Park Hill School District Board Meeting 03/19/2026

001[music] >> Good evening. I call the March 19th, 2026 meeting of the Park Hill Board of Education to order. Ms. Barnes is absent this evening. Please rise and join me in the Pledge of Allegiance. I 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. >> [clears throat] >> All right, thank you for silencing your phones tonight. I would like to remind the board of our norms. Stay in the role of a board member, be respectful, be inclusive, be prepared, and be mission driven. And a reminder that our district mission statement is through the expertise of an engaged staff, the Park Hill School District provides a relevant education in a safe, caring environment to prepare

002each student for success in life. Board members, any announcements this evening? Mrs. Woodley? Good evening. I just wanted to just remind everybody that April 7th is fast upon us, which is election day, and there are three seats available for school board. And it's just very important for everybody to do their homework and share with your um friends, neighbors, whoever, because this district is so important and the leadership is very important. So, I just remind everybody just to do your homework to vote or make your plan to go vote. Good job. Thank you, Ms. Woodley. Mhm. Ms. Norris? I don't have anything tonight. Thank you. All right. Mr. Todd? Nothing tonight. Thank you. Ms. Bowen? Nothing tonight. Thank you. All right. Mr. Montes? Yeah, this is my last board meeting and I just well, yeah, I

003made it, so that's good. Thank you. Thank you. I want to thank the public and [snorts] all the folks of the district, the the work, and all the people around this table because it's been my honor and I'm very grateful for the opportunity to to serve my community on this board. I've learned a lot. I've done a lot of things. I've helped a lot of folks. And uh I'm really proud of the work that that we got done here. Especially during COVID. That was very hard time. So, thank you everyone. Well, thank you for that message, Mr. Montes. The district, the community, and the board is better off for your service, so we really appreciate that. And I would just like to add that it is National Social Workers Month. Our social workers do so

004much um in front of the scenes and behind the scenes to make this district and community run. So, thank you to all our social workers [clears throat] as well. >> [snorts] >> All right. Dr. Carroll, any announcements for you? Yes, please. We have one announcement to make that the the public did see this in a in a first hand, but we have a new member of the Park Hill family here. Andrew Berry is right here in the back. You can see him and he brought his his whole family. He's got his whole crew back there, so they can wave. Andrew was has accepted the position to be principal at Hopewell Elementary starting in the '26-'27 school year pending the approval tonight. He's coming to us from Lone Jack School District, where he serves as principal

005at Lone Jack Elementary. He brings nearly a decade of experience to the district having previously served as a fourth grade and fifth grade teacher in Lee's Summit and a fourth grade teacher in Columbia, Missouri. He received his bachelor's degree from the University of Saint Mary and his master's from the University of Central Missouri. Dr. Singletary will like that there. There he is, right there. And on track to receive his doctorate from Liberty University in December. And this is how I know that Mr. Berry is all about kids is that you'll notice he's on a scooter and he has a a bum leg and it came because he was playing basketball with fifth grade kids. And I know that if somebody's out there hurting themselves because they love kids that much, we love that you're coming

006here. Welcome to Park Hill. >> [applause] >> ALSO, I WANT TO JUST REITERATE MS. Woodley's message about the election coming up on the April 7th date. Actually, there are options. If you go to the Platte County Board of Elections website, if you need to vote early, you can do that. And so, there are options for that and it's outlined on that particular page if for any reason you have a conflict with the 7th. Finally, Mr. Montes, I also wanted to thank you. I have an opportunity to thank the entire board for School Board Recognition Month here in a minute, but personally to thank you from me and my team. This is nine years of service that Mr. Montes has given his time. That is at least literally hundreds of board meetings. >> Well, it's with

007COVID in there, it's 27 years. >> You counted it. Well, with COVID in there, it's 27 years. Okay. I [laughter] thought you were going to give me a number of board meetings, a total board meetings. But the the number of hours, the number of meetings, the uh perspectives and everything that you bring to the board and brought to our community and how you helped lead us, especially through COVID and then also in just the past decade. That's a long time to devote to your community and we are very, very pleased and thank you so much for your service. If you could join me in thanking Mr. Montes for his service. >> [applause] >> And that's all I have for announcements. All right, thank you, Dr. Carroll. We'll now move on to the adoption of our

008agenda for this evening. I'll need a motion and a second to adopt the March 19th, 2026 agenda as presented. So moved. Seconded. All right. I have a motion from Mrs. Woodley and a second by Mr. Todd to adopt the agenda as presented. Dr. Kimble, are there any modifications? Not today, thank you. Board, do you have any modifications? Okay. Seeing none, all those in favor say I. I. I. Any opposed say nay. Any abstained? All right. Motion carries 6-0. All right. Um We now will move on to recognitions and awards. And we we have some exciting recognitions tonight. I'll turn it over to Mr. Fitzgerald. Thank you. Good evening. We have a few awards tonight. We're going to start with our February students of the week. So, can our four students of the week that are

009here come on up? >> [cough and clears throat] >> Come stand right here. These are our students of the week for February. Like I said, we honor students once a week every month during the school year. So, I'm going to read what each of their teachers said about them and then I'm going to have you tell us what you like best about your school, okay? Okay. So, our first student of the week is English Landing Elementary student Diego Guray Rizo. He was recognized by his teacher Elizabeth Beck. Miss Beck writes, "Diego is an incredible role model who consistently pushes himself and his peers to achieve their highest success. He shows determination, and loves a good challenge. His compassion and cheerfulness brings joy to everyone at English Landing. I'm the luckiest teacher because I get to

010work with him each and every day. Congratulations, DIEGO." >> [applause] >> DIEGO, WHAT DO YOU LIKE BEST ABOUT ENGLISH Landing or maybe Miss Beck's class? All the staffs are super nice. They show really really so much respect to me. Well said, Diego. Thank you. Okay, our next student of the week is Walden Middle School student Jade Jiskra. She was recognized by her math teacher Laura Kolb. Miss Kolb writes, "Jade is an outstanding student who balances academics and service while actively participating in robotics, Scholar Bowl, Student Council, and Choir. She is a positive leader who consistently represents her school with pride and integrity. Most recently, she earned the honor of decorating a KC heart that will be displayed across Kansas City highlighting her creativity and commitment to our community. CONGRATULATIONS, JADE." >> [applause] >> OKAY, TELL

011US WHAT YOU like best about Walden. There's your certificate. And you have to tell us what's on your KC heart. I love like all the teachers at Walden and the students too, obviously. Like all the classes are just so much fun. I just love Walden and it's all perfect Walden and everything. And my heart is called it's called sweethearts cuz obviously I'm a sweetheart and my sister but >> [laughter] >> It has a ton of like pastel like kind of like candy hearts, you know, kind of like I mean, we were making it for Valentine's Day but yeah. Well, congratulations. That's a great honor. Okay, our next student of the week is Van Morales. He was recognized He's from Chinn sorry our Chinn Elementary student. He was recognized by his teacher Katie Allen. Miss Allen

012writes, "Van is an incredibly hard-working student. He contributes positively to our classroom environment and is always the first one to lend a helping hand to anyone. One of the neatest things about Van is that he recognizes when someone isn't okay or needs help and he naturally finds a way to comfort or assist them. I am so proud of the leader that he is every day. CONGRATULATIONS, VAN." >> [applause] >> OKAY, WHAT DO YOU LIKE BEST ABOUT CHINN? Um I like the teachers and my friends. >> [snorts] >> Way to go, Van. Okay, thank you. All right. And our final student of the week is from the LEAD Innovation Studio, Benedicta Sarpong. She was recognized by one of her teachers, Poppy Lee. Miss Lee writes, "Benedicta is consistently positive, a joyful student who comes to class

013every day eager to learn, engage, and grow from her mistakes while working well with her peers. As a committed member of our Leadership Council, she volunteers her time, recently spoke on a LEAD Information Night for parents, and demonstrates genuine passion for the work we do at LEAD. Congratulations, BENEDICTA." >> [applause] >> OKAY, tell us what you like best about LEAD. Um I love just like how it feels like one big family and a community. Every day when I come in the morning, the teachers are always so happy to like greet us in the morning and it makes me feel like so good to be at school. Well said. Okay, one more round of applause for all of our [applause] students of the week. If you are a parent or family member or friends of our

014students of the week, will you wave? Yes. And anyone from Chinn, English Landing, Walden, LEAD, if you're here. Yay! Okay, thank you. Okay, we're going to have you walk around and shake the board's hand and then you'll walk out and Miss Todd Murphy will take your photo. Congratulations. >> [clears throat] >> Thank you, students of the week. Um Jade and Diego, will you go outside for a quick photo? And Van, will you go outside for a quick photo? Okay, next we're going to do our Park Hill South Girls Swimming and Diving team. So, if the Panthers Swim and Dive team could make their way in once this crew gets out. Led by Coach Busenhart. Line up along here. There you go. Good. Okay, I'm going to start talking cuz there's a lot to say about

015them. As President Daryl Terrelliger said at our last meeting, this is an annual tradition for the South Girls to come and be recognized. So, the Park Hill South High School Girls Swim and Dive team dominated the lanes at the Missouri Class 2 State Championships. They took home the team title with a massive 331 points, which President Terrelliger also said was 59 points ahead of second place. I don't know how swimming and diving is um uh numbered but that sounds like a lot. Okay. [laughter] While the whole roster showed incredible depth and we have many of them here tonight, I do want to highlight a few individual and one medley team that were state champions. So, I'm going to say your name and I'm going to announce what you won and then I'm going to let

016you guys tell us what you like best about being on the Swim and Dive team. And if I didn't mention already, this is a three-peat. This is the third time third year in a row that they have WON STATE. >> [applause] >> OKAY, SO HEAD COACH TIM Busenhart and then next to him we have Anaya Clemens. She is the state champion in the 1-meter diving competition and she is also the MISCA, which is the Missouri Coaches Association, Class 2 Diver of the Year. SO, CONGRATULATIONS, ANAYA. >> [applause] >> OKAY, AVERY, ARE YOU NEXT? OKAY, Avery Hogue. She is the 200 individual medley state champion. Congratulations, Avery. >> [applause] >> And then our 200 freestyle relay team also took the state title. That was Alicia Dekhario, um Brooke Nichols is not here tonight. Okay, Avery Hogue

017and Ashlyn Hines. So, congratulations. Okay, one more round of applause for them. >> [applause] >> And then we also have down at the end we have Coach Katie Sellers. She does diving. Coach Allison Lanning and Coach Lindsey Beaver are here as well. Okay, our state champions, quickly tell us what you like best about being on this amazing team. Um I love being so close with everyone on the team cuz I think it just feels like a huge family to me. I would piggyback off that. Woah, sorry. Even though swim's like an individual sport, it feels like such a community in the same way. Like I love my team so much. Like I wouldn't be swimming if it wasn't for my team. So. Sorry. Sorry. Okay. [laughter] I would say definitely the obviously the community of

018it. Like we push each other to be better for each other. And we just have a lot of fun and we really like the Gatorade that we get at practice. >> [laughter] >> I just love like the camaraderie that we get to have together and then we get to just have fun like no matter what we do. Oh, okay. I really like the fact that we were all so close together and I also like the fact that we always cheer each other on and that's really important to us. I really like the team bond and how everybody can just stay close together without any fights. I really like like the team environment and how we all like cheer each other on during practices like keep each other going. I really like how fun practices are

