9/3/25 Board of Education Meeting

001Um, I apologize for the late start, very late start. Oh my gosh. Um, of our meeting, but we just came from our joint meeting with the board of alderman, which ran a little late, um, which is an annual meeting that we have with them to review the budget of the center of Clayton, which we share. So, now we will begin our board of education meeting. Adequate notice has been given, and I would like everyone to um, stand and join me in the pledge of allegiance, please. I pledge algiance to the flag of the United States of America to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Okay. Okay. Um Chris, would you read the motion to adopt the agenda, please? I move that the board of

002education adopt the agenda as posted. >> Okay. Um it's been moved and seconded. All those in favor? >> I. Any opposed? Nope. Motion passes. Okay. Um next on the agenda is recognizing our own and I would like to call in Dr. P who is going to recognize Katie Burkard. >> All right. Good evening. So today we want to uh recognize Katie Birkhard who was one of our district social workers. Um she was recently awarded with the school social worker of the year by the school social workers of Missouri. So, let's give her a hand. Katie has been phenomenal, not only as a social worker, but as an advocate for children um and an aid to many buildings in terms of serving especially some of our children with their highest needs. Uh Katie has been with

003the district uh since the inception of us bringing in social workers. So, she's been very instrumental in building the foundation for social work in the district um and being very instrumental in the systems that we have within student services. Um I can recall from this past uh school year when we had the tornado that devastated a lot of our citizens and a lot of our students. Katie working over the weekend and tirelessly through nights to create systems for, you know, folks to donate, for us to serve families, reaching out to families, making home visits, uh, dropping off supplies and needed items for groceries and toiletries. Um, and a lot of the work that we were able to do through the tornado was pretty much because of Katie with her hard work and her determination and

004took a tragedy and really really um helped the district come through to help a lot of families. So, we are extremely thankful for Katie for her work and her service. Um, and yeah, we're extremely blessed to have her in our district. >> Thank you, Katie. [Applause] Her family's here, too. Can they come up for a picture, too? >> Congratulations, Your mom is a rockar. [Applause] Congratulations Katie and family. Um, thank you so much for being here tonight and I'm sorry we started a little bit late for your family, but um, we appreciate everything that you do and thank you Dr. P for giving her such a great and thorough um, accolades. Thank you. Okay, we are moving now on to public comment. We do have a few public comments tonight and I'm going to start

005with me Greenberg. >> Good evening. Um I'm your resident squeaky wheel about this topic, the um tech self-study. So, I just wanted to come back and um kind of reup some of my thoughts about it. First of all, I was so pleased to see it on the agenda tonight. I'm really looking forward to hearing uh what the team has to say. And I also just want to say thank you for doing it. I know it's going to be a lot of work. Um but I'm really excited about it. Um, I wanted to share sort of the way that I've started to frame this and the way that I think it kind of pulls together a lot of the concerns that I have and that other parents might have um or that do have. Um, I

006think as we all know, whenever there's a screen involved, it's going to pull our attention, a child or an adult, our attention into that screen. Um, and my feeling, and I think probably all of us in this room is, um, if we are going to pull our children's attention into a screen, into a device, um into something that takes them away from the teachers that are in the room, their peers, um all the opportunities to learn with the materials in the classroom, the wonderful facilities that I know we're going to invest in. If we're going to take their attention away from what's in the room and pull them into a screen, into a video, I want those experiences to really be worth it and they should really be furthering an educational purpose. Um, and it

007should be missiondriven and it should be um backed by what the district believes about child development and our education system and what we want our kids to learn. So, I just hope that the board can keep this in mind as well. I was so excited to see that there is a a mention of balancing screen time with technology use in the classroom. And that is so important. And I just wanted to highlight that it's not just about screen time, but it's really about the intentionality of how it's being used. I care so much about child development and I'm a mother of young children. So my focus is obviously on that age group right now. I think particularly in the elementary years, um, you know, but middle school and high school as well, the children's surroundings

008and their teachers that are in the room and socializing with other kids is so important. So, I want to make sure that anytime that they're interacting with screens or videos, it's it's worthwhile. Um, but I also know that there are ways there are reasons to use technology that can only be done through technology. My daughter came home and she said, "I saw a video today and I braced myself." Um, but she said she saw a hippopotamus eating a watermelon and then an alligator was eating a watermelon and then the teacher was talking to them about the different animals and I thought great, there's no other way for my kid to see a hippopotamus eating a watermelon. That's totally wonderful. Um, I so I support, you know, and the different ways to take coding and, you

009know, all those sorts of things. I know that presentation skills are really important. So there's totally a role and a purpose for technology and education. I just wanted to be really intentional particularly with our youngest learners. So thank you so much. Uh and I apologize. I meant to before you Thank you, me. Um meant to remind everyone before you spoke about um kind of our practices with with public comments. As you see the clock on the screens, everyone has three minutes. And also, we don't respond to public comment at the meeting. We follow up afterwards. So, anyone who makes a public public comment can expect an email as a followup. Um, next, Ellie Gund. Hi, my name is Ellie Gund. Um, I'm a Clayton alum and I'm also a current public school teacher. I'm here

010to address the board about the Clayton School District's partnership with ADL and why I think that's inappropriate. Um, something that I learned through my Clayton education and something that I try to embody in my classroom now is that we should always be gentle and supportive to individuals while being critical of systems, including governments. I think the Clayton School District had good intentions with partnering with the ADL. They were trying to support their Jewish students. Unfortunately, in this partnership, they've precluded students and teachers from being critical of systems, which is an important thing for students to learn to do through their education. The ADL's definition of anti-semitism includes that any criticism of the state of Israel is in itself anti-semitic. That's simply not true, and that's not aligned with the beliefs of Jewish adults on that

011topic. In November 2024, 800 Jewish voters in the United States were surveyed as part of bianial election survey um on behalf of J Street, which is a liberal pro-Israel lobby. Those Jewish adults, 71% of them said it was not anti-Semitic to criticize how Israel was conducting the war in Gaza. And 59% said it was not anti-Semitic to accuse Israel of war crimes. Now, I want to be clear, those voters did not necessarily think themselves that Israel was uh committing war crimes or was conducting the war poorly. But they said simply to hold those beliefs is not in itself anti-semitic. I also want to highlight that the beliefs of young Jewish adults are very different from the beliefs of older Jewish adults on this question. Less than half of young Jewish adults ages 18 to 34

012have favorable views of the Israeli government. Only 45% of them view the Israeli government favorably. And so by choosing to preclude crit criticism of Israel, the school district, the school district of Clayton is putting themselves out of alignment with what their Jewish students probably believe. We need to be supportive of Jewish students, of Palestinian students, of Muslim students, and of Israeli students. We need to be supportive of those individuals. But we cannot let this good intention of being supportive of individuals keep us from being critical of oppressive systems and oppressive governments. By supporting students, by supporting each of these individuals in our care, we can make sure that they are able to develop the critical thinking skills to form their own opinions. But by precluding criticism, we cannot fulfill our educational mission. Thank you, Francis.

013I'm a I can't read your last name. I'm sorry. What? Okay. Pierce. Sorry. I wasn't gonna speak today, but um I guess I'm up. Um okay, so I am a resident of Clayton. I also serve on the Clayton Equity Commission. Um two months ago, parents from Glenidge addressed the the incident that happened at Glenidge at our commission and that was sort of the first time I uh was was introduced to the sub uh to the topic. Uh they also expressed extreme frustration at the response from the board and the administrators of Clayton. Invited to the meeting was a person from this organization called the ADL, an organization I knew only by their, you know, nice sounding name, Anti-Defamation League, uh but not much else. They kept touting their program called No Place for Hate. Over

014the next 30 days that preceded our next meeting, I did some homework on the organization as well as what the district does to make Jewish kids feel welcome in our school district. I was pleasantly surprised to see that the district goes over and above uh to to look after the well-being of Jewish kids and as they should. Um there's partnerships with the Holocaust Museum, for example. There's, you know, people from uh local temples invited in to come speak to Jewish kids and so on. The Jewish kids in the high school even have a club. You know, there there's a lot that goes on. As far as the ADL goes, suffice it to say, this is not a neutral organization, and you don't have to dig very deep to find this out. Objectively, it puts the

015state of Israel over all else, including safety of Jewish Americans. Yes, anti-semitism is wrong, as is racism, anti-gay stuff, you know, and and and the list goes on. But surely there's a more neutral organization that gets us there. If we want to build an inclusive and respectful city and school district, we need to stop putting our thumb on the scale for one side. Kids can see inauthenticity a mile away. And by inviting the ADL in, I think we defeat the purpose of trying to uh stomp out anti-semitism honestly. And and the last thing I'd like to say is the graffiti also mentioned antilack hate or there was sort of racism, but this has been completely lost in this discussion. So the ADL is here for anti-semitism. Who takes care of our black kids? You know,

016I I I I think we need to find something that's neutral that encompasses all these isms and and there has to be something out there. That's it. Jessica Jen Code. I apologize if I mispronounced that as well. >> That's okay. Jenos. >> Jenz. >> I also scribbled, so that's on me, too. Um, hello. My name is Jessica. I'm a CHS grad and current Clayton res. Um, I too am here to express my concern over the requirement that Clayton School faculty undergo a mandatory training with the Anti-Defamation League, also known as the ADL. According to the largest Jewish progressive organization in the world, Jewish Voice for Peace. For years, the ADL has used its credibility as a civil rights organization to silence critics of the state of Israel, and their work has labeled anyone opposed to

017the state of Israel's suppression of Palestinians as anti-semitic. This makes it hard to identify actual instances of anti-semitism that are on the rise due to right-wing extremism in this country. As such, I'm concerned that the ADL's presence in our school system will not contribute to erasing anti-semitism. Instead, it will contribute to an unsafe environment for students, teachers, and school administration to engage in open dialogue and discussion around what the UN along with Israeli human rights organizations have deemed a genocide. The role of local school boards is not to take a stance on the actions of foreign governments, but to create a space where students can dialogue with others and learn, think critically, and share their thoughts and experiences respectfully and safely. And my concerns are shared with the largest union in the United States, the

018National Education Association, who overwhelmingly voted this past June to cut ties with the ADL in recognition of this consistent bias and unreliability. This is the same teachers union that represents the majority of the teachers in the Clayton school district. So my questions are who made the decision to partner with the ADL for this training on anti-semitism? Were other programs for other from other sources considered? Were students considered at all or given a chance to provide input? Were a diverse array of parents consulted? And on the topic of equity, what is the Clayton school district doing to address Islamophobia? Do Muslim and Arab students have a student group where they can find community? I already know that at the high school level the answer is no. And so why is that? When I was a student

