Park Hill School District Board Meeting 10/09/2025

001[Music] Good evening. I call the October 9th, 2025 meeting of the Park Hill School Board um school 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. [Music] All right. Thank you for uh silencing your cell phones tonight. Um I would like to remind the board of our our norms. Um stay in the role of a board member. Uh be respectful, be inclusive, be prepared, and be missiondriven. And our school district mission statement is through the expertise of an engaged staff. Uh the Park Hill School District provides a relevant education in a safe, caring environment to prepare each student

002for success in life. Uh board members, any announcements this evening, Miss Barnes, >> good evening. So I'm glad to see everyone. Exciting that we just did the ripping cutting just a little while ago for the new Park Hill Gymnasium and wait room. It is wonderful. So shout out to everyone to get in there to see it. And um thank you to the community for passing the bond so that we could do such a wonderful thing for our students and staff. Um, also, um, this past Tuesday, our very own Brandley Woodley was on the first Kansas City W women's Freedom Forum and it was, um, had amazing people there and it was over 300 women and men there just supporting women, local women in the Northland. So, >> great. Uh, Mrs. >> um, just going to

003talk about that a bit more. Um, also it was hosted at Lead. So that was amazing because of course that's a beautiful venue to have that. And um, there were actually some women who cuz it was a focus of inspiring women and girls to possibly run for office one day and there were some people who actually raised their hand about thinking about running. So that was amazing. Um, and Miss Barnes was there um, working with the people and um, doing petition sign up and um, even some of our Park Hill staff were there. So it was just a great Park Hill showing. It showed the beauty of our community and a great event. One other thing was that um on October 25th there's a food drive from 10 to 2:00. It's at the price chopper

004in Plat City. We know that um there's a government shutdown and our food banks are losing funding. So if our community can come together and give what you can to the food banks, that would be amazing. >> That's it. >> Okay. Thank you, Mrs. Woodley. Uh Miss Norris, >> no. Okay. >> Uh Mr. Todd, >> none tonight. Thank you. Uh, Miss Bolan, >> none. Thank you. >> Uh, Mr. Monz, >> none. Thank you. >> Okay. Dr. Campbell, are there any additional comments or announcements? >> Uh, none tonight. Thank you. >> Okay. Um, then we'll move on to item two, the adoption of the agenda. Um, I'll need a motion and a second to adopt the October 9th, 2025 agenda as presented. >> So, move second. I have a motion um from Miss Barnes and a

005second by Mrs. Woodley to adopt the agenda as presented. Uh Dr. Kimbell, are there any modifications? >> None today. Thank you. >> All right. Board, do you have any modifications? >> Okay, seeing none, all those in favor say I. >> I. >> Any opposed say nay. >> Any abstained. All right. Motion carries 70. All right. Item three on our agenda is recognitions and awards. And Mrs. White, I'll hand it over to you. Good evening everybody. We are going to start with our students of the week. So, Enzo, would you please come on up here next to me? Come on up. Uh, we have one of our student of the weeks here this evening. He's going to make it. Enzo right here. It'll be really easy. I promise. Good job. Okay, so Enzo Teven is here

006this evening. And this is what we wanted to do during our months of board meetings. We have student of the week that we highlight every Monday on our social media that our principles, our social workers, our teachers, someone in our schools nominates a student at their school for something really positive. uh good citizenship, being respectful, uh an event, something that they did that was really honorable in their school. And so we have four in the month of October, but Enzo is special because he's the only one here tonight. We have a volleyball player over at Park Hill High School playing a game tonight. And we have two other students who are very busy and had conflicts this evening. So Enzo gets to be here by himself. I'm going to tell you why Enzo's here. Enzo,

007where do you go to school? >> Tiffany Ridge Elementary. So Enzo was nominated for student of the week. He is October 13th. So, next Monday, you'll see Enzo's social media with his picture and this description as to why he was honored as student of the week by his principal, Zana Macaulay. This is what Mrs. McCaulay writes. Enzo has truly shined as a leader here at Tiffany Ridge. He consistently demonstrates our pack expectations, showing respect, responsibility, and kindness in all that he does. Enzo leads by example, making positive choices and encouraging others to do the same. His hard work and positive attitude set a strong example for his classmates, and he has become a role model that others can look up to. We are proud to celebrate Enzo's contributions to our school community. Say it's true.

008>> It's true. >> All right. And though your mom and dad and sister Millie are here, can you guys wave? Mom and dad and Millie. Okay, Enzo, I'm going to say how you just say your name, what grade you're in, and anything else you want to share. Okay, that's a big like question, but here's the microphone. >> Who are you? Where you go to school, what grade you're in? >> My name is Enzo. I go to Tiffany Ridge and I'm in fifth grade. >> What do you love about Tiffany Ridge? >> I'm gonna put you on the spot. Um um all the teachers and stuff, they helped me. >> Good job. That was great. Okay. And so congratulations. You're going to go shake all the board's hand and we're going to take a picture. Okay.

009Congratulations on student of the weekend. So congratulations mom and dad and Millie. Good job. All right. And so Miss Tracy's gonna take a picture. Okay. Right out there with her. Good job. >> All right. Did any of our other students week show up? I think they all had conflicts. Okay. Next. If you're here from Chin Elementary as a student helper, come on up next to me, please. Good work. Right here, guys, just like Enzo did. Good work. And Miss Allen, thank you for coming with them. Okay, we're going to honor Chin Elementary students this evening. Um, this is really special because these students, plus two more who couldn't be here, are from Chin Elementary. And I'm going to read a little bit about you guys before you introduce yourselves. Okay, so these students at Chin

010Elementary were awarded a certificate of valor for acting quickly last month in order to help a fellow classmate. During lunch last month, a group of students noticed a fellow student who was in need of help. One of the students immediately went to find the school protection specialist. Another student found the cafeteria attendant and another stayed by their classmates side. They reassured them that they were going to be okay and that help was coming. Really proud of you guys for being responsible, taking care of your classmates, and that's why you're here tonight. So, congratulations to Bella, Naomi, Maddie, Emerson, Ania Riker, and Adam. Congratulations guys for being a good helper. and Katie Allen is here as our teacher. So guys, I'm going to have you introduce yourself, okay? Introduce yourself. What grade you're in and why

011it's important to be a helper. >> My name is Emerson. And >> what grade are you in? >> Four. >> Why is it important to be a helper? >> Help your friends. Help your classmates. It's important to take care of people. Anything [Laughter] else you want to add to that? >> Okay, Emerson, who's next? >> Naomi. >> I'm Naomi. >> What grade are you in? >> I'm in fourth grade. >> Why is it important to help? >> To make sure they're okay. [Applause] All right, Adam, come here. >> Your name and what grade you're in? >> My name is Adam and I'm in fourth grade. >> Is it important to be a helper? >> Um, yeah. >> Okay, thank you. My name's Maddie and I'm in fourth grade. And I think people that need help,

012you should give it to them. [Applause] >> My name is Riker and I'm in fourth grade. And I think it is important to be a helper because everybody needs help sometimes. >> Where are you coming from? the chin mathletics competition. >> Yes. And you placed >> second in my grade. [Applause] >> Who are you? And my name is um my name is Katie Allen. I teach fourth grade at Chin Elementary School. And it's important to be a helper. Um this is tough question. So many answers. Um but it's important to be a helper because at all at some point we all need help. And sometimes we all wish we had someone to be there by our side and um it's award to give back. >> All right. >> Congratulations you guys. If you're a parent

013or a sibling, please wave to us. Thank you for being responsible, wonderful parents who've raised wonderful young men and women here. You guys are going to shake the board's hands. Thanks for being here, guys. Congratulations. [Music] Good job. Good job. >> Good job. Good job. >> Good job. All [Applause] right. Um, we'll now move on to item agenda item four, which 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 uh there were zero patrons that pre pre-register. Um next we'll move on to our consent agenda for this evening. Uh before I call for a motion and second to approve the uh consent agenda, are there any items that need highlighted? Dr. I have no additional information than what you

014have in your packet, but I'm happy to answer any questions. Right. Forward. Any questions? Seeing none, then I'll need a motion and a second to approve the consent agenda items 5.3 through 5.18. So moved. >> Second. >> All right. I have a motion from Mr. Todd and a second by Miss Bolan to approve the consent agenda as submitted. Any any further discussion board? All right. Um then all those in favor say I. I. >> I. >> Any oppose say nay. >> Any abstain? Motion carries 70. [Applause] All right. Um we do have an action item for this evening and that's the September 2025 treasures information report. uh the quarterly update to the board of education. Um Dr. Gil, >> uh thank you. We present to the board uh the treasures report actually every month. This

015is a quarterly report where we do it um to where you have an opportunity to ask questions and and um and kind of go through it in a little more detail. The um I've highlighted a couple of the uh items here. This is from the report that's in your packet. Um I've highlighted the very top line. That will be uh where we begin to see uh property tax revenue. And so it's obviously the one that's going to be most influenced by um actions of the county, the county assessor, county clerk uh during this uh reassessment year. So it'll actually be November before we begin to see anything in there. Uh but then really the most telling months will be December and then of course January will be um the most critical for that. That's our

016single largest revenue item. And so we'll obviously want to keep an eye on that. The other values under the revenue and the sections of county and state are all fairly typical. Nothing really stands out. Um I did highlight down under non-current which is on the second page. um you see 2.56 million and it says sale of bonds and you may um remember that we sold bonds um in September and so Key Bank purchased the bonds um but you might be a little nervous that you only see $2.5 million because we sold $128 million. Um this was their good faith deposit. So we've got a small portion of that in September. uh we received all of it this uh week and so you'll see all that big sum uh nearly $130 some million dollars uh on

017next month's treasures report. So uh be on the lookout for that. I often uh say that as I move into expenditures that September is really the most telling month for us. This is our first teacher payroll um of the contract year. And so you'll see this $11 million that I've highlighted and the 3 million in employee benefits, those will pretty much stay consistent now for the next several months through May. Um and then May will um there'll be three times that because we pay three payrolls in May. But uh those will be pretty much similar. And so you as you see as we proceed throughout the fiscal year that there won't be a lot of change to those two values month over month. I do have uh another item that stands out is on the