019but how focused we are, too. I also like how focused we are and I also like being able to talk to basically anyone on the team and also like having fun. Do I need to share? Yes. I can share. Um my favorite thing about this team is watching your guys' growth um even from whenever I swam on the team. >> [clears throat] >> My favorite thing about this team is some of them um I taught how to swim when they were teeny tiny little babies and now watching them win state is really special. I like putting medals around their necks. >> [laughter] >> Which I get to do when they win. Excellent. Well said. Coach head coach Steve, have any words of wisdom for your team? Um I actually like just what they said because

020uh one of the important things we always focus on is the team camaraderie and having the fun but staying focused as we continue. So, having that this year was a a very very just smooth going year this year and to have that when you have such talent sometimes that's not always happens when to have a smooth team and a and a great group to work with and obviously I'll miss the seniors for this group. And I think if you have this much talent, friends and family are probably pretty committed to getting them to practice. So, if you're any friends or family of our um swimmers or divers, raise your hand. Yes, thank you so much for being here. Thank you for your dedication, too. Okay, >> [applause] >> I'm going to lead the way. >>

021[cheering] >> You're going to shake the board's hand and then you can walk out for a photo. >> [laughter] [laughter] >> Way to go, girls. Now we better see you next year. Four peat. Four peat, yeah. We had one more recognition. Um none of the girls from our Crimson the Crimson girls dance team or the Southside girls dance team could be here this evening. Um so, we'll try and get them at um another board meeting about um them competing at their nationals. So, thank you very much. All right, we also have one additional recognition that I'll be doing here just from my seat. This is uh an opportunity to recognize our school board. Uh this is school board recognition uh month. So, we do this each year annually in March and uh we want to

022say a special thank you to Park Hill's Board of Education members Shrieka Barnes, Janice Bolland, Scott Monsees, Lexi Norris, Daryl Terriliger, Harrison Todd, and Brandy Woodley for their dedication and service to the Park Hill School District. Missourians benefit every day from the dedicated energies and countless hours devoted by a group of more than 3,600 men and women from communities across the state. These public servants are elected by local constituents and do not receive compensation for their tireless efforts. They are the local school board members of Missouri. During the month of March, communities across the state will honor the dedicated service of their local boards of education during their school board recognition month. The goal is to build awareness and understanding of the important function of an elected board of education and how they uh are

023involved in our communities and schools. All Missouri citizens are asked to recognize the important contribut contributions of these men and women and focus attention on the vital role of these these public officials play in the education of Missouri's children. The uh school board recognition month is sponsored by our Missouri School Boards Association. Uh we do have certificates uh from MSBA, the professional organization, and we also have a gift a gift uh a little uh tin here that has all kinds of Park Hill swag, some things from different uh schools, and uh notes from kids, and all kinds of different pieces of uh just thank you. And on behalf of again myself and uh our team, we don't get to do this without uh a really really awesome team and an awesome team of seven publicly

024elected board members that uh again, like the script says, uh give tirelessly for our community and we are very very grateful. Please join me in recognize our our school board. >> [applause] >> And that's the end of our announcements. All right, uh next on our agenda tonight is our public comment section. Um during this part of our agenda, we will receive public comments from patrons who pre-registered by the noon deadline today and we do have one uh public comment tonight. Um Uh when called upon by the board president, patrons are to approach the presenter station uh speaking to the microphone uh and state your name before making comments. Each speaker will have a 3-minute time limit. Uh the board secretary will monitor the time. Uh please direct your comments to the entire board. Uh generally,

025board 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. Um discussion about individual individual staff members or students is not allowed. Um and we have uh Patricia Gillette. Uh you can approach the uh presenter station and begin whenever you're ready. Okay. Hello, my name is Trisha Gillette. I hold a bach- Is that Oh, I'm sorry. >> [laughter] >> Um My name is Trisha Gillette. I hold a bachelor's degree in business and HR administration with an emphasis in diversity and cultural affairs from Park University. I've worked in both state and local government and for the past 15 years, I've been a part of the Park Hill School District. For the last 8 years, I've helped run the Park Hill

026PTA Clothing Center. I am the Chief Information Officer, volunteer position, and I could spend this time sharing the numbers like we helped nearly 10% of the students of the district. We've passed out over 2,700 pairs of socks and underwear this year. We've distributed 300 winter coats or the hundreds of backpacks filled with supplies we give out at the beginning of the year. But today, what matters most is why this work is essential and why we need your support for a new district-owned and maintained space when the Garner house is no longer available. Our mission is simple, to support the academic success and well-being of all students by providing free, quality clothing in a respectful and inclusive environment. We intentionally do not require financial information because no student should fall through the cracks. Every child deserves

027to feel confident, included, and ready to learn. The Clothing Center fills critical gaps that directly impact student success. We provide the required black attire so students can participate in band, orchestra, and choir performances. We supply athletic gear so students can join sports teams. We prepare emergency clothing kits for school nurses because accidents happen and dignity matters. And we ensure students have clean, appropriate clothing and basic supplies so they can focus on learning instead of worrying. But beyond the services, there is something even more important, the impact. It's the smile of a student finding the perfect prom dress her parents could not afford at the time. It's the smile of a student Excuse me. It's the excitement of a third grader holding an armful of books to take home. It's the relief of a parent who

028no longer has to choose between essentials. It's the confidence a student gains simply by feeling like they belong. I invite each of you this week fun to volunteer at one of our shopping events. You'll see first hand it is not just about clothing. It's about dignity, equality, and opportunity. Our work [sighs] directly supports the district's mission to provide a safe, caring environment that prepares every student for success in life. The Clothing Center is not an extra, it's an essential. I respectfully ask that you support maintaining this program in a district-owned and operated space so we can continue serving students without interruption. Thank you. Thank you, Ms. Gillette, for coming tonight and all you do at the uh Clothing Center. Thanks. I really enjoy it. >> Okay, thank you. >> [clears throat] >> All right, um

029>> [sighs] >> Item 5.1 is our approval of our consent agenda. Before I call for a motion and a second to approve the consent agenda, are there any items that need highlighted, uh Dr. Carroll? Yes, there's just a couple that I'd like to point out. The The first one is in your personnel report tonight, you will see that that's 5.6 and we are as we mentioned in budget assumptions and as we mentioned in the increased need, we are asking the board to consider adding a school-based mental health professional that we have selected and so that is on tonight's agenda and we are very excited to find a very high-quality person for that. The other two that I'd like to point out are two that you have not seen that are related to some timing just

030to make sure that we get things done for the summer relative to our summer construction schedule. The first is 5.22. This is the furniture purchase. Reminder that at Congress, Gerner, and Hawthorne, we will be doing our renovations. This will finish off the 2022 bonds and those processes that we set forward that we've been going into each building over the summers. And we want to make sure that we get the furniture ordered as quickly as possible. Obviously, supply chain, all those things and we're on a tight window. We want to make sure that we have that for the start of school. So we're asking for your consideration tonight to go ahead and approve that. That would save us about 4 weeks on that timing and as you know, the end of the school year and the

031summer months are coming quickly. The other one is 5.23. This is the peering contract at Congress Middle School. It's related, but it is a little bit more in the emergency purchase kind of area. We had some foundation issues that we noticed on the south side of Congress out by the parking lot toward Gerner. On that side of the building, we thought we would be looking at this in summer of '27, but once we started talking with engineers and our construction managers, they recommended that we'd go ahead with that while we're in the building this summer. That's due to it could further settle and and cause additional problems over the next school year and secondly, we probably would be looking at increased cost if we waited another 12 plus months. So we're asking for the board's

032approval for that peering project which is to go in and make sure that the foundation is short up. Those are the two that I wanted to point out cuz you hadn't seen them. Everything else you saw as first reads at our last meeting and I'd be happy to answer any questions. And the And the furniture purchase, that's from the '22 bond dollars. It's happened every year with the summer projects. So this is pretty It's finishing off and it's you know, providing equity to each building so they all have similar furniture and new furniture. >> That's correct. We have done that in all buildings and these are the last three to finish those projects. All right, board, any other questions? Okay, seeing none, I will need a motion and a second to approve the consent agenda

033items 5.2 through 5.29 as submitted. So moved. Second. All right, a motion from Mr. Todd and a second by Ms. Boland to approve the consent agenda as submitted. Are there any further discussion? All right, all those in favor say I. I. Any [clears throat] opposed say nay. Any abstained? All right, motion carries 6-0. All right, we have four action items for tonight. 7.1 is our February 2026 Treasurer's information report and I'll turn it over to Dr. Carroll and Dr. Kelly to review that with us. Yeah, I'll turn it right over to Dr. Kelly. This is a quarterly obligation that we make sure that this is publicly reported and so I'll give him the opportunity to tell you about some of the highlights. The most significant thing on the report as you can probably see is

034the revenue. And the January revenue is essential. As we get the property tax and so the very top line on the report is that. Otherwise, as we kind of discussed at our last meeting, all of those numbers are within the threshold and and we're moving right on track with performance to budget. I think the other thing just to remind the board about is that as we look at this quarter's Treasurer's report, we're kind of in two different, you know, processes right now that are parallel. Dr. Kelly is meeting with virtually every department, every building principal, and building those budgets as we work toward the obligation that you have in June to set a budget by the end of that month. Upcoming, we'll be doing revenue projections, we'll be doing expenditure projections. Those are all looking

035ahead, but these particular reports here are just making sure that we meet our accountability for the current spending that's going on right now. Anything else, Dr. Kelly, to add to that? Nope. Okay. Any questions for us? All right, well, seeing no any other No other questions, I'll need a motion and a second to accept the receipt of the February 2026 Treasurer's information report as presented. So moved. Second. So before we vote, I just want to Sorry, I'm just thinking of a question. Okay. Go ahead. So you talked about the revenue coming in. Yep. It was 140 million. Is that Yep, I can pull that back up. And our budget was 139. So I Are we pretty much on target to what we think everything's going to be for Yeah. So if you remember back when

036you approved the budget, we were in a little bit of flux of knowing what the assessor was going to do. And so by the end By the time you had to approve a budget, you actually approved much lower number because we were anticipating perhaps the worst-case scenario. And so that's why we're going to overperform that that budget value on >> million more than the previous years. That Yeah. Well, we did increase taxes and there ultimately the state tax commission became involved and actually did a reassessment of sorts. And so those are the two factors that drive the that revenue up. What was the actual budgeted that we passed? It is on that report. Is it the 139 or not? That 139. 290. And we'll continue to get revenue here through July or through June. And

037so but when you plot that against the um kind of the models that we've had in the past. Is that the operating fund kind of model that page four, the bottom of page four? Is that what you're >> I'm sorry, I'm just having a little glitch here. Yeah, so the 139 is all funds. And so just in February, we got 2.5 million. And so we right now we've already exceeded the the revenue. Um we are on track for um you [clears throat] know, once once you did approve that budget number, the 139, then things changed and and so when I think about are we performing like we should, I've kind of tossed that budget number aside because it is It was kind of based upon the best information we had at the time. We are

