001Okay. >> All right. Welcome everyone. If you would join us in the pledge of allegiance, we'll begin our meeting. again. Welcome. Uh, nice to see so many people here tonight. We're pleased to recognize numerous outstanding students and employees. Dr. Martin Luther King, Jr. Contest winners, PNA scholarship recipients, three students with perfect ACT score, Missouri scholars Academy, Missouri scholars 100, Green Schools Quest Project Award, Early College Partnership graduates, and St. Louis Community College Sports Marketing Scholarship recipients. First, I would like to welcome Moira McCracken, PNEA president, to introduce the winners of the Dr. Martin Luther King Jr. contest and PNA scholarship recipients. Good evening, Dr. Schneider, Mr. Todd, Mrs. Hopper, the rest of our distinguished uh board of education. As president of Parkway National Education Association, I appreciate the opportunity to come and share some exciting
002accomplishments of our students and our staff with you this evening. For many years, the Missouri National Education Association held a yearly art and writing competition to honor Doc Dr. Martin Luther King Jr.'s legacy. Now, they decided not to run the competition this year, but we and Parkway NEA did not want our students to miss out on this opportunity, so we decided to run it ourselves. We had 107 entries from our amazing staff or students in Parkway, and they were all judged by a panel of PNEA members. The work was fantastic and I am really pleased to announce the winners here. So students, when your name is called, please come up and shake the hands of Dr. Schneider and the board of education. Let me see if I can do this. Nope. Other direction. It's the
003big button. You'd think you would know, but it's uh here we go. In uh the kindergarten through 2 grade category, first place we have Ya Hansen from Mason Ridge. In second place, we have Sharia Gupta from Shannondoa Valley. And also from Shannondoa Valley. In third place, we have Kashagra Maya. In our third through fifth place or Sorry. Third through fifth grade category. Our winners are in first place Shriita Shric from Shannondoa Valley, second place Yusra Javeed from Mason Ridge, and in third place Lia Bundle from Henry. Moving to our sixth through eighth grade category, we had a sweep from South Middle, which was impressive. Uh, in first place, we have Amelia Politis. In second place, Evie Merrill. And in third place, Camille Run. And then in our 9th through 12th grade category, we had a
004sweep from West High. So in first place is Sam Ryder. In second place, Emily Wong. And in third place, Aniro, sorry, Aniude Venat Raman. Congratulations to all of our very, very talented students. Next, I would like to recognize the winners of the 2026 PNEA scholarships and grants. Parkway NEA really loves to support students, especially those who plan to enter the the the field of education. This year we have awarded $5,000 to support such students. For these students present, when your name is called, please come shake the hands. We have FA Toledo Arisa from North High. Savannah Davis from North High. Ava Moretti from South High and Ella Marsawitz from West High. And then I also wanted to point out we gave the Gene Olsen Memorial Scholarship which actually goes to the child or dependent of
005a PNA member who is in school to become an educator. And in this case we this person was actually a 2024 graduate of West High. Uh his name is Tyler Lang. He's from uh sorry he's a child of PNA member Marne Letman and he attends the University of South Carolina upstate so he couldn't make it home for this. It's a little busy. Uh, finally, I just wanted to say that PNA works hard to support our members, and one of our most notable ways is through our scholarship and grant program. This year, we gave our members over $10,000 to support them in their classrooms. On the screen, you'll see our member recipients. Some of the various projects that we are supporting include classes for professional development, national board certification and graduate courses, as well as classroom
006projects like increasing book offerings, purchasing classroom equipment, and ensuring creative opportunities for student learning. Congratulations to all of our recipients and good luck to your in you and your future. >> Next, please welcome Dr. Kevin Beckner, our assistant superintendent of teaching, learning, and accountability. >> Well, thank you, President Todd, Vice President Hopper, Dr. Schneider, Restover, members of the board. Tonight, I'm pleased to share that we're recognizing three Parkway students who earned a perfect score on their ACT, earning a 36, the highest possible score. Nationally, fewer than 1% of students achieved this honor. In 2005, fewer than 3,000 students did out of almost 1.4 million students who took it, where about only two students out of every 1,000. The ACT consists of tests in English, mathematics, reading, and science. Each scored on a scale of 1
007to 36, and a student's composite is the average of those four scores. The ACT is a curriculum based achievement exam that measures what students have learned in school. And students who earn a 36 have likely mastered all the skills and knowledge they need to be successful in first year college courses. ACT is accepted by all major four-year colleges and universities across the US. And students, please come forward as we call your name. From Central High, please welcome Henna Lee. And from West High, please join me in congratulating Nicholas Hillman and Zachary Jung. and I have the next recognition to you which is for the Missouri Scholars Academy. The Missouri Scholar Academy is a three-week academic program for 330 of Missou's gifted students ready to begin their junior year of high school. The academy is a
008residential program that takes place at the University of Missouri Columbia. And students are selected via their GPA, standardized test scores, IQs, recommendations, and formal essays. Here in Park, we have those 330. We are fortunate to have 11 students who have been selected to participate in the Missouri Scholars Academy this summer. Students, please come forward as I call your name. From Central High, Elise Lubatro and Prrenav Malpri from North High. Please join me in congratulating Ethan Hecenberg and Stabia Chararma. from South High. We congratulate Anna MD and Caitlyn Powers. And from Westside, we congratulate Ian Chung, Colin Jackson, and Lincoln Moose. In addition to these wonderful students, we're also recognizing students who have made the list of the Missouri Scholars 100. This list is a statewide program that honors 100 of Missouri's top academic students in
009the graduating class. Students across Missouri nominate candidates for this statewide recognition and the selection is based primarily on a formula using students GPA, ACT or SAT score. Each student is nominated and has to meet the criteria of an economic decathlon which consists of 10 events designed to ensure the academic strength of the student. To meet the decathlon requirements, the student must have a minimum GPA of 3.75, a minimum ACT score of 29, or a minimum SAT score of 1900. They also have to be ranked in the upper 10% of their class and have taken upper level courses in mathematics, science, English, and world languages. The student must also have excellent attendance, be an exemplary citizen, and be involved in the school activity program. Please come forward. Students, as your name is called, from Central High,
010Serena Huang and Aiden Moon from North High, Nora Hunter and Yoyo Umu from South High. Magana Habar and Katherine Noaki. And from West High, Anise Jindal and Nicole Pette. Next, please welcome Lindseay Elliot, sustainability and engine energy coordinator to introduce us to the winners of the judges choice award for their green schools crest project. >> Uh, good evening. Thank you, President Todd. Tonight, we recognize Claymont Elementary's green team students and their sustainability leader, April Anderson, for their impactful work this year. Miss Anderson, would you please join us? Nine students worked together with Miss Anderson to care for water through conservation and waste reduction, which impacted their entire school and even all Parkway Elementary Schools. Claymont Green Team students, if you're here tonight when I call your name, please come forward and stand with us up
011here at the podium. Benjamin Dino, Noah Dway, Leia Gudianis, Leela, Adam Jordan, Nick Jordan, Ashara Roth, Eloise Rosiki and Jocelyn Solder. Now, it's my pleasure to introduce introduce Deborah Rogers Curtis, the green schools coordinator for the Missouri Gateway Green Building Council and co-manager of Show Me Green Schools to present their award tonight. All right. Good evening everyone and thank you so much for allowing me to be here tonight to present this exciting award to Claymont Elementary students and Miss Anderson. Since 2013, 266 schools have competed in the Green Schools Quest all across the state of Missouri and the region of southern Illinois. Over 700 school sustainability projects have been submitted to a panel of judges and this year 83 schools took on a project. Claymont Elementary was one of them and one of the best.