018very bottom of the expenditure side which is this is a interest payment. So we make two payments on our debt payments twice a year once in September which this is reflective of and then the bigger one will be actually in March. Um you can kind of tell that and this is generally true the September payment every year is mostly interest that we're paying on the debt and then um of course then March will be both interest and principal by which we'll be able to bring the our debt um total debt down when we make those uh principal payments but those will occur in March. So there won't be any activity there again until March. >> You know Dr. Kelly, I have a question about that. >> Mhm. >> We we make our principal payment in

019March. >> Yeah. >> If we paid it earlier, would we would we had to pay less interest or can we pay it earlier? >> If they're callable, we can um and we would save a lot in interest, but it has to be callable. And all of that has to be built in at the time you sell the bonds. And so that's whole structure is a part of the deal that the the um those who purchase the bonds um kind of take on. So what we just sold won't be callable for years um into the future. But certainly every opportunity that we have by which we can either lower lower the interest rate or pay something off early, we can take that as long as we have the funds to do so. But yes, that's exactly

020how it would work. Um, moving on to the fund balances. Really, uh, these are all fairly typical, um, we had a CIP update, um, last week and, um, or was it earlier this week? But, uh, we were talking about one of the metrics we look at and I've highlighted it here, which is how much we have in money in the bank and we try to maintain uh, 30 days of operating cash. And so um you know from a standpoint of comparison of the last three years we're very very much in range and so that's good but of course that going to drop um over the next 3 months until we hit January by which we then would see this big spike again when property taxes are brought in. So these numbers are all uh within

021line. And so that 62 days of operating cash, we just want to keep that above 30 as a kind of a general rule that Park Hill has established on what we want in operating cash. That's really all I have. You do see the investments on the last page, but that's pretty standard uh for us, but I'd be glad to answer any questions. I think um I think it was at Park Hill Partners where you you presented recently that uh there there was a really good question that came up when you were taking a look at one of the budgets um about that last column the 2025 2026% of budget um and for those people who are at home taking a look at at the budget as well um would you be able to to explain

022what that is? >> Yeah, and there's over the years there's been a lot of questions about what that represents. So, um, what you're referring to here is this very last column. As you move across all of our treasures reports, we show what the gray column moving left to right. This is what was actually brought in. These are really audited values. Um, and so it provides a benchmark for where we stand. Then in the green is what you approved um for us. Uh so when you approve the budget in June, uh that's now the budget uh value that's in the green column. The next is just September or just the month that the treasures reports in. And then uh because we're on a July to June fiscal year, this would be year to date, which would

023represent July, August, and September in this case. And then finally, the column you're referring to is um how much of the budget we have received to date. And so you'll see kind of sprinkled through here the 25% or something around 25. And what that would generally mean is because we're one quarter through the year, that's probably a payment that comes in kind of equal increments every month. And so you'll see that with some of our expenditures, you'll see that with some of our revenue. And that's just a sign that we're just right on track. You know, it's uh it's tracking well. A lot of our revenue and expenditures don't match that kind of pattern. So, uh that's not quite as easy, but um it's really showing kind of our progress to date towards hitting our

024budgets. >> Excellent. Thank you. >> And in June, we should everything should be closing in on 100. >> Exactly. >> If we budgeted accurately. >> Yeah. So on our revenue where you highlighted that it was zero from the local sources >> is are things going to be on track? >> We're waiting to see. Yeah, we've been in constant communication with the county and with uh the new assessor, with the county clerk, with other county officials, and the conversations we have right now is that they are working toward a solution to be issuing the tax uh bills that would go out here in November and December that we typically see as residents and uh the data reflecting the state tax commission's order that was placed uh uh in effect. Uh I don't believe that they are

025quite resolved on everything yet, but they know their deadlines and what they are trying to accomplish and >> and they seem to be >> they're they're working >> they seem to be uh still trying to figure a few things out relative to whose responsibility certain things are. But the most important deadline right now for us is uh they uh by law they being um the current situation is that the clerk has to turn the uh roles over to the collector and that happens at the end of this month on October 31st. And so until that point hits, we don't truly know where we're at relative to uh that data being imported then into bills that would go out to our residents. >> Thank you. Mhm. >> I did just think of a question about the

026the federal sources of income currently. Is with the the current situation in Washington, is that going to have an impact on the funds that we we are expecting from federal sources? >> You know, in June, it was a great mystery about that. I think we had um you know we had time there where we could get fairly close and then it actually came to fruition. So uh all those will be fairly accurate. Um so I wouldn't um I I wouldn't say that anything stands out as grossly over or under budgeted. Um but we certainly when we found out some of the allocations we'll have to make adjustments but um that was done after the budget was approved. So, if we see something that's going to result in less revenue or um more in expenditures, we'll

027update you when when we see that. >> Okay. Thank you. >> But they're still cutting checks to the school districts. >> Mhm. >> Well, they that we actually get it through the state. So, >> are they Yeah. So, I uh we've not heard that that we won't get a payment um again until for 3 weeks would be the typical uh round. So, I guess we will not know that for certain. If that was your credit, I'm sorry I didn't um track on that. >> Mr. >> Yeah. Um the um we won't know until um after the 20th is um when we would receive those state and federal payments. We have not heard that it would or wouldn't be received. >> Any other questions for Dr. C? Okay. Um, all right. Then I'll need a motion

028and a second to accept receipt of the two of the September 2025 treasures information report as submitted. >> So moved. >> Second. >> I have a motion from Mr. Todd and a second by Miss Poland to accept receipt of the September 2025 treasures information report as submitted. Any further discussion? >> All those in favor say I. >> I. Any oppose say nay. Any abstain. All right. Motion carries 70. >> Thank you, Dr. Kelly. >> All right. Um, we have a couple of information presentations tonight. 8.1 is our 2024 to 2022 academic achievement report. Uh, Dr. Kimbell and Dr. Bridewell. >> Yeah, I uh am excited to introduce the board to Dr. Josh Peters. If you have not met Dr. Peters. He's our director of new director of assessment and he's going to be presenting our

029annual comprehensive uh data for the past school year. Remember this is a highle presentation to the board relative to academic achievement data. There are two attachments that you will find in your board packet item. The slide deck that Dr. Peters is going to be going through and the full report that has much more data. And as you know, as an annual um practice, we do this where we consolidate all of our testing data. And uh many of the things that are in the report, we don't actually have in this slide deck just simply because of the volume of data that we have there. But the most pertinent we are going to show you tonight. I'll turn it over this time to Dr. Peters. >> Good evening. Thank you. Um I appreciate being here and getting

030to share some exciting data uh that uh we as a a district um have collected over the last year. So this is reflective of our 2425 school year. Um and um to kind of ground us and and get started, the CIP is kind of what drives everything. And um oftent times our assessment and achievement report is a way of being able to measure how are we doing on our progress in our CEIP. Uh and in each of these areas uh we tie that back to some of the data that we'll be discussing tonight. Um so uh specifically the academic um quadrant of our CSIP uh is a heavy portion of what we're going to discuss tonight uh with our achievement data. So uh again um Dr. Dr. Kimbell talked about this is a highle update

031um that kind of is just an overview of all of our data. Um and I'll kind of break down uh as we go through the different pieces of data that we're going to look at and how we're going to kind of examine that. Um but it's all of our achievement data over the last school year of 2425. Um and then it's a summary of both levels and trends. um comparisons with other districts uh is difficult because a lot of that data hasn't been released yet. Um and so we'll talk about um some of those uh areas where I was able to get some comparative data for you, but uh as that gets released. Um we actually just heard today that um Desi is planning on releasing that in November. Um and usually at this point

032we're not even quite sure when that's going to be released. So that was exciting to get that um that notice today. Um, so the assessments that we're going to discuss are NWA, um, the Missouri Assessment Program or referenced often as MAP, um, our advanced placement or AP exams, and then ACT, um, and we'll talk about that. Um, levels. Uh, so this kind of gives you an idea today of some of the things that I'll be discussing, but levels is those results, um, on a meaningful scale. And each assessment is going to have a little bit different scale. it'll be unique to each assessment. So, I'll try to walk you through that as we go through um and what that looks like for the individual assessment. Um and then looking at trends and um being able

033to gather a few years of data together so we can kind of see how we're progressing. Um and then uh student group. In this presentation, we used the Desi definition of student group uh which includes our black, Hispanic, special education, English language development or um and free or reduced lunch students. Um considering stable uh stable, we're looking at things that are um plus or minus three within that measurement scale. Um those are things that we would consider uh a stable uh performance. and then achievement um for NWA they're they use nationally norm data to establish that the 41st percentile is what would be considered as ongrade level so that's where that 41st percentile number comes from kind of can seem like a random number but that's something that uh ND NWA is able to use

034all of their national norm data to establish then map uh we use proficient and advanced with the state um as you guys have heard uh and know about um next year hope that will be most likely looking different with a fifth level being added of on grade level. So I'll be able to walk you through next year what that really looks like as we uh continue to get more information on that. Uh and then the last one is AP percentage and we're looking at three or higher. Um and the reason we establish that three or higher is uh often um there are a lot of institutions that will give grant college credit if a student gets a three or higher. So, um, that's an exciting level. So, we're going to start with NWA. This is,

035uh, the local assessment that we give in the district. We give it three times a year in the fall, the winter, and the spring. Um, and this is not only achievement data, but we can also look at growth and, uh, is our one assessment that we really get to also look at the growth side where the other assessments are just one time a year uh, type of assessments. Um so as we start to dig in um to the three grade or the three content areas math, reading and science on this uh chart you can see both the achievement level and growth uh for each of those areas and we've established 70% for achievement um is what our goal is across the district and then for growth our goal has been 50%. Um, and you can

036see in all three areas, we not only met in both achievement, but we also met in growth, which is super exciting um, for us to be able to have met both of those goals in all three content areas. Um, the next one is our math historical achievement and growth. Um, and so this is specific to math. Um, and so you can see that, uh, this was pretty stable. uh there was a slight decline in math in both achievement and growth, but both still were able to um meet those goals that we've established. When we start to dig in a little bit deeper and um break it down by grade level, um this is where you can see over the last four years uh whether there's stability and and some of those trends. Um you can