019at CHS, I valued that in my classes, clubs, and as part of the globe, I was given the opportunity to think and speak critically about local and global issues. It was such an important part of my, you know, becoming a person in this world. I'm concerned that this partnership with the ADL is a step backwards. It creates a culture of violence and a fear within the school system for those who fall outside of ADL talking points. I ask the school board to reconsider your source for trainings on anti-semitism and to share your plans for ensuring that Arab and Muslim students also feel safe and welcome at Clayton. Thank you. >> Hello. Um I won't speak as eloquently as the last three speakers because I don't have anything written down but I did want to talk

020about the same matter. Uh CHS for me was very formative because of my history teachers and because of speech and debate. One thing in AP world that we learned was to take into consideration the bias of the articles and the first uh first accounts of situations and topics that came about. So what was very important was not just the cont that was being put out. But who was behind putting out the content? Was it the farmers in um in like feudal system or was it the feudal lords who were standing idally and were in the palaces? Who was best equipped to tell us about the occasion and to tell us about information? In speech and debate, we looked at both sides and were able to have conversations very openly about things that were happening around

021the world. What I'm concerned about is that the ADL has like the previous speakers have said has a inherent political bias that's going to take shape and is and I'd also like to know why um how we came to this this decision to partner with the ADL and also what our relationship with the ADL is going forward as it has very concerning political views when there are other organizations that are more equipped to deal with training for anti-semitism. Thank you. >> Thank you all. Um, moving along, agenda item four, I will turn it over to Dr. Patel for her superintendence update. >> Okay. >> Thank you everyone and um, thank you for everyone who gave a comment as um, as Stacy said, we don't respond, but we will be reaching back out with email responses.

022So, thank you for giving up some of your evening to be here tonight. >> Superintendent update. First thing, um, this is our first board meeting for the school year since school started, so I should put it that way. Um, first two weeks went really well. I got to visit all the buildings, went into the classrooms, the students, the staff, everyone had great positive energy. It was a very smooth start and everyone I spoke to, I'm like, where's where do we need to knock or, you know, keep this going? But it went really well. Even the parents, it was great. I'm trying to get in front of all the different schools at this start of the school year, school day I should say. So I tried to rotate myself. Usually I always started past few years

023at Clayton High School and now I'm trying to go to different buildings. So I was at Captain the first week and um I got to meet this wonderful group of 78 families who it was their first time um in Clayton dropping off their kindergarten students. So, it was a great way to connect with the families and how excited and nervous they were, but um I'm already in touch with many of them who have said that they've had a great first week. So, it's been great um just having that energy back. Then on Friday, we had our first professional learning day of the year and in the morning we actually did a morning of service. Usually the first professional development day of the year, half of it um we do it from a district perspective in

024terms of bringing the whole district staff together. So this year we decided to give back to not only Clayton but our surrounding communities and we gave all of our staff choice sessions. Um and so over 65 staff members ended up helping at the North City neighborhood cleanup. um whether it was just making sure all the bricks were laid out, cleaning debris, picking up items, whatever was needed. And it was interesting, they their feedback, of course, it was amazing, but their feedback was it was sad because many of them didn't realize the devastation that's still out there. And as they drove away, they felt like they didn't even make a dent, you know, spending the whole morning there. So, a lot of really good experiences for them. and just knowing that per your purpose is not

025just for you and what you're doing in front of you, but really for the greater community. So that was one of the choice sessions. Then the others over 300 staff members were at Clayton High School. The rest of them and their choice sessions were either putting together care kits for our families in need or other families in the community. We had over 50 that were packed and that was from supplies from our food and essentials drive that we did that parents also donated to and our um staff did. We had staff baking treats for Evelyn's house for the families whose loved ones are part of hospice. So, we delivered those there. We had staff members writing hope notes for um first responders. Um we partnered with BJC with that. And then we also had um

026a huge um area where Jen Mchuan from the wellness center at the high school ran and they were staff were writing notes for our students that we're going to pass out throughout the year. So again, a lot of variety, a lot of choice and a lot of really good feedback that they felt like yes, it was part of giving back to the community but also connecting with one another as staff members. It was a great morning and then the afternoon was contentdriven um professional development where they all got together in PLC's to talk map out the year for them. So great first professional learning day and then of course the um work continues with our long range facilities master plan. Our workshops have continued. We had our athletic two athletic workshops in the past couple

027of weeks. We've had next week is a full day elementary workshop, Clayton High School workshop. And we also last week for two evenings we took a tour to SP Spy Elementary School and we had about 40 people that joined us including staff. We had students who came on the trip and we even had former board members who attended with us. So that was a great way for them to actually see the elementary schools that had great questions. And one of the things that was a theme from the tours was that it's it's something to see pictures of facilities like that, but it's something different when you actually go and tour it. And so they walked away just excited and energized with the possibilities of having new facilities that can help their learning and teaching move

028forward. Um, so I felt like that was a really two really productive evenings and I'm sure Nina's going to talk about it because Nina joined us as well on one of the tours. So that continues and one of the things that I want to highlight with our community is as you know we've been working on this for I would say almost a year and a half now when we started the long range facilities plan journey and the board has prioritized three areas right looking at our elementary schools looking at adding an addition to Clayton High School for the CTE programming and looking at our athletic fields and including um why down middle school and looking at the field there. So with those three priorities means we need to have heavy community engagement and we invite

029everybody to our community engagement forum which is the first one. We're going to have three. First one's next Wednesday. Yep. September 10th at Clayton High School at 7 o'clock. Hopefully you've been getting the emails, social media website. We're really trying to promote it. And that's the first time that we're going to share the architect design team that we've assembled is going to share some initial concept designs for what the elementary schools could look like, what the um high school edition could look like, and what athletics could look like. Um, and that is just another place where I feel like we can get input from our community, which is very important. And then after that, Friday, we're going to be releasing a survey that'll go out to the community and just getting additional input on what

030we have shared on September 10th. Parallel to that will be a phone survey that will be about 300 patrons is who we're going to try and get um phone calls from. And we actually have a presentation tonight from the individuals that are going to be creating the survey and actually doing that. Excellence K12 will be here later to explain that that more in detail. But again, the point being we really need to have community input on it before the board and administration really decide next steps. Between now and December, there's more workshops, there's more conversations, but really when you look at the timeline, it's really between now and October when a lot of the work needs to happen for us to have a better direction on next steps. So this is just the first community

031engagement forum and hopefully you get a chance to visit and if not we will obviously give a recap on emails put it on our website and continue to share information. So stay involved and stay tuned on that. And then lastly we have three presentations tonight. As I said excellence K12 will be presenting um a little overview of what the survey will look like. Dr. Gargano will be giving a curriculum update that we do annually and ask the board to approve the curriculum. And then finally, we have a text study overview that Luke and Dr. Garreno will be also presenting. And that presentation is really just a forecast of what's going to be happening in the next two years with this tech study. Okay, with that, I'm going to hand it off to Nina for a

032student board update. >> Hi everyone. So like Dr. said Clayton is currently in the process of developing a plan for a long-term facilities update. And last Wednesday, I got the opportunity to tour Spadey Elementary School along with a few other Clayton community members and teachers. Spy Elementary underwent a major renovation in 2022. And now they serve as a model and prime example of a modern future focused school. The school had many wonderful aspects, but my favorites were their emphasis on time management, versatility, and creativity. Which are things I know Clayton values and could definitely emulate in a future remodeling. The layout of Spy is designed so that no time is wasted, which is super important for younger kids. For example, it takes less than a minute to get from their gym to their cafeteria, meaning

033that kids have more time to play and less time to be disruptive in the hallways. Additionally, many of their classrooms prioritize flexibility. This means almost all of their chairs and tables could be moved to easily create different formations. This is beneficial for young learners because it prevents them from getting bored and feeling stuck while also encouraging them to experiment with different ways of learning. Lastly, my favorite part and the aspect I think is most valuable to Clayton is their focus on creativity. For example, their garden, which is small and doesn't take up that much space, helps kids get outside and working with real life plants and animals. Their video lab, which airs live announcements done by students every day, is a great chance for kids to practice writing, public speaking, and video production, especially at

034a young age. All in all, Spy Elementary School provided a great example for what I think Clayton Elementary facilities could one day be. Additionally, in talking with CHS students about the possibility of renovating Gayfield, I got some great insight on what many of them feel would be most beneficial. An overwhelming majority of them believe that moving Gayfield to Shaw Park would be much easier logistically. Right now, many of them say they have a hard time finding a ride to practice. When I asked them why it was so difficult, they either said they were too intimidated to ask upperassman or that they simply didn't know enough people with licenses to have a consistent ride. When I asked about the current state of athletic facilities, many of them said, "While they're nice, they don't really match the

035rest of the district in regards to efficiency and up-to-datenness." Some specific comments I got were the locker rooms at Gayfield aren't in great shape. Certain dugouts at Azdic field need more covers and when there's a game at Gayfield, it's almost impossible to find parking um anywhere. And even in speaking about these renovations hypothetically, many of the students acknowledge the fact that it would be a long process. And surprisingly, almost all of them seemed okay with the fact that a remodeling may mean a pretty drastic change in day-to-day routine, which was pretty nice to hear. From these comments, I think it's safe to say that the student body definitely wouldn't be opposed to some facility updates. Um, next I'll talk about the phone policy. As I reflect on the first three weeks of school, I can

036say one thing for sure. The phone policy is definitely working. Not only are students not on their phones, whether it's because they're doing other things like work or because they're just scared that they'll get in trouble. Um, but they're also doing exactly what the phone policy was trying to encourage. Throughout the past two weeks, I see more people talking, socializing, and just doing their work in school than I had pretty much seen in the past two years. But while it's effective now, I do think it's important that teachers continue to encourage and remind students of the policy to ensure that the success we're seeing now continues to happen in the future. And lastly, for just my general update, right now, I'm in the process of setting up focus groups to help get a more accurate

037representation of the entire student body. Sometime in late September to early October, I plan to meet with fifth graders from Glenidge, Marramac, and Captain to discuss their comments and suggest suggestions about their school experience. Additionally, I'll be meeting with Wound Student Council as well as Clayton High School's SPSA Club sometime later this month to talk about what's working well in our schools and what areas could use some improvement. Through these conversations, I hope to collect a lot of information about how the district is feeling about this school year so that my future updates can truly represent the entire student body. Thank you. >> Thank you, Nina. >> Yeah, great job. Okay, agenda item number six. We are going to have the presentation from excellence K12 and Gina Tart will be joining. Good evening. Um so

