001[Music] Good evening. I call the March 20th, 2025 meeting of the Park Hill Board of Education to order. Uh Mr. Mons is absent this evening. Uh please join me in the pledge of allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. All right. Thank you for uh silencing your phones for the meeting. Um I would like to remind the board of our norms. Uh, be prepared, be an active listener, be missiondriven, stay in the role of a board member, embody integrity, be respectful, and of the district's vision statement, building successful futures, each student every day. Uh, board members, any announcements this evening, uh, Miss Barnes? Yes. Good evening. Um, first off, let's
002go Missou. Um, playing right now or at 7. Okay. We'll be in the middle of we'll be in the middle of the trenches. So, um also um happy women's history month shout out. So, um I just would like to highlight um a famous woman um she invented the first home security system which probably a lot of us have Marie Van Brittton Brown. Um, the system included peoles, sliding camera, TV monitors for surveillance along with microphones for two-way um, communication. Um, and I'm pretty sure that those things are probably used in famous vehicles. But, um, I just would like to make sure that we acknowledge that this is Women's History Month and that women do extraordinary things. You're here. Thank you, Miss Bars. Uh, Mr. Todd, none tonight. Thank you. Uh, Mrs. Woodley, I just want
003to say a few things. Um, the district E DIB council met its final meeting for the year and um, we wrapped up looking at through all the feedback from our community forums and were able to kind of pinpoint some action plans for the next year for our buildings and um, wanted to just emphasize that the strength of our student voice is just amazing and u, we really listen to them and their input is so valuable to the committee and to the the district. And just again a shout out to Dr. Dion and her team for all that they do. Also, another shout out to the library media uh centers around the district. Um went through the PEP their program evaluation plans and they're just doing a great job for our students in our our building.
004So, and that's it. All right. Thank you. Thank you, Miss Woodley. Uh Miss Bolan, none tonight. Thank you. Okay. Uh Mrs. Barber, none. Thank you. All right. Um Dr. Kimbell, any additional announcements? I do. So, I have a couple uh administrative announcements and I think we have a handful of people that are able to join us tonight. So, I'm going to start with uh our new director of facilities. So, Jeremy Kaylor. Jeremy, can you stand up? Jeremy will be Yeah. Jeremy will be uh in the director of facilities position for the 2526 school year pending uh tonight's approval by the board. Uh he currently serves as the operations manager for our Park Hill School District, a position he's had since 2020. He's been with the district for 14 years and served as a carpenter before
005moving into this current role. Jeremy, I know you're a loyal Park Hill guy. Congratulations. We look forward to working with you. Thank you. Uh we also have um this is an announcement. She was unable to join us tonight, but Congress Middle School announces a new assistant principal. is Rihanna Egley. She is the assistant principal um for Congress next year. She's coming to us from being the assistant principal and athletic director at Northeast High School in Kansas City Public School District. She is on spring break this week and out of town so she was unable to join us. We also have uh I think I saw him in the back of the room there. Director, our new director of assessment, Dr. Josh Peters. Congratulations. Josh currently serves as assistant principal at Lake View Middle School. He
006came to Park Hill in 2020 as a Project Lead the Way teacher. Before joining the district, he was a secondary director of curriculum and instruction for Decar public schools and assistant principal in the North Kansas City schools and taught art in the I'm going to get this wrong. Aua Frier. Okay. What he said Union High School school district which is in Arizona, right? Okay. um and uh received his bachelor's degrees from Luther College in St. Cloud State University, masters from the University of Phoenix and doctorate from the University of Missouri Columbia. Congratulations, Dr. Peters. We look forward to working with you. And last announcement for this uh group, a new director of campus safety and activities, Dr. Adrien Singleary. Dr. Singleary currently serves as principal at Plaza Middle School. He began his career in Park
007Hill in 2009, first as a history teacher and later as an administrator at Park Hill South High School. He's been a lot of places here. He then transitioned to Park Hill High School as assistant principal and athletic director before moving into his current role in 2020. He's a proud uh University of Central Missouri uh graduate and masters and doctorate degrees from the University of Kansas. Congratulations, Adrian. We look forward to working with you and having you on our team. Uh, the last announcement I have is just a reminder that election day is April 8th and the school district has two propositions, Proposition G and Proposition O around staff salaries and aging facility bond projects. Um, please be informed and be out voting on April 8th. All right. Thank you, Dr. Kim. All right. We'll move
008on to item two, the adoption of the agenda. I'll need a motion and a second to adopt the March 20th, 2025 agenda as presented. So moved. Seconded. All right. I have a motion uh from Mrs. Woodley and a second by Mr. Todd to adopt the agenda as presented as presented. Uh Dr. Kimbell, are there any modifications? Uh none tonight. Thank you. Okay. Board, do you have any modifications? Okay. All those in favor say I. I. I. Any opposed say nay. Any abstained? All right, motion carries. 6. All right, we'll now move on to item three, recognitions and awards. And we do have some of those tonight. So, Mrs. W, I'll turn it over to you. Good evening. Good evening. Thank you for joining us tonight. We do have recognitions and awards. And first we're going
009to start with our project Adam school. Some sailor or your team come on up if you're a project Adam. There might be one of us. Yes. Tada. Come on. This is good. Thank you for coming. Come on up. You're going to stand right here next to me. Um so as you know the board knows uh we've been honoring all of our Project Adam schools um over the course of the past few months. And with this final recognition, all of our schools in Park Hill School District are now Project Adam schools. And what that means is that um we recognize Lake View this month, Congress, Plaza, Park Hill High School, and LEAD. Um each school has a cardiac emergency response team and has implemented emergency response drills in their buildings. Uh we just completed every school
010having Project Adam, Dr. Singleary, hello, come on up here. Uh Project Adam schools certified by 2025. Congratulations. This is a big deal. It's a big deal for our health team, uh, for cardiac emergency response, for safety and security, and for all of our schools. Congratulations. I'm going to have you introduce yourself and tell us what school you represent. Is somebody else here, Tammy Sailor? Josh Peters. Come on, Josh Peters. Administrators who represent their buildings here tonight. Okay, you're going to introduce yourself and tell us what school you represent and what your role is there with the microphone. Well, I'm Denise Schnel, the nurse. Uh, I've been at Congress for 10 years and I love it. Yes. I did other things before that, but you know, uh, agent, y'all shouldn't have gave me the mic. Um,
011Adrian Tingleary, principal at Plaza Middle School. Is that it? Okay. Josh Peters, assistant principal at Lake View Middle School. No, just that we are officially now all all of our schools are Project Adam certified. So, we're officially deemed a hearts safe school district. Good. The board will shake your hand. Congratulations. Congress. No, he was sweet. Hello. Hello, Denise. Hello. Thank you. Thanks for everything you do. Here we are. Okay. Oh yeah, it's literally glad you're here. Sorry. [Music] [Laughter] It's a reunion. Congratulations. All right. Thank you all. Next, we're going to do academic all-Americans. I don't know that I saw any of these. Oh, Jack. I see Jack back there. Hi, Jack. Okay, if you're an academic all-American for our talking Trojans, come on up. I saw you, Jack. Come on, Jack. And then we
012have Tasha and Olivia. I don't know if Tasha and Olivia could make it. Okay, Jack, you're going to stand right here. Congratulations. Thanks for being here. I know you're very busy. So, we want to congratulate our Park Hill High School talking Trojans. These are academic all-Americans, uh, juniors Olivia Kennedy and Tasha Sherman, and senior Jack Unil have earned academic all-American honors from the National Speech and Debate Association. This is really awesome because less than 1% of students across the country are selected to receive this honor. Students must demonstrate academic and competitive leadership at school and at competition by reaching 750 points and mentoring younger speech students. These students must also maintain a 3.5 GPA or above for their entire high school career. Jack, congratulations. Do you want to say a few words? You're a talking
013Trojan. What does this mean to you? You are a talking Trojan. We know you have the skills. What does this award mean to you? It means a lot. I couldn't have done it without the support of a great school district and the support of my father and my coach. Um, so yeah, thank you for everyone for the support. It means a lot. Thank you guys. Dad, wave. Hello, Dad. Congratulations. Thank you. Jack, is this the second year in a row you've gotten this award? Yeah, it is. Congratulations. Right. Congratulations. Thank you. Congratulations. Thank you. Thank you. Thanks for being here, Mr. Enel. It's great. I got you. Thanks, Jack. Congratulations. Um, Miss Todd Murphy is going to take a picture of you back there. Okay, Coach Wizard, come on in. Bring your crew in here.
