, we're actually working

031on a solution that is an interim measure but actually it's actually more long-term. We've We all have computers. We know their batteries die. We forget to charge them. It happens in our classrooms as well. We can't just plug them into the wall and continue instruction. They're working on a different type of solution that's a little bit more mobile. Think about your phone portable phone charger but for the laptop that the student can have at their desk. We're in that process right now of piloting those in our schools so that we can implement those hopefully by the start of the school year. Technology procurement of items is very difficult right now and so we're trying to do that as quickly but effectively as possible. And am I right that in in understanding that there there is

032no no negative effect for the the failure of the contract? No, there's no negative effect for the failure of the contract. It's just un- unable to fulfill. We haven't executed it. Um so we are going to actually start the RFP process from scratch again uh when we get a little bit later into the school year so that we can address any changes in that um market at that time as well. So there's there's no penalty to Lenovo or Intel and that's that's a standard contract piece now that we're in this technology situation. >> That is correct. It'll be interesting to see what the new bids come in at cuz like with all the AI data centers and RAM and it seems like the prices are going up quite a bit, too. >> Yeah, and this

033this is not a unique issue with just the processors. What you just mentioned with the the memory and the storage aspect of things are also hard to procure because the the companies are focusing on this AI race and that is then trickling down to what we are trying to do across the nation as well in schools. So, it it will be interesting to see what happens. I appreciate you and the technology department always being proactive and finding the best solutions being innovative in the times that we have and what we got comes our way, we just try to find better solutions for our students to keep the learning going. So, thank you and to technology. Absolutely. Any other questions? I think oh, I was just going to say I think a long-term charging solution would

034be nice, you know, hearing often from classroom teachers about please charge, you know, map test tomorrow and stuff like that. I'm sure it's a constant frustration. So, I think that can get started this year and continue would be really helpful. Derek Hunter and his team identified this working to find these solutions and now there's finally a product that is actually starting to meet what we are hoping for. And so, they're they're quickly addressing that and trying to get that as soon as possible. It's a it's a win in the long term as well. Thank you, Dr. Frank. Thank you. Thank you. And those are the only items that I wanted to point out. Uh I'd be happy to answer any questions on any other consent item in your packet. Okay, seeing none, I will need

035a motion and a second to approve the consent agenda items 8.2 through items 8.23 as submitted. So moved. Second. Have a motion by Mr. Todd and a second by Ms. Barnes to approve the consent agenda as submitted. All those in favor say I. I. Any opposed say nay. Any abstain. Motion carries 7-0. Next we'll move on to item 10.1 which is the April 2026 Treasurer's Information Report which is a quarterly update to the board. Dr. Kimbrel and Dr. Kelly, please. Yeah, thank you. The um board has given this every quarter, and so this is just a routine update. We'll be talking about more budget 26-27 here in an item later in the agenda, but I'll turn this over to Dr. Kelly right now. Uh thank you. Uh as you can see, this is the April

036uh update, and so we're getting pretty close to the end of the year, the fiscal year, and so you can see these numbers uh getting closer and closer progressively up towards the budget number, and hopefully in the case of revenue, which is pictured here, uh hopefully it'll surpass the budget number. Um and in fact, it will and um almost has. We've been keeping our eye on this very first line on the revenue, which is our uh property tax, and so just through April, we've already exceeded our budget. We're um have received 142 million uh and had budgeted 139. You might remember that 139 was after some um instability in the assessor's office and the assessment process, so we uh intentionally dropped that just because we didn't know how that was going to uh play out,

037and so um after the after that um all got um remedied um by this fall when you set the tax rate, um we did expect more than 139. So, the 142 is within kind of our expectations, and so I believe that'll that'll uh continue to increase. We'll have a couple more months um and after then June, um anything that's paid would actually go into the delinquent uh tax, which is the next line down. So, uh effective July, um we will we will not bring bring any more current tax in. Um overall, and this is um part of this is going to be on our next presentation, so I don't want to overlap and go over uh a couple times, but it looks like um if we were to project this out, of course this um

038this column, this year-to-date column, is just through April, but when we put together the budget for next year, we need to project out what we think where where we're going to end in June. And so I believe that uh taking all this into account, that we will actually end um we had budgeted a total of 191 million in local sources, and I think we're going to end at about 196. So that's positive. Some of that is though restricted for debt and for bond uh projects. And so that's not all operational, it can't all be applied to the next year, but the fact that uh we're ahead of schedule there is good. Um one thing I did want to point out, and and you see Grinnan is here, there is a uh set of local sources

039here that is the school food service. This is the money that parents pay um on a daily basis or uh in their account uh for uh lunch. And the way that this is budgeted um makes it look like we are 3,077.6% ahead of schedule um ahead of budget, and while the you're doing great, Grinnan, it's that's a little bit of a misrepresentation. One of the problems actually was 100% on me, which is I did not budget enough there on revenue, and so uh right out of the gate we were expecting more revenue than than's actually in the budget column. That is on me, that was my uh error, and so we are going to uh far exceed those total amounts in nutrition services. Um and that has more to do with my budgeting issue um

040than necessarily, you know, a lot um a lot more um sales in food service. Uh county sources are um basically done. So, that 5.8 number is what I'm projecting we'll get. You see that's a significant drop. That has um really to do with that instability in that state assessed railroad and utility tax and some changes that were made at the state level on how those are distributed. So, uh we'll make a modification for next year and just not anticipating as much. Um state sources are way up, so you can see that total state sources were expected to be 52. I I believe we're going to end up at 59. And a lot of that has to do with a correction that was made from underpay that that foundation formula. You can see the foundation formula

041top line there, which is our main uh source of revenue from the state, um has already exceeded through April, and we still have two more months of uh payments. And so, the reason why that is is that there was a correction from last year. So, there was actually 2 million uh dollars that really actually should have been received last year, but wasn't. And so, the state then made it up, and then it artificially inflates. That's good, we got the money, um but it makes um this year look larger than really um what the formula uh would have normally yielded. And this will set the stage for next year in which the that total will drop because it won't include a correction from the prior year. So, um all of that is expected and is planned

042for uh next year. Uh federal sources were um a little bit in the boat of like how the assessor was operating. We didn't A year ago, you may remember, we didn't really know if we were going to have federal programs or to what extent we were going to have federal programs. And so, um we budgeted a total of 8.5 million in revenue. We're We're going to end up now that's all played out, we're probably going to get about 7.5 uh in revenue. And um that is matched by the expenditures in those programs. And so, um this isn't lost revenue. Um it's simply we we take the programs and we actually uh shape the programs to the uh revenue allocation from the federal government. So, those programs did not expend as much as we had budgeted

043either. Uh both non-current, that's actually the sale of bonds. You can see that number. That is the single number, the 128 million, is the number that inflates the revenue this year. And now we're going to spend the next 3 years spending that. And so, we we will have deficit budgets for the next 3 years um as we take that 128. We're currently earning interest on that. Um and um then over the next 3 years, of course, we'll be paying uh for the construction of all the projects that were in proposition um O. Uh the amounts received from other LEAs is also already uh above target. That is largely from um agreements with other school districts on the transportation of uh Mc- students that qualify under the McKinney-Vento Act. So, revenues looks good. I I believe

044we're going to end up with about 9 million plus on uh revenue. Uh some of that again is is uh restricted for debt and um um bond projects. So, not all of that can go into the operating budget. I'm going to spend a lot more time on expenditures because that's the focus of the next presentation. So, um maybe the big zooming out a little bit, um we're we're tracking to go over budget in salaries and benefits and that has to do with uh again a year ago we had passed proposition G and so uh with that we also opened Angelina Washington. We um made our salary schedule much more competitive and so there was a little bit more uh it was a little bit more difficult to to budget in that way. We also added

045a number of uh of employees as well and so we're tracking ahead uh over budget on those items and so those will probably cause us to bring a budget amendment to you at the end of the month at the end of June that um allows us to uh actually spend that amount and amends the these values that you see in each one of these lines. Um purchased services is on track. Supplies and materials we're actually tracking under um and so I'll I'll share more about that um in our next presentation. Uh capital outlay is way going to track way over. That has to do with actually beginning the proposition O projects sooner than we I had anticipated a year ago. So, we're actually getting more done faster and spending more of that bond money sooner.

