001Uh, good evening. I call the February 26th, 2026 meeting of the Park Hill Board of Education to order. Uh please join me in the pledge of allegiance. >> I pledge algiance 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. >> All right. Thank you for silencing your phones tonight. Um, I would like to remind the board of our norms. Um, stay in the role of a board member. Uh, be respectful. Uh, be inclusive. Uh, be prepared and be missiondriven. And our district's mission statement is through through the expertise of an engaged staff. The Park Hill School District provides a relevant education in a safe, caring environment to prepare each student for success in life. Uh, board
002members, do we have any announcements this evening? Uh, Miss Barnes, >> good evening. Just want to say um, happy Black History Month and hope everyone has had an opportunity to like celebrate or do something this month um, to just give yourselves some history and understand the purpose. >> Thank you, Miss Marks. Uh, Miss Woodley, >> just wanted to highlight last night um the Washington Chapel Church, which is a big part of not just Parkville un um community, but the whole Park Hill School District community because last night they had a fundraiser um at Parkville Presbyterian Church and it was a huge turnout where standing room only. Uh they ran out of spaghetti so they had to make some at the last minute. It was just packed and it was just wonderful to see so many
003people from our community come out and support um the restoration of that chapel for our for our community. >> All right. Thank you. Uh Miss Norris, >> none tonight. Thank you. >> All right. Uh Mr. Todd, >> none tonight. Thank you. >> Miss Bolan, >> none tonight. Thank you. >> Mr. Mons, >> none. Thank you. Okay. Um so it's become an annual tradition here. I have to brag about the Park Hill South girls swim and dive winning state for the third third time in a row. I It's hard to I it's hard to put into words how what an amazing accomplishment that is. Um Coach Boozenhart, Coach Beaver, and Coach Sers did an amazing job. Um they were worried it was going to be closer this year, which it was, but they still won by
00459 points. Um and so if you add up the past three years, they've scored 971 points. and second place has scored 608. So, it's a very dominating performance over the last three years. So, just wanted to uh say congratulations to them. Amazing. Amazing job. >> All right. And that's I'll turn it over to you, Dr. You stole what I was going to talk about. Um yeah, uh Miss Norris and I actually were doing a a walkthrough at South and the trophy was proudly displayed right when we walked into the coach's room there. So, uh, congratulations to them and also good luck to all of our other teams that are entering into state andor, uh, district competitions here at the end of the winter season. That's all I have. Okay. >> All right. Then I'll need
005a motion and a second to adopt the February 26, 2026 agenda as presented. >> Second. I have a motion uh for Miss Woodley and a second by Miss Barnes to adopt the agenda as presented. Uh Dr. Kimbell, are there any modifications? >> None tonight. Thank you. >> Board, do you have any modifications? Okay. >> All those in favor say I. >> I. Any oppose say nay. Any abstain? All right. Motion carries. 70. >> All right. Next up, we have our recognitions and awards, and I'll turn it over to Miss Witchel. Good evening. We are going to start with recognitions tonight of our students of the week. So, if you're here for students of the week, which is you, Bailey, and Phoenix, come on up and stand by me, please. They got some instructions out in
006the hall. So, we're going to do great here. All right. Right here. And they're going to be able to get you on video camera right back here. Okay. Stand right here so they can see you. I don't want to block your view. There we go. Okay, we're going to start with Phoenix. Um, this is student of the week. We have every Monday a student who's recognized on our social media channels for nominations from their school. Teachers, principals, support staff nominate our students for doing really great things whether in the classroom or in their community, in the hallways. And u we're going to talk about Phoenix first. She was from January 5th. Phoenix Veil is Plaza Middle School and she was recognized by her reading teacher, Satie Parcell. This is what Miss Parcell writes. Phoenix is
007an exceptional student whose dedication shines in everything she takes on. Academically, she is stellar. Her work is consistently thorough, thoughtful, and completed with a level of care well beyond what is expected. Phoenix is highly responsible, always prepared, and manages her time with impressive maturity. Outside the classroom, Phoenix is just as remarkable. She's involved in numerous extracurricular activities including competitive drama where she's currently researching to strengthen her performance skills. In the fall, she started in the school musical, demonstrating both talent and leadership on stage. In addition to her arts involvement, Phoenix plays division 2 soccer. WA balancing athletics and academics with ease, Phoenix's combination of strong character, academic excellence, and wide-ranging talents makes her stand out as a true role model among her peers. Say it's true. >> It's true. >> Okay. Congratulations to Miss Phoenix.
008Oh, wait. Hang on. >> Phoenix parents are here. Wave to us. Family. Hi, family. BNX. Why do you love being at Plaza Middle School? >> Um, I have >> I have a lot of opportunities and skill sets that have been given to me through my teachers and I'm just really grateful for that that that has been given to me. >> Nice words. Thank you for sharing that. Very nice words. Okay. Next to you is Bailey Seridge. Hi, Bailey. All right. Bailey is a student at Prairie Point Elementary and she was recognized by her teacher. Come over here, Amber Drake. This is what Miss Drake writes about Bailey. Bailey is hardworking and enthusiastic, wonderful student. She brings a lot of positive energy to our classroom through her participation and leadership during group work. Bailey also enjoys
009helping out younger students in Miss Catlet's first grade classroom every morning. Say it's true. >> It's true. >> Okay, Bailey, your parents here. I saw them in the back and you wave at his parents. Hello, parents. All right, Bailey certificate. And I saw Dr. Totfeld back there. Hello, Dr. Tottel. All right. Can you tell us why you love Greenpoint Elementary? >> Uh, it's just like a very good school and they do a lot of fun stuff for learning. >> What do you do in Miss Cat's class? Um, I take a group of students about four every day and I do math with them and teach them math. >> Awesome. Like a math mentor. >> Yeah. >> Amazing. Okay. Congratulations, Bailey. So, what we're going to do is we're going to have you guys go around
010and shake the board's hand. They want to tell you congratulations. And we'll take a photo. Okay. All right. Congratulations, girls. You're going to go this way all the way around. >> Congratulations. So, families, we're going to take a picture out in the hallway of them, just so you know. Okay. >> Okay, girls, you're going to go with our katy take picture. Take a picture of you. Okay. Congratulations. All right, Chamberlain, come on up. You're next. Chamberlain's been here twice today. This is Chamberlain Webster. Uh Chamberlain's a Park Hill High School student and a senior. She's also part of our student advisory council. So, she was here with Dr. Kimrell today uh giving all kinds of advice and questions and thoughts and uh working through a presentation. Um and we're just really happy to see her
011cuz she's one of our star students and we're glad to have you here tonight. This is why Chamberlain's here tonight though. Uh congratulations Chamberlain Webster. This Park Hill High School senior has been named the bronze award recipient of the Missouri Good Citizens Award presented by the Missouri State Society of the Daughters of the American Revolution. She'll be honored at the DAR conference, the state conference in May. Congratulations, Chamberlain. Very proud of you. Parents in the front row. Hello parents. >> What would you like to say about your experience at Park Hill High School and what are you doing next year? Oh, >> well, I moved up to the Park Hills School District uh my freshman year. I came from a little uh small French-speaking school downtown, and I didn't know anyone. And I just think
012that this has been the most opportunistic, welcoming community that I really have ever been a part of. I love this school district, and I love all of the experiences that I've garnered from here. I'm a part of the theater department. I'm in choir. I am a member of DECA. and I'm going to state for that in about a month. And just everything that I've been able to learn and I've grown so much here at Park Hill and within the district and at Park Hill High School, I have I've loved it so much. Um, in the future, I plan to major in psychology on a pre-law track with the goal of becoming a federal judge. And I am also minoring in applied music. I have her tell me what to do. >> Thank you. upside down.