012This was Claymont's seventh year competing in the Quest, and they took on an amazing project to produce their own healthy food for their cafeteria and reduce plastics across their dining practices. Their project inspired the rest of the district to reduce their plastic use and has made an important impact not just on their school, but on the district as a whole, saving the district money. Yay. And helping the planet in the process. The judges panel reviewed all 83 projects with careful consideration and they were so inspired by Claymont's efforts and impact. They were especially excited that the students were the true leaders of this project and that Miss Anderson created a space for them to shine. We also want to recognize Parkway's consistent sustainability initiatives and the unwavering support of Lindseay Elliot who mentors each of
013the participating Parkway schools. We are so thrilled to recognize Claymont Elementary as this year's judges choice winner of the Green School's Quest. We have a very strange one-of-a-kind trophy to present. This trophy was designed by a local artist at Third Degree Glass Factory and hand blown. It took over 36 hours to create and there's not one single trophy in the world like it. So, congratulations to Claymont. We also have certificates for our students and a check for the school. Yes, money. Congratulations to Claymont Elementary and congratulations to Parkway. Thank you for your support. I want to thank uh Miss Deborah Rogers Curtis for joining us tonight and a heartfelt congratulations to our students and to Miss Anderson. Next, please welcome Lindseay Perkins, director of choice programs to introduce us to the Parkway Early Child Early
014College Partnership Program. >> Thank you, President Todd, Vice President Hopper, Dr. Snyder, Miss Stober, members of the board. It's good to see you. I am here to tell you a little bit about the work. Raise this just a little bit. There we go. Of our early college students in our early college partnership. It's a full immersion early entrance program to um St. Louis Community College at all of their campuses. At this point, we've expanded beyond Wildwood and St. um St. Louis community colleges and we have students at every location this year, which I'm excited to share. Students attend early college for two years, replacing their junior and senior year of high school. While in ECP, students follow a curriculum that includes college level coursework with St. Louis Community College instructors. And upon successful completion, these
015students earn not only a high school diploma, but an associates degree by the time they leave our doors, which is an exceptional accomplishment. These early college partnership students have worked very hard over the last two years, excelling in that challenging college environment. They've balanced rigorous coursework while continued participation in high school activities, sports, clubs, and kind of living in in both places at once, which is so impressive. These individuals are exemplary representatives of our district and we're incredibly proud of their accomplishments and to celebrate them this evening. So without further ado, we're going to start with our Central High students this evening. We have Owen Martin, Sydney Moss, Natalie Gudami, Aaya Rush, and Brooks Steeples. At North High, we have Alyssa Bavon. and Taniah Taylor. For our South High students, we have Maddie Ahern, Sheree
016Gunimat, and Zoe Rich, and West High Faith Kohi. and Isis Montikue. We're very proud of your accomplishments and congratulations. We are going to transition into the St. Louis Community College Sports Marketing Scholarship and I would like to welcome Chris Fletcher, their director of recruitment and outreach at St. Louis Community College to join me. Welcome. One of our sports marketing partners is St. Louis Community College and they award seniors a thousand scholarship to attend St. Louis Community College. This scholarship is a testament to their hard work, academic excellence, and commitment to education. This year, we have five students receiving this scholarship that we are pleased to celebrate. We're going to start with Central High and that's Kaylee Lommax, Fern Ridge, Alana Boo, North High, Isaas Alante. Also, North High Paulia Zambrano and South High Scout. Congratulations
017to all of our students. Congratulations once again to all of our amazing students and parents and family members. Thank you so much for being here to help us celebrate them. Uh right now we'll take a brief recess and we'll resume the meeting shortly. We are going to resume our meeting here. All right. Okay, we're going to resume here and uh next up on the agenda uh is additions, corrections, and or modifications. Those include the following. 7.01 addendum to agenda item 11.09 9 approval of personnel items. 7.02 Addition of agenda item 11.32 approval of purchase of Central High School Orchestra Instruments. 7.03 Addition of agenda item 11.33 approval of gifts from the public nutrition services. 7.04 Addition of agenda item 11.34 approval of gifts from the public green trails. 7.05 5 addition of agenda item 11.35
018approval of gifts from the public southwest middle and 7.06 addendum to agenda item 11.29 approval of yellow folder renewal. Next up is our public comment period. Uh it's during this time that we provide an opportunity for citizen comments in an effort to maintain an open and respectful dialogue with our community. The public comment session is not the appropriate form for addressing individually identifiable student and/or personnel matters. Therefore, due to privacy laws protecting students and employees, comments about these matters should not include personally identifiable information about particular students or employees. Members of the public, staff, and students are encouraged to utilize established policies and procedures for offering suggestions or addressing concerns, complaints, or accolades prior to bringing the issue before the board. Please be mindful that the meetings of the board, including your statements at the
019podium, are broadcast and that you are responsible for any public comment you make. In lie of a public statement, you may choose to submit your comments to the board in writing. These statements may be submitted to the board secretary who will distribute them to the full board or you may contact individual board members. Also, due to time constraint and the need to complete the primary responsibility of our meeting agenda, we cannot respond to your public comments during the meeting. So, you will receive a response from us in writing. We're always available to have an open dialogue outside of our meetings and can be reached by email or phone using the contact information on the Parkway website. Uh each speaker will be limited uh tonight to three minutes at the podium. Should you not have enough
020time to speak, you may submit your written comments to the board secretary. And in fairness to our speakers and to keep our meeting running as efficiently as possible, I will ask the audience to refrain from applause after each individual speaker. Uh tonight, I believe we have three speakers and I will call you up in order that you signed up. Uh beginning with uh Becky Edwards and Miss Edwards comes to the podium. Please uh reintroduce yourself and share with us your affiliation and relationship to the district. And >> hi, I'm Becky Edwards. I have a fourth grader at Craig Elementary. For years, Northside parents have tried to shine a light on inequities in Parkway schools. As I said, my child's a fourth grader at Craig Elementary, where those disparities are impossible to ignore. Our school is
021among the most populous elementary school in the smallest footprint building. Teachers educate in class in closets and hallways. Were chronically understaffed, especially in support services. The teacher turnover rate should embarrass you. Our kids have gone the entire year without playgrounds. Two recent two recent events are what broke us, though. We weren't told for seven days that our longtime principal was no longer our principal. When our community conversations for the North area was cancelled for weather, we were told you weren't going to reschedule until we demanded it. And now it's not happening until after the school year ends. Turn after turn, the message feels clear. North Side families don't matter to Parkway. And I believe that's because we have twice as many black and brown students as any other area of the district. Don't be mistaken.
022Those of us in the north area love our diversity. For most of us, it's why we chose this area. And we shouldn't have to move our kids to other schools in the same district to receive the same quality education. And I'm not here to say that you want to harm black and brown children. I'm sure you want the best for all students. But systemic racism doesn't require malicious intent. It runs on autopilot through policies and resource allocation. I know you're dealing with massive budget constraints, but that is what makes it even more critical to allocate resources equitably. Parkway claims equity is a value, but your budget shows otherwise. Your staffing shows otherwise. Your communication shows otherwise. Equity means giving schools what they need based on their unique challenges. Our state, our students need more, not
023the same. Parkway trades on its reputation as a premier district in this region. So, it is a deep disappointment to see firsthand that that premiere does not extend to the black and brown people in the north side. James Baldwin said, "I can't believe what you say because I see what you do. My child deserves better, but even more important, our black and brown students, disabled students, immigrant and ESL students, and our exhausted teachers and staff deserve better." It's time for this board to decide. Is your commitment to equity real or just a word on your website? Thank you. >> Next up is Abigail Henny. >> Good evening, Dr. Schneider, members of the board. Uh my name is Abigail Finny. I'm proud to say I'm a parent of three boys in the north region of Parkway
024School District. In addition, I'm a teacher in a neighboring school district. I'm a firm supporter of public school. However, over the last three years, I've seen some inequities within the north side of the Parkway School District. First, I'd like to reiterate how proud I am to have my kids attend Craig. My oldest child, William, has a neurological syndrome and requires heavy SSD services. However, despite having many differences in how my son talks, thinks, and behaves, my child was and felt so included at Craig. Students and staff at Craig even did a book study on Out of My Mind that included in-depth discussions regarding disability rights and AAC devices. I say all this because the community is what I am so proud of. The people are amazing. We as a community step up for one another
025and selfishly my child has reaped the rewards of being educated in such an accepting, diverse, inclusive environment. But unfortunately, Craig's resources are limiting our students abilities to successfully learn. The school went over projected amounts of students this year by a lot. Students are learning in halls and any spaces available. SSD classroom sizes were large because parkway facilities made it difficult to add another SSD classroom. Even though Craig is going through construction to be a better facility, overcrowding issues won't be fixed once construction is done. In addition to this, our staff is overwhelmed. The turnover rate is high and some teachers have just moved to other schools within the district. Our students needing reading intervention outweighs the staff. So, some students needs just aren't met. Lastly, Craig has the highest number of students in transition than
026any other elementary school in Parkway, which I want to be clear, it is not a negative thing. Our community is fabulous and we take these families in and give what we can. We work together to help, but ultimately transition students need additional supports. These supports have been asked for but from my understanding have not come. So yet again this year we are losing our amazing teachers because they can no longer struggle. Also let me be clear data shows growth amongst its kids from fall to spring. So these teachers are doing amazing things with the time they are giving and the results show it. But these teachers are burning out doing so much with so few resources. These struggles aren't just at Craig. They continue to Northeast Middle where staffing doesn't match the number of interventions
027needed and to North High where not all enrichment or AP classes are offered, thus creating a lower bar for our northern students. Like I said, I love the north side of Parkway, but I'm tired of seeing neighbors move, parents worry, or students getting special assignments to other schools in Parkway to ensure they get the best. There clearly are issues. I want to work together with Parkway to make change. Parkway, we have asked all year, but things have been slow to happen. if they happen at all. Please show us the data. Compare the schools and resources and have collaborative meetings with parents and staff that show results. There is negativity out there and this is causing significant damage to our community and to Parkway. There needs to be strong collaboration so that it is truly a
028great day to be in Parkway. >> Next up is Beth Allen. Hello. Okay, bet you can guess what I'm gonna talk about. Um, my name is Beth Allen and I am also a parent of a student at Craig Elementary, a fourth grader as well as a four-year-old and a 2-year-old. I'm speaking tonight because what is happening in Parkway North is not isolated and it is not a new issue. For years, families, teachers, staff, and administration have been raising concerns about overcrowding, inequitable access to resources and support, staffing instability, communication failures, burnout, and feeling unheard. Too often, those concerns have been minimized or silenced until they've become impossible to ignore publicly, which is how we ended up here tonight. I make datadriven decisions every single day, and the data tells a clear story. Parkway North serves
029the highest concentration of free and reduced lunch students in the district. We have some of the highest percentages of English learners. Some of our schools are among the most diverse in the district and for the in the state for that matter. Several North schools are navigating significantly greater student needs, including, as Abby mentioned, students in transition at a disproportionate rate to the rest of the Parkway District. and we are not receiving the resources to support that disproportionate amount of students. This is not a criticism of our families, of our students or of our community. That diversity is an asset and like has already been said why some of us live there. When schools with the highest needs also carry the highest instability, that's not a coincidence. That's a systemic problem that needs to be solved.
