001[music] Good evening. I call the November 13th, 2025 meeting of the Park Hill Board of Education to order. Uh Mr. Monsess is absent this evening. Uh please join me in the pledge of allegiance. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. [clears throat] All right. Thank you for uh silencing your phones tonight. Um I'd like to remind the board of our norms. Uh stay in the ro role of a board member. Uh be respectful. Uh be inclusive. Uh be prepared and be missiondriven. And a reminder that our our district mission statement is through the expertise of an engaged staff, the Park Hill School District provides a relevant education in a safe,
002caring environment to prepare each student for success in life. Uh board members, any announcements uh this evening? Uh Miss Barnes, we'll start with you. >> Uh good evening. I just want to say that [clears throat] we're a couple weeks away from Thanksgiving, so just want to wish everyone a wonderful time with their family and enjoy that relaxing time together. And um to our staff, you're almost there. I know it gets this time of year gets a little whirly, but you're almost there. You have a couple weeks and you you have a few days. So, thank you for all you do. >> Thank you, Miss Barnes. Uh Mrs. just wanted to go back a couple of weeks to the Missouri um MSBA conference and it was a great conference with a lot of um breakouts that
003were very intriguing and um informative for us as board members and um good time for us to network with other board members across the state. And one of the um keynote speakers was a young a teenager >> um Orion Jeans and his topic was race to kindness and he was the 2021 um time kid of the year and he had just been had on his heart to do all these things for kindness for um his peers during not peers but kids during co and just each year has done different things and I just wanted to just reiterate what he talked about of being kind. I kind of would love for us to do this in Park Hill, race to kindness, but it's a lot. But um he said the K stood for keep your eyes
004open. The I was to include others as in belonging. The N for kind was for um to never take things too seriously and or to notice several things. I think it's and D was to do something. And I see that in Park Hill, we are already kind of doing those things. And I just really want there to be more kindness throughout all of our buildings and our community. and um just encourage others to just do that. That's it. >> All right. Yeah, the MSBA conference is always a great time. So, really and this is this is our first board meeting since we went to that. So, [laughter] >> like that was a long time ago. Um all right, Miss Norris. [clears throat and snorts] >> Yeah. Hi, good evening. Um I just wanted to it's
005a happy belated but Veterans Day to those who are veterans in our Park Hill community. And I was struck by on Facebook so many schools had had celebrations and brought in veterans including where my own kids were. And it was just amazing to see them go through the hallways. Kids were so excited, came home with questions, you know, and they were really struck by the service that these veterans are um giving to our country. And so I really appreciated that the schools were recognizing and teaching about that. Um, I also just really liked how our food services just making sure to share opportunities in the community for pantries and other needs, especially, you know, with kind of what's going on in the country and reminding people to anytime throughout the year if, you know, if
006they need to apply for services that, you know, that's available. And then last, um, I just want to thank the board and the administration for how welcoming everybody has been as I've joined the board and kind of trying to get under my feet and I've really appreciated all the all the information and welcoming nature for everyone. >> Thank you, Miss Doris. Uh, Mr. Todd, >> none tonight. Thank you. >> U, Miss Bowen, >> none tonight. Thank you. >> All right, Dr. Kimble, any additional announcements? Uh in addition to the MSBA conference, I also want to thank the board for their time uh Friday. Uh we spent our day uh here on November 7th as a work session and retreat and uh had a great time to uh build as a team and also talk about
007pertinent topics. So thank you for your day that day. That's all I have. Okay. All right. We'll move on to the adoption of the agenda. Um, I'll need a motion and a second to adopt the November 13, 2025 agenda as presented. >> So, move. Second. >> I have a motion from Mrs. Woodley and a second by [clears throat] Miss Barnes to adopt the agenda as presented. Uh, Dr. Kimmel, are there any modifications? Uh, >> none tonight. Thank you. Uh, >> board, do you have any modifications? Okay. All those in favor say I. I. I. >> Any oppose say nay. Any abstained? All right. Motion carries 6. Um, all right. We'll now move on to recognitions and awards and I'll turn it over to Mrs. Wayel. [snorts] [cough] [clears throat] All right. Greetings. Hello. We have
008uh four staff recognitions this evening. And we're going to start with Tom Gar. come on up. Uh Tom is here this evening. Uh Tom Gar is our assistant principal and athletic director at Park Hill High School. And what's great about Tom, come stand over here so that the TV screen can see you. So you get to be on the live stream. He loves [snorts] that, I bet. Um he was named the Missouri Association of Student Council's Northwest Administrator of the Year. What's cool about this is that the Park Hill High School Student Council actually nominated and recommended him and he won the award. So Dr. G, Mr. say what this award means to you on behalf of your student council. >> Well, first I want to thank you for the warning that I'm talking. Second,
009um no, I think it's awesome. We're we're raising great kids and great leaders, not only in our building, but in our community, and that even goes out into um the state where where they're they're at their conventions and able to convince people to vote for somebody like me. So, um, it's a joy to work with kids all around, but then some of these kids that are that you can just tell and see how how awesome they are and how they make our building so special is is is great to us. >> Congratulations. The board will shake your hand and we'll take a photo. [applause] [clears throat] >> Appcate >> [clears throat] >> Mr. Girth, we have a stand in photographer, Dr. Josh Peters, this evening is going to take your photo out in the hallway.
