Feb. 11, 2026 Board of Education Meeting

001Please join me in the flag to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Okay, >> I need to make a motion. I want to amend the agenda to move patron comments after the recognition just so we had a clearance. >> I'll second that. >> All those in favor? >> Opposed? Motion carries. Jen is approved. We over to the consent agenda. Make a motion to approve the consent agenda item just presented. >> Second. >> All those in favor? >> Opposed? >> Uh consent agenda is approved. We all recognitions. >> All right. It's our honor and privilege to recognize some fine and outstanding student athletes this evening. And as always, Mr. Dryer does a great job at

002helping out because he's our athletic director. Uh this evening we're going to be recognizing some student athletes from cross country and also volleyball. So Mr. Dar, thank you. So like you said, we've got academic all state cross country and academic all state uh volleyball players that would like to recognize. So we're going to do it a little different. if you've been here before. First, I'm going to ask that all academic, all state cross country runners, everybody come up here and just line up on that wall and then we're going to talk a little bit about what it took to qualify and then we'll call their names. All right. So, first I' I'd like to say I'm proud to announce that we had a record 12 members of the Perryville High School cross country team earned

003academic all-state recognition from the Missouri Track and Cross Country Coaches Association. To qualify for this distinction, student athletes must have earned a minimum GPA of 3.6 during the fall semester and they must have competed in either the MSA district or state championship race. These young men and women continue to impre impress both on the course and in the classroom with their hard work and dedication. They epitomize the well-rounded student athletes of which we are so proud. So with uh some of these ex um distinctions, I'm going to call out your name if you could come up and grab a certificate from Dominic. Um and if I say their name, then if they had a perfect 4.0 GPA, I will say that as well. So, first we have a senior Micah Brown with a 4.0 GPA.

004Next, we have senior Marcus Smith, who had a 4.0 GPA. Not able to be with us tonight. We had a senior Clayton Bounds, uh, senior Rodney Ralph, senior Katie Bagot with a perfect 4.0 GPA. And not able to be with us, our last senior was Alexa Hagen. Juniors with a perfect 4.0. Anna Rehagen and junior Lucy Blight. Freshman, we have freshman Eastan Bleckley. Freshman with a perfect 4.0. Esbat Antonio, freshman Grace Buckeye, and freshman Addie Kern. And I'd also like to call up our our track our cross country coaches are here. Our head coach is Mr. Shattered Schaffer and assistant coach Mr. Tyson Brown. If they want to come up and take and if we can give one more big round of applause and any parents want to come up and get a picture of

005our academic hall. >> Let's give them one more round. I'm getting heavier. >> Great job, guys. Next we have academic all state volleyball. If you were here, I believe all four of our athletes are here if you want to come on up as well. So to earn academic all state in the sport of volleyball, the coach must be a member of the coaches association. Um these students athletes had to play in at least 75% of all varsity sets this past fall and they had to have a cumulative GPA of 3.6 or higher. And reaching those milestones are Kaylee Klouse Emma Blakeley, Lydia Schlumper, and Allison Burns. If there are any parents that want to come up and take a picture, you are more than welcome to come up and take a picture real quick. >>

006Two, two, three. And then one last thing I'd like to say before uh before I leave. Um this was not on the recognition, but today we turned into the Missouri State High School Activities Association the academic achievement achievement award for our fall sports teams. So, uh, at at the high school, whether it was a freshman, JB, or varsity level team, we had 12 total teams in all of our sports. Um, out of those 12 teams, 10 of those teams reached the milestone of being, uh, recognized by Misha for the academic achievement award. And those, uh, recognitions are teams that are considered distinguished. And this is a full team GPA. U, you had to have either between a 3.0 0 GPA or three in between 3.0 and 3.49 and those teams were considered distinguished and we

007had five of our 12 teams reached that and then the outstanding achievement award um was having a team GPA between 350 and 4.0 and we had five teams reach that. So out of our 12, like I said, out of our 12 fall sports teams, we had 10 of them have a team GPA of at least 3.0. or higher which is pretty pretty outstanding that they're not only excelling on the court on the course on the field but also in the classroom. So, I just wanted to mention that we on behalf of the school board, um, I'd like to congratulate all the student athletes that received awards tonight and how proud we are of you for attaining what you attained it because I know how hard it is to balance curriculum with extracurriculars and it takes

008a lot of work to do that. you you all will be very successful in life. I can tell by what you've done. So, congratulations again. Run, run. Good job. Next up is patron comments. Uh, we have one clear one. You want to address the board? >> Yes. Well, hopefully we can hear you well. This is home. I have no idea. Okay. I'm going to talk quiet. If I do, I apologize for that. And reason for that. I'm deaf in my right ear. So, I have a hard time hearing people and I think I'm talking a lot. A lot of times I'm not. I get told that a lot of times so means I may not be able to be heard on sometimes. But I just got a couple questions and in no order whatsoever, but

009u first off, what's the backup plan if the tax incentive fails? Do we have anything? It's been discussed. Um, sorry that's re I don't know then take the insurance money and repair. Okay. Um, next question I've been asked by other people. Why did the protective measures stop once they started to protect the building after the storm? seems like there's been some work done out there and I know there has, but there's other times of people look and there's stuff that's not still being done in this I I'm not I'm not >> I'm not sure you know what you're talking about. If we can get specifics, I can find out answers and get them to you. >> Questions I'm going to ask And as far as well, roofs were were repaired that were the roofs that

010we had damaged were repaired, but I don't know what else. >> Um, what else were you referring to? >> More of the roof repair work of roof materials. that were sitting up on top of the schools here that haven't been used. I know in people's eyes it's stopped and are wondering why. I don't think there's any I don't think there's any rooms that aren't done that could have been done. >> I I can't answer that. I I'll have to find that answer and get get back to you. Are they planning on getting any more bids for repairing or replacing the buildings? >> Yes, we're as far as the actual set in stone bids, we're just getting started. >> Okay. So there isn't any estimated amount yet what it's going to cost for the >> the

011estimated amounts that we're working with so far have come through the architects and they're based on current industry standards to my knowledge. We're getting to the point now of actually requesting proposals from construction Another question, and this is the last one, is could the repair work have been done to get the school started without using any of the tent buildings that were used? I I personally don't believe there was enough safe areas to put them in. >> I'm sorry. I don't think there was enough safe areas to put them in. >> I mean, you either had the roofs or you had mold or you had water. I don't think there was any place you could not in the time >> structural. Yeah. >> Some of the rooms are still quarantined off. You can't get into

012>> some of the areas are still quarantined off. You can't use cuz they're they're deemed unsafe, right? They've repaired what they can that they inspected and can still use and repaired and they're back in those, but there's still quite a few that can't be used. The gym being one of them. I was told last night there was a $10 million insurance settlement that we have to do some of this repair work. Can it still be done in phases to get to where we want to get to over this next 5 to 10 15 year time frame versus having it all done right now. In other words, the need for this tax increase is from what I've seen is to try and get on it, get it done and get in and get out so to

013speak. Could it be done in phases and would we still get the funding from FEMA if it's according to their recommendations? Other words, I'm going to give you my my input because I think this text message doesn't have a prayer to pass because there's too many people out here and I'm going to have just recently on a fixed budget and I will make it happen if if in fact it does pass. come up with my part of the money, but I know there's probably a higher percentage that won't be able to. So, in fact, we'll be taxing them to the point where they won't be able to stay where they're living at. And that's what I'm really concerned about. So, I look at other ways and I've talked to some other people about using that

01410 million in a way to generate money to carry oaths through these phases and still get the money returned back to us from FEMA and it won't be out of the public's pocket. Don't put the public in a stress stressful situation. In other words, just having money looked into bonds, having bonds offered up to be able to come up with the money. And in fact, that does work. The money that did collect from the people buying the bonds, the payback has to be within this time allotted for a little bit. what I know about the interest has to be paid but over time that money that we use through that stuff is going to be reimbursed from FEMA from what I'm gather so that will pay for that itself won't be out any special account

015$10 million bond there the FEMA piece is still up in the air we number one we don't know what we're getting from FEMA We're still working with them on a daily basis to try to figure out what that number could be >> and it's only a reimbursement. From the information that we've been given, a school can only sell bonds if there's an we can't just decide to sell bonds to raise as an investment. >> I didn't hear that. I need to hear it. >> We cannot just decide to sell bonds. We have to have some nature of an election to s to show that we can how we can reinforce and back that bond >> 10 million is not enough for the billion. >> Right. It it has to be a proposition to the vote.