013>> Chamberlain. Dr. Stucker is going to take your photo out in the hallway. Thank you, Dr. Stucker. Hi. Come on up here. All right. Um, and then who else are you missing? So, this is next we're talking about our McAfee scholarship winners. Come on up. All right. So, we have two students. We have two seniors. One from Park Hill High School, one from Park Hill South. These two students are our um McAfee award winners through Park University. This is Paola Espa from Park Hill High School and Caroline RieR from Park Hill South. Both of these young ladies have got the McAfee scholarship through Park University. This is a scholarship that covers all tuition and fees for all four years at Park University. Round of applause for these two seniors. So, Payla, you're from Park Hill
014High School. I'm going to have you say a few words about your experience and and going to college next year. Can you handle that? >> All right. Here you go. >> Okay. Going to Park Hill High School has been an incredible experience. I've u feel like I've grown so much since entering school. I moved here in fifth grade and overall the district has been very welcoming and I've loved all my teachers, all the staff. I feel like the teachers are a big part of my success. Um, they have the way they teach it's made it so that learning is fun and I love learning and I plan to study nursing at Park and I'm very excited to hopefully make an impact there. >> No doubt you will. Congratulations. And is your family here in the
015back? Can I say hello? Hello family. All right. And then Caroline, what would you like to share? >> My experience at Parkell South has been pretty positive. I've had a lot of opportunities to further my education like through taking dual credit classes and AP classes. The teachers have all helped me significantly just expand my education. And I plan to study business at Park University. And I look forward most to expanding my knowledge in finance, not only through my courses, but also through any internships I may hold. >> Sounds great. >> Excellent. Congratulations both of you. Very good work for those full ride scholarships. We look forward to your business and nursing success. >> Caroline's parents are here in the front row as well. Hello parents. All right, that concludes our recognitions this evening. >> All
016right. Um, it's always great to have a lot of fun acknowledgements and recognitions and rewards at the board meeting. So, um, next up is public comment. Um, during this part of our agenda, we will receive public comments from patrons who pre-registered by the noon deadline today, and there were zero uh patrons that pre-registered today. All right. Um, item eight is our consent agenda. So, before I call for a motion and a second to approve the consent agenda, are there any items that need highlighted, Dr. Kimber? >> Uh, yes. Thank you. I will uh highlight just a couple of these that are on your consent agenda tonight. The first one I want to point out is 8.12. This is the student laptop replacement item. Uh I wanted to remind you that last time you had a
017first read on this particular item and we were waiting on bids to come in. You do see the bid sheet that is there and we received uh all of those bids. We also went through an analysis to decide whether we were going to do an entire uh replacement K12 or if we were going to do any sort of splitting this and through both looking at the budget and also what we feel like is best for maintenance and cycle um improvements also uh making sure that we can service these devices and uh you just met Chamberlain who's on my student advisory team today. I asked them a question of what do I need to know and without prompting every table was talking about how slow their computers are and the batteries are going down and I
018said good news we are going to be in a replacement cycle for these because we know that they need to be updated. So we are seeing devices um that are struggling a little bit right now in performance. So, this is something that we want to put um in front of you to consider for uh approval to do the full uh replacement cycle and we believe that's the best fit for uh both cost and for moving forward relative to uh breaking and fixing uh these throughout the next 3 to four years. We also would like to point out uh 8.17. This is just a reminder to the board and to the public that we have a uh board election on April 7th. And when that uh is occurring, when we have those type of uh events
019occur, that does incur cost for the school district. And this year uh through the Ply County Board of Elections, uh we it's somewhere in the neighborhood of $30,000 that we uh have to spend to conduct that election. So, I just want to point that out that that is something that is normal but uh something that we have to do for administrative fees along with conducting the election. Those two are the ones I wanted to highlight. I'd be happy to answer any other questions that you might have. >> And there's nothing we can do. All of that comes straight from the county for the election uh expenses. There's nothing we can do to lessen those expenses. Correct. >> That's correct. I'm looking over to Miss Freeman who does all the filing of the uh paperwork and
020making sure that we are um compliant in all those and that is uh based on whatever the uh fees are for the for the county >> percentage of votes we have in our district or something like that. >> Yeah. Y couple questions. Um one on the laptops. >> Okay. >> When I think it was mentioned that we actually sell back the current laptops. Is that taken into account in that amount or do we not know that until they're turned in? >> I'm going to let Dr. Kelly, you were looking at some of this relative to the buyback and so on. >> Part of the analysis we did included that. This does not include that. So, this is the expenditure side of it, but there is significant retail value and waiting a year would significantly decrease
021that. That wasn't the only variable we looked at, but that was a consideration. >> All right. And then my second question actually was for you on the treasures report. Looks like we're pretty close on the budgeted amount for property taxes. Do you anticipate that we will hit that? >> Yes. Um we're right on track um in terms of like the percentage we would have in January. So um we have the February numbers in already and so I I feel good about the budget number. >> Thank you. >> Well, the uh the old laptops will they show up in like 8.16 type like sale of surplus. So on govdealss.com or whatever. Yes, >> some very well loved HP laptops. Go out there and buy a couple hundred of them if you want. Okay. All right. All
022right. So, are there any other questions, board? >> Um, then I'll need a motion and a second to approve the consent agenda items 8.2 through 8.17 as submitted. So, moved. >> Seconded. >> All right. All right. I have a motion uh from Mr. Todd and a second by Miss Woodley to approve the consent agenda as submitted. Are there any final questions or final discussion? Seeing none, um all those in in favor say I. >> I. Any oppose say nay. >> Any abstained. >> All right. Motion carries 70. All right. We have uh one action item for tonight and that's the 2026 to 2027 administrator contracts and I'll turn it over to Dr. Kimmel and Dr. Dylan. >> Yeah, just as a reminder to the board that this is a uh typical uh administrative procedure that
023you do at this time uh each year. We bring you the administrative list for contract consideration at this time. In the future here in a future board meeting, we will be bringing you for teachers. So, this is uh the hiring cycle and the list is presented in the item and I'd be happy to answer any other questions that you might have. >> Any questions? >> Then I'll need a motion and a second to offer contracts to the list of administrators as presented for the 2026 to 2027 school year. >> So moved. >> Second. >> All right. I have a motion from Mr. Todd and the second by Miss Bolan to offer contracts to the list of admin of administrators as presented for the 2026 2027 school year. Is there any further discussion? >> Then all
024those in favor say I. >> I. Any oppose say nay. >> Any abstain? All right. Motion carries 70. All right. Um we do have a couple of information presentations tonight. Um we'll start off with 11.1 and that's the 2026 uh presentation of special education data and updates. Dr. Kimberell and Dr. Bradwell. As our presenters are making their way up to the table, we have tonight uh Adrien Kelly who is our director of special education and Dr. John Loberto who is our coordinator for special education. They work as a team for that uh department and then of course Dr. Bridewell. I uh want to point out that I'm going to do kind of a high level introduction to this uh item. One of the things that we have as a driver and narrative is expect accountability
025and that is something that we are intending this item to be uh achieving for us. There are two items in this um particular board uh part of your packet. One of those is the full survey that we gave to the community and the special education parent community that included staff that included um parents. 97% of the sample actually had worked with students that had an IEP. Um the goal is to give program updates about the configuration changes from last year discussing the um redistricting enrollment data survey highlights training and uh action that we're going to take. So we are currently like we do every year evaluating space in all of our programming locations. And so with that I'll turn over to Dr. Bridewell. >> Thank you. Uh yes, so we are in that current zone
026of looking at our future students coming from Gerner. um and looking at placements and what improvements we can make, additions that we can make. Um we'll talk a little bit about um our programs this year. Um tonight we'll talk to you about some of our case load data. Um so you can see our trends um our survey information and our action steps and training towards that information that we received from the survey and just areas that uh we recognize we want to improve in. Um, and I'm hoping that you can see our work and our alignment with our CEIP, particularly with academics and culture and really looking at the belonging piece and what we can do to impact those um, objectives in our CEIP. So, with that, I will turn it over. All right. Good
027evening, board of education members, community members, and administration. Um, Dr. Leberto and I are going to provide you with updates um, regarding our special services programs. I'm going to start with um special education. Um knowing that special education is governed by IDA, which is the Individuals with Disabilities Education Act. This is a federal law um that governs how states and public agencies provide early intervention services and special education services for ages 3 to 21. Special education provides speciallydesigned instruction and supports to students with disabilities to ensure access for free and appropriate public education, other known as FATE. As a district, we are obligated to provide FAPE to each student who has an individualized education program which outlines individualized goals, services, accommodations, modifications um that are necessary for the student success. These services are guided by
028IDA which I mentioned in the previous slide. Now that we've covered the background information regarding special education, I would like to highlight that Park Hill School District Special Services Department underwent a self assessment and desk review process with the Missouri Department of Elementary and Secondary Education and Park Hill was found to be 100% compliant with the state and federal uh regulations. So this is this was successful um because our Park Hill special services department has structures and systems that we put in place to ensure impli um compliance. So that would be looking at the IEP and eligibility alignment which we call the golden thread. So this means that there's clear alignment between the evaluation process, the IEP process, um the present level that is in our IEPs, IEP goals and progress monitoring and our special