014This is our We're going to do a drum roll as the girls enter as Make sure that Oh, we are doing Yes. This is your Park Hill South Girls swim and diet state champions. Congratulations. Come on in, girls. Um, two year in a row state champions from Park Hill South Swim and Dive. Congratulations, Coach Rosenheart. So, we want to recognize our state champions tonight. We have several girls here from either relays or individual events. I'm going to have them introduce themselves and what event they won in and what um ranking or designation you got in your event. Does that sound good? Can we handle that? But first, Coach Boozard, anything you want to say about your state champions? Um just one thing to mention. Um last year we had scored a uh certain goal of
015points and uh this year one of our records that was uh kind of broken our things. We'd scored more points than last year's team after losing four or five seniors. and the fact that we were the first team since 1989 to double the second placed opponent um there. So, these girls put on a very dominating performance uh at state. It's never happened in an eight lane pool before where you can have that where there's more people in schools being able to score. So, um this is a very special group. Um six of them are seniors, so we're going to have to uh step it up again for next year to uh hopefully go for the three repeat. So, and you have several are in competition tonight. Yeah, we have several that are um several of
016our state champions are actually um we had six state champions, three relays, three indiv individual state champions um there. So, that's basically half the events we had won first place in on it. So, um many of the relays were over three or 4 seconds of difference in time. Um, and then we also set the class one and class 2 overall state record in the 200 freestyle relay. So, yeah. So, I'll go on down. Introduce yourselves and who you are and what events you're here for. Thank you. Um, I'm Lindsay Beaver. I'm the assistant coach. I'm Lily Wheeler and um, I'm here for 2 a.m. and 100 fly. Um, I'm Gia Hurst and I'm here for 100 back and 100 fly. I'm Bella Kennedig and I am here for 500 free and 200 IM. Um I'm
017Hannah Peterson and I was a relay alternate. I'm Alisa Daro and I was in the Sorry. I'm so sorry. I'm so sorry. Um I competed in the sprint freestyle. So I was in 50 free and 100 free. I'm Lizzie Wells and I was here for diving. I'm Mallerie Crane and I was here for 100 free and 100 back. I'm Lizzie Landit and I was in the 100 backstroke, the 2IM medley relay, and the 400 freestyle [Applause] relay. Good job. I got control. Congratulations. Thank you for being here. Thank you. Thank you. Thank you. [Applause] All right, we'll now move on to item four of this evening's agenda, public comments. Um during Oh, we got one other one more announcement. Announcement. Okay. Uh recognition actually, if I may. Yes, go. All right. And this is uh
018school board recognition month uh this month. And so, uh, special thank you to Park Hill's board of education members, Leila Barber, Sherica Barnes, Janice Bolan, Scott Monses, Daryl Towiliger, Harrison Todd, and Brandy Woodley for their dedication and service to the Park Hill School District. Missurrians benefit every day from the dedicated energies and countless hours devoted by a group of more than 3600 men and women from communities across the state. These public servants are elected by local constituents and do not receive compensation for their tireless efforts. They are the local school board members of Missouri. During the month of March, communities across the state will honor the dedicated service of their local boards of education during schoolboard recognition month. This goal is to build awareness and understanding of the important function of an elected board of
019education, what they do in their communities and schools. All Missouri citizens are asked to recognize the important contributions of these men and women and focus attention on the vital role of these public officials that they play in the education of Missou's children. We also have a proclamation from the governor. There's a lot of whereas language here. Uh whereas a system of quality public education is essential to the future of our state and nation. And whereas the people of Missouri have a long tradition for of support for public education in their local school districts. And whereas local school boards are the ultimate expression of the unique American institution of representative government of public schools uh school districts. And whereas local school boards acting on behalf of and in close connection with the people of their communities
020chart the direction of the education in their communities. And whereas local school boards serve as a key community advocate for children, youth, and the public schools. Not now. Therefore, I, Mike Kho, governor of the state of Missouri, do hereby proclaim March 2025 to be school board recognition month. We don't want you to leave without your gift. We did have shakuderie boards that were made by Park Hill South. Uh their wood shop and it's uh logoed. They're they're wonderful. and um thank you Brandy uh a cooler with uh a lot of uh cheese and crackers and all kinds of good stuff for those boards. So, thank you so much for everything that you do. And if you could join me in recognizing our school board for schoolboard recognition month and that is all. And that is
021all. Okay. I was trying to skip over our recognition. Apologies, board. Um, okay. Um, so public comments. Um, during this part of the agenda, we will receive public comments from patrons who pre-registered by the noon deadline today. Um, and we have five patrons pre-register. Um, when called upon by the board president, patrons are to approach the presenter station, speak into the microphone, and state your name before making comments. Each speaker will have a threeminut time limit. The board secretary will monitor the time. Uh please direct your comments to the entire board. Generally the board board members will not provide any response during public comment. However, if needed, board members and or district staff may provide a response at a later time. Discussion about individual staff members or students is not allowed. Um first we have
022uh Kristen Mitchell. Um can you please approach the presenter station? We're going to talk right back. Okay. [Music] Hello, my name is Kai McCall and I'm in fourth grade at Union Chapel. Hi, my name is Colton Betts. I and I am also in fourth grade at Union Chapel. Union Chapel is turning 50 years old this year and we're celebrating. Would you we we would like to invite you to our celebration on April 16th. Our celebration will include items from the time capsule, artwork, the fifth grade choir choir, refreshments, and more. We hope you can join us. This is a come and go event. May we give you an invitation? Yes. Yes, please. [Applause] I think he's starting to start up there. Thank you, sir. Thank you. Do you want to rest with me? Thanks, guys.