016>> Sure. >> To sell the bond. >> Yes. >> You know, you said take the money >> expensive. >> Take the money and buy the and sell the bond to raise more money. But we cannot do that without having the election. And that's what we're doing with the election is we'll be buying the bonds. Sure you couldn't hear. I said with the election we'll if it passes that's what we do is we'll buy bonds with it but we have to get the approval through the election. >> Hey Alan. Um, I know your time is up, but if you call Miss Julie, she can give you all of our phone numbers, and we'll have a private conversation with you if you want us to. Okay. >> Julie can give you all of our numbers. >> Thank

017you very much. >> Thank you. >> Okay. I'd like to schedule a roll call vote for a claim session to discuss student and personnel matters as prevented permitted by revised Missouri statute 610.21 section 3613 and 14 at the conclusion of open session. >> Second >> Kevin >> Glennon. Hi >> Terry. Hi >> Nancy. Hi >> Jamie. Hi >> D. Now we have the lifesavers presentation and information. left. >> Can you see it over there, bud? >> You got it. >> There we go. >> And director of education for Gift of Life in Kansas City. In 2018, the law was passed that allows us to present to school boards in the state of Missouri about learners.com. But due to the large number of school districts, presenting in person is nearly impossible. So, please accept this video

018presentation as a substitute for me being there in person. For the next five minutes, I will share information like our super. We were watching at somebody's house on charters app or spectrums app. We got that one. I can read this while >> Okay, >> I'm going to read a little narrative that goes with this while we wait to see if the internet can catch up. The board is required by board policy BDDB in accordance with law for a nationally recognized program or organization that provides unbiased information on organ, eye, and tissue donation requests to be put on the agenda for the purpose of presenting information about such donations and the board will grant that request. After the presentation, the board will consider the information and decide whether to present such information to students and to

019parents and guardians and the manner in which the information shall be presented. So this is required by law. It this is their means of communicating and addressing the board is to watch their video. Um and then after hearing the presentation, the board can make the decision to integrate this into our curriculum or not to be playing by now. >> Do you mean laptops on >> Jonathan? Any suggestion? >> I'm checking now. Okay. learnifavers.com which is a free unbiased 30inut online teacher self-guided lesson which provides education about organ eye and tissue donation. High school students need to be educated about donation when they apply for or renew their driver >> license and sharing their decision with the loved one is the most important step regarding donation. The goal of learners.com is to educate students about the

020question, do you want to be a donor? So when they apply for their driver's license or state ID, they can make an informed decision. This educational effort about donation is for lives saved and healed through organ and tissue donation. for the individuals waiting for a life-saving or life-healing transplant and for individuals who die every day waiting for a life-saving transplant. Learnifesavers.com was developed to educate all students in the state of Missouri about donation. Learnifesavers.com is eight easy steps in 30 minutes. Teachers will engage their students with provided questions and statements. Then they will show a short video. Then the teachers will ask students true false questions and the students will answer verbally. The teachers will then show a second short video. Ask students true false questions and the students answer verbally. Additional resources are provided

021for teachers to enhance student learning. And at the end of the lesson, there's an easy way to report basic data, which includes teachers name and email, school name and address, class subject, number of students reached, and the date learnifesavers.com was presented. No information is collected about students, and the collected data is never shared. This data is important for tracking outcomes. There's also an option for a student self-guided lesson. learns.com relates to specific grade level expectations and aligns with the Missouri learning standards, giving your school district the flexibility to provide the education in one or more subject areas or courses. Learnifesavers.com may be used in health, science, or even partnered with the CPR mandate. You know your school community, therefore you should decide where it fits best in your high school. learns.com may be used in

022all high school grade levels. Within the supporting materials that have been provided is a list of school districts in Missouri that are educating their high school students about organ eye and tissue donation. I've also provided commonly asked questions regarding organ donation. After the board votes, your superintendent will complete the letter of participation form and send it to me for our records. My husband and I founded the nonprofit Gift of Life located in Kansas City 25 years ago. Learnifavers.com was modeled after our Lifesavers high school program which offers in-person presentations. Gift of Life has educated over 450,000 high school students and their families. Our son Luke received a life-saving liver transplant at 11 months old. He was given two years to live without an organ donor. He will soon turn 29. I will be forever grateful

023to his donor family for giving him a second chance. Missouri can be a national leader in educating high school students about organ tissue donation. Please vote in favor to implement learnifesavers.com because together we can save one life at a time. suggested >> did I understand her correctly that it's 30 minutes a year is all that the that's all they're asking >> that's the way I understand I I'll be a no on this if that helps your discussion is there maybe you can I think about academics. I think about um parents and guardians. That's a decision for them. Um does it add to our academics? I don't think so. I know it's only 30 minutes. And I think that's a decision for parents and guardians. I just I don't see it as a number. Okay. that

024was mentioned in there information would go to the parents. So is it a presented as a student decision or a combination decision? Those are all questions that parents are going to ask and I I just think it's just a Glennon's opinion is it it just introduces a lot of confusion and questions and does it help our academic situation but it also introduces a subject that most people failed to ever consider. I didn't say that it's not a worded cause. >> Sounds like it's more of an awareness thing. >> Yeah. >> Make kids aware this option is out there. Discuss it with your parents and see if they're interested. And that's what I'd be inclined to discuss with your parents. >> Don't just sign it up. >> Sure. Well, 16 years ago. I don't know how

025it's presented in entirely. >> Yeah. I'm not sure at what age you can by yourself. Sure. By 18. going to get your license if you can sign up there. >> I don't think they explain all that. >> It's got to be able to do >> I don't I don't have any of those. >> I'm just I was just told the bylaw we have to watch the video. That's fair. I'll make motion to forego the learn savers lesson plan at school district 32. It's easier. So if we want it, we'd have to say no, >> which is basically what he said. Correct. >> I'm saying that if you vote yes for his, you're saying no to the correct change your motion to be an affirmative in the affirmative. >> Correct. And then the nos's >> I

026think that's what I think our motion needs to probably be affirmative in the positive. I mean, thank you. >> I don't know. >> No one's second. someone I just it's I mean think of the confusion that just introduced here. I'm just that's that's my thinking and then I'm I always think of this is a parent guardian decision anyway. So that's okay. I'll make a different motion. I'll make a motion to implement the learn lifesavers lessons plan district high school beginning the school year 262.7 class subject will be passed >> second. >> All those in favor. >> All those opposed. >> No. >> That was clear. >> Did you vote? >> Okay. >> What was the what was the vote? Well, >> I just I said I >> I'll say I thought there was set four

027at least. I couldn't hear Cam. >> I'll yell louder next. >> Okay. >> 42. Correct. Is there a way, can I just ask, is there a way that before we teach this information that we maybe get something sent out to the parents so they are kind of have a heads up of what's going on? cuz I think that probably would be a good thing rather than just trying to do it with the kids and then they bring it home and they're kind of still confused about it and they got parents that maybe maybe this company has some pamphlets or something that we could maybe take some verbage out and kind of let the parents know. We can look and see what they're what they have >> and then I can report back to you all

028what I find out. >> Thank you. >> Will this be for all all four grades? >> I think it just has to be implemented one time. >> Yeah, one time it >> could be any grade level. >> It's just one half hour session throughout the four years. Correct. >> Mhm. >> We would most likely run this during our health class primarily juniors. >> Juniors. Okay. Okay, next up is RFP for investment opportunities for the insurance. Okay, as we near the end of our initial phase of our storm recovery, we start to move forward into our next stage. There will be some insurance funds that may not be needed immediately right away. Rather than allowing those dollars to sit and just be idle in the bank, I am requesting the board to consider issuing a request

029for proposals to explore short-term safe compliant investment options that those funds could possibly generate some additional revenue for us while we wait until we have those accessibly. We're simply just asking for the board to consider that and then we would bring that RFP language in front of the board. At this time, we don't know what the amount would be. >> Make a motion to request requests for proposals for investment opportunities for insurance proceedings. >> Second. >> All those in favor? >> Opposed? Motion carries. Next up is the review of the RFQ for construction management at risk. >> Just load the page. >> Yes. >> So we received five um RFQS. I think uh Alex and Terry, myself, Dr. Jones is that scored them. And this looks like the tally of the numbers that came up

030uh with Rock Miller uh scoring the highest and followed by Zelner and Robinson. >> So >> basically all this is is saying that they're up they're qualified. >> Yes. that >> now and from my understanding Terry and somebody may have to correct me if I'm wrong but at this point then we put out an RFP a request for proposal in order to do the proposal we have got to get language from SAP narrowing down exactly what they're bidding >> right plans and all that yes >> and then they will put together a proposal and that's when we will look at the proposal, interview them, and >> Right. >> Is that correct? >> Yes. Yes, sir. Perfect. >> I want to make sure I said that correct. >> Yeah. Every one of these I looked at

031are qualified in terms of what they've done and >> their financial standing and all that. There's nothing there in terms of that. >> Looks pretty impressive. >> It's going to boil down to two things, I think. Bid price and >> proximity, how far away they are. Yeah. >> Yes. I agree. >> Will we be able to tell this construction manager at risk? >> A budget to stay within and then hold them to that. >> Um I you know I think that there is laws around that once that we get this proposal. Colin, do you have any back? >> You can revisit. >> I know you're one of these, but you have a lot more knowledge on this than we do. >> Yeah, you to answer your question, you can do that. There's there's two paths

032forward. And when you hire a construction manager at risk, their contract is based on what's called a guaranteed maximum price. Um but if you tell them that they have to give a guaranteed maximum price on a budget, they control a lot more of the design and contingencies and unknowns as opposed to if you let the design play out um and then bid it out and do a GMP that way. So at you're going to be going through this process hiring a construction manager at risk and you're going to ask them you you could potentially be asking them can you do this for a set amount of dollars uh and they're going to say you don't have you you don't have drawings yet. So they may tell you they can, but they're going to play a

033heavier hand in what your design is. So that say what that the name of that is that where you hold them to a >> guaranteed maximum price. >> Yeah. >> Are are am I I'm trying to read into this. Are you saying that's more uncommon when you have an architect designing? >> Yes. So, if you said we want a GMP upfront, they are going to give you a proposal and they're going to say we're going to charge this percentage based off of the lump sum that you're looking at. But they're going to say we reserve the right to have these qualifications and contingencies because everything is unknown at this point. If you're going to ask us to do this for a million dollars, we're gonna have all these qualifications and these allowances. And they control