038I'm here with Rick. He's our partner from Excellence K12. He is working with the Paragon and Perkins Will team and he's going to give us an update on how the survey is going to be set up and some of the details. Great. >> Thank you. Um, a little bit, how do we advance this? You go. Go ahead. A little bit about us. Uh, we're in Blue Springs, Missouri. So, we are in Missouri. We've been doing this for 17 years. Uh, we've experience with a lot of school districts. We raised a lot of money. Uh, the national average for passing municipal bonds, which includes school bonds is 55%. Our clients pass at a rate of 95%. And I say all that just to tell you, you're in good hands. we are going to take care of

039you. Um, go ahead to the next slide and let's talk about the telephone survey. Uh, so we're going to do a random digit dial phone survey of 300 individuals. Uh, we will call landlines and cell phones. Uh, we get a list of new phone numbers from a company in Fresno, California uh, that does that provides us with the numbers of everyone in the district. Uh, we start with number one and then we jump to number 20 and then we go to 40. So that's how we randomize it. uh it'll be matched to your population pattern. Uh so that uh we'll ask you uh to and you already have you've given us three zones of uh of the city of Clayton that match pretty much the elementary zones and we will we will complete calls to

040match the number of people in each of those the percentage of the population uh in each of those. When we do those two things uh it gives us a 5.6% margin of error. Uh this is the same um same thing that Gallup and Pew uh and USA Today do. Uh random digit dialing has been used since the uh mid 1950s. Uh I first used it in 1981. Uh it's old technology, but we use it because it works and and nothing has come along to replace it yet. Um tell you a little bit about what we're going to ask in the survey. Um, we're going to ask first of all about your brand. We're going to ask people to give you a grade on a variety of things. Uh, everything from safety to classroom um to

041facilities to preparation of kids for college. Uh, everything you can think of about your brands are going to give us a grade ABCDF. We're then going to ask if patrons are civic-minded. We want to find out uh if you have people who understand that I could I will plant a tree today and I will never enjoy the shade of that tree. That's being civic- minded. Um then we're going to ask about each of your projects. So you got four projects that we're going to talk about. Uh and then we're going to do tax tolerance. And the way we do that is uh we ask we have the num the u amount of money it's going to cost the uh owner of an average home in the district to pass the bond at three different levels

042uh at at two at $200 million at $150 million and at $100 million. Uh in that way if they say yeah I'll go for the $443 a year at $200 million they're done. If not, we'll skip down to the next one and then we'll go down to the next one to see where the tax tolerance lands. When you put together the um interest that people have in the projects, what projects they like and what projects they don't with the tax tolerance, you have the formula for a winning uh for a winning uh bond issue. Um the last uh the next category we're going to ask is about communications. um how do patrons get information about the district which will help Gina when you do your um marketing campaign uh for the election and then the

043last section is demographics uh we ask age we ask time in the district presence of kids today in the district presence of kids or grandkids in the past uh in the district and we're going to give you in addition to a and I think that's the next slide in addition to a uh written report and executive summary we're going going to give you a digital dashboard that uh will enable you to look at all of the answers uh to the survey um against the demographic. So, you can kind of slice it nice and data any way you want. Um hearing the voice of the customer at the same time that we do the phone survey, we're going to have three companion online surveys, staff, parents, and general public. Uh staff and parents were captured audiences,

044so you'll get um should get great feedback from that. And if you don't have your staff and parents on board, you'll know that that you're in trouble right away. Uh the general public um online survey does not have much in the way of a statistical accuracy, but it gives us the chance to say everyone had a chance to have their voice heard. Uh and that's important from a PR standpoint. uh same questions that are on the phone survey without the two three open-ended questions that are on the Fern survey which are uh what do you think's the school's greatest strength and what do you think the school needs to work on and the communication question other than friends and neighbors where do you get your information about the district we'll list out uh the different

045things that people can check off on that so we don't have a we're going to have a bunch of open-ended questions uh on the phone survey uh all of these will run concurrently they're all going to start next uh Friday the 12th. Uh timing. Uh so the calls start on the 12th, they will conclude on September the 26th. Um we'll then my company will have analysis the week of September the 29th providing the exit the uh executive summary to the school district on October 3rd. Uh and then the u digital dashboard will follow uh one week later. Uh so you should but you should have the information that you need to have uh by October the 3 uh in terms of your bond issue and whether it's going to pass or not uh or what

046people like and what they don't like. Questions. >> Thank you. Whoever Liam, >> is that package of questions that you just went through basically the same one that you use if you you've used for other districts you work with or are you deviating in significant ways that I should know about >> the sections are the same. So we ask branded questions with uh you know ABCDF answers but what we ask about is all yours. uh the same thing with the civic questions and the projects and the and the tax dollar. So, we feel good about the sections that we have, but then it's all your your uh information that you want to gather from there. And I should say that uh we are at draft two on the survey. Uh Dr. Patel and Gina and

047John have all had a chance to look at it. Uh my understanding is that it next goes to the uh kind of the larger leadership group that includes the architects. Um and then it will go to the board of education. So everybody's going to get a chance to see the survey in advance and u uh you know make any comments that you have about it, edits, what have you. We just need it by the 10th, which is nice to say. >> But in any event, you know what a good question is for this kind of survey and what a bad one is and you're going to exercise your judgment if you think we're we're asking a bad one. Yes. Okay. Great. >> It's always the fun part of the job. >> Any other questions? I

048just thank you so much. I just wanted to comment that I really appreciated the I appreciate the civic minded civically minded questions. and your tree analogy was perfect >> because it, you know, obviously works so well with what we're trying to do and hoping to get the community's support and hoping they are civic-minded and realizing that what we're building is not for anyone here today. It's for future generations. So, I I appreciate your focus on that as well as the tax tolerance questions. I think those are going to be really important and maybe maybe the most important ones that are going to guide us very much. So, thank you for that. >> Okay. I think you a good point that you may want to make is the phone calls that you do, those are to

049registered voters. >> Correct. >> Uh yes. Well, >> or no, >> they are to people who have a phone in the district. We ask three qualification questions up front. One, are you a registered voter? Two, are you male or female head of household? And three, do you live in the Clayton school district? We know they live in the Clayton School District because that's the list that we bought. But if they don't know that, then we probably aren't going to get to talk to them. So, >> but you'll be able to aggregate then and know the registered voters, which >> we only talk to registered voters. >> Okay. >> Yeah. >> Great. >> Likely voters. >> No. >> Why? >> We have found in other markets over the years that um the likelihood of likely voters

050uh is not projectable. Uh I'll give you a quick example. We did a survey in Plat City, which is north of Kansas City, uh where the average number of voters had been 2500. Uh and if we talked to likely voters, it would have been 2500 ran the uh ran the bond issue and 17,000 people voted. Uh so depending on how volatile the projects are and the tax tolerance is, you you don't know who's going to vote yet. I I I would just I would ask us to really think about limiting the universe to likely voters and I would take two out of the last three municipal elections that happened, the last two competitive April ones and anyone who voted in the >> August in in the one in August >> that just happened. >> You

051wouldn't take also in November. No, I would take the one I would take your guys's one and I would take the one that happened last April and then I would take um anyone who voted in King's election. >> Wouldn't it be >> sorry I would just I would just >> or maybe look at 2019 where we >> actually had a bond issue. >> It was our last bond issue like >> there's a lot of trans. >> He's saying no. Okay, >> we'll trust the expert. >> Yeah. >> Um I just think I do think our community is unique. Um >> I I do think Jason our community is unique and it might be hard to >> but we do have more people come out on bond years in terms of voters than >> if we

052when we get it will we be able to see for ourselves any breakout by age would be a question. >> Yes, >> we do have a >> so we can that's >> oh tell us >> that's that's very helpful for as somebody who knocked on the doors from the list of that election, >> that'll be a very helpful for us to see. >> And I can tell you from experience, if you ask people, are you going to vote? Everyone will say yes. >> Yeah, that I Yeah, that's not the question. >> You're you're talking about using a list of people who have voted in the past. >> Correct. >> And I'm telling you, it's not projectable to people who will vote today, particularly with the tax tolerance that you're talking about. >> Okay. you're you're

053looking at the top end at a tax tolerance of $443 a year. I realize it's it's a wealthy community, but I will tell you I have never seen a school district pass anything remotely near that. >> Oh, so what is the highest? That's a good question. Then what is the highest that you have seen the school district pass as far as the tax tolerance? >> $25. >> Good to know. >> So you're more than double that. I'm not saying you can't pass it. I realize the wealth here, but that is a big All three of those are fairly big numbers. >> I just feel like I should say >> we're not trying to get a >> 2005 million question. >> Huh? >> That that number you just shared with us, the 205, which of these

054are where in that range of your 200, 150 or 100 million bond issue, which did that fall on? >> I have no idea. I don't I don't remember. We usually don't do the total numbers. >> Yeah. >> We usually just do the tax dollars. >> The highest one that's passed. >> I understand. He's saying our highest of the 200 would be about 400 something a year. You said the highest thing you've seen pass is 205 per household per year. Yes. And so I'm wondering aboutish. >> How much did that get? >> Is that the 100 million? That's what I'm asking. >> If I take what Kim just said, half. >> Yes. Well, 90. >> So, >> correct. >> Right. Because we already have >> I'm sorry. I didn't understand your question. >> Well, that's okay.