023You did awesome. Thanks. All right. The next public comment is from Christy Spataphor. You may pres approach the presenter station. Sorry, I feel like I'm flinging this. Good evening. My name is Christy Spataphor and that is a really hard act to follow. Um, but here we are. Um, I am the mother of three kids in the Park Hill School District and I'm also a former teacher, not in this district, but I do have that experience. And I'm here to share my concerns about the future of our kids in special education. So, to the best of my understanding along with the recent updates in redistricting, there have been some changes that will affect how and where some students receive special ed services. And parents have received some information about these upcoming changes, but the specifics of
024how and where they will be administered are still unclear. And this is causing great uncertainty and no small amount of anxiety among the families with kids who receive these services. In my experience, the importance of students being able to go to school with their peers, with their neighborhood friends, and with their siblings cannot be overstated. I understand that these changes have been made to better align with the feeder system that will be in place. What I'm still unclear on is how we came to this decision. I remember that throughout the redistricting process, there were several opportunities for families to share their opinions on the different possible scenarios and I wish that a similar opportunity had existed for families that are affected by the special ed changes. Personally, I would prefer us to be as inclusive
025as inclusive as possible for every single student. Special ed should be a service, not a location. And while at times that service may be most beneficial in a certain location, a great deal of research has shown that overall students who are included in the general education setting have far better outcomes. I hope that we continue to make inclusion for all a priority. I also hope that we are not making decisions for children that are more about the convenience of adults. In my opinion, more transparency and clearer communication would go a long way towards easing people's minds. Please include families in these discussions and please include the students in them. Possibly you could even reach out to some disabled alumni or other disabled adults in the community. In my experience, that is a wealth of information.
026I am incredibly grateful that all of our children are entitled to a free and appropriate education, but we still have a long way to go. The goal for all of our kids is that they be able to be fully included and accepted in life after school. But it's hard to make that happen if they're not included in school. So, I hope our administrators will take a good long look at this, visit the classrooms, talk with the students and their families, take their input, and help it move us help let it help us move forward. Thank you. Thank you. All right. Next, uh Lee Crinter, you can please approach the approach the presenter station. Good evening. My name is Lee Grinter and I am here today as a concerned parent to address the proposed changes to
027our district's special education program. My son and two of his friends at the Chin Elementary School should be going to Plaza with their peers in next school year following the feeder system. However, they are being secluded upon theirelves, just the three of them, to be sent to Congress amongst people. They have no idea who they are. I had a meeting today with Adrienne Kelly to address my concerns about this change. She made it very clear to me that she was there to listen. Please don't mention staff name. First, I want to express my gratitude for the board's commitment to the education and well-being of our students. We do recognize that the board works timelessly to create an environment where every student can thrive, but I come to you today to urge you to reconsider proposing
028the changes to this special education program. These changes, while well, may unintentionally harm the very students we aim to support. Speaking about the three I am directly engaged with, segregating and isolating them from their peers they have grown up with for the last six years will cause unneeded anxiety, stress, and a sense of unbelonging which is not Park Hill standard. Special education not only just about providing services to students with disabilities. It's about ensuring that every child, regardless of their individual needs, have access to a fair and equal education. Our special education's programs must prioritize inclusion, individ individualized instruction, and the necessary resources to meet the diverse needs of our students. The proposed changes, however, seem to overlook the profound impact that may have on both students and their families. Potentially reducing support staff, modifying
029resources, and consolidating services, we risk isolating students with disabilities further, and diminishing and tailoring support they need to succeed. These changes may lead to larger class sizes, less individualized attention, and more standardized approach to teaching that doesn't account for the unique learning styles of each student. Another aspect is that some families will now have children in multiple elementary schools spanning across the district. What good is that? Now they have to choose which child that they have to go that they can go do class parties with. And some have limited resources. It's essential to remember that our challenges of our special education students faces not one-sizefitit all. Placing all non-verbal students together is not helpful, nor does it allow growth needed. In closing, I want to emphasize the the ultimate goal is to create an educational
030environment where all students, regardless of their abilities, are given the tools, resources, and the support they need to succeed. that they all feel included and belonging. Let us work together to ensure that we are not only meeting the needs of our gened students but also those with the disabilities. Thank you for your time and I appreciate your consideration. Thank you for coming tonight. [Applause] All right, next we have Humayra Kabria. Good evening. I'm here tonight as an ELD teacher and an advocate for my students and their families. I also wanted to speak about the recent redistricting process for students receiving special services. Many families um ELD families that received their first notification was in the form of a vague email which was in English without any translation. The first real conversation that some of them
031had was this week when a special education teacher called them, which led to some of these families panicking. The families have expressed frustration about the communication process involving their children's placement. In some cases, one sibling being placed at a different school while the other one still going to will be going to their home school. While many feel while many may feel comfortable voicing their concerns, families many families that I work with do not. Language barriers, unfamiliarity with the educational system, and hesitation or fear of questioning authority may be some of the reasons preventing them from speaking up. I want to ensure that their voices are heard. No input was taken from teachers, support staff, social workers, or nurses who work closely with these students either. These decisions cannot be safely and appropriately made without their
032input. IEPs do not reflect a child's complete picture or needs. We also must consider the issue from an inclusion, equality, and belonging perspective. Every every family should be informed, included in decisions, and treated with respect. When we make significant changes without meaningful input from the very people who would be affected the most, we create barriers instead of building community. Meaningful relationships with families take time to build, and decisions like these will only make it harder to maintain that trust. Stability is key to student success, and families should have a right to choose what is best for their children. We need to improve communication and provide families with real opportunities to engage in decision-making. They should have the final word in decisions that impact their children's education and well-being. I also ask that staff be involved
033in the decision-making process and ensure that every child receives the support they need based on their unique situations. Thank you. [Music] Thank you for your comments. Um, and Amy [Applause] Sanita. My name is Amy Sanita. I have two children in the district. One has an IEP and 504. The other one um just has a 504. There are around 2,000 students in this district that have IEPs and 504s. That's about 16% of the kids in the district that have additional needs. Nowhere in the process have our child children been accounted for. The data presented was concerned with financial situations, ethnicity, distance, and number of kids in school. There was never concern about children with IEPs and 504s. Most of these children are neurodeiverse. Both of mine are, and I've been fighting for them since they started
034school to get the best education possible. This redistricting process have been very hard on our families, particularly those with neurodeiverse children. Our children need consistency in their lives and do not like change. Most parents know how hard it is to deal with IEPs and 504s and we spend hours every year reviewing and maintaining documents that our children need and but but by having relationships with the schools we already have makes it easier to continue to do this. This redistricting process will set back the progress that many of them have made. My children have built relationships with peers as well as staff members at their schools. These relationships help our children feel comfortable attending school each day and they feel like they belong. Since the redistricting started, my child, who has anxiety, has been stressed on
035almost a daily basis. She doesn't understand why after 5 years, she has to go to a different school. And even though we've been able to grandfather her in, I now have to take her to and from school. So, she no longer can ride the bus. And it leaves that burden on us to make sure we can get her there. Plus, there's an attendance rule, and she's worried that if she's sick, she's going to get kicked out of her school and have to go to a new school. My son has been in speech therapist for eight years. He's already been through six speech therapists. So redistricting will give him yet another speech the new therapist and new school and again without friends. I constantly hear about kids will have no problem making new friends. But if