010Congratulations again. All right. Next, >> um, we want to see if anyone from Angeline Washington and Project Adam could be here tonight. Don't think that we had anyone attending tonight for other obligations, but wanted to recognize uh Angeline Washington Elementary. They are our last school to become Project Adam certified, and I want to take a moment to recognize them this evening. And we'll give this to Miss Sailor so she can help recognize them in the future. Congratulations to Angeline Washington and Project [applause] Adam. >> All right, Shane, I know you're here. Shane, come on up. And did we get Justina to be here as well? Okay, Shane, come on up and stand right here, sir. This is exciting because we're so proud. Um, this is Shane Williams and he's custodian at Congress Middle School and
011um, okay, Hawthorne is where Justina is. So, these are two of our custodial team members at the elementary level and they've achieved the Missouri School Plant Manager Association's facility managers [clears throat] core certification. This program teaches key strategies for building a high- performing custodial team, maintaining a safe and healthy school environment, and developing leadership and communication skills, demonstrating business, business ethics in the custodial realm. So, this is a great uh certification that our team can earn, and um Shane and Justina earned that. Congratulations, Shane. I'm going to have you say a few words about what this means to you and what this actual award is for you. >> Um well, thank you very much. I appreciate it. Um, it was a great experience, great opportunity. Um, very educational. Um, it was nice to learn more
012about the aspects of facility management and hopefully all of our head custodians can eventually go through the same program. >> Congratulations. You'll shake the board now. [applause] For [clears throat] context, Park Hill now has 11 employees who have earned their core certification on the custodial team. Congratulations again, Shane. And Dr. Peters will take your photo out in the hallway. Thanks for being here, Shane. All right. And last but not [clears throat] least, Amber, come on up here. All right. Amber is a gifted teacher at both Tiffany Ridge and Angelina Washington and she's here tonight because she was named the Science Teachers of Missouri Elementary Level Award winner for outstanding science instruction. This prestigious award honors two educators, one elementary, that would be Amber, and one secondary, who exemplify the very best in science teaching. Amber
013was chosen for bringing three-dimensional learning to life, inspiring curiosity, fostering deep understanding, and preparing students to think and act like scientists. As STOM, the organization noted, Amber's dedication serves as a model for colleagues across the state and reflects the highest ideals of the profession. You were recently recognized at the STOM conference. Is that correct? Okay, Amber, [snorts] tell us about being the science teacher of Missouri outstanding science instruction winner. I think science is at the heart of so much of what we do, especially here in Park Hill. And I think it really speaks to our gifted program and innovation summer school and all the amazing things and programs we have going. Um, and it helps me feel a little bit more like Miss Frizzle, which is always fun. [laughter] >> Do you dress like Frizzle?
014>> I dress crazy all of the time and I usually have crazy earrings every single day. So, it's it's pretty much just a part of the personality, you know, part of being a gifted teacher, I think. >> It is amazing. Thank you for being here. And we want to say that your husband is here. Can you please wave? Husband, congratulations to your wife. You'll shake the board's hand. Thanks for being here. [applause] >> [clears throat] [laughter] >> Thank you. >> All right. And we have one more uh recognition that we'd like to uh shout out here. Um this is to uh recognize uh the district and uh present the board with uh a program that we're part of that's called the payment solutions pecard program. uh is essentially a uh credit card program available to
015the Missouri through the Missouri School Boards Association with scrutiny or sorry with security management features, online management and a rebate opportunity uh through the use of the MSBA card. The district again earned the largest rebate in the state of the program year of $127,562. the ninth ninth consecutive year of topping $100,000. The cumulative revenue earned by the district to this point is 1,373,65680. Here's our big check to uh Mr. Turwilliger. This is the what's in your wallet uh piece here. Um and so thank you to uh the board for supporting this uh program. [applause] And that's all we have. All right. Put this I don't know what's cast weird [laughter] size. [clears throat] >> All right. Um All right. So, we'll now move on to u public comments. Um during this part of our agenda,
016we we will receive uh public comments from patrons who pre-registered by the noon deadline today. And we did have one um patron that has pre-registered. Um so when called upon by the board president, patrons are to approach the presenter station uh speak into the microphone and state your name before making comments. Um each speaker will have a 3minut time limit and the board secretary will monitor the time. Um please direct your comments to the entire board. Uh generally board members will not provide any response um during public comment. However, if needed, board members and or district staff may provide a response at later time. Uh discussion about individual staff members or students is [snorts] not allowed. Um Maria Maria Wagner, um you can now present approach the presenter station and you can begin when you're
017ready. Is that microphone on? Hello, my name is Mariah Wagner. Good evening. Good evening. I have come to you today to tell you how this new restructuring of the special education program has affected our family. Last year, during the discussions of redistricting, I came to the meetings to urge you to consider the well-being and needed consistency in education for special needs students such as my son. When the maps came out with our family still being in the boundaries of Line Creek, I was so relieved knowing that there wouldn't be a huge transition process for the next year. Then came his IEP meeting in February. There I was in first informed of the plan to restructure the special education program to have specialized classrooms across the district and that meant Flynn would not be at the
018school I advocated for him. [snorts] His team let me know there would be they would be doing everything to help him make this transition and that there were lots of benefits for him to have a specific supports to build the skills he needs to succeed in middle school and beyond. So my husband and I bought into the plan because we were assured that this would help Flynn. Then the the school year began. I have been called almost every week to come pick him up after his escalations. Sometimes it has been multiple times a week. We knew the transition would be rough, but again, we were under the impression this is where he needed to be placed. As the first quarter drag on, it was becoming clear that this new classroom and school doesn't have the
019facilities and supports he really needs. In a meeting this week with the teachers and administration of his current school, it looks like he will be transferred to either Union Chapel into their behavioral support classroom or the Russell Jones Center, both of which would have appropriate resources to help him succeed despite his behavioral health disabilities. The behaviors he has been exhibiting this year are no different than what has been documented in his file the previous two years. were frustrated by the fact that it seems someone higher up district level looked at his file and placed him at a school with the wrong supports and facility he needs. This error and judgment has essentially wasted close to a semester of building skills to thrive in the traditional middle school environment and we will have and will have