038We are performing well and we'll match, you know, we'll exceed that number and that will be we'll have probably about the same amount of delinquent tax and all of that. So that number includes all three funds combined together. So it's not just operating. All right. So when we do the next budget, are we going to take that into effect? Sure, but we Yeah, and so in fact in our budget assumptions, we've put a 3%. If you look at our even number years over the last 10, we've generally increased through growth about 3%. And so that's actually more than 3%. So we have plugged in a 3% increase for next year. That's the That was built into the budget assumptions. So that's the assumption we're making moving forward for next year. A 3% increase on that

039line. All right, then all those in favor say I. I. Any opposed say nay. Any abstained? All right, motion carries 6-0. All right, we'll now move on to 7.2 which is our 26-27 probationary teacher contracts. And here we go. Yes, this is an annual action by the board each year. So, the next three that you do actually that are for consideration tonight in action are annual contract offerings. This one is for probationary teachers. These would be teachers in our district that we are offering contracts. They have less than 5 years of experience in Park Hill. And so, that's what that list is in the 7.2 item. I'd be happy to answer any questions. All right. Seeing no questions, I'll need a motion and a second to offer contracts to the list of probationary teachers for

040the 26-27 school year as presented. So moved. Second. All right. I have a motion from Ms. Bolen and a second by Ms. Woodley to offer contracts to the list of probationary teachers for the 26-27 school year as presented. Any further discussion? All right. All those in favor say aye. Aye. >> Aye. Any opposed say nay. Any abstained? I abstain. Okay. All right. Motion carries 5-0 with one abstention. All right. 7.3 is our 26-27 contracts for probationary teachers gaining tenure. And as explained in the last item, this is an annual action by the board teachers in the state of Missouri when they go from their fifth to their sixth year, that is when boards are able to offer them a contract under the 10-year provision. And so, that list is provided for you and I'd be

041happy to answer any questions. All right. And then, I'll need a motion and a second to offer permanent contracts to the list of probationary teachers gaining tenure for the 26-27 school year as presented. So moved. Second. All right. I have a motion from Ms. Bolen and a second by Ms. Norris to offer permanent contracts to the list of probationary teachers gaining tenure for the 26-27 school year as presented. All right. There's no other discussion. All those in favor say aye. Aye. >> Aye. Any opposed say nay. Any abstained? I abstain. Okay. Motion carries 5-0 with one abstention. >> [laughter and clears throat] >> 7.4 is our 26-27 contracts for district support staff. And And the one thing that I'll point out on this that you'll notice is that this is going to have most of

042our social workers. Our social workers are not included in our PHNEA teachers agreement and so, that's why they are on a separate contract. And so, that list is presented to you. This is again an annual action taken by the board to provide that. We also want to thank the board because as Mr. Twenter mentioned earlier, it's month and also we have added in that space to be able to provide more support to our students and families. I'd be happy to answer any questions on that list as well. I don't have any questions on that list, but I did want to note since we went past that last item 7.3 that it did include the 10-year teachers as well. >> Yes. Yep. Thank you. All right. And then, I'll need a motion and a second to

043offer contracts to the list of district support staff for the 26-27 school year as presented. So moved. Second. All right. I have a motion from Ms. Bolen and a second by Mr. Todd to offer contracts to the list of district support staff for the 26-27 school year as presented. Since there's no other discussion, all those in favor say aye. Aye. >> Aye. Any opposed say nay. Any abstained? All right. Motion carries 6-0. All right. We have a couple of information presentations tonight. 8.1 item 8.1 is our 25-26 student demographic profile and enrollment projections. So, turn it over to Dr. Kirubel to kick it off and then there will be hearing a lot from Dr. Kelly during this. Yeah. So, just to introduce this item, as you know as a board, this is an annual presentation

044and it is a in-depth one and I encourage the public to go into that item and see this particular document. It's also posted on our website after we present it to the board. This is provided to our community which it shows a breadth of information about our school district. As I mentioned, I'd recommend any community member, parent, prospective parent, any stakeholder to reference this document on our website because it has very in-depth statistics about our Park Hill community, specifically enrollment, population, and many more things. Dr. Kelly's going to cover the the highlights here to hit some of the themes that he's seeing when he does the analysis and then we'll open it up for any questions. Dr. Kelly. Thank you. As you know, we've actually incorporated this over the last couple decades as a part

045of the budgeting process and it fits well because it um what we do with this report is that we actually then make decisions based upon data and not just assumptions. Um and that allows us to sustain our budget which is also part of our CSIP our strategic plan is to make sure that we bring to you sustainable budgets. And so, we need to be able to look and project into the future and doing it annually kind of helps us stay on top of that. You know, some years we get surprised. We have a pandemic and so, that just really kind of adjusts things and but we can pivot pretty quickly as we do that do this each year. And so, this is uh really kind of the second part of the budget presentation for you.

046And so, we use it obviously for next year primarily in the short term and that assists with staffing and supplies and you know, just knowing where the children will be next year is key in this time of year as we're budgeting and projecting needs for next year. But then at the end of the document, you will have seen that we then also take this out 10 years and see what is the impact going to be on our facilities and will we have ample space? Will we have too much space? Um because all of those are possible if you're not and they can sneak up on you if you you're not paying attention. So, um this is why we've embedded it as a part of the the district budget process. Um I am going to bounce

047around a little bit and if you wanted to follow along on the the report, I'm going to be I'll refer to the page number of the PDF page number which is uh can be navigated quickly through um just typing the page number in up here if you're trying to do that follow along. Um otherwise, I'll I'll be projecting the the graphs and the and the tables that I'm referring to. So, this is really this one's on PDF page 55 of the report and it shows really the foundation of the entire report which is what is going on with our enrollment. So, student enrollment is the the key measure throughout this document and it's the thread that kind of connects it all. Um and so, we did report to you a smaller report last fall. And

048so, this number has changed slightly and that has to do with resubmitting our data to the state and making some adjustments based upon feedback from the state. And so, there's there's about five kids here that's different than what I reported. This of course is taken on one day in September every year. It is an 11,465 refers to K-12. That is does not include Gerner. There's other charts and graphs in here that do include the preschool students, but this is our K-12 count. So, our official count moving forward is 11,465. So, I think one thing that you may have noticed in this report is that you know, we've been when we take this information out to the community and to staff, you know, it it it matters what we say about what's happening to our enrollment.

049And I think as you zoom out and you look at this long pattern in Park Hill, what is probably safe to say is not so much that our enrollment is declining, but it's stabilizing. And and there's many reasons and people have a lot of ideas about why that is happening in Park Hill. I think as you dig down and you actually look at the data, I think the things that are the key drivers of what what's happening to that line over the last 5 years are slowing housing growth and I'll talk a little bit about that. Um smaller kindergarten cohorts and that could be because of many reasons, an aging population, lower birth rates, all of which is data that is used to make projections in this report. And so, that is one and then

050a very low in-migration. Um you know, our mobility overall is really low even compared to districts around us, um, with that then is is good. It's stable. We have a stable enrollment, um, and so we don't it doesn't bring with it a challenge of a lot of turnover in our enrollment, but also we're not bringing in as many students and and that may be, um, uh, dealing with housing. So, I'm going to focus first on housing. If I was to rank order those three, I think housing is probably the most influential and unique to Park Hill. And so, I think the the, uh, map that best shows that. Now, there's a lot of group maps in here that, um, maybe show the same thing, but I'm going to bounce up to page 70. And this

051one actually is student density per square mile in Park Hill. So, um, as you look at that, the key is that red is the most dense part of our with students. This is not population, but this is a student count. So, the red is our most student dense square mile, um, and each is a square mile. It's not a neighborhood. It overlaps. This is just an arbitrary, um, way to kind of divide up the areas in our our school district. Um, and then as you move through the orange, yellow, green, uh, you're getting smaller and smaller all the way down to the blue and the purple. And I think the what reason why I picked this to talk about housing is that, you know, when you look at this graph, the low density areas are

052in parts where there is just no more, um, we we cannot build houses in those parts of the district. We have the airport and flight paths, um, that would restrict this area up here where we don't have a lot of houses. Um, I guess we could, but for the fact that it's not developed before residential. And then the same thing on this out the outskirts of our, uh, district, particularly the closer you get to the river, um, the less that will be able to be developed into just because of flood plain and other considerations. And so, what I believe this shows best is that there's just not a lot of area for us to develop a lot of new housing. And so, that is one restriction that Park Hill has is that we are approaching

053what I call in the report a more of a mature, uh, suburban school district. And so, we're not the Park Hill of the 1990s and the 2000s, um, we are where we were growing and we were growing every year and it was like clockwork. We were growing, growing, growing, but I think we're at a pattern where we've met some sort of an equilibrium of ins and outs and there's some population factors that are driving that. So, in one of them, I think probably the key is that we just simply don't have the area for new housing, uh, to that would attract our families. Another graph I'm going to move from, uh, report page 70 to 39. The the phenomenon of a stable, um, enrollment. What this table is, if, uh, you can't see that, is

054that you know that there's a section of the report where we compare ourselves to, uh, other, uh, geographical, uh, school districts nearby. And this is the same list that actually the board established when we were looking at, um, staff salaries and we were setting the goal for proposition G. So, I've used the same, uh, benchmark group here, but this is showing that phenomenon about a stable population or in some cases really a declining, um, growth and I've highlighted some numbers there and really with the exception of North Kansas City, um, we're you're really looking at this idea of of public school enrollment across the area in these districts generally declining. And so, you see, uh, different windows of growth there, 5, 10, uh, years. And if, you know, if you moved out 10 years, we

055are a growing still a growing school district because it's this phenomenon of a stable or a slightly declining has just been more recent. But, um, this is very common, um, amongst not just the Kansas City area, but you're seeing this actually as a national phenomenon as well. And when you look at the, um, North Kansas City and the Park Hill number, North Kansas City being positive and Park Hill negative and then you also think about what we were talking about, uh, the importance of households and growth, there is a there's a statistic in here that's buried, but might tell you a little bit about the difference between Park Hill and North Kansas City and that would be on page 44. And so, this is, um, buried in the data, but you might have seen this,

056um, about the, uh, the median home value. And so, you know, we we together with the fact that we don't have a lot of developable land, a lot of the homes that are in Park Hill are not conducive to young families, uh, because of the price point. And we're at a point by which not only are we the only the highest one on there, but we're the highest by quite a bit. Um, and so, this is a difficult district to move into. I I would, um, just because of that price point for young families. Um, not a lot of new houses, uh, in that, uh, affordability range. And then what is available, it might maybe a, uh, set at a price point that's, um, too high, uh, at that point. So, we have consistently had

057the highest number in this in this benchmark group and, um, and that's been true. Also, the number you see right beside it, not related to housing, but you can also see that we have generally been at the top of the, uh, number in our population of college graduates and or professional, uh, individuals with professional degrees. So, that might help to explain the housing part of that a little bit. Also, then as we move into this idea of declining kindergartens, uh, kindergartner classes or cohorts, um, this may also kind of explain that in which we this idea about young families not, uh, being able to to come to Park Hill, um, because of the, um, the the housing, uh, situation is a, um, could also lend itself to why those kindergarten cohorts are smaller. I'm going

058to bounce to probably the hardest >> real quick. I think that median home value also ties into, well, page 45 in the document, 47 in the jump to with total assessed value. Um, because when you combine those two things together and then the school funding formula, um, somewhere, I don't know what page, but it shows the breakdown of state, local, state, and federal. That's why we have one of the highest local is because of that valuation and that home value. That's true and we also have, um, a good mix of property. So, we are also not just residential. We have good, uh, commercial property and so, a a lot of area of commercial property does not generate a lot of children, uh, and so, that does not drive enrollment up, um, but it does lend