029services and placement. So utilizing um the standards and indicators within the Missouri state plan. This means that the state governs or provides guidance to um all districts in Missouri. And this is also based off of IDEIDA which I mentioned in an earlier slide. So we have to review IEPs and provide feedback to our special education teachers. Um we have a process for this and we put this in place as having our process coordinators review IEPs and providing feedback to special education teachers to ensure compli ensure compliance. Um we also provide a draft copy to our parents um before the IEP because we want to make sure that they have time to review it. um look through it and ensure that their voice is heard and um ensure that they have parent participation. We also have
030to stay current on legal requirements and regulations. So we provide opportunities um for our staff to attend training and also engage in networking opportunities. We also want to make sure that our staff stays up to date with legal requirements and regulations and make sure that they're equipped for changes because in special educations um there are a lot of changes that happen and sometimes they happen very quickly. So we want to make sure that our staff is equipped for that, prepared for that um as those changes are made. Um as you know we did restructure last um this year um and we created a teaming structure um of school psychologists, instructional coaches and process coordinators so that we could provide wraparound supports to our students, our staff and our families. We added eight school psychologists and
031two process coordinator positions. Um, so we would like to thank the board for approving these positions and supporting our students, supporting our staff, and supporting our families. Now, Dr. Leberto will talk to you about special education and 504 data. >> All right. Thank you, and thank you for an opportunity to share this data with you. As you heard from Dr. Kelly two meetings ago regarding overall enrollment. Um our exceptional learner population has remained relatively stable within 2 to 3%. So currently we serve 1,160 students in our special education department. Now for comparison data over the last 12 years the district's overall enrollment has risen 9.8%. Our special services population has grown by nearly 3x. And in the coming slides, I'm going to discuss some of the complexity and the demographic shifts that have occurred over
032this time. So, currently 19.7 of our exceptional learner population is receiving their primary instruction in a specialized classroom. This constitutes a 20% increase over the last 5 years. Students that are being served in these programs have a higher adult to student ratio. um routinely have more complex needs whether they be academic, social, emotional or communicative and are serviced um primarily through um an adapted curriculum. Next, and as I mentioned before, um students that are Yes, >> I'm sorry. Question. Yes, ma'am. >> I'm going to ask questions as you go. >> You may interrupt at any time. >> Okay. Um, so I noticed on that that it doesn't include Russell Jones since it's its own special building. I guess my question is would that amount be different if you include those students? Cuz I'm just I
033mean because I know that that special that school is for that, but I'm just curious why they aren't included in this overall. >> No, very good question. Russell Jones is our public day treatment facility. Um, would their numbers be included into this data? uh it would be marketkedly increased. So I can get you those numbers and I could display comparable data to specialized programming without Russell Jones which is what you see in with it. >> Okay. Yeah. I just think that cuz that's what that I believe that would is part of this. >> Thank you. >> Well, you can put them both on one graph. >> I can I I'm happy to get that to you. Similarly, um the number of students that are identified under the category of an emotional disturbance is 4.04% of
034our exceptional learner population. This also constitute a 50% increase um over the course of the last 5 years. And um as Director Kelly alluded to earlier, I also want to thank the board for your commitment to our special services program last year because doing so gave us the flexibility to not just incorporate and launch a social communication program at Hopewell Elementary, but also our two behavior support classrooms that are at Union Chapel and Congress Middle School. So students that are being served in these environments traditionally or routinely receive their regular education curriculum in the reg setting with their peers yet have those intensive behavioral, social or emotional needs and are able to be pulled out, receive that intervention and or specially designed instruction and then returned in to their least restrictive environment. So thank you
035for that commitment last year going into this year. Next, I'd like to talk through our 504 uh enrollment uh data as well. Again, section 504 is a federal civil rights law. It protects students with physical or mental impairments that substantially limits one or more activities and these could be either neurological or physical in nature. Um a 504 plan provides accommodations to ensure equal access to a free and appropriate public education. And I know at times it can be confusing because we say FAPE yet uh FAPE is exclusive in 504 world comparative to IDEIDA where they're governed by two different laws and have different compliance processes and procedures therein. In looking at our 504 breakdown, we have 921 students being served in Park Hill with a 504 plan. This constitutes a 70% increase uh over the
036past 5 years. The breakdown on the next slide does show increases at the elementary and middle school level while the high school numbers have remained relatively stable. And again, at our previous board meeting when Dr. Kimell and Dr. Kelly um uh talked through our budget assumptions, I again want to thank the board for their approval for our two a proposal for two middle school 504 coordinators. approving such gives us the muchneeded flexibility to continue meeting um this growing population as well. >> So between IEP and 504 it's about 2,000. >> It's it's just over 2,000 roughly 17.8% of our overall Park Hill population. >> Mhm. >> I have a question. So are you anticipating the high schools will start increasing as you've seen the lower or does sometimes >> it is it's interesting because you
037have to take into account mid-year grads. So those numbers typically stay relatively stable. However, um what we did notice in forward planning for the next 2 to 3 years is that we do if current 504 plans everything in a static world, which is never in the special education or 504 world, but yes, we would see a market increase at high school as well. >> I'd now like to share some of the highlights that Dr. Kimell referenced earlier regarding our first special services survey that was conducted this past October. We invited parents of exceptional learners as well as our special education staff to participate um and to provide us with some baseline feedback. And before we get into the results of the survey, I just want to note that um questions weren't pulled from any norm
038national norms. Um we use this to gather some baseline insights regarding our program. Some of the key highlights from the survey showed that 84% of our respondents understood uh the special services and the IEP process for their child. Um also 84% felt that we explained IEP information clearly and I think this highlights the value of strong collaboration between our special services teams and the families that we serve. Um, similarly, 75% believes the district truly cares about students receiving special services. And then 75% also feel that we work intentionally to make our facilities accessible. And again, I Yes, ma'am. >> So, I just have a question overall with what you're asking. I just want to know like I know earlier you said Russell Jones wasn't in the in the comments. Is Russell Jones in this though?
039Okay. I just want to >> every family who is is receiving special services from us received an invitation to complete the survey. >> And then um that's all staff. So that's not just the teachers. That's >> correct. Classified support staff as well. >> And I'm sorry, did you say how many people responded? How many >> in the survey? I believe 272 responded. >> Mhm. >> Special services. Is that what we used to call special education? >> Yes, sir. >> Sir. So 217 responded. How many were sent out? >> We sent out >> families. >> How many total were sent out? >> Um roughly between the 1900 and I believe it was close to 20 25 to 2600. I'll get you the exact number of our reach. >> So even though we say special service, we
040are still in the education business. Is that correct? Yes, sir. >> Yes. >> Okay. because special services encompasses both the special education component and the related services speech OTP PTI and M. Okay. Yes, sir. Mhm. Yes. Um, and then again, uh, as as I was saying, 75% of respondents, um, felt that we intentionally worked to make our facilities accessible. And I want to thank the board for your commitment to, um, making not just our facilities accessible, but the revamp and construction work you did with our ADA accessible playgrounds as well. So, we appreciate that. And then 73% agree that Park Hill strives for inclusion. And I think that's important because it's reinforcing, as Dr. Bridewell said earlier, the culture component of our CSIP and that sense of belonging. Um, additionally, respondents were asked to provide
041some constructive feedback in written form. And so, um, they were able to within the framework, what would you like Park Hill to continue doing, stop doing, or start doing? And within this vein, respondents wanted us to continue prioritizing our exceptional student needs first. And they also wanted us to continue supporting collaborative efforts between our special services staff and their families. And this is inspiring because it affirms our team's dedication and um desire to absolutely support the families and the children that we ultimately serve. >> I would like to ask if we plan on continuing this survey into the coming years. Oh, very much so. Yeah. And I think this gave us a great opportunity to have that baseline data. So, as we talk about based improvements um to look at what we're doing well and
042what we're continuing to strive to do. >> I think one of the things on that Mr. Todd is that uh you know, one of the themes that I saw through this survey was about responding to trust and transparency and that this was an opportunity to be uh communication and engagement. We had asked uh or we had had that ask last spring when we had our special education community that had a lot of questions and a lot of concerns about some of the uh placement of programs and so on. As we were going through that process, we uh worked with them and this was one of the things that we wanted to do to start uh increasing that engagement with this community and this was the first step of that. I believe Dr. Loberto is correct
043that we needed that baseline data so that now over time we can watch and see how are we doing relative to um our performance. >> Excellent. Thank you. Thank you. >> Yeah. Very good. >> Okay. Um base feedback pointed to four key areas among others. Those are highlighted in the blue columns that you see and then with our action steps below in the white. Now I'll discuss the first pillar in greater details but I want you to know that we do have upcoming slides related to the other three. So I'll lightly touch base on them now and either director Kelly or I will talk about them in future slides. Okay. Um the first pillar there was that respondents wanted um the inclusion of special services voices in district decisionm and we're addressing this through collaboration