034those allowances. So, if they don't use them, they get to keep them. That's their tradeoff because they're taking more risk on something that hasn't been designed. Whereas, if you let the design play out and your architect finish the design to where they can go through the bidding process, you've now eliminated the need for any and all of those contractor controlled contingencies and allowances. What's the title of the other the other option? guaranteed maximum price and then what do you call the other route? >> Well, they're both guaranteed maximum prices, but one of them comes before the bid documents and the other one comes after it's been bid. So, with construction management risk, you have to bid out all the major components of work. You bid them publicly. Similar how we've been doing with the CM

035agency. Um, you bid them, you open them up in a public place, you open the bids, we review them, and then you would go to the owner and say, "We recommend you allow us to enter into a contract with this contractor." And we say that total number between those total amounts of contracts is X. And we are guaranteeing that we will not go over that X dollar figure unless you the owner uh decide to make changes in scope or >> we make change to a contract if >> Exactly. >> Well, we have examples in our city of projects that went over budget, dramatically over budget because of external factors, I'm sure. So how I'm asking this on the behalf of the public um percentage of increase on materials really adds up on a $52 million

036project. >> You need a really good construction manager at risk. You know what? >> Listen, there's on a project like this, there is without a doubt risk. There's risk on every construction project, but there are ways that you can minimize them and manage it. >> Well, can can we do phases? And do we have to do requests for proposals or qualifications if we did three phases? You will be doing phases if if this >> Okay. But can you do a guaranteed maximum price on each phase? >> You can. And some projects that are different than yours, that's exactly what we do. And some projects are fasttracked for the sake of time, you get some packages out early and that becomes a GMP amendment. So, for instance, um this metal building, if we were to do

037a bid package on the site work, the foundations, and the metal building itself while the rest of it still being designed, we can go ahead and bid out those packages and then bring it to the board and ask you guys to approve that. It's not the total cost of the project, but it's the first bid package. The way I like to look at it is if you hire construction manager at risk, there is an AIA contract that you are signing them up with. Every project that goes after that is a GMP amendment. So, anytime you go through bid process, you have you fill out another AIA form and that's a GMP amendment and basically it gets stapled to your master contract. >> Can this board set a price on each one of those phases? Can

038they set a price on it? Yes. You you've seen some renderings. If you were just throw out a number of phases, I mean, is it more than three? Is it more than five? >> There's several structures. >> It It could be three. It could be five. Not many more than that based on the rigor you've seen. Just looking online, Colin, it looks like you're you're referring to they're calling it early GMP or late GMP. One you're doing it either pre-documents being produced and in which case it's a it's even showing level of certainty is low. >> Yeah. just because there's too many unknowns because you don't know what you're bidding to essentially. >> So, you're gonna you're probably going to highball it >> just to kind of protect yourself. >> I do not recommend the

039early GMP. Matter of fact, you could you could probably consult with uh Mr. Mikas and he would tell you the same thing. U both are are perfectly legal and fine, but I I think you have lower risk if you go ahead and let the design play out. That's I mean that's what this is saying slower start because you got to wait for all the drawings but you tend to be a lot closer to actual numbers once you know what you're bidding >> correct >> that's what you're saying let it play out >> can you say those two terms again >> early GMP so pre drawing completion and late GMP which is post drawing so that way they know what they're bidding too just says level of certainty is much higher with >> could That ladder

040one ladder ladder one could that be on each of the five phases? >> Oh, sure it would be. In fact, that's probably his preferred way to do it if I had to guess. >> What's What's a rough percentage difference between the two methods? uh on this on this size of a project, uh I could I I could see it being for some millions cuz there's a lot of risks there to take. >> Um so in theory in theory, let's just say you did pre on the first phase. >> Yeah. >> You would highball that >> with the hopes after the drawing that we could engineer it under that. Yes. >> And that would give you additional for the next phase potentially. But >> so if you Yes. So if you were to do the late

041GMP, you still you stand nothing to lose because you don't have you're not committed to do the project. We're just saying this is what it's going to take to do the project. You still have cost measures and things that you can do to change that. You can go back and throw it out, redesign it, rebid it. You can do value engineering. um you can look at uh more economical ways to procure it. Maybe it's less phases. Um so there's no it doesn't cost you anything to trying to develop the lake GMP. I think the the real question we've got here is u we've got the RFQS are obviously all there. We need to make a motion to request RFPs and and how many of the five companies we want to go down the list to

042request RFPs from. >> Make a motion to request proposals for RFPs from Brock Miller, Robinson, and Zelmer. >> Second. >> All those in favor? >> I oppose. >> All right. >> Thank you. Thanks. Guess what? Now you're up. >> Thank you though. >> Hey, no problem. I'm happy to talk about it. Uh, thank >> Can I Sorry, I'm still on this >> request for proposals. That's the dollars. >> Yes. So the request, so all of this, the RFQ and RFP is all governed by state statute and they give you a road map on how you're supposed to go through this process and that's exactly what you're doing. >> We just chose the qualified >> qualified, you shortlisted it. Now you're moving on to proposals. >> The money >> proposals is typically three things that you're

043looking at. You give a fee percentage on overhead and profit. you give a percentage fee on a matrix of general conditions that are included in a project like this and then you uh give a fee on pre-construction services. So those three fees um are what you're basing it off of however many millions your project is you think is going to be based on. So it's not a lump sum per se. It's a percentage of whatever your target in construction. >> So you're not quoting the project itself. You're quoting your cost to perform the project or to do the project. >> Yes. >> Or to manage the project. Yes. >> And if those companies were listening or watching this video, are they going to include in those proposals an idea of phases or does that come

044later? That is not that is not part of this process unless it is specifically put in there on something that you guys wanted me to see. But it's strictly more fee structure. >> I'm correct Stephen and that SAP is going to help us put the RFP language together. >> He would be involved with the full process of it for guidance. Are we going to touch that again as a board discussion? You said Stephen's going to help with that. Is he going to present that to us? >> The RFP? >> Yes. >> Thank you. No problem. >> What you got? Uh real quick, uh storm recoveries, uh wrapping up. Uh as you know, we've got uh the temporary admin project is underway. is going very well. Stud framing is complete. Drywall is complete. They're taping and

045painting right now. Uh overhead electric and u mechanical work is um progressing as well. Next week we should be installing your ceilings and then the following week flooring and case work and uh our target is first week of March turn that over to you which I think works pretty good with your move in. So that's if you remember that was kind of what we had targeted on doing and it's gone very well. So that project is starting to wrap up. Uh the last batch of uh metal wall panels at the middle school is on site and uh they're going to start on that next week. Should take three days to complete. And then we have uh two HVAC switchovers that we have left to do at the primary and elementary. We have all that equipment.

046We're just waiting for mild weather weather before we uh disrupt um that service. So hopefully we're going to try and target that over spring break um and get that work done and we'll be done with the storm recovery process. >> Is that some of the stuff that gentleman was asking questions about? >> It it is not. But the one one thing he mentioned uh was roofing material. Uh there was uh material uh stocked on the roofs and we sent a cost proposal back to you guys to eliminate that roofing until you know what you're doing with your bond issue cuz there was a couple roofs the 200 300 wing and the gym in particular and there's a small roof below the gym that we did not um think it would be necessary to the 200

047300 wing. You can't. It's just It's too far gone. >> You could You'd be putting a roof on something that might come down later. So, why waste it? >> So, um we restocked those supplies and um sent you guys a credit back on that. Uh but all of the other roofs as quickly as we could >> were re-roofed to protect from any further damage. But uh you mentioned that there was a lot of mold and water damage and uh some of those uh old high school rooms that had to be abated, tested, reabadated, retested, and a lot of demo and rework that we had to do to get back into those areas. So it I it was a slow process, but um we had to go through procurement and all that. So, and then the

048last project that we're still working on is um our road map to get out of the learning expo, which is the uh metal building partially uh on the football field with Dr. Jones and Shadric to identify how many students need a new home for that because it is right around the corner. Um, and as part of this process, we are salvaging the 1970 edition, the West Wing, we're calling it, three-story building. And, uh, SAP is working on a bid package to, uh, renovate those classrooms, uh, which is a light renovation. And the thought is that that will come out this spring and be completed by the end of summer so that those kids can move into out of the learning expo and into those classrooms. Now, there's not enough classrooms for all those kids in

049the learning expo, but that's why we've got the the metal building. So, the metal building uh is going to house six classrooms and as well as public restrooms that can be accessible from uh football field as well as the classroom spaces and it'll also have two locker rooms in it. And so that that we're looking at an eight-month turnaround. We got the geotech report back uh two weeks ago and they've got the survey complete. So, they're working on getting the first bid package out on that. And they're going to fasttrack that to be site word foundations and the metal building while they continue on the other consultant designs, which would be the interior buildout and MEP systems because we have to get out of the learning expo by the end of the year so that

050you guys can transition next semester into the your new classroom. Will you only ever have six in the new building or is it just going to start in the fall with or as soon as you can get in it six and it moves to more? >> There's technically I think actually going to be seven classroom spaces in there and then however that looks like going forward permanent use. You could that building is easily uh changeable. But we don't have to wait till the 20. >> But the classrooms that you're going to be able to renovate in the west wing >> will be be good. >> They are in the future plan as well. >> Yes. Yeah. >> Regardless of April. Yes. >> And will we approve a maximum on that or a project from that