059itself to the assessed valuation and assist with, uh, and so, you know, we are there's there's a a part of the state foundation formula that accounts for that by which it tries to equalize, but it is true. We we have historically been one of the largest locally funded, uh, school districts in the area. Um, on page 54, this idea about declining, uh, kindergarten cohorts, um, is tiny, but, um, I'm going to I'm going to zoom in and my goal here was just, um, if you just wanted to see the raw data of the last 50 years of enrollments and you can do all kinds of analysis on this in terms of, um, what trends have been and what they're how they're different now than they were maybe 10 years ago. But, um, really just taking

060a look at this very first column, which is our kindergarten cohorts, and I've highlighted one in which we hit a peak, um, in 2015-2016. That group of kids was the our largest kindergarten cohort ever. And that kindergarten cohort as they have advanced to first grade the following year, second grade the following year, have become the largest cohort. You can see this diagonal of the the blue is highlighting the largest cohort of that grade level. And so, that group of kids at 852 back in those kindergartners in 2015-2016 have really sort of set the the bar in terms of large kindergarten class large cohorts. And so, they're currently our largest junior class of all time. And so, they're I think at 994 if you move across on the on the report. And so, they hit, uh,

061maximum last year of 999. Um, and so, we just quite couldn't get to eclipse a class of a thousand, um, but, um, they have stayed large and and they'll remain large. I anticipate they will be the largest senior class ever next year. And so, that that idea of, uh, how the how the impact of a large kindergartner or the size of the kindergarten class is really everything. It's the key number we would look at as we're looking at how are we going to look in 10 years or or such. And so, you can see this downward trend starting from that peak in 2015-2016, but we've progressively gotten smaller and smaller kindergarten classes. And so, one of the reasons why we're stabilizing is that while we're still kind of we do have infill in which most

062of our cohorts are growing year over year. Um you know, you're replacing a class of 950 when the seniors uh graduate and then coming behind them is a class of 766. Now, that's a big gap. Some of that is infill because we do have a lot strong mobility coming in that increase grade, but um that 766 is what generates this idea that we're going to remain pretty stable um over the next decade and that's later on in the report. So, smaller kindergarten cohorts could also be um you know, about an aging population. Um actually also aging population may have an influence on the fact that there's not as much churn with households. People are staying in their houses houses longer. Uh and so, all of that could be contributing to this phenomenon that we see

063about lower uh kindergarten classes. >> [cough and clears throat] >> I'm going to bounce to um 78. And the really the last criteria was that idea about mobility. There was a chart earlier on here that compared our mobility rate as measured by the state. Um and we compare and it compared it to our other district those other districts and only Liberty had one close to us um in terms of the the low low being less mobile. And so, uh this is a unique way to measure mobility. Um so, it's this is a slightly different number than what you saw earlier in the in that graphic, but our uh mobility rate not only is it low compared to other districts, but it's declining. It's lowering. Um and so, people are staying longer and and other uh

064new families are either unable or not moving in at the rate that they used to. So, the way to read this is that 8.7% of the kids uh in September were not here a year ago. And so, each school year you see how that's plotted and there's a general downward trend of that, which increases stability, which is fantastic for academic programming and and for um our our staff and our and our students, um but it it's also a sign of of slowing growth or that stabilization that we've talked about. So, Dr. Bridewell, didn't we have a a major early when I was on the board that if a student stayed with us 2 years, like a lot of the kids that come in, they're a little bit behind, after 2 years they're kind of caught

065back up. Is that still We know Um traditionally our data has shown that the longer a student is in Park Hill, the better they perform. Okay. Academically, yes. But is it like 2 years to catch up still or that's what I would need to look up that that data. I would need to look to make sure, but um that is what consistently over time we've shown, but the number of years I would need to check for you. And probably the earlier in their career the earlier they move here, the quicker they catch it up, I'm sure. Thank you. >> Um you know, the last piece, we were just talking about mobility, but the other thing that measures mobility is really the this is actually a graph that's later on in the report that is used

066primarily and it's on uh the jump page to 87. Um this is essential, you know, in anybody that's doing uh enrollment projections around the country, any any provider that's doing it, this is a key part. This is probably the most important uh piece to be able to try to predict what's going to happen in the next 10 years. And what you're looking at here is what we call cohort survival rates, but it's all of that infill or out um between when a when a student cohort transitions to the next grade. So, generally speaking, um every district probably has a unique footprint fingerprint here um that defines kind of what happens in their district and it's dictated by um things that are unique to that district. The number of parochial schools, number of home schoolers, um

067economic trends, grow grow economic growth. All of those are embedded in the fact that in the way to read this would be that, you know, when a kindergarten class ages up to first grade, we have we get 103% of of that prior kindergarten class. And so, and that is consistent. This isn't just looking at last what happened last year. This is Park Hill. And if and there's a table in the report that shows this is not, you know, a once a year sort of thing that we have to recalculate. This is very consistent for Park Hill. And so, you can see that, you know, that class of 766 and I've got an example um well, let me let me focus on this. So, uh eighth grade moving into ninth grade. I mean, it again that's

068like clockwork. So, when people ask, "Well, you know, how do you project and how do you even come close to the number of kids?" It's just the math. You know, this is unique to uh Park Hill and it's always been this way. Um and so, you can see that we have just consistent growth, you know, as you kind of dip down into second and third grade, you see kind of some stabilization, but generally uh you know, add a couple um maybe five, 10 kids net and then you hit uh eighth grade and um and that that class generally grows and we think we probably all have an idea about why that would happen, um particularly with St. Therese and other uh K-8 options that families have. Um and then coming into the public schools as

069a ninth grade. So, that is um that's the cohort growth. And the way it would work in terms of in projecting enrollment is I'm going to bounce to page 89. 89. And so, um we mentioned that our current class of kindergarteners is 766. And so, if you follow that cohort survival pattern over the next 12 years, what is going to happen? How will what I would what do I project that class to be in 12 years? And I would say the report is projecting that to be a class of 837 graduates. And they will graduate in September of I'm sorry, uh actually in um May of 2038. Uh so, this is how the the projections are made and it's been like I said, it's it's been a an asset, a tool for Park Hill to

070be so consistent um because this is 90% of the work of enrollment and enrollment projections. Yep. Quick question. Do you track movement within the school? Like if a family moves from Within the district, no. I don't. So, that would not that would not register because in my mobility projection in that we are simply looking at, you know, was that student here, here being the district, not at a grade not at a um school level. Dr. We could >> Chambers, didn't we over the last 9 years do better with moving when students move from one school to another that their notes and and records and way to engage with the student to get the best out of the student that is now transferring from one school to another. Yes. I I I believe that that's uh

071something that we've been working on as a team and and across all of our buildings is ensuring that if if a student does transfer for whatever reason, maybe they move homes or or whatever that may be, that when they move, if they are third grader in a certain month that they're going into another school and and they're roughly at the same place. Uh the curriculum is uh got a lot of fidelity throughout the district and so that's increased over the last decade. And so, the team really does a great job of making sure that that is something that uh we see across every district in in Park Hill. The other thing that I mentioned, Ms. North, to your comment about tracking mobility in between buildings, the most often that we do that is when you

072do the redistricting process. And so, that we have all the that data like last year, when we went through that process and we could the team was looking at, you know, what percentage or what number of students are going to have to change schools and so on. That's where we see most of that data, but um in terms of, you know, doing anything in the reporting of this, uh we're we're counting on the fact that we're building a system that students are going to get that uh quality education regardless of where they're at in our district. Dr. Pyle, but what I was if if a particular student had uh some unique learning issues, it was when I was first on the board, we had trouble if they transferred from Line Creek to Southeast with that

073information about their That's improved as well. Yeah, I believe that that is improved as well in terms of how we uh document what we're working with students on interventions, uh whatever that may be, from our information systems to be more uh transferable and uh pick up so that we don't lose time with students as they uh potentially go from one school to another. Have we done anything with kids coming from other school districts? Has any of that ever happened? >> but it's difficult depending on the school district that they're coming from uh relative to knowing what that happens. We do, you know, the standard records request and so on. And we do probably have better luck with those districts that are here in the Northland that we know and we can we have colleagues and

074we're able to call a building principal and say, um can you tell me about this student or can you give me more information that you may have so that we can help this student. But if a student comes from maybe, you know, out of state, there's a whole bunch of different ways that records are kept and so on. So that can become more difficult. Thank you. I bounced to a number page number 107 and so uh looking at uh enrollment projections kind of with three um three of the models that um I used to project, kind of gives you a range. And so you can see that the each line is one of the models and so I've picked the maximum um and the minimum and then uh the orange line is the one in

075between. But this is projecting um the total enrollment and so I would say that if if you're asking about, you know, our 10-year facility plan, um you know, where we're going to be, um the best guess we would have at this point would be somewhere between and the values are down in the bottom here, but somewhere between 11,115 um to uh 11,446. And 11,446 would actually um you know, be very close to um where we're at. So uh currently. So this is a kind of demonstrating um the concept of um stabilization and and a maturing district. Finally, this will be the last slide. Um we do use this for long-range planning and so I do want to uh and so I move to 115. Um so this again, this is probably small for the crowd,

076but the um there's one way that you could look at the utilization of buildings and that's just simply by looking at the square footage of a building. Now, there's flaws with that and that is not the only way you should be measuring about whether or not a school is uh operating at an effective sort of operating level or a functional level. Um but this is one way to look at it. So um this is, you know, this chart is what really the redistricting committee was trying to do um in terms of the uh criteria about balancing enrollment. Um we we we're well aware that our newer buildings have more square footage. Um and so, you know, we we try to plan for that. So balance doesn't necessarily mean that we have exactly the same number

077of kids in every building. That's not even going to ever happen. That can't happen while you also have trying to keep neighborhoods together and and the other criteria of keeping kids close to their school. Um but this is um kind of where we stand as in this is kind of a result of redistricting and with the addition of Angelou Washington. And so you can see that we've um we're we're really kind of in the the green range um overall with um elementary space. Um the one thing is that this is only looking at student count and so why I say this is one way to look at it. It doesn't really account for the programming changes that we make year to year. And so if we move gifted to every building or if we uh

078have a uh a special needs program, but we only we we put it in one building. Um you know, that that can change this for that building. Um but overall, you would say that, you know, from an elementary perspective, we um we have enough elementary space. You know, we are in an optimal range right now with the addition of Angelou Washington. This also includes the removal of the mobile units that we removed. So there was kind of a net um of that that we didn't gain just the 72,000 square feet at Angelou Washington because we removed uh many multiple uh mobile classrooms, which was also a goal uh that we had uh by redistricting. So elementary space looks good. As you looked at the um the slide on middle and high school, they are also

079uh it it does help to be have built the uh the gymnasiums at the high schools. I mean, that's a lot of square footage and so it puts the the high school programming in range in terms of the optimal range and that's on the next couple pages. LEAD is a little different as you know is that it's not um probably in in Park Hill when we'd be looking at the overall high school space because LEAD is not a traditional and so by measuring it against um Park Hill and Park Hill South uh high school um is that, you know, they simply are not going to have the square footage per student simply because they do not have those spaces like the auditorium, the gymnasium doesn't count uh towards the LEAD students. So I think it's