030Our students deserve to learn in schools that are fully equipped, fully staffed, fully supported, and fully invested in. Not schools that are constantly in survival mode while families are fighting to be heard and staff is overworked and burnt out. We need leadership. We need strong leadership from you all, from the board, from the superintendent's office. We need transparency and we need resources allocated intentionally and equitably. Last week, I had the pleasure to meet with Dr. Schneider. I appreciate your willingness to listen to our concerns. I do believe that she wants to better understand the issues in North and I do realize that a lot of us have had a lot to say and been a lot but this has been a breaking point for us and something needs to change. We need to see action.
031We need to be have measurable measurable accountability with the board. We need transparency and concrete plans and we need visible progress for our kids. Families should not have to become investigators, data analysts, and activists just to get basic accountability from their district. This community is paying attention, and we are not going away. Parents are organizing, families are speaking up, teachers and staff are sharing their experiences, and we will continue showing up, continue advocating for our kids, and continue demanding better until real progress and meaningful change happen in our schools in the North District. We love our schools. We love Parkway. We love these kids and they deserve leadership from you all to have the best education they possibly can. Thank you. >> Next up is agenda item 9.0. That's approval of tonight's agenda. I have
032a motion and a second to approve the agenda for the regular meeting of the board of education as scheduled for May 13th, 2026. >> So move. All in favor? I. Any opposed? Motion carries. 70. Next regular board meeting will take place on Wednesday, June 10th at 7 p.m. here at the Parkway Welcome Center. Uh next up is board and superintendent reports. Matt, you want to start us off? >> Um for the for a school board member, there are ups and downs, but I'll say one of the biggest ups is the graduation time, seeing the students walk across the stage. Honestly, I think the parents are more fun to watch than the kids there are some ways at graduation. So, looking forward to our graduation week coming up. >> Uh first, I just want to thank
033our speakers tonight. We we appreciate you coming and we are listening. Um over the past month, uh it's been busy. Um for many of us, we went to the art show. Uh I was just talking to to John a little earlier. It amazes me every time I go to that district art show the creativity and the artistic ability of all of our students. It is. I went and saw my students artwork and saw and just walked around for about an hour. It truly was amazing. Uh I did attend the community conversation at Parkway Central. About 150ish people came. It was a great uh great conversation and went around listening to what people were saying about um the state of Parkway. Um we also recently had teacher appreciation week. Um as we all know, we we
034love our teachers. Uh they work tirelessly for our students. I know my kids love their teachers and it was a great time to really show our teachers how great they are. Uh and as as Matt pointed out, it is graduation season and in the last board meeting before the end of the year. Uh it's coming down to the wire, but it's been a good year. Um and so wish everybody a good end of the year. >> Yeah. And I just pare what uh Jeff said on the art show. Uh we also attended um and it's it is amazing to see all the the talent in the district. Um I I cannot draw or do anything artistic. Um so to see what those kids can do is just is truly amazing. Um we also had uh
035the all of us here um except maybe one um uh had a uh uh board workshop on uh the 25th um which was uh I thought very productive work through a lot of different uh topics on that. Um, and then also this week, uh, earlier this week was the Granting Dreams, uh, ceremony, um, that is sponsored by the Parkway Alumni Association. Uh, my oldest, uh, received a grant. And so, just a shout out to the alumni association in that program. Really, uh, they've doing it for years, uh, giving, uh, money to kids to pursue their their interests. And something else I went to, it wasn't a a parkway event, but, uh, involved parkway educators. So, on the 24th, the St. Louis Symphony did a a concert. It was called the extra credit concert where essentially
036the the professional players partnered up with the music teachers from all over the state. Actually some from Arkansas as well. And I was proud to see that five of our own music uh educators were part of that concert and it was a it was a wonderful concert. So just a shout out to them for their participation. >> So um first I wanted to say uh to echo what Jeff said. Last week was teachers appreciation week and I just want to express my appreciation for our Parkway teachers, especially the ones that have my children. Um they our our teachers pour so much love and care and dedication into all of them and I I really do appreciate everything that that they do. Um, it has been a busy month since our last meeting. On the 23rd,
037I attended North High's honor honor ceremony. Um, that was a a really nice evening. Um, I've attended West High's honor ceremony and I did that again today. And it's so funny how how different people um choose to um set up their different ceremonies. And and I just have to say I there's something I my kids hate it because I'm on the west side, guys. Um and I'm in between two north side people, but I really do like North. There is something about that community that is just um very charming. So that was a really fun event to go to. And then as um John said, we did have our board workshop on the 25th. I also had the um district wellness meeting which ended up being virtual that day on the 28th of April. Um
038that was our last meeting of this school year. We will start again um in the beginning of the new school year. Um and then on the 30th we also had the community conversations and then like I said the third to today we had West High's honors ceremony. So, it's been a lot going on and and that I didn't even touch on the stuff that my kids were doing. So, um it's it's good to be winding down. Um May always goes by so fast and I'm ready for it to end. So, well, not quite yet. Um so, I didn't attend my first school board meeting till I was in my 30s, but so I want to acknowledge there's what I think is the youngest school board attendee I've ever seen. uh then so way to start
039that child young. Hope uh you enjoyed the meeting. Uh as far as the citizen statement, we don't generally substantively respond to anything in the moment. You know, we respond collectively through uh correspondence, but I just want to let you all know that the speakers tonight and everyone else, you know, that they represent um first of all, an incredible job of presenting organization. and the thoughts and the the issues you raised are um it was very very well presented and as Tiffany mentioned there are two board members up here that both attended both graduated from North High and then both chose to live in the north area and send our kids to North schools. Um and on behalf of the two of us as well as all of us I just want you to know everything
040you've said you know you are heard the message taken to heart and personally I look forward to being a part of you know the response to what you have said and to work better to you know to do better and improve our community uh you know we deserve it. Uh I attended the workshop as well which was really uh meaningful and helpful and enjoyable. Uh this month I attended several concerts uh all in the north area, all of which were uh tremendous, including um our last elementary school event, which somehow my wife got through without crying uh at the strings concert at uh Believe. Uh and finally, I want to give one little this is sort of a personal uh anecdote, but uh it highlights part of the district, so bear with me. Uh my
041daughter attended uh Biztown which is part of the fifth grade curriculum and you for those not familiar it's a little community that the kids uh sort of assume a job or role and then operate as a business for the day and she was a CFO that day and she came home and she was very very excited about CFOing. Uh dad do you know any CFOs? I said I know one and she's great. So we we uh we're in the car. We called Carrie Nun and said, "Listen, I've got someone." She's 10, but she's ready to be a chief financial officer. You know, what can we do to, you know, stoke her ambition? Says, "I got just the thing for you." And so uh Carrie was nice enough to bring uh my daughter to the uh
042Spark Entrepreneurial Strand uh presentation day where she uh was able to see a bunch of uh Spark students, high school kids, talk about businesses they'd formed and how they went about it. And uh for a 10-year-old, it was just really eye opening because I think at the elementary school level, you know, they don't necessarily know about all the programs we have in Parkway and all the things you can do that are different from just being in a classroom. And so I want to heartfelt thank you for allowing her to attend. Uh and also it was just great to see, you know, kids eyes open to a whole world out there that's, you know, beyond sitting at a desk. It it was really, really cool. So thank you both. Um, some of the other things, um,
043not mentioned yet that I did attend was on April 17th, there was a combined meeting with Parkway, Patentville, and the Special School District at the Special School District Learning Center um to talk about legislative matters and we had a number of legislators that did attend that. Um it was focused on a student panel that talked about their experiences uh utilizing special school district services along with a counterpart um a teacher within SSD to talk about their experiences. It was very heartwarming and um just a wonderful um breath of the vast services that the special school district encompasses um countywide here. So that was very well attended and received. On April 21st, we had a joint Parkway Rockwood steering committee meeting here um that we invited um the communities between Rockwood and Parkway to come to
044talk about um state legislative matters as well. And Chris Gaines from Ed Plus was our um keynote speaker leading the discussions on that. So we it was very well attended. We had some new people that we normally don't have at those meetings. So um it it was eyeopening for some of these individuals to see and to hear about some of the legislative matters that are affecting both of our districts together. Um I also uh this morning attended the West High Honor Ceremony as well which was a lovely event. It's always a lot of fun. Um and then I also did attend as a parent in the end of the year choir performance. Um it was called singer's choice where the students mainly um chose all of the songs that they wanted to do either as
045a choir or as solo. Uh we've just got some talented students in this school district. It's amazing. Um, I think what really gave me the goosebumps and a little um teareyed moment was um the joint choir singing Bohemian Raps City and they did a wonderful job and they had the lights out and they even did the flashlights and did the chin thing swinging it and um little dances and so it was it was tremendous. So uh kudos to them and to uh to their choir director Carrie Fitzpatrick. Thank you. >> Uh I won't reiterate uh many of the events that I also attended that have already been mentioned. Uh but I will uh on April 17th we had a student services subcommittee meeting that was focused mostly on student wellbeing. We uh we got some
046data about referrals for discipline. We got some data about suspension principal suspensions. Both of those have been trending downward these last few years and this year was significantly less preceding several years. Um unfortunately and interestingly harassment suspensions were up. So that's something we're continuing to look at. But uh the fact that our discipline referrals are down and suspensions are down has been directly tied to the work of our social emotional behavioral specialists. health specialist who've been doing some amazing work these last several years helping regulate students in the classroom that that would otherwise have challenges um in teaching teachers uh best practices on how to how to address things like that when they happen. So that's been a very positive effect. I do want to mention the u the community conversations uh we did have