036you don't have a child this neurodeiverse, you don't know how this really works. He has established a group of friends that support him and then he supports them and it's important for them to stay together. I've tried bringing up a lot of these issues and been told that there's counselors available, that there's going to be open houses, but none of that really addresses the issues that our children have been ignored in this process and that their needs have not been met. Some of these children will have to change schools and they will have to start over and that will set them back. So, the board needs to maybe talk to the redistricting committee, bring them back and let them talk to the families that are going to be relocated that have these special needs and
037make sure that the school district is handling those for those families. Thank you. All right. Thank you for everyone that came in tonight and uh gave public comment. Um All right. Um, moving on to the consent agenda. Um, before I call for a motion and a second to approve the consent agenda, are there any items that need highlighted, Dr. Kendall? Uh, none tonight, but I take any questions. Board, any [Music] questions? Seeing none, I'll need a motion and a second to approve consent agenda items 5.2 2 through 5.18 as presented. So moved. Second. All right. I have a motion from Mrs. Woodley and a second by Miss Bolan to approve the consent agenda as presented. Uh any further discussion? All right. All those in favor say I. I. Any opposed say nay? Any abstained? All
038right. Motion carries. 6. All right. Now, moving on to our action items for this evening. Uh 6.1 is approval of pro probationary teachers contract for 2025 to 2026. Uh Dr. Kimbell, are there any or I'll turn it over to you. Sorry. Yeah. Just a reminder to the board that this is an annual process that you do for uh probationary teachers every year at this time of year. Last month you did uh administrator contracts and we are asking for action on a handful of different work groups uh through tonight. This first one is for probate pro probationary teacher contracts for 2526 school year and I'd be happy to answer any questions. All right board any questions? All right. Seeing none, I'll need a motion and a second to approve item 6.1, approval of probate probationary teachers
039contracts for 2025 through 2026 as presented. So moved. Seconded. All right. I have a motion from uh Miss Barber and a second by Miss Barnes to approve item 6.1 approval of probationary teacher contracts for 2025 to 2026 as presented. Any further discussion? Okay. All those in favor say I. I. Any oppose say nay. Any abstained. I'm abstaining. You're abstaining. That's right. All right. Motion carries 5-0. All right. Item 6.2 is approval of contracts for probationary teachers gaining tenure for 2025 to 2026. Dr. Kimble. Yeah, this is very similar to the last one. This is a a little difference in that these are teachers that are now being offered their sixth contract with Park Hill. So this will be after 5 years uh with us for their uh 2526 contract. So they're going from probationary status
040to tenure status. We have the list there for you and I take any questions. Right. Uh seeing no questions, I'll need a motion and a second to approve item 6.2, approval of contracts for probationary teachers gaining tenure for the 2025 2026 school year as presented. So moved. Second. I have a motion from Miss Barnes and a second by Miss Bolan to approve item 6.2, approval of contracts for probationary teachers gaining tenure for 2025 to 2026 as presented. Um, all those in favor say I. I. I. Any opposed say nay. Any abstained? Again, I'm abstaining. Okay. All right. The motion carries 5-0. [Music] All right. And then finally, item 6.3 is approval of contracts for district support staff for 2025 to 2026. And Dr. G, uh, this will be the last group work group of uh,
041contracts we will be asking your approval of uh, tonight and be happy to answer any questions. [Music] All right. Seeing none, I'll need a motion and a second to approve item 6.3, approval of contracts for district support staff for 2025 to 2026 as presented. Second. Right. I have a motion from Miss Bolan and a second by Mrs. would to approve item 6.3, approval of contracts for district support staff for 2025 to 2026 as presented. All those in favor say I. I. Any oppose say nay. Any abstained? All right. Motion carries 6. All right. We'll now move on to our information uh presentations for this evening. Item 7.1 is the 2024 to 2025 student demographic profile and enrollment projections. And I'll turn it over to Dr. Kimbell and Dr. Kelly. Yeah, thank you. Uh there is
042a very lengthy document in your packet that is our 2024 2025 student demographic profile. This is uh something that you see every March or April as we go through the process of evaluating uh all the things uh with our district relative to data on uh student demographics, maps and so on. Uh Dr. Kelly is going to give a high level overview and then we'd be happy to answer any questions. Dr. Kelly. Thank you. Um I am as Dr. Kimberell mentioned here to present the demographic profile and this is I don't know exactly but at least 25 consecutive years in which I have presented this information and it may as you were looking through it earlier in the week and and into this evening you might wonder its value and like why we go to this
043work and um it is for three reasons basically and those are on page uh 73. I'm going to bounce through the document um and you can follow along. Um I'll give you the page numbers that I'm on, but on this page there is uh detail around the how we use this information. And so we do a preliminary demographic profile or an update for you in October once we do our official count. And then we immediately move forward with projecting out what the budget will be for next year. So, one of the main ways we use this document is in budgeting. And it's both short-term and long-term. Um, as you can imagine, we need to know the number of kids in by school, by grade level, because one of the most important decisions that we'll make
044would be um how many teachers, how much staff is going to be required to maintain class sizes. And so, um that information needs to be known early. You know, we got a little bit of a late start on that this year because of redistricting and so the kids were redistricted to some into different buildings. Of course, we know um them aging up and we can estimate those. But um you know, we we also work towards balancing the the buildings um better while we were also adding enrollment to Angeline, Washington, which will open of course in the fall. So that's the short-term budgeting um that we use the demographic profile and the enrollment projections for. But then in long-term we um utilize it and have utilized it for strategic planning and long range planning. So one
045of the key decisions when we put together our Park Hill 2034 document was what's going to happen long-term to our enrollment and and so can we set aside funds? Do we need to set aside funds for new buildings? Because is our uh enrollment increasing at a rate by which we need to add another elementary, add another middle, add high school space perhaps? And so we need to make projections out and in this case we do for 10 years and that matched our 2034 um timeline. And so those projections are used um for decisions that we made around what is in and what's not in Park Hill 2034 plan and that obviously is now on the ballot for our voters next month. And so strategic planning is a part of this as well. And then finally
046on the the community engagement uh part of the uh demographic profile is that this data often is picked up and a graph will be used uh for presentations. I use many of these in our budget. Uh Dr. Kimell uses these uh many of these graphs that you've seen 100 times perhaps in an information presentation on the uh bond or levy election or other information. And so this is getting information out to our community. And so uh we used a lot of this during redistricting which was um a large community engagement process. And so it kind of norms or creates kind of a baseline of data that we can all use to make more informed decisions. So that is how we utilize the demographic profile. I'm going to highlight just five slides. So, um I know
047there's a lot in here and if you have questions or comments about them, you can um certainly stop me and we can uh refer to it. But I'm going to start with bouncing to page 94 in the document. And if you're counting on the PDF, it's actually page 96. But this graphic is um really probably the the most important piece of this because it does what I was mentioning before about projecting out our enrollment long-term. And so it includes uh 5 years of known data. And so that 11,603 number that I've highlighted in this version is our our official enrollment this year. And then we have put together an enrollment projection that we're where we're estimating 11,584 next year. Uh and then you can see a slight increase. And then um as we and you've
048seen in the demographic profile, there's five models that we use. And so this is the average of those models, but we're showing what you would say is probably a decline, but actually it's pretty stable. um considering that this would occur over 10 years. And so um there's a lot that goes into u making this assumption from population data to the number of births in the county and all of that data that supports these projections is presented in the demographic profile. But this is what we lift up and then incorporate in our budget and and and also our long range plan. I'm going to bounce next to page 60. And so another uh theme that you probably noticed in the demographic profile was um demographic shifts and uh there's a lot for Park Hill. Um and
049so uh this is just one of them. This is a fact that everybody around the table knows, but we're actually growing in our diverse populations. And so this is just one of the graphs that's available in the uh document that demonstrate that change over time. There's other factors that we look at. This is just an example looking at ethnicity of our student population, but we also have looked at mobility, uh h how uh students move in and out of the district. Um we have free and reduced lunch uh data for uh the same time period. Uh we break this down by building and you can see trends within individual buildings. All all of those those building by building um distributions will get disrupted as we redistrict next year. So we'll kind of reset all of
050that uh information uh at a building level. But as a district level, there's no doubt that we in this case uh we are growing in our uh diverse population of students. Um I mentioned before another theme is you know using all of this background information in the um that support these enrollment projections. And one of many that are in here is on page 69. Um, and it this is um I I've often said, you know, the hardest thing about enrollment projections is projecting your kindergarten class. And it's actually probably the most relevant to what's going to happen long term. Uh because that kindergarten class is now with you for 13 years as they move through uh grade levels. And so the phenomenon you've got 15 years 20 years of of data here um that kind