080probably best um to look at high school um on a total high school square footage basis and then keep our eye on the enrollment and making sure that it's balanced. Yeah. On the elementary, if you go back to that, if you can remember, you know, what this would have looked like a year ago, are we in better shape? You know, we still have maybe half are all optimal or efficient, but then the underutilized and the above. And I'm just wondering about kind of again movement within the district or new students, would they tend to come into the ones that are already near or above or I mean, they're probably not going to come into the Angelou Washington, but I could be wrong about that. Well, Angelou Washington is in uh a high growth area and

081so on that square mileage map, they were in that orange and it's a little larger than a square mile. So they're a little more spread out, but that is a high growth area. So in the southwest and uh northeast of part of our district would be the two areas. And so but you know, we you can redistrict around. We're so dense and we we don't have these large, you know, transportation uh demands um because we're relatively small but have a lot of students and so you can redistrict balance. Um and if we got out of balance, we could solve it not by having to build another school, but by making an adjustment to a line or two. Um but with regard to your first question, um yeah, we were putting together um this chart, but

082it had an additional column on it which had mobile classrooms on it. And so while I I don't have the number in front of me, but while we did add 72,000 square feet in uh at Angelou Washington, the board has an overall goal that mobile units need to be transitions and they do we don't want them to be permanent. And so we then deducted, let's say, about 20,000 square feet of mobile mobile units uh classrooms, but we did achieve the goal of getting the kids back into the building. And so it is better. Uh one is because we have more square footage and so we more of these buildings um are at efficient or optimal. Um we also have better balance, you know, um because the the prior uh district map um you know, it

083aged you know, over time and things got a little out of whack and the range between our largest populated elementary and our smallest was too large. Uh and so this is this has helped to make um it more consistent. So redistricting did help. But additional square footage did help. Uh so these these are much better scores if you're looking at it this way than it was last year. Okay. Dr. Kelly, so we're looking strictly at capacity of like square footage and everything else. Is it taken into account? I don't know if I got the best way to word it cuz I know like Renner has I think believe a very high ELL ELD um population and so there's need for breakout areas and everything else. >> Yeah. Is that taken into account as far as

084capacity because it seems like the utilization is >> [laughter] >> I don't know when it describes that it's what near functional capacity, that to me that's kind of like Yeah, functional is the lowest bar. Yeah, I mean like um you don't want to be beyond that, but you have picked up exactly on what the flaw is on only looking at capacity based upon this mathematical equation. When is that all of our schools, while they have the same number of traditional classrooms, they don't have I mean, you know, we've got you know, Renner at 48,000 square feet and we've got Angeline Washington at 72. Um they have the same number of classroom, you know, traditional classrooms, but it's all those ancillary spaces. So, um this does not this model does not account for that. So, um

085you know, you need to keep we need to keep your eye is like so the enrollment projections are one thing and that can kind of can solve problems around kind of long-range forecasting for enrollment, but programming is another thing and that's that's a little harder to project what the needs are going to be and where the kids will settle and where where you're going to need space. And so, that would be something that would we would need to add to this. But, you're right, it it does not account every kid is is uh got the same uh calculation. So, we don't we have we don't have a programming consideration in these numbers. Thank you. And one last thought I had on that was just with 2034, we've got the new additions at Line Creek Southeast

086and Chinn. Um but I mean, we might need to keep an eye on Renner and I cuz that was in the first that's That's in the first part of this, but if we were to continue working that all the way out, the additional two buildings that we need square footage in are Renner and Graden. So, those five aging facilities were part of Park Hill 2034. We decided on those three to start with >> [clears throat] >> and then the other two would be uh coming along. But but I mean, that's the challenge that we have in front of us uh is to be, you know, working with buildings that are 60-plus years old and buildings that opened this fall. And the and the you know, just physical challenge uh capacity and and restrictions that that

087creates. That's all I have. But be glad to answer any questions. On page Oh. >> Go ahead. Um on third well, I I noted I think it's 35 on the jump to thing. Do we need to consider having Oh, no, it's not. Well, 33 was the Okay, yeah. I want to move to page 35. This one? Yeah, or it's the one with uh yellow, free and reduced. >> Oh, uh the comparison? Yeah, do we need to consider adding 504 or is 504 included in IEP? I It is not included in IEP. That would be a consideration that we would need to >> Is that does DESE report and the other piece Yes, the other problem with that is is I don't believe we would have comparative data on 504 instances. I'm not aware I don't

088believe that's in the This is from right from DESE. >> Yeah, so IEP numbers and incident rates are a function of us reporting data to DESE. 504s are the responsibility of each local school district and they fluctuate a lot and there's no reporting necessary that I know of. So, um I'm not aware of that that we would have comparison. We could provide that for what our numbers are and we've done that with some of our special services presentations and so on. But we would not have Blue Springs numbers to be able to say this is a, you know, apples to apples to And where my head's at there is that um you know, there those are increasing. You know, we in the budget assumptions, we have two new 504 processor processor coordinators. Coordinators. Processors. Coordinators.

089Um so, it's you know, it's um you know, it's kind of in the same kind of group as ELO and and IEPs. It's You know, there's added cost to Yeah, and I can I can look and see if there's maybe something I'm just not aware of at the state level. You know, the other thing that's missing here is that, you know, on you know, we talked about this a little bit with the programming issue and not being reflected in the numbers, but like this doesn't tell you the severity or the you know, the the the types of needs that these individual students have. And so, each you know, each district this is just basically um just counting heads and not really taking programming into consideration. I I would also be interested maybe in future reports

090to also see this presented longitudinally. And so, see >> This? Uh see yeah, seeing the the these uh categories uh ELO, uh IEP, uh free and reduced the the longitudinal data for for our district. I know that you nod to um especially the ELO enrollment increasing in the Um And even when so especially when we're we're taking into consideration that um we have a a stabilized uh student population. Just because it's stable doesn't necessarily mean that it's cheaper. Or that the spending is going to be the resources that these students need are not going to be the same year to year. Um And I think perhaps having that that data longitudinally could could help emphasize that point. Uh and that actually is we do have the longitudinal data on this. Um uh those three measures

091um from each of those districts. So, that could be done quickly. Excellent. Thank you. Just thinking about that question, do we track how many of the same students are still here from kindergarten to 12th grade? We do. Okay. Um I did not include that in but that is one of kind of under the heading of mobility and you know, and generally our number is about 40% um of our 12th graders have been here in every at every grade level. One more question. Did you say that we do this report just because we've decided to do that to track or is it some kind of requirement? No, this is not a requirement. I mean, it's best practice, you know, just to to make sure that you've got your eye on this for kind of the short-term

092goals as well as your long-range facility planning. It's vital so that you're not overspending and overbuilding and making sure that you're also providing enough resources for the kids that'll that'll be here. Yeah, just looking at some of the discussions even in our region about, you know, districts that they're almost maybe seeming surprised by some of the changes in population. I'm glad that we're tracking it so far out. We talked about that in our Park Hill 2034 process and that there are districts around when when that happened that they built uh brand new elementary schools, maybe like what we did with Angeline Washington and then that building is like 50% capacity because the kids never showed up. And so, we've always operated from the community telling us that it is build it when you need it

093and that usually becomes a pinch point because we are you know, we go through some growth pain with having students in mobile classrooms and that's what happened when we were building Hopewell and we had Line Creek and Tiffany Ridge were really really pinched with over-enrollment in that corridor. And then now this last year we saw it with Union Chapel, they had I think six classrooms that were mobile classrooms outside that we were able to remove by opening >> [laughter] >> a whole whole village. We had a whole village out there and And that's what I've always said. And so, that's been our community's approach and one in which Dr. Kelly mentioned earlier that the boards over time have said, use those when necessary, but use them as transitional and temporary type solutions, but don't build

094something that is not necessarily needed. Dr. Kelly, I just want to say thank you for this report. I just astounds me every year and to watch how accurate it is over the years is just amazing. So, it's really valuable information just on so many levels. So, appreciate the work that goes into it. Thank you. Yes, thank you, Dr. Kelly. A very thorough and wonderful report. Got to be thorough. And I echo that, but also just to reiterate to kind of what your point was of, you know, this is also valuable for us as board members, but our public can go to this document and look at it for themselves and you know, they can ask questions if they need have questions. Uh Park Hill, I'm pretty sure administrators are ready to to answer, but this

095is part of transparency. So, thank you. Okay. All right, item information item 8.2 tonight is campus safety and activities updates and it'll be Dr. Kimbrell, Dr. Dial and Dr. Singletary. Yeah, thank you. As Dr. Singletary makes his way up to the presenter's table and before I turn it over to Dr. Dial, uh we typically do a presentation that is a overall safety type update to the board, but it's typically in the summer months. We made that decision to move this forward to time it with something that's actually later in the agenda as a first read. And that would be that you have MOUs or memorandums of understanding with Riverside and Platte County for our partnerships with our law enforcement agencies that we use for our school resource officer program. We want to make sure that

096you're updated on this topic and and then we also have an opportunity here. We've got a veteran administrator but new in a new role to our director of campus safety and security and so Dr. Adrian Singletary, he's going to talk about um him coming into this role. It's changed now from being all campus safety and security to being campus safety and activities and so he's balancing that and he's going to have an opportunity to talk about his experience, what's going on and his vision for impacting safety and activities and all that. So Dr. Dial, take it from there. Sure. Good evening. Um we are really fortunate to have the support that we do to be able to make decisions strategically particularly with our staffing. And so one of the things I'm really appreciative is last

097year although we are sad that we lost Captain Phillips back to the sheriff's department. It did give us the opportunity to re-examine job responsibilities and have an opportunity to really make sure that we had some alignment and also some oversight and particular the ability to grow the work that we're doing in both campus safety and activities. And so thank you for allowing us to do that and to push those together and Dr. Singletary has been a great asset to our team. You guys know I'm very fortunate to have such a strong team and they work really well together. And it's as though Dr. Singletary has been on our team for five years as he walked in and really started adding value. So tonight he's going to share with you just high-level updates related to things

098happening within our activities world as well as campus safety and then we also know that there have been a question or two here and there related to some of the training that our school resource officers and school protection specialists receive. And so he'll talk to you a little bit about what that looks like so that you have that information as well. All right. Thank you so much. First and foremost, thank you for the opportunity to speak with you this evening. I think I definitely would be remiss if I didn't shout out our students. I know they've since long gone. So sorry Dr. Kelly didn't get to hear your demographic report. So >> [laughter] >> I could do it again. >> Okay. No, thank you. No, thank you. I have seen. [laughter] But first I would

099like to I make sure I shout out the students. So I think that's that's important. And so I I I want to make sure I bring that and elevate that cuz I think it resonated with me tonight because I hope what you saw and what you heard is that we had students from all walks of life from elementary all the way through high school both academically but also athletically. And so to me that speaks to our sense of belonging that we've been pushing and that all of our students have here in Park Hill. And we will all be making sure I talk about that tonight when we get to um academics and I'm sorry when I get to athletics. So obviously the most important thing that we do is we are again as Dr. Campbell

100says we're in the future's business and so we are building successful futures each and every day and that starts with our providing opportunities both academically but both athletically as well. And activities. But most importantly we have to provide a space for a safe space for them to be able to do that. Um Okay. The work that we're going to talk about tonight that that we do resides in not only our CISO but more particularly the culture area. And I would like to begin talking about activities. The first thing I want to talk about is really what is new when it comes to our activities in Park Hill. The first thing is that we if you guys remember that you all approved our contract when it comes to a partnership with BSN and that is big.