046And so that's all covered. That's those are restricted funds that um that really are self-contained within the capital projects. Debt is right on target. We will not have any more payments in debt for this year um and so those are all on target. The fund balances are all healthy and we're in good shape here. The um the one thing though is that we will bring a budget amendment to you uh where we'll ask that you amend the budgets in each one of these uh yellow lines the these funds um to account for the expenditures in salary and benefits primarily in which we uh spent more than you originally approved. That's really all I have for tonight. Thank you, Dr. Kelly. I think having one budget issue as you used to call it, you know, out

047of like 30-plus years is fine. >> [laughter] [clears throat] >> All right, I will need a motion in a second to accept receipt of April 2026 Treasurer's information report as presented. So moved. Seconded. I have a motion by Mr. Tollinger and a second by Mr. Todd to accept receipt of the April 2026 Treasurer's information report as presented. All those in favor say I. I. Any opposed say nay. Any abstain? Motion carries 7-0. Next we'll move on to item 10.2 which is the Park Hill South High School football field naming. You have Dr. Kimble and Dr. Friar. Yeah, just as a reminder to the uh board that we took this through the uh uh process. We had over 200 uh suggestions that came in. We did this process mimic after the naming of uh how we

048named buildings and so on. Our goal here is to be able to get this to parity between the two buildings since we will have our two fields since we already have one field named and uh we will be completing that uh field at Park Hill South. Um the item that you have in front of you is uh in order of the committee's recommendations. So, you see the recommendations there of the over 200 submissions and the top three, and Panther Field is the recommendation of the committee for you to take action on tonight. Dr. Frey is here uh to answer any questions as well. He led this process and we had quite a community um outreach and and uh involvement to to get this done. Be happy to answer any questions. Any questions or discussions about

049the top three names? All right. I'll go ahead. Question, um the rationale uh was written in like first person. Do you know who this person was that was recommending? Yes, so that's a compilation [clears throat] of the recommendations, whether it be from the community, but then again from a second round as we started whittled down to those [clears throat] uh recommendations from our uh committee taking their recommendations verbatim on what they were recommending to the board. Are the other ones taken verbatim as well? Uh depends on the scenario. Some are um descriptions. So, Claw was one of the other examples and that is a description that was provided by the submission for what this um means technically and I thought that was quite an interesting submission and one that um I learned something through that

050process. I did not know that. But, um no, the Panther Field one, I believe, is the one that in which you're referencing. Okay, so this the I is not the same I throughout that >> not. No. Great, thanks. I just wonder if you could tell us a little about like the committee discussion and was Panther Field overwhelming? It was overwhelming. It was a It was a very fun process and a lot of of I mean, in those board documents, you can see how many submissions that we did receive. So, the process to whittle those down and bring those down to just a handful, the goal was to get it down to three. Um and as we worked through that process, that whole committee had the opportunity to see and review every single submission that was

051provided from the community. And once they did that, they were able then to take that back with them, work through those, and then resubmit the committee their recommendation to the process that we had. Um I mean, there were email exchanges, there were verbal, um just conversations about what this could and the implement implications of this decision could be. Um and going back and forth, ultimately they came down to these final three, um and felt as though it was right for Park Hill South at that time. And they felt very comfortable with all three. I would like to say that I appreciate the breakout of uh the groups who who submitted in, um and that this is overwhelmingly a community-driven process here. That staff and and the teachers uh make up a a whopping 16% of

052the the total submissions, but everything else comes from members of the community. Absolutely. Any further questions for Dr. Pride or Dr. Kimbrough? So, we have a recommendation to go with with the committee's first choice of Panther Field. Any other discussion? Okay. That's why we have committees, right? To have the engagement and to make the choices and I would need a motion and a second to name the Park Hill South High School football field Panther Field as presented. So moved. Second. I have a motion by Mr. Chiligar and a second by Mrs. Norris to name the Park Hill South High School football field Panther Field as presented. All those in favor say I. I. Any opposed say nay. Any abstained. Motion carried 7-0. Next we'll move on to item 10.3 which is appointment of Marisol Hubbard

053as the alternate board secretary for the period of May 14, 2026 through June 30th, 2027. Dr. Canbra? As you know, we have Joanne Blakeley retiring in this this summer of 2026 and so we are in need of replacing her as alternate board secretary. We took that through a process of those interested and have selected Marisol Hubbard as our recommendation to the board for alternate board secretary for starting to at this time if you were to approve it through June 30th, 2027. She is unable to be here tonight and sends her regrets on that. Uh We also I wanted to point out that Marisol currently serves as and would continue to serve as her primary role as assistant to our general counsel Clay Fulton. Be happy to answer any questions on this item. Okay. I will

054need a motion and a second to appoint Marisol Hubbard as alternate board secretary for the period of May 14, 2026 through June 30th, 2027 as presented. So moved. Second. Have a motion by Mr. Todd and a second by Ms. Bowlin to appoint Marisol Hubbard as alternate board secretary for the period of May 14, 2026 through June 30th, 2027 as presented. All those in favor say I. I. Any opposed say nay. Any abstained. Motion carries 7-0. Next we have item 10.4 which is Commerce Bank signature card and certificate of resolution of corporate board of directors. Dr. Cameron, Dr. Kelly. Just a real short description of uh these next two are us getting all of the correct signatures uh and signatories on file. As you remember, you did a board reorganization meeting in April and so with

055new officers and uh your board leadership in different places, we needed to just get these signature files updated. Be happy to answer any question. It's very routine, so I would need a motion and a second to approve the Commerce Bank signature card and certificate of resolution of corporate board of directors as presented. So moved. Second. Have a motion by Ms. Bolen and a second by Ms. Norris to approve the Commerce Bank signature card and certificate of resolution of corporate board of directors as presented. All in favor say I. I. Any opposed say nay. Any abstained. I abstain. And I abstain. So motion carries 5-0. Next is item 10.5 adoption of resolution referencing the UBS Financial Services Incorporated. Dr. Kelly and Dr. uh Cameron as well. Uh same as the last item and I have no

056further information unless there are any questions. Okay. Again, I would need a motion and a second to adopt resolution regarding UBS Financial Services Incorporated as presented. So moved. Second. I have a motion by Mr. Towillager and a second by Ms. Munoz to adopt resolution regarding UBS Financial Services Incorporated as presented. All those in favor say I. I. Any opposed say nay. Any abstain? I abstain. Motion carries 6-0. And next we have item 10.6, which is the 2026-2027 administrator and support staff salary schedules. Yeah, Dr. Kimble and Dr. Diller. Yeah, thank you board for all these different action items tonight. I know we have a lot on one meeting in May. Um, this is a continuation of the process that we started uh essentially when we started our negotiation process with our PHNEA group. And at

057the last board meeting, you approved our teacher salary schedule for the upcoming 26-27 school year. As you remember, that uh the uh proposition that you approved had an average increase of 3.15% and then our next step then is to apply that 3.15% to all work groups across the remainder of the organization. What's in your packet then are all of the different work groups and different um schedules and or ranges of pay that are affected by that 3.15% increase um from the teacher salary schedule. Be happy to answer any questions. No questions, any discussion? I will need a motion and a second to approve the 2026-2027 [clears throat] administrator and support staff salary schedules as presented. So moved. Second. I have a motion by Mrs. Bolin and a second by Mr. Todd. To approve the 2026-2027

058administrator and support staff salary schedules as presented. All those in favor say I. I. Any opposed say nay. Any any abstain? I abstain. Motion carries 6-0. Okay, now we'll move on to information presentations. We have a first is 11.1, the C SIP objective 3 systems 2026 through 2027 budget update with the expenditure focus. We have Dr. Kimbrew and Dr. Kelly. Yeah, before I turn over to Dr. Kelly, just a reminder that last meeting we covered the projected revenue for the fiscal year 27 proposed budget. In this meeting, we'll be presenting the projected expenditures at a pretty high level, so you have a packet here that Dr. Kelly's going to go through. All of these expenditures are annual analyzed, excuse me, through our annual budgeting process. It includes including our budget assumptions, which that process started