020him again change schools this time in the middle of the year is essential that students are placed where the staff and has the facilities and skills to support their special needs. This has been a frustratingly negative experience for my son, his teachers, and his classmates. With our experience this year, I wonder how many other students in the special education program may have been misplaced in classrooms that don't fit their educational needs to thrive. Thank you so much. >> Thank you, Miss Wagner, for your comments tonight. We really appreciate it. [snorts] >> All right. Um, we'll now move on to the approval of the consent agenda. Uh, before I call for a motion and a second to approve the consent agenda, are there any items that need highlighted? Uh, Dr. Gable. One item [clears throat] that
021I will uh point out for the board is item 9.18. This is a local plan for compliance with state regulations uh relative to the individual individuals with disabilities education act. I want to point this out as is an annual process for you uh that you do every year. This is not in response to uh that uh anything else. It's just a annual uh revision and acceptance of that particular plan. There's a long list under the consent agenda. So, I'd be happy to answer any other questions on this item or anything in that list. >> Board. Any questions? On item 9 9.15, school age childcare program evaluation. It says there's there's quarterly workshops >> so that all uh staff can have the opportunity to come to um the workshops and the training and opportunities. Are they
022the same um presentations each quarter since staff don't are not able to come if they're not able to come to >> I will either have to get you that information or I don't know if Dr. Kelly, do you know the quarterly workshops that uh Lisa has with the school age childcare? Are they the same training? >> I I can get more information. >> Yeah, we'll we'll get the we'll get that information for you, Mr. Will. >> Okay. And on 9.16 with the ELD um I saw that all the measures we were um that targeted for >> were not able to to meet those >> unfortunately. And I know that um we have great staff and Debbie from is amazing being the director and that there's a lot of things that were from our presentation that
023we received a lot of things being done. Do we need more staff? Is that part of the question you have to get back to me on that as well? Yeah, I think to to answer it uh broadly right now you did provide more staff and so this data is lagging >> and so this data uh would support exactly the uh budgeted staff that we asked you for back when you approved the budget in June. So that was part of that we should see if that staffing helps this. The other piece to this that we've seen is the need of our EL student population is intensifying and we have uh more newcomers than we've uh had before and students that are coming to us that really have no English um proficiency at this time any ability
024to speak English moving them from that space through the continuum to get them to proficient proficiency as you can imagine a newcomer that's that's the biggest jump to to make and so our teachers are working hard with that. We'll see how that data works out. If we feel like uh there are additional needs relative to the programming, then you'll see that in the upcoming budget cycle relative to our request. Dr. Bradwell, anything else to add to that? >> I think um you've clarified the staffing. We had posted positions last year to adjust to um the additional case loads that teachers had, but hiring mid year can be very difficult. Teachers already are have contracts and so uh through uh approvals from the board and through the end of the year as teachers can choose to
025apply to a new district, we um hired more staff to address that increased case load. and I was able to see some of the resources when I went on my walk and talked at Chen Elementary and it was amazing with the staff their enthusiasm to help our our students. So, just wanted to ask about that measurement. Thank you. >> Of course. >> Y and I saw [clears throat] the same at Graden today. >> Good stuff. All right. Um board, any other questions? And I'll need a motion and a second to approve the uh consent agenda items 9.2 2 through 9.19 as submitted. >> So moved. >> Second. >> I have a motion from Mr. Todd and a second by Miss Bolan to approve the consent agenda as submitted. Um any further discussion. All right. Then
026all those in favor say I. >> I. >> Any opposed say nay. Any abstained? Motion carries. 6. Uh we now have a uh an information uh presentation this evening uh presentation on math curriculum. Uh Dr. Kimbell and Dr. Bridewell turn it over to you. >> Yeah. And uh as our presenters come up to the table here, I'll before kicking this uh off over to Dr. Bridewell, I'd like to remind the board that last month you saw the student achievement report. Uh Dr. Peter's presented that and we had quite a a lengthy uh discussion and many times that's an annual report. Many times we are uh asking the questions of what are we doing with that data and so you saw uh in that data that math was an area that we are continuing to work
027on. In fact, I had the academic services team give me the first quarter uh superintendent's day to check in this afternoon and uh talk to me about some of the plans that they're putting in place and how our new curriculum and resource is uh going. One of the things uh that we want to make sure that we do is show the board how this works and as an opportunity to look at the thread that is uh happening from this table all the way down to the classroom and to the students. We felt like math was a good place to do this but it may uh be able to transfer to some of the other processes that we have in other subjects as well. the questions kept coming up about what are we doing with this
028and so uh we have Dr. Means and Dr. Stucker. So Dr. Means is our executive director for elementary education and Dr. Stucker is our executive director for secondary education who both do the uh really out there in the buildings doing walkthroughs. They're going to talk about how we monitor this, but we are going to give a broad view of what this looks like from a curriculum and instruction and professional development perspective. So, we chose math and I'll turn over to Dr. Bradwell at this time. >> All right. So, we have uh Dr. Means and Dr. Stucker with us. Uh but I wanted to take this time to acknowledge that while they do an amazing job leading this, uh we don't do this work alone. Um this work is in collaboration with our instructional coaches, our
029learning facilitators, our curriculum teams. Our teachers are really the ones giving the voice, driving, giving us feedback on a regular basis about what steps to take next. So I just want to make sure I take some time to uh thank those teams because they are uh crucial to this process and we are very grateful uh for their work and dedication to this. So um in our processes for building successful futures uh one of the things that we're very proud of is we have consistent processes in Park Hill and that applies to both curriculum and resource selection. Um and we use the CIP to guide us in this process. So we are looking at academics but we are also looking at how can we use curriculum and our resources to influence culture that classroom community. what
030instructional resources will lend itself to that? How are we working towards our goal of building successful futures? That future ready aspect. So, we are incorporating all of these things in our decision-making process. Uh this is an example of a flowchart we use for curriculum writing. Uh we use a rigorous curriculum design by Larry Ainsworth and it [clears throat] really leads us into how do you take your state standards we are driven through our state standards and how do you unpack that and create a scope and sequence over the year so that we're really focusing on those priority standards and making sure we have opportunities for students to um have appropriate timelines for learning and we use that teacher feedback all through this process. So, we're using data to help us. What is our assessment data