037see that in our earlier grade levels we're meeting that 70% but as we start to move into fourth uh and especially in middle school we're starting to see math is declining a little bit lower than the um goal and that's something that we're taking a look at and working um on how can we address that and start to bring that trend back up um with the achievement gap. this one. Um there you'll notice the uh red arrows at the top right um that I've got sprinkled throughout the presentation kind of help you because initially we've been looking for higher is better in all of these charts up to this point but this is the first one where actually the lower would be better um on this. So we're looking for those um those bands to

038get smaller through the grade levels. Uh we've been pretty steady. Um the areas that we were not steady or didn't have a even a little bit of a decline uh which is a good thing would be um our Hispanic and ELD and our special ed population. And this is where I would pause and say this is some of the data that as we're looking at it throughout the year. This is what helps establish some of the things like um we asked last year for some additional resources for both ELD and special education. As both our ELD population was growing, our newcomers especially were were growing. Um our special education side, we were seeing um case loads um rising and uh even the severity of the IEPs were increasing as well. Um and so that's where

039we use this data that we came to you uh in the past and asked for some additional support and resources for those students and want to thank you guys for that support that you did grant um in the past um because it was based on the data that we were seeing. >> Dr. Peters, I have a quick question. Throughout the presentation, there's a couple spikes on that ELD. Is it could it be explained simply from the kind of that I forget the number from the ELD presentation? um in the spring or early summer, but is it is that kind of the reasoning for that spike is there was just so many new EL students that came into the district last year? >> Yeah, that's a great question. Um very much so it's a cause of

040that. But the other side that um I appreciate the question because I I can talk about is even when we ask for those additional resources or we recognize we need another teacher, that takes time, right? And so those students were sitting in classes with higher numbers until we could get resources set aside plus then get staff hired and those kinds of things in place. Uh and there's a little bit of time that that occurs to to do that. But that's exactly what would cause that what caused that this last year. >> And there was the uh oh the communication devices. So we were they were testing on the content and not English >> as it related to taking the standardized tests. >> Yeah. Yeah. and we've made some adjustments there as well um to get

041more accurate data as well. Yes. Thank you. >> Okay, great. Thank you. >> Then uh for our growth gap um you can see this is uh even more exciting because this is much smaller. Um and you want what's exciting about this is um on the left is our student group. And so that is anybody, as I talked about in the beginning, that's anybody in each of these categories combined into one um data point there on the student group. And you're comparing that to then the overall student performance. And so you want that to be as small as possible. And to have that at 3% is very exciting. Um that's that's a celebration to have that that close. And when you look throughout you're seeing the even trending um like in special education for example trending

042is going down um which is a good thing um and that means that our students are growing at higher rates. Um, I want to take this time to explain growth within NWA a little bit. Um, because that's a unique uh piece where they will take a student's RIT score or their score in the fall assessment and take a look at where their score is, what grade level they are, and some of those type of factors and then use that national norming to then determine here's what that student should grow from the fall all the way to the spring. And that's where they're setting that. And so when we're seeing that growth, we want them to be meeting those growth goals. Um, but even if they aren't meeting those growth goals, it doesn't mean that they're

043not growing. Uh, it's just some of those, uh, especially in those early years are pretty lofty goals, um, that our students need to meet. And so, um, so sometimes they'll miss it by a point or two. Um, but it's still they're growing at a at a really good rate. Um, we're going to shift over to reading now. And reading again you can see was steady. We saw um what's exciting here is you saw a little bit of a dip in growth of uh this is the percent of students that met those growth goals um last year and and it was at 48% but we were able to then rebound right it started to um the trajectory started to turn down a little bit but we were able to then turn that right back up to

044where it was the previous year. So that's an exciting celebration as well. Uh again, breaking it down, you're going to start to see uh I'm going to go through the same set of slides here. Um for grade level, um with our reading, what's super exciting here is you look all the way across in all grade levels, we're above that benchmark of um or that goal line of 70%. Uh which is super exciting, right? Um and so there's some uh great celebrations within the the um reading area here. Uh then our achievement gap. Um this is again we're seeing those same trends of those same couple areas where that um the gap is a little bit higher. Um and that's in our EL and our special ed students. Um the rest are uh pretty stable when

045you look at uh the years in the past four years uh of comparison except for then Hispanic which would um fall under that ELD portion as well and um sometimes get double counted so to speak. Um then you look at your growth uh met gap and again um really low numbers. Um a lot of celebration here. Um, special ed is a huge one that's been declining straight for four years. Um, and our free and reduced uh, students as well uh, with that straight decline. And the rest are staying pretty steady. We're not seeing any uh, extreme spikes and um, there was no points last year uh, in any group that was our highest uh, over the years that we've been collecting this data. >> Dr. Peters, before you go. >> Yeah. So you said with

046the Hispanic um student group and then the ELD there could possibly be some overlap >> and so is that happen in any other groups? I mean does that skew our numbers at all as far as what we're looking at? >> Yeah. So you potentially will have um depending on um where the students are coming from that they could identify as black and could be an ELD student. Um you definitely see that crossover in special ed. You see that crossover in the free and reduced. So there's lots of categories that you could see students potentially being in more than one of those stu sub student groups. Great question. >> That's why established a student group where they're all counted together one time >> and they'd only be counted once in the student group. >> All right.

047>> Thank you. >> Yep. All right. And then we're going to move into science. And um science again uh really steady. We saw another slight um decline in growth la the two years ago and we were able to recover um again this this last year. So um and then science is a little bit unique because um it's a we test less students in science. So uh we only give the exams for fifth through 8th grade. So it's a smaller set of students that we're um testing because we're not testing all K through 8. Um but what's exciting here you can see is that we still are meeting that 70% um goal in all four uh grade levels. Um as well as staying steady from the previous year of where we were at with even a

048little bit of a increase in seventh grade as well. And then when you look at the gap again we're seeing similar area uh as we've seen in previous data. um our EL and our special ed uh went up a little bit. Um what's exciting on this one when you do look at that student group overall um to see that 2% decline um which is uh pretty hard to do and um so >> then Dr. Peters, if I may comment on science here, uh, for EL, that one's a pretty large gap. Um, and what we know about science assessments is the fifth grade assessment is a K through five assessment. So, it's cumulative. So, if you were not here in grades K12 and just arrived and only had two years of science education in Missouri, then

049you don't have the K through 5 perspective when you're taking that assessment. The other thing to remember is that has a lot of content vocabulary, specific content vocabulary for science and that can impact um the assessment scores as well. So just giving some context there on uh what we'll be keeping our eye on and what we'll work on moving forward. And then looking at our growth gap for science. Um again wanting that number to be lower. We see um again some uh gains in special ed uh and bringing that number down. Um we see the um increase in EL. Um and on this one uh there's an increase with our black students this last year. So that's something we're taking a look at and trying to uh determine what maybe has caused that little bit

050of a jump there. All right, we're going to head over to MAP. So, this is the state uh assessment that uh we give to all of our students that are in third through 8th grade as well as then our EOCC exams which uh we give in uh the state requires three, we give four. Um we give both algebra 1 and some of our students take algebra 2 to help um with some of the DESIE requirements based on when they took algebra uh in school. So uh with this um this is all pretty steady data in all four areas. You don't see much change uh from our previous year. Uh we did see a slight increase in science which is good because that had declined the previous year a little bit but uh overall it's been

051pretty steady the last few years. when you look at our um by subject area, our district compared to the state. So, this is when I'll point out, remember I talked about there's not a lot of comparison data that we're able to pull. So, I can't compare specific districts around and things like that, but the state did release some of the statewide data in these subject areas. So, I wanted to pull that in where I could. Um, and you can see this is a huge area of celebration on our MAT tests. um an EOCC test because we are outperforming the state in all four grade levels uh or all four content areas, excuse me. Um and um very significantly in social studies. Um when we start to look at math specifically um this is again another

052exciting slide because we are out performing the state in all of the areas. The only area that it looks like we are not would be eighth grade. And I want to explain that. So, uh, in Park Hill, we give our students an awesome opportunity where some of our students get to take algebra in 8th grade. Um, there's other districts that do offer that. Um, and the difference here is we give those students then the opportunity to take the algebra 1 EOC. Um, other districts around the state, there are some that still have those students take that 8th grade math test. um it kind of makes them look good to have those students in there, right? Um but uh we want to give our students the assessment corresponding with the course that they took. And there

053are districts uh throughout the state that don't even allow students to take algebra in the eighth grade. Um so that's the difference in eighth grade. So that's where I want to point out when you move to the next one of algebra 1, how extreme we are beating um the state average in our algebra 1 scores, which um is very exciting. when you move into ELA, um this one is another area of of celebration. Um and how we are outperforming the state in all grade levels as well as subject areas. Um especially that um the gap that you see uh from the state from us in algea 2 is very exciting. Uh when we move into science, um science uh again uh this is one that's only given in fifth grade and eighth grade. And then

054the uh EOCC that's given is biology. Um and you can see we're outperforming the state in both fifth and eighth grade, but then biology drastically outperforming uh the state at that level. Um here uh with social studies, it's just government. We don't give it at middle school. So, uh, it looked kind of, um, um, lonely with just the one bar. So, I got a little bit different graph here for you. Um, and instead I'm showing you kind of the trajectory over the last four years. Um, and so um, our uh, the state has been uh, pretty steady and we have been very far above the state. There is a slight decline, but there's still quite a bit above the rest of the state um, where we're performing. So, it's not anything to be too alarmed

055about at this this point. >> It'll be interesting to see when the grade level gets added to see, you know, do we widen the gap from the state? Is it steady or is it shrinking the gap? It'll be interesting to see. >> Yeah. And and um >> where the distribution is in there and where that grade level will land. >> That's a great point. and what the initial work that we've looked at with the basic band I think that we will do very well when we're able to count all the students that are on grade level. Um it'll ultimately depend on where Desi sets what on grade level is and things like that. So I can't quite for sure know but looking at historical data and where we would anticipate it to be um I