101As a former athletic director at Park Hill High School this is always been kind of a dream of mine to be able to provide more and let our dollars extend and provide additional opportunities for our student athletes. And so this allows us to gather rebates to be able to even provide even more and get more of our taxpayer dollars to extend and give more students opportunities and be outfitted in the top of line clothes cuz again when you look good you feel good and when you feel good you play good. All right. And so we have new sports this year as well that we we've added over the past several years. I'll talk about that in the next slide. We adopted a uniform rotation cycle. We're in our first year that work was started under

102Dr. Bruton as well as our athletic directors. And so we're really proud of that work that they have done and we're in the first year of that and looking forward to what that brings us in the future. Um we did >> just a quick question about that? So is that like football gets new uniforms every four years and track gets every new uniforms every six years or whatever it is? Is it something like that or Yes, we have a specific rotation that we have. It was a really just a big process that I put together with all of our athletic directors as well as their coaches getting feedback from them on to really assess what currently was the needs and really to put them on a timeline if you will kind of like almost a

103Gantt chart of athletic rotation. And so this also ensures that all of our students no matter what when they start in high school they get an opportunity as well as middle school get the opportunity to have a new uniform. And so it's just a great opportunity really instead of just it is very predictable and we like the opportunity for students to have that predictability when it comes to being outfitted. And so it every sport has the same timeline. Okay. So it it's not four four years for football, two years for track or something like that. Everybody's on this four year rotation. So as you're saying everybody gets something new at some point in their career. And I just want to make sure you heard him also say this includes middle school too. So we've we've

104really worked hard. I'm super proud of Dr. Bruton and Dr. Singletary for working with the athletic directors to really put that on a on a budget friendly scale so that we can make that happen. And just to set expectations that's like a it's an away jersey and a home jersey. So there there could be organizations that want a USA themed jersey or a city connect jersey or whatever. There could be >> are for? There could be additional fundraisers and it's not because the district is not providing them. There's an above and beyond. I'm glad you pointed that out because that was another big piece of the process is that they worked to define what's a uniform for each sport. So what is what is a what is a school district uniform? So they've gone to

105great depths to be able to do that. And to your point where there I know that's the that's a fad in some sports where they have special jerseys and that's wonderful. This allows them to use their fundraiser dollars to do that rather than to have a situation where maybe they they feel like they have to do take on more ownership of uniforms than maybe other sports wouldn't have to do. Are there guardrails on that though? So they're not trying to fundraise for six different uniforms every year and that kind of putting pressure on >> Organ ducks or something or they have 18 alternate jerseys or something. >> Yeah, yeah they're we we were I work closely with the with our athletic directors to make sure they were reined in. And again I'm I'm bougie just

106like and I like me a nice uniform and things like that. But I to your point I think it is important to make sure that we rein we kind of reel it in just to make sure that everyone has the opportunity to be outfitted in something nice and something that everyone all of our students can take pride in as well. I definitely like the predictability. I like I like that. The next piece is really we've created a lot of process maps when it comes to again implementing, you know, we talked about Senate Bill 63 and some of those things with resident participants. We created that as well as new some some new processes when it comes to adding coaches as well as requesting riders and things like that. I think that that's important when we

107talk about you know, with our fiscal position and those things to make sure you're doing things responsible with our taxpayer dollars as well as making sure that we are being equitable when we talk about staffing when it comes to safety as well as what's aligned with our our neighboring districts and things like that as well. So we created a process this year just to make sure again goes back to that consistency that predictability and so that people don't feel like we're just kind of just doing whatever. There is a process that we have here and that's something that I know that we take pride here in Park Hill School District. I did [snorts] want to highlight some of those those sports and those activities that we did add and some of those things. One that

108I'm particularly really got some really good news on is we started high school girls flag football. If you remind if you remember last year that was something that was started. We did that in the spring and it's currently going on right now. And so adding that to that just allowing a lot more opportunities. I would tell you right now as of today 96 we have 96 girls that are enrolled over at just Park Hill High School. And so that is amazing. We also have 61 girls over at over at Park Hill South. So we have over 150 young ladies given that opportunity. If you're not in that realm of of sports and athletics and things like that this is very fast growing. A lot of colleges are actually giving out scholarships and things like that.

109So this is just another opportunity to have students to have a sense of belonging and that kind of goes into that high school e-sports piece. Again that's that's something that we that's usually five years ago we wouldn't be saying that at all. We wouldn't be like what is that? But there's opportunities for our kiddos to have a really just do what they love pour into that their passion and getting opportunities to really you know just show what they do and really take pride in what they do and you know that we we take pride in what they do as well so e-sports is big boys volleyball is also happening right now and we're getting really proud of them middle school we added middle school cheer and scholar bowl as well in the past several years

110again not really just saying this is exclusive for our high school students but really adding more opportunities for our our middle school students as well as a former middle school principal as well I like giving our students a lot more opportunities to be involved cuz again we know when they're involved early we get them their their academics raise and just again we we lower discipline and all those pieces having that sense of belonging here in Park Hill is very important. The last piece I want to highlight is our 6 through 12 activity participation numbers this is something that you know was been really a challenge over like reporting we talked about our C set piece over the past several years and so we we changed up our process as far as gathering that data and

111again I'm happy to report it is a 62% there that was our winner a number of students that are 6 through 12 that have reported that they're involved in an activity or an athletic in Park Hill School District 62% today we got our our numbers is is currently up to 66% so from K through from 6 through 12 we have 66% of our students being involved in and I think that's a great baseline but for me I'm very competitive and so now I've set that bar for myself as well as my athletic directors to say hey we need to make sure that we keep on going and make sure our students are continuing to to participate this captures things from clubs all the way up to our mission athletics um reported things like that so

112we capture it all you know lumberjack club that's happening over at Park Hill High School we want that that is a sense of belonging for our students here and every all of our students to say that I have a place in Park Hill and so we're very very proud of that and we're going to continue to grow and improve those. Dr. Singletary Yes ma'am. Just looking at all these I like I I would love to go see a black ball game and everything so and I know it's super hard we've talked about this before about can we get schedules or whatever else but does that come to you at all the schedules at the or is that just building level and it would just be too much to kind of manage because and just it

113would just be nice to be able to say okay look at my calendar see if I have time to go support or to show up to so that those students know that from every level people are supporting. Yeah. Well our communications department makes those big um posters we could probably get you at the front desk though for a while like in the fall I think that Maybe we could totally do We can look into that and get that to We can get that for you for sure. And that we were having some struggles with capturing that number are we doing better at that? We are 100% better in doing that I think this is a just a great testament to our core value of continuous improvement and you guys have heard me say numerous times

114that that that particular measure really frustrated me because we I knew the number that we were getting was not correct and so Dr. Singletary and I sat down and really started brainstorming how can we get an accurate measure and so through he and his admin assistant we've set up a way that we just have a direct line to every sponsor and coach and so with our coaches we can pull those off of off of mission rosters so we are able to get those but every other club and activity sponsor we have a direct line to them how many you have they let us know and and we're done and so that's that has been such a process improvement for us we weren't doing that before and that has made it a lot easier. I definitely

115appreciate that. That's yeah Nice to know the number right? It's not a accurate in that yeah the end result is yeah the sense of belonging do we have like like emerging sports do we kind of keep an eye on you know I hear about lacrosse a lot and just a little bit about rugby is are we Yeah there's always when we go down to we have our quarterly meetings mission meetings and then we always talk about some of those things that are emerging there's a whole process as far as when it comes to emerging sports like lacrosse I know there's a certain >> as a club or something like that. >> Yes there's certain there's certain areas that they start that's kind of like if you think about how boys volleyball the inception of boys

116volleyball started as well and so we always monitor those things if we talk about adding those things that that's sometimes things that are outside of our control that's more of what it looks like in the state there's certain areas in our state that have like bass fishing and and and things like that and so we got to think about like what does that mean but we're always monitoring that if we want to expand those offerings for us as well. Okay excellent thank you. The next piece that I wanted to go ahead and talk about is really just really our updates when it comes to campus safety talking about some of the things that we have done recently is installing crash bar gates and also in in installing 6 foot fencing at our schools that was

117done via the 22 bond so when we talk about our elementary schools and things like that that is a standard that we have at our elementary schools we have trained school our SPS's our school protection specialist as well as our school resource officers as well as campus supervisors and I'm going to I'll dive a little bit deeper into that as far as what is that professional development look like in the next few slides. I created a standard operating procedures for our SROs and SPS's as a former principal this is this is a vital piece just so that there's expectations and there's accountability that we know you know what often times our principals we don't provide them a copy of our MOUs right and so it's really good for them to say hey what what are

118what is the expectation and what can you can expect from them and how they're keeping our kids safe even each and every day. We've revamped our quarterly audits as we go in as far as documentation as well as communication going into our buildings as a reminder we go into all of our buildings four times a year so for every quarter and I provide those reports detailed reports to our principals as well as their their safety teams and their crisis teams to make those necessary improvements those are based often times on a lot of our our audits that we did we've done in the past and that's been a really good accountability as well as a good way for us to always have that forefront of safety on our mind all the time and so those

119core principles as far as door locks and our safety procedures has been something that has been a very strong value add for us in Park Hill. The next is we've two two of the directors became certified safety specialist through MSBA that's myself as well as Dr. Bruton down there he's got the he's got the bow tie on looking dapper back there and so we continue to do we continue to get continue CE's continuing education credits and things like that that is a certified position that we have to continue to maintain on so that's also a great opportunity for us to stay continue to be smart when it comes to safety in our district and as well as before community. Also we I created a district safety team and worked with a new structure for reunification

120so we're in that process right now of reunification and if you think about that that is that has been kind of like my baby and and as well as with my wonderful admin assistant Sheila North we have been grinding on that for some time to really say if there was a situation that would occur and we and our buildings we had to move again we we were we're preparing for that it's it's kind of like insurance right you know it's we've been working for about 7 8 months but I hope we never use it right and so it's one of those situations that we pay that insurance every single month get that premium and it kind of it burns us a little bit but when you get that hail storm right that we had a

121couple weeks ago with that baseball size hail you're going to be glad that you had it right so um next then we also added a partnership with the I love you guys foundation this ties a little this ties into our reunification plan as well as our standard response protocol that we'll be implementing the 26 27 school year so this will allow us to have a lot more common language and a lot more I think efficient processes when it comes to we talk about things like holds and lockdowns and things like that and I'm excited about implementing that and you'll be hearing about that shortly when we get roll that out to our district administrators. >> [snorts] >> I started I started at a donuts with a director cuz who what what better way to do

122things than my favorite things talking and food and I want to share my love with the with the children all right and so I started that where I go into the elementary schools but most importantly just to get gather some feedback from our our most important stakeholders which are our kids all right and really to say how do you how are you feeling about our current safety protocols as well as some of our safety staff as well and that's provided a lot of valuable feedback when it comes to student voice. We implemented a monthly radio emergency radio checks if you're ever around the district office around that once a month we I check those again again communication is very very key I work with MoDOT when it comes to traffic patterns and things like that