044and partnerships. First I' I'd like to thank uh both Drs. Dial and Dion for ensuring special services staff and families are represented on building level and the district DIIB councils. I think that's extremely important. And we've also secured special service participation both from families and staff on our CIP committees which is fantastic. We uh also want to thank Dr. Fry it and our partners at Hollis Miller for their partnership and intentionally including special service voices throughout the Park Hill High School phase 1 redevelopment. And I just want to note that Hollison Miller has routinely reached out to our department um with clarifying questions and concerns so that they can maximize our exceptional learning experience at the high school once the construction is complete. Um, pillar two, respondents wanted us to provide more training for building
045administrators and general education staff. Director Kelly's going to touch on this, but we are addressing this through administrator and general education teacher trainings um on special education legal updates, accommodations, modifications, and the launch of a district-wide book study on inclusive practices and hacking the deficit mindset. Next, uh, respondents wanted expanded opportunities for students receiving special services. Again, we're advancing this, uh, via our partnership with Special Olympics and our unified champion schools. And then upcoming enhancements to our 18 to 21 program. And then finally, respondents wanted the Special Services Department to provide more communication between the Special Services Department and families. And this one I'm most excited about um because this priority uh has been a priority for us since the beginning of the school year. And I'll talk more about our revamped website, the launch
046of our parent square channel um as well as our caregiver nights. Now, um I'll hand it back over to Director Kelly so that she can talk through our action steps regarding administrator and teacher trainings. >> So, Dr. Labberto just talked about the survey feedback um and some of the things that we are doing in the special services department. So, one of the items that I would like to talk about is staff development and training. Um, we do partner with UMKC regional professional development center. Um, which is supported by the Missouri um department of elementary and special educ or secondary education. Um, one of our big implementations this year was introducing standardsbased IEPs. So standard-based IEPs include IEP goals that connect to grade level standards um which addresses a specific skill that the student would need
047in order to achieve to that grade level standard. Um we created a team of teachers, process coordinators, instructional coaches um that received training last May um from our compliance consultant from our PDC. So this team um trained our special education teachers um at the beginning of the school year. Um so this helped with building capacity with our teachers making sure that they have the support that they need. They have someone that they can go and talk to um if they are come across some challenges. Um we have also hosted other trainings with um our PDC. Um they have come in to train our staff and um such as TA training. They came in to to train our uh teacher assistants and they have also come in to some of our schools to provide accommodations and
048modifications training. Um we have also sent staff to UMKC our PDC to do um for trainings such as 504 training. Um we have also partnered with Dr. Algra Johnson who is the founder and consultant of uniquely supported. She's been doing some work doing some coaching in professional development on rightful presence and inclusion um in the area of special education. Um we have also provided a book study that uh Dr. Johnson leads for our general education and our special education teachers. Um we they did a book study on hacking deficit thinking which focuses on our shifting shifting our thinking from deficit to strength-based thinking. Um so teachers walked away with tangible items, activities and resources that they can utilize in the classroom and during professional learning communities. Um we also provided a book study for our
049administrators. So this is taking place uh currently and they are reading the way to inclusion. This book study assist administrators with strategies um to build inclusive systems and foster a sense of belonging in their buildings. uh they too have given been given tangible items that they can utilize um that they can create a plan to work with their bu their buildings um and work with their uh teams. We've also provided training to our special education coaches on universal design which focuses on neuroscience and instructional design to help improve to help remove uh barriers for learning and ensure that all students have access to general education curriculum. Um we have also provided a host of additional trainings for our staff. One highlight um one thing that I would like to highlight is the crisis prevention intervention
050training. So this is known as CPI which provides our staff with deescalation strategies and focuses on safely responding to crisis situations. Um we previously utilized the Mant system of deescalation training. So we changed over to CPI this year. Um, currently our staff must be reertified each year and are trained be prior to the beginning of the school year. >> Can I ask a question? >> Director Kelly. So on the crisis prevention intervention training, I know that's our staff. Do our SRO's go through that? >> Like if they are asked to come in to do some kind of intervention with that with like let's say for whatever reason the deescalation steps are not working with what the staff has and we ask SRO's to come in to assist. Do they have to go through this training?
051I believe they go through their own training. >> I'm just saying this training because since it's like supposed to be with special educ education correct students and this there might there might be some different stuff as opposed to the training that they're they're >> having anyway. >> Yes, I believe that is something we can definitely look into. >> I think that that would be probably something we should very much look into. Um we have also um been doing several pilots regarding curriculum resources. Um one of the resources is called Teachtown but however I will discuss that in a later slide. Um, another resource that we have piloted is steps to advance, which is a reading intervention resource, which aligns with the elementary general education um, ELA resource that was piloted um, which is benchmark advance.
052>> I I had a quick question on on CP CPI also here. Yes. >> Um, is are are both support staff and uh certified staff are they both uh trained in CPI? >> Yes. >> Okay. And that's that's 100% across the board or should should be >> our special education teachers, our special education support staff, um campus supervisors are all trained. Um recovery interventionists are all uh CPI trained. >> Okay. Excellent. Thank you. >> Yes. >> And as a quick followup, so all staff went through all the groups you just mentioned, they all go through all this training as well. >> Yes. Not just CPI but all of that you have on the slide and talked about >> all of the the the book studies and all and everything. >> Yeah. Everything. >> Yes. They
053are everyone is everyone has an opportunity to go through this training to through all of these trainings and also the book studies. >> I wouldn't say that all those work groups had all this training. >> Okay. So uh for example a TA may not have Orton Gillingham training but our certified teachers did get that. >> So anybody who was in that group related to that training they definitely go through not just opportunity but they definitely go through >> if that if it relates to that job role >> and just going back um Mr. Todd, to your previous question, um administrators at any time and have requested retraining opportunities or refreshers at their buildings and we have sent trainers to those buildings to help their certified and support staff with um updating what the training uh
054components are. >> Thank you. Um, one example of us building capacity within the academic vein is our science of learning academy or sola and our um uh our special education instructional coaches along with our secondary instructional facilitators have been meeting and this program helps equip general educators with a deeper knowledge of IEPs, some of the diverse learning styles, behavioral needs and effective strategies to incorporate accommodations and modifications within in their core content curriculum, which is a major um priority of ours in closing that achievement gap for our special services subgroup. All right. All right. So, um through our community resource fair that we had back in the fall, um where we had community organizations come in and set up booths um to provide resources for our families. Um we partnered with a representative from uh
055Special Olympics and Unified Champion um who has assisted us in establishing unified champion schools within our district. Unified Champion schools ensure collaboration between general education and special education students and this promotes social inclusion within schools. This can be done through schoolwide assemblies um before, during and after school clubs, sports and activities or life skills activities. Um, some of our schools have become Unifi Champion schools. Uh, Angeline Washington, Rener Elementary, Congress Middle School, Walden Middle School, and Park Hill High School. So, this program really promotes a sense of belonging for our students. Um, provides opportunities for leadership for special education and general education students. Many of our neighboring districts also uh, participate in this in this program. We have been collaborating with other districts in the area to gain insight and learn more details on how
056we can continue to grow our program in Park Hill. So, Dr. Leberto will now talk to you about communication and how we are communicating to our families and staff. >> Yeah, this is one area we were Yes, sir. >> Oh, one quick qu is the goal to have the unified champions at all schools eventually. Okay, so this is kind of roll rolling out. >> Yep, this is just the start of it. >> Okay, awesome. >> Absolutely. We share that sentiment. Uh as mentioned, uh strengthening communication with our families is a top focus for us. This year, we refreshed our special services website with a few key features that I want to highlight. First, um you'll notice if you click on your 2526 special services team, every family can see the cadre, meaning the process coordinator,
057school psychologist, and instructional coach that supports their building. Um, also they can find although they can find them in their building staff directory on their website, this warehouses each team's cadre along their journey. Um, second, we also added a specialized programs tab. And here you can h you can find descriptors of our continuum of services from co-eing and resource all the way through Russell Jones, our day treatment facility. um and you can understand um the program description as well as the locations of those programs. And then finally, there's a resource tab there that contains some general FAQs if you're new to the special education process. The who's if you're considering a special education referral for your child, who would I talk to? And to help parents on the front end as they're navigating this journey.