056think it'll be very good for us u moving forward. So it'll be exciting. Um and then uh looking at our achievement gap in our um map uh this is for all four uh areas. Um and you can kind of see where we have been across uh for the last four years. It's been pretty steady. Science we saw a little bit of an increase um for our student group gap and that's something that we're uh taking a look at. Um but social studies that gap dropped a lot. Um and so that's that's an exciting celebration. Um, as we move forward, then we're going to move over to AP. Um, and this is a super exciting area to get to present on. There's a lot of great things going on. So, um, we're going to go right

057into this. Um, and I'm going to explain the chart over on the right hand side and have you really kind of focus on that. Um, this one's hard. I don't have a red arrow because it's a it's a little difficult because you want it to be lower on the left hand side, but you want it to be higher on the right hand side. And so this is when our students take the test, they're um an APA exam, they're going to get a score of a 1 2 3 four or five. And again, if you remember back um I talked about, we really are wanting our students to get that three or better. And so those are the three numbers that we really want to pay attention, those three, fours, and fives. and seeing those numbers

058going up is really exciting for our students. Um, that literally equates to college credit for students. So, um, very exciting. One of the arguments people often make when they see this is, oh, well, that district's probably testing less students, things like that. And that's why I've got over on the left hand side, you can actually see it was the opposite. We tested a bunch more students this last year uh, than we had the year before. And it's only gone up the last four years. We've ratcheted up the number of students that are taking those uh AP exams. And while we've ratchet that ratcheted that up, you can see our percent three or better has only gone up uh over those same four years. So super exciting. >> That's very very impressive. >> Yeah. Yeah. The

059students and staff have been working hard and it shows in in this data. Um next we're going to talk uh briefly about the AP uh achievement gap. Um, and so what I did here was I wanted to kind of show you the number of exams that students are taking on the lefth hand side. So, um, so you can kind of get an idea of how many students were we're talking about, um, and number of exams that we're talking about. And then on the right, um, is that percentage of students that are taking those exams by ethnicity. So you can see um the uh we want that to be as obviously as tight as possible and so you can see some of those um student groups are increasing and then our white students obviously are going

060down. Um the thing I want to also point out here is when you look all the way to the right you see a a column or category called no response. This is one of the more challenging parts about AP because students self-report um where they're at. And so when you look at the data, we may have students enrolled in AP classes that are classified in different demographic areas. They may report something different. Um and so sometimes it's hard to be able to get those direct correlations because it's self-reported and it's not something that that we provide to AP um from for the enrollment piece. Dr. Peters, I have some questions about this um slide. So, >> I looked at this slide, but then I also looked at the big report. And so, when I was

061looking, for instance, at the black students on the AP, like they're at 46%. That are passing like to get the college credit for this class. So my question is, I mean, what are what are we needing to do to help these students do better compared to the, you know, the the white students are at se 78% passing with the three or higher and the black students are at 46%. Like they're the lowest category they're through out of all the students group student groups. So then my question is what what is not happening with that student group in AP classes to help them get three threes or higher in their AP classes? >> Miss Mars, could you tell me what uh page you're referring to in the report? >> Uh page 47. >> Thank you. >>

062That was my question as well. I was going to ask about us being focused on, you know, getting those students, more students in those AP courses, right? >> Or we need them to get the the threes and higher because >> are we setting them up to fail and like they're not even feeling like they took this class but they're not even getting anything out of that class if they're not getting a college credit out of it? Do they feel like they're being put in a class where they're not going to succeed? I mean, are we making this are we helping students, >> you know? >> I think there's both. I think one is is that we definitely are looking at how do we continue to support students that are in any of these student groups

063that are in uh AP courses. The other thing that the research is clear on is that students that take AP courses, regardless if they get a one or two, that rigor is better for them in the long run. And so that that has played out over years of AP testing that we we have uh encouraged students to take AP courses because of the course rigor that goes with it. So the test and and this is coming from uh both an educator and a a dad, one that has had high school kids take AP classes and sometimes get threes and sometimes or higher and sometimes not. and yet getting it's it's kind of like taking an advanced class and getting a B versus uh you know taking the non-advanced class and maybe getting an A. The

064rigor that that class is providing is actually helping in the long run. That does not mean that we uh don't look at those gaps that that those gaps need to be uh looked at over over time. We do have increased number of students of color that are taking AP courses and that's something that is promising. Um and then I hear your point is how do we make sure to support uh as well and we do that through programs like AVID programs like um you know whether it's additional uh courses that we're able to offer or uh other supports that we're able to offer there. So Dr. Brewell, anything else that you would add to that? >> Yeah, I would say it's definitely a comprehensive approach that we need to be making sure how are we

065using uh utilizing AVID, both the strategies and the course to support students. How are we using our CRA instructional strategies to make sure we're supporting our students? And then how do we effectively use tutorial time as an intervention for our students that might need to touch base with their teachers um that might need to review a concept um as you know that tutorial component of AVID can be very powerful. So how can we ensure uh that we're doing those things for our students particularly students that have my that may have more barriers to learning. >> Dr. Have you seen any more information? We had we had this discussion last year about this time about AP courses of some of them are created in a certain way that it hinders students of color from actually understanding

066the materials or whatever and biases and I know in Park Hill we did a great job with our gifted program and turning things around and we have great numbers >> thankfully from you know Dr. Courtney and academic services working on that to remove those biases. Mhm. >> Have we seen that research in some of the AP courses still or they you know this is not all Park Hill but it does really >> I haven't seen that. I do know that the college board is very good at continuous improvement. They're always trying to improve whether that's offering new courses or changing the way a course works reviewing assessments but I would need to look uh for more research on that >> because also the yeah >> three year or lower. So, >> and I think too,

067um, goes back to not just that, but like how we talked about like interventionists. Like if we have a eighth grader who's not at reading level go into high school and we put them in a class like this, are we they're not even where they need to be and we're setting them up to to not succeed or be their best? I mean, I'm I'm saying let's make sure if we're going to do these kind of things, like let's make sure that kid gets on reading level first before we put them in AP class that they're going to struggle in. And I think that those are things that might be contributing to these kind of situations. >> Yeah, we can look at that in terms of the uh AP uh recommendation process and and and how

068those students are are choosing that. Obviously, we're looking at what I said before is that we want to push rigor, but we also Yeah. If a student, I agree with you. If if a student is uh, you know, struggling in something basic like uh reading um and not on grade level with reading, then there are probably other options that we need to be looking at. I don't know if that's the case here. That's that's me speaking without the data in front of me relative to, you know, those students and how potentially um they scored on on other things. My guess is is that they have been pretty successful uh coming through, but I I don't know that right away. Um we need to find the best path for each individual kid and and and that's

069that's the goal and and and do that with the core value of high expectation as well. And AP is one of those places that we can point to that uh having a high expectation um helps students with their learning. It helps students with uh their future. And uh yet we're not perfect and we need to make sure that we're we're not setting students up for um any sort of failure that that would be um you know deemed to be that way. That's that slippery kind of double-edged sword between rigor and um and then also, you know, making sure that that students are confident and that they they they know what they're they're doing. I I was go >> best way to get data to um be the bridge between those two things because I don't

070think that even if you get a one >> I would agree with your point about rigor. >> But I'm curious how the student feels that they do. If they come out with the sip in the coffee, it could be a very good accomplishment on there right there. >> Or if they score a two but still get a B or an A in the class. >> Yeah. Do they still feel that or >> I don't I don't know without more data which one of those is more relevant. >> I that's an interesting question and and and I think um I don't know uh that that direct answer to um that data of >> crossing those two two pieces uh that you're talking about. Yeah, I can say that College Board has come out with research studies

071showing that just by a student taking an AP class, they are more successful in college and they've tracked that length of time of students that have taken AP courses to then their uh performance in college >> regardless of their score on the test. >> Yeah. Yeah. Just being in the class, right? And so one of the things that we do at Park Hill is we do not require all of our students to take that AP exam. you can take a class. Um, and it's one of our um, attempts to try to remove the gatekeeping and try to block students from feeling confident to take those AP classes. Um, so students can take the class, get that experience, that exposure to that rigor without then necessarily having to take the the test. Um, and so that's

072one of the things that we do to help promote more students getting exposed to that higher level of rigor. Also, another thing that we um look at and and talk about is those days of old where there's an AP student or you're not an AP student kind of thing. That thinking is gone away. And it's more about finding the right course for you. Um and where are you going to be successful? So, where are your strengths? If your strengths are in math, then let's look at the math AP courses. If your strengths are in social studies and that's where your passion is, we'll we'll look at one of those classes and really trying to help. if it's art and kind of really breaking it down um and helping support students in in those ways. >>

073But there there are also the dual credit classes. So to me that I mean the AP is great and and wonderful, but also we have where you can take like the biology class and dual credit and get your five six credit hours of biology which is still a college class course that you're getting those credits in. So, um, so no, like maybe like I guess my thought process when we're like this is a more rigor class, that's a rigger class, too, because that's a college credit class. So, you know, and if they get the credit hours out of it and it's transferring to a school for them to advance themselves, it's the same. >> I just, you know, AP is great and I don't have a problem with that. But I'm just saying I just

074want to make sure we don't feel make students feel like if you decide to do one thing or the other, this is making you more of a rigorous student when a dual credit class does exactly the same deal. >> Absolutely. >> And I appreciate your explanation about, you know, the the stigma that it used to be AP student or whatever. And to Miss Bolan's point, I mean, um, I told my daughters to stop taking the test because it was just like a one or a two. and it was just heartbreaking to them to especially my overachiever that she could not she get A's in every other class but she could not get that three or that four or the five or whatever. So that's a a piece that's yeah, we're getting these kids in the

075classes, but we got to make sure they still have that confidence when they leave the class. And I don't know how >> counselors if they can step in, they have so much to do. >> And that's and that's piece of it is is how do we find the right I think that's the part of the graduate profile that is powerful if we are able to advise well and that's what we're trying to work on is uh is it appropriate for dual credit? Is it appropriate for uh AP? The the other thing that you as a board supported and that we just launched this year is early college academy through uh MCC. Well, that is you know like a next level dual credit type opportunity that's very similar to what you're talking about Miss Barnes in