051of show the phenomenon. This is actual data. So the top line here is looking at the number of births um babies born in Plaque County um 5 years prior to a kindergarten year. So the sort of the vert vertical match there is is saying what was our actual kindergarten class compared to what were the pool was um at the time 5 years earlier. How many how many kindergarteners do we have of that number of babies that were born 5 years earlier for their in 5 years prior to their kindergarten year. And what's happening in Park Hill, and I think you would say because this is over a 20-year period, you know, this has been pretty stable, the number of births in Plaque County, what is driving some of the the drive um the projection downward
052is that we're getting fewer and fewer of them. So, the student yield from that pool, while the pool is increasing slightly, the number of students that become Park Hill kindergartens has has been declining. It reached a peak um at 865 in 2021 uh but then has been moving down. And so those those variables, those facts uh begin to influence our projections moving forward. And so when you saw that line moving downward um for the next 10 years of total enrollment, it's really kind of these kindergarten classes that are coming that are going to be smaller than the senior class that they're replacing. And so we're going to see kind of this movement of smaller kindergarten classes which we've seen over the last four years. Um and that will be actually the main cause that we'll
053see for the decline in total enrollment. And Dr. Kelly, just to be clear on the uh top line there, that is all of Plaque County, which includes multiple school districts uh as well. So not just Park Hill. Uh we don't have that data for births in Park Hill. It's the full county data. Yeah, this could be misunderstood as a graph about market share like uh the gap between there could be where are those kids going? Well, like Dr. Kimell said, uh they're going to West Platt, Plat County R3 or North Plat really the districts that are in Plat County. So these are all babies born in Pla County. um that ultimately then the lower line is just the the the u fraction of those uh students that become Park Hill students. So this is not
054a market share or a number of kids that are Park Hill kids that are coming to our schools. This is the entire county. So and we use it that way just because that's a data that that is provided by the state of Missouri. Um and we have historical data on it. So we do not have it. It also lags. we uh this is not kept up to date very well at the state level and so it's difficult data to get so it doesn't get updated very often. Okay, I'm going to move to the next theme. Um that was an example of population data using to support some of our enrollment projections. There's all kinds of population data throughout the um document that you can look at if you have questions. I'd be glad to answer
055those. The next one is on page 100. And this is um an example. This is the elementary school chart, but this chart is utilized for uh the purposes of planning when we would need additional space. And so, uh one thing that's going to happen is that this chart's going to change significantly as we look at it next year. Um two things that'll happen. One is that we're going to add a row because Angeline Washington will be added to the data. And then we're also going to remove um square footage in column number three, the temporary square square footage. So there'll be a net there of gain of square footage for our elementary kids. Uh but they will be losing we will be losing the classrooms that we currently have um in mobile units. And so
056that was part of the plan. that's not uh news, but that'll that'll kind of change the data in both directions. The other thing that's driving the differences between the schools is that the enrollments um just because it had been a little bit since we had redistricted last for Hopewell. Um when we redistricted this time, we're going to we've done a better job of balancing the enrollments. And so all of the enrollments will generally decrease. And so you'll see quite a bit of movement and change uh in this table which is measuring uh kind of the utilization of each of our buildings. But this will be one that we also look at as we um contemplate Park Hill 2034 and adding square footage potentially to buildings in the future. We would want to look at this
057um graphic to sort of drive where is the square footage most needed. So that's an example of facility planning that we use. And then really the last theme is on benchmarking. And like the first third of the document really does a a good job of uh kind of highlighting all Missouri school districts and where Park Hill lands there in terms of size. The um other graphs are we look at a benchmark group. So you see some very common benchmarks such as North Kansas City, Liberty, uh Blue Springs, Lee Summit, Independence, Raytown, and so those uh are all highlighted. I'm just going to pick a graphic on page 28. And this is just four measures. And as you've seen, there's a lot of uh others here, but this takes our benchmark group. And in this case,
058it shows you the comparison on four measures uh free and reduced lunch percentage, ELLL percentage, IEP incidence rate, and mobility rate. And so this is just a subset of data to sort of see where Park Hill falls. Uh with all that data, um I think ultimately you would see uh as a part of kind of concluding there is that generally speaking with this set of benchmark groups where we have lower socioeconomic need in our district uh relative to others, we have kind of a moderate ELLL demand. um special needs is in line with the kind of the region and um our mobility rates very is is very stable. We have a very stable school district in terms of movement in or out of the district. And so um those are just four of the measures
059and of course the rest of the document has uh many more in which you can make comparisons with uh some of our benchmark school districts. So that is all I have in terms of the summary of the document, but I'd be glad to answer any questions or hear any feedback. One thing I found interesting and I I don't know if I wrote down the pages but um oh the um with our comparison group it looks like two two districts were gaining students and the all the other ones were having slight declines. Yeah, we really highlighted that last year um coming out of CO and trying to understand was the phenomenon of a decreasing enrollment uh unique to Park Hill and and it wasn't right. Um, I think also there's a there's a chart in there
060that uh shows that that that ninth grade cohort in Park Hill remains our largest grow I mean the from the 8th to the 9th grade year this our one of our largest growing um grade levels and so we have a lot of transfers ins by far a larger net transfer in at 9th grade than we do any other grade level following behind it but there's some distancees first grade. So, there's a lot of uh families and children that move into our schools uh between kindergarten and first grade, but um there's a there's the the high school cohort growth remains pretty pretty strong. And so, where the decrease is coming is those younger grades. Uh kindergarten classes are starting out smaller than they did um when our current high schoolers were kindergarteners. I just appreciate this
061this report and all the work that goes into it. I know that um I refer back to it sometimes throughout the year, but I know that some stakeholders within the community, they look forward to getting this to kind of get a better picture of what Park Hill is and where we're going. Thank you. I agree. I just I I always find this document fascinating and appreciate all the work and detail that goes into it and refer back to it for a lot of the work we do. So, thank you. Yeah, thank you. All right. Thanks. Say the same thing. I think page it might be page 40 on the PDF. I just would like to point that out with what we're doing with the bond in comparison to what the other district's um tax rates
062are compared to what we're asking for. I it might be a great document for people in the community to look at and pay attention to and I appreciate that you compared it to other districts in our area what what their rate is. Um the document overall is great but I just this is just very relevant at this point right now. Thank you. Good point. And we brought this up. It was a couple of months ago, but the debt service rates for other we theor we think that we do like kind of almost annual maintenance out of our out of our operating and and other districts do it through their debt through bond issues. And so yeah, so that they may have a recurring maybe no tax increase bond issue that's just kind of on a
063perpetual cycle by which they fold in new projects and new construction, but then those maintenance projects like roofs, uh, asphalt repair, um, HVAC, these large infrastructure things. Um, and we've been able to do those maintenance things. Um and and frankly part of it's just because we our bond dollars have been targeted towards new construction over the last couple decades, right? So um we're in a kind of a transition now where we can kind of reallocate and so um Park Hill 2034 is more really not about any brand new uh but more um just um adding uh square footage or replacing uh at at buildings that are already here. And um but yeah, the operating in our case is utilized um for maintenance far more than other districts. Okay. So that yes, if anyone has that
064question, that's that's what the difference in those numbers are. So the the boilers and the HVAC's in the first read later on that that's coming out of operating. Yes, exactly correct. Okay. All right. Any other All right. Well, thank you, Dr. Kelly, for all your hard work on this. Like I said, it's it's a long document. It's but it's very it's very useful and like I said, we we use it throughout the year. So, I appreciate that. Thank you. All right. Um item 7.2 is the Park Hill Early College Academy. We'll have doctors Kimberell Bradwell and Courtney going over this. Yeah, I will uh turn it over to my colleagues here in just a second. This is uh one program that is uh new and we are excited about this to share with the board
065and how it fits into our strategic plan. You've heard a lot about future ready assets, how we ensure meeting our vision about building successful futures and this particular program we think has a lot of promise with that. So I'm going to turn it over to Dr. Bridewell and Dr. Courtourtney who are going to talk talk to you about our early college academy. All right. I think it's only appropriate that the first night of NCAA College Basketball Championships, we're talking about an early college, right, partnership between Park Hill and Metropolitan Community College. So, thank you for having me tonight. And by the way, our Jay-Hawks and our Tigers need our help. So, just say a little prayer. All right. So, um, the Early College Academy was born, um, out of the future ready Park Hill initiative.