047to to cancel the uh the one at North area which was mentioned. Um it in the immediate uh response of that uh we we looked at the calendar and and said there's there's no there's no way we can do it before the end of school and so we're just going to cancel it. And within within hours after making that decision, we we started secondguessing things and and that's why we you know we we worked hard to find a date. Unfortunately, it is after school gets out, but I hope that uh we do an excellent job of communicating that uh to all of our families and hopefully we have a good response uh in turnout like we did uh at the other uh areas of the district. Um we celebrated teachers last week, which was mentioned
048several times. We also celebrated nurses. So, uh want to give a shout out to our nurses. Um and then lastly, uh one of the most exciting things in addition to to the graduations that we're about to begin tomorrow, uh last week we we've been last this was the fourth year we've done it. Um but for decades we have celebrated athletes that have uh decided they want to go play baseball or they want to run track at a collegiate level and and they are officially signing u with a school or college. Uh so for the last four years uh we have celebrated ed future educators. Uh these are high school students that have decided they want to be a teacher. Uh and it's an amazing program uh that our spark uh strand focuses on education. Uh
049but it's it's an amazing program that that our folks have put together to celebrate those people who want to go into education. So, in this room last week, we had 37 people, our highest number yet in the last four years. Uh, all all lined up. It was it was standing room only and all lined up around the room and uh walked across the stage and and made a commitment to be an educator. Um, and so it was a it was a very touching evening. Uh, each of them got to invite uh one or two people, educators mostly, that inspired them. We had people that that reached out to uh our program director and said, "I want my first grade teacher to be there because she meant the most to me u through my schooling." So,
050it's just a it's a great event and I can't wait to attend next year. >> Well, there are so many events that were mentioned by uh all of you that I also have enjoyed so much. This is my first spring obviously in Parkway, but the the graduation and the celebrations and the awards, all of those things shine a light on how proud I am to be at Parkway. I did have the opportunity, my my parents came to visit me um the weekend of the art show and I had the opportunity to show off Parkway School District. My own parents as they uh they were flabbergasted by just the work of students from very young all the way three years old, you know, all the way to 18 years old and their collections of artwork and
051the progression of their skill set and seeing the teachers there, uh board members there. It's in just droves of people coming in that door and outu. Uh I was I heard that it was upwards of 10,000 people had walked through those doors after the weekend was over. So um it that was just a a highlight for me and my family. Um I also attended the West High Awards ceremony this morning. Again, beautiful ceremony, awesome talent uh the in our educational community to celebrate teachers as well as students. I went to the Oasis lunchon today and the Oasis lunchon is our group of um organized senior citizen volunteers who serve in our schools to help kids with reading and writing and spend timeless learning with them and they really some of them have been involved in
052our community for years and I'd love to see the program grow but it was my second time attending this lunchon last year I attended it um shadowing Dr. Marty around. So, it was neat to be with a group of people who I had seen now two years in a row and uh we really do appreciate the work u that that group does for Parkway in their volunteerism. I too was at the educator signing night. Super special night. Again, these these things that Parkway does at the end of the year are um they are I need to bring a box of tissues next time because that was a very very special night to see all of the kids who want to go into teaching. How special is that? Um, I will just talk about a couple
053other things here. I I would like to mention too that I', as I've gotten to know the different employee groups in Parkway this past year, I just want to take a shout out um to PNEA because that this past week was teacher appreciation week and I have really enjoyed getting to know PNEA. um plan to attend their association rep meeting um tomorrow, I believe it is. And I I uh appreciate all that um that uh group is able to support in our school district, especially with the scholarships tonight that you saw. Uh we we love the kids together. We love serving them together. Um and last but not least, I did see West uh West High Orchestra. I believe that may have been two weeks ago, and they did just a fabulous job. I I
054really enjoyed seeing them play. Um wish I could make it to more of the orchestras. I will uh in time, but that was one I was able to do just this past uh two weeks and it was high talent. Very, very proud. Thank you. >> Next up is our consent agenda. Uh we've all had an opportunity to review that over the last week or so. And u let me let me ask does anyone have any questions or anything that needs to be posed to administrators about any item on the consent agenda? >> We have a motion and a second to approve approve the consent agenda as presented in the May 13th 2026 board meeting materials. >> So moved. >> Second. >> There anything to be pulled to action or close? >> All in favor? >>
055Any opposed? Any abstensions? one abstension with respect to 11.22. >> Okay. Uh including the abstension motion carries 70. Next up we have a policy review. So I see Dr. Beckner is standing and ready to approach. So I'd like to invite him to join us. He is the Well, I I I will let you stay back there. uh he's the assistant superintendent of teaching learning accountability and he is he is here he does not need to come to the podium but if any board member has a question about the policy review uh I will bring up no okay so the uh section I which is curriculum and instruction policies those will be up for a vote at our next regular scheduled board meeting in June. So, next up, are you are you leading this because your
056name's not purch. >> Well, I just want to thank you for uh hearing yet another program evaluation for us and thank you for the attention you give to these and I want to thank Dr. Luki who's going to lead our presentation tonight along with Sarah McMillan who is our district reading specialist for the thorough analysis they've done throughout this project. So, now I'll turn it over to Dr. Luki. Good evening. Thank you, President Todd, Vice President Copper, members of the board, Dr. Schneider, and Mrs. Stove for your time and attention. Tonight, I am sharing the results of our reading intervention program, and at the heart, this is Parkway's promise to ensure that all students become confident readers. We've spent the last year evaluating how we identify students needs, how we teach, and most importantly, how
057we respond when students are struggling. I have the privilege of presenting this review, but it would not have been possible without the hard work and hard work of so many others. Our team consisted of Sarah McMillan, our district literacy specialist, our amazing team of reading specialists, and of course, Dr. Nathan Tyson and Dr. Kevin Becker. So, I just want to give them a big thank you. A reading intervention program is I'm sorry. A strong reading intervention program like ours is a structured system of support. It identifies student needs early and precisely. It delivers targeted and systematic instruction and it monitors progress and adjusts instruction. The goal being to accelerate literacy development and close skill gaps. To understand where we are, I want to recap some numbers that I shared with you in the fall. In
0582022, Missouri passed Senate Bill 681, which fundamentally changed how we support students with dyslexia and how we instruct in reading. In just a week, we conclude our second year of full implementation of Benchmark Advance, our curricular resource for ELA, and we conclude our first year of our essential standards, our learning intentions, and our success criteria. We currently have 31 talented reading specialists that serve across 19 elementary schools. And last year, we served 813 RSPS. Let's dive into a reading success plan just a little bit more. An RSP is a personalized roadmap for students reading success. Our reading interventionists not only serve students who have an RSP, but they also provide intervention to students who need them. And this year alone, they provided direct services to almost a thousand students. I do want to unpack our
059data for our reading success plans a little bit more. 813 is a large number of reading success plans. Currently, we have 609 in progress that are being serviced by our reading intervention specialists. 74 of those are being served by students individualized support plans either through their IEP or their 504. And already this year, we've had 74 students graduate from their RSP. That's a huge number and more to come next week as we close cycle four of our intervention. A little review of our timeline. In the fall, we developed our topics. We met with our board subcommittee and I presented our plan to you. In the winter, we created surveys. We collected data and we gathered research. And during the spring, we gathered feedback and analyze that research to prepare our findings and our recommendations to
060be shared here tonight. As I mentioned, this was a team effort. Our district literacy specialists, our reading specialists, and our principles made all this work possible. We utilized survey data, NWA results, RSP data and research. Our review is comprehensive because it looked at many aspects of our program. We conducted research around the science of reading and best practices for intervention and we received feedback from over 300 stakeholders. As a reminder, our program focused our program review focused on four different areas. program resources and alignment. Oops, I went one too far. There we go. Meaning, how well our resources fit the individual needs of students and how well our resources support students as they progress through grade levels. We also studied the structure and add adaptability of our program, wanting to ensure and see how responsive
061and flexible our program can be. We considered the scope and the professional development. Scope was really looking at if we were providing the appropriate amount of support for all pillars of literacy and professional development not only of our reading specialists but also of our classroom teachers. And finally, we dove in to our integration and systematic support. We want to ensure that reading intervention is playing an important role in a larger system and understand the integral part it plays in our MT MTSS system. Our work and our learning was grounded around the science of reading and this isn't a trend. It's decades of research in how the brain actually learns to process language. We focused on structured literacy. That means we don't wait for kids to discover how to read through guessing. We teach it explicitly
062and systematically starting with the smallest pieces and moving to more complex. Just to give you a little visual, Scarboro's rope provides some some provides us a picture of all the different things that go into reading. When we think of language comprehension, which is the top part of the rope, it includes background knowledge, vocabulary, verbal reasoning. And as students learn these strands, they become intreasingly strategic. We also consider word recognition. And this includes hearing sounds, linking letters, recognizing familiar words. And as students become more proficient in this, it becomes increasingly automatic. And when you tie these two together, we create skilled readers. Our program focuses on all aspects of the reading rope. Our program is a structured approach, meaning that we provide explicit instruction. Teachers explain concepts clearly. We're systematic that skills are taught in a
063logical order. And we focus on foundational skills starting with individual sounds and moving into complex texts. When supporting foundational skills, we start with sounds and phonics. We move to decoding words and then connecting this to texts. After foundational skills, we move to comprehension. We want to support our readers into making meaning from what they read. Reading intervention specialists and teachers provide strategy instruction, organizational structure, high quality discussion between teachers and students and students and students, purposeful selection of the text, and engaging content. Supporting readers doesn't just happen at our early grades. It happens in our later grades as well. And when we're supporting older students, we want to make sure that we focus on transferring and applying these skills. We know that students need to be prepared for complex academic texts and ideas. We support