059back in the winter, and you'll remember back in February that we presented those budget assumptions, and these are reflective of that work. Dr. Dr. Kelly's going to go over this report in your packet, and I'll turn over to him at this time. Thank you. You might remember that earlier in the month we actually went through a portion of our expenditures, which was the capital plan. Dr. Fry at at the board work session introduced you to what we're looking at for next year, and actually even years beyond on capital projects, which takes a large chunk of the expenditures that you see in these this bar graph, and accounts [snorts] for those. That would be the purple uh, chunk there. Um, you might remember in that when we did revenue that this year was an outrageously high

060amount of revenue and so it was really inverted. Next year is going to be a lower revenue year and that's when we begin to spend the money um, and then continue on for the next two or three years with um, capital projects and and and finishing the projects as we outlined in proposition O. The um, the the purpose of providing prior years is just so that you can benchmark and see uh, wise or or ask why some of those um, these categories may have increased. Um, it's hard obviously to tell what the values are um, until you would go down to the table and give you an exact amount of um, uh, the dollar values that we're expecting. I've highlighted here in red the 25 26 estimated end of year amount. So when I was

061presenting the expenditures to you at the last uh, item, the treasurer's report, these were the numbers I was pulling um, before we really can put together next year's budget um, and how it's going to impact our fund balance and such, we need to come up with some reliable values for where how we're going to end this year. So that's really the first thing that I do uh, is try to project where we're going to land uh, this year and so these are the values that we're working with right now and they really do fluctuate constantly because we have um, over $20 million in encumbrances district wide and it's um, an encumbrance is a purchase order that we've made but we can't actually uh, show it as an expenditure until actually the entire purchasing process is

062complete, which means that we've received the item, we've had individual sign off that it's the correct item and the correct number of items that were ordered and and then we turn all that paperwork in. Some cases the vendors don't get us an invoice and so we can't complete that process. That means that that expenditure that we had planned for 26 actually gets bumped and needs to be budgeted in 27. So, there is a lot going on in the months of May and June and trying to wrap up our expenditures so that we can get reliable numbers. So, I've used the past, I've used trends, looked at the last 10 months of activity and come up with these values as the estimated end of year amounts and they will be changing every day until ultimately we

063bring to you the the amended budget at the last June meeting and before you approve next year's budget you'll amend the budget based upon whatever these values end up being. So, that will be really the the next series of steps. As you can see here the one fact one factor here that causes such fluctuation is really the capital. It's the one that that really changes from year to year and it really mirrors kind of the pays and the case of the bond issues that we've passed over the the last decade. And so it's that purple section that causes such the the variance from year over year. And so you see that a large portion of that increase in expenditures is in capital, but there is also increases in the other areas. And so I'll go

064through these. I We organized this in the same way that we've organized the treasures report and how it'll be uh presented to you in the budget so that there's consistency in the numbers that you're seeing and so you can kind of compare how this has changed over the last series of months that we as we wrap up this year. Um the salaries um are higher and planned to be higher. You can see that um specifically uh I believe we're going to end salaries at 135 million and so I have now budgeted 139 million for next year so that increase can be accounted for with uh we just mentioned the 3.15% increase in the salary schedules that you approved and so that's embedded in that blue section. Uh other places that uh would cause this to

065increase would be we have some planned additions. This was a part of our budget assumptions. Uh so if you go back to the January and February meetings uh where we discussed budget assumptions um we have planned additions uh additional FTE in student support uh special education gifted uh mental health services um and instructional support. We also have some stipends that were added and uh and tweaked as a part of the negotiation process so that we have to account for those and then there's also um a position that has been funded by a grant for the last the Coffin grant in professional studies for the last uh number of years that actually that uh is sunsetting the grant is sunsetting and we're going to maintain the staff member in professional studies and so that we need

066to take that on and so that those expenditures are in that as well. So the salaries are estimated to go up by a little over um $4 million. Dr. Polley. Mhm. Um you would mention that you thought salaries was more difficult this last year to budget with the school and Prop G. Yes. you feel Much better. >> better about it? Yes, much better. Because just the positions that I mentioned there that we put in the budget assumptions, you know, that's less than 10. So the the variance for me to try to kind of guess who is going to stay, who's going to leave, and then a lot of new positions and and that were added last year. That that was an atypical year. So I would expect to be a lot better at budgeting for

067this year. What about sometimes we start with like unfilled positions? We actually kind of save money, but it's not what we want. But so you we have a good handle on that. Yeah, that's a good um That's a good comment because um you know, I really look at trends on that. And so I I think Dr. Dylan might agree that this has been a little better year in terms of filling positions. And so um if I was looking at history, last year was not and and the year before yet was not. And so we actually did fill more of those open positions this year. And that does account for some of the increase over the budgeted number. Very true. Uh the benefits really mirror the salaries. And so almost every benefit that's there uh like

068a Medicare, retirement, all of these which are sizable expenditures that we make every year. They're all percentages of the salaries. And so when the salaries go increase, well, so will the those items. The one that actually is independent of salary is the health insurance that you provide uh for our employees. And so through the negotiation process, we have planned for a 5% increase. And you know, if it um actually comes in after we price that higher than that, then we'll need to make some plan design changes that might impact the employees. And so, that'll play out here in the next three or four months, but we've we've expected a five or we planned for and budgeted for a 5% increase in the health benefits. In the benefit package. Purchase services is largely trans student transportation.

069So, you might know that in Park Hill, of course, we contract. So, First Student is one of our largest vendors, if not the largest. And so, that lands in not in salaries and benefits. That lands in purchase services. And so, that is the biggest the biggest driver of the increase in purchase services. We also are dealing throughout this budget and in first talking about it is that one budget assumption that we really go into this process with is inflation. And so, you know, we have very little control over that, but we have to obviously plan for it. And so, some of the increase there is actually just accounting for expected inflation or the inflation that we're encountering now. And so, even some of the expenditures that we had this year were impacted by the increase

070in prices and fuel and and other items in in capital outlays specifically. Supplies and materials are also up. I would say that this would be things like food service supplies and instructional resources. We have some large curriculum adoptions that are mostly in the supply area. And so in academic services for sped and ELA, we've got some um >> [clears throat] >> um big resources that we have planned for and that were a part of the budget assumptions. Dr. Kelly, 22-23 was that a laptop purchase? Yeah, and I'm glad you mentioned that. So um technology used to be or laptops and computer desktop computers used to be a capital outlay item, but it's no longer and so you can see these real rocky supply and material amounts. The one thing, yes, the $24 million in 23

071would have been largely because of a laptop implementation. The one thing that we have to keep our eye on and when I mention, you know, we have 5 years here depicted, but what I really have to do is also include next the next 3 years beyond next the working budget. And one of them is because of what Dr. Fry was just presenting about the technology is that if that if that's going to be a $7 or $8 purchase, we need we need to know that now because we need to build build that fund balance for next year. So I need to account for that. Um it was originally budgeted was going to be budgeted for next year because we we thought that the lead time was such that we weren't going to get them until

072after July 1. And so this is actually short $7 and it's been deferred to next year. Now we did take on additional costs with some of the warranty and other items to extend the life of the current laptops. The battery life issue so there is some cost to that, Um, uh $7 million needs to be in the 27-28 um uh budget, and so that will be presented to you in the final budget. But, it is a good example of um having to think far further ahead, much like we do with our capital projects, um so that you don't miss something and that you can um you can weather those uh ups and downs, um and technology is our biggest our biggest cause of that. Uh next is then capital outlay, and so you know that

073we're actually this year is interesting because we've overlapped uh proposition I, which was actually passed in April of 2022. We're finishing those projects that we uh promised the uh taxpayer, and so we are making improvements at Congress, Hawthorne, uh and Guerner, uh and that those were all under the umbrella of um the commitments that we made when the voters passed proposition I'm sorry, I said I. I think it uh yes, proposition I. Proposition O then is the new, and so we are actually having those expenditures as well. In both cases, Dr. uh Fry it um mentioned um all of that and sort of the expected costs of all of that um in the presentation last time in the capital plan. That capital plan will be folded into the budget that you ultimately approve as a

074portion of it, and so um that will be almost a standalone document that will show you the the financing around what the plan is for that capital plan. And then finally, debt. Our debt payment is not going to be uh much different, um but what we'll need to do is be thoughtful about um what to set the tax rate in the debt service to be. So, in August when you set the the total tax rate, we'll need to make sure that we're building ample balance and that we can obviously cover the debt, uh which we which we can. We have a uh good fund balance there. Um we know what our payments are going to be and so um we just need to work backwards from you setting a tax rate that matches our needs,

075uh not just this year but into the future years. Um for debt service. So, that more information on that um which is all almost exclusively uh funded with your uh the tax levy. Uh we'll have more information that in August after you've approved this budget. That's really all I have. Um we've tried to uh incorporate in the narrative that follows the graph here um tell you kind of match up where you would see some of the budget assumptions in the C SIP um throughout and so that we >> [clears throat] >> obviously have a a goal and an an objective of of creating a intentional and a sustainable budget. And so, we have uh worked in a lot of the budget assumption process as well as the C SIP goals uh into the expenditure discussion.