076the sense that it is uh high rigor students are actually on campus at MCC. they're getting the college experience half of their day from college instructors and they uh are getting credit if they get uh a certain grade or better. It's not necessarily deemed on a on a test. Um so yeah, there's a lot of variables that play in that in effect. Um I I was just popping around on this trying to find my question was how have we done relative to previous years and we see a little tick up in uh students of color and their um 3 plus scores but then also we have more students taking it. So uh there's more places for us to dig on this certainly and and I get that to your point about uh you know advising

077a student not to take an AP test potentially if they don't feel ready for it. I've had that conversation with my kids and um that's I I appreciate Dr. Peters pointing that out that we want to make sure that they're part uh and exposed to the rigor. So that's the we want we don't want to have barriers. We want to have access to these courses. We want to make sure that students have those opportunities and we need to support them so that they don't feel like they are um in some way you know uh under succeeding or failing or anything like that because these are some of our best students right and it and um we got to support them in that. So thank you for pointing those things out. And I just say that

078cuz I had kids, you know, kids that did class, but I mean like just take one or two and I she just did dual credit and I mean this before we had the program we have now that graduated with 30 credit hours you, you know, went off to college and >> that was way less money, you know, and that was a better situation >> and they start earning money much sooner. >> Yes. Like so and that's just I mean that's why I'm saying I'm not I'm not saying one way or the other is >> but I'm just like making sure that we're >> but let's just say >> getting credit and starting work earlier is better >> for >> correct and and what we need to do is figure out >> not necessarily >> I'm

079not saying get rid of AP but I'm saying for most kids. >> Yeah. >> I have hired one of those kids in my company and he's doing wonderful just graduated two and a half years. >> Yeah. But there are places we got to keep looking and and where we see gaps. That's I mean Dr. Peters has pointed out uh several of these where we're looking at um we we want to look for variance and when we see variance the question needs to be why is that? What's the you know potential cause of that? Is that a process problem? Is that uh something that we have relative to who's taken that class? All of those things are things that from a continuous improvement standpoint we are working on uh constantly. And I have a specific question.

080Do we have enough data on the kids that are taking AP that go back to say third grade reading? >> And can we look at their NWA scores? >> Is there something early on? Because you know the the gap on NWA is 16% for reading for black >> kids. >> Is that what the problem is? And it's just they're missing out on certain things because they're always behind or versus something like that. >> We would have the data. There's a lot that's going on with that question. >> A lot that goes on year change is it's hard to find. >> We know and and and we've shown over years that uh when we get kids and keep them that they perform uh very well and that's in most places that that when there's that lower

081mobility that that's happening. Um yes, third grade reading does it is an indicator of uh potential future uh success. Um and and there probably could be a correlation that you could could draw from there. I think our job is to make sure that when they're in high school and we put together an IAP, which is their individual program with their counselor, is that we are finding the right courses for those students to take at the right time that's going to help them reach whatever their goals are and make sure that we are doing the things that are relative to that strategic plan about building successful futures regardless of their background. >> And I'm I'm reminded of the what's the official name of it? the course planning guide where it has all the different programs and

082it lists all the courses you can take. It >> is called course planning guide, right? >> Course planning guide and the career planning guide or companion. Yeah, that's what I'm reminded of is it's like we have all the the Lego bricks and you have a foundation and then you pick the ones you want depending on what's most applicable for you whether it's AP or dual credit or all the different you know NCAPS NCC there's and that's you know equity and education is providing each student what they need >> right >> shout out to our counselors for helping with that because some kids families they don't know what is what. >> Yes. >> Sure. and we and we continued. We're doing pretty well and we could get better. >> Yep. Thank you for those questions. Those

083are good. Dr. Peters, >> I have another question. >> Oh, sorry. >> So, on um reading in particular, on the NWEA achievement slide for reading, third grade, it said 74% were reading at grade level. And then on the MAP achievement for ELA for third grade, it said 50% were proficient or advanced. Mhm. >> So like apples and oranges. >> So this is what what are the apples and more of the oranges. >> Okay. So so this is the point that Dr. Peters was making about the uh fact that we have students that score in basic and this is why the the state is going to five levels because there are students that are scoring in basic. So they're not on this scale proficient or advanced but they are on grade level. So it's based on

084where the cut scores are. And so what we believe should happen is that next year when we have those five levels and we have uh advanced, proficient, great onrade level, basic, below basic that those three of ongrade level, proficient and advanced would be very similar to our NWA measures. So that that's the difference that you're seeing there, Mr. Mons, is that these scales are different and the cut scores are different. So the in third grade, you know, that's the critical year, right? Where >> you're learning to read and then you're reading to learn. >> Is there and I know we've got new programs that we're bringing up with our reading interventionist. Is there anything we can do to increase it from 74% to say 85%. >> That's what we're working on every single day. >>

085All right. >> Yep. Every single day. And we're trying to uh both um and 100%. >> Of course, I mean, we we want we want all kids to read on grade level and we want to continue to improve that. Um, and what we are doing and seeing through Dr. Bridewell's work with her team and data check-ins when principles come through with that NWA data, that's their accountability measure is they sit down with Dr. Peters and Dr. Bridewell, Dr. Means, uh, Dr. Stucker and they have to talk about that. They have to talk about their plan for their building. And the goal is absolutely to increase that 74%. Um and and this this data can be stubborn, uh no doubt. Um but, uh that's our charge every single day is to continue to help kids learn

086to read, uh learn to be mathematicians, and to to be scientists. I've been on the board a long time, but I would like to understand firsthand with knowledge of individual students what the difference is between someone at 74% in third grade and someone that's not making it to that that reading program. >> I understand what you're saying. >> Yep. Well, one of the things that we find this is probably going too much into the research weeks. Sorry. Um, but one of the things that we find is is that in Missouri to be proficient you actually have to be somewhere in the neighborhood, I believe, and you can correct me if I'm wrong. >> I'm talking about the proficient. I'm talking about the NWA, the one we have control over, right? >> Correct. Um, but we

087know that the proficient kids actually the lowest mark on the proficient is actually at like the 60th percentile nationally. So, you you have to be better than average to be proficient. >> Okay? >> And so, that's the problem. And so what we look at is 41st percentile. So that's average or better. That's that grade level that we're trying to get to. But we can certainly look at that to see uh what um you know those I've looked at that data for a long long time. >> Let's see the children is what I want to say >> and and understand more of what they're struggling with, >> you know, just >> sure >> the individual. >> Yeah. folks >> and and and what you've done as a board by providing reading interventionists, by providing training on

088things like letters training and other things that we know we are going to train teachers better how to instruct how to read. That's how you're supporting as a board to help those things happen. That's the the strategic part of that. I appreciate the question. That's >> it's just my engineering >> brain. I need to see the >> sure >> the successes, the failures, understand how the mechanism work. Yeah, of course. >> Thank you. >> You bet, Dr. Peters. >> Okay, so uh with AP when we start to break down the um individual tests and kind of see where we are at, um we're in the math sector, um pretty steady there with both calc and statistics. Um when you look at um then though when you look at the Missouri um average as well as

089then the global average from AP we are able to pull that um calc we're outperforming both categories and statistics we're right between um Missouri is just a little bit higher than us but we're definitely outperforming the global um average score when you move into English um language and English lit the English language is one that we've 've um been a little bit lower in historically. So that's super exciting to see that jump there uh in our English language scores. Uh and then the English lit um rebounding from the dip that we saw the previous year. Um here when you compare it to Missouri and globally, you can see why I was saying English language is an area that's been an opportunity for us. Um it is right there with globally but a little bit below

090Missouri. So, it's exciting that we're um trajeing uh upward and then English lit we outperform uh greatly outperform both Missouri and globally. Um when we look at sciences um and the exams that we offer in science um here is it's just a super exciting slide because when you look at 2425 compared to the previous year um we have gone up in every area except for biology which we're pretty uh steady with um where we were in the previous year. So, uh some huge jumps that um especially in environmental science and physics one which um was exciting because we saw a drop the previous year and so we were able to rebound and bring that right back as we took a look at that. Um so that's a super exciting results. Um then when you take

091a look at us compared to both Missouri and globally again another exciting slide because we are outperforming both across the state as well as all around the world uh students that are taking those AP exams. Uh when you start to uh move over to our social studies um exams um the we're pretty steady in all of those. Uh the one that you see a significant drop would be our world history modern. But um I need to point out there the N number or the number of students that took that exam is so small. Uh we only had uh 17 students two years ago, 18 students this last year. So it's such a small number that even just a couple students performing differently will drastically make that number jump up and down uh in uh for

092that course. Um but um the uh two that I really want to point out are US government and US history. Two years ago, we saw a big jump in both of those classes. And so it's really exciting to see that the second year it wasn't an anomaly that it was a one-year jump that we saw, but um second year in a row that we kept those uh levels pretty steady with that um that >> well those jumps can you attribute there were some other jumps on previous slides physics or something. Is that attributed to the program individual teachers >> test change? it no it's not um not the test changing it's um some different things that we have done um in US government and US history that was something that we had looked at um

093the test changing a little bit in those um and that was part of it and so that's why we wanted to see how does this then rank and that's why I want to I'm going to jump uh to this next slide because this is what tells the rest of that story so when you look at that US government it wasn't a test change piece because we're drastically outperforming the rest of the state and globally. Um, US history with that jump that was more of a test change type of a piece. Um, so when I said no, I'm sorry, that was misleading. and one of them it was not so much, the other one it was. But there are also things that we're continuing, our teachers are continuing to look at um the resources that college

094board provides and things that they can continue to do to uh help improve our students uh experience in those classes as well. >> So this US government that stands out so high, >> how many of our students took it? I mean that it's a large number, right, for US government? >> Yeah, I can get that. >> Well, I mean it's just it's not a small sample. No, that isn't a small that's not like the modern >> 81. >> Yeah. >> Is the number of students that took it. So, it's >> how are we doing so much better than everyone else? >> Um, that's there are other districts who have called me on the phone to ask me that and they want me to come and present. >> I think I I would say it's it's

095our teachers and fidelity to our curriculum. um and making sure that the uh >> did we do something different on this curriculum >> or is it just >> we have a genius that helped do the curricul? >> Well, AP has curriculum so that we we would be following uh >> they have training and their curriculum that you would be following. Um, so I think really again this is a tribute to our teachers really digging into that, making sure students are learning, doing those formative assessments along the way. Um, and just an example of what can happen when you have everything aligned >> is US government. How many teachers do we have? And is it at both high schools or is it three high schools or what is it? >> We have it at all three.