064students in purposely flu building their fluency, helping them determine the gist of what they're reading and comprehension monitoring while they're reading. We didn't just look at our test scores, we listened to our community. We received survey responses from over 300 stakeholders, parents, teachers, and administrators. Their feedback was heartening. Parents told us that they've seen a transformative shift in their children's confidence. Teachers praise the specialists as immeasurable assets, and our strengths are clear. We're high quality staff with strong data practices and families who feel like true partners in this work. I want to highlight for you a few of our system strengths that came to light. We have strong foundational literacy grounded in systematic datadriven practices. Our program has high quality specialized staff and strong collaboration before inter between interventionists and classroom teachers. Our effective small
065group and individualized instruction supports diverse learners and our program has a positive impact on students confidence, fluency, comprehension, and motivation. There's strong school and family partnerships and effective take-home supports. However, a good review also finds gaps. We have identified a need for flexibility in our scheduling and our staffing. Our materials need to be modernized to give students choice and increase engagement. We also want to increase transparency so parents know exactly where their child stands and how we can help them at home. Taking all of this into account, our data, our research, and our feedback, moving forward, we want to build on our literacy strengths. We want to prioritize equitable access to interventions and we want to strengthen coherence across tier 1, tier 2, and tier three systems in our schools. We're looking to increase family
066engagement and transpar. And we want to consider ways to be flexible with our staffing assignments and ensure professional learning for intervention specialists as well as our classroom teachers. To address our gaps, we have four strategic goals. First, to ensure that students get targeted highquality support immediately when a need is identified, we want to have adaptive support structures. We would like to have a mobile rapid response team, which would be a group of interventionists that we could deploy to a school when sudden shifts in needs arise. We want to ensure specialized training for all of those who support students, for example, our TAs, to be able to lead highquality small groupoup instruction. And we want to build a bridge between our interventionists and our classroom teachers to provide modeling and coaching that allows them to partner
067to refine reading strategies in the moment for students. We know that students benefit from personalized literacy experiences and one of our strateg strategic goals is evidence-based resources. We want to purchase decodable books that are engaging and supportive for all students, no matter their grade. We want to look into adaptive literacy software that adjusts in real time to a student's performance and provides immediate feedback. And we want to ensure skill transfer instead of just isolated practice by curating a library of high-interest books that challenge students to apply what they're learning with our interventionists to texts in their classroom. We know the power of professional development and we want to provide more professional development to our interventionists as well as our classroom teachers. Our interventionists are wanting advanced training around language comprehension, word structures, and the reading
068processing skills and executive functioning. We'd like to expand our structured literacy training across the district with letters training and more information about strategies and structures teachers can use in their classroom. And finally, we know the importance of partnering with our administrators and we want to train principles in building leaders to evaluate and support highquality reading instruction at all tiers of instruction. We know that it takes a unified system for the success of all and we want reading intervention to be part of that system. This summer at our curriculum boot camp, we have a group of reading specialists who will work to develop literacy learning intentions for each pillar of literacy as well as success criteria. We'd like to create crossf functional teams of experts within all of our interventionists and connect our reading interventionists, our
069math support specialists, our English, our ELEL teachers to work together rather than in silos. We're going to work to create a prevetted menu of interventions to provide teachers with a toolkit of proven strategies to support phonics and fluency and vocabulary so that they don't have to hunt for materials. And we'd like to provide more clear times for our reading interventionists to connect, to problem solve, and to collaborate. In short, we have a really strong foundation and we're moving more towards a proactive rather than reactive system. We want predictable expert-led path to reading success for every student in Parkway. Thank you for your time and your investment in our students literacy. I'm happy to take any questions. >> Thank you very much, Alexis. We really appreciate all the work that you and everyone in your department
070has done on this uh program evaluation. I as you were talking, I was thinking about, you know, 2008, 2009 when we made some some unpopular cuts. Um, and it's it's great to see how much how far we've come since then, but as you have as you very well outlined, you have a lot of things that we really could benefit from. Um, and I know you you've got a lot of different steps here on your action plan, a lot of different categories. Just off the top of your head, what what kind of timeline do you envision being able to accomplish many of these things or all of these things in your action plan? And have you begun the process of looking at the decoder books and the software and the different tools, the tangible things that
071you'll need, not to mention the the the training and and what have you. >> For sure, President Todd, that's a great question. Thank you so much. Some of the plans we have plans for just in June, like I said, curriculum boot camp, we'll be working on learning intentions, success criteria. I've already met with several vendors to talk about decodables. One of the ones we're mainly looking into into low-level highinterest because we have students at all grades who may need entry points. Um, so I have a whole a whole uh lineup of resources ready to go, but we know that some of that takes time with budgeting cycles. As far as professional development, Sarah McMillan, the district literacy specialist, and I have already outlined what next year is going to look like, not only for our
072reading specialists, but for teachers, too. I'm really excited how that's going to happen. So, some of these are going to roll out next year. Some are going to take longer because it's going to be really thinking through a system. So, when we talk about that mobile response team, that's going to be working together with some other departments to think how we can make that happen. Um, but I'm excited and anxious to do that and I know that our team of reading interventionists are as well. So, some soon, some maybe more like a year or two down the road to think logistics and I'm super excited to see that happen. >> Thank you. One of the questions that I have on your um slide that talks about the strategic goal is part of the recommendation strategic
073goal of under evidence-based resources. >> Yeah. >> Um the action plan and how it works. Uh, one of the things is to on skill transfer resource. No, on um maybe I'm in the wrong I just read it. >> Um tell me about you're using um reading experts >> to work with the classroom teachers. Where do those reading experts come from? Using >> our reading interventionists who are in each building. >> So it's them. >> Yes. And our instructional coaches to work. How are they going to be able to do that while they're still working because they're still working with the students, right? >> So, one of the glorious things about tier 2 instruction when we're bringing all of our interventionists together is sometimes that happens in the classroom and that side byside work with an
074interventionist and a teacher is that learning that can happen right next to each other or that coaching and that's one of the things I know not only supports the student but supports the adult seeing each other's work in action. We've also worked together with building administrators who have provided release time for teachers to go into the intervention setting and see the work happening with students and that translates to classrooms as well. So really just supporting through coaching and modeling. >> Okay. >> Thank you. >> Earlier this year we had an expert Ed Martinson come and provide a whole day of professional development for our instructional coaches and all of our reading specialists side by side. um he's coming back I think six times next year to do that training in buildings all about structured literacy.
075So finding different ways to weave that in. >> Thank you. Thank you. >> Um so I I've got a daughter who graduated from a reading success plan. So this this is you know the heart for me. But I do have a question. So with with your numbers currently we've got about 609 in progress >> and 31 reading interventions. Do we have any data on whether that 2 to one or 20 to one, excuse me, is a good number? Um what kind of data do we have? >> Yeah, so student data and student need really drives our um staffing and drives our support within each cycle. currently our interventions in four different cycles so that we're monitoring what students need. If they need a tier three, which would be more of a pull out and in
076with the interventionist or if they need a tier 2, which may be the interventionist pushing in or the teacher providing that tier 2. So, we're constantly moving students and we're constantly using data. NWA data is what drives currently our RSPs if a student flags and then we're looking at different buildings might be looking at end of unit results or different common formative assessment. So constantly analyzing and like I said we meet four times a year to say like is this the right level of support because that's other thing is we want to make sure that we're providing that exact right level of support and when students are ready that we're giving them the opportunity to grow. Thank you. you talked about the the rapid response team kind of building those out. So how would those
077work? Like how do you see that being a good tool? >> That's a great question. So how I envision it in my mind if so I would envision instead of those reading interventionists being building based and possibly more of a district based and that we look at those data every cycle and we decide where is this need. We know that often at the beginning of the year there may be an influx of students in a building that we didn't account for and so we'd want to be able to deploy that team to go support. I think it's important though that staff know and where they're going to be working and so that they would need to know that this is a flexible every six weeks this could change based on data. >> And I think
078it's really important that our bu our reading interventionists are in buildings making those relationships with students. So I don't think that should be all reading interventionists but a subset. >> Yeah. Thank you. >> Questions. >> Thank you very much. >> Thank you. >> Appreciate it. >> Next updo and Don Troy, executive director of finance to begin the work session on our budget. >> Good evening. So we always start with the mission um because our miss our budget s should support our mission. And so our mission is to ensure all students are capable, curious, caring and confident learners who understand and respond to the challenges of an everchanging world. And underneath supporting our mission is our strategic plan. And so in our strategic plan um we have our vision of a learner and we have three
079strands and the one that we focus the most on with our budget is the allocation of resources for student success. So this is the timeline of our budget process. It starts well in advance of tonight and this presentation. Um we start developing our budget assumptions in November. So in November of 2025, we began doing that work and creating those assumptions. Um and then normally we actually present those assump those assumptions to you in December. Um this year we did it in January because we had our budget task force doing their work and we wanted to honor that work and let them complete that so that we could take those considerations um into a into our planning and our prep for those pres for the uh assumptions that we were making for the 2027 fiscal year.