055>> You did. That's good. >> Thank you. >> I did wonder who came up with those numbers. Are those the specific numbers you're I mean, we'll see the survey eventually, but those right now. >> Yes. >> Okay. And who who helped did John help you come up with that or is that something Gina? >> Yes, >> you guys worked. >> Yeah, John's been very much involved. We've been working through the different options and obviously calculating it together. >> Perfect. >> Yes. >> Great. >> The 200 million Chris, if you remember, like if all the projects we do, the range that we originally heard was 150 to 200 million if you take care of everything on our list. >> But remember, other school districts did multiple. They didn't do it all at once. >> So that's

056the other two 220 might have been the high or 20 you say 205 might have been the highest you've seen but it does mean that that same district didn't go out two or three years later and ask for another 100 asked for another so >> and that the 205 is tax tolerance >> $25 for the owner of an average home >> got it >> okay so not 205 million >> oh got it okay any other questions or comments thank you very much I'm now very much looking forward to this >> good >> draft and the results of course. >> Thanks so much. >> It'll be a great process for you to go through see what your patrons think. >> Yeah. >> Thank you. >> Oops. Okay. Curriculum update. Dr. Gargano. Ready for a lot of

057me? Are you gonna click for me? Oh, no. It works. Okay, great. Good evening, everyone. Um, so I just wanted to recap why I come to the table every year. So, policy if um states the following things. And, um, we're really going to focus mainly on bullets two and three tonight. Um so what you direct the staff to implement as far as a curriculum is concerned and then the fact that you will review and approve the um district developed curriculum each year. Um so I'm going to go through some I've given you access to the documents that I think are the most important for you to approve. Um and then I'm going to go through and just sort of highlight some of those pieces um for you tonight. Back to networking. I can go without

058slides too if you want. Okay, I'll go without slides. Um, so imagine a slide that talks about um the self-study process. So just a reminder that as a part of policy if we talk about a curriculum review process. We have a six-year cycle um for each content area within the school district. Years one and two are really mainly a self-study. Um and sometime during year one, each each area goes to the teaching and learning advisory council um which is a committee made up of a board member and parents um throughout the district and um administrators to just provide input um through our work um as we're studying as we're determining what we're going to study and how we're going to approach that work. And then year two, sometime in the spring of year two, we

059give a presentation to the board where we ask for your approval of long range goals, the financials that are attached to those goals, and you reapprove the curriculum for that content area um at that time. So, just a review of the process, but then really my focus tonight. Oh, and also that in the spring, the humanities groups are the ones that are going to come um this spring. So that's literacy, English language development, social studies, world language, library, fine arts, and then we're going to have a technology piece which Luke and I will talk about um later. Okay. So our big focus with our curriculum um Marzano states that in order to be a high reliability school, you need to have a safe school, a collaborative culture, effective teaching in each classroom, and a guaranteed

060and viable curriculum. And guaranteed meaning that it's aligned vertically and horizontally. So across classrooms as well as um across grade levels and then viable meaning that we have enough time in order to implement that curriculum. So a lot of our work that we do in the summer is tinkering with that and making sure that we we have things that are aligned with state standards that are aligned um within our system within our district and then making adjustments to ensure that we have time um in order to do those things. Several years ago, we built a curriculum website as a way to be transparent um with the what we teach within our classrooms. Um and so we put a lot of work into that uh and curated a lot of information for the public um with

061that piece. This site will change with the upcoming changes to the district website. Um and we're going to we're making some different kinds of changes to help make it a little um easier to navigate um and to understand some of those pieces. So I think our vision at the time and our theory of practice I think now has shifted a little bit. Um but always our goal is being transparent with what um our teaching and learning environments look like in our classrooms. So the pieces that I'm asking you to approve tonight really fall into four categories. One is our new courses or our complete rewrites. Um and we have a process that we go through each year around new courses that I'll highlight. Um some workaround alignment within the district. So when we make changes

062at a at a previous at an earlier grade level then we have to keep making changes throughout the system. Reinstatement of courses. So sometimes we um a course goes dormant for a little while either because of student um lack of interest or because of um training for teachers etc. And sometimes we reinstate courses and then just some minor adjustments that um that we make. So the summer work um really falls into these categories. And this year our new courses, so part of our new course proposal process is that a curriculum committee will propose a course. It goes through the approval through the committee, goes to the building leadership team for approval, comes to the curriculum coordinators council, which is all disciplines, um, and then ends with me. Um, so I have the last right of

063refusal or approval. Um, and so our new courses this year are Amped on Algebra. Um, which is a combat, it's a combined algebra and business course. Um, and really is something that we're super excited about because it's really moving into this real world learning kind of approach. Um, so when you think about the children who can sign up for this class, it's anybody who um, their course as as a freshman would be um, algebra. So, college prep algebra. Um, they can sign up for that course. It's a two-y period course in conjunction with business and they're um their work is really around running the school store and understanding algebra concepts through this idea of business. Um and then when I met with the teachers the other day, they expanded my mental model of this because

064I was like, how much stuff can we put in the school store? But all the sports teams now when they do um sort of their theme games, so like their pinkout games and things like that, they're using that class to print all of their um shirts and everything. So they're working on all of those pieces. So, it's an exciting course. Um, and it's team taught with a business teacher and a math teacher. So, the students get credit for both. >> Could we ask them to get extra credit if they run the um concession stand? >> I mean, seriously, we can't get anybody to run those and we get complaints from visiting teams all the time that we have a concession stand that is always closed. >> Okay, I can ask. >> Yeah. >> Um, so

065our our second new course is walking fitness. Um, so we add uh new courses and we review existing ones to determine what to sunset. Um, and so the PE department is a good example of a department that has worked to freshen their offerings over the past several years from more traditional courses like net sports to walking fitness, strength and endurance in hopes of better meeting the needs um of of our students. So walking fitness was their um new course. The total revisions are complete rewrites. um middle school literacy, all three grade levels, we um did a complete rewrite with a focus on increasing the volume of reading and writing and better alignment to the state standards. Middle school math, you all approved the accelerated courses last year. Um and so we completed the curriculum work

066this summer. These are compacted courses that move at a more rapid pace um while still addressing all standards. So it's a compacted 67 class, compacted 78 class. Um, Latin. We chose a new resource for our Latin courses. The new text takes a more up-to-date approach um to language learning, which is interesting for Latin. Um, and and the topics are just more relevant to to learners in 2025. So, we're trying to to make Latin a more relevant um kind of exciting topic for students to study. >> Good. And similarly, Spanish adopted a new resource last year which you all approved. Um, and we had rewritten the Spanish one, the college prep Spanish one, Spanish 2 last summer and then this summer we finished the sequence rewriting Spanish three and Spanish 4. So then our courses around

067alignment um within the district, our biggest example of that is social social studies. So if you remember over the past couple of years we've talked about the changes at the elementary schools um to put the standards back into the grade levels uh particularly at keystage 2 grades three four and five um that then subsequently had a change to sixth grade social studies last year um which was a focus more on sort of geography and and um that type of study of social studies and then this year the changes in seventh grade which is a focus on civics reinstatement of courses at the high school um we've had a change in um teachers in our um theater program. And so we reinstated musical theater 1 and two and technical theater. So what was happening prior to

068this was those courses were offered outside of the school day and were in conjunction with the productions. So the spring production and the fall production and so this puts it back into the school day allowing wider access for students and it doesn't it's not tied to the production anymore. Um, so it allows students to study musical theater without being a a member of the cast of the afterchool production. And then we worked on alignment with the musical theater um program at the middle school. And then finally, this the small adjustments. So most departments will have one or two courses that will adjust um each year. I don't bring a lot of those to you because they're not big enough to to feel like it's not a good use of your time. Um but the ones

069that I wanted to highlight today are elementary SEAL. Um so with the development of the character with the bringing in of the resource of character strong um some of that resources divided in a way that um grade levels were were sort of overlapping with one another on what they were doing. So a child could experience a same lesson multiple times because of decisions that teachers were making. So we really developed a scope and sequence for it to say that these were the lessons that should go with kindergarten. these are lessons that should go with first grade etc. Um and that has proven to be uh helpful to the teachers and I think will be more engaging for the children because there'll be new lessons each year. And then elementary phonics continues to be a place

070for us to study and the addition of elementary grammar um in making sure that we have a good solid scope and sequence. So, as we've been training all of our teachers with letters, we've been making different decisions about um what the phonics instruction looks like within the classrooms as well as just like what the sound walls and those kinds of things look like in the classrooms. And so, developing those tools in order to be aligned um across the system. Okay. What questions do you have? >> I'll be really easy. I want to thank you so much for a answering every question I have emailed to you before. Got them all. No problem. >> Uh I always struggle with this because I uh think that the board of ed boards of education weighing in on curriculum

071has basically been a negative process in a lot of cases. So, I don't have a lot of input on this, but I'm going to break my own rule and and note that some very activist and vocal constituents have over the years observed that there were not a lot of middle school literacy texts with female protagonists, and there is now one in the eighth grade. And uh I think that's a positive development. That's my comment. >> I I'll I'll also say with the middle school rewrite um [Laughter] mic drop >> with the with the um literacy rewrite at the middle school. Some of some of what our decision um at the time was in increasing the volume of reading and writing was to keep some of the core lit texts the same as they are right

072now. um because we have a process and a it's like a financial process and a decision-making process to cycle um core lit texts in and out and so that continues to be work that we'll continue to do and diversifying the collection is one of our goals um as a part of that work. So I think you'll continue to see movement in that way. So, I'll just say seven words you said that were really important because we also and again speaking on behalf of like speaking or not on behalf of but just articulating what I've heard from constituents is there's been a criticism of it seems like there's less reading and writing in the curriculum especially in the elementary and middle school and you said emphasis on increasing the volume of reading and writing. So those

073seven words are very important and I want to make sure that I repeated them so that it's heard because I know that Nisha you've also heard that probably everybody at this table has heard that at some point and I think um we heard a lot of noise about that particularly around the issue of are you getting rid of certain books that were beloved that I read and my father read and my grandfather read and are those now gone and you know so so Um, some of that's died down, but we still get pretty frequently like, you know, I don't see enough reading and writing. So, increasing the volume of reading and writing. Yes, >> that's great. >> I just I think um the courses that you mentioned like Amped um that are new are so

074exciting to me and I think actually there are I mean like Kim mentioned a concession stand. There's like so many other possibilities with that class that I just think is really cool. Um, and I also think like the musical theater in the school day will be great. I mean, I know a lot of kids, including my own daughter, who had that been in the school day would have been really exciting, but couldn't do it when they got to the high school because they played sports or whatever after school. So, I think um anyway, I think all of those changes, the additions or bringing classes back are all really exciting. So, thank you for that. >> Any other comments or questions? >> Yep. So, I'm gonna go and um piggyback on what me brought up in

075instead of just talking about screens as in relation to what you know um Luke's going to come up and talk about. How much when you're doing your curriculum adjustments and corrections and all these things do you talk about screen usage what how how often it is but also the intentionality of it etc. >> Right. So I would say historically we have not spent a lot of time talking about that when we've um when we've been doing the curriculum writing. I think what you're going to see in our next presentation is a a forward thinking approach to how do we do um a little bit of an audit of sort of where we are with that um while also refreshing our like I don't want to steal our thunder but a little bit of like refreshing

076our philosophy around technology um within the system. So I think it's going to come through that study. Great. And then that will apply then within the other disciplines. Yeah. >> Um as as we once we get that sort of landed. >> Yeah. I guess I'm just trying to help us see the the that we should also be looking at this while we talk about curriculum, right? They they go hand in hand and if we don't if we do one without the other, you know, we're kind of chasing our own tail. So >> yeah. Yeah. I I would agree. I I think also um Luke and I did some work this summer with the edte at the elementary level in particular >> to think about the connection between technology and empowered learning. Yeah. And so instead