096>> Okay. Um, I would get the number. >> Did you score high on this or was one just more outstanding? >> I This is a pretty consistent number for us in Park Hill. >> We just know how to We got the magic sauce. >> We know our US government history. >> Well, that's good. I'm very impressed. That's why I'm asking all these questions cuz I'm like everyone else. It's like, how did you do that? >> So, we went from 68 to 70 and then bounced up to 94 91. So, so maybe we get a new teacher, >> but it's all possible. >> I mean, those are things are things that are possible. Is that is that you could have change in in who's teaching the course? >> But how much do you dig into that?

097Because I mean, if what you're saying is true, wouldn't you have those teachers >> training other teachers and say world history modern or do you have that? Are we actively doing those things or >> so? We have regular collaborations and where they're looking at their content areas, developing those formative assessments, talking about um how they're collaboratively planning so that what are you doing that's working well for you that I could be doing. Uh we do that in all of our content areas. Um and some teams are more dynamic than others and their ability to do that. Sometimes we have teachers that have been teaching um they have a lot more experience uh so they're able to onboard people. But yes, we would definitely want to take advantage of our teacher leaders, our teachers doing well.

098They're often our curriculum writers. They're often leading department meetings and those things. >> Are we um I know we're providing teachers the same data to evaluate their own performance. And I know it's not all like I mean you can be an outstanding teacher and still get poor test results. So, I don't want to >> um but I mean I don't necessarily want to judge teachers based on um test scores, but how what are what what do they do with the data or how are teachers taking getting this feedback and saying that's great or this is terrible or whatever they want to do to reflect on their own. How is that systemically coming through when they're given this data? What are we doing to support them or >> that would be through their collaborations within their

099department? So, we would need to use our professional development time. Uh teachers often have um cadre meetings after school. They would be using planning time to do that and meeting with one another. We also have dedicated time where teachers can collaborate during the day. uh we do try to balance that because that requires a substitute in the classroom. So we don't want to pull them too much from the classroom uh where students are getting instruction from their teacher but that's another opportunity that we provide. >> This collaboration is that just within the buildings or does it is it across that particular >> when we're doing the pull out specifically that's where we can get across the district. Okay. Because they would need that common plan time or that common collaboration time. Great question. And keep

100in mind this is high level where our teachers have access to um specific strands data within these assessments that they're taking a look at. Um depending on the assessment there's different um standards or strands or different things that they take a look at within those scores. there's tighter uh data points that they're collaborating on and taking a look. Okay, we did much better in this versus this what and and having some good conversation about what we need to change over here. >> Could it be that students are more motivated, the class is more engaging, fun? Do we do we ask the students what they think of this class compared to other classes? I mean, ask the teachers what they think happened in >> from this year to the last year. I'm just very curious because

101it's it's striking. I can see why everyone's >> wanting to know from other districts as well. >> That's a huge difference. >> It is. It's wonderful. It's absolutely wonderful. >> And and all those questions that you asked are data that we do collect, you know, that where where students are talking about. >> Well, then tell me my tell me the answer, >> but we have it. Yeah. So, those are things we look at. >> And then the last assessment that we'll talk about is ACT. Um, and this is um unique because we get ACT data in a couple different ways. Um, and what we have here tonight is real high level, some basic. I wanted to just give you an idea of where the data is coming in at, but we haven't gotten our official

102um, report back from ACT or the state uh, on this. So, this is some of that preliminary data that I was able to pull and put together. Um, and so with this uh, there's a couple things here that I want to kind of point out. Um, your composite score is all four categories that are brought together to create that composite score. Your super composite score would be different if you've taken the assessment more than once. And then it will take the highest of each of those areas while from each of those assessments that you took. So maybe the first time I uh performed at a um a 29 in my English um and a 25 in my math. Well, the next time I performed in uh flip that and 29 in math and 25 in

103English, it's going to then your composite will keep the 29 in both areas um and carry that out throughout. So, I kind of want to point that out. Um and so this is some of that initial data of uh where our students are at compared to then the um national average. And that's what that little line uh and the uh number that's down on the bottom right. Um, English is uh our lowest, but it's also the lowest nationally. Um, English is very grammarheavy. It's not something that we spend a lot of time typically teaching in our curriculum in the state standards, for example. It doesn't come up a lot, those kinds of things. And so, it is a little bit lower. If you do any kind of test prep, they will always tell you focus

104on your commas. That's a big part of the ACT. Um, and learning when when to use commas, those kinds of things. All right. um is why you see that score that's a little bit lower. >> Does the um sorry Dr. Peters, >> does the um ACT break down the um student groups like the AP test and the MAP testing in an NWA or does that not break those down? >> It's not the same. Um and that's why you don't see that level of data. as we get the um full report, we'll have more of that type of information and that's when I'll be giving you guys an update um when I get that additional information. But the preliminary data, it's difficult to mine okay, >> that kind of uh data out at this point. >>

105Thank you. >> Good question. >> Um and then this one um it takes a little bit of explanation because this is just your 12th graders. The last slide is all students and all tests that they've taken put together as a composite um score. This is just our seniors and this is an exciting slide because this is our ste seniors that are graduating and the scores that they're graduating and moving on with. So these were our last year seniors that graduated um and they performed better in every category than uh the previous class of of students. So that's super exciting to see you there as well. Do we um I know we basically pay for every 11th grader to take the ACT. Do we know >> is it just anecdotally or do we know what other

106districts do that or do we is there any way to >> Yeah, we I mean we we ask around about it. It's fewer and fewer. Uh it's becoming much fewer than >> that do it or don't do it >> that do it that that give the census test for 11th grade >> to give the AC basically every 11th >> yeah every 11th grader gets the ACT there are fewer and fewer I don't know if you know >> I don't know exact numbers but it is declining there was a there was a point where uh DESIE actually it was part of the MSIP scorecard so everybody took it all across the state um that has gone gone away um years ago. And the further that point moves away from us, the less and less districts are

107taking and paying for that. And some of it is um budgets in education are getting, as you guys know, harder and harder. So, people are looking where do we cut and that kind of thing. Um the other piece that I've been watching closely is ACT is changing the way they're scoring their tests um starting this fall moving forward. And so science is no longer a fourth um factor in your composite score. It's now just three. Your math um reading and um and then um the uh science uh piece used to be a fourth and it's now optional test that less and less people are even choosing to take science altogether. Um it's one of those things that they now actually give it at the end of the test and people walk out and leave if

108they're not staying for science and it's a small group that stays. Um, so that's a significant shift. Um, so there's going to be a big >> Yeah. Your kids who were performing really well in science, they they needed that score. It really helped them and opened up more scholarships and and colleges and things like that. So that's something that um they are saying ACT is saying that they're not in their studies. They didn't see a change in overall scores for students. Um, I'm watching that closely because I want to see is that really the case? Um, and and some of those things that are evolving with ACT. >> I'm I'm a big proponent of allow giving every 11th grader the opportunity to take the ACT even if it go >> even if it, you know,

109I know overall that could I guess it could lower the average score, but I think it's still important to give every student the opportunity to take. >> I'm curious about that. Do we still find value in that with the different all like the graduate profile and the different ways that kids are getting their future ready assets? Is that really an asset or a value? It is. I'm not concerned about the test score or what it's doing, >> but I am curious is if it's still valuable >> or if my colleges >> or if we're wasting like well not wasting kids time, but if it feels like there's many other avenues for them to pursue um a future rather than spending time on the ACT if it's not benefiting them in their endeavor >> and the

110test changing the there are I would say that the the thing that you're balancing is is that students that may have not considered taking the ACT andor this wasn't an opportunity for them. Uh all of a sudden having a score that then affords them the ability to go to a school andor give scholarship funds and other things that they might not not otherwise have gotten. And that's the value that we see. >> Okay. But I'm going to raise you that with all of the individualized course building and the um different strands and everything. Shouldn't we be lo um identifying that much earlier than their junior year? >> It shouldn't be like I I >> Sure. No, I I understand what you're saying. >> Be a surprise to any junior that they can get a good

111score on. >> I think it's about access. Yeah. I think it's about access and opportunity and and making sure that a student doesn't uh miss an opportunity. I think that's the piece because it's an optional test. >> But you know what do you know what I'm saying? Yeah, >> I would hope that we're >> we would already know whether they are going to score well or not >> that they would know that >> we >> I will say I was surprised when I got money back. >> Right. I'm not a good test. >> Um I I I hear what you're saying. I think it's about uh evaluating whether that opportunity is um going to be taken by that student or not. And we we've so far chosen to say since that since this test testing

112was taken away by Desi that we found that as value to uh to provide that for for students. >> Okay, great. >> I would say yeah keep just keep tracking it and making make sure it still makes sense. >> I am disappointed about science because I that was my highest score composite went down. >> Yeah. >> Throughout the science. Yeah, absolutely. >> But I mean, it's it's going to be changing, so we just need to make sure we're doing best practices as time goes by. >> I will keep watching on it. Like I said, it's something I'm keeping a close eye on. >> Do you want to do key findings? >> Oh, yeah. Sorry, I'm misread slide where we were at. Sorry. Um, so just an overarching summary, uh, some of those key findings. So,