080So and then once we had that uh those assumptions presented we then started putting together the the budget. So our departments, our buildings, they started working through their numbers that their budget would then support their goals for their building and their departments that all aligned underneath a strategic plan and our vision. Um and then once they had that gathered, they handed it off to me and finance Don Troy um as we put those numbers together so we could prepare this presentation for tonight, which is where we are tonight in May to present the preliminary budget. Um, and then as long as you are okay with all of this the information that we present tonight, we'll then begin building that budget book and bring the final uh result back to you guys with the final budget
081in June. So, this is going back to the fact that all of our numbers is it's a team effort. It's not just one office making these decision. Our team there's lots of stakeholder input. We we collect data from lots of different stakeholders, lots of different departments. um and we build this puzzle together. It truly is a team effort. So, as many of you know, this is my favorite chart. Um Uhuh. It's my favorite chart because it tells the Parkway story. It shows how we had our fund balance do a significant deep dive um and really hit kind of rock bottom in 2012. and then the long story and the long hard work that it took to build that fund balance back. And that fund balance percentage is represented in the line, the green line. This
082chart also shows you our our expenses and our revenue each year. Um, and that green line, it took it took three years for that fund balance to just go completely sink. And then it took almost 12 years to build it back to where we didn't have to take tax anticipation notes anymore. And so our last tax anticipation note that we had to take was in 2021. And since then, we have built a very healthy fund balance, which is what is helping us weather the current financial storm that we're in with our rising expenses um in our in our health care, in our essentials, um and is going to help us whether finishing our our current year where we are budgeting a slight deficit and into our next year where we also have a slight deficit.
083And as we've been talking in our uh community engagements and and with you, that is not a long-term strategy, but it will see us through for the next fiscal year. So, let's talk about our revenue and where our funding comes from. So, the majority of our funding does come from our residential uh our res our residential and pro person and property taxes. Um, and as just a reminder, we are ranked second lowest in St. Louis County for residential tax rates. So, we that is great. We have a a great economic strength and strong um assessed value in our community. Um, and we do have in 2025 we did have a voluntary roll back and the board did reset that rate back in February. So, that will be included um we will be able to include
084that in our 2026 tax bill that we calculate later this fall. Um and even adding in that voluntary roll back into our tax rate, we would still remain the second lowest in residential tax rates in St. Louis County. So, this represents this pie chart where all of our our operating revenue comes from. And just a reminder for for us who who have been having those budget talks and our buckets are right our operating bucket is the bucket where all of our reoccurring expenses come out of. So these are our salaries, our benefits, our supplies, our materials, things that that are reoccurring and that we have to have every single year. So this supports this operating revenue supports those expenses when we get to them later. So we have five sources of revenue funding and you'll
085see that they primarily our largest one comes from local and that represents over 91% of the funding that we we receive here at Parkway. So again anytime there is legislation um that that happens in the state of Missouri, it significantly impacts our bottom line in regards to funding. And then our next largest source of funding is the state at just a little over 5%. The next is federal at 1.8% county at 1.3 and then we have a very small barely just above zero funding in other of 26%. So if we dive down a little deeper into what that local breakout is which represents um 91 over 91% of our funding you'll find that 81% of that is our property taxes. So that's what our residents our commercial our personal property agricultural is paying. Our next
086largest one in there is our Prop C. That's that's sales tax that the state gives to us representing that 1% that they give back to school districts based on our ADA. And then we have another bucket of other that represents about 10% of that overall local breakout which has a bunch of little small circle small um things that are supported in there from different programs. So let's d let's talk specifically about our largest revenue source which is that personal property tax. How do we get that personal property tax? Well, it starts off with an assessed valuation. So, our all of our parcels in our area are assessed. Um, then we also get new construction. So, there are new things being built, residential, commercial, um, and we get that assessed value as well. And then we
087also have to take into consideration our collection rate because even though we have this great number for assessed values, not everybody is going to possibly pay their taxes on time. So there is a collection rate where we don't get to collect 100% of what we levy in our taxes. And then we also if we get the right reports to be able to calculate it, we also have the potentially a potential to do what's called recoupment. So that's when um there's a settlement between um a a piece of property and St. Louis County and they say, "Hey, I think you assessed my value at the wrong amount." So they protest that and then uh once that is settled then we have the ability especially if it is not uh especially if the property owner won it
088that we can go back and do recoupment because we based our taxes on one assessed value but it ended up being a different assessed value. So they let us go back and recoup what we would have been able to levy if we would have had the right assessed value at that time. And then lastly, it all filters through what we call the CPI or the cost price index, which the cost price index is basically a measurement of inflation. Um, and we are capped at CPI, our 5%, whichever is lowest, that's based on the Hancock amendment. And then once it goes through all of those filters and and comes out the bottom, that's the revenue that we get from the proper from property taxes. So these are really small charts but they they are all the
089components that make up our our property taxes and our and are a portion of that funnel that we just saw on the previous slide. So the first one is our assessed value and you'll see that over the last um 10 years our assessed value has been going up. Um and we always and then then the other line shows like how we budget it. So we're always fairly close on what we budget and then what we actually get to collect. The next one is our collection rate. Our collection rate historically um has been around 97% but currently we are reducing that collection rate because this is the only way from a budgeting perspective we can capture the senior tax freeze in on our assessed value properties because we have to account and have to include the
090full assessed value in our calculations. but we don't get the ability to collect the full amount from those from those pieces of property. So we have to account for them some way. So since we don't have the ability to collect it, we're reducing our collection rate. So that's how we how we can keep track of our rising assessed value but knowing that that we don't get to collect on that full a rising assessed value amount. The next one is our CPI. As I mentioned earlier, that is a uh cost price index and it is one measurement of inflation. And so you can see definitely during um right after COVID, we had some significant increases in fluctuation in in our CPI and it is level leveled off and last year uh we had a CPI of
0912.9. Um in a non-reassessment year, we budget for a CPI of 0.5. So that way we don't we because our property won't be assessed. So the only growth that we would have on our property would be related to new construction. Um and so that is we are always capped at what CPI is because of the Hancock amendment that's been in place since 1980s. And then the last one is our new construction. So you'll saw we see we had some some significant increase in construction in 2022 specifically related to personal property and that was mostly around vehicles and since then it's it's stabilized and we're seeing um closer to our historic averages are even a little bit higher um um and we we see that our personal property values are actually going down and so we
092conservately always budget about 20 million um in new construction when we are going through the budgeting cycle. All right. So, that brings us to what is our total revenue estimates for FY25. Whoa, went back two years, guys. Um FY27 or fiscal year 27, which covers the 2627 school year. Um and this represents all of our funds. So, every single line on there, as you'll remember, it represents a bucket. So, each one of those is a bucket. And you'll see overall we are h have we are we're going to see um an overall decrease of 6.32%. This doesn't alarm me because most of this is related to the fact that we had a issuance last year a bond issuance of of it was of 75 million. Yeah. Of 75. No it was 100 million. This year
09375 million of a hundred million last year. And so that's a one-time revenue influx that you get. And then once you get that, you slowly spend it down on the prop s capital projects. And we're estimating that we may need to do the third issuance in the spring of 2027. And that's that last line representing that $75 million. So that will be a one-time issuance again. So that um those those are one-time revenue influxes into our budget. And so that's why you're going to see that decrease there. So now I'll hand it over to Don. Sorry, Don. Let me move on my notes and you can put your notes down. So, we're going to jump into federal programs. So, um federal grants are done on a reimbursement basis. So, that means means we get allocated
094an amount, we spend that amount and then we ask for payment back for that. So, because of that, for federal programs, revenues and expenses will always be equal. they'll be the same amount and that's why. So, oops. Um, next we're going to talk about the approved changes that are um, uh, built into the FY27 budget, and that is food service. We're going to have an increase in meal prices. That was actually in the consent agenda for tonight's meeting that was approved earlier. Um, but lunch and breakfast both are going to go up by 10 cents. Breakfast is going to be $2.65 for a full meal and lunch is going to be $3.70 for a full meal. Um the reduced meal prices are dictated by Desi, so we just wait and see what they tell us
095it needs to be each year. Um the other change is in ECC tuition. Um there's going to be an increase in the various programs within ECC and those increases were approved at the November 13th board me board meeting for this year. So those are the only changes that we know of for that. So now we're going to talk about expenditures. So this is our dollar bill that everyone is used to seeing every year. This represents our operating expenses, our operating budget for expenses. So this is like Carrie was saying, it's our salaries, our benefits, our purchase service, and our supplies. U and that's what this represents. And as you can see, salaries uh take up 59% of our operating expense budget and benefits take up 24% totaling 83%. So we are uh definitely a people
096business. That's where most of our money is spent. And this is common for all public school districts. It's not unique to Parkway. The other ones make up 16.99% and that's purchase, service, and supplies. So that's the breakdown of our operating expenses. Then we're going to jump into enrollment. Um so this graph shows enrollment for many years there starting in 2016. Um you'll see that in 2026 our enrollment was 16,116. Now in 27 we are estimating an enrollment of 16,50 which is a small decrease of 66. Um you can see in this chart that it's going to it continues going down very slowly but it does go down. Um there could be many reasons for this. Some of the um some of the factors are that we are discontinuing the VST program that we're a part
097of. So those those students we're not getting new students through that and uh declining birth rates could be one of the reasons that we're not getting more enrollment as well. This is just a breakdown of enrollment uh fall enrollment. Uh it shows the fall of 25 and the estimated fall of 26 uh by grade level. So that's just some interesting data on that slide. So next we're going to talk staffing. So, uh, in the FY27 budget, we removed two FTEEs, and they were the assistant superintendent of teaching and learning and the executive director of operations. We added four new FTEEs, which are listed up there, chief operations officer, executive director of teaching and learning, executive director of secondary, and executive director of elementary. Um enrollment uh that is how we as always we use enrollment