077of talking about technology for technologies sake talking about empowered learning and what are the tools which some can be screens but they don't all have to be screens that that can help empower learning. And um actually on the 29th we ran uh Luke and I with the edte ran professional learning for the keystage one teachers um specifically around that. So it had a focus on empowered learning but there was a component of it that had technology use um and it was more about the quick use of technology within a classroom as opposed to these long drawn out like projects that have to be polished. like there's ways to and me referenced it in her comment, but there's like ways to address the the use of purposeful integration of technology into teaching and learning. Um, and

078that's what we're we're trying to tie that in with the idea of empowered learning. >> It's great. >> Thank you, Nina. >> All right. Um, these all sound so amazing. I'm just thinking a little bit about like what this will look like at the high school, especially with the amped program. I'm just wondering would this be like something available to all grade levels or would it could you only like be enrolled in the class if you're like currently taking algebra or is it just like kind of a prerequisite? >> So it's it's a it the it is an algebra class. So if you're ready, you know, so if you're ready to take college prep algebra 1, you could either take a traditional college prep algebra 1 course or you can take the AMP course which

079is college prep algebra 1 with this business component. Next year our plan is to put geometry and construction into the program of studies which would be a similar thing of like a combined CTE geometry course. Um so it would be a geometry credit plus a CTE credit. >> So it would like this it would qual it would like you know count as your algebra or geometry. >> Absolutely. Thank you so much. >> It is it is it's two periods. Yeah. >> So they're meeting every day. So the way that we schedule it is so that they can meet every day. So they're meeting on an A day and a B day. It's like fourth and eighth hours. So that they're so they're meeting every day. Um and the teachers are dividing up what that looks

080like as far as the algebra component and as far as the business component. Um but the the goal is that all of it focuses on the algebra 1 standards. The students would take the algebra 1 EOCC at the end of the course. Um so that also will give us a good read of um the algebra learning within that course by having that sort of formalized measure in place. >> I have one other question. I was wondering when I heard you say that it satisfied a business requirement, does it by any chance also satisfy the state requirement for personal finance in the way some other high school business classes do? >> So that one does not. Um the we have a personal finance component that's embedded into econ, >> right? >> That can meet that, but

081the but the AMP class does not. that. >> Thank you. Okay. And we'll move right into the technology study overview. >> Oh, wait. We have to Oh, sorry. We have to approve the curriculum. I I apologize. I was getting confused because it was a presentation, >> but we do annually approve the curriculum, right? Go ahead, Chris. >> I move that the board of education approved the district curriculum as presented. >> Second. >> I guess we already had our questions and comments. Yeah. >> Um, all those in favor? >> I I Any opposed? >> None. Okay, >> motion passes. Thank you. A lot of exciting stuff. >> All right, Luke. >> Okay, Luke. Now, the technology study overview, please. >> You're still stuck with me. [Laughter] I try to drive again. >> Oh, it worked. >>

082We're driving. >> Yeah. >> Okay. I'm gonna let you drive. >> Okay. Ready? >> Okay. Then the first slide of this presentation is going to look very familiar because I just talked about it. Um, so again, our self-study process. uh we're going to move into a technology self-study. This is a little off cycle for us, but we think it's important to to start this year with the self-study. So, it would be a two-year self-study. Sometime during this year, we'll meet with the teaching and learning advisory council to talk through some of the the work of the committee and we'll go more in depth with what that work will look like. We plan to come to the board with a device recommendation um this spring and then year two coming with the um long range goals,

083financials, etc. So, those are going to look like two separate reports and then we would have um the four years of implementation. Self-study really allows us for a deeper dive um when we're looking at these content areas. We're constantly working and making adjustments throughout the years. So, we don't wait for a self-study to make adjustments, but it is a time for us to go deeper with it. Um and within the self-study, we have a tendency to look towards site visits, consultation with outside people to help inform um our deeper dive. So just a recap of of sort of where we've come from. Um these were our goals that we developed in 2022. They really fall into two areas. One around teaching and learning. So the what we do with technology within the teaching and learning

084space. And then the other is like the stuff. Um, so what do we need to buy and what do we need to have in place in the walls and the ceilings and everything in order for the hardware to work um as and also with the hardware um and what are we provisioning both to students and um to staff. So those were our two main um areas of focus with those goals. We felt it important to talk through a little bit of the background of the fleet of devices and this is really student devices um that we're talking about. So in 2016 when we came with the technology study our recommendation at that time was a oneto one Chromebooks at the high school um and not be onetoone at the elementaryaries and the middle school um

085but there were carts of Chromebooks, iPads and MacBooks um K through eight in order to really diversify the thinking of how we could use the tool in the teaching and learning space. As a consequence of the pandemic in 2020 um we split those cards up um and went onetoone. So that was really what allowed us to when we had to go to remote learning, the fact that we had all of those carts um and that we had a fleet that really could have gone onetoone if we needed it to, we ended up needing it to um in order to continue teaching and learning at that time. And so we moved to putting all the iPads in grades K through two, Chromebooks in 3 through 12, um one to one. At the elementary school, generally the

086students do not take those devices home. um sometimes in fifth grade um or in fourth grade there may be some movement towards students taking devices home um and then we maintain some specialized devices in some teaching and learning spaces. So our project lead the way courses had um some different devices. They needed more powerful devices in order to do um some some of the work. This cycle um then um aligns somewhat with the life cycle of our devices. So we cycle devices out of the fleet every four to five years. So you'll see that like the 2016 to 2020 to now we're at 2025. Um we're sort of paralleling the life cycle of devices. So it's a good time for us to be studying this to make a recommendation to you um as to what

087we would want to move forward with um and what are our needs within our teaching and learning spaces now um as opposed to where we've come from through through the pandemic. >> So I'm I'm just going to hang on the fleet for just a moment longer because we're already there. It is the year it is part of the year one in the study. We thought it would be important you know Melena had mentioned earlier that you know this is this is kind of like an audit um and so we've kind of gone back and we've looked at some things um that we've heard and feedback we've gotten and then you know how we've kind of worked with that feedback. also mentioned earlier that you know challenges that we've had have not we've not waited until

088this process to fix. So we are constantly working to improve all areas uh as this goes along. Um, so just real quick, some of the things that we heard, you know, when we when we originally rolled out the iPads, you know, there was a little bit of a learning curve, I think, for some of that and how we deployed apps that teachers and students need uh needed in light blue there. Anything that we've already really come up with solutions for. And so we were able to get an MDM that kind of handles some of that process like allows the district to retain ownership of applications and things like that, which was important. um you know with K through2 students they're younger um the process of logging in needs to not be complicated and you know

089and this was this was a common theme that we've heard and schools have heard having done this work uh for many years it it's been common in that process this year uh we're we're really excited uh that here early on we've rolled out a new tool that is allowing our K through2 teachers um to really make this our this process super efficient uh through a through a company called Clever and uh it is cleverly getting our kids in so that the teachers can do what they need to do and make sure that it's not spent you know typing in things and passwords and emails and all of that to get kids in. um to kind of just transition our Chromebooks. We've heard a lot over recent times and you know just to share with some

090of the things that we've heard from students from staff you know common things that we would hear would be processing power the speed of login kind of is connected directly to that. um we hear repeatedly that they're clunky and heavy and the screen resolution um a lack of touchscreen. Just so you know, some of those things we do within the larger cycle have smaller cycles um for you know uh just being able to roll in and out devices. Um so the devices that we did bring in this year actually were meeting some of those needs. So, um really honestly improving a little bit of the processing pro processing power even though we didn't highlight it there. Um but it did improve screen resolution in a uh and it did add in a touchcreen. Um but

091that is a portion of our student body because that's how that process rolls in over time. Um one of the big things that we do see commonly obviously with Chromebooks being a web centered device, right? it is it is based and built to be just a web browser. Um that we have a lot of situations and courses that do require more than just a cloud solution or being able to do something through a website. um whether that be through you know certain uh computer engineering programs or design work whether it's with the Adobe suite and beyond there are a lot of instances where these just don't do that work and so that is something we do here regularly now we do meet that need through you know fixed labs and things like that so those

092are just some of the things that we're working through this is you know an audit headed into this study of kind of some of the things that we've heard and some of the things that we've been working through. Um we do know right off the bat that you know we we have areas of focus, things that we've heard, things that we know are prominent in the space right now. You know, you get five years down the road, four or five years down the road and much in this uh area of technology changes. And so there are some big things right now um especially as we approach the subject of AI and artificial intelligence and its role within our classrooms. you know, we want to make sure that we have a district philosophy around that use

093that protects students. Um that is it makes sense to be able to be used for educational purposes and we want to make sure that it is a clear um a clear picture of what we expect as a district. And then we've we've spoken a couple of times tonight. A major part of this study we do envision that it's going to be the role of technology in teaching and learning as a whole. Right? So what does that look like? What does balance look like? Um what does equity look like? Within all of this, you know, we want to make sure that when we are using technology that it does, it has a purpose. Um it is a tool. It is a resource. And as the technology person, yes, I love that, you know, technology is growing

094and everything like that, but it is also our job to make sure that, you know, we are we are making sure that the learning outcomes um that we are supporting that and and and it's not taking the place. It's not becoming the goal. It has a tendency to become the goal. We hear technology and and then our our our mind runs there. So, we don't want that to necessarily be the case. And then we already talked a little bit about the res the replacement cycle. We know that's an area of focus. We know that that first year we're going to look hard at uh what is most appropriate um for uh for for our students and more. And then an infrastructure analysis. You know, when we talk about technology, one of the biggest things that

095we continue to have to invest in and look at is cyber security, student privacy. Um and then just some of the bare bones things that we know we have to keep up with. Um and that's just the stuff that nobody sees behind the scenes. Um some of that infrastructure related items. So on that note, it's kind of the highle view. Are there any questions that we can answer? Anyone have questions for Luke? >> Hi. Um would Could you speak to how the new policy JFCDS state law um will impact this work for you? >> Yeah. And I I'll speak to a couple maybe ways that I envision that we kind of have talked about um some of some of how this work is going to be a part just natively of that. Um we know

096let's just we can start with the device fleet itself, right? So one of the things that we will really be studying is that we have the right device for our students that can meet the every need of of our students. Um and and by saying that we have situations now obviously where our devices may or may not meet every single need and in which case that has brought in the need and the use of external devices right and so we are going to be asking the question okay what can we do as far as the device fleet that will diminish any use of external. And with the diminishing use of external, it does allow us to manage the devices more aptly like we're able to control those devices better. We're able to guarantee safety better