058Additionally, at the beginning of October this year, um, with the help of Kelly Watchel and Tracy Todd Murphy in communications, as well as our technology team, we launched our our special services parent square. We now have a distribution reach of 1,916 parent contacts, and this will update regularly as newly identified families are added um to our program. Um, what some exciting features about this is that it not only allows us a one-stop shop to send out and distribute our quarterly newsletter, but it also lets us uh gives us the reach to announce community events, announce our caregiver nights, be able to solicit participation in surveys. But what I'm most excited about is that it provides an information hub for families where they can access resources either at the state, county, city level, no matter what
059age their child is throughout their entire special education journey, five through ages 5 through 21. So, it isn't just simply transition planning for what comes next after high school, but it can be I have a 5-year-old who's newly identified and I need community supports. We want to help families make those connections, get them connected with the resources so that they can procure the necessary supports and aids to support their child outside of the school day. I know uh the next evolution of parent square is to like be at the c classroom level with teacher to parent contact. Correct. >> I would have to ask Rachel to uh address that. >> Oh, sorry. Put you on the spot here. >> I just want to make sure the audio can hear me. >> Yes. Um so the
060next iteration, you're correct, um Mr. Turlo, is that we roll out to classrooms for teachers to be able to use. Specifically with that too is that we'll have the ability to direct message our athletics and activities groups through parent square. So just one more avenue to really target students and their families based on whether it's program um athletic activity group or even classroom. >> Okay. So eventually there could be some some synergies and and value ads through parent square from that perspective as well to help with that communication. >> Absolutely. and in a few key areas definitely on the front end for our elementary students and then also post as we're considering transition um which director Kelly will talk about shortly getting connected with those community resources opportunities for pre-employment and uh potential vocational rehabilitation
061cases and things of that nature. So, yes, that connection is vital and it the accessibility factor is what I enjoy about it to where parents don't have to worry about this any longer. Mhm. >> Great. Thank you. >> Yes. I'll hand it back over to Director Kelly to talk more about our caregiver nights. >> Yes. So, our caregiver nights is another way that we like to provide information to our families. Um, we provide information regarding community resources. Um, so we understand that there can be challenges with getting information to our parents for our parents from uh for students with disabilities. We know that that can be um a hardship. So we want to ensure that we can provide them with those resources by having those community organizations come in to Park Hill to actually present
062the information and provide those resources and materials. So, helping them understand like SSI and Medicaid, helping them understand how they can um manage their the special needs finances, um helping them with guardianship whenever their students turn 18, um and also helping with any type of like mental health um challenges that um their students may be having. So, I previously spoke um of conducting a pilot for a curriculum resource called Teachtown. Uh Teachtown is a resource that provides evidence-based practices that are specifically designed um to keep students engaged and help them progress on their IEP goals and state standards. Teachtown provides all four content areas including ELA, math, science, and social studies. So, this would be utilized in our cross-categorical classrooms and intensive classrooms. Um, it can be difficult to find curriculum resources um that include
063all four content areas and many often specialize in one area. So, we're really excited about that pilot. Um, we also meet with our teachers quarterly um with our specialized teachers quarterly um in response to some of their feedback. We have provided collaborative opportunities for them to um to speak with uh district special services staff and provide input on curriculum and resources. Um it also gives them opportunities to provide teacher voice and choice for professional development. Um as Dr. Loberto talked um before about our behavior support classrooms, uh we did um add a behavior support classroom to the middle school. Um and we also have a um behavior support classroom at the elementary level. Um so due to that increase that we saw in students with emotional disturbance um is the reason why we had to
064add another classroom as we want to make that alignment between elementary and middle school. Um so that supports the social emotional learning and behavioral concerns of our students. So both behavior support classrooms have worked together um and have collaborated to align the elementary and middle school programs to ensure smooth transitions from elementary to middle school and middle school to high school. Uh they have went to observe other schools in the Casey region and they've created alignment with classroom structures and procedures. That way when a student is going from elementary school to middle school, the same structures and procedures are in place and it helps with that smooth transition. um they have implemented zones of regulation in both programs. So that's a re a curriculum resource that helps our students manage their emotions, their behaviors and
065sensory needs. They have also implemented restorative practices circles um which is providing uh opportunities for a sense of community, building those relationships and providing a safe space. Um they also have a positive reinforcement system. So ensuring that um there's a positive reward system for our students and um giving motivating them um to be able to help them with their emotions and be able to manage that. Um they also have a student process system. So uh this teaches our students to take responsibility and repair or restore the relationships um when they are having challenges. They have focused on student goal setting. So being able to set goals um to know what the students are actually working for um tracking that progress and providing strategies to help students identify their emotions. Um they usually use may use
066like an emotions chart to be able to identify their feelings. Um and they may utilize a fidget to help with calming down. They might also use some mindfulness practices. They may that may help them calm down and kind of decompress um so that they are able to get themselves together and be able to uh finish the rest of their day or be able to complete their work or be able to go to specialists class whatever it may be that is um uh challenging for them. So um both support programs also um collaborate monthly. So, Union Chapel and Congress um come together and they actually collaborate together um uh to ensure that fidelity of those programs. So, we just talked about making smooth transitions uh between schools. Um so, I also want to talk about our
067high school students um because they make a transition from high school to post-secary and life and beyond. So, we want to make sure that they also have a smooth transition. And so to do this, we ensure that our students uh who have an IEP that they have a transition plan um which lines out what it's going to look like for their four years of high school and then what it's going to look like after high school. So whatever they choose to do whether that they go to um you know they go into a career, they go to a junior college, they go to a four-year college or trade school. Um and so this is an intentional and organized process for guiding young people with disabilities to prepare them for that life after high school. Um
068currently um when students turn 16 in high school, that is when the post-secary plan is added to the IEP. Um so this is required by the state um according to the state um the standards and indicators and the Missouri state plan that I mentioned earlier in one of the slides. So, DESIE will be making changes to that Missouri state plan. Um, and transition planning will actually change from when the student turns 16-year-old, it's actually going to be when they're in 8th grade. So, they will have a transition plan at 8th grade to ensure that their transition to 9th grade is smooth, which which makes sense. Um so our eighth grade uh case managers which are our special education teachers they have been receiving ongoing training um on post-secary plans and will continue to receive that
069training in order to prepare for the 20 uh 27 and 2028 transition planning changes. All right, you have heard a lot of information tonight regarding special services. As you can see, there have been many things that um have been implemented this year regarding alignment with our CESIP and our drivers and narratives. A sense of belonging, inclusion, accessibility, and collaboration have been highlighted throughout this presentation. We would like to show you what it's like, you know, how it looks in action in one of our buildings. So, we would like to show you a video highlight from Tiffany Ridge. >> This year at Tiffany Ridge, we're spotlighting how we are able to make things accessible for all students at Tiffany Ridge. Each week I go into our specialized classrooms and I present a lesson and it's focused
070around a core word. We sing songs, we play games, we just have a great time. And the students all in those classrooms have access to assist of technology AAC devices. And those are so important to them specifically to help them communicate and learn how to use language in a variety of different ways. Whether that's making requests, commenting, sharing information, answering questions, and then in addition this year we've started something new where our fifth graders got to apply for jobs at Tiffany Ridge. Those included things like art helper, recess helper, office assistant, and most importantly and near and dear to my heart is the AAC assistant role. Three fifth graders out of about 15 who applied are able to do that with me each week. And they have the chance to go in each week with
071me and model the language that I'm modeling to those students during those lessons. nurses and leadership positions. I chose AAC assistant because my brother is in a Stanford's class and I thought that would be cool to do that with him. We like model the devices and stuff. He is in first grade and his name is Sam. He's very tall for a first grader. >> I love learning with my brother. communication looks different on lots of different individuals. And so I think that having those fifth graders, um, giving them the chance to come in and model language and be peers with the other students in the specialized classroom is so beneficial both ways. Um, it shows the students in fifth grade that empathy and how hard it is really to learn and use a device. The
072amount of repetitions that you need to acquire new things and find and navigate those words, I think it just goes both ways. It's really unique and positive for the students in the specialized classroom, but also for the the students in the regular education setting, those fifth graders. They're really smart. Like, not very many people realize that. Like, they know how to do things, too. And they can figure stuff out really well. This year, the district has recently purchased time kettles, which are earbuds that students, English language learners, can use. The teacher speaks in English and then it translates in real time into the students native language. It also helps them feel very involved in the classroom and increases their participation so that they feel like they're a part of the classroom and they spend less