076And so, if you have questions on that, I'm glad to answer. Any discussion or questions? Dr. Kelley, we always appreciate that you're very thorough with me. Make it easy to understand. So, thank you. Thank you. Well, I'll add uh >> [clears throat] >> so, sometimes we get asked, you know, your your enrollment is flat or or dropping, you know, five kids per building. Um you know, why are your expenses going up? And I feel like this does a good job of pointing, you know, kind of flashing, blinking arrow as to what why those are going up, right? It's Purchase services is the transportation, diesel fuel has gone up a ton. Um, you know, fertilizer and food costs, so it's all There's a lot of stuff involved in here and it's There's, you know, there's very

077specific reasons why our expenses continue to go up even if enrollment is flat, so right. And there's a whole list of reasons, but this would kind of points that out pretty clearly to me, but Okay. Thank you. Mhm. Thank you. Next is item 11.2, the C 6 objective number one, academics and we're focusing on the ADA updates. We have Dr. Campbell, Dr. Bridewell, Dr. Dial, Dr. Dylan, Ms. Rachel, and Mr. Andrew. All right, we've got a full team on this one and um >> [clears throat] >> as they're making their way uh uh but I wanted to bring this item forward. Dr. Bridewell has led a team to complete a significant [clears throat] project this spring, which is uh getting out all of our digital material to new ADA digitally accessible standards. This was a

078federally federal requirement of us and they're going to explain the process and all of the different pieces that went into this. As you can see by the item and the people involved, this was a cross-departmental and quite a integrated effort to represent literally hundreds of people's hours to be able to do all of this work. Um, we wanted to share it with you and let you know what's been going on behind the scenes relative to this. I'll turn over to Dr. Bridewell at this time. Um, so we have basically two parts of our presentation tonight. The first part is about what is ADA digital accessibility and then the second half will be what Park Hill is doing [clears throat] to address and ensure that we have accessible digital content. So, to kick us off here,

079um this was really important to our team, and you'll hear about our core team later, uh that we wanted to look at this as building an inclusive digital environment uh for every student, staff member, and community. This is also about our patrons um and community members being able to access digital content. And give us an opportunity to actually live out our drivers and narratives. When we talk about a welcoming environment, it's also a welcoming environment digitally. And so, thinking about that in new ways. Um so, again, another chance to live out our vision and mission. Um I really wanted to take time to highlight this uh our new C SIP graphic um because it really was an interdepartmental effort. We needed everybody, all hands-on deck to make this possible, um and everyone came together. It

080was remarkable and really a moment where we uh paused in our last meeting to talk about how grateful we were for the team and everyone um and all their work. So, academics, culture, systems, everybody on deck. Uh so, again, what is ADA digital accessibility and what are the requirements? Just so that we are sharing with everyone what that is, what that means. Um it's a federal requirement through the Americans with Disabilities Act, and that Originally, I think people thought this was Make sure your website is accessible. But, it's really about a lot of all of the digital things that we use and navigate in our world. And so, if you think back to when we first started talking about our buildings need to be accessible, we need to have ramps, we need to make sure

081our restrooms are accessible. It's that same concept, but digitally. So, how when we navigate Schoology, our website, our board docs, how are we making those things accessible so that they play well with the tools that people are using um at home or at school, and that we've set up our documents in a way that makes it easy for them to navigate. Uh so, that's really what we wanted to capture in this work and make sure that was at the forefront, not just "Oh, this is a legal requirement. We have to do this." We want to be able to do this, and we want it to be able to do it well. So, again, it it was more than a legal obligation for us. It was really about how do we look at our drivers and

082narratives and roll each one of those out. Um we know that we have one in four adults in the US that have um some type of disability. Digital accessibility really focuses on that audio um and visual needs. Um and it was really a time for us to think about that personally. We've all worked with students that have uh different needs. I may have a family member that's deaf. Another person may know someone with a degenerative eye condition. And so, it really was about thinking these people that we love and care about, we work with every day, how can we help support them? Um and we also know that not all disabilities are permanent. So, someone's they may have had an injury, they may have had a surgery, and they are going to need to access

083digital tools. And so, we wanted to make sure that that's available. And then also, we know that not all employees, Dr. Dillon, you can chime in, uh they don't have to disclose that they have a need. So, we want to think about this universally, what is available so that everyone can access information. Is there anything I should add? Okay. Um so, who does this apply to? Um it applies to government and public agencies. So, I've listed here um some examples for you and public schools lie within that um requirement. Um any state and local police departments, libraries, all of those um agencies would fall under the same thing. So, the timeline was what was a little bit tricky. Um again, we knew about websites and that was fairly common and conversation, but really understanding all

084the things that it applies to really wasn't discovered until about November this year. Um and we knew that as a school district in the size of 50,000 persons or more, um our deadline was um in April of this year. Uh what we learned on the 20th, if I remember correctly, we got a 1-year extension. So, we have now until April of 2027. We did not know that working all through the year. So, we were working very quickly, uh putting some other projects aside to make sure we could get some things done uh to meet that deadline. If you are in a uh local government size with less than 50,000 people, they have now a 2-year um timeline to still meet. Um but we have the 1-year extension. I heard rumors that um something about it

085was tied to Medicaid. You receive Medicaid. So, deadline. Good question. We have and it's also now that [clears throat] the Department of Education federally is starting to get divided between HHS, um Health and Human Services, and the Department of Labor, we have different regulations in those departments. So, we're trying to balance education requirements, HHS, and Labor. Um Medicaid was one of those under HHS, but they also received an extension. Um so, a little bit of a different deadline. Theirs was May of this year, but that's been extended into next May. Good question. We're balancing all the different things going on there. So basically if it's digital and it's shared, we need to make sure it's accessible. So what all does that apply to? This we've talked about websites. Kelly Rachel talked to us a little

086bit about that. Emails even. So you think about a closure on an email, our newsletters. It was so great that we launched Parent Square because it is accessible. It's built with accessibility in mind. Your social media posts. So we have to make sure those are accessible and photos are loaded the correct way. Any documents, presentations, whether that's PowerPoint, Google, board docs, all of those things need to be accessible. Our learning platforms and then just flyers, forms, PDFs, all of those things of that nature. There are some exceptions to things that don't need to be accessible. A lot of that has to do with archived material. So past board documents, items you may not use any longer but you want to have that on your website for transparency. So a great example would be some of

087our budgetary documents. They're very complex. Those are more difficult to ensure they're accessible. Past documents that were no longer using wouldn't need to be updated. But anything moving forward we're making sure is accessible. Any past social media posts, third party social media, those types of things we would that would not fall under Park Hill. Dr. Privott, would that mean it's in the past? So that would be April 2027 and beyond or before that? Yes. So technically speaking we are operating under we want everything to be accessible now. And that's what we were working towards. But we now have that one-year extension where people can still learn and check themselves. After April of next year, everything would need to be accessible and any past materials you don't have to go back and update. So that's nice.