113elementary, we were meeting or exceeding district goals with stable trends. Um, middle exceeding goal on NWA, but uh below the goal on MAP with some stable trends. Um, high school is meeting or exceeding goals on MAP and ACT, but declining trends um that we're keeping an eye on with an increase in AP. overall stable in NWA, general increase in MAP and gap increased in NWA and MAP a little bit that we're also looking at in math. Elementary was exceeding district uh goal on NWA for grades K through three, exceeding the state in MAP as well. Middle school, a slight decline in NWA that I talked about, exceeded the state in sixth and seventh grade in MAP. Um and then high school meeting or exceeding goals on MAP, ACT, and AP, but declining trends in AP

114and ACT that we're watching. Uh and then overall slight decline in NWA. Uh growth gap has improved in NWA with a slight increase in MAP gap. Um for science, elementary meets district goal for NWA and stable trends while MAP exceeded the state. Middle school meets district goal for NWA and stable while MAP exceeded the state again. And then high school exceeds district goal on MAP meets or exceed increases in AP as well. And then overall met NWA goal in both achievement and growth while the NWA growth and achievement gap increased in EL that we talked about. uh social studies elementary we don't assess we don't assess in middle school but high school meets or exceeds district goals with stable or increasing trends in both MAP and AP with a decline in that AP world modern

115um AP world history modern that I talked about that small sample size >> okay so I will talk to you about some action steps we've been taking um I these are some content specific things be and these are in addition to what we have been working on with our VIP. So our AVID, we will continue to do that. You know that one thing we believe in is we're not doing a a oneanddone type of professional development. So we will keep training and keep onboarding new staff. Um again with MTSS uh which is both for academics and behavior, keeping those interventions, building those systems um and CRA, how are we evaluating that on a regular basis? How are we embedding that work into everything that we do? In addition to those three things that we regularly

116align with our CESIP on uh you're going to see for student gap performance, we're increasing that support for EL and special education. You approved uh budget assumptions with some big increases there. Uh so uh we're very excited about that. It's not just in people, it's also in resources. So if you remember uh we purchased some translation devices for our students. If you happen to catch the Tiffany Ridge spotlight, uh you could see that in action where a student is getting translated in real time um or getting translation in real time while they're in class. Uh so we will be adding those and continuing to research what are innovative ways we can uh provide uh additional supports for our students. In that same vein, thinking about our CESIP and thinking about our students that have barriers

117to learning as kind of a sneak peek when we have our CESIP meeting >> Tuesday. Thank you. Um, one of the things that we'll be proposing is thinking about some strategies around um, instructional practices that support students with barriers to learning and promote belonging. So, how do we look at that umbrella of our students um in the student group and how do we support them? So, that'll be some things that we'll talk about and get some feedback from in our CEST meeting as well. Uh for math, uh we have a regular curriculum writing cycle, uh regular resource review cycle. Um so, we have new curriculum completely updated K through 5. Um in 6 through 8, we have curriculum revisions. In K through 5, we have a new resource. If you remember, you approved uh reveal

118as the new resource for K through 5. Um in 6 through 12, we have targeted professional development on those instructional strategies that promote critical thinking. Uh we'll be bringing in Peter Lindall who talks about uh building thinking classrooms and directly related to mathematics. So, as we're watching these trends, we're thinking about how do we prepare professional development for the following year? What types of supports will we need to do? what curriculum updates do we need to make if we're seeing a certain strand uh perhaps dipping that we might need to bolster those types of things. Uh for ELA, we're piloting currently um ELA resources right now. Our teachers have selected benchmark advanced. We're very impressed with it. It incorporates so many skills for literacy. Uh so we're piloting that again as part of our regular

119curriculum cycle. We review what's working, what needs updated. Um, we are implementing early childhood letters. So, we've been working uh with Gerner and our instructional coaches about how we can bring that to our early childhood and prepare our students for kindergarten. Uh, in 6 through 8, we're looking at Aspire for middle school. That is the letters version for middle school and bringing that to our district. Again, our instructional coaches are uh taking the lead on that and providing training um for our teachers. And then in high school, we're designing formative assessments to scaffold those priority standards where we're pulling all the teachers together from all three high schools um and looking at formative assessments. That's where we can do those checks for understanding and get real-time information since they don't have NWA the same way

120that elementary and middle does. How do we get some more real-time information so that we can provide interventions right there in the classroom? Um, for science, we're doing a 6 through 8 review of recently adopted materials. So, again, we're constantly refining, looking at STEM scopes, what do we need to update or change? And then in 9 through 12, we're piloting new resources right now. So, they're in that process of selecting um possibly a new resource, but possibly not after we've reviewed everything. again that we have uh you've seen them all of our flowcharts that we follow and how we review and we do that with our teachers. So we have that confidence that we're selecting resources that they're ready to implement. And last with social studies the same thing piloting new resources in 6 through

1218. So that's just giving you some content look of what is also going on in the background. Thank you for that that explanation of the action steps going forward and thank you Dr. Peters for uh this the putting this together for us. Um, I really appreciate the especially the historical data um having having that being lined up year-toear uh because that gives us a good um a good view of our number one competitor right ourselves >> um what our previous best was. Um, one of the things that I do find concerning here is that the that that achievement gap is still stable um in in WA and in in the MAP scores that um it doesn't look like we've been making progress, a whole lot of progress in in bringing that achievement gap down. I

122am glad to see that the growth gap is where it's at, but I would be interested to hear what steps we're going to be taking next to to figure out how to close that achievement gap. >> Just wanted to loop back around. I asked Dr. Peters earlier about that. It's still nagging me that some of those students are double counted and how if the those percentages affect how we or those numbers affect how we look at student groups and the data and everything else. Um I just don't want any barriers to be missing for some of those students because we're double counting here and there and but to your point about um having that teachers having that deeper level of content and data points and everything else. Will that show any barriers for the students

123that we need to focus in on and your action step that you just went over? Would that be correct in my thinking of like they'll still get those those barriers will still come up and we'll be able to address them then >> because being double counted that just kind of seems like well we're going to probably miss somebody in that with those numbers >> when we're looking at data. >> It's possible but it is also more possible since they're counted twice. You're looking at them twice. So when we're looking at those groups and breaking it out we're going to see that student's name twice. And it's also important to think about when we're looking at our students with barriers to learning. Um those can be as mentioned before very stubborn numbers. And so how do

124we look at that through an um I'm not just saying this because it's our CIP, but I absolutely love our CIP because we're looking at what are the academic pieces we need to be doing. At the end of the day, your instruction has to be great and we have to offer that experience in our classroom that is helping to remove that. But then also partnering with student services and thinking about the culture. What are the things that we need to be doing to support students well-being to make sure they're ready to learn because sometimes that's the barrier of what trauma do we have or I'm learning to speak English and those are my barriers. So, how do we comprehensively look at that? And that's what our two teams do. Um, we're constantly researching uh what

125that can look like, what improvements we can make, and what new research is out there for us. >> It's like attendance could play a bit. >> Correct. >> Mobility we've talked about can play into that. Um, there's so many different factors that one thing isn't going to cut it. We have to we have to approach that as a team and comprehensively >> the whole child. >> Yes. >> Is there any is there any window in here where maybe they they're just not a good test taker? like are they performing well in the classroom and they just underachieve on standardized tests or is that basically does >> so one one of the things that I'll talk about that I think kind of addresses both of those u pieces is we're looking at real high level in

126tonight's presentation right um but as educators we don't just stop there we don't say oh yeah there's an increase there or a decline there and well we need to fix that it's we dig down and recognize that each and every data point is made up of students and we dig down to the individual student level level and our teachers are every day looking at their students uh within their classroom and what additional supports can they provide for the each individual student that they have in their class. So um I want to make sure we keep in mind that yes this is high level this is what starts to show some trends and and I kind of think of it as the warning light in your car. This is where we start seeing some of those

127warning lights, but you're gonna take it and get a much deeper diagnostic done before you decide what that car needs to get fixed, right? Um, we're this is what we are having our warning lights and things. We need to start looking into that. We need to dig deeper into that. Um, and there's a lot of work that then goes on because of this initial highle data uh to get to that individual student support level. Um, and there's more to a student than just their test, for example. We look at a comprehensive piece when we're looking at supporting students, not just what was your test score kind of thing. So, >> let's see. >> Um, on the action step, so you know, it seems like there's a few new curriculum choices. How long do you feel

128like it needs to take a chance to see if it changes the data? Do you sometimes see a dip with new curriculum and then maybe an increase? So many of our curriculum cycles are about 5 to seven years. Um, and so we definitely can see implementation dips. So we're all learning how to use something. Um, and you can have that dip. Sometimes you'll have the opposite effect because we're really excited and we all love it. Um, so we look at that. Um, but we want to make sure we give it enough time to see how is this um, being implemented? Is it being implemented as it's supposed to? and then what is the impact of that? And that's when uh Dr. Kimberell was talking about the data check-ins where we are regularly wanting to meet

129with our principles not only to hear about what they're doing but to listen to, oh, I'm hearing this same theme over and over. Maybe there's something there in the curriculum we need to take a look at. So, it gives us information at the same time uh for improvements. Thank you. >> Congratulations, Dr. Peters. You made it through your first Hark Hill board of education presentation on the academic achievement report. Um, but I we we I do really do appreciate it. As you can see, we're all very passionate about academic achievement and the rigor that we we have here in Park Hill and continuous improvement. Um, so we really appreciate it's an honor to be here presentation tonight. Thank you. All right. Now, we'll move on to our enrollment update. Uh Dr. Kimber and Dr. Kelly.