073time translating. One of the other ways that Tiffany Ra is accessible is the physical layout of our school. Um, we have ramps for students who need that wheelchair access to go down to our playground as well as getting on some of the playground equipment. Um, they have access to that. There's just a nice little ramp where they can just roll up on that equipment and play like all the other kids play and interact. >> I like this screen cuz they got a screen for me. >> We also have push button doors. So, when students go up to the door, they push the button, it automatically opens and then it closes behind them. And so they don't have to have that barrier of waiting for somebody to assist them. They can independently do those things on
074their own. >> They put in my size. >> So you can push the button. >> It's not that high. >> In addition, we have an elevator at Tiffany Ridge. So we have our specials are on the bottom. Three of our specials on the bottom floor along with our cafeteria. Um, and those students that need physical assistance getting down the huge staircases that we have at Tiffany Bridge can easily access that again independently by just pushing that button and getting on the elevator and going downstairs. >> I use the elevator for special lunch and going outside. I feel happy because I can get around the school. Right. That's great. Thank you. >> Thank you. >> All right. Well, thank you so much for this presentation. Are there any other final questions or thoughts? Board, >> I
075was curious about um the process of parents or teacher, somebody realizing that maybe a student needs to be seen or diagnosed for, you know, 504 or IEP. Is that process going smoothly or are we making need to make improvements to did that I don't know if that maybe fell on the survey somewhere but how's that going? >> I think that we can uh continue to make improvements. Um I do think it is helping with our school psych having our school psychologists. they are able to um it's helping to um kind of individualize for the parents so they know who to contact and who's going to help them through that process because there is so much. You've got the evaluation process and then you've got the IEP process. So when it's focused on our school psychologist,
076they're the um the person that can actually contact the parent and they know that they're working with the school psychologist throughout that process. So, um, being able to, um, communicate with them if they need something through that process. And then the IEP process is where the process coordinator steps in. So, handing that over to the process coordinator, um, and then the parent would be able to um, communicate with the process coordinator and the case manager. So, it's really been helping to kind of um, streamline that process. >> Good to hear. >> Thank you. I just want to say um you know like last year was like a whole different whirlwind and so for this to be this at this point like kudos to you guys for putting in the effort and the and things to
077show like we we're listening and we're going to do better and this is thank you so much for doing that. >> Thank you for your support. >> A lot of great work done quick turnaround. So really appreciate it. >> Thank you. >> Appreciate you. >> All right. Thank you. All right. Our second information presentation tonight is Hollison Miller and Dr. Fry and Dr. You want to >> All right. Yes. I believe that uh we have our uh three guests from Hollis and Miller that are joining us uh tonight. Uh Dr. Fry is available for questions if there are any, but the opportunity tonight is to hear from um our three uh folks. We got Kevin Nelson, we've got Philip Cortenki, and we've got Grant Tommy who are uh all on the teams that are doing
078different pieces of the uh design for different high school projects. So, they're going to give you an update on this. There's some really cool visuals and slides and and things that we're excited to have in front of you and then obviously in front of our public to show the work that our design teams are doing. So, with that, I'll turn it over to I'm thinking Kevin. >> All right. Well, good evening everybody. We're excited to be back um here with you to have a little um update on the 2025 bond project. So, quick reminder um what brought us to this point today. You know, we had our long range facility master plan that Park Hill 2034 that really led us to what these projects are as part of the April 8th of 2025 bond. So,
079if you remember Proposition G and O um Proposition O to maintain that community investment in our facilities and bring them up to date. So, all of that work um back then brought us to um tonight. This uh this chart is not something I expect you to be able to read, but think of it as a graphic. This is what we call the bond project sequence plan. And so, all of our bond projects are listed down the left, and then we've got several years. Each red um square at the top or rectangle at the top is a beginning of another year. So you can see that we've planned these projects out over several years to be able to understand when planning and design is happening, when we're going to the city for permit, when we're bidding
080these, and then how long construction takes. So this is just an overview to help us understand how we're planning around the school year, summer school, uh sports um seasons to make sure that we can efficiently complete these projects. The other thing to note is that dashed red line going vertical across the screen is where we are today. So, we're still pretty early in this um sequence of projects um but excited to be here tonight to be able to share that progress with you. So, Grant and Philip are going to share their um projects um here next with you. >> All right. Well, good evening. Um I'm here to talk about all the athletics projects going on in your district. And uh the nice thing about the four projects we're going to talk about tonight is
081they're all about a half step to a step behind each other. So, it makes for a natural agenda. and we will go in the order of basically um the furthest along to the one that is um furthest behind. So that maybe came out a little wrong. I don't mean it like that, but um >> so just just as a quick recap what that is. So the Park Hill South sites are the ones first out of the gate your synthetic turf conversions for the baseball and softball fields. Those almost turn into a fourth and a fifth project. We'll talk about that in greater detail when we get there. The Park Hill South Stadium. Then, um, ironically, today was bid day, so an exciting day. Uh, no spoiler alerts out of me today, but, um, and then
082we'll we'll come up north and talk about the, uh, two projects here, um, just outside your door. So, as I mentioned, uh, the Park Hill South synthetic turf conversion projects are first out of the gate. And when I mentioned um four projects potentially turning into five, what I meant by that is that ideally you would sequence these exactly together, but because the focus is to have this project open for softball season, all of the manpower and all of the efforts will first focus on softball before we turn to baseball, even though it's the same uh contractors working. So just a real quick look at um what that exactly looks like. So we bid that out in January. It was literally about two weeks to today that the construction fences went up and the construction crews
083mobilized. Um, but so again, the focus there uh is to be complete late summer here of this year in order that we can fine-tune all the small details and make sure that it's ready to go for that first practice for the softball season. What I failed to mention um with softball is the same kit of parts for both softball and baseball projects. So, yes, synthetic turf conversions, but also a netted back stop um is is being provided much like what you're used to seeing out at the um one-year-old, one and a half-year-old softball facility on the other side of that wall here. Uh new foul poles, uh new batting cages, and some padded railings for each of the dugouts. Uh so, just kind of wanted to remind you of the kid parts there. So, as
084mentioned, all of the construction crews once task is essentially done, the earth work, those earthworth contractors will move up to that baseball field and start to work there. But, um, so we have the time. Again, the focus is to be done in front of next baseball season is the priority. Um, I suspect that usually once the ball gets rolling, um, it'll probably actually probably actually wrap up ahead of that. But uh next the Park Hill South Stadium. This image you may recognize from your um the newsletter that went out in the last quarter of last year. Uh but new football stadium. So new grand stands on the west side as just a recap. New press box, concessions and restroom building. And the as mentioned bid day was today. So um we are right on the
085threshold of what construction looks like. Of course, we got to bring back those numbers to you guys here um in subsequent meetings, but the idea here again is uh construction completion at the um winter of 2027, right around the calendar change essentially. As we move up to the Park Hill campus, u first out of the gate is that new baseball stadium. We've got to make room for uh Philip phase one. So, we got to move that baseball field and um very similar. We're going to for all the same reasons that we did the moves at the Park Hill South site, the back stop tensioning, back stop tension netting, uh for safety and security. We will be building of course new dugouts to go with that. Uh foul poles, adding cages, all the sorts. We will
086have an accessory building for the um now that that program will be living a little bit on its island further away from the campus, some amenities down there to help support uh the basically the nuts and bolts of your Monday through Friday practice. So, we had a design team meeting last week and presented a couple concepts of what that accessory building might want to look like. And uh the group really gravitated more towards the image that you see circled, that aesthetic. They like that aesthetic, but there were a lot of um qualities about the clubhouse option we presented from a floor plan standpoint that they really felt like supported their needs better. >> I have a quick question. Did um I'm trying to look at the renderings and did we end up with the new
087baseball stadium here have the same amenities for South or is there not enough room to put like two batting cages in or >> Yeah, everything basically is a one for one. So, double lane batting cages. And for practice, we have three throwing lanes for the uh um on the home side for in the bullpen. >> Okay. I guess I didn't Maybe I'm missing it on the >> the batting cages are would be just outside of foul territory and right field. So, they're kind of hard to see at the angle. >> So, at Park Hill South, would they be the same? I guess it was Park Hill South is where I'm not seeing them, I guess, but maybe in the rendering just >> Oh, yeah. So, that was an earlier render. It does exist. So that
088was chosen as an alternate. We um leading into it, we bid that as an alternate, but it was accepted. So yeah, >> good catch. Yeah, >> similar. >> Yeah. Down button would be the direction to go. So lastly, we'll wrap up with the um improvements around Preston Field. So, uh what we heard is there's a need for the throwing events need to be improved um for the track and field. So, we're going to aim to do that. Uh we have a lot of leftover. We will have a lot of dirt left over after Philips project starts. And so, we're able to actually there's a lot of existing shot put lives in a valley. Um, and we think we can or we know we can build that up and provide a better competition for a competition
089landing spot for a couple throwing events down on that side. Um, we we showed two different options for the uh support building for the football stadium and where that may may want to land. And we talked at the design team meeting last week about a lot of the um the merits of does it want to function more for um Monday through Friday purpose like your practice since that happens more or more of a game day purpose. And uh the more we talked about it the more it felt like you know it makes more sense to uh support that Monday through Friday uh function. We showed a couple different design concepts and the uh the group really liked the idea of leaning into the new design aesthetic that we established at the uh the gym edition