088You don't have to go back through school Facebook pages and correct any of that kind of nature. Thank you. Good question. So how do we ensure accessibility? We have some tools that we'll talk a little bit more about. But these are just some high-level things I wanted to share that it sounds really easy. Just make that accessible. But there's a lot more as we know in the details. So how do we have clear heading structures? How are we adding all text to images? Are we using descriptive links instead of saying click here for the board presentation. We want it to say ADA board presentation that you would then click on. We also talk a lot about color contrast. So if you're visually impaired, you'll notice on our new documents, if you'll see where goal is

089yellow, but it has white print. We'll no longer be doing that contrast. We'll want to use a darker color so that someone can see that difference a lot easier. So things along those lines that we're just trying to check and find along the way. Awesome verbage that we wanted to make sure we covered for you that we may talk about tonight. WCAG, you'll hear of that a lot. Those are the web content accessibility guidelines and that falls under the regulation for ADA digital accessibility. Web content that's anything that's maintained text, sounds, videos, those are also included. VPAT, Derek Unruh will talk to us about the work that they've been doing with those reports from our vendors about where they stand in all of their different components of accessibility. And then AOD, accessibility on demand, this

090is a remediation tool especially for large or complex documents that have a lot of charts and graphs that would need to be interpreted to ensure that someone's readability tool on their device can read all of those things appropriately. So, that's a brief overview of what it is. Any questions there? Great. Okay. So, now the fun part, the part that we've been working hard on is what is Park Hill doing to help support our community. The first thing we did was assemble a team. So, I have a few shout-outs on this team that I want to make sure I cover. This team was crucial. We met on an ongoing basis. We met inside teams making sure that we were addressing everything that we needed. Tara Bachmann and Christian Ponce are in academic services. They're our assistive

091technology specialists. They were really our source of information about how do people use these tools and how can we create documents, digital material that works with the tools. They were a wealth of information. This is what they live every day and very passionate about. So, I wanted to make sure I said a big thank you to them. Monice Phelps in technology has been just wealth of information finding information, researching for us, what are different technology tools available. Austin Reader in technology will talk about those VPAT reports a lot. He his integrity in that process of looking at VPAT reports and really holding our vendors accountable was amazing. Um and last but not least, Tracy um in communications, uh Tracy Todd Murphy, was so wonderful of training people, working with admin assistants, working with people across

092the district to ensure uh that things were accessible and that she could research and find supports as well. So, just a few, but so many people to thank. I had to make sure I uh gave them a big thank you. Uh for our core team, we had over 16 meetings, uh diff- seven different departments engaged. Um we had 20 different over 20 different cross-departmental folks um helping out, doing their part. Um there we talk about um in the our work, your slice of genius. So, what what is your slice of genius and what can you bring uh to make this better for Park Hill? And um they certainly did. Uh we developed over 17 training modules. And what's really important to note about that is none of these exist anywhere. We were researching, watching webinars

093from other states, but there isn't anything ready and produced for us to bring, so we created everything. Our staff was creating the video trainings, the materials you see here today, developing processes for looking at BIP reports. You name it, we were doing it. Um we had point persons that really took that ownership. Uh and then we had two district-wide modules that everyone um watched across the district, and then we had other specialty ones to help with specific areas, uh depending on your job role. This is a little bit of what our training timeline looked like. So, first, we had to the technology team had to get trained. Uh what does this mean? What does this mean for us? Uh then we trained our district leadership team, so they could really model and start looking at

094how do they maintain social media, how are they developing their newsletters. Our teachers and school staff now have the support of our tech team and admin team to help them. So we did training there. Our admin assistants. And then as we look into the future, we're looking at that new employee onboarding and just part of that annual training to ensure that everyone understands what this means and how we're approaching it in Park Hill. I also have some of the different modules that we've created over on the right hand side. Again, all of those specific platforms and those trainings we created ourselves. A few examples. Um we have our digital accessibility in the classroom in the top left. That's what one of the modules looks like as you start. So really looking at that application uh

095for a teacher. In the middle, you see our flip chart. That rumor has it other districts may or may not be asking if they can have a copy of this. >> [laughter] >> Um so again, written by our team, um produced, designed by communications so that a teacher, a staff member can have that handy and directions on what they can do. Um on the right hand side, we have a webpage dedicated to best practices in digital accessibility. Um on the bottom left, that is a picture of what one of our training modules looks like specific to Parent Square. Um in the middle is our poster. Again, best practices and those uh foundations in accessibility. And over on the right, um Monique Phelps helped develop our question and answer portal. So every question that a staff

096member across the district submitted, we laid eyes on it. We were all researching, making sure that we answered that specific question. I'll be honest [clears throat] with you, there are some things still are working on answering and uh making sure that we have smooth processes for, which is the reason we received an extension. We were not the only entity having those issues. So, when we get a question we can't answer, we know that's next on our list to work on. I'm going to take a break from talking and let some of our departments talk about the things that they have been doing and working on. I'll toss it over to Derek. Thank you. Good evening. On the technology side, in addition to supporting a lot of the training efforts throughout the district with PD with

097our education technology specialist, another portion of the technology department has been focused on the sustainability, the systems, the processes, and how we can best support our students and staff and community through these efforts. And so, one distinction we learned early on was the difference between the content that we create and how we can make that content more accessible, whether that be through the website, through Schoology and content that teachers are producing, through even just basic Word documents and Google documents. And so, what we learned is those things are clearly clearly [clears throat] within our control. However, things that are outside of our control include a lot of our vendor systems and applications. And so, that's where we've spent a significant amount of time focused on learning about that and how we can hold them accountable

098for making their systems compliant. And so, um we have currently over 700 applications that are our catalog of tools that our staff and our students and our community utilize. And through those, we narrowed down to about 200, I think 250 applications or so that we wanted to prioritize as focusing on and looking to figure out how we can make those compliant and check their status. And so, um of those applications, those were prioritized based on ones that were more public-facing, student-facing, and the ones that were paid by the district because we have many applications that are free for schools. Uh these were the paid ones, the ones that were most highly used. And so, we began the work with um requesting, as Dr. Bridewell said, the VPAT documents. These documents are uh the tools that

099have been made available to vendors to assess their level of compliance to the WCAG um criteria. And uh we learned at the beginning that we we thought that uh the vendors could just let us know that whether they were compliant, and we learned quickly that it was much more than that. And so, these documents um are have 50 different criteria that a vendor has to self-assess or uh use a third party to assess. And uh through those criteria, it can result in a VPAT document that's up um as little as 20 pages, upwards of several hundred pages to a more complicated system like our student information system. And so, um those, as you can imagine, are very difficult to come through because there's not an overall score or you're compliant um uh rating at the

100top. And so, uh each of those criteria have um scores for all 50 that say whether they are um compliant, in progress, um or does not meet the criteria. Or they could choose to not even assess that particular criteria. And so, what we learned quickly was that just because they could uh provide or provide us with a VPA document does not mean that they have a compliance system. And so what we did was took about 10 of our big applications through the system at the beginning through the criteria at the beginning. Again, anywhere from 20 to 200 pages and assess those applications and none of them passed the criteria. And so we quickly realized that in order to utilize a tool like this to eventually help us with procurement and assess our current systems, we

101needed to create our own scoring. And so we created a rubric along with partnership with academic services to help us assess our current applications and eventually new applications. And so we created that criteria rubric and scoring system and then took about 50 applications through that rubric. And it resulted in more applications passing, but about 40 that did not. And so um that was a interesting process and helped us realize how big this is. And also, you know, not not just our school districts and other entities impacted by this, but these vendors also pushed back pretty heavily to Department of Justice to ask for this extension. Um Can I ask a quick question? >> Yes. So on the vendors so like by this time next year if they don't comply, would we not contract with them?