130>> Yeah. Not to be undone with uh you know, more bar graphs and line charts, but uh follow that up. >> Yep. Dr. Kelly uh does have a couple data pieces to uh provide for you. Uh a reminder to the board that last or the last Wednesday of September in uh each year is our quote unquote official count day. And so uh we just passed that and so Dr. Kelly has been working on updating our uh enrollment data. So he's going to share that with you. We've also anecdotally been trying to see how does this compare to other districts uh around us. We do not have that availably available publicly yet, but we've been asking um other districts just kind of what's happening. We're seeing similar trends to what he's going to talk about happening

131across other suburban districts across the metro. Dr. Kelly, >> I have uh three graphs. Uh so hopefully it's not too much. Um so the first one uh and this is really just a small uh sample of what we do in the demographic profile. So there is a lot of questions that you may have as you dig deep into this about uh demographic information or enrollment projections all of that and um I would just ask for your patience that is going to be a part of our annual demographic profile which is really kind of the first step that feeds into next year's budget. And that's a a good um way to segue into this data is that as Dr. Kimell mentioned the last Wednesday in each September in Missouri is the official count day. And so

132it may be and and then our enrollment on that day was 11,470. It may be that every other day of the year we we have more or less than 114 uh 470. And so that's a snapshot in time. And the I think it brings value to Park Hill in a couple ways. One is that it really is the primary source for us then to start that enrollment projection and looking at trends so that we can plan adequately on maximizing resources like our human resources and class sizes and facility planning. And so that's uh that's why that 11470 why it's good to know it's good to know in uh September so that we can kind of start that whole process of planning for not just next year but future years as well. The other is that

133it is again a snapshot in time. And so all Missouri school districts are doing it the same way. And so we can we're we're not trying to judge well we're giving you a number that was taken on the first day of school and we asked Lee Summit well today we're you know a lot higher than we were uh you know two weeks ago. So it is a common way of communicating what enrollment is. There's not many um equations that um that number fits into like it that number doesn't drive our uh foundation formula payment um or what our transportation reimbursement is. That is more based upon attendance and what's available and how many kids are in there in any given day. Um so today our attendance was or our enrollment was 11,488. That's the number

134that would be used today to calculate uh attendance which then goes into our foundation formula. And so um the 11470 is limited in terms of its value. It does represent a drop of 133 students. That's about a 1% drop over last year. It's still amongst the highest, you know, that we've seen. Um you can see on the graph there that 11,77 was our maximum in 2019. Um and so the uh this is still a high enrollment for the district when you're looking over the last 25 years, 30 years and such. So um that is that graph and I can take any questions if you have on that piece. The next two graphs are really um talking a little bit more about judging how we did from a a budget perspective. And one way to look

135at that enrollment in a little finer detail would be separating it out by grade level. And so we budget by grade level. We actually also budget by school and grade level. But this is just the grade level data. And one of the things that's highlighted here is where you see um the gap. So the gray bars is what I had planned uh you know from an enrollment projection standpoint. And then you can see the actual is in the dark blue. And the biggest gap there between what I anticipated and what actually came in is again in kindergarten. So our kindergartens are are consistently underperforming. our kindergarten classes are underperforming our our budgeting. Um, you know, and that's a big deal. We staff around my budget number and so we don't want that to deviate a

136lot. You can see in other areas we were just very very close. Uh, not a lot of deviation. I highlighted the 11th grade. That's our largest cohort and has been as it moved through uh over the last 10 years um through all the different grade levels. So they're kind of a bubble. Um and so as they then migrate out, you see that smaller class sizes as well over the next two or three years um result in actually our high school enrollments dropping uh a little bit. So it'll feel begin to feel the impact of smaller class sizes that occurred before um the current year. So uh so that phenomenon of kindergarten lower kindergarten classes, there's a number of reasons that might be. We'll get more into that in a demographic profile, but this is a

137performance to budget uh graph and so you can kind of see where we had some hits and misses. >> Okay. >> Mhm. >> Paul, like when you talk about gaps, these are very minor gaps. Like it's really remarkable the projection that you do by grade level. It's >> good job. It's impressive. >> Thank you too hard. >> I appreciate Yeah. Your high standard >> by one. Well, you know, and so like I think at fourth grade level, I think we missed it by a kid. Um, but so I want to give some credit for that, but kindergarten I kindergarten I didn't do so great. So, but thank you for your sister. >> Um, a little more challenging is this next graphic. And the reason why I provided this one, first I want to stipulate this

138is what I call resident enrollment. So this is really the intention of this graph on this report is to kind of look backwards at how did we do with redistricting. >> Uh so this is a resident look. So we don't have lead, we don't have Ger and we don't have Russell Jones. They don't have attendance boundaries. They basically uh serve the entire district. And so that's why they're not on this graph. In the demographic profile, we'll have what's called program enrollment. And so you'll see the lead students and the Russell Jones students reflected in their buildings. What's happening here is all of those students are at their home school. So it's um those students are in this data. It's just that they're in their home school, not at Lead, Russell Jones or GER. So um

139I think this is actually amazing and this is really a part of the entire redistricting team. If you remember, we had about five or six goals. Um, one was to establish a clean feeder pattern. Enrollment balance. That was the highest weighted objective of why we even started to redistrict. Of course, Angeline Washington um if we had not redistricted would have had zero students at the beginning of this year. So, we needed to change that and so hence we redistricted. But you might remember that one of our objectives is when we were developing the clean feeder system was to do a rebalance at the middle school level. And I think that data is just amazing. And it's more of a tribute to kind of our partnership. You might remember the company called Walpert and we had

140um an individual there Karen Jackson who was running all these numbers for us and and we had all these scenarios that we're running through and so ultimately the one that the committee brought to the board and the board approved actually ultimately resulted in a middle school balance in which we are not even 10 students off maybe uh 14 students. So, uh, very good balance at the middle school level. Of course, as you know, a little more challenging at the elementary level. We're also looking at, uh, socioeconomic balance and maintaining subdivisions and, um, trans minimal changes and lowering the transportation distance. And so, that's a little more challenging, smaller sites. on my graphic up here. I don't think you can even see them, but um I've highlighted with the feeder pattern, but first I'll talk about

141the the um the balance at at our elementarymentaries. Last year, the gap between the highest and lowest enrollment school was between Union Chapel and um Lime Creek. And the difference between the enrollments there with regards to enrollment balance was about 300 kids. So Union Chapel had about 300 more kids than Line Creek. And these have the same number of classrooms. Now when we add mobile units like we did at Union Chapel, we do enhance that so we can take on more kids. But if enrollment balance was an objective of redistricting, we lowered that gap. And actually now the gap is between Graden and English Landing. and we took a 300 student gap down to about a 100 student gap. Um, and so one I would say that that we have done a far better job

142now postred redistricting of having more balanced elementary schools as a result. So I think this is a good result. Um, >> well those two English Landing and Graden are in the same feeder pattern to Lakeu. >> That's exactly right. So what I I was trying to highlight here and and I if I had thought to do this I should have probably grouped these by the feeder pattern. And so what this actually the other kind of behind the scenes good news here is that when you two take those three elementaryaries that go together to the next middle those enrollments are balanced. So your point about a gradient in English landing, the highest and the lowest in the same triad that goes to Lake View, that tri those groupings, those four groupings are also very consistent. If

143you were to total the enrollments um for each of those groups of three that will feed the ultimate middle school. So I think we've got some longevity with these boundaries. That's probably the best possible news that we it doesn't seem like we'll need to do redistricting uh in the near future. One, because it doesn't look like our enrollment's growing, and two, it looks like the the patterns, the uh boundaries that we established have some longevity in them. So, we're not going to end up getting out of whack um you know, in the next 5 to 10 years. So, um I think that's very encouraging. I think that's about all I had. Um the uh like I said this would will feed into our bigger demographic profile where we'll take this data and project out students

144for future years. Um it's not really rocket science. I mean with our kind of plateauing and slightly decreasing enrollments. The the models will show us plateaued and and slightly decreasing over the next 10 years. That is actually also good news since we have um you we just passed a bond to actually do replacements and enhancements as opposed to building new. And so this is an opportunity for us to to be able to do that and use our bonding capacity to begin that to address the aging facilities and not focus so much on adding um for uh enrollment growth. So I think overall good news um in in this data. >> All right. Any questions? All right. Well, thank you for Dr. Kelly for all your hard work on that. >> All right. Our information items

145for tonight. Um 9.1 is relative to bids, contracts, and agreements and 9.2 is relative to curriculum. Uh Dr. Kimbell, are there any that you would like to highlight? I have no additional information, but be happy to answer any questions. >> All right. Uh, the board will be asked to take action on these items at the November 13th, 2025 regular board meeting. Um, all right. Board member reports and requests. Uh, Mr. Todd, >> have none tonight. Thank you. >> Okay. Uh, Miss Mullen. >> None. Thank you, >> Mr. Monzas. You know, I was just thinking about Dr. Peter's presentation and he was getting calls about how we did so well. I wonder are there other school districts that are doing well on their third and fourth grade reading that we could learn something from. >> We

146can certainly look at that. That data is not available yet but uh we can start digging into that. Thank you. And then I had another, you know, about the third and fourth grade, so earlier. Thank you. >> Okay. Uh, Miss Norris, >> none tonight. Thanks. >> Uh, Miss Woodley, >> um, no reporter request. I just forgot to mention that just a shout out to our um, nutrition services. They've been doing the joke of the day and it's been really resounding with our students and having fun. and I just love seeing the joy that um they do and the effort that nutrition service is putting out there to our student body. >> Awesome. U Miss Barnes, >> um just shout out um to the wonderful uh people at Lion Creek who stopped the traffic for the

147kids because and the gentleman that stands there and has the crazy outfits on and makes the best. I've seen >> I mean and and the traffic just stops and to start your morning to see somebody out there and for those kids to be so excited to see him out there. U so shout out to him when I see him in the morning let crossing crossing those kids to get over to the school every day. So small joys that you that you get to see in the morning. >> Very much so. And I'll keep the shout outs going. Um the program evaluation tonight for the communications team. um we approved that and um we are on our fourth straight year of of a revenue increase from advertising income. So that's an amazing thing that uh um

148will help uh the school. So thank you. >> All right. Um, I'll need a motion and a second to adjourn to close session for the purpose of discussing matters relevant to legal property and personnel pursuant uh to RSM 61021 1 2 3 and 13. Second. >> All right. Have a motion from Miss Barnes and a second by Mr. Todd to adjurnn to close session to discuss legal property and personnel matters. Uh, Miss Freeman, can you call the role? >> Barnes, yes. Yes. >> Montes, >> yes. >> Norris, >> yes. >> Toiger, >> yes. >> Todd, >> yes. Really? >> Yes.