031looking like? What is the teacher feedback look like? Uh, we have teacher portals where they can send um things in real time to us about, ooh, this is going to need a little bit longer to teach or this doesn't need as long to teach as we thought it would. So, we're getting that regular feedback. This is all the curriculum side. It's [clears throat] not the resource side. So once we write the curriculum and we're standardsbased with the state, then we look at what resource will help us fulfill that curriculum. Sometimes our teachers get together and they say we don't need a resource. We can design our own lessons and we believe that will help us fulfill the curriculum better. Other times we look at resource or we're looking at what's available, what we could possibly
032write and we know that we want to pilot some resources. So this is that process that we would use to pilot, get feedback, look at data and make selections. And this process never goes away. So if you can imagine with how many courses do you have? >> Uh Dr. Stuckerund something [laughter] >> 100 something. >> Everything is on a cycle. It's about a six-year cycle that we're constantly doing. So we know 10 years from now what is on cycle and we can budget for that appropriately. But we can also begin that preparation with our teachers appropriately. Uh so that we're always looking at this cycle, running everything through this cycle. Sometimes we go through this and our teachers tell us we don't need any revisions. It's working really well. We have great data. I'm satisfied
033with the ease of use of the resource. I like how it's set up. And so we just keep going. But we take that moment to pause, get feedback, bring the team together to make those decisions. Last year we went through a lot of work with math. We were looking at the data. We knew this curriculum renew was coming for math. And so our teams worked really hard on piloting, writing curriculum, selecting resources, and preparing for this year. And we don't just select a resource and say off we go. We couple that with professional development and training. Um and so today we'll talk to you a little bit about what that looks like. Uh something we knew we've done um we've always had a resource adoption rubric, but through our work with CRA and the CSIP,
034we've included some new components that we're really excited about, and that's the culturally responsive components and the differentiation. So looking at does this resource have tools for English learners? Does it have tools for intervention? Does it have tools for special education? So, we're evaluating our resources in new ways that we didn't always do in the past. So, uh we use that continuous improvement cycle to make improvements um and make sure we're making better decisions every day. All right. So, now we're going to uh go to Dr. Means and talk about the elementary uh curriculum and resource. Good evening, everybody. Um I do have a couple of samples I want to just pass around as I'm talking about um the elementary um side of things. Um, so the first two, um, resources that I'm passing around
035are the actual student book. Um, Dr. Dylan has the kindergarten version and then we have also the fifth grade version going around. Um, and then we also have a kindergarten teacher resource just so you can have an idea of what this looks like. And I thought, well, kindergarten and fifth grade, you can see where they start and where they're going to end up in elementary. So, at the end of the 2324 school year, um feedback from our elementary teachers indicated that we needed a uh math resources resource, but we also needed to update our curriculum. And so, we followed our district's formal review process mentioned by uh Dr. Bridewell just a few minutes ago and we piloted Reveal math which is a McGraw Hill product and we piloted that during the 2425 school year and
036after gathering input from our math lab teachers um pilot teachers instructional coaches the team recommended district-wide adoption for this year and so starting this fall all in elementary teachers in grades K5 um began using reveal math in their classrooms. Um, in conjunction with this adoption, our math team also initiated a full revision of our elementary curriculum. And we did this to make sure that everything was aligned and consistent um, from K to 5. And when we revised curriculum, um, alignment with Missouri learning standards is essential. The writing process is led collaboratively by me and our district coaches. And then our writing team includes math lab teachers um, and instructional coaches. and together we ensure the curriculum refle reflects both state standards but also district instructional practices. Once the writing process is complete, the full K5
037math curriculum actually comes to you and um it's presented to you and you approve the curriculum. And that happened just I believe it was May or June this year. Whenever we adopt a new resource and update curriculum, implementation planning begins right away. And we consider two key questions when we begin our planning. The first question is how will teachers learn to use the new resource effectively and also what instructional practices will ensure consistent highquality math instruction across our classrooms. In Park Hill, we expect our elementary lessons to include explicit instruction, math routines, differentiated practice and application, fluency, practice, and closure. And our curriculum writing team works really hard to make sure that we include all of those in um our curriculum documents, but also in lesson planning. And as far as professional development goes, um,
038with the new resource and curriculum, we actually began a sneak peek in the spring. Teachers had the opportunity to review the teacher manual, student materials, and just kind of go through and review what a typical math lesson or math unit would look like. And in August, we invited McGraw Hill representatives to come and train our teachers on the new resource. In addition, our instructional coaches are meeting with teachers during their grade level collaboration time to continue learning, to talk about assessments, to talk about data, and to answer any questions they might have about the resource or the new curriculum. McGra Hill representatives will return in January to follow up with our grade levels to make sure that they're getting everything they need in regards to to training on the new resource. Um, our math lab
039teachers and coaches um are also continuing their math learning journey by completing a book book study and they're reading building thinking classrooms together. And what they will do then with their new learning is decide how can we implement this into lesson planning for next year and share with their their colleagues. [cough and clears throat] So when implementing a new curriculum and resource, we always allow for teacher feedback and Dr. bride will kind of mentioned that a little bit at the beginning of our presentation. This helps us determine next steps and possible changes for the next school year. So, what I did was um I picked some quotes that our teachers are already saying about the new resource. Um they think that they have lots of options. There's tons of resources here with Reveal. They like
040the online reports. They think it makes it easy to differentiate for students. Um teachers can edit and share assessments. Everything they need is in one place. they don't have to go searching for things. Um, number routines are provided in every lesson and they feel like the manual is easy to use and that's especially helpful for our new teachers and they love the exit tickets that are available after every lesson. The lessons help students gain conceptual understanding better than our last resource. So, we thought that was all very positive. Um, great things to say already. So, I've referenced our math lab uh team quite a bit, and I wanted to tell you a little bit more about what they do to support our teachers. Our math lab teachers are teacher leaders who write curriculum. They train
041teachers on new resources, on our updated curriculum, and best practices. They host classroom visits for new teachers and veteran teachers who want to improve their instructional practices. Math Lab teachers also meet throughout the year for additional learning and for planning. So once we decide on a resource and we finalize our curriculum, we need to make sure that both are being implemented with fidelity. And so one of the ways we do this is through classroom walkthroughs and observations. Um I meet with all of our elementary admin teams and we do walkthroughs together uh about once a quarter. And so this is how we go through the classrooms to see if the resource is being used and if the curriculum is being used with with fidelity. The pictures on the slide show students using manipulative manipulatives to