102Is it our This may be illegal, but is it our obligation to make sure that the vendors do or is it theirs? It is our obligation to ensure that the vendors we use as a district are compliant. Um the Department of Justice has provisions in the ruling that do allow for um undue hardship or hardship to districts to allow for pushing pushing for compliance long term even though it might be that um your student information system isn't compliant day one but knowing that districts aren't in any position to replace every one of their systems uh with a new product. Um so it is our responsibility but that's where um we have to uh work with our vendors to push them and hold them accountable um because many of our vendors as we requested VPATs um

103some knew what they were some of our point of contacts had no idea. And so um the where we're at is in a pretty mixed environment and knowing where the vendors are in compliance so that's been a challenge. Um so our goal with the initial rubric was to make it less strict knowing that um many wouldn't meet the requirements knowing that over time as vendors become um more compliant with the requirements that we could we could make our rubric more more strict as we select new apps applications and as we regularly regularly review our existing applications. So some vendors might be updating their VPAT on a weekly monthly basis. Um one of the things that um uh we've decided to do is um be more proactive about holding them accountable and that's through communicating our

104expectations in the short term and long term. And so we've drafted communication that we're planning to eventually send to the key 250 um some um vendors and through that um communication we're also planning to share that with other districts to help in communicating with all of their vendors knowing they're using some of ours as well as some other applications, and so um we're hopeful that as other districts begin pushing on their vendors that more and more vendors will become more compliant in their accessibility of their systems. Um long-term, um what we're also hoping is to bring in the accessibility rubrics into other um application review processes and rubrics in use throughout the district. And so we also assess vendors on things like cybersecurity or data privacy. And so bringing in all of those govern governing

105rubrics into one platform is what our hope is long-term so that we can have a more streamlined tool to assess all of these items that are that we need to hold these vendors accountable for. And so that will that will be a lot of work that will be focusing on over the coming years in the future. Another um piece that we've focused on is PDF accessibility specifically, as well as I know communications has as well, which she'll Kelly will talk about in a minute, but um around um the document accessibility within Google or Word, what we quickly realized is that to make a PDF accessible, the most sustainable effort is going to be working to make that source document accessible. The challenge is Word has a lot of good tools within it to make documents

106accessible, but unfortunately Google Docs, which is heavily used in Park Hill, does not have great tools. And so we've been evaluating various tools to help with Google accessibility, one of which is named Grackle, which we're currently in conversations and after doing some testing with teachers and students throughout the district in procuring a product that product that would allow us to make that available to all staff. Uh that would help us um make Google Docs accessible um at the source level beyond just the PDF that it could eventually be turned into. Um but then with the PDF documents um making a PDF document accessible we found is a challenge. Um a big budget document like Dr. Kelly's um or some of our other uh large documents going through that process even with automated tools and AI

107today um many of the tools are very new and so we're trying to figure out ways to uh make that process easy because I think all of us want just to click a button and it's accessible. Unfortunately it it they want to you to walk through every step of the way throughout the document to ensure that it uh what they suggest is actually what you want it to look like. So that's been a challenge as we've been evaluating and working to select tools and evaluate and make the best decision in um the the tool process. So even the board documents that uh we upload um need to be accessible and so finding tools that are easy for uh Tina to use and others uh it's going to be important long term. Um that's those are

108the main things I had and so it's been it's been a really neat opportunity to be a part of this collaborative the collaborative teams and everybody working behind the scenes. It's um been a neat effort focusing on something that's really going to make a big difference long term. So thank you. Okay. Thank you. Kelly? All right. So Dr. Bridwell mentioned that um a lot of our focus beginning was around the website to public facing digitally accessible to our old tool for our community, our staff, and our students. And so with that kind of narrow uh lens at the beginning we've certainly broadened our approach and communication services, a lot of our content is digital. What we present to the public, what we produce for the public is mostly all digital from social, like we talked

109about social media, to our website, to video work, uh to documents that we're sending out in our e-newsletters, like Board Highlights and our Firsthand and our Employee Insider. And so, um to reiterate, Dr. Bramlage, and Tracy Todd Murphy has been a superstar, has earned some star certificates in this process. Um Paul Lewis, video technology specialist, again, has been very key on uh video captioning, for example. So, our team's been doing a lot of trainings with our administrative assistants, with our teaching staff. We even came to PTA Council. Mr. Tueliger was there to to present a training on uh PTA and their social media accounts, their websites that we use through the district to ensure their compliance as they're posting, as they're sharing information as a parent organization. Um one thing just wanted to mention, um

110in all the production of content, um what you have as a board have uh approved in the past 2 months, you've approved AOD, accessibility on demand, uh which is a PDF remediation tool, where we run our PDFs, kind of like Derek is talking about, for compliance. And that tool remediates it for us. We then can go back and post it, and it's a clean document, in essence, that is accessible, that we can go back and use on our website, uh we can use it in our e-news applications. Uh we've gotten through lots of those documents. Um you also approved AudioEye, part of our Finalsite website package last month. This is a essentially a web crawler that crawls our website continuously to ensure that our website is compliant. And so, it'll flag any page that's not

111compliant, and we go back and remediate that page. Uh Tracy reports to me today that 95% of our website is compliant. The the that's not uh might be a PDF that we have to remediate or it's a color contrast issue like Jasmine was referring to. Um maybe a box is gray with white font. We need to change the color of that gray box to make sure it's darker or lighter uh to ensure compliance there. So, it's very little minor things that become really important things that are getting flagged that we have to fix. So, wanted to mention those two things that you all have approved as a board uh to ensure that this process keeps moving and we are compliant in a lot of the areas that are public-facing. Can I ask a question? Mhm.

112So, um I know since you guys do the communication, I guess my question is just kind of about like Parent Square and those kind of things like how I mean, I know it already was started a little bit, but how has this helped improve that process? Great question, Ms. Barnes. So, when we purchased Parent Square, we did purchase it with a lens of accessibility. Um we knew that they did have accessible tools and it was going to be important that we had access for our public. Um I'm going to give you an example on Parent Square. So, um in Parent Square, we send messages via text, we send e-newsletters through that, we can send voice calls, we send translation tools through Parent Square. So, all of the things that you see in Parent Square are

113readable. Screens can read it, it can be read back to you if you um cannot see, if you are deaf, it has the ability to read and um project what it's saying in in the application as well. We use lots of photos. Um sometimes there's our so uh alternative text. We have to make sure that we label a photo with alternative text. This is a photo of kids on the playground. Um this is a photo of the board meeting where Dr. Kelly is presenting. Uh we might not get that specific, but we do try to we will have to tag all text of what photos are and um Did you like that example, Dr. Kelly? Um [laughter] so, it's an example of us on the back end, Ms. Barnes, ensuring that we're providing the the

114information on the back end so that people can access if they have a disability the information that we're trying to send. Thank you. Dr. Dillon, talk to us about HR. Yeah, um so with HR there's kind of twofold compliance, right? We have to show that um that we're training all of our staff and so we have done that the two modules that Dr. Bridewell spoke of that our staff um worked through. Um Dr. Colvin is keeping um records as to, you know, everybody that's been trained and and she so that should we need it, we have that. But then the next task is how do we make sure that new staff um which come on daily, right? Um how they're they're trained um in ADA accessibility. So, working not only with the modules we have

115now, but with Vector, which is the training system you know, all of our modules that um you know, bloodborne pathogens, all of those are are on um that platform. So, how do we use and access Vector um to make sure we have ongoing compliance um for both current staff and any new staff that comes on. So, that's part of our role. Um hand handbook [clears throat] and calendar creation. So, again, a shout-out to Tracy Todd Murphy because if you've looked at our salary schedules, if you've looked at our work calendars, they have some unique formatting that was not anywhere close to ADA accessible and she is and we were we I I was starting to panic and she's like, "We got this. I figured it out. We have a way to do this." And she

116did and it was very quick uh a very quick creation for her um of a template we can use in the future. So, um making sure our handbooks um work schedules um salary schedules, all of those are ADA accessible. And then again, a new employee onboarding plan just to make sure that we're keeping up with it. Um not just a a a one-size-fits-all, but as as things change, which I think they will, um making sure we're moving with that. All right. Um and then I've touched on some of the things that we've already done in academic services. Um I will add similar to the rubrics that uh Derek talked about, we've added that to our resource adoption rubric of the different criteria that we look at there. Um and then the teacher and staff training,

117we've built out a Schoology course that everyone can access across the district to see everything and um easily access that as well. Um a few challenges that we've come across and how we're responding. I've talked a little bit about some of these. Uh the first one was limited guidance. There is uh not a great place to find guidance, to find answers, um or even source material that we can use in training. Uh but we have been researching and working very hard on that, and because everyone brought their A-game, we were able to produce what we did. Uh vendor and platform gaps, again, we talked about this earlier, but that's a challenge that we'll continue to work through. Um at the beginning, some vendors were like, "Oh, that's on you." Um but um they are learning

118that they're part of this process as well, so we're getting there. Um competing priorities and time, just as everything, when are we training and uh how are we developing trainings? What other projects might we need to put on hold to get those things done? So that's a challenge. You know, time is our most precious commodity sometimes, and uh we used it. Um and last, something that was really important to us is to make sure we are reducing stress at the classroom level. And to make sure that we are providing accessibility the right way. So for example, many of our teachers might take um their handwritten notes, scan them, and put them in Schoology so kids can access. If they were absent, maybe they couldn't keep up with a certain portion. Uh maybe they wanted to