123if you've ever been at certain we have certain pinch points in our district particularly over at Lake View Middle School as well as my old stomping ground over 72nd Street in Plaza Middle School and again that's a constant conversation when it comes to things like you know safety um safety protocols and again I was I'd be happy to tell you that we did get some traffic lights adjusted in 72nd Street and that's always going to be something that's very very fluid in conversations with the with MOD as well as with the city council as well. Um new parking systems have been implemented in Park Hill and Park Hill South High School. Obviously with the upcoming bond, with your upcoming project that's going to be even more interesting when we start phase one of Park Hill

124High School. But again, myself as well as Dr. Friar, we're up to that challenge, all right? So And then lastly, creating crisis teams to for protocols in places like support services. I think that's there are there's some places often like our aquatic center support services and things like that that sometimes we forget about. But really setting up some of those protocols not only for there but also district office. And they all now have medical emergency response teams also known as MER teams. All right, shout out to my teammate Tammy Sailor as well as Sarah Light for getting those all squared away. And so we're very very proud of that to make sure that all of our staff and employees feel like we have protocols in place to ensure their safety. Things that again I'd like

125to continue to spotlight as I talked about donuts with our director. Some again getting some anecdotal feedback about our partnership with Strategos. If you if you remember this is our first year of that partnership with them. It allows us to have an SPS or school protection specialist at our elementary schools. Right now that's been a a very positive and a value add for our elementary school principals and communities. And some of our SROs and SPSs also have been Park Hill star nominees this year. And so I like that I wanted to make sure I add that in there because as much as often times they could be looked like as an outsider. We're not just hiring people to come in and stand and be scary. They're part of our learning community and the kids are

126are really enjoying that. And you know that anecdotal data showing that that we're adding value and kids are feeling safer and parents are feeling safe a little bit safer that that we have some processes in place to ensure safety for our students. Next I wanted to go ahead and again continue to talk about I do also some of that accountability piece. If we're talking about how do we ensure that accountability? I meet monthly with I do monthly check-ins not only with our SROs but also our SPSs. Really just to build relationship. If you guys don't know me, I'm a relationship guy. And so for me I like to make sure we're really just figure out what's going on, what makes people tick, and really just say, "Hey, what are some of the challenges that are

127that are happening particularly in your building? In which way that I can support you that we can support you here in the district to make sure that your job you you can be the best version of yourself at your job. So getting those those check-ins monthly with our SROs, SPSs as well as check-ins with the the actual leadership of those organizations. When we're talking about Platte County, we're talking about Strategos, we're talking about Riverside. I check in with those those individuals monthly as well. I wanted to make sure I circle back to what we talked about our professional development, our professional learning when it comes to our our SROs and our SPSs. And so again, I facilitate an annual professional learning meeting with our SROs which includes our our our school resource officers, our SPSs,

128our campus supervisors, and our crossing guards because that is that when I talk about team, that's a part of my team as well as our our monitors downstairs around you know, Randy Sneed and Shannon Worsley down there as well. And some of the things that we we cover in our professional learning opportunities are standard operating procedures like that I explained to you earlier. We also talk about some of the tenants, some of the main tenants in the core values in the Park Hill School District. Things like our restorative practices and restorative language as well as our the core principles of restorative practices. We talk about common shared language. And so no matter what, if I have an SPS go over and support over at the high school or if I have a SRO going down

129to our elementary school, we're all speaking the same language. We also have we also speak about and we learn about our Park Hill School District drivers and narratives because I know that's one of our one of the things that we that is board approved and and something that we definitely take pride in here in Park Hill School District. Last but not least again, another shout out to Tammy Sailor and Sarah Light. All of our SROs are stop the bleed certified as well. So if we're talking about continuous improvement and continuous learning, we're not resting we're again that's a value here in the Park Hill School District. And I want to make sure that we highlight that this evening. My last [snorts] slide for you tonight is talking about the additional training that our SROs do

130receive. So again on the left column over there, they do receive Alice training and that is our active shooter training. They receive that annually as well as the NASRO training. We're actually sending our students to students our SROs to NASRO advanced training. NASRO stands for the National Association of School Resource Officers. So they receive that advanced training which is above and beyond the basic training which is on the right hand the right column over there as well as the state SRO conference where they receive professional development as well. So that's an opportunity for us to make sure that we are also supporting our SROs and their professional learning to make sure they're getting better as well within their role because they are interacting with our staff and our student students each and every day. On

131the right hand side I I think is also I wanted to point out the amount of hours that go into their their NASRO basic training as well. But I particularly wanted to highlight those those these domains that are within the basic training which includes student supporting students with disabilities. A part hours on ethics, trauma informed practices, behavioral health and threat assessments, de-escalation tactics as well as developing and supporting students and supporting successful relationship with diverse sorry, with diverse students. And so as you can see there's many many more opportunities for them as well that's in that training. But again, this is just I want I pulled those out cuz I thought that those would be very important for you guys to understand cuz I know that those are some pieces that some questions that we

132sometimes get. And I think it's important that we elevate that and we bring those to the forefront of the conversation this evening. Are there any other question any questions that you guys have in regards to athletics? You have one more slide. Do I have one more? Yes, I do have one more. This is actually the exciting this is definitely exciting one. So what's next for us? And we are completing an athletic handbook that will be ready to go on the 26-27 school year. I think it's important when we look at expectations that we can put that out to our community and say, "Hey, here's this is what we have." And when we get you know, questions and things like that from our from our parents and our constituents when it comes to athletics and activities,

133we can present them that as well. And that's an opportunity to get additional information and transparencies what do we want to make sure that we ensure. Next the coaches summit. That's going to be an exciting piece each and every year an opportunity. We talk about professional development often times we think about that in the academic world in the academic realm. But this is an opportunity for us to continue learning and this is morphing and changing each and every year. And this year again, we're we're going to do that. But you know, change a little bit of change of venue and we're going to be going to the CPKC Stadium. We're going to be doing that on on July the 23rd. So if you have an opportunity come out there and check that out. We're very

134very excited. We're still currently building our you know, our itinerary and all those things like that. But it would be a great opportunity for our coaches to get better and to provide better guidance, better leadership for our individuals. And so we're excited about that opportunity for that. And it is post FIFA. So you know, that's that's that's hopefully the the energy will be a little bit little bit down. And lastly, we are creating a safety and security brochure that's also going to be coming out tentatively planned for the 26-27 school year. Again, transparency allowing our community to know this is when we say this, this is what we mean. All right, you know, just allowing the opportunity for not the message to get hijacked but really to say, "Hey, when we say this, this is

135what we mean." And really just to be transparent with when it comes to safety, our protocols as well as how to report things that are that are happening in the building and in the community to keep all of us safe. That is actually the end. All right. If you have any questions, I'll be happy to answer. I have a question about the coaches summit. I was going to actually ask for like more information later on. But in 5.21 in our consent we talked there was about PO acts of seed. Would that be part of the coaches summit because I know it talks about our student athletes and activity leaders. Will any of that language be brought into the coaches summit? Yes, ma'am. We're currently working on our itinerary and that includes talking with Mr. Grayson

136as far as with PO act and using those opportunities and things like that to really and that's that program is I'm very happy to say that we've partnered with them for several years in that program. And this will be an opportunity to really elevate that message and really get exposure for some of our coaches as well. In the safety brochure, is that going to go to all of it or is it just going to be on our website for people to get as they need or post in the buildings? How are we going to Listen, I'm I'm going to be posting it. It has my picture in it. So I want it to be a lot of places, you know. So no, we'll have we'll have we'll have opportunity to have those. >> [laughter] >>

137And you guys think I'm joking. I'm not. But it is very photogenic. Yes, I just >> [laughter] >> you know. But I we will have we will have those. We will have those available at the buildings as well as the website as well. All right, thank you. Thank you. I know those are still in development. But I wonder if you could share at a high level just some of the things that you expect to see in that brochure. >> Yes, okay. absolutely. If I had it, I'd pull it up for you right now, but again, um a lot of it's going to be um really a message of what um really our expectations and what the foundations of safety and security it looks like here in Park Hill. Also, it outlines like things like drills

138drill protocols and things like that. So, when you get a message um from Parent Square that says, "Hey, a building is on a hold or on a lockdown." and things like that or what is a drill, it actually defines what a drill is and so that way we can set expectations. I think right now when we talk about things like hold, um that could be a number of things, right? And so, um the the the goal is really to as I said earlier to make things a little bit more predictable, to make it more um to really to take the sting out of certain words and and really say, "Hey, I heard this from my leadership at my my child's building. This is what it actually means." and so really that helps not only our

139community members, our parents, but it also helps our students and our staff. And and so, you'll see those and also you'll see at the very end some some opportunities for ways to report things when it comes to um you know, we have Sprigeo, we have um Courage to Report, a lot of those ways. It gives some opportunities and it gives not only links, but also just ways that students as well as families can report um issues within their buildings. Thank you. Thank you. So, um that's a good segue into my topic I want to discuss with probably the greater group here. Um so, after, you know, an incident, typically if a handgun is found in one of our schools, one of the things that inevitably happens is the board gets an email with a list

140of, "Here's the 10 things you need to change. Um you know, it's metal detectors, dog sniffing dogs." Um Back up. So, how [sighs] um I guess I just want to know the And we're balancing rights and freedoms and safety, right? And so, there's, you know, we need to balance that with our with our students and treat them with dignity. Um so, how do we tell our constituents that we have the best practices based on policy that comes from MSBA with the director that was in charge of the district, you know, that had Columbine in it. Um you know, how do we say to our constituents that we have the best policies and procedures to keep our our students safe? Um you know, when we get these the emails with the, you know, "We need to

141have random searches. We need to have dogs and metal detectors." and Um so, I know I kind of lobbing a lobbing a big one out there, but um Yeah, I think that's a I think that's a great question and um it is definitely difficult when we when we see those and every single time if there's an incident that occurs, um I think that I think part of this is is going to be um we have to continue to build trust with our community and we have to be transparent our message and we have to say, "Hey, here is our protocols." and we continue to do that by really doing things that we're talking about tonight. We're having a presentation and we're we're saying we're being forefront. We're not hiding. We're not going. We're not we're

142being this is what we're doing to keep our kids safe. Also, we're the at Park in Park Hill, we have a holistic approach when it comes to safety and so, it's not just um often times putting up, you know, certain certain things that, you know, like metal detectors and things like that. We also look at the whole child. We we evaluate not only in but the environmental safety, but also the mental, the emotional, the social safety that's going to be happening and so, it's really it's not just about the work that I do as well the work that all of our all of my colleagues that are doing um here at district office is about the work that our principals are doing the buildings each and every day to really build that trust, to build

143that safety net. You heard that earlier today with our young people saying, "I love being at school. I love my teachers. They I when I walk in every single day, they smile and I feel safe because I feel like I belong." And so, if we continue to have that message and we continue not to rest on uh you just really that's one of our values is continuous improvement. Um that is going to be one of the things that I hope that we continue to build trust with our community. Um inevitably um we're still going to maybe continue to have those conversations and I take all that feedback and input not only from Dr. Kemble as well as Dr. Dial and as well as as well as all of our administrators. We work that. We always