042work through math problems. You'll see small groupoup instruction on this slide, student collaboration and AVID notetaking. But what you might not see in the pictures is uh the CRA components in the reveal resource connections to AVID and the rich academic vocabulary that's embedded throughout the resource. That was one of the key selling points for our team was the the vocabulary in this uh particular resource. So the last thing I wanted to share from the elementary side of things is a few examples from the resource and a little bit about the STEM kids in reveal. And if you're looking through the um workbooks or the teacher resource, you might have seen these STEM kids. Um they are K5. They're in every resource. Um so each math unit features STEM kids who help students see themselves in
043future careers connected to mathematics. So the math they're learning, these STEM kids connect it to a possible future career, which is really cool. It's a great avid connection to college and career as well. So on the slide, you'll see five STEM kids. The first young lady in the red hat is Grace and she wants to be a computer programmer. And then we have Antonio who wants to be a robotics engineer. And then we have Ruby who wants to be a veterinarian. Noah wants to be a nurse. And Maya wants to be a geologist. You'll also see examples of daily problem types that promote critical thinking, collaboration, and application of mathematical understanding. All right, now it's my turn to talk about secondary. Um, this year, a secondary focus, uh, is in all of our buildings is
044math. We have continued and will continue to provide opportunities for our teachers and administrators to learn more about rigor in the math lesson design. Our 2526 secondary PD goal is to increase rigor through collaborative common formative assessments. She's on it. Uh the curriculum process in secondary is the same as the elementary. We always align to the state standards and revise when there are new updates. My team of learning facilitators and I uh lead the curriculum writing process and revision. Teachers are included in the process since they have firsthand experience with the content and the students. After revisions um have been finished, then we send it to you for approval. Instruction in the math class includes various strategies like Zaretta Hammond's Ignite Chunk 2 and Review. The math teachers design lessons and problems with real life
045applications. Big ideas is our middle school resource all the way through algebra 2 math resource from Syngage and it has many opportunities similar to what Mary Beth said earlier with the characters. There's a lot of career connections in big ideas. Um, there's an opportunity for students to collaborate and independent work to display understanding. AVID strategies are utilized to help students retain information, gain and understand and create a pla positive classroom environment. Teachers are providing feedback to students as well as getting feedback from students on how to support them in the classroom. A priority for this year has been to provide more opportunity and structure to teacher collaboration. This year, middle school teachers across the district are collaborating virtually one time a month. For example, all the seventh grade math teachers meet to talk about curriculum
046strategies and other common aspects. The middle schools also meet during the day in their buildings during designated times with their grade level content partner. High school algebra 1A and algebra 1B teachers have been given district collaboration opportunities that are led by our secondary learning facilitators. The focus has been on breaking down the standards to create formative assessments to guide instruction. In their buildings, the high school teachers meet as a math department and with common course teachers during their afterchool collaborations. Our focus for math has been increasing rigor in the classroom. We brought in the math resource provider big ideas which I shared earlier for professional development. So the vendor comes to us and provides additional help to dive into the resource to create lessons that promote critical thinking and problem solving. We've also trained the
047middle school administrators on this resource so that they can help support the the teachers. And thank you to you the board for approving Dr. Peter Lillandall, author of building thinking classrooms to come to Park Hill. His presentation sparked conversation on how to engage students in rigorous problem-solving activities. During my math walkthroughs in each of the buildings, I see building thinking strategies being utilized. In fact, I was in a classroom this week and excited to see high school students in algebra 2 talking, discussing, and even productively arguing about math. They really, really were. This is the second year of Sola, our science of learning academy. This was designed by the secondary learning facilitators to provide professional development for those that would like to learn more about best practices. We offer book studies on building thinking classrooms
048which is a math um Peter Lilend Doll's book and the sessions were full and waiting lists. This is completely voluntary. Teachers are not required to do this. We are looking at adding more sessions for those that want to participate. Additionally, AVID has many collaborative note-taking and inquiry strategies that we are continuing to include include in lesson design. Finally, we train our new teachers into in the curriculum and resource. At the beginning of the year, they work with a curriculum leader to ask questions and learn. The new teachers are given time to observe a math teacher during their fall semester and then in January go to a different building and observe another veteran math teacher. This helps provide more access to different styles of teaching and ideas. I mentioned earlier that I was in a classroom
049this week. I conduct regular walkthroughs in each of the secondary buildings. We look for fidelity and implementation of the curriculum resources and strategies. The walkthrough form focuses on our CIP goals. During these walkthroughs, I'm able to gain perspective on trends in curriculum and instruction for the building and the district. All right. And so from here, the cycle continues. We continue to get feedback. Uh we map out when the next uh curriculum updates would need to be or resource selections would need to be. And we just continue. Uh we also continue with professional development and collaboration as well. So that is our presentation. Do you have any questions for us? >> Only thing I was would ask if as a request I guess maybe if you could the flowchart that you had in there with the
050curriculum and then the process >> um showing where the instructional coaches are and the learning facilitators if we could see that because I'd like to see how those because people that we see at CET meetings and different things. I just want to know >> where they fall into the line of the process. Okay, thank you. >> And I appreciate all the CRA being added and intentional about, you know, the review and part of the um pieces of the curriculum. So, great job. >> Yeah. And additionally, the uh the multiple languages and using the same resource for for sped and having one resource to be able to do all those different avenues. That's really impressive. I just like first off thank you for all the hard work. I looking through the books though it's pretty awesome
051to see like students who look like our students in those books and so those kids can know that you know relate to that in the process I think was um the attention that you guys took with that was great and just to like in all the things that they can be. So, I just think that that's great that it even starts at the kindergarten level where they see those people. >> So, um Dr. Kimberl, you open this with how it relates to our presentation from the last meeting. >> Um and I appreciate the process. It's very thorough and um I I appreciate all the levels. um what how does that change if we based on um information we would have received at the last report because I and I mean I've seen this process before.