098to decide how how many teachers we need at the buildings. Um and HR works with the buildings to uh assess their need and any needed uh hiring that they need. Um on the operations side, strategic operations staff. So throughout the year, each department will evaluate their FTEEs and they work with HR to uh combine or split jobs uh that create either no cost or a or a um cost savings. Um this happens a lot when you get a new director or a new executive director. They want to move things around and create a different plan. So you will see that all throughout the year. Um salary increases. We have three bargaining units. We have PNEA for teachers and PNA for nurses and PUMA for maintenance staff. Um, and their raises were were decided through their
099negotiations. We also have support staff and we have the we did the support uh staff compensation study this year. Uh it was finished this year and those changes will take place in FY27. And then uh administrative raises historically have matched uh P&A raises as well. So let's talk about our staffing here. This is a breakdown of our all of our FTEES and it's done by department. Uh on the far right you'll see the difference between the budget of FY27 and the actual of FY26 and that total difference is 78. That 78 represents the total uh budgeted vacancies and the new FTEES that I just discussed in that previous slide. So that's what that represents. You will never you will only see vacant FTEES in our budget numbers. You'll never see them in actual. Actual is
100what's actually filled. Sorry. So our salary increases Um this this chart shows uh our different employee groups, our teachers or teachers, nurses, puma, support staff, and admin. Uh and the different raises that they have had throughout the last few years and what they're having in the future that we know of. Um so teachers, uh they we just did negotiations with PNE this year, so next year they'll start their first year and their increase is 4.41%. uh nurses have a 0% increase uh in their last negotiation. They voted to have a zero increase in FY27. This this is the last year of their uh current contract. So they'll be renegotiating come uh next year as well. Puma is 3% and support staff is also 3% and admin reflects the teachers at 4.41%. the asterisk behind Puma
101and support staff for FY27. Um they rep that represents the fact that that those percentages could fluctuate uh depending on the outcome of the support staff compensation study. Um so depending on what happened to those folks in those areas, those p percentages could be a little different. So let's talk about benefits that we have here in the district. It's not only just health and dental and vision and life, but we'll talk about that first. So, um the first quarter of our 2026 plan year, which is January, February, and March, um the outcomes were what we kind of we were anticipating, which is good news. So, with that, our March fund balance is now 7.2 million. Um however, we still have a ways to go. Our 25% reserve goal is 13.5 million. So we still have
102a shortfall to get to that reserve of about 6.3 million. Um so because of that we in the 20 in the FY27 budget we included a 3 million transfer from operating to self-funded if it's needed. It's there. It's there if we need it. Um we have already started working with the benefits advisory committee. Um we've already met this year to discuss plan year 2027 and what that looks like. So right now the pre the preliminary premium increase discussed at that meeting was 6.4%. Um and that means that staff will take onethird of that cost and district will take on the I'm sorry did I say that backwards? Staff will take oneird district will take twothirds of that cost. Um and continuing research for affordability. We are members of the Gateway Business Health Coalition and so
103um we work with them trying to find different ways of there's always new benefit options out there. So we're researching with them to see if there are any that would help us have some costs saving as well as working with our uh MMA who is our um our broker, our insurance broker. So we're we're continuing to look to find better ways. Um here's some other um benefits we have. We continue to have care ATC in the FY27 year. Our wellness program is amazing and we have outreach for employees uh outreach and education. And we also have multiple programs that we uh buy through uh United Healthcare to help our employees with whatever areas they need. And of course retirement Missouri retirement is phenomenal. Um and that's PSRS peers. So uh the in the amount we
104uh expense for that will all depend on the salaries that people have. However, their percentages have not increased or decreased again this year. So PSRS is still at 14.5% and peers is 6.86%. That has not changed. All right. Thank you. Okay. So overall that brings us to um our our goal going into this year was we knew that our historical our historic average of increase in expenses was 4%. So the goal was to stay at or below that as we were going through this process. So that way our our expenses didn't exceed our historic which is difficult to do because we are experiencing some inflation in some of our supplies and materials. So we took um so through that we were able to in the salary section we did raise we'll see a difference from
105FY26 to FY27 of $7.8 8 million. 1.5 of that will be used um to support the um support staff comp study. The others is supporting the raises that Don mentioned before in the chart. The benefits will increase uh by 4.5. 3 million of that represents uh the one-time transfer that we could potentially have if we need it later in the year. Um and then the other portion of it is representing that F is representing a benefit increase on the district side as well as there's going to be natural increases as raises increase that also affects the PSRS peers calculation. So that we have to support that portion of our contribution um for each employee. index. We did have a small increase in our purchase services of 249,000 and our big win was through having some
106targeted zerobased budgeting meetings with departments. We were able to cut $4 million from the budget. So that's a over a 16% reduction to our supplies and services. Um and that was that was a really big effort. Again, when I'm talking about being it being a team effort, that was departments willing to say this is what I need. This is what I don't need. I can um this is this will this will harm this will not harm and be able to make those trims and those cuts which leads us to a total overall expense budget for FY27 of $292 million. So lining that up with our expenses and our revenue. So again this um this represents uh this chart is our summary of our overall fund balance. So each column if if you think about our
107buckets that we talk about each column represents its own bucket. So we're going to focus on the first column which again is our operating funds which is where our reoccurring expenses happen. Um and you'll see that our total revenue for the year is $292,16,738 whereas our expenditures are $292,179,74 which gives us to a slight deficit budget of $162,000 which will then have us end our year at a 50.99% fund balance. Um, so again, we do have a healthy fund balance and so we believe that our fund balance can support this slight deficit budget. Um, but we know that um, just like we saw in that very first chart. Um, and we'll see right here that a fund balance can can go down very very fast. And so you have to be strategic and careful about
108it. And so that's why it's not a long-term solution, which is something we were aware of. Um and again why we established the budget task force and we're you guys are taking their recommendations into consideration and we are doing those community outreaches um and we're having those community event nights and we really highly encourage um attendance at our next one in May um and really really want to hear those voices and those stakeholders input. But this is a chart that shows that um keeping things at status quo will cause us to drop our fund balance significantly and by uh fiscal year FY30 we will be below our recommended 40% fund balance um which would then trigger us to have to do tax anticipation notes um or look at some serious um budget reductions or cost
109containment. So um I then next I want to move into from our operating bucket over to our capital our capital bucket. So we do have multiple capital buckets. One being our bond bucket. So we are continuing doing our prop S22 projects. We will potentially have a third um issuance of our Prop S funds, our third and final issuance of $75 million to support those projects as they are being constructed throughout the year. Um and again remember our capital buckets can in no way form help our operating buckets. These are separate and distinct. Their funding and their expenses are unique from the operating and they do not cross and they cannot support each and the capital buckets cannot support our operating fund. So we also are seeing that we're continuing our facilities 2050 work through our
110steering committee with with Dr. Schneider. Um and we are going through and having a demographic report that will be complete later this year as well as a facilities assessment. Then we also have some nonbond projects planned for this upcoming year as well. We do have a healthy uh capital bucket right now. And so there's some um initiatives that we took to do some uh replenishment and putting in some cycles so that way we we don't wait for something to break. We actually use it for its useful life and then replace it. So, we are going to see in the non the nonprop s bucket or, you know, nonbond capital projects, we're going to see some asphalt and sidewalk improvements this year. We're also going to see some playground resurfacing. Um, we're going to continue our
111aspesus and abatement. Uh, we're also going to be purchasing 12 new buses. There's also some white fleet updates that need to happen. And we are in desperate need of a new fuel truck. So, we'll also be buying a new fuel truck this year for transportation to fuel the buses. Then we also have our next bucket which is our debt service bucket. So this is its unique has its unique funding source. It's represents 49 cents of our tax levy. Um and this is when we receive these funds. This is how we pay for our debt. Um and we pay those debts out of that bucket. Um what really supports this bucket is the fact that we have a AAA bond. we are um physically uh responsible and we we highly highly covet and are thankful for
112this. There's only four schools in the entire state that have this rating and we are one of them. Um and because of that rating and our high assessed evaluation, we are able to ha have access to lower interest rates on our debt which also supports you know the payments that are going out. All right. Do you have any questions? Go ahead, >> Harry. Um, can you um going back to your staffing slide? My question has to do with um it there's just a a plus one on ECC staffing. >> What's But we just we just purchased um >> Yeah, she's got a there's a plus one. >> We have a new Yeah. EPC. So, how do we only have one additional staff? >> Yes, you have the notes. Would you like to bring them up
113here? >> Sorry, Don Worked with HR today on this. >> So, the um ECC, you're going to see that in the certified teachers that 8.5. So that 8.5 increase that includes 13 TA vacancies and then three and a half ECC teachers among others. >> So then under the ECC line, those would be noncertified positions. >> Yes, that's correct. >> Okay. All right. I understand. Thank you. >> Any other questions? smoke. >> I'll say um I was going to ask you what gives you heartburn looking at next year, but what gives you the most heartburn looking at next year's budget? >> Um always I'm never comfortable even with the small amount of a deficit spending. Um but I also know that that is not our long-term strategy. Um we we know that we can't support any
114you know deficit spending for very long. Um, and so I think my biggest heartburn is is it seeing seeing that, but I was also very encouraged by our departments and our leaders and our our leaders in our district that that s understood what we were going through and were able to do that that over $4 million cut um to to their to their budgets. Really just sitting they literally were sitting in rooms with me letting me go line by line down their budget saying, "Do you really need this? Do you really need this? Do you really need this? Um, and you know, they had to they had to really dig deep and be like, do I I maybe, maybe not, maybe yes, and like do some back and back good conversations. So, that was very