097for those devices um for the students which is ultimately the goal as well. >> Yeah. our goal being to to the the sort of line that we put into that policy about during this year that we would be on a BYOD to remove that and to be able to have a device that meets the teaching and learning needs um and that the children would be using the district provision device. Um, I just wanted to say I liked that you said um that you're going to be presenting this to the teaching and learning committee. Not just because I'm on it, but me's also on it. And it reminds me back to what Chris was asking that that's a group of people who this committee is comprised of parents and teacher other teachers staff members who usually

098what we discuss is curriculum. So to have this piece into our discussions as the teaching and learning I think is a great way to see how they come together. Anyone else? >> For >> I'll make a comment and then a question. Um, just as you go through this process, uh, I do think it's important to keep in mind how policies and practices around technology in school play out at home. Just keep in mind that, you know, the device that you give these kids to use every day is also the one they have at home. And I know certainly during the pandemic it felt like I in my house and I think a lot of people felt this way you lost control of technology in your own house because of uh what was necessary for the

099education. Um and then the question is have we looked into obtaining a hippopotamus and bringing it in to eat a watermelon? [Laughter] I don't know that I could say 100% we have it, but >> Luke has already looked into it. >> We do have a pretty great zoo, so it's possible. I'm just saying >> we could look into >> Oh, Nina, did you have any questions or comments? >> Um, >> you don't have to, but just >> I mean, this is just a comment. I really like how you guys kind of talked about maybe talked about why AI policy or philosophy. I know from my experience can be a little bit confusing. A lot of my classes I hear that you know AI is definitely not acceptable and in other classes I hear that you

100know it's fine generate ideas. So I think that's definely something that I focusing on. >> Great point. >> Okay. Anyone else? Okay. Well, thank you very much. Appreciate it. Okay. We'll now move to number seven and start with um policy 7.1 the first reading of policy IND. >> All right, here I am again. >> Yes. >> So policy IND about ceremonies and observances. The change is simply a change of name from math engineering technology and science to science technology engineering and math. So my recommendation is that you accept this as as proposed. I just want to know why we are required >> why we're required by law to recognize bird appreciation day. >> I would actually like hold on I I thought she was going to ask I would like to understand how we're celebrating

101this >> and I said we're on spring break every many times. Imagine what the principal imagine the the amount of feedback I got from the principles when I told them that >> when I gave them this list of things that that one was the one that was highlighted but I reminded them that it's during spring break. >> Okay, that's why I was like I have a graduate of the high school and a junior and a senior and they've never come home and talk about and then I >> No, >> but our our way of acknowledging a lot of these is through morning announcements. Um, and then some of the bigger ones would be things that we would focus more on within the classrooms, but appreciation would be something that if we were not on spring

102break, we would acknowledge through the morning announcements. >> Do we do any of number five? >> Sorry, what did you say? >> Do we do any of those? >> Yeah. >> Um, >> disability history and awareness. >> Yeah, I guess that's true. >> We do emancipation. >> We do do that. >> And emancipation day. That's right. Um, and then there's some things that happen within social studies classrooms, but I wouldn't say that they're like >> we're not big patriotic day >> celebrated. >> Do we know why burn appreciation day was >> I do I do not >> but I think it was in a previous version of this that you all approved. So >> Okay. Um Okay. It's just a first reading. So okay, >> let's move on to the first reading of EGAA, the

103copyright compliance. >> So this policy language change um really in response to COVID when online education and the use of copyrighted materials became um just a little bit different because we were doing things online. Um and so educators traditionally have operated under a fair use provision and I think as a consequence of COVID that started to bring up more um thinking about what is fair use. Um and things that were traditionally seen in classrooms on walls or used in classrooms were moving towards digital spaces and shared electronically in cases. And so that um generated some new interest in this in this policy. The language to me feels tighter um but not drastically different from what has been in place before. So, I would recommend adopting the the changes as proposed. >> Okay. Any questions or

104comments on that one? Anyone? No. Okay. Policy IGCD virtual courses. Uh >> oh. What about IGBI? >> IGBI. >> Oh, sorry. Yes. IGBI. >> Okay. Thought I in the wrong order. Um, so IGBI homeschooling and other educational options. This is updated to align with Senate Bill 63. Um there's language and clarification including def defining the terms like family paced educational schools and homeschool. Um that's the main changes here. So again, I would suggest that you adopt it as presented. >> Any questions or comments on this one about homeschooling? >> Oh, I'm still on green. Um, I sent this in my email to you, but like homeschool and homeschooling is spelled, I think, in three different ways in this document, and I know you said it's probably because of which grammar tense it is. >> Yeah.

105So, it's it is intentional that um, when it's a noun, it's spelled as two words. When it's an adjective, it's spelled as one word, and when it's a verb, it's spelled as one word. >> That's silly. >> I felt like a good sentence diagrammer in doing that. as to being a more informed board or at least board member. How many um folks do we have homeschool? >> We don't know that because families are not required to let us know that information. >> But what about one of these policies talks about they need to let they encourage the family to let >> they encourage them >> but it's not required. >> Okay. Um and >> but we are directing staff to conduct outreach to those that are telling us. So when they do contact us um

106or when so when families generally speaking it's the the direction of family is enrolled in the school district and is making a different decision right that we will sit down and have conversation with them. It doesn't often happen the other way that somebody's already homeschooling and that we reach out to them because we don't know who to reach out to. >> Um >> Okay. >> Yeah. That that helps clarify. Okay. Thanks. >> Yep. >> Okay. Now IGCD virtual courses. So, um the specific changes in this one relate to districts not being able to deny enrollment because we prefer in-person learning. Um also, the district has 10 business days to make a decision when a family lets us know that they that they want their child to um enroll in a virtual course. And then if

107a student is denied access for some reason, they have a right to appeal to the board of education within 30 days. Um I would just say for in practice, we do not deny. Um so we let a family make a decision that's the appropriate decision for what they feel is the appropriate decision for their children. Um so I have given direction to the principles to actually not deny that. When the first virtual laws were um put in place they were written as very um familyfriendly studentfriendly language and at that point we really weren't allowed to deny any of it. So we've continued that practice. If we feel like a child might not be successful um or as successful in a virtual um setting, we may have that conversation with a family, but we're not going

108to deny um their access to the course. We feel like that's a a family decision. And then um this update um says that we don't have to allow students to participate in extracurricular activities who are in virtual courses, but that's coming in the next IGCDA. Um, and so we're so I would suggest that we adopt this as presented and then we're going to talk about IGCDA and the language in that one. Okay. Okay. Any other any other comments on this? Okay. IGCDA fulltime mocap virtual courses. >> Okay. So, the difference between um part-time virtual and full-time virtual um we the part-time virtual courses the district pays for um for for a student to participate in those a full-time virtual student who's um applying to be in a mocap um program. So, mocap c mocap providers

109are ones that have entered into a contract with DESIE. Um sometimes they're school districts. So, Springfield is a mocap provider. We actually don't use Springfield as a mocap provider because we're a partner district with them. So, we started before um all of that happened, but um there are other districts within the state of Missouri that are MOAP providers and then there's other companies um that are mocap providers. So, a full-time um when a student wants to be full-time virtual, they are disenrolled from the school district of Clayton and they enroll in the partner district. They are not if it's a company. Um so, if it's a school district, they're going to enroll in that school district. if it's a company, there's no there's no district to enroll in, so they stay um on on our

110books in in that case. The the language throughout this policy, I would suggest that we adopt it with one change. Um and we've already asked MSBA to make it read for you. So, the paragraph that talks about access to district facilities. >> Um I'm suggesting that we not adopt that language. I when a student's a full-time virtual student and they're enrolled in another school district in order to do that full-time virtual, I don't think we should be providing the facility for them to to do their schooling. I think that's the responsibility of the family to figure out that piece. So, I would suggest that we line that out. So, we actually asked MSBA to make it red um for you. Now, >> the other things that are coming in this update um it's to comply

111with Senate Bill 63. Sorry, just if in case anyone didn't see it, it's not red. It's just lined out green. >> Oh, it's red on mine. >> Sorry. Um the uh the other thing, the update is really to comply with Senate Bill 63. And this is going to go with a policy that Cameron's going to talk about and it's about resident students who are in a home school, a family-based education or a virtual school that they are allowed to participate in extracurricular activities through the school district of Clayton. Um so that's an important change which in IGCD um was like you you could choose. No, we can't choose. Now the the statute is that um that we would allow them the students to participate. Um and the changes are in that the other changes that

112are included in this are updates from Senate Bill 727 which talk about the parents enrolling directly with the MOAP district. It talks about the host district initiating an IEP process. So, if a child unenrolled from Clayton enrolled in Springfield as a full-time launch student through MOA cap, Springfield would take care of the IEP process and and reinstating that piece. And then that MO MOAP providers should inform the home districts of disenrollment, which does happen. um they let us know when a child um generally they'll also let if we have a friendly relationship with them they will generally also let us know when a child is not being successfully like not successfully completing the course and if we have a relationship with that family we can reach out to that um to that family so my

113suggestion would be that we adopt it with my one suggestion of a change of the facility piece >> yeah that makes sense >> sorry that was a lot of words >> yeah any questions or comments on that one from anyone >> when it says access to district facilities. Does that mean like having a classroom to use in our schools? >> That's how I interpret it. >> Okay. It is not the part underneath it which is if you want to participate in our sports. >> No. No. And we did check with MSBA about we we weren't really comfortable with that idea of just opening our schools to people who are taking courses with some other school district and they agreed that we could >> a lot of liability there. >> Yeah. Yeah. >> Okay. I integrity

114and security. >> Okay. Um, this one is really, if you notice, there's a whole lot um, stricken from this. It's really about simplifying the language to be more overarching about assessments in general and ensuring that proctors administer assessments as directed by the individual assessment manual. Um, so the training that we do with our teachers, so they sign off on the test integrity and security policy every year before they proctor any assessment. We go through each assessment with them. um and go through the manual with them to make sure that they know what they're doing for each individual assessment. So, I would suggest adopting this as presented. It fits with what our practices. >> Are you the district-wide test coordinator? >> So, I am currently like technically yes, it's but it's because of the hiring of

115Robin Hog. We sort of share that role right now. Um and we haven't really made a decision about what makes the most sense. So, where we've drawn the line right now is anything related to the state falls with me. Anything that's local falls with Robin. >> Oh, good. Okay. Any other questions or comments on this one? I actually really appreciated the changes in this one. I could not believe how wordy it was. I agree. Like some of those are so redundant and unnecessary. So, thank you for all your work on that. Okay. I Gda. That's Cameron. Yes. Thank you. Thank you. Good night. >> Resident participation, student involvement in activities and events. >> Yes. So, um, IGDAA is a new policy that, uh, MSBA drafted, um, as a result of Senate Bill 63, which, uh,