052I know it's very thorough and um >> it's very effective >> but how what happens if we get back academic information that says >> this isn't working? Do we have measures for a intervention kind of into our >> process or? >> Yeah. So one of the things that we have I'll answer this broadly and then I'll let the experts uh add on to that but one of the things that you'll see broadly uh with our CSIP is that one of the first action steps that we have on that is about MTSS which is multi-tered systems of supports and making sure that our students are all receiving quality tier one and so tier one is what a lot of what you see in this particular uh presentation then what we have is if students are struggling,
053we have the ability to uh intervene. They're using some of these resources, I'm certain, to help retach. And there are probably pieces of these resources that allow for uh either remediation and or um to uh if a student already knows uh the material, how do we enrich uh a student's knowledge in that material? Uh as a board, what you have done is resourced and helped us with math interventionists. Now that uh that has been a a successful uh addition to helping with us um help students but what what we we see is is that uh we want to be agile also. This is this is kind of that cyclical you know um can seem rigid in in terms of that process. It's the people that we have that you have supported uh the classrooms and
054schools with that are able to be agile to respond to students needs uh like what you had. We wanted to show you the depth of what goes into the overall uh process whether it's curriculum instruction and uh professional development but we also wanted to be able to um I think take it a little deeper than than we chose math because we had uh data that would suggest that this is an area that we're very focused on right now especially with a new resource and and that is something that we are hoping that will uh address some of those pieces that um we saw in the student achievement report. Dr. Bradwell, Dr. Means, Dr. Stucker, anything to add to that relative to um other ways that we're able to pivot. >> Yes. So, I think you
055ask a very good question because when we are looking at data, we have to take all the pieces into context. So, if we go back to 1920, um when we had launched new math curriculum, uh some updates, then we were on track to have some of the highest math data we had ever seen. Um it was going beautifully. New curriculum resources, professional development, and then surprise, we went home fourth quarter. Uh and so we had a lot of um inconsistent data. We didn't take the MAP test that year. And then coming back, uh we maintained as a district really well, but we were seeing some up and down. And so I believe the things that we have done and had established our interventionists, the MTSS that we were uh beginning to roll out is what
056sustained us where many districts saw a drop. We were pretty consistent. Um and then over the last couple of years we were noticing some bigger changes and then last year we were really concerned but it had been a while since 1920 when we had had that math roll out. So, it really is important to have that continuous improvement cycle so that we are bringing that all back, refocusing, re-evaluating our priority standards, um, and updating that for our teachers. Um, it's just that it's because it's a cycle, particularly for elementary, there will be a new content area that we need to focus on and refresh. And that's why it's important to keep that up. Sometimes we naturally have drift. We have new teachers that come in that weren't here when we were training. And although we
057have components that keep us um updated through our new teacher induction process, um there's nothing like being a part of it when it's being renewed. And so I think that we are looking at all of those factors um in the data to lead us to our decisions. Um but to also understand that these moments that we're in right now are really important to sustain us over the next six years and we have to do this well and we have to have um that followup uh to make sure that we're keeping our new uh teachers incorporated into um what this year is if they weren't here for it. I don't know if that answers your question. Okay. Are there any mechanisms for adjusting curriculum midcycle? Um how how what would that look like? >> Do you
058want to talk about the feedback? >> Sure. So [clears throat] actually a coincidence our math elementary math team at today. And so once the new curriculum is written and the resources adopted is just doesn't stop there. Again um this year they're meeting to get feedback from teachers. Um, I know one discussion was I'm not sure if unit two some something that's being taught in unit 2. Maybe we need to move it around in the order of how we're teaching. So that's happening right now. So yes, we can make changes and tweaks. If it's a big change, we'll bring that curriculum back to you all and you'll approve it again. If it's just minor things, we'll just make sure that we make those corrections and um share that with teachers either probably next year. We in
059elementary we don't typically change it the quarter or semester it would be the next school year. Another example of that would be when we first adopted stem slopes [clears throat] we had a unit on um the sun and moon and um one of the activities was to go outside and track how our shadows change over time. Well originally it was scheduled uh that unit in January. >> So you're not you know at the time you're mapping it out. you're thinking this unit should go after this unit. It's going to be beautiful. And then we teach it and we decide, hey, we better we need to have that in the fall or we need to have that in the spring. That's a lot of going outside. It was really cold and so we could swap those
060units around pretty easily. Um, we might swap a unit that will align really well with social studies. So, we can see that connection. So, we want to make some changes and we leave room to do that through that feedback process. And we can do that at the secondary level also. We do um a little bit different in that we do have a big survey that we send out in February for all of our secondary teachers. And that's um I mean as you can imagine it's a lot of classes that we and we sent everybody has an opportunity to gain feedback and we go through that um kind of like well I go through it with a fine tooth comb and then I also take it to my learning facilitators and then we take it to
061our curriculum um teams if we need to do that. So um we do make a lot of adjustments through the year. Sometimes um we'll hear some concerns um for example if it's a PE curriculum that you guys are going to see here in just a couple of weeks uh or next month um some revisions that we've made on that and then we get dive into it and they're like oh key we messed up we should have done this at this way it's exactly like like what Jasmine was talking about as long as we have that communication we can work through that. I would also I know that this is a math presentation so it's we're only hearing about math right at the moment but the the opportunity for new teachers to observe uh more more