090here just you know we opened that this year. So and that's the direction we're going to head. And lastly, you know, this one being the last project in the bundle. Uh we have a little bit of a flexible construction schedule on that. And what we mean by that is our construction partners are still weighing the merits of when to sequence it with phase one. does it make sense to get it done ahead of time and be out of the way, but they may need layout space. So, we're still trying to deliberate kind of the pros and the cons of building that, you know, before after with that phase one project. So, speaking of phase one, I'll let Phil take it from here. >> Thank you. All right. So, Park Hill High School, uh we're continuing
091into the design. Um we're still in the middle of DD. Um and design development as we're climbing up towards project success here. Uh design development is where the design team establishes what that full design is and then we take that forward as we kind of get the black and white drawings for construction. And the information that we gain from the design team through that process comes back to say, you know, are we doing this? are we not doing in it in each detail that we go through. So, we're almost through design development. Um, we're kind of in the middle of it, but almost getting there to a lot of more detail. And so, you'll see some of that today and then work will be continuing through that process as we get a little bit more
092refined. So from a plan development, I I'm going back um quite a ways here on our development, but just wanted to show you guys um as we've gone through this process, we've gone through a number of different plan iterations and the design team has selected u various versions as we move forward. In this instance, it was more of this idea of this linear uh plan direction. We took that and then came back to the group again with more plan options and things and and talking through a lot of the detail in those. And ultimately the the team wanted to go with this plan orientation mainly because it's more about the massing and the connection um to that master plan potential. And then the media center location in this was more centered and they like that
093better. Um it's centered a little bit more on the front. It's on the front of the building now, but centered in the idea of what that master plan can be. So, it's more centrally located. And then on this plan particularly, there was a lot of discussion around the kitchen and what that might be in the later two and and it was preferred on this option. And from there, we kind of moved into a little bit more of the interior concepts. And I've got a little cheat sheet here because there was a lot of words we used um when we started describing the interior. Um, and one of the exercises we did with the team is kind of moving through the idea of just preference. Do they want to be more um kind of a team
094legacy or a team momentum and and walking through what that means for them? Ultimately, the group wanted to move more into this idea of legacy. And I just have a few of those uh words that we use to describe this kind of design attribute. Uh, warm and welcoming, tradition driven, sophisticated, subtle layered patterns, uh, rhythm through contrast, refined familiarity, bold expressions with red Trojan pride, highlighted past and present student accomplishments, woodrich pallet and dynamic patterns. So that's kind of the idea behind this legacy that we're starting to lean into in terms of the interior concept and that space and materiality that's being chosen. We started getting into exterior development. We started looking at this from a massing standpoint and just festration where you want uh windows or or not and how that can start to
095shape that exterior facade. And as we started getting into that, the materiality came up for um do we want to explore, you know, something uh different out there and attached to this part of the project or we have the gym edition that we've done recently. Do we want to lean into those material pallet and um see how that can translate into this phase one project? And so stepping back a little bit and doing that, we have a master plan idea here. This is a um not fully um you know detailed out but it's been part of the conversation as we do phase one. What could this become and what is the potential for what this master plan can become? And so in that process, if we're taking that gem addition into account with materiality and
096the look, there's a potential here with a master plan where you have your more public um p um spaces like your performing arts, your gym, and and more athletic side of the the school. And then as you get into this phase one, which is on the bottom of this master plan, the part that's just north of that orange um bar that appeared on there, as you get into that, you have the opportunity to have a little bit different language, but connected to what that is because you are um having an area that has a lot more windows and it has a lot more kind of education during the day focused classroom space. And so as we think about that in terms of master plan and you come in with more classrooms and update later, you
097kind of set up this idea of the decisions we're making now in phase one start to become a little bit of what phase 2 wants to become so that the whole high school reads together as a unified project and it didn't get added on to over time. And then amongst there we have a little the green asterisks are just kind of showing the idea of where some of those entries can be sprinkled around. So where potentially in the idea of the exterior you've got a little bit special moments. So maybe there's more glass there. Maybe there's a little bit different color. Maybe that's where more of the wood tones and those kind of warm welcoming pieces appear. Um and so those start to get sprinkled around the high school as well at those various entry
098locations. And then we started exploring uh the exterior and what kind of concept directions we could start heading. That's what these were for is kind of seeing from the team which way do they want us to start leaning um and exploring and iterating on. And from that process, we got uh the team kind of decided they like the one that has a little bit more of the uh tan brick that matches the gym tan brick. Um and let that be a little bit more of the dominant feature. And then when we started looking at the entries, the idea was around kind of the concept that we had with more glass and this canopy uh element that stretches across where the media center would be right there in the middle and create a plaza area um
099for receiving and again making it more welcoming. Um with keeping in mind the potential of a master plan and more academic spaces coming on on the right hand side of this uh really creating an entry area where it's accepting and and feels like you want to go there. And then just in terms of our uh potential moving forward um schedule, project will be out the bid in the fall and construction is planned to start in the winter of uh 26. So any questions do you guys all have? That's exciting what you guys have done and the the feedback that you've taken to make sure that everything is included and still seeing where the master plan can be even when we're done with this part. >> Yeah. I and I did fail to mention I guess
100um you guys saw it in the last board meeting, but I want to mention again here. You know, this all of this is the design team helping make these decisions, but we also had the community have the survey, the students and the staff have have been able to weigh in at various um other opportunities as well. It hasn't been just fully design team only. And just want to remind we had that those pieces that are part of this too. >> Yeah. >> On the summer 2028 construction, does that include the take down of the portion that will be removed? Yeah, that will happen at the end. Um, >> summer of 28. >> Yeah, summer of 28. So, build first and then that will come off. >> So, potentially by fall it's all >> that is
101the goal. Yeah, currently. >> Yeah. >> All right. Well, great work. This is really exciting stuff and >> appreciate you. Thank you. >> Excited to see everything rolling out here soon. >> Thank you. All right. Um, so information items, uh, items 12.1 through 12.12 are relative to bids, contracts, and agreements, and 12.13 and 12.15 are relative to curriculum. Uh, the board will be asked to take action on these items at the March 19th, 2026 regular meeting. Uh, Dr. Kim, are there any that you would like to highlight tonight? There are a couple that I'd like to point out and then that way before our next meeting when you do approve uh these hopefully in consent then uh you'd have any questions be able to be answered. Uh first one is 12.7. This one is our
102collaborative school culture contract. This is the group that we've been working with for our training in restorative practices. uh this will be the highest uh dollar amount that we uh have as in terms of an annual cost with this particular uh group and it's because we are bringing on our cohort three schools which include all our high schools. That means that we will have cohorts 1, two, and three all the way through and then we will be doing year two and three. Uh which means that that cost will come down a little bit over time. We've seen really great uh feedback and um engagement and and deployment of uh restorative practices with this group and we're very excited to continue that. So, thank you for those resources. I'd also like to point out uh 12.12.
103This is uh anou uh with a group that we uh have been using for several years now. Uh POE stands for people of all communities. They started with our uh athletic uh programs at our high schools and have now uh worked into where they're working with um athletes and students uh across our district. This is really a an extension of some of the DEIB work that we've been doing and specifically working on um just how we work together uh how we work together when we're coming from all different types of backgrounds. And so these particular uh trainings and sessions for our kids are just being uh really successful. Lastly, I'd point out on the curriculum, there are a couple large purchases that will be before you at the next meeting, and they are uh what
104you've heard about in our budget process and budget assumptions uh relative to a high school and elementary ELA English uh resource adoption. So, those are high dollar uh purchases. Uh these are um materials that will be uh deployed next year. Our teams uh selected what we feel are uh high level resources for our students to continue specifically in um the content area of English. You did this recently in a couple past years of math. So that's been a a large adoption. So this goes on cycles and that one's in front of you now. Um those are the ones I'd like to point out. I'd be happy to answer any other questions. on the um which one is it? The ELA like the elementary. So those you know you can see the itemized amounts. Is that
105sometimes like I remember my kids bringing home the the filled out thing. Do they write in these books or are these ones that they give back like or is that am I dating myself? >> You're not dating yourself. I'll let Dr. Dr. Bridewell can talk about uh consumable versus licensing fees and all the other ways that we deliver uh a resource to our students. Now, >> so um to touch on what you talked about being a large uh purchase in elementary ELA curriculum, if you think about it as three parts, so you're purchasing a reading resource, a writing resource, and a word study resource. So it's three combined into one big ELA component. And there will be consumables. Um, so they are great. Just like we shared some samples with you for math this year,
106we would like to share some samples with you uh for reading uh so that you can see what those samples look like. We're really increasing rigor, non-fiction, all representation, looking at um poetry, looking at how we read for information. So, I think you'll see that complete um story that they're including in those consumables when we share that. They'll also have some decodable readers that will be able to go home with students so we can support that connection from school to home as well. >> Okay, >> great question. >> I think I was trying to look. So, grade one student print and digital 5year there's 854. So, I didn't know if that was just like it gets reused every year or if it does. >> No, it'll have um its own. It's not necessarily a book.