051on that on those you just exact? Yes, we will come. We will come to you and we will present the bids. We'll bid it out. We'll present the bids and a tabulation and a summary and we will tell you that this is our guaranteed maximum price. We've done this building has changed. Uh we've already done two budgets on it and so we are monitoring the price of it as it is being designed. >> Five or more? >> No, less. >> Less than five. >> Yeah, quite a bit less. And that that helped by doing the light renovation on the other and not having to wedge as much into the >> Exactly. We were able to make this building smaller and by making it smaller the foundations uh and the site work and site utility uh

052scopes got a lot easier and uh so you got you lost a little bit of economy and scale because you greatly reduced the square footage but the building scope itself got much simpler and smaller. So originally we're looking at um at one point in time it was close to 20,000 square feet >> which is what the learning expo is >> 30. >> Uh it is with the ancillary spaces it's probably closer to 30 but we wedged it down for classroom space into the 20s. But on the the west wing, you've got three floors of I think there's upwards of um 13 classrooms in there. >> What height are you going with on this on this circuit? >> Uh I believe it's teetering right now between 16 and 18 ft. a future use of sports or

053I mean that's for us to decide yet. >> That's what is that what we're talking about? >> I the last I heard we were kind of letting the building committee look at it and make recommendations as to what what district needs. >> What does only 16 ft keep you from in sports punting long passes? Yeah, probably basketball, volleyball. >> You could do those. >> You could do soccer. >> So, >> I would say soccer, wrestling, band, um, golf. >> We've done some track activities and facilities like this, >> you would just cut out football or jump the football. I mean, you could even do some. You just can't throw throw a ball. What type of square footage are you talking about right now? >> Currently, it is 11,750 square ft. >> Some of that would

054be eaten up by the locker rooms and the bathrooms and probably about a third of it. I'd say 25 25 to 33%. >> They got eight or 9,000. >> Yeah. >> Okay, >> that's all I have for y'all. >> Any other questions? >> If we're down if we're down to six classrooms, how Would it be to go back to some of the design of a year ago, force people into tighter places, some classes on a card? How much of that would have to happen to not even meet the six or five? I I would guess that in the process of finding room for everyone, some some part of it was easy enough and part very >> I s I'm sure you >> Yep. these numbers about 15 different ways about 30 different times. Um, >>

055but you know where I'm getting at. >> I I do. I do. And I I'll be right up front. Um, getting it down to just having six displaced it that that's taken I mean we we are as being as conservative as we possibly can. Um, and squeezing people in everywhere we can. Uh, and even just using the six or seven, we still got a couple of hopes that this works out, hopes this works out, hopes this works out. So, I've got nowhere else to put anybody that the six isn't actually we have to have unless unless what you're proposing is we start putting high schoolers back in the elementary building. Um, which I I would not recommend by any stretch. >> Okay. Especially since you'd be looking at the potential for two or three years.

056You know what I mean? It's not like it's it's not like it was for a couple of months to end the the year of last year. You'd be looking at a long term. There's so many so many problems with that. >> Well, and it doesn't give you flexibility if any of the incoming classes happen to get larger at those schools and they need the extra space cuz we were, if I remember right, we were taking spaces that, you know, we only needed eight classrooms instead of nine. So, there's a spare classroom. But if you get a big class coming through, you're cutting. >> Yeah. A lot of honestly it that entire process just getting through April second for the the end of May last year. Um, we got very very lucky with the other building

057administration and their teachers making things work. Um, but I I I couldn't I would not be comfortable asking them to do that again even for a semester, let alone potentially two to three years. I I I could not I will I'm not going to do that. And we we have to talk about the quality of of instructional space >> that our kids have not had and we're trying to do >> as as on minimal means to get by. But it is the quality of instructional space has to be a priority. We can't shove them in the closets and put them on carts and put three people in one room and expect excellence to come out of that. calling any problem with the remodel going past some of the existing structure. >> It's going it u

058if everything happens as it should, it will be tight, but it is doable. >> Are those going to be simultaneously happen or you doing one? >> Well, I think you have the learning expo through February, but we don't really want to make that transition in February and or go through another snowstorm. So, we're going to try and get this done before the end of the year so that you've got a clean transition at next semester >> at the December, January time frame. That's where the Christmas break. >> When's the lease up? >> February. >> Happy to get out of there. Thanks. >> Thank you all for your time. >> Appreciate program evaluations, career and tech center and That's pretty heavy. No, in all seriousness, you got big decision to make and um in the meantime,

059I hope you uh trust us that we're just going to keep taking care of kids uh to add value uh to their life. Uh I think you have everybody has a copy of the program evaluation that was submitted so I can answer any questions that you have. Um I think it's probably worth uh describing. I think the one unique uh advantage that a career center has um and that is coming from just the experience that I was a classroom teacher for 15 years. I was a either middle school or high school principal for 14 years uh before this current position and uh the guys uh men and women behind me and the teachers in those buildings work incredibly incredibly hard and they do a wonderful job. But I think if you ask the average kid,

060and I would I was one and it's how I would describe my high school experience. If you ask the average kid, hey, what do you really remember? What were those powerful moments when you were in school? They probably do not talk about that 48minute instructional period. They talk about those moments, the Friday night bikes, uh the FFA field trips, um ball games, dances, fan concerts. So, the hardest thing that these guys have to do behind me is have their teachers try to design within the instructional day moments that matter and that stick uh with those kids forever. Really hard to do. Really hard to do. The advantage that we have uh and it's still hard work uh is those moments occur within the instructional day uh every day. Um today today this morning one of

061our health kids in class in class was in Mercy Hospital operating room and watched a little baby boy being born via C-section. 17 years old. Got to watch that. Now, another experience that's weird, but I got to say it, too, cuz this afternoon I drove over to the nursing home. Uh, cuz Miss Kanik was out today and I wanted to just touch base with the kids, make sure everything was going okay. And I drove up and I saw one of our kids standing outside with a elderly uh resident and I sitting in a wheelchair. I was like, "Oh, how sweet. How cute. This is this is wonderful." And then I walked up a little bit closer and uh the student was just making sure that the resident had a safe place to enjoy her bait.

062weird, weird, but unique. Um, but that's a that's just a moment uh that's occurs organically and naturally inside a classroom in a career center. Um, our graphic design students like Shatter could tell you when u the graphic design students were developing the big decals, cool project that we we were doing during the day to spice up and make the learning space look look good. It was a cool learning opportunity. Really valuable for that high school student to have to draft a professional email, send it to I think Coach Dury, you got it too, Coach Drury, Mr. Schaefer, and basically said, "High school administrators, please review the designs that we have created and and give feedback." That's really hard for a high school kid to do as a professional thing. and then and to get that

063back and for that kid in that moment, the kid's never going to forget that. Um, so I I think we have some inherent advantages. We try really really hard not to spend local taxpayer money. Uh, you can see in the in the report, you know, give or take a few. Basically, we're uh trying to generate somewhere in the neighborhood of about $700,000 in revenue outside of local sources. Um, so obviously it's not enough to cover cover everything. Um, but it's a lot and we try really hard for our materials and supplies that money generally does not come from local taxpayer dollars. >> I'm sorry it won't scroll. >> I can scroll. >> It's really small anyway. I don't know if anybody >> It is really small. >> Yes. >> Yeah. Julie had fun trying to

064navigate that document. Did that student at the hospital faint? >> No. No. In fact, I think I asked Miss K. I think we only had one student fainting her fifth year. >> One of the boys got to see a knee replacement last week. >> Phenomenal. >> Yeah. In fact, he got and a good it's a great learning opportunity. He got chastised by the doctor um because he was so into it. He just kept inching closer and closer and he got too close to the table that was holding the instruments that have to be, you know, remain sterile. >> He was put in his place. Understood. >> Mhm. >> Any other questions for Mr. Heck? Sir, >> can I put you on the spot? >> Sure. Um, I just noticed this tonight. This year is our

06550th anniversary. What you got going on? >> Well, it's kind of funny that you say that. Um, we actually uh I called the state. Roger Barnes is kind of in charge of CTE. Um, and asked him for a timeline of all the crew centers in uh state. This was last summer. And he said we were actually approved. According to the state, we were founded in 1971. Well, um, but I so the 40 years, Mr. H, you could probably talk on this. I think >> at the, uh, currently the department, uh, where they, uh, put the city down behind Kico. >> It's the first auto service building. >> Oh, that's where they start. >> Yeah. So, I'll kind of condense down the report that you've got the flyer. If a parent swings by and just wants

066a one pager, that's usually what what we provide them in and that top little document. It now just says for over 50 years. >> But in all in all seriousness, to answer your question, uh I spent one day in the basement of the local newspapers archives uh last summer. need a whole lot more time just trying to find pictures and documents of the mid70s and then when this building was built. I guess uh bean building was built first where the auto service was in the early 80s and then the other two were tacked on but I can't find pictures right now. So help but I'm hoping for a good party anytime you want. or I had a COE program was on the hill here somewhere. There's a building here. That's where you you got out

067at 12:30 to go to your job your career working. I guess that was the early version of techn three sections. You had the front part, the middle part three different sections. Mrs. Hoover. >> Yeah. You can see the cracked tile floor about halfway down. That's probably put an expansion. Maybe Colin can help us with that. An expansion join there. >> Any other questions for Mr. Heck? >> Do you have any data on how many students go into the career in into a certain career that they >> Yeah, it's funny. You know, an important thing that we do every year is the graduate followup. Um, so once the kids graduate in May, we have really until I think it's next week, >> Sunday, this Sunday, uh, for that graduate follow-up work. Um, so it's kind of