062veteran teachers does that happen in other uh uh faculties also? >> It does. Um we at the elementary level we also have literacy studios and so our new teachers have the opportunity to go and observe what an basically an elementary ELA classroom looks like. So we support first year and second year teachers. >> And at the secondary level, every single new teacher gets to do a a plan or an observation to a class in the fall and then a whole one in January. So it is a big project for us to organize um getting them signed to a teacher and then we actually we asked the teacher, are you okay with this? Um also, uh solo which I mentioned earlier, we are copying after the elementary and we're going to start have some sample sample
063I can't think what the word is. They're not it's like an their math lab classrooms but it's going to be for general classrooms so that it's more based on strategies. So they can go in into a classroom and see AVID strategies or they can do see PBS in action or whatever it is. So we're it's maybe not the exact content, but we um teachers that are going through solo right now, they have the opportunity to become one of those studio type teachers and then we can start utilizing and training those teachers and kind of pouring into them so that they can be examples just like the math lab and the literacy studio. So we're going to be able to have that K through 12, which is exciting. Oh. Um, my eighth grader was in uh
064the Walden video that was posted a couple weeks ago and that's kind of this right with the building classrooms. Yes. Okay. Yeah, that was that was really cool seeing them like standing up and >> like, you know, not traditional rows of desks. they're up with each kind of like on slide whatever it is there with the walkthrough document >> kind about visible learning and and that's like visible. [laughter] >> Thank you. >> All right. Well, thank you so much for all your work. It's it's amazing to see just how much detail and how much work goes into, you know, we don't just kind of flip a coin at a resource and pick one. There's a lot of work that goes into picking the right one. So, we appreciate all the uh all the hard work
065that goes into this. >> All right, we'll now move on to our written information items. Um we have uh items 12.1 through 12.5 are related to bids, uh contracts, [clears throat] and agreements. 12.6 through 12.10 are curriculum. uh 12.14 um is around the um legislative positions for the cooperating school districts of greater Kansas City. Uh the board will be asked to take action on these items December 11th uh at the uh December 11th, 2025 regular meeting. Um and then items 12.11 and 12.13 areformational only. Um Dr. Kimmel, are there any that you would like to highlight? >> Uh yes, I would on the information pieces. Uh I did want to point out a couple reports that you have in front of you that are either uh giving you more data or other things that we've
066done in teams to be able to make this uh more available to the public. Uh the first one is uh 12.11 and this is the Park Hill summer school programs update. Uh we had the program evaluation that you approved uh receiving earlier in the consent agenda and this is uh pulling some of that data. There are three main highlights that I want to point out just verbally. uh that is that we had our highest enrollment ever again in summer school which is very exciting. Uh we had scores that showed that students that went to summer school compared to students that did not go to summer school in reading actually outperformed and in math held steady. So this is a key intervention strategy that the board has continued to resource and help us. We have a
067full day summer school program. We feed our students. we transport students and that's a big part of what you've done at this table to be able to make sure that that uh continues to happen. One of the other things in the summer school uh program evaluation and in this report that you see is that we monitor the uh student groups that are attending summer school. So, one of the things we know from the student achievement report and other data we've shared with you is that we have a persistent achievement gap. And that's one in which we see uh gaps between certain student groups. And we see that in summer school that some of those groups are actually over represented in summer school relative to our uh normal uh school year population, which is good. That
068means that those students we don't necessarily uh do any targeting or anything like that but that is something that we want to see is uh students taking advantage of those extra instructional days so that we are able to hopefully close some of those gaps. And so that's the summer school report. I'm going to cover a couple of these and then I'd be happy to answer any questions. The second one there, the 12.12, this is the CIP uh report. This is something that we bring to you on a quarterly basis. This is a written report this time. Uh Dr. Dial twice a year does this uh update to you relative to an information presentation. What you see in this item is actually what was shared with the CIP team last uh month. And so it has
069all the data, all the metrics and how we are doing with the um updated data to that point. We wanted to bring that to the uh board and make sure that that was in here uh for the public as well. And then finally, uh 12.13 is something that is relatively new for us to put in there as a written report. This is very recent and new data as of uh just last week. Um this is our APR uh summary. APR stands for annual performance report. As a district, what you will see there is that we are in cycle six of uh MSIP. So we have uh CSIP which is our uh local strategic plan. MSIP stands for the Missouri School Improvement Program and this is the statewide accountability system that we are under. Uh Park
070Hill had a score of 91.2% that is the highest that we've had in this cycle and uh I want to definitely com commend our entire team, everybody that's been working on these particular pieces. Uh you saw three of our leaders in academic services just talking about our math uh focus, but that's happening across that department, across our student services department. It's happening in our business by uh resourcing and also our human resources by making sure we got quality people in front of our kids. um that number uh has shown us to be uh very competitive around the city and uh actually in um doing very well. So we uh also wanted to point out that there was one specific school that I know the board was interested in and we talked about publicly with uh
071some things that had happened last spring that Line Creek was on the uh Desi list that identifies the lowest 5% in the state. they improved their score by 8 percentage points uh this round on their APR and so we uh we haven't got confirmation yet but is highly likely that they would not be in that designation any longer. Uh other building data is available in this presentation or this uh report with a link for the public and uh I will be providing you individual school and building data in your Friday report. That's a lot on those three uh pieces, but I wanted to point those out and give some verbal context there. Be happy to answer any questions on these or anything else in this section. >> On 12.11, >> um I was looking at