066And the future ready Park Hill initiative, just to, you know, remind you, came out of our current SEIP. So, our current SEIP goal is to build successful futures for Park Hill students of all backgrounds. And our academic objective, did I just turn off? No, there I am. Our academic objective is to implement the Park Hill teaching and learning model where students learn through experiences and inquiry. So the objective of our future ready Park Hill initiative is that each student will learn through experiences and inquiry building future ready skills and graduating with a future ready asset. Our early college program fits under our college ready assets. So previously this is not necessarily a new asset. Previously, you might remember that we had 9 plus college credit hours as one of our college ready assets for students
067to earn before they graduate. Previously, students could earn those through dual credit. That's where students enroll in a high school course and their high school teacher is also certified at the college level. So, they in high school at Park Hill High School, Lead, or South are earning college credit by taking that class um at their home high school. They could also earn college credit, those nine plus hours through the AP program. They could take an AP course, take the test after the conclusion of the course, score a three or higher, and earn college credit hours that way. This is another way that students can earn nine or more college credit hours while they're in school in Park Hill. So, it kind of begs the question, what is the Early College Academy and what does it
068look like? So, this is a partnership between Park Hill and Metropolitan Community College Maplewoods campus that allows students to take college level courses um at Metropolitan Community College, so not in their high school for half of the day while earning credits towards high school. This program is for juniors and seniors. So, our students who are applying are sophomores and juniors. They need to have a 2.5 cumulative GPA or higher, 90% high school attendance rate or higher, and demonstrate college level placement in reading, writing, and math based on either the ACT or the ACUPPLACER. That college level placement, the test scores are requirement by MCC for enrollment. There's many benefits for our students. One is advanced learning. We do have dual credit classes, right? But we do not have every class um as a dual credit
069option. So every class of course that students take at MCC would be a dual credit opportunity and they do offer their entire general education course catalog to our students. There's a cost savings for students and families. So similar to other off-campus programs like Northland Career Center or ENCAPS the Northland Center for Advanced Professional Studies, the district will cover the cost of tuition. We'll cover the cost of resources such as textbooks and we'll provide transportation to and from for students who do not have transportation available. Through our agreement with MCC um we do have tuition cost at a reduced rate. We pay half of the um rack rate if you will for college tuition. Um so we are able to provide that at a discount for us and then of course also pass that on to
070families by providing that free of cost. increase college readiness. Our students are exposed to college level courses and they're also, I just want to point out, learning those transferable skills, right? The time management, the self- advocacy, um, and the independent learning that they need when they leave the high school setting and go on to college. They'll have transferable college credit. So, regardless of a student's desired path, the MCC coursework will concentrate on the core 42. um in the Missouri transfer library. And all that really means is that all the courses are guaranteed to transfer to any public Missouri institution. They are also highly likely to transfer to any other public institution. Um but we would recommend that students who want to go out of state do call um to make sure that whatever they're going
071to take does transfer so that that cost benefit goes um travels with them. Finally, um there is the possibility to earn the associates degree prior to graduating from high school. An associates degree is 60 credit hours and I have another slide later that kind of gives you an some insight into what that path would look like. But there is the possibility that a student who takes uh participates in the early college academy both junior and senior year could walk across the stage with uh both their diploma and an associates degree from MCC. too far. There we go. Mr. Tovar, our coordinator for this program, is here tonight. There he is. Hi, Mr. Tovar. And he um has been very busy getting out and about trying to make sure that people, our students, and our parents
072hear about the Early College Academy. So, this is a list of all of the things that he did from November until the end of January to try and make sure that our families and our students were aware of the opportunity. Um, he was basically a celebrity at our high schools. He spoke to AVID classes. He sent emails home to all A+ eligible students. He hosted a webinar in partnership with MCC. Um, I think we had 60 plus families attend. Um, so he is a local celebrity with our high schoolers as he was out uh meeting people and talking to them about early college. So, what does this look like? I created a draft schedule to show you what a student's experience would look like in the early college setting. Technically, students can take classes through
073MCC either in the AM or the PM. This schedule is just a draft to show you what it could look like if they took it in the morning. So, students who take uh classes through the Early College Academy will have four classes per semester. Those classes meet every other day. So, I have class A and class B on Monday and Wednesday. and class C and D on Wednesday and Thursday. On Friday, they do not have an additional class, but they are encouraged to attend the MCC student tutoring services. Uh that is a way to try and ensure that students can keep up with the coursework um and build those skills that I talked about earlier. Students after taking those classes return back to their high school to take two additional courses to finish off their
074day. So that might be band, that might be an art course, that could be um an additional core course, it could be an AP class, it could be a dual credit class. Um they still have the ability to take any of the classes that we offer through the high school. Their counselor at the high school and their counselor at MCC will work together to make sure that their courses make sense and that of course they are moving towards graduation. Each three credit course, three credit hour course that students take at MCC is worth a half credit. So what that means is that students who are in the early college academy have the same credit earning opportunities as our students who are in the high schools all day. So students uh have the opportunity to earn
075four credits per semester right now. And these students will also have the opportunity to earn four credits per semester. that half credit designation is actually um mandated by Desi. So uh that is something that students will earn 12 credit hours at the college and they will earn two credits um for high school graduation. So if you do the quick math, you can add it up and say, "Okay, 12 credit hours per semester. I did that my junior and senior year. That gives me 48 credits." and an associates degree, Christina said earlier, was 60. So, I'm 12 short. So, you can earn those 12 credit hours a couple different ways. If you are a student that desires to pursue your associates degree before graduation, one of those ways is the dual credit that I talked about
076earlier. Students can take dual credit courses um on the opposite side of their MCC classes. They could also take dual credit as a sophomore potentially. So all of the dual credit hours that they have earned, they will not retake those classes through MCC. And so those hours would add to their 48 hour total. Students can also, of course, earn those AP credits, um, college credits through AP testing if they would like to do that. And students can always enroll themselves. So during the summer between junior and senior year, if a student wanted to self-enroll um at MCC and try and earn three or six hours over the summer to try and get to the point where they could walk with an associates degree, they could do that as well. So we are very excited about
077this opportunity for some of our students. Other students will not want an associates degree. They will just want to take transferable courses to a 4-year institution. Um, we also recognize that some students will only do this their senior year and they will take their courses to a 2-year or a 4-year institution um, based on what's right for them. We had 73 students complete the application this year. Those 73 students then had to either show that they had college ready ACT scores or they had to take the ACUPPLACER. They also had to participate in a student interview one-on-one with Mr. Tovar where he explained what they're actually getting themselves into and they had to provide a teacher recommendation. Of those 73 students, 59 students decided this was right for them and qualified. 19 students are from