068weird. Um, they call it positive placements, placements, related placements. Uh, it's not exactly a fun process to go through. Um our general goal is we want to just make sure initially that everybody's either employed or pursuing further training in of some capacity. Uh and right now we run in the probably n between 92 and 94% um positive graduation. But as far as specific like uh what percentage of auto Tom's auto service kids go into auto service uh that would take us a little bit more digging to do you know a little bit hard. I think in general though the career centers changed a little from when I went to school because when I went to school most of the kids went to the career center because they didn't last like math and science and I

069think now with working with Tom down here you guys vet them. I mean you bring them in and make sure they're actually interested in >> digging in and learning something. >> Not your grandpa's career center I think. Right. >> Yeah. Okay, moving on to student health services. >> Thanks, Dan. >> Thank you. >> Dominic, back in our day, we had full wag over in the maintenance building and everybody was going to go to college because that was the thing. And they were actually the talk was to shut down go back. >> All right. >> To shut down >> because no one needed. >> And now what are we doing today? >> I've been over to speak and fight a few times to keep it. >> I'm sorry I can't pull it up these reports up

070for you all, >> but you all can access it from your laptop. Correct. I apologize. Everybody have a chance to read through this any concern question? >> Since the crowd can't see it, I'll point it out. Am I reading this right? 32,000 interactions. Is that how I read that? >> Wow. >> Yes. I'm not sure it's up right now because I think it's going around. How about a C7 update? Yeah, it is. >> Okay. So, I don't know if that's going to come up, but in your packet, we included the document that we needed to update that is the CEP measurable targets. And so this document has all of the CEP categories on it and it has that measurable district-wide data on it and we needed to add the 2425 school year into that criteria.

071So zoom in on mine. Starting with um the categories, the first ones fall under the CIP performance, that first green bar. And under performance, you have the academic achievement by status and by growth and the success ready students as well as graduation. And so when we first established this criteria, we had the 2324 school year data. We wanted to to easily display how many points we earned, how many points were possible, and what the goal would be. And I'm happy to say that there's multiple pieces on this document. We have met our goals. So we raised those goals. So for example, under the academic achievement growth under English language arts because we met what we had set as a goal, now we are raising that goal to the next level. And so we've done that

072on several of those categories also in math and also in social studies. So we'll continue to track along and keep track of this this longitudinal data so you can see the progress. And so we can continue to achieve um and raise the bar as we make improvements. We want to continue to get all the way to where we want to be on target in each category. And we have the same concept um under our first category for continuous improvement and as well as success ready students. And so that's a little bit different of a measure, but you can see that we are meeting those goals. Once we meet a goal, maybe it's time to go back and visit how other ways uh we could measure progress towards achievement in those areas. And so that would

073result in some revisions to our full CIP. The next category for goal two, the school district will provide effective two-way, reliable and consistent communication with students, families, and staff and community members. This was very important to the CET team when there were revisions to improve in our communications. We used as a measure at the time the district decided to go with a single communications app. Um we used the percent of people who had signed up for that app. We think there may be um some buildings it's very heavily used and some buildings it is not heavily used. So we need to go back as to an admin team and try to make a decision if that's really a good measure or not of how the communications are getting out to parents. But the concern was

074um communications coming from a lot of different directions and as a parent it was hard to keep up. So that's something that we probably need to revisit. The measures came from the survey that goes out, the annual survey. So, those measures were pulled from certain questions off the survey that were related to communications. It's about time for us to send out the survey again. So, we will be drafting um probably asking for a couple board members to participate like we did before. See if you have any revisions or suggestions to change any questions. make sure that those questions are relative to what's going on now. And that next goal um had to do with all of our different supports that we have for students, the percent of students, the data that was chosen, the percent

075of students with more than three discipline referrals. We have a last year data, this year data, and the goal. You see we have met that goal. and then attendance rates using the 90 of 90 measure and then also tracking teacher retention rate at a three-year data spot and also at a 5-year data spot and so on that um our three-year retention rate went up from last year. >> Can I interrupt it? >> Absolutely. um retention rate. I see the goals. Um how did you choose that? And in the education world, is the goal kind of at the average or is that a structural for retention? >> So our rates are at or above the average to other districts. So we just kind of looked at the labor market data and stuff like that to see

076>> what what comparison we were. And so we saw growth in both of those. So we think that's that's a good thing. Uh that tells us that um I think some of the um supports for new teachers um we've extended that new teacher um support model and mentor beyond just that first year. We make sure that that support carries on into the second year and third year. So really still connecting with them. It's not just one and done and you're on your own. Good luck. And throwing them out there. And so um and just of a lot of other things that we feel are contributing to that as well. And then the last goal um has uh goals that are connected to financial facilities and infrastructure and also safety plans. And a lot of these

077come through that MSEP score um where there's certain criteria we have to meet uh such as the audit that the district goes through through all of our financial audit scores um the annual secretary of the board report and a timely submission of all of our cordat information. So like when you saw Mr. Hec connecting with Julie there are certain timelines of student data that has to be submitted and we're scored to see if we meet those deadlines or not. So that's a goal and we met that. The other considerations uh there is an established minimum threshold uh for fund balances for school districts and we meet that. The superintendent must be a certified superintendent. Required board member training. So a board all the board members once you join the board you have a certain timeline

078in order to get your orientation and your training done and we get scored on that or not if you if somebody doesn't get that done. So that's why we always highly encourage you all to get that rolling along and then other state and federal compliances. We wanted to include in there at the time when we put together the CEIP that we wanted to create a long range financial plan, a facilities plan, and an emergency operation plan. Um, no one realizes more than than than the people in this room how important that is now after we have been through uh the tornado and the storm recovery and um just just how important these pieces are. We did not make our goal by having those done in May of 2025 because because of March of 2025 kind

079of knocked us on our tail, but we're getting back up and ready to go. Uh emergency operations plans is moving along. We are hoping to have that wrapped up very soon and that will be coming to the board. Uh out of the emergency operation plan, a lot of safety things are leading to facility uh studies and audits and we think that's going to roll very easily into some long range facilities plans. And then obviously now we'll have a very rigid long range financial plan that's going to be driven by construction hopefully in the next few years. This is just the overall of the data. Uh we would like to have the time to go back now and look at our building CET plans, those goals that the building principles set, go through and figure out

080those things that have been accomplished and completed and make decisions if we need new strategies, new action steps or absolutely an updated goal. So that would be coming next. questions about CEP update. >> We'll probably continue just put it leave it on the agenda for every month going forward and just kind of like we do storm recovery just let it have a holding place in the agenda and we'll bring little bits and pieces versus wait for the updates. >> Sounds good. Student recognition information. >> I'm just the representative here. Um the people behind me can speak more uh in detail, but um I'm willing to take any questions. I know that there were some questions brought forth about how we recognize um student achievement in the district and there's a multitude of ways. I think

081you all have those answers that were sent to you from um growth to achievement to um sumitive type measurements you know like um at the end of 8th grade at the end of a um school career when we graduate variety of things. So, um, happy to try to answer anything specific or defer to the principles. Um, I don't want this to sound negative. I just want to have the discussion. So, I I kind of looked at our social media and our newspaper communications since the first of the year. the newspaper went a bit further back, but there was about 71 posts so far this year. Um, 10 was recognizing some sort of academic achievement with our students. Could we improve on that? Is that a good ratio? 10 versus 7? Um I mean I again

082I will defer to our principles but no I believe that we can do better. I will tell you though that not everything goes on social media. You know recognitions happen in a variety of ways uh within a school day um just letters home to parents um at the end with ceremonies. So I think there's a variety of ways we can recognize students. Social media may not always be the way you do it. >> Yeah. I looked at the past six pirate pride pages at the paper and two of them rec recognize some sort of achievement. Um I didn't see like this came up with with a constituent like a couple grandparents that said, "Hey, we used to see honor roll a lot more than we do now. Um could should we do that? Is there

083a reason we don't? Have I missed it? >> Well, um we do on a role in some buildings and in others we do not. Uh part of that with the smaller buildings is we had standard standardsbased grading for a time and that there's not a real great way to identify honoral based on those types of grading practices. Um, so now we do have it down to third grade or we have more traditional grades. So we could potentially look at honor roll down to that level. I don't believe that they have yet. >> Well, I I just I don't want it to just be opinion, but I I think that's a great thing to celebrate and I'd love to have some conversations from the board about that. Um, it seems maybe it seems antiquated or old

084school, but for a couple grandparents that I talked to, they really enjoyed that. Um, and I would think that would encourage our students too. >> That does I think also um encouraging students that may not be at the level of an honor role that are showing significant growth. We need to also find ways to um celebrate and recognize those students as well. >> What's some ideas on that? >> We do that already within the building. >> Individually to parents as well for that, >> you know, as groups. We do uh recognition ceremonies. We do um you know, just individual like, hey, great job. We do some celebrations, especially at this at the younger buildings where we're like, "All right, we showed some growth." Uh, middle school has done some as well. I hate to be