072the report in 2023, we had 70% of the enrollment with free and reduced and then the numbers that was super high compared to all the other years like 2024 was 46%, 2025 at 42. Was there anything we did in particular during 2023 or could we find out? >> I can find that out. I don't know if that's a function of >> uh still with any sort of um COVID uh designation around free and reduced lunch if that would have been a factor there. But I don't know. I will uh talk with Dr. Bradwell and Dr. Courtney and we'll we'll dig into that. >> We saw if we did something spectacular we could re [laughter] reproduce that and We saw I saw that number as well like 70%. >> Thank you. >> Uhhuh. And then on
073that same report just I think I said the same thing last year but that's like coming pretty close to half our students >> are enrolled in summer school. That's just amazing. >> Yeah. 44% of our entire student body is >> um taking advantage of this and and uh thank you to the board for uh continuing to invest in that that program. um we find it to be one that we think is a difference maker for um our students. >> Can you give um on 12.6 the new applied algebra 2 uh course. Can we just give a quick overview to the board and the public on what what that course is and what >> kind of not shift but um >> we're all we're all looking at Dr. Stucker. Uh she was just up here and
074she has overseen this process. So, I'm gonna ask her to come back up and address that question about >> because algebra 2 is a is a graduation requirement. >> Yes, of course. >> Yes. So, um this class was created um as an option for students that um are probably not going to use STEM or math maybe in their future after high school. And so, we want them to be able to get through algebra 2. It is a project-based class that has real life applications. So students can um see the algebra 2 concepts in the real world. Um it is not a a prerequisite for trigonometry or for because um those skills kind of dive into a different direction a little bit. So, but we wanted to be able we do see students that get into
075algebra 2 and it's just so so hard and um so we want to not make it easier but we want to make it very applicable for them. So that was why we got went down the path of applied algebra 2 which it is very careerbased. It's very um projectbased. I don't know if you were able to look through it at all. The engaging scenarios I would love to do and um so that's why we created the algebra 2. We we do have seniors that end up taking algebra 2 because they have failed it and we want to deliver it in a different way so that they can be successful in algebra 2. >> Okay. And it still satisfies that algebra 2 requirement. >> We use all of the same the standards from algebra 2 that
076says we have to use and we use all of those same standards but it's taught in a different way. >> Perfect. Okay. No, that's great information for for me and for the for the public because that I could almost that can be a a game changer and >> and you know college and career ready this you know the career and algebra 2 this was sounds like the perfect >> yeah we want them to >> yeah the perfect setup for that. So okay thank you for that impromptu call to the presenters Dr. >> Sucker [laughter] and Dr. I would just add also thank you. I'm glad that we have that because soon as I got on the board, I heard from parents saying that why did my kid have to take that class? They they struggle
077or they get scared and you know it's just like a piece of um friction for them. And so having this option, I've actually heard from those parents, some of them saying that they're so glad that they heard about this and that Park Hill listened to families and students and taking this into consideration. So thank you. Well, I appreciate you saying that because we did we took feedback from the community and this community was asking for this class. >> All right. Um All right. Now, moving on to policies, procedures, and forms. Uh Mr. Fulgum, come on up. We have seven policies and four procedures and forms that have been submitted as information items tonight. Uh Mr. Foam, can you provide a brief overview of [snorts] all of that at this time? >> Thank you. Um, now
078that policy committee is back in session, we are starting the process of what most of these will be working through policy updates out of last legislative session and there was a lot that impacted schools. So, this is just the beginning. More to come. Um, that's the general theme. I'll highlight two of the big ticket items. One is IGAA resident participant. um that is based on the new law that got passed that allows students that reside in our district but uh are homeschooled or participate in virtual school to participate in some uh district activities and events. So, it kind of outlines the parameters based on that statute and work with Dr. Singleary um on implementing that part of it. And then the other one to flag uh won't be a surprise to you, but JFCD, that's
079the new cell phone or electronic device, personal electronic device policy. Um thankfully we were ahead of that process uh thanks to the work Dr. Brutin led last year. Um but um so it definitely helped with making implementation um smoother, but uh we are required by law to have that policy that tracks the uh new statute language on that issue. So, wanted to highlight those two items, but I'll be glad to answer questions on any of them if you have them. >> So, I have a question on um IKF. So, uh I just was reading through that. I just want to make sure like so is this saying that those who are homeschooled can walk and get diplomas from from us or is it just like what? Okay. I was just trying to understand like >>
080Yeah, there are limits to it. Um and it's mainly has to do with you know um sports or certain other activities but um that's the focus of it. So >> okay any other questions right now. >> Okay. Uh the board will be asked to take action on policies 131 through 137 at the December 11th uh board meeting items 3.13.8 8 through 13.11 areformational. >> Thank you, Sp. All right, we'll now uh move on to board member uh reports and requests. Um do we have any reports or requests tonight? Uh Miss Bolan? >> None. Thank you, >> Mr. Todd. >> None tonight. Thank you. >> Uh Miss Norris, >> um yes, just going back to the um parent that we had at the beginning and how she indicated that her student had had to move schools
081during the school district year. I would just be interested in how many students, >> you know, it sounds like they decided maybe this was a better place for the student, but that is disruptive and how many have had to be moved to a different school. >> We can get that for you. Thank you. >> Okay. Uh Mrs. Woodley, >> nothing further than what I've already asked. >> Okay. Miss Barnes, >> none. Thank you. Okay. All right. Um, then I'll need a motion and a second to adjurnn to close session for the purpose of discussing matters relevant uh to personnel pursuant to RSMO 610.0213 and 13. >> So moved. >> Second. >> All right. I have a motion from Miss Barnes and a second by Miss Bolan to adjourn to close session to discuss personnel matters.
082Uh, Miss Freeman, can you call the role? >> Lawrence, >> yes. >> Bowling, >> yes. >> Norris, >> yes. >> Toiger, >> yes. >> Todd, >> yes. >> Wood, >> yes.