078LEAD, 21 are from Park Hill High School, and 19 are from Park Hill South. So, of consequence of ours, it ended up very equal. We did not turn away any qualified and interested students. So, all of the students who qualified this year um have been accepted into the early college program. I will say that doesn't mean that we'll have 59 students enroll. There are scheduling issues that will happen um undoubtedly where something's offered first block and third block and I cannot let either of them go and thus I will let early college go instead. So, it's very possible that we do not end up with 59 students enrolled, but that is the number of students who have qualified. We are so excited to offer this to our students and we're very very grateful for your
079support. So, thank you very much. Um, I know that I will have approximately 59 students who will want to thank you at the end of next year as well. I am open to any questions you might have. I wanted to just get clarification about the cost savings because I know now students pay um I mean everybody has different situations but most of all most students pay that one amount to MCC whenever you enroll in dual credit. So and I heard you say that some may not pay at all or is it we don't they don't pay through this program at all or do they? Right. So all of our off-campus programs like NCCAPS and now this will be off-campus as well are covered by the district. Okay. Mhm. Great question. I did want to say
080to that I'm excited because I know my first year on the board I had asked about us having a program uh coming from North Kansas City School District myself. But um this is exciting and I know that through our CIP this has been made possible for us to be able to advance opportunities for our students. So thank you for all your hard work. Thank you for your support. I will say it's great. I'm sorry. Um, just cuz uh I know um K City Missouri public schools has this program. So I have been to where the kid had their high school graduation and then I went to the graduation that they had with MCC for their associates like they had two graduations a week apart or something which is like totally amazing for those kids to
081have you know two graduations and often times they'll graduate with their associates before they walk with their high school diploma. Yeah. So this is amazing. Thank you. Yeah, there's just a whole different whole lot of applications where this is just a huge game changer. But just yeah, just with the cost of college, if you can go in with even if it's six or 12, that's saving you at a four-year school just thousands and thousands of dollars. Yeah, that's amazing. And then stating the obvious, but this is a perk that we get from being in district with MCC. Yes, I know we've it seems like that's been on our tax bill for so long we've been in district, but just wanted to mention it again that that's a huge benefit we get from MCC in being
082in district. So, I do want to just ask one question because I know we have the A+ program. So, I'm just curious, how does this like affect the the kids who, you know, like if you do So, do you still only get some like if I do 12 hours through this program, do I still want to go to um Maplewoods and still qualify for the A+ program to finish out to get my associates? Yes, you would still qualify for A+. Okay. Um I think A+ is still this is for a very specific student, right? It's for the student who doesn't mind not being on campus for half of the day. And we have a lot of students who are very invested in very specific tracks in high school and this will not appeal to them.
083Um so A+ is still a very important and viable option for our students and will still be an option for these students assuming they don't finish an associates while they're with us. Thank you. Yeah. And just to be clear, it won't just be Maple Woods, right? What is Do we take them to all because I know they've kind of spread out some of their courses now. We will only send students to Maple Woods. Any other questions for Thank you. All right. Well, thank you, Dr. This is exciting, exciting news. All right. And for our last um information presentation of the evening, 7.3 is inclement weather um weather day makeup schedule. Drum roll. You want me to do a drum roll for this? Yeah, we already know. Yeah. Keeping with the uh exciting events and uh
084things going on. uh we did have a work session uh with our board on March 4th in which this content was covered with them and uh subsequently had another inclement weather day the very next day. Uh but I do want to uh just go ahead and put uh this in everybody's um inboxes, you know, where we are and uh what we plan on doing relative to what the board has uh amended the calendar to be for the end of the year. Um some facts that I want to remind the board of and the the public is that uh originally the board approved a 171 and a half student contact day calendar. Um after the uh March 5th inclement weather day, we have had 12 inclement weather days this uh year. We used five AMI or
085alternate methods of instruction days. There also is a new Senate bill that is 7 Senate bill 727 that went into effect this year which requires schools to go the minimum of 169 student contact days. However, that bill does not define or give a minimum number of hours for a day. So, if we do any sort of early release or other uh half day, those would be counted as a student contact day under this bill. with no more inclement weather days and currently approved calendar that we have after the March 4th work session. Uh we have 165 uh student contact days that then you have uh amended to be where we got to the 169 and I'll show that here in a second. There's currently a workday scheduled for uh April 18th that we have sw
086switched out and we must go a,044 hours. So that's another piece, but we don't have any problems with that because of the length of our school day um and these number of hours. Uh that's inconsequential. We came to the conclusion that we had a set of goals that we wanted to uh achieve with the amendment of this calendar. We want to maximize student learning, teachers fulfill a contract, ensure that we're compliant with Senate Bill 727. There is negative consequence relative to state aid if that's uh the case. If we do not go the 169 days, we want students in regular school session to be done before June. We want summer school to start the week of June 2nd. And we want to minimize the number of days of impact on summer construction schedules because we
087have significant construction projects going on in five of our buildings this summer, which could influence them being ready to start in August. So, we need to get construction crews in there as quickly as possible. So the proposed solution that we uh gave to the board was these particular um days. One of them is to switch the April 18th workday to a student contact day which you have uh agreed to. Um we worked with PHNA on uh that as well. We uh switched tomorrow's uh half work day to a full virtual day. Uh that's helping in making sure that we get to our uh contract number of days. And then after Memorial Day day, then we would be uh adding student contact days on May 27th, 28th, and 29th with teacher work day on the 30th
088so that we can um either have that as virtual or some schools will be packing up for summer construction. Uh June 2nd is a summer school prep day for our teachers. That's negotiated in the teachers agreement and we want to make sure that we get them that prep day. this. Go ahead. Oh, the uh the 29th is a half correct. Half half day on the 29th. That's correct. It's a student contact day, but yes, half day. Um this basically just goes back to the goals and what we uh see as meeting these goals. We are able to maximize student learning. Um we are getting as many days in as we can based on all these goals and balancing it. Teachers fulfilling the contract uh with work days and um student contact days. We're compliant with
089our Senate Bill 727. Regular SK session would be done May 29th, not into June. Summer school starting when we are uh wanting it to in that first week of June. And this gets us the best case scenario of our construction um schedule. And we know that's going to be tight as it is. Whoops. So that is the uh proposed uh solution that you approved and amended on the uh March 4th work session. Even with the um inclement weather the next day, we will still end the year with this amended calendar at 169 um days. I was in Jeff City last week uh and talking with my colleagues in the superintendent uh circles. Right now, it's believed that it would be unlikely that the state does anything this calendar year. We will be looking at next