115encouraging to me that we can do, you know, like we want to protect the classrooms, we want to protect the student experience. So, they were really very willing to dig into their budgets and make those cuts. Um, and again, I think, yeah, heartburn would be even seeing a small deficit spending always gives me gives me heartburn because, you know, there's always going to be those things that you don't anticipate and that no one can because if we had crystal balls, we'd probably all have won the lottery already and I'd be a lady who lunches. Um, and um, and so, so yeah. So, so I guess that >> I just want to say thank you both in and everyone in your department for the work you've done to get the the reductions that we've had last
116year and this year and what you're going into next year um without affecting classrooms. We've talked about it through lots of meetings in the past six months especially that you know we don't want it to impact kids in classrooms. So, thank you for all the work you've done to to get us to this point. >> Absolutely. Thank you guys. >> Thank you very much. >> Next up, we get to hear from Dr. Vgas, who isn't at the podium that often. So, he's a welcome site up here. >> We're not talking about next year's calendar. >> No, the year after. >> The year after. First of all, good evening, President Todd, uh, Vice President Hopper, members of the board, Dr. Schneider, Miss Stove. I do want to highlight that the number of people in the room
117that stayed, whether by accident or by design, this is the largest crowd I've had for a calendar conversation. So, thank you. >> Big B. So the district calendar committee is comprised of teachers and administrators from all levels including the communications department, human resources, teaching learning, accountability, student services, athletics and activities. We are 25 members strong and I'm honored to present our work to you tonight. Many of you have asked over the years what is the journey to make a calendar and so tonight I'm going to share that. So last November we had the calendar committee start and we talked about our hopes and dreams for the calendar for 2728. That meeting lasted a very long time as we spent time digging into those hopes and dreams. Then we paused because this year we had teacher
118negotiations and so we wanted to wait through teacher negotiations to bring that group back together not knowing if some of the negotiation topics would affect the calendar. And so April 1st, a smaller task force was brought together to analyze those hope hopes and dreams and put together that first draft version of the 2728 calendar. Thorough discussions and edits happened after that before a final version was brought forth through a vetting process that we use with IBB. So a thumbs up, a thumb sideways, thumbs down. I'm thrilled that everyone had a thumbs up to the presentation in the in the calendar that I'm presenting tonight to you. Before we begin, I do want to highlight a Missouri state statute that affects us for our calendar. And that is 171.031. And it reads, "Each local school district
119may set its opening date each year, which date shall be no earlier than 14 calendar days prior to the first Monday in September." That really puts a handcuff on us as we put together our calendar. And I'll talk about that in a moment. And so I spent uh time just looking at all the things we accomplished. Um and so I want to highlight them. And so there, this slide is a little messy, but I'm going to talk through each one of them. To begin with, this proposal meets the P&A agreement of 191 teacher work days. It also has 174 student contact days. Our scheduled academic hours are 180, which is over the state minimum of 144 hours per DESI guidelines. hours of snow makeup time must be built into the calendar and we've done that
120since 2021. The district has communicated to staff and our community about the fact that if we have to take traditional snow days, the first three would be non-working days for students and for staff allow for them to spend time with their families and decompress. After that, if we need to take additional days, we utilize our AMI plan, our alternative method of instruction to conduct virtual learning. We are allowed to spend 36 hours towards virtual learning. Also, you'll notice on this slide, we have high school finals before winter break. We will continue to have half-day schedules. We'll have a fall break and school will start on a Tuesday with students. You will notice that the approved records days for teachers are also on here. Teachers get a half day of records first and third quarter and
121a day and a half at the end of each semester, which is quarters two and four. Teachers shared through a P&DA survey that they wanted more time at the beginning of the year to set up their classrooms. And you will notice that we have two teacher work days added. Friday, August 13th and Monday, August 23rd. Teachers will report to their assigned locations during that time and have self-directed work in their building. As a result, the first day of school will be Tuesday, August 24th. School will be in session on April 14th, which is Good Friday. For those of you aware, this is the first year we've had school in good on Good Friday in Parkway in over a decade. We were nervous about our attendance for both students and staff, but it was much higher
122than we anticipated. While we recognized the potential concern of staff absences, we worked with Kelly Services to secure subs that we didn't need. Finally, on this slide, you will see that we have added a no school day for students and teachers on April 24th. This is where the state statute comes into play. First quarter will have 43 days. Second quarter will have 38 days for a semester first semester having 81 days. Third quarter will have 50 days. Fourth quarter will have 43 days with second semester being 93 with a total of the 174. Ironically, this is the exact same numbers for the upcoming school year of 2728 or 2627. The committee decided that with the benefit of having high school finals before winter break plus the window of standardized testing being second semester, this was
123an ideal win-win for both students and staff. Another thing I want to highlight is a concern that was noted by parents and by staff with regards to election day. We will continue to have no school on election days, which are both November 2nd and April 4th. Main concern here is the amount of schools that are utilized for election voting and the number of people that come in and out of our buildings that day. As a result, both days will mirror each other as full professional development days for staff with no students in session. Linked to the November 2nd day for no school on November 1st, which will be our fall break. Another question that I'm asked often is why are we different than other school districts regarding our school calendar? Professional development. Parkway believes in
124the use of professional development throughout the year in the form of half days and full days. You'll notice on this on the screen within this system, Parkway has seven half days throughout the year plus four full days of development. Our half days are noted on Wednesdays except for two. January 13th and February 17th are on Thursdays to link to the respected holidays. January 13th to Martin Luther King Jr. Day weekend and February 17th to President's Day. for employees. There's a second page that's located on Inside Parkway called important dates for teachers. To assist staff, there are two links at the bottom of the page. The first one directs them to the 2728 calendar for their working calendar separated by classification. It outlines contracted work days, contracted paid holidays, and non-paid work days. The second link
125is for the 2728 professional development calendar that's located on the talent development work web page. At the bottom there is also a box that highlights the religious observances by the district with no events testing projects due on that day. I do want to say thank you. There are two people in the room that are serve on this calendar committee. if you would just raise your hand to be recognized. Your work is highly valued and I appreciate the work that we do together to put together this calendar for you. And so I will say if there's any questions I'd love to answer. >> Mr. >> So I'm racking my brain for April 24th, 2028. All I can come up with and it's National Pigs in a Blanket Day. >> Okay. >> So good thinking there. And
126also World Day for Laboratory Animals. I don't have those on the calendar. >> So why are we off school >> on the 24th? Yeah. >> So will somebody walk since I'm not there to do? >> And believe me, I'll have some pigs and blankets. >> So with the contracted 191 days for staff, we looked at the fact that if we were to not use a day in that second semester, we would just end a day early over the end of the year. Last year was the first year we've not had a day off between spring break and the end of the year. And it was noted by both teachers and principles regarding the hard length of time between the end of spring break to the end of the year. And so we were able to
127put in a day and have no cost to the uh calendar. And so it was decided by the committee we wanted to go back to that. >> So it's just a day >> just a day off that's non-paid for staff. And then um students are not in session. >> Wait, >> if I could jump on that, if if our third quarter is going to be 50 days and our fourth quarter is going to be 43 days, why wouldn't we grab one of those days out of the third quarter? >> So the problem with that is then we start to look at standardized testing windows and uh graduation and the seniors leaving. And so a lot of those were put in play, especially from the teachers on the committee at each level. They came to the
128conversation with their own lens. And so our high school teachers really started talking about the preparation for end of the year, the conversation regarding uh each sum or each trimester or each quarter, I'm sorry, each quarter at each level. uh more so in the secondary than the elementary, but it was a long conversation that we had regarding when should that day be and it was eventually decided on the 24th. >> I'm I'm also wondering about um the fall break taking place at the beginning of November instead of in October. it it mirrors what you're going to experience this year uh in the this year calendar for 2627. And so one of the things we learned um in ch in talking as a committee we wanted to mirror the current year calendar the 2526 which has
129a lot of benefits. One of which being the first time we've had finals before winter break. Next year's calendar, we moved uh fall break to be able to be in conjunction with the election day to allow for parents to be able to take it as a longer weekend if they cho so choose because that would be a day off for students for both that Monday and Tuesday. And so kind of feedback from parents also helped us come to that conclusion. >> I will say thank you for keeping finals before winter break. That was a popular uh change this year. So, >> going back to April 24th. >> Yeah. >> Did you say that that was no pay? >> So, well, it's it's not a contracted day. Uh we have 191 contracted days that's spread out
130every two weeks on a paycheck. So, it's not that people have a day less pay. It's just we have a cycle of 191 days for teachers that are paid then every two weeks which is similar to every other employee in the district. And so it's just spread out over the course of that. Again, it would go back if we we would never go to 192 days because our agreement with the teachers union is we only have 191 teacher contract days. And so it's that sense of where do we spend that day? Do we end a a day earlier or do we utilize it from what feedback we're getting from both staff and parents is that it's a long journey from the end of spring break to the conclusion of the year. Again, this is the
131first year we've not had that in our system. Everywhere else we've had it as our Good Friday has been off of school. And so looking at that and listening to the teachers, it was definitely felt uh as we make this journey to the end of our semester next week, I think it was felt by students and teachers as this is something we want to relook at. And so it doesn't come at a cost other than it's a day off of school, which I understand, but for the district, it's where do we spend that day? We wouldn't want to do it in first semester because it's too short. And so that's again the thorough conversation we had was trying to figure out what was the appropriate day to utilize for that off day. >> Okay. Any
132else have any other questions? >> Let's talk about April 24th. >> Okay. >> No one's going to stay any longer, but >> thank you very much. >> Yep. All right, we have nothing else on our agenda tonight. So, may I have a motion and second to the move? >> Second. >> All in favor? I motion carry 7. Thank you all for attending. Anyone ordering a roll?