116grants, um, resident students who don't physically attend school. So, uh, homeschool students, family pace education students, uh, as well as virtual students to participate in school athletics, uh, 9 through 12, school athletics and activities, um, 9 through 12. So pretty much the policy um kind of outlines the guidelines um and kind of guard rails around protecting those students rights to uh participate in activities. >> Do you have any idea like the number of students this would impact for us? >> Hard to say. Um >> or do we have any you're aware of that would would do that would that currently would want to participate in sports or something like that? >> Yes. >> That are homeschooled or all virtual. Definitely. We've uh over the years we've gotten inquiries especially as it you know relates to

117uh you know music uh band orchestra things like that. So um >> it pretty much creates again guidelines for those students to participate and be a part of that. This is Oh, sorry. Pam, were you gonna go? >> No, I just This is not about the policy and so I you know about this policy particular, but I can tell this what I'm about to say is about to become a nichy issue of mine. So, I'm just going to say it. So, there's language in here about and in fact, it's one of the questions on the cover page about um vaccinations and students should have by the same vaccination rules. I don't know if everyone saw there's a now issued push in the state of Florida to remove vaccination requirements for schools. If that's successful, this

118board will end up dealing with that. My guess is sometime in the next couple years. So, just to put that on everyone's radar, that's just, you know, I can't imagine that's not coming down the pike. >> Well, at the same time with So following that um under health and safety section I um the first line where it says you know district requires parents to provide proof of residency, proof of age, proof of immunizations or exemptions from immunizations. Can we put an adjective in there of something like approved or legal exemptions from immunizations for now until the state changes this? >> Sorry, >> under health and safety. I don't know what page that's on. Um I got you. >> Okay. The first or the second is actually the second line to just add instead of just

119like an like a legal exemption or a medical exemption from immunizations rather just any exemption. >> Okay. >> Does anyone disagree? I don't know what word would be better legal or approved or professional or something. >> Authorized maybe. >> Authorized. Thank you attorney. >> I do agree with you. I had very easy, but it's good to add that. >> Okay. Anything else? Any other questions or comments on that policy >> from anyone? >> Okay. >> Thank you, Cameron. >> Thank you. >> We are going to move now to GBCB staff conduct. This is a second reading. Um, but it doesn't need to be the final reading. If we have if we have additional comments or suggestions, we could have another reading, too. Thank you, Kelly. >> We had our first reading at the last meeting

120and we had lots of discussion. and we made many changes and then from there sent those to MSBA to see what they said that we could do and made those changes. Um I know a lot of our board members had questions that they submitted in advance um that were really probably things that this group wants to continue to discuss and I'm happy to continue to take notes, make any changes and then whatever we think we want to bring back for a third reading if we don't think it's ready um we can do that too. I have a few questions, but I'll let anyone else >> go first. >> I'm happy to go through my list. >> Sure. >> Okay. Um, so number four, I'm going to have to be going back and forth. Um, I

121have, could you move the third clause, we we emailed about this. Can you move the third clause to the first clause as the negatives of the first two are confusing to the positive of the third and I just wanted to see if people >> yeah meaning it would read this >> this includes refraining from disparaging com wait this includes refraining from addressing concerns through appropriate internal channels disparaging comments Um, >> could you move the third clause to the first? >> So would it read? >> It wouldn't be refraining from >> this includes addressing concerns through appropriate channels, comma, refraining from now. I got to read this again. uh avoiding contact that undermines the work of others and addressing concerns. I just felt like that addressing concerns through appropriate channels should maybe includes refraining from and

122then putting that one first. Disparaging and then avoiding. >> You want refraining from first. >> Includes refraining from I think the refraining from applies to all three clauses. >> No, we want them to address concerns through appropriate channels. So that's not a refraining, >> but it says handling. >> So I think that's why >> this includes addressing concern. Thank you. Addressing sounds like it's appropriate internal channels, comma, >> refraining from disparaging comments about colleagues or the district, avoiding conduct. >> Okay, that's what it is right now. The way it is that refraining >> um >> it looks like it goes with all three of those things, but we don't want them refraining from addressing concerns through appropriate channel. Okay. So, addressing concerns from appropriate channels would go first and then the refraining would be >>

123refraining from those two other things. >> It's not refraining goes. It doesn't refraining doesn't go to all three. There's three verbs. Refraining, avoiding, and addressing. Addressing goes >> addressing goes first. >> Okay. >> Yeah. Good catch. That's actually really important because that has a totally different meaning. >> Good catch. [Laughter] We had a couple Oxford commas and they got by without comments. >> Oxford commas taken out of this policies. It upset me. >> We'll talk later. We'll talk later. >> We'll talk later. Okay. Go on, Pam. Sorry. Number eight. I'll just say my question and then we can say your comment to me. >> My question was the words appropriate and board policy seem vague to me. Could or should they be clarified? And what is quote appropriate and what is appropriate differs by the

124eye of the beholder and you said some you said that it's about professional boundaries and you could reference our student staff relationships policy to anchor it. >> Yeah. So it in that particular one like it's it's hard to explicitly prohibit everything that anybody might ever possibly do. Yes. >> Um so that's So weird, >> right? Um, so so that's why, you know, I don't know that we would want to add a whole bunch more, but in other areas of policy, some of these things show up like in our staff to student relationships policy. So I didn't know if that would help to clarify to direct them to that policy um, as an option. Another option might be for us to consider having a procedure that goes with this policy. So in other places we have

125you know uh policy is much more of you know bullet pointed sort of broad statements and then the procedural part is more of the specifics that we would get into. One of the other pieces with procedure is that's something like in a CO team meeting we can adjust the procedure as needed. It's not something that the board has to write the policy. So it also gives us a little bit more um leeway at making those adjustments when we need to make adjustments too. So that might be something to consider. >> I like that idea. I also like what you said what um just you know it says it aligns with board policy but there's a lot of board policies and so maybe anchoring I like how you said to anchor it in the specific board

126policy >> speaks to this. Does everyone agree that we want to try to anchor it to back to the student staff relations policy? >> If that as long as we're sure that's the only one. If there's another one, it might also pertain to it. We should list that, too. >> Well, you're already saying that it aligns with board policy. Once you start listing, then everything else legal counsel. >> The phrase you're looking for is including without limited to, but >> that's right. >> Yeah. But >> oh, >> you could use that or >> but whatever the appropriate whatever the policies are, >> they're there. There's probably more than just the one. >> I'd be afraid then to leave them out. >> As Kim just said, I just it feels so vague to me and I

127understand there's a reason. >> I think >> every single policy. >> Yeah. So maybe we should make it a plural world. Plural word board policies. I don't know. >> I agree that that's what it means. It means all board policy. That's what >> So is consensus aligns to board policies plural? >> Do we need to do that or no? >> We don't because board policy just encompasses everything. >> I think consensus it's vague but I think it's intentionally vague. It's precise but complicated. If you followed it all out, there would be answers, but they're long and they're in other policies. >> So, it's a tree. You just have to go out and find all the leaves. >> I will skip to my last one and I will no longer go for the after the vague

128ones. Number 16 is saying that our teachers cannot under any circumstance without violating policy tutor students in the district even if they are not their own students. We have a policy that says they may not tutor their own active students, but this is saying they can't tutor any student in the district. in the very last >> I'm not I mean I don't think it's something that I agree with >> to limit it or to which don't you agree with >> right there's a kid wants to be tutored in math and there's another math teacher who's not that kid's teacher who can help this kid so >> so this is one of the areas that we've had a lot of conversations related actually more specifically to the staff conflict of interest policy. Um with that um

129it came up to even how different departments are interpreting our current um conflict of interest policy. For example, if I'm a geometry teacher and Nah's in my class, um, Nenah might get tutored in geometry by one of my colleagues, but because we're both geometry teachers, we have access to the same assessments. Um, we are in a PLC together. We have professional relationships. Perhaps, you know, if um the other tutor is telling Nina things that I'm not doing correctly, that's creating a hardship. So, we do see areas that potential problems could arise by having one teacher in the same department in the same course tutor someone else's kid. Obviously, it would fall under our current conflict of interest policy that I would tutor Nina if she's in my class. Like, I I wouldn't do that, but

130we don't have policy that would explicitly prohibit Nina from being tutored by my colleague even though we teach the same course. So that was like one of those interpretations in a in a different area. So I don't know what the board, you know, wants to do as far as that policy is concerned, but it it is an area that needs discussion and clarification. >> So if we adopted this as is saying no teacher can tutor any student, do we need to then go amend the other policies, >> right? And I I think we are we are all under the impression that no matter what, our staff conflict of interest policy is in need of review. >> Okay. Um, so, so that would probably happen no matter what. Um, but what direction that goes, um, will

131be a result of the direction that you guys provide. >> Do you know what other districts >> I was just going to ask the same question >> exactly? >> What's the standard? >> I I don't know what every other district does specifically. >> Um, I know in Rockwood it was it couldn't be your same content area. So, if I was a math teacher, I couldn't tutor in math. Um so it was content area but like you know Nisha had given an example of like tutoring for the SAT would be different than me tutoring for math specifically. So >> what that suggestion is actually maybe a good compromise is not in the content area because that would avoid departments having the issues you kind of described earlier. >> But I don't know what else you would

132do. So then how does that fit for like elementary where if I'm if I'm an elementary teacher I teach >> all content areas probably >> but maybe not your grade level. >> I don't know. >> But then you might have that kid the next year or the year. >> I don't know. You're doing a good job convincing me that this is the way to go. >> Yeah. I I actually think this >> we're the highest paying school district in terms of salaries. the other argument for right. >> Well, and I have no problem with a teacher tutoring kids at Leoo or Burroughs or Brenwood or like name your area school. I just think if they're looking to do that, >> you start accepting money, >> private money from district residents while your kids in the

133district. I just think that >> you can see how that snowballs five or six different ways over time in ways that we don't really want to deal with. Yeah. >> Yeah. letters of recommendations for college, all kinds. >> You get an elementary school student teacher whose buddy teaches at the high school and you know I mean >> I could make up we could all make up a dozen things >> and I could see the situation you're describing Kellyas and math is the one that comes to mind for me too. They give all the same tests. >> They're very well coordinated. And I I do think based on our conversations, our our math department has been interpreting the current policy of that if I teach geometry, I don't tutor in geometry. Like I think that was