085speaking for the folks in the building that are really doing this, but yeah, we we are doing those things. >> They're behind you. >> Well, I don't It kind of sounds like I'm pigeonholding it to public, but we want to brag. Can we brag more, I guess, is my question. I I do want to point out too, you know, absolutely academics are my priority and our priority. That's why we're here as a school. But I I also wanted to note some of these other things that we recognize too, which is um you know, like for example, the Glory of Missouri award. So, u we recognize just our students being good citizens and that is so important. Um and so that is at both the middle school and the high school level. Uh, we also have

086pirate shoutouts at the lower levels and so that's similar to that as well. >> Yes, I learned a lot from this. So, thank you. It's It's up. It's up and running right now. >> As part of this, there was one other question on there we haven't discussed yet. Um, it's came up in several conversations I've had with people in the community. Could be anecdotal, could not be, but um, recognizing a valid Victorian or a solut that's a good thing. I know there's some points against it, but I'd love to hear from the board that >> I would like to see us do both. I mean, the program that we're using now, Kum program, but add that to it. I know there was a committee several years ago uh that got together and worked on what

087we do now currently for recognitions and and so again before we would make any changes we would want to pull together a committee um of people um who are involved in that and have those conversations. Do you know of any are there other schools that use the kumladi system and still um recognize a validictorian? >> I am unaware of that. Um Mr. Schaefer, are you aware? >> Most have moved away from validictorian entirely >> which was part of the reason we moved to system as well. Um I did convene uh the folks are involved in that original decision as far as departments. It was the assistant principles and the counselors and we discussed it and we uh believe we shared those points that we came up with why we would not recommend adding the valing

088back to our honor ceremony. I think I shared those came from that group. >> The kids can get their class rank if they need it. >> Yes, they can >> for like transfers >> like for applications and scholarship applications and stuff. How many perfect 4.0's are here tonight? >> Yeah, we we recently made a change to weighted and nonweighted because we wanted to give those individuals opportunities with scholarships. Um, couldn't that same logic be used in celebrating a validictorian and saludiatoran? Same logic as as we talked about with the change in the way to adult. Well, I think if they're class ranks one, they'd still list themselves as valadictorian on an application. I mean, they may not have been officially recognized, but I think that's the definition of a relative. >> Speaking personally, I remember

089the last time I saw a scholarship application that asked if somebody's valid or not. However, the vast majority would be higher merit based scholarships. You ask for their class by the counselor, but students don't even have to request that. It is on the transcripts automatically. Well, wouldn't validictorian and first in the class be rather synonymous? I mean that just changed the >> pleasure. It is the the difference and if you read through the um I think after all of this compiled the difference in having that become a focal point at um our commencement ceremony is at that point we really introduced the the competition that starts to drive course choices what students what classes they're taking especially now that the board was uh generous enough to let us add those weighted courses for dual credit

090dual enrollment now instead of students selecting courses based on their interests and their future pathways. They're looking at what classes can I take to make sure I bolster my GPA to get that valid tighter on the end. Right now, it's more passive. And you know what? If you've had the top GPA four years in a row and you fall into the class rank one, right? If two students happen to have the exact same GPA, they both end up being ranked as one. Um, but by creating that as a focal point, it shifts from students individually striving to get the best education they have and prepare them for whatever comes after high school for them to how do I make sure I get this title that really doesn't benefit them beyond that ceremony. >> That was

091a big piece of why we changed it back then was to let kids focus on what they needed for the next stage and not >> correct >> chase a number. >> Well, and it was also changed so that we recognized more students. Yes, exactly. >> What what are those percentages? Uh, magna sum. >> What are those percentages? >> It ends up being about 20% then between the three. >> I mean, do we choose the top five or do we choose a top? >> They have to meet they have to meet a criteria. >> It's a grade point. It's attendance. It's I mean, attendance is a factor in there, too. >> ACT 95 and up. Um, but as far as the grade point average, I mean, hypothetically speaking, every single senior could graduate magnet from if

092they felt within that grade point. I don't remember exactly what those cut offs are for GPA. But it's non restrictive. It's inclusive of anyone who falls within those. >> But there were three factors, wasn't it? An ACT score, attendance, and GPA. This I believe there are options with ACT or ACT work keys. Okay. Um so it's but yes it's a college career readiness assessment GPA and it's the attendance >> attendance. Yeah, we were big on the attendance piece. I'm not hearing a majority that want to ask for that. So, Thanks for the info. >> All right, I'm here to present our high school midyear data as I promised last month. So, we're going to start with our algebra 1 courses or course um you can see over here the number of students who took that.

093Um, what I did over here is I showed you by grade where each cohort scored and also how many students. So, the majority of our algebra algebra 1 students are ninth graders. And just a reminder, this would be the high achievement, high growth. This would be high growth, lower achievement with the 50 being um right there in the middle. Um, and so on. So here's the ideal spot that we want our our students to be. But actually, you know, this this is our ideal spot because we want to see growth happening. Here's our algebra 2, our number of students here. And again, by grade level, this one here in the middle is the old school one. Okay. And then we have um two assessments that we take for our English one and two classes. One

094is reading, one is language arts. Um here's our reading scores broken up by grade level and number of students. So this is um both English one and English two which is why we have a significant number of ninth and tth graders. Here's our language usage, the grammar and writing. This is our biology results and we have 10th, 11th and 12th graders. Majority being 10th graders. So my summary is um algebra 1 from the fall to the winter moved from the 27th to the 39th percentile in achievement. Um I want to highlight though they had a 73rd growth percentile median. So they are closing those gaps. Majority of our nth grade students are in the high growth quadrants. So even though they may not be in the high achievement, they are in the high growth quadrants.

095Um, several, you did not see the individual classes here, but several of our algebra 1 classes showed growth totals in the 187% to 297% range for annual growth, and that was at midyear, where 50% would have been what we would have expected. Algebra 2, 10th graders are in the high growth, high achievement quadrant. 11th graders are also showing higher growth. Algebra 2 as a whole is showing a strong 64th percentile growth meaning. So our our algebra courses while not where we necessarily want achievement wise are closing gaps. English one and two the overall achievement in language usage um is at 56 percentile with a 61st percentile growth median again growing better than average. reading showed fairly flat, but we're still slightly over average with the 54th percentile in achievement. This is both English one and

096two. Um, and you can see the totals here for several of our English one and two classes. Um, their annual growth goals, we had some that scored very high, 258% to 566%. >> So, is that do you think that's teacher related, class composition related, or a combination? It's always complex. Um, I'm always going to give the kudos to the teacher and the instructional strategies they're using. Um, biology's achievement level was was similar fall to winter. The growth median was at the 48th percentile, which is about typical growth. 50th would be exactly medium. Um, so that that's an area that we would like to see a little bit quicker growth happening. um at that level. So overall with all of the assessments, our growth percentile rates are higher than our achievement percentiles, but that also indicates

097our students are they're starting below national averages in some areas, but the pace of instruction is closing the gaps. Are there any questions? >> I appreciate the growth. Yeah, good problem. >> We very much appreciate the problem. >> We uh we use a lot of metrics to to see where achievement is and and how those students are growing at a percentile and when they're kind of moving up and to the right. That's kind of where we want to be. Higher higher um achievement and higher growth. um uh how do you use these metrics or what metrics do you use um to measure uh our educators growth and trends and moving up in performance and over in achieving um a higher academic standard? Well, these are not used to evaluate our educators. These are used to

098to drive our instruction and to tell us where our kids are. And and so um you know, I've kind of spoken to this before. When we see a teacher who is struggling maybe with seeing the growth, that's where we know we need to help with um supporting them, helping them to figure out what's going on. Why do we what what do we need to do to help see growth in in the students? pair them up with more uh veteran teachers, educators, talk about these things in in our professional learning communities, um professional development, but these these metrics aren't used to evaluate our teachers. >> So, the this the system that you use um how do you how do you track that and um um evaluate their growth? So the the building administrators do observations of

099the teachers based on teacher standards from the state of Missouri and basically provide feedback. >> Is there a system that you use to um see that activity? >> We have a system. We have a platform that we use and track that. Um those >> you share that with people. >> Share the the platform. >> Yeah. >> I think that would be kicked up as >> just like what you're doing, what you're seeing success with, what's not working. Um I mean I don't even know how many. I mean is it hundreds a week throughout the whole district? Is it tens per week? I think >> that's the whole district. I'd love to kind of see you're telling me what you're doing. Can we see what you're doing? Um and how many interactions uh that you're having

100um for improvement because um we just want to be better. >> I would respectfully say this is what shows what our teachers are doing. And yes, we do provide feedback to our teachers and evaluate them, but ultimately it comes down to the student data and what we're seeing from them. That's what we focus on. But um if that's what we want to do is present on that, we can share that. >> I think we Mr. Hayden already plans on doing that. >> Well, on the evaluation piece, I think Mr. Exactly what you're asking I believe and maybe I didn't hear you was can we see what each individual teacher how they're performing or how the students are performing in the classroom. >> Well, I don't want to see individual data that would need to be

101closed session but I don't want to see that. I just kind of what um I get a lot of questions um from the community to me is hey what are you doing? Um and I just want to know more about that. I I do share how we're seeing higher higher um growth and we're above the 50th percentile on growth. Um and I know that's student data and I know that's how you're you're saying that, but I'd love to also say how um what the district is doing for teachers or um what action we're taking to >> to cause that causes that improvement. >> Is that what you're >> Yeah. We're told that it's happening. I just kind of want to see how that's happening. I don't know >> what >> the actions that are making