090year relative to how we do makeup days and AMI days and so on. Once we get through uh we'll reconvene the calendar committee. I believe Dr. Dylan is working on that. So with that, I would be happy to answer any questions that the board has or entertain any discussion that you might have from that work session. I don't really have any uh thing else to add, but I do appreciate um presenting this in a a meeting that's being broadcast. I know we we had a lengthy discussion um during our work session and so I really appreciate the kind of recap um for our public to see because we did look at a lot of options and and tried to stretch days different ways but with the limits of um the legislature we don't have a
091lot of options. So um I just appreciate you bringing it back and letting everyone hear it. Yeah. One thing I did learn uh last week as well is that I believe North Ken City, Liberty, and Plaque County are all within that May 29th or 28th day. They are all coming back two to three days after Memorial Day as well. They are all uh solving the same problem that we are we are in with the number of days. We're off to or the the kids are no students tomorrow. Correct. It is a teacher workday and a full virtual workday. So, it's not true for all districts. That is not true for all districts. Um, but that was one that we wanted to keep as a non- studentent contact date because it was uh so close to
092spring break and it was uh so quick on uh our conversation that we felt like that would be uh too quick a change on the families uh relative to planning. So, this was u one we protected in in terms of the no student contact tomorrow. Was there any discussion in Jeff City about um this being a catalyst to adjust the school start date again since they're talking about giving relief at the end of Unfortunately Unfortunately, no, that's not something I'm hearing right now. what I am seeing in um what House bill that that I believe is moving in the education side around doing some things to help uh maybe fix if you will Senate Bill 727 with some of these pieces is next year. I believe if that bill moves through and would be approved
093that it would be more about the calendar we approve and the intent to go 169 days and then local boards get to make that decision uh about whether they need to get up to the 169 if they go below because of that inclement weather day. Um but the push I know um several of you board members have we've done it for years talked about trying to uh be able to start earlier and right now that has gotten no traction. We try every year when we go okay that'd be nice but they weren't listening. All right. So, yeah. So, um again, this is, you know, this was a challenging winner and you're dealt the hand. You get the hand you're dealt. And I I appreciate everyone's flexibility to uh to to get to where we can
094uh finalize this calendar so everyone knows, you know, where they stand and so we can move forward. So, thank you everyone involved. Thank you. All right. Uh next up, we have information written. Um, we have items 8.1 through 8.12 uh are all relative to bids, contracts, and agreements. Uh, Dr. Kimbell, are there any that need to be highlighted? None to be highlighted. Uh, but I'd be happy to answer any questions on any of these. Any questions? Okay. I think I did this before for the library. If you want to see what it takes to outfit an entire gym class, there's something in there for Angeline Washington. Yeah, there's volleyballs and practice training volleyballs and scooters and dodgeballs. It's pretty cool. So, anyway, maybe that's just me. Um, all right. So, we'll uh board will be
095asked to take action on these. Oh, sorry. I just wanted to say um I uh attended last week the level up kids that we participate in. It's you formerly, you know, smiles for miles and it you know, and it was all the districts in the Northland. And I will say that the social worker that takes care of that for our kids in our district is amazing. And um this paying for her to do that is an awesome thing for like and they don't just do um teeth anymore, they do vision too. So like if the kids have need glasses and all those kind of things. So um just a wonderful group of people and a organization and to see like how they take care of our kids is amazing. So, if anybody just wants to
096look that up, I would say kudos to that program for sure. Yes. Thank you, Miss Barnes. Yeah, there's um as you can see in the agenda, if you look at that, the uh Level Up Kids donates $10,000 towards a uh a district a district social worker. So, that's a great great program. All right. So, the board will be asked to take action on these items at the April 17th, 2025 regular board meeting. All right. Moving on to item nine, policies, procedures, and forms. We have eight policies that will will require board action tonight. Mr. Fulgren will provide a brief overview at this time. And Mr. F. Thank you. Uh I provided a summary last meeting. Happy to answer any questions, but just as a large theme. These are mostly um updates based on federal or
097state statutory changes that have happened within the last year. So just getting our policies up to speed and compliance with those is the general theme. happy to answer any specific questions you might have. CL, I was just looking at um policy J FCL, the A+ scholarship program, and I'm just curious um about the reimbursement piece that I think something's changed with that with um students who um have taken courses, I believe, in high school, but then afterwards they get reimbursed or could you explain that? Am I even asking the question clear enough for you? Yeah. Yeah, you're right. There is some change there. I don't have the specifics right now, but I'd be happy to get that and follow up with you. Perfect. Yeah. Thank you. Any other questions for Mr. Fulgum? Okay. Then I'll
098need a motion and a second to amend current policies 9.1 through 9.7 and adopt policy 9.8 as presented. So moved. Second. All right. I have a motion for Mr. Todd and a second by Miss Bolan to amend current policies 9.1 through 9.7 and adopt policy 9.8 as presented. All those in favor say I. I. I. Any oppose say nay. Motion carries 6. Thank you, Mr. Fulg. Thank you. All right. Board member uh reports and requests. Um, board members, do you have any reports or requests tonight? Uh, Mrs. Barber, none, thank you. Uh, Miss Bolan, no, thank you. Uh, Miss Mart. Um, yes. I just wanted to follow up. Uh, Dr. uh, Kimbell, do how does like how did all the information go out for redistricting to like our ELLL students, you know, like their families?
099Was it like just in their their language or did was it a newsletter? like how did that information I was hearing the comments tonight and I can get follow up with more detail on on the comments that we had tonight and uh make sure that we uh explain that either um here in the upcoming we got the spring break coming up but I wanted to follow up with you guys on that. Appreciate it. Thank you. All right, Mr. Todd. None. Thank you, Mrs. Woodley. Um three things real quick. um through the counseling PEP. There was um several times listed in the uh opportunities for improvement, a need to reduce school counselor to student ratios and just if I can get some information or get the board information about um how we're approaching those things. I
100know that Park Hill South they were able to gain another counselor about a year ago and they said it's been very helpful. So, okay. Sure. Um I did get a call from a a parent who needed for their Girl Scouts to um interview an elected official and one of the Girl Scouts was uh is at Park Hill South and she was asking about um the situation with kids vaping in the the bathrooms. I know we've we we all know this um that there's issues that go on um but there's bathrooms that get closed down. So, some kids don't use the restroom throughout the entire day and that's not healthy. If we could just get information of things I know from Park Hill Cathy that they are trying to have more programs to introduce kids early
101to understand that the harm that causes but there are other aspects. I just we can do that. Yeah. And um the last thing was just about community engagement. And I know we've talked about this in different councils and committee meetings about um recognizing not only those students who are just, you know, top scholars and everything else, but um and I know we have so many things. We've talked about this in our work sessions that there's so many things that um our students and our staff are doing throughout Park Hill that you can't recognize everything. But if we could just possibly look at make sure that kids who um are just improving and who have had a hard time and things, how can we vote to recognize those students as well? Thank you. Thank you. Y
102thank you, Mrs. Wy. All right. Um, then I'll need a uh a motion and a second to adjurnn to close session pursuant to chapter 610 section 021 of the revised Missouri statutes for the purpose of discussing matters relevant to subsections one legal 3 and 13 personnel. So move second. Right. I have a motion from Mrs. Barber and a second by Miss Barnes to adjourn to close session to discuss legal and personnel matters. Um, streaming. Can you call the role? Barber. Yes. Barnes. Yes. Bolan. Yes. Daryl. Turilliger. What? To Woodley? Yes. Siri was trying to call myself. Okay, back on track here. Board members, please.