119review what the teacher wrote versus what they wrote in their notebooks. But those are hard to make digitally accessible because they're just handwritten and scanned in and a PDF we know has a lot of uh barriers. Um and so we want to make sure that we're finding the right solution, supporting our teachers, and not taking the easy path of saying, "Well, just don't post those." How can we do that? What's available to us? Let's think creatively. We don't have a solution 100% yet, but I will tell you our teachers are amazing and they are discovering all kinds of things, uh bringing ideas to the table. It's been very exciting to be a part of that. Uh looking ahead, again, >> question? Sorry about that. Um so when new material new materials are being created, who's

120responsibility is it to to make sure that they're ADA compliant? So it depends on what type of materials you're talking about. Um one of the challenges that we have, again, making sure we're doing things with integrity and transparency. A lot of districts are just saying, "Take things off the website." So we post hundreds of pages of curriculum documents. And instead of just taking them off, which is what a lot of people might be doing or thinking about doing, um we have been working on the back end with our instructional coaches, our learning facilitators, working with Tracy, um working with AOD to figure out how can we get these documents correct. It starts with that source document, but some of our templates um have been saved and resaved and copy and resaved. And so we have

121some cleaning up to do that uh we've been working on and we're making it. We're on We're on our way. Um but if a teacher is creating materials for their classroom, maybe they want to create a one-pager on something. They would be responsible for making sure that source document is created correctly, um so that it can be accessible. So, it depends on who is creating that, who's making that social media post. Is it the principal? Is it the admin assistant? They would be responsible for adding that alt text to a photo or to a flyer that they would be posting. So, it's really on all of us to make sure that what we are creating as I create this uh presentation for you, I'm making sure that I cover everything. I'm running my accessibility checker.

122And um who who then would make sure on the back end to who would make sure that that everything is ADA compliant then after the material has been produced? That's part of our editing process. So, anytime, you know, if it if it is a curriculum document, which I'm most familiar with, that goes through several um checks before it's finally posted. Um if we're posting We just keep referencing all your budget documents. Um if Dr. Kelly is posting a budget document, he would be working on that and running all of his checks through that process as well. I will say to Mr. Todd, so as we are flagging items that might not be compliant, whether it's a PDF or a web page, we are catching those. Um but we it is everyone's responsibility. We all have

123to have attempts from our source documents all the way to post on our web or post on Schoology or using an app, it's all of our responsibilities. I will say that we have gotten some guidance too. We have put some boilerplate language um on our website particularly that says, "We are working to be 100% ADA compliant. It is our goal. It is the right thing to do. However, if you catch something, please let us know so we can fix it quickly um to support you and our community." So, there are some of those things that we might have some mistakes that we need help catching and we want some grace in that as well even as we're trying to do it perfectly. Thank you. I just probably you talked about how um your team had

124to like put some [clears throat] things to the side. So has this affected our staff with working through their pieces as well or will they have the summer to kind of bring up anything else for their classroom? And um I mean I know curriculum we had a a big slew of things that were redone. We waited for that and I appreciate everyone who worked on that cuz that's amazing. I just didn't know what our teachers and I know we have things in place. Our teachers are amazing. However, people are people and some people just may not want to do those things. One of the things that we talked about doing is as you approach a unit look at what you have in Schoology. It's a great time to in Schoology as an example. It might

125be Seesaw. It just might be a piece of um document that you use on a regular basis. But it's a great time to clean up your units, to look at them and not to try to make your whole year accessible in one setting. It would be It would take so many hours. But as you approach that unit, what's in my unit that I most need? What can I clean up out of here? And then what do I need to update? So if I use this presentation uh for three of my blocks that I'm going to teach then in my unit two, I need to clean that up. So we're so that we're doing it along the way and not feeling like it's so overwhelming. >> Good. Uh we've also talked about maybe there are some

126district-wide formative assessments that we've made. Well, we can use uh substitute time and bring a team together to correct that if the whole district is using that formative assessment so that a team can work on it, send that out and now every teacher has that available to them. That would not apply to more individual type of things that a teacher has created, but things that we may have created as a team that many, many teachers use. Thank you. Uh so, looking ahead again, the new employee onboarding, working on those things, designing um our own training modules. Again, Vector doesn't have those yet. We believe that they will be developing them, but in the meantime, we will be doing that. Uh looking at our curriculum documents, ensuring that they're accessible. We have lots of tables, and

127tables aren't uh super friendly for accessibility, so think but it's great for at-a-glance material. So again, how do we do this the right way, but still make it user-friendly um and valuable. Uh school-level PDF support, so what do we do when we have those teacher-specific PDFs? How do we create a system that they can easily make them accessible? Our annual auditing process, vendor accountability, and then just sustained cross-department collaboration. That was one thing the team really communicated that we need to keep going to ensure that we're not missing something, and that something's falling through the cracks, that we continue to help one another out. And then, one of my final slides is really bringing it back to our core values. We spent some time in our last meeting specifically talking about these. Um we did

128talk about our drivers and narratives at the beginning a lot, and then as we were closing out the year, really thinking about how are we living out our core values? What is our vision for this? Are we having visionary leadership and thinking about this in ways um that are different and innovative? Are we having integrity? We're not just saying take it off the website, we're making it the correct way. Um ensuring that we have student focus, so if they still want access to notes, they're going to get them. Um do we have high expectations? I would say our team um our sh- they're shooting for perfect. Um and so I I'm I'm very confident in the work that we're doing and that we will continue to do. Continuous improvement, we are learning something new every

129day. Uh we get new guidance every day. So, we make those adjustments as we can. And again, bringing that back to equity. How can everyone access this in ways that um bring dignity to the person uh so that they don't have to navigate all the barriers to get information. Um and so again, one of the quotes we shared um in our team meeting was accessibility becomes sustainable when it's part of the culture and not just policy. Uh so, we've been using that to guide our work. That's all I have for you this evening. That is a big lift. >> Right. Really appreciate all the hard work that's gone into making this happen. Yeah, and that's a that's a great point. So, to build off my comment in the last presentation, um you know, clearly this

130is a lot of work. It's important work. We need to do it. But, there's a price tag to this. So, when we're talking about how much, you know, our budget's going up with reg- regardless of our student population or enrollment, like and then this could expand to like Senate Bill 727 from 2 years ago, Senate Bill 68 from last year, whatever comes out of Jeff City tomorrow, um like how do we is there is there any way to [clears throat] put a price tag on all this stuff that costs or how do we budget for this, Dr. Kelly, or how >> [laughter] >> Well, I can tell you we can give you a rough estimate of what we've spent, but in terms of time, hours, manpower, I [clears throat] couldn't even and to estimate individually

131all the work that people have brought to this. But in terms of printing and website purchasing resources Yeah, I would just in the past um two months we've spent like $45,000 on print materials and platforms, the audio eye and the AOD on demand um just to ensure that we have tools to make everything compliant. And printing we these are all in every single room uh common areas so that we have reminders in front of our staff um every day. So that's very minor compared to what Dr. Brown was talking about in the time and energy um frankly I was really worried about the time and energy that was being diverted to this project um from Tracy and Paul on my team to everybody's team. The amount of energy that was diverted to this project and

132since November December was kind of worrisome. It's done. It's with fidelity um but it was to your point a a very heavy lift and I'm really proud of our team for doing that. It was actually a budget assumption as well so >> [laughter] >> You're not allowed to I should have known. As we get budget reviews and as it applied to each of the departments they would work that into their budget yeah. Um yeah I I think this is overwhelming. I can see why a lot of districts are choosing other paths. I really like how you guys were thinking about you know we still want to provide the same things we just have to do it in the right way. Um when students are posting things sharing things do they also need to be complying?