107It's a pamphlet. Yeah. >> And that's what they would be working out of for that unit and then it can go home. >> Okay. I was trying to like look at the quantities and figure out >> where that went. So, perfect. Okay. >> All right. That's my question. >> Okay. Any other questions on written information items? Um I had a question on the name change 12.15 math analysis to AP pre-calculus >> seems like more than a name change >> is it not >> it the content is going to remain exactly the same we have uh basically been teaching a pre-calculus course uh that we've named it it's been traditionally named math analysis here I'll let Dr. Bradwell talk about how this now provides the students an opportunity for AP uh credit and then also what
108that means relative to the grading. But um can you fill in the gaps that I'm missing there? >> No. Um we every year we're as we are continuous improvement district. We're looking at that math flowchart making sure we're hitting all the things that our students need. Um and so this has been a desire to create that AP course. again, you can receive credit um dual credit type opportunities. Um and so it's essentially the same curriculum, the same standards, but we're using that AP uh component to help deliver what historically very similar um learning standards and objectives, but it would give our students an additional opportunity to earn credit. Okay. I guess why did it take so long if it's the same curriculum that they couldn't it it hadn't really been brought to our attention as
109a concern I think uh previously that uh I think now it's something that has come up through uh parent and student requests teacher requests um it that's a good question I don't know the answer to that of necessarily why it took uh that that long. But I understand what you're saying about it seems to be more than a name change. Uh but the course is the same and it's actually it's something that we we probably should have been allowing for uh opportunity earlier, but uh we need to get that updated. I I'm sure that I'm being way over analytical, but I really would prefer to take off the name change because if they're able to get a whole college credit out of it now, it seems like more than a name change. So, well, I
110understand it's still the same curriculum, but that's a big difference to me. >> Well, it raises the question in my head. Do we have >> Dr. Stucker. >> Dr. Tucker was helping us. >> I I was getting flagged down there. >> Feel really compelled to come and and and express this. The math analysis AP pre-calculus is a brand new course that started you two years ago with College Board. So we gave it a year to start and then we implement and we've always had math analysis. When we wrote math analysis curriculum, we actually have AP pre-calculus standards in our curriculum. So when you look at it, you're going to see everything AP pre-calculus. We just didn't name it. Currently, they cannot get college credit for math analysis. There's no college credit with that. If they
111take AP pre-calculus, then they have the opportunity to one have a weighted grade because our AP classes are weighted. So currently they take the AP CLA, the math analysis, and don't get that weight. So it's an equivalent course and then um now then they can have the opportunity to get college credit. So I just wanted to share that with you. >> I appreciate the difference and it's significant >> more than a name. >> It is more than a name but the cool thing about it is that also our it is we have built that curriculum to lead up to AP um calculus AB and AP calculus BC. So we have looked at our sequence of math courses and we prepare them for that final course as we look from trigonome algebra 2 trigonometry math analysis.
112So um that's the end goal. So they use those AP pre-calculus. So it does feel huge but we're already teaching the content. Um followup question with that is would there be um anyone that says or I would have taken math analysis but I don't want to take calculus so I don't want to take AP pre-calculus. >> I love that question because I asked that of our students. I did a survey um this fall. Um I had all of our trigonometry and algebra 2 teachers survey their students and say, "Hey, if you were going to take math analysis and we put the AP name on it, would that keep you from taking the course?" And no, there and kids. So I I did I surveyed all the kids. I surveyed the teachers to see from all
113three high schools to see where they landed. And it's been a conversation for a couple years now. In fact, currently you can take any AP test you want. Like for example, math analysis kids can take the AP pre-calculus test even though we don't have AP pre-calculus. So in the last two years, we've had Park Hill South has been having kids take the AP um pre-calculus test. And out of I hope I'm trying to remember correctly, we had 43 kids take the test, 42 of them got a three or higher. So, our current curriculum we're teaching is teaching the things they need for AP pre-calculus. >> Let's make sure the Park Hill kids know that, too. >> They are. They're going to get they they are and they are. >> Yes. That's why we're changing the
114name. So, it it is everybody has >> college dollars that they will save by taking that test. >> It sure is. >> That is a curious question. Are there not ARILL students taking the AP exam? Do they not know that's a possibility or >> They know it's a possibility. It's just not it's Yeah, it's on the AP um uh enrollment form, but it's just not they just haven't been taking it. So, we'll get them there, though. >> I'm sure it's >> I love it. >> Give them the opportunity. >> Yes, I agree 100%. >> That's a lot of money a college class. Yeah. >> Yeah. Thank you. >> Thank you. >> Thanks, Dr. All right. Uh then we'll be asked to vote on those on the March at the March 19th meeting. Um all right.
115Item 13 is policies, procedures, and forms. Uh we have six policies that have been submitted as information items tonight. Uh Mr. Fen, do you want to give us a quick overview of these? >> Yeah, good evening. Um you can see these are all section J policies, so student related policies. Uh, and if you look at the summaries, they're almost all based on legislation change. And almost all of that is Senate Bill 68 from last session, the big omn omnibus education bill. So, we're almost there, I think, but we're uh still working through all of those policy changes that came out of that. Um, one kind of theme I'll point out that runs through a lot of these is reporting procedures. So, a lot of this has to do with enhancing reporting that happens related to
116various student issues. So, for example, notice we would get from law enforcement or prosecutor um if a student commits a serious crime that we need to be aware of, it speeds that up, strengthens that process. Um and then also notice we would give to other agencies. If uh students like commit certain serious weapons offenses, um we're required to do that already, but it expands that. So, we're now required to report those to DESIE so that they can track those and have data. So that's kind of a theme that runs through a lot of these I wanted to point out. Um but happy to answer questions on any of the policies if you have them. >> Are there any questions for Mr. Fton? >> I just wanted to ask about the weapons in school. Can you
117just describe like whether schools can have zero tolerance policies or or how that works especially with handguns and other >> Right. So I think there's there's two things going on. You'll see actually Senate Bill 68 added a language that said schools cannot have zero tolerance policies. Um we were already there. Our our discipline code allows us and provides for case by case assessment and discretion for each case based on the facts and circumstances. We obviously do provide ranges and things to look at for consistency. Um but then when there is a state statute that comes into play like mysterious weapons offenses um that would trump and take precedence and there are certain steps we'd be required to take by law. Um but I think both things operate together um in those situations. >> All right.
118Uh the board will be asked to take action on these pol on policies 13.1 through 13.6 at the March 19th uh 2026 regular meeting. All right. Thank you, Mr. >> All right. Um, we'll now move on to board member reports and requests. Uh, board members, do you have any reports or requests, Mr. Monzas? >> Yes. I'm interested in uh from our special services presentation, the book Hacking Deficit Thinking. I'd like to get a copy of that, please. Got it. All right, Miss Bullen. None tonight. Thank you. Uh >> Mr. Todd, >> none tonight. Thank you. Okay. Um Miss Norris, >> none. Thank you. >> Uh Miss Woodley. >> Uh yes. First, I wanted to thank Mrs. Blakeley for taking care of the distracting radio out there. Um also, um if we have any, uh book
119studies going on in the district, I think that would be good to know. Just kind of coming off this or Mr. Mona's comment, but um if there's any other um um groups that are doing book studies, it'd be nice to let the board know so we can kind of if we want to read them or just be a breast of what's going on. >> Yeah, great idea. >> Yep. We can get you a a table of that. Sure. >> And just following up with Mrs. Bolan's um tracking with the math. Could we get like a side by side of because I was trying to follow the ABC BC or whatever what's going on just to see what the math track is for our students and what's available. Doesn't have to be all in detail but
120just I want to see kind of >> we've got a very detailed math gun. >> I got it at the uh Park Hill South course offering. I feel like >> we can get that to you >> somewhere. >> That is it. Thank you. >> All right, Miss Barnes. Um just following up from the um I agree with the the book studies and and getting more information on all the different books and things that are being offered. Um also with what Miss Bowen said about the the name change because that kind of threw me off very much so also. And then my second thing is just um what I the special education the CPI training like I just need to understand like what our SRO's are prepared to deal with with with um these with students
121and especially like you know special education students they might not understand all the commands or demands that are being asked for them in those processes and so making sure that they are attending the training for special education students if we're asking them to intervene in situations that we don't set up our students to be harmed in any way, but also our SRO's are not set up to to do their job the correct way. So, I think that that really needs to be something that we need to look into. >> Okay. >> Thank you. >> Okay. Thank you. >> All right. Um then, um there is no closed session afterwards tonight. So the February 26, 2026 meeting of the Park Hill board of education board of education is adjourned at 8:11.