144we have those conversations as saying, "Hey, is this a direction we need to go?" Um but really we it's a balancing act. I I work with my safety team as well to really ensure that um we're doing the best that we can and we're providing a safe environment for our students to learn every single day, but that is that is a challenge, but I would say at least um it's also a difficult answer to be able to do. Um but we we have to we have to balance all of those things as well. I think to add to that, um you know, what we've seen where we've had any incidents of having uh items that shouldn't be at school or dangerous, the to to to really add to what Dr. Singletary is talking about with

145the trust environment is a strong reporting culture. And that has actually been the process that's helped us uh make sure that we're keeping kids safe. When when people uh specifically kids, when they see or hear something, they say something and and that is important for them to have the uh ability, the uh relationships and the trust within their building to be able to do that. I'll also remind the board that in in many of the past bonds that we've worked with with the 2022 bonds and also with the 2025 bonds, as we look through uh things that we put resources into relative to safety, one of the most important things that we can do is continue to upgrade our classroom door locks. Um that is uh that's potentially one of the most safe things we

146can do because we know the research suggests that when that's in place, that uh there are uh much uh lessened uh terrible outcomes when those things uh potentially happen. We uh have other things that we put in place that Dr. Single talked about Singletary talked about. And finally, uh you supported a full holistic safety audit by a third-party group called Navigate 360 that happened in the last couple years. And one of the things that Dr. Dial's done and picked up with that particular report is just really working through meticulously every one of those recommendations. There's some that we say, "That's not for us." and and and we don't do that. But the ones that we feel like that's a great point. We need to do that. The fencing, those type of things all came from

147that because we are asking others to say, "How do we get better? How do we make ourselves, you know, more um how do we make our our campuses safer?" and it comes with all of these things. And so, uh tremendous credits to her team and to the uh you know, work of Dr. Singletary being just in the few months in his uh position and picking that baton up and running with it. But that's been a long ongoing piece here that we've been doing and it's been uh started right here at this table by you guys supporting a lot of those measures. And this the the Aren't these crash bars the most recent addition out of that security audit? >> That that uh along with the 6-ft fencing and and those kind of came in in

148tandem. But what we saw was we we we had, you know, gates that were uh chained and padlocked and and there'd be one person uh that would have uh the access to to get out. And there's sometimes there's times when you want to make sure that you keep things out and there's other times when you want to make sure that there's egress and opportunities to uh to move to different areas of the campus and we found those vulnerabilities and we fixed it. And so, those are things that uh sound simple um and and maybe they they are, but it's more than just one thing. And and and and so, I think sometimes anytime there's heightened, of course people are uh going to be uh elevated. I mean, it's scary. It we live in a scary

149world at times where these things remind us of that. I also believe that school is the uh safest place students can be and and there there's we need to continue to make it that way for them both physically and emotionally. I would also say the last thing I would add is that it's what part of what makes our work with restorative practices so powerful because um by spending 80% of your time building proactive relationships among staff and with staff to student, student to student, I I I know more about you. I have connections with others. I don't want to cause you harm. Um and if [clears throat] something does go awry, having the ability to restore that relationship then allows me to get past whatever harm has happened, repair that, and then be able to

150get back on the same page. And I think the more we do that, that speaks that also speaks to our report reporting culture because our our students, they they have trust. They have trust now. Yeah, we we talked for a long time about a trusted adult. I bet you that particularly in places where we've started restorative practices, I bet you they can name more than one. Because we have spent so much time 80 if 80% of our time is spent on building those relationships, um then we're doing right by our students and they're able to do right by us by telling us what's going on if if we don't know. Yeah, and and just some notes I made for the meeting was like it takes all of us. Um you know, um prevention versus hardening

151schools, right? It also includes mental health, Absolutely. >> belonging, including trusted adults in our buildings, suicide prevention, and just a culture of reporting. Like it takes, you know, all of us. And then in the community, I I do want to remind everyone Captain Phillips when he was still in the position, I think someone on the board asked him what was the number one thing that can be done to keep guns out of our schools and that is secure gun storage at home. Correct. Just beginning and number one. So. And that's it takes all of us inside the school and in the community. Yes. Good. >> Thank you. Thank you. Thank you so much. >> you, Dr. Persinger time. All right. Our information written items tonight, 9.1 through 9.4 are relative to bids, contracts, and agreements.

1529.5 through 9.7 are relative to curriculum. The board will be asked to take action on these on April 6th at the April 16th, 2026 regular board meeting. Item 9.8 is a Title I update. No action will be necessary on that one. Dr. Kimball, what would you like to highlight tonight? The one that I will point out that's a little different is that Title I update. That is a one-page report that Dr. Bridewell and her team put together. I'll mention a couple things and then have her add to it. She's really the expert in Title I and and using those funds. Those are again federal funds that we receive and that report shows how we use this for our most economically disadvantaged schools and the process in which we allocate those funds. We are using those

153funds to add reading interventionists in specific buildings. You'll see that there's two additional in I believe it's Chin and Line Creek and Renner and then there's one additional at Prairie Point and Southeast. And so by doing that, we are concentrating that strategically on how we support those students that may have those needs. And so I wanted that's something that we go through each year on the Title I allocations. Again, that's also subject to us receiving the full allocation from the federal government and so that sometimes is unclear. But that's how that works and that one-page report is there for your information. Dr. Bridewell, anything that you'd like to add to that? I think you covered it. Thank you. Any questions on that one or any others on the written information? Miss Norris. Yeah, on the

154summer school enrichment curriculum, I read through some of that and I have heard such a positive experience experiences from kids about this innovation and just want to thank the teachers and others who are involved in that curriculum because clearly they're putting a lot of thought into it and the kids really enjoy it. You know, it's a safe place for them to be for June and to all the teachers that choose to do summer school, I just really appreciate that. Yeah, thank you. >> [clears throat] >> All right. We'll now move on to policy procedures and forms. We have a batch tonight that are we will take action on and then we have a second batch that are first read information only. So let's start with the Let's start with the action items tonight. There are

155the six policies there. We Mr. Folgeman reviewed those with us last time. Dr. Kimball, is there any or board, are there any questions on those before we take action? These were just a reminder that Mr. Folgeman did go through these policies at our last meeting and most of these are legislative updates that we are reacting to still the legislative session from a year ago, specifically Senate Bill 63 and 68 and then also MSBA language and recommended policy change there. So that's what really the whole policy list, both the consideration for action and the written information and procedures and forms are in those two buckets of legislative updates and or MSBA language recommendations. Do we have any questions for Dr. Kimball? All right. Then we'll take action on 10.2 through 10.7. I'll need a motion and

156a second to amend current policies 10.2 through 10.7. So moved. Second. All right. I have a motion from Mr. Todd and a second by Ms. Bolen to amend the policies as presented. All those in favor say I. I. Any opposed say nay. Motion carries 6-0. Board will be asked to take action on policies 11.1 through 11.3 at the April 16th board meeting. And then 11.14 11.4 and 5 are for information only. All right. We will now do our board member reports and requests. I would just like to start with a quick report that um I attend the district PTA meetings and um to Miss Miss Gillette's comment tonight, there there Dr. Frye and Dr. Kimball have been at the those PTA meetings and there's pretty robust community engagement process to get feedback and see how

157this could be, you know, an opportunity to continue that program and even improve it. So I don't know if Dr. Kimball you wanted to add anything. Yeah, so there >> [snorts] >> we just talked about this this morning. As you mentioned in the district PTA meeting that our our goals I think are all the same in which Mr. I thought really articulated that very well on what the Clothing Center does for our community and and and obviously we have excellent volunteers and and people that are involved with that. District PTA is the one that really kind of is the, you know, managing organization, but we want to partner with that and we need to figure out how do we continue that service? How do we continue all those great things that you heard in the

158public comment tonight and do it in a way that's sustainable and in a facility solution. We don't know what that is exactly. We're thinking that we've got about a three-year timeline to be looking at that and we'll keep you updated as it goes. There's a survey out right now from district PTA to stakeholders that are interested that can provide feedback there. We know that we're continuing to look at other programming needs that are in that space that we want to make sure that we improve upon and and know that again to Mr. Chugger's point, there's a robust community engagement portion of that. We I think we have the same goals, but of course there's so many great things going on there that people I think are feeling a little bit um you know, a little

159bit of loss there or thinking ahead of of that and and want to make sure that keeps going and and I agree and we want to figure out what that solution is. All right. Thank you for that information for the board and for the community. Miss [snorts] Bolen. Um >> [clears throat] >> Just want to thank Mr. Montes for his service over the years. Appreciate everything you've done, your commitment, and what you've done for the district. Made it a better place. That means a lot. >> [laughter] >> I hope you didn't hurt yourself. All right. Mr. Todd. None tonight. Thank you. Okay. Miss Norris. None. Thank you. Miss Woodley. Yeah, real quickly. I attended the school board candidate forum at the Parkwood Living Center just before our meeting tonight and there was a question asked

160to all four candidates about what what they say we would do to make Parkwood not just doing okay, not just fine. And just looking [clears throat] back what we just talked about tonight with safety, all the transparency that we provide with the demographic report and other things online with curriculum. Um graduation profile, DEI, all sorts of practices, all those things. I don't think everybody realizes all that we are doing and all the work that, you know, I see my fellow board members that we put into that. So I wanted to highlight that we are doing great things and to segue into Mr. Montes to say thank you for your service as well. I didn't get a chance to tell you at one of our work sessions that you were one of the first people to

161reach out to me and it really made me start feeling that sense of belonging. So that was attributed to you. So thank you for doing that and all the roller coasters that we've been on the last few years and just to say thank you. I've enjoyed serving with you. All right, board member. And Mr. Montes, the floor is yours. Yeah. So I have a few things. I was going to go through the 100 people that most impacted me and I decided I couldn't do that. So I want to say to uh to one who has given me consistent high-quality guidance and feedback on a near daily basis for the last 30 years, my bride, Sarah Montes. Thank you so much for everything you've done for me and supporting me in this role. Uh Ms. Bolen,

162Janice, you you you we've been there the whole time. >> [laughter] >> And I love your dedication to the district. I know that you are good for the district. I'm going to vote for you. Yeah, that's a big deal. >> [laughter] >> I'm probably going to vote for Ms. Norris, too. >> [laughter] >> Ms. Norris, you've been very impressive so far in the short time that you've been on the board. And I'm glad you're here. I'm glad you're here. I'm glad you're here. Glad you're here, Daryl. I'm glad you're here. Um the board is in good hands. The best advice that I got when I was campaigning was from a was from the librarian at Union Hill. I was at the polling place where she voted and she she walked in and she and I

163talked to her for 5 minutes. She asked me how old the earth was and I answered correctly, I guess. Cuz she came out I said 3 billion years old and uh she came out and was walking quick to get back to work and she goes, "Don't frack it up." She didn't say frack. >> [laughter] >> And for a long time that's what the way it's like, "Don't mess it up. Don't mess it up." But then over the last three or four years, I've learned it's like not the negative, it's make it awesome. Make it awesome. And so I have learned so much being on this board and serving this community that I know how to make things awesome. And so I mean I really enjoyed my time here. And it means so much to help

164the the parents and the children in our school district. So thanks to everyone. Thank you. It's been my pleasure. Thank you. Thank you. All right. Uh the March 19th, 2026 meeting of the Park Hill Board of Education, Mr. Monsees' last is adjourned at 8:46.