133>> No, they don't have to. Like even if it's coming through an official type Correct. >> school account okay. Mhm. But like PTAs and even booster clubs they kind of they do or I know that we were I was at the meeting of PTAs. We were in We want them to be but like booster clubs as well. Yes, the answer is yes. We because PTAs specifically they use our Finalsite websites as our PTA sites and particularly all of the information comes through our social accounts or their social accounts. We are kind of tied to them and we want them to be compliant. Booster club I would say there's a little bit of gray area but we want them to be compliant as well. It's practice. It's best practice. They are associated with us but if

134booster club makes a mistake it's I wouldn't say it's booster club's organizational piece. We want to help them through that but it is a separate entity essentially if that makes sense. It's not a It's not Park Hill, it's a booster club entity but we want to help them through that. Got it. Yeah, there's lots of different um webs, lots of different considerations. Yes. Thank you all so much. I know in my notes I had prepared coming here tonight. I had Tracy Todd. >> [laughter] >> Her name's been mentioned probably like 20 times already tonight but it's because I was able to give her some appreciation but just thank you all for all the hard work and this is just amazing. I'm glad that we are again championing as a district amongst other districts that we

135can do the work and we do great products for our district and our students and our staff. Thank you all. Okay. Move on to information or written. We have information items tonight. Items 12.1 through 12.5 are relative to bids, contracts and agreements. Items 12.6 through 12.11 are relative to curriculum. Item 12.12 is the professional development committee plan and item 12.13 is student meal price increase for the 2026 through 2027 school year. The board will be asked to take action on these items at the June 11th, 2026 regular meeting. Dr. Kimbrough, are there any items that need highlighting? Uh yeah, I'll be brief. There are a couple things here that tie directly to what we just talked about. Number one, you have a larger curriculum list for first read than you've had that we typically give

136you. And that is because, and I think you mentioned it during the conversation there, was that many of these were working on ADA accessibility for all the documents that were there. And so, that was kind of a you know pinch point on getting these all done by a certain date. And so, now we are putting those all in front of you. And that is a little different than usual, but under the circumstances, that's why that happened. On the other items that are down toward the bottom of this list, 12.12, the professional development committee plan. This is an annual plan for our professional development that we present. I know that I've had a couple requests of maybe a little bit more information. We'd be happy to bring that back to you before you take action on

137it at the next meeting. This is a seminal document you hear about a lot with your MSBA training and so on. And I know that we haven't highlighted it necessarily in the past, so we can provide more information for that. And then finally, the student meal or student meal price increase for the upcoming school year. Uh this is, you know, a function of us not being immune to inflation. And we strive every year to create a uh student meal program that is high quality and at the same time cost neutral in the overall workings of it. We've done this. I know I've had that question as we were preparing for today of how often does this happen? We did this in '22, we did this in '24, and now we're doing it in 26. It's

138basically an effort to ensure that we're able to offer, again, high-quality and a cost-neutral program. We looked across districts, and we feel very good about our pricing relative to other districts that we are at or below our neighboring school districts. And so, we feel like this is a market adjustment that's needed and something that is not unusual. The last thing I'll say about that is is that you'll remember during COVID through federal relief dollars for 2 years, all students, all families did not pay for any lunch. That was a nationwide type results of those dollars. And so, as we've come back online to being more, you know, post-COVID and and so on, we've had to use student services to really reach out to make sure that we've got our students and families that need potentially

139social workers contacting. Let's make sure we got our students that qualify for any reduced-price meals or free meals. All of those things are in place as well, but this is something that we didn't make sure to um you know uh be in line with market-wise. And unfortunately, food prices and all those other things that have been mentioned throughout our budget discussions are are true. Um when we had talked about this, I believe you said, you know, the goal of this program is to break even. It's not that we're trying to subsidize other things. I think that's just important to point out. We're trying to balance the cost and simply pay for the cost. >> We We do We do our absolute best. I know Dr. Kelly uh was talking to me about this and educating

140me a little bit about it. And you know, we we budget for it to be cost-neutral. Of course, it's very difficult to land that perfectly. Some years we're a little ahead, some years we're a little behind. We have student lunch debt that has become a a thing that you've heard of quite a bit and and one of the things that we have taken on as a district is that we work with families the very very best we can with all those core values that Dr. Bridewell talked about when we're trying to settle, you know, accounts and so on. But there is no student that's going to walk through a cafeteria line in any of our buildings and not be served a hot meal just like their peers regardless of their situation with their account and

141at the end of the year then we start over with that so that we are able to account for that but all those things are things that we're building into our budgeting plans. Ms. Barnes Yeah, I guess my question with that is I appreciate what that you said that's our plan. Is it does all do all administrators and all buildings know that that's the plan like if the kid cannot pay or you know, I mean I know being a former parent that was on free and reduced lunch and you get those text messages or emails saying that your kid is on a negative balance like and you're panicking as it is it communicated to the family like we're still going to feed your kid like I mean are we are we making sure that families

142understand that their children are going to get the same meal regardless if they're able to pay or not and is that communicated across the board by all administrators and all buildings. You know, um just like that's saying things like well they just can't eat for free. Like yes, they can. That is our rule as a board. We have made that decision that if you cannot afford, you know, whatever situation's going through, we will make sure you eat. So I just want to make sure as a district that our administrators understand that that is the rule regardless of how they may feel about the situation. >> Yeah. That that every kid is going to eat regardless. Sure. Yeah, I I appreciate that. Um, am confident that every single building and our building administrators, our food service

143staff, our uh entire organization operates under that. I can't say that of a decade plus ago, of of different processes that we had in place and and and some things that we had to improve upon. So, I I acknowledge that, but I am confident that we have a uh staff that is very aware of these uh situations and they're going to take care of kids and they're going to make sure that they do it with dignity and integrity. I'm just saying too, like if a parent gets back and then they're telling their kids, oh, go to don't go to school and eat cuz just cuz you have a negative balance. >> Are you making sure I know those things go out automatically. Like you know there's no But like are we making sure, hey, yes,

144we know that you have this, but we will make sure, you know, so that the parent is told the kid that like they can't eat. So, then the kid isn't going up to get a lunch. >> Absolutely. >> Like I just want to make sure that Communication. That communication Communication and and >> Yes. and as things uh you know, are noticed where there there's any communication out there that that we need to work with a family, I'm again, I am confident that this is going to be something that our building administrators and our staff can uh work uh very very empathetically with with families and make sure that we are taking care of kids for um especially with uh eating every day. And just another side note, you know, I've seen other school districts in

145the news. Our seniors will be able to graduate even if they have a lunch balance, right? >> Okay, I just want to make sure. Look, I just want to make sure. Thank you. And that's all I had for these uh written items for um consideration for approval at your next meeting. Okay. Thank you. Next we move on to uh 13.0, which is policies, procedures, and forms. We have four policies that require board action tonight and we have Mr. Fulghum here tonight to provide a brief overview. Thank you. Yeah, I provided a summary last meeting, but just as a reminder, the ones I've highlighted were related to instructional materials and library media centers. Uh those updates were from MSBA. Twofold. One to kind of comply with changes from MCIP 6 and changes there, and then really

146just keeping up with proliferation of electronic materials in the classroom and in media centers uh to update language for that. So, those are the primary chapters I wanted to highlight, but happy to answer questions if there are any. Any questions? Discussion? All right, with action items 13.1 to amend current policy um IAA instruction instructional materials, 13.2 amend current policy IAC instructional media centers school libraries, 13.3 amend current policy ADM district wellness program, and 13.4 amend current policy JHC student health services and requirements. I will need a motion and a second to amend current policies 13.1 through 13.4 as presented. So moved. Second. Have a motion by Mrs. Barnes and a second by Mr. Terwilliger to amend policies as submitted. All those in favor say aye. Aye. Any opposed say nay. Motion carries 7-0. Thank you

147for seconding. >> Next we have board member reports and requests. Any tonight? Mrs. Bolen? None, thank you. All right, Mr. Todd? None, thank you. Mrs. Barnes? None, thank you. Mrs. Norris? None, thank you. Mr. Terwilliger? Uh none tonight, thank you. And Mrs. Munoz? None, thank you. All right. All right, I will to a motion in a second to adjourn to close session pursuant to chapter 610 section 021 of the revised Missouri statutes for the purpose of discussing matters relevant to subsections one legal, three and 13 personnel, and six student. So moved. Seconded. I have a motion by Ms. Barnes and a second by Mr. Todd to adjourn to close session to discuss legal, personnel, and student and mat student matters. Tina, will you call the roll? Barnes. Yes. Bolling. Yes. Munyos. Yes. Norris. Yes. Terwilliger.

148Yes. Todd. Yes. Woodley. Yes.