102it happen. >> Yeah. They don't have to be specific to an individual, but you know it I don't even know. Are we doing these interactions weekly? Are we doing them monthly? Are we doing I mean >> educate us on this a little bit. I'm speaking from a principal point of view here um which I haven't done for several years but those happen all through the year. The the work of this is happening always ongoing weekly in our professional learning communities. That's that's the meat of what we're doing to move student achievement. >> And do you track that into kick up or whatever? >> Those don't those really don't align. And we could create a document sim similar to what we did with all the student achievement. We could create a document that talks about all

103the things that we're doing in each building with your staff and as like here's the things we're doing to support um our check-ins our through our PLC's like we could create a little bit of a narrative for you all to see kind of a from the back door looking in what's what all interactions are going on with teachers. I think that would be much more valuable to you than an evaluation process which is more of a a sumitive. Um I think that >> yeah we trust you to I'm obviously we trust you to do it but I would love to see how that works to be able to explain that >> putting it all together and saying here's some things that we do at the elementary. Here's some things that we do at the career

104center for that that engagement encouragement and all that climate and all those support pieces that go in together. I think that would easily fill the pages full of the things that that go on behind the scenes >> to support those teachers. >> Thank you. >> Next up, graduation ceremony plan. Good evening. >> Come to you tonight. Uh talk to you about the graduation coming up here in 67 days. Uh back a couple weeks ago, I guess it was >> 93 days from today. We're not Yeah, we're not graduating in May. Don't ask me that. Sorry, my fingers are off. Sorry. >> Not that I'm not that I'm counting. >> There. Maybe that's it. Um, but we uh we the graduation committee met approximately a couple weeks ago, I guess it was, to get the ball

105rolling for this for this coming year. We wanted to come to you tonight and give you an update on what the committee is looking at, what we're planning on doing, and answer any questions you may have. So, step back to last year. Uh, we calculated up, we uh we figured up the figures and everything. We ended up using the wrong calculations last year. We actually went with the maximum capacity of the gym, not the maximum capacity of the seats. So, we were off last year. So, if you're at graduation, you did see we had some people standing up on the track and stuff. Some of that was from uh not enough seating and also probably some people just getting tired, needed to stretch and stuff. So this year uh we did our figures and we

106are looking at 1,600 seats in the gymnasium. Uh that is uh 600 uh bleachers on both sides. That's 1,200 seats there and then 400 seats on the floor of the gymnasium is what we're looking at. So with that we are looking at um roughly 170 graduates this year with uh we will hand out eight tickets per family. That gives us a total of 1360 guests for the graduates. Then you add in the uh 50 staff members that will be there uh with the students. So that gives us roughly about 220 staff members and guests or staff members and students. So you take that with the uh the guests, we're at approximately 1,580 uh people for the gym. That gives us just roughly 20 extra seats. Okay, that still puts us under way under, you know,

107we're nowhere near the uh uh fire code and everything else with the city. >> What figure did you use last year? >> Uh you remember it was around 2,200 and so we went with tickets. We had a larger graduating class of about 200 and then I think we walked 206 last year. you guys can remember it was it was a long event but uh uh so that that was the number that was given so that's what we used and so we went with eight last year and then uh when we went back and looked at actual seating because we did have far more people than we had seats um this is the number that I got from the park center as well we've got 1,200 bleachers total and then maintenance let me know we we

108lay out 400 chairs and that's for students staff and guests total so we're at 1,600 Um, I'll be honest, I I've spent uh this year a lot more time sitting on those bleachers in the uh in the park center than usual years. Um those seats are about yay wide. Um so we're we're still going to be pushing. There's going to be um luckily some of the little kids will sit on laps and that kind of thing. Um but I I don't I don't know that you would necessarily get 1,200 normalsized people in all of those bleachers. But we I I wouldn't feel right about giving any fewer tickets to this graduating class than what we gave prior. The hope was that we were going to be able to offer more tickets this year, but um

109when we actually got the correct numbers and the correct calculations, it just it just doesn't work. We will uh I will be reaching out a little bit to the police department and the sheriff's department for a little extra security like we had last year. Uh we will uh do the uh entrances the same as we did last year. Front doors, we will have two entrances. One coming in that has uh clear bags or no bags at all and the other one if they do bring in uh they'll be checked and stuff with the with those types of bags. Uh we'll have the opening or the doors will open at uh 5:30 ceremony starting at 7:00 and yes, as long as we have >> hopefully no tornado this year, >> no complications as we had last

110year, but we'll be good. And then um I'm planning on also with the uh extra officers we will have there. We will have somebody up on the track or on the back of the uh floor just asking people if they are standing around uh if they're stretching, you know, do the stretch and head back to your seat real fast or if you have to stand up, please move out to the lobby. So that way we leave the openings so if we do have to evacuate, we don't have a bunch of people down on the floor up up above for evacuation purposes for egress and everything. So that is what we're looking at. Mr. Anything to add? >> Um just last year it was uh have to kudos to the middle school that was kind of

111our trial run the night before just to see how all that went and going to do the same this year will be the night before the middle school Mr. Cal first and others and like to think we've got probably I think 10 or 12 of us that have been meeting. I think that was probably our fifth or sixth meeting since last year. Yeah. >> About the graduation and I don't want to speak for Mr. Schaeer but I think he filled in a couple calls. There's questions about that. I did too about tickets. Uh seemed to work out real well. Some didn't utilize all eight tickets and so they simply let somebody else use their tickets. And u and we'll encourage that again this year. You know, it's not about limiting any any one family uh

112who might have more people than they want to be there. It's just about making sure we've got a max number um that'll fit those seats. So, if I need if I only need three and he needs 13, then I'll hand him my five and that's that's fine. Doesn't matter how many each person needs. >> You don't facilitate that at all. You just let family do that. I mean, you don't collect tickets back if someone surreners them. You know, we I was looking when we first started talking tickets last home good night. Um August September, I think last year. Um I reached out to several other schools that do the tickets and we talked about how do they do it and the ones who had facilitated the the kind of redistribution of those had immediately walked

113away from they say you don't need to be involved in it. It works its way out anyway. It just creates a whole lot of headaches and issues. One had done a lottery system or withdrawal. Well, as soon as this family over here gets it and this one doesn't get any more, somebody's crying foul that it's rigged. Um there were uh there was just they said it's a lot of headaches. Just let people work it out. They find their ways and they say they actually got really easy then um because they use social media to reach out. Hey, I need five more tickets. Anybody got them? Take care of it. I say no to you. Any other questions you can answer? >> Thank you for the information. You're >> welcome. 2025. E policy updates. I think

114most of these were just for inset alignment. I think there was a lot of acts policy language. So put them here for you all to go through and see a lot of big changes. Just updating language. So any questions? We've got time to next month to look at >> look at that. I can't sleep. >> You'll have to give me grace because I've asked this before and I've forgotten. Um if someone has a concern about a um a piece of literature in the library, is there a policy form that we have or is that just a form that the librarian has? And I guess my question is, should we include it in the policy? >> All forms set separately from the policies. >> Well, there there's links on here. Do the I know there's some

115forms within the policies that are it's a supplemental of some sort. Does that form need to be on here so it's accessible to that person that might >> you want me to jump to that particular one? is >> 2 AC. Yeah, >> maybe. >> I apologize if I missed >> 87. >> Apologize. All right. Uh that's AP1. So there's administrative procedure one provides a process for complaints and any objections that cannot be resolved informally. So the district um so they would go to that KBA1 and fill that out. So there is a reference to it already. >> KB AF1 >> AP1. So KB administrative procedure one. So, it's kind of a guidance document where they could go in and there's administrative procedures and forms that go along with policies. >> Is there a hop link

116on that web page? >> Probably not from this, but maybe on the website, but not from this document. This document is from MSBA just highlighting and showing you the proposed changes. >> But we're sure the hyperlink is working. I'm not seeing it in front of me, but >> I have to go. >> Okay. But there is a there's a hyperloop, but it's called KB AF at the bottom of the I'm wondering if AP is the right letter because when you open it, it looks like it's what you're looking for. >> What page is that on? >> Just clicked on it and then >> I think I found it. >> I'm on page nine. >> Page nine. >> Yeah. And it pops up. I think the form you're looking for. >> I'm just wondering if in

117the body of the procedure it should say AF1 instead of AP. >> Yeah, I see that. >> How do you say? >> Well, no, that's referring to a procedure. Okay. Then the form is tied to the procedure. So, we just don't see the procedure. >> It's a request for reconsideration of materials. >> Sorry, I missed that. Further questions or concerns? We'll be moved to uh consent agenda next policy GCPCA. >> All right. I wanted I I apologize. I wanted to back up. Um, I was getting ready for the other ones and the graduation actually had the student health services on behalf of nurse Leightton. Uh, she is not here this evening, but you are correct. There was 33,000 or excuse me, 32,455 uh, visits last year seen by all of our different four nurse stations.

118And uh so but if there's any questions on that uh please send them my way and I'll of course ask the expert Miss Sllayton if there's anything or any concerns there. So sorry about that. I just I don't know uh policy GCPCA give you a copy of that. Uh that is regarding the retirement or resignation notification incentive and it's been brought to our attention. Um, you look at the second page which was a letter we received from Matthew Graham, legal counsel from MSBA, Missouri Schoolboard Association. Uh, the last sentence is kind of the key there. This is just kind of discussion this evening. Um, read through the policy. Uh, he is recommending that this policy does not apply to those that are employed in the critical shortage capacity. And we're simply making a recommendation for

119next year that word word um wordage wordage >> verbage verbage there we go. Thank you. Uh be included in that policy simply stating it does not apply to the critical shortage capacity and he would help draft that and get that to the board. So just kind offormational on that. Sounds like a good idea. By the way, Nancy, did you know that Susan Namer left? >> Yes. Columbia schools legal council for Columbia. Yes. >> All right. So, just wanted to bring that to your attention. Next month, we'll ask that that be >> will that be in a consent >> next month or sorry, next month. Okay. >> Yes, that's the 10th. Dr. Jones. All right. And next one is uh GCPB and that's resignation of professional staff members. uh referred to as liquidated damages. Uh so

120I added the second page of that one also I'm going to refer to. And currently our policy uh which it's been about four years since both of these have been updated or revised or reviewed. Uh currently we uh do liquidated damages. If an employee requests me to get out of the contract July 1st through the 31st that's $500. If it's August 1st through the end of the school year, it's $1,500. Uh we're proposing uh for discussion that that be June 1st through the 30th be $1,000. July 1st through the 31st be 1,500 and then August 1st through the end of the year be 2500. And we tried to compare that. We gave you a few schools there to the right. Uh that being St. Genevity 2% on the salary 4% if it's July to then

121be uh we had Hopper Bluff with 1,500 and 2,000 and Farmington 1,500 and 2500. Um simply from our standpoint uh puts us in a heck of a position we get a resation after June 1st or especially July 1st and or August 1. and just kind of going from left to right. Is that okay the way that's kind of presented there any questions? >> Okay, Mr. Hen, when you're when you're hiring someone or interview them, do you point that out or does it only come up later? Is that a discussion point on the front side? I guess is the question? uh typically not but however there is uh there may be about the incentive such as by December 31st to let us know if they're retiring or maybe moving out of district. We have a couple

122that have done that this year that's $1,500 versus $500. But as far as the front end, not typically because we're hoping I was kidding the other invest signing a 31-year contract and they kind of looked at the funny but anyway um but no typically we don't as far as that goes >> but it's not it's not a hidden piece that they wouldn't know about >> um do you run into a bunch where someone's surprised >> I think that's I think that was your question >> that's my question is is if the typically >> I found another job I'm fixing believe and then you say, "Hey, you do know there's a liquidated damages and then they're surprised or is that I mean if you're if I'm a teacher, do I know that?" >> And that's actually

123in the uh also in the handbook employee. Okay. >> Okay. So, uh to answer your question, my first year, it's my third year. Had a young man come to us the first week of August and the district he went to wrote out a check for like damages district. Those are just kind of discussion items and we'd ask that we'll present those as consent agenda next. Any questions or concerns? >> Superintendent report. >> I think I'm four in a row here. So, uh, employment opportunities there. I don't think you want that one up there. >> Uh that should have been in your packet though for employment opportunities that current I sound the same each month. >> We'll be filling uh several of those coming up here in close session, but also we'll be having a couple

124positions we need to fill. So, >> it's been the interview season the last week or two. Ask my fellow administrators back there. So, >> ready to try this one. >> Yeah, the attendance is working. >> There's no reason. >> Sorry. >> There's no like some of the ones that are multiple pages come up and a single one won't. >> Well, that other one worked at home. >> Yeah, it worked fine. Okay. It uh is this the one you're looking for? >> Mr. Hay, do you want to drive this? Do you want me to? >> I think it's contained in the packet and it summarized the since the first of the year and having a week off and sorry I hear a couple of you including myself. I think uh our administrators would say the uh

125between sickness and not only kiddos but staff attendance is obviously down and since the we've come back to school and having that week off it's really been a struggle uh with some different stuff happening with our kiddos but our attendance is obviously down the first uh six weeks back from school here. Um, can I ask our almost a week off? Did we use a lot of minutes? I mean, do we have I know we build in minutes. Are we getting close to being out of minutes? Am I asking that correctly? >> Are we out of snow days? Yeah. >> And every building's a little different. So, >> so we're there's no proposed >> future days off that we're changing or even getting close to. Um, okay. >> I don't want to speak on it behalf

126of Mrs. Nero or the administrators, but I think they've talked with staff about what how that looks missing those five days and how that's going to be um made up and to catch up on that. Right. Nice. Thank you. >> There we go. >> We should be at the past the 50% mark now. So we'll start kind of watching for some of that representation. The first one is the revenue report this month and divided into local, state and federal and compared to this year currently, prior year and the year before that. So it shows our local revenue coming in our state revenue and our federal year to date compared to this time last year the prior years. So visually we represent it and then we show you also the numbers. And so we are tracking

127to see kind of where we were when it came to local revenue coming in compared to this year compared to last year and what we budgeted for the entire year and what percent we are at for that. We do it also for state revenue and then the total and so local revenue we sit and waiting for that to start coming in and it's coming in heavy now with your December, January and February months. For our expenses we divide those out by salaries and benefits, purchase services and supplies and materials. So those are all the different codes that are in the budget and we kind of lump them together for you to see as a lumped group and we can do the same thing. You look at the light green being currently where we are year

128to date this year compared to where we were this time last year and the year before and numbers and there's our 50%. Obviously, there are things that are that are spent out as an expenditure first thing as school year starts. It's not evenly spit split between all 12 months of the year. And there are some things that we aren't going to purchase until right towards the very end depending on what it is. So, you can use that as a measure, but that's all it is. Just tracking along to see that we're comparable to where we were before. >> Dr. Jones, could you remind me when when the estimated insurance proceeds were coming? >> They have hit. >> They have. >> Yes. >> Okay. >> And that's why we want to be able to We don't

129want them to just sit idle in the bank. >> I see. That's the R. >> Yes. We would like to um if there is a portion of those proceeds that we know that we will not use immediately, if we could put that into something shortterm, we possibly could earn some additional revenue on that. Okay, then we have our spotlight. I hope so bad that this works. Are we ready for volume? >> Yes. >> All right. >> In the state of Missouri and actually across the United States, we follow something called the three circle model of agricultural education. Um it includes classroom/lab instruction. Then it has your SAPE component or supervised agricultural education. And third, it is that FFA component. When coming into the A program, you'll take an intro to a class. Um or as

130of right now, we're taking the exploring a class and then you'll go up to the intro class. You'll come in here, you'll take that, you'll do a whole year of it, so two semesters. Then after that, you can go into any of the three different pathways we offer. Um, and this is just related on what the kids really like to see. So they like animal science. That's a big one. So then you can take any animal class that we offer. This year we did vet science, animal science, and an ecoin science. And then you can also go into a mechanics and machinery a little bit. And that teaches you a little bit more hands-on in the shop, outside doing things. Um, that there's a different ad classes or a construction classes that are offered. And

131then we got more of the soil and plant science side of it. So then greenhouse management, floral design, um dealing with the greenhouse. So it's a lot of hands-on work there too. So >> I think AC construction is my favorite. We do a lot of hands-on building things. We uh are getting ready to build some smokers for the school. So that should be a good thing. >> Something cool about this year is that we started an eighth grade class. So um some eighth graders can come up from the middle school and get a chance to learn about agriculture before they get into high school. Each student enrolled in an agriculture course is required to have an SAPE in order to technically complete the program. Um those are where they have outside of class time hours

132typically um some extra project. Okay. So some kids, they're very fortunate and they live on a farm, so they could have um a beef cattle enterprise or they have rabbits at home that they show. So that could also be a project. But an SAPE could be something as simple as working at McDonald's as well because that falls into food products and processing. So my main SA is technically like my job. I work at a restaurant. I work at scooters. So handling food, safety practices, working with customers, a lot of stuff. But I also have an an education SAPE. So I teach uh AGOT on the move to the second graders. So we go up there, we teach AGOT on the move. That's just like an hour lesson to them and shows them different things within

133agriculture in Missouri. My SAE, so I run my hours for my agriculture for working on my family farm. So I dock all my hours. So this year I've so far or between last year and my freshman and sophomore year, I've worked almost 400 hours. And then I have a I have a bit I'm a business manager for JNC detailing. So I put all my hours kind of like you're managing your own business kind of thing. So J&T Detailing I manage my own business and that's a really high platform to get in the agriculture community. The National FFA organization is a huge thing that we bring from anywhere from 9th graders to 12th graders learning about all different types of what FFA brings to us. So we got leadership development skills. So, um, scholarship, networking is

134a big thing, too. They get to meet people from all over the United States at different events. People in Missouri, when we go to all of our little conferences here or different activities, um, contest teams, they're getting to grow their FFA knowledge and experience. I love FFA with all of the things that we do, the events. I love meeting people around the state. Every time I get to go out and compete for CDs or LDES or the summer events, I just like meeting new people and I think it's always fun the opportunities that they give us. I'd say one of my favorite thing is the contest team. So I was on the livestock judging team and we went to we got second in districts and we went to state and got third in state. But

135state is one of the coolest experiences. You go around and tour expos so many and meet so many different people that so many different backgrounds and knowledge in this agriculture community. >> I love fall harvest. That's one of my favorite things cuz we get to bring up like the third through fifth graders and teach them about agriculture and I love seeing their little kids around there cuz I never got to do that cuz I didn't go to Pville and so I think it's really cute that we get to see them up here and teach them about animals and stuff. Cool. Lots of opportunities for engagement. Mr. Ford gets that together. Thank you. questions, concerns, or comments on the ad program or the newsletter. >> Second. All those in favor.