134how they've been interpreting it. Um but I don't know that that would be the way other departments are interpreting it. >> So we need to make it more black and white. >> No, th this would mean if I teach math, I'm not >> ting. And and really this is even more specific as written right now. it's that we wouldn't tutor school district of Clayton students because we have access to them in in other ways. If I want to tutor students, I would tutor students that go to Leoo or MICDS or somewhere else. And I I would provide my services to my school district of Clayton students, you know, through study or help sessions or time >> greyhound time or whatever. I wouldn't be making additional money off of them just because I already have access

135to them that I am paid a salary for. >> Okay. So, I'm not Why do we have this? >> Then we don't need that. Then we don't need that. We don't need that. You're right. >> Take out that phrase. because there won't be an activity >> that we're describing. >> Does anyone disagree? that clause because it's unnecessary if they're not doing it at all. There are no activities. >> So, the consensus I'm hearing is that we as a board do not think that our staff should tutor, give private lessons, make money off of any school district of Clayton student, and that we want to take out the last part about the propriety. >> Yes. Correct. >> That's what I was about to say, >> which we should do soon because now >> well whenever we

136>> if we approve this tonight or next time >> should probably do at the same time. >> I was just hold right and maybe a reason to put the off voting on this tonight as we approve them at the same time. And then you guys in that same section it says um employees may not use their position, district resources or access to students for personal financial gain such as promoting wish lists or soliciting gifts. I'm not sure exactly what that means by wish lists. I but what I do know is that the PTO collects wish lists and what and like places that teachers like to go in terms of telling that to the parents so they know what kind of gift cards to buy as gifts. >> I had a question about that too if

137it was do you if you mean like for personal things or like teachers that post Amazon wish list for their classrooms. I didn't know which way you >> teachers that post the Amazon wish list for their classrooms is what we are trying to say. we don't want to do. We are very blessed that we have the resources that we have in the district. There are avenues for teachers to get whatever they need for their classrooms. Um, and we would like our buildings, our district to be getting teachers what they need for their classrooms and not having teachers put out wish lists for, you know, a new chair. >> Some of them do. >> Yeah. Because they do. >> Yes. And so this year as those have come to our attention, we've let them know that

138like we it's not really a look that we're going for. Is it explicitly prohibited in policy? Right? Like up to this point it wasn't, but like I think there's a lot of good reasons why that's not something that we want to >> do. Okay. >> Are there PTO's that do this in an organized fashion? >> Yes. So I wonder I know they do it like like at Marramac they do it for like meals for parent teacher conferences. They want to know like teachers, where do you want dinner from? You know, >> they do it for uh classroom supplies, too. >> I do think it, in my opinion, it would be different having the PTO run it versus I'm posting it on like my Facebook page, >> right? This is the employees doing it. Correct. It's

139parents taking action because there are many parents I was included that wanted to donate often and still do donate often to class. So, I don't want to preclude will be able to donate >> but just through the PTO. >> It should be through PTO when the PTO is outside the purview of the district or am I totally on base on that? >> They are outside. >> Yeah. So >> it says employment access to students and families. >> That would be the personal financial gain. That feels like the PTO. >> But how is that the personal financial but >> but that's employees using their access. If the PTO is promoting it, >> it's the other way around. So the so the way >> and maybe the >> how do you think the PTO's know what the

140teachers want to the PTO >> I guess my point is well Kelly you're going to say it better than me >> I don't know that I'm going to say it better but what I was trying to get to with the with the way it's written which evidently it's not so we probably need to rewrite it but is the whole idea of like if I'm teaching this group of kids and I'm the art teacher and I say I'm going to run art camp and you're all going to come to my art camp like I am benefiting personally financially gain because I had access to you all. You're my students and now you're going to come to my art camp. So, it's it's more of that. So, like wish lists are actually a separate thing than this

141like whole idea of like I'm making money off of you in a different way. >> No. And I covered your art camp idea. >> Yeah. >> Is covered in the new >> So maybe we take it out of that part. >> Take what? >> The the second part. Sorry. Let me go up here. I mean, I No, I think we still need to mention the wish lists if you're wanting those to go away. >> Are we wanting wish lists to go entirely away or are we wanting inappropriately used wish lists? >> I mean, this is really for, hey, hey kids, for the holidays, here are my favorite stores at Plaza Front, you know. >> No, but she's saying that's what we're trying to >> No, she's also saying they're trying to avoid Amazon wish list

142for their classroom supplies. >> But if the PTO is organizing it, that's >> right. But but teachers, >> my reason for my question was I don't know this policy applies to >> I don't think it does that. It's it's not intended to. >> It's prohibiting teachers from posting and you're sending them just to me. I if the PTO is asking for our favorite things or buying wish list like that would be separate. >> It's still initiated by the PTO. >> Correct. >> Right. and something like >> I don't remember what they do it when the choir sings at Barnes & Noble and there's a list of books to buy for the classroom. That's not intended to be captured by this. I wouldn't think it's for the classroom. It's not personal at all, >> but you

143>> So they had had an event planned at Barnes & Noble and they're Yeah, I think it depends. Maybe all the maybe all the schools do I don't know but Marramac >> Marramac uh has like a every December there's a book fair at Barnes & Noble you know the kids every kid grade choir comes and sings and then teachers have sort of like these are the books I would like for my classroom >> you know school sponsored it's not >> a teacher promoting their own like I I want these like posters for my classroom if you want teacher wants posters for their classroom we can get them posters And that's a PTO event. >> Oh, >> yeah. Yeah. >> If it's PTO, then that's PTO event. >> Separate all the way through. >> And it

144with heavy school involvement because the CL the choir class >> because Miss Shanker brings says, "I'm happy to bring my kids to sing for Saturday morning." Yeah, that's right. >> No, I'm going to beat it a little more. >> So, you said your intention with the wish list is for parents not to buy things for the because we want the school district to purchase everything needed for the classroom. >> Not exactly. It's for teachers not to advertise their own personal wish list for parents to buy things for their classroom. If the PTO, if the building, if some like if there are drives happening, if a parent reaches out and wants to, you know, give something, but what we want to avoid is teacher A is making an Amazon wish list and putting it on their

145personal social media and sending it out to everyone. Like that's the kind we don't want people soliciting gifts. If a parent, >> okay, >> provided a gift that would be different. >> Okay. >> So, the only thing that I think so I'm going to beat the horse now too. Um the only thing that I that I was thinking which maybe could get a little murky here is um our social workers which are employed by the district often put out lists of things that they want for families and those really are considered wish lists. We might want >> that's not for the teachers. It is not for an employee, but it's it it is an employee and you're it's kind of like a very gray line then between well social workers can do it because they

146need it for their kids. Well, I need spiral notebooks for mine and it's the procurement process going through the district is takes two weeks and I could send something out to the parents and I know I could have 12 spiral notebooks here at 8 a.m. tomorrow morning. honest question. Is it burdensome to the administration to put in a clause saying that if you want to put out a wish list, you have to get permission beforehand? There's going to be half a dozen ideas that get approved on year one and it's not going to change that much after that. And I mean that you can say that becomes burdensome for us and and that's fine, but that's an easy way to just deal with it. >> So you're preventing bad >> so you can approve the

147social >> you're preventing bad asks. you're pre >> or we write in the clause that there's an exemption for >> or what about coaches that you know look for >> oh I I do think that's an important distinction the social workers aren't doing it for personal gain they are passing it on to our needy families >> neither wish list neither is the coach who says I would like to you know >> I'd like parents to throw in for a new fill in the blank >> the the wish list that we're really trying to prevent our I'm going to say our still personal gain. Like if you would see some of the stuff on the wish list, it wasn't that all the kids want basketballs to play with at recess. It it was more like specific

148to classroom decor and things like that. So it it was kind of different. >> So how do we how do you feel about Jason's suggestion or Nisha maybe? How do you feel about just getting him approved first without pri how about just we just add without prior approval >> or or you guys take it offline and discuss you know like I'm not I'm not trying to put anyone on the spot >> because I think Kim's point is an important one that with the social workers they are still employees. So >> if we're we're not uh voting tonight anyway so you and Nisha like can talk this out. >> Yeah. I think I think this year Kelly already emailed the principles, gave them guidance on the wish lists and instructions basically on if you have someone

149who's putting out a wish list, please make sure we have a conversation about it. Um, it's not formalized. It's not a procedure or any of that. So I think with the discussion that's happening right now, knowing we have the staff conflict of interest policy that we will bring together, let Kelly and I work on a procedure about >> wish list, >> right? And and >> building anyway. >> Yeah. Okay. If you think that's the best way to go after you think. >> Yeah. >> Because I know that also then brings in subjectivity as well. So we just have to balance. >> That's hard how we write that. >> Okay. So we will Nisha and I will have a conversation about the wish list and potentially look at turning that into a procedural um piece instead

150of a policy piece. >> Okay. I had a couple questions too on number 12. Um, only district approved platforms and accounts may be used for official district communications. The second sentence, employees may not use personal or private accounts to communicate with students um that communicate with students. I'm just wondering does that to you mean like a private direct message somewhere with one student or could that be interpreted also as putting a post on their like you know Facebook or Instagram page or whatever that is also communicating with students if the students are following them. So, I just wasn't sure how you were coaches that have like text threads with like students or >> teachers, you know? I mean, like that's pretty broad. And >> so, I just I thought it needed some clarification. >> The

151coaches use the group me a lot. >> Yeah. So is that is group me district approved platform >> for our coaches or >> I I don't know what platforms you know Steve Hudson has the coaches using >> but coaches will also I mean for the captains of the teams they're reaching out directly to say hey >> texting them >> yeah I've got this you know >> I'll give it an a good example um soccer jerseys were designed after the boys won state championship last year they had three designs they reached out to the captains of the team via text and said what do you guys think I want to get your inputs into your captains directly from the head coach to the boys soccer captains. We're going to prevent that coming from person in our

152student I think it says the student staff relations policy. There is a whole part on there about electronic communication and it does have some of these exemptions like needing I don't know if the coach one is specifically called out but it's like um if you were chaperoning a trip or something like there are some exemptions in there um already. So, the essence of of the way this or my intent, I guess, of what I was trying to get at is we don't want um a staff member communicating one- on-one with a student through different social media platforms. >> So, you meant oneonone >> like DMing. Yes. But to go back to your question, Stacey, I I do think although maybe we don't want to explicitly call it out in the in the policy, it would

153be a problem if a student is going to a teacher's public facing social media and writing that they disagree with the teacher and the teacher's commenting back and forth like it's not appropriate, it's not professional. Do we need to have a policy that explicitly prohibits it? Probably not. But, you know, I don't think we want that happening. So, even if somebody did take it a step further to think like, oh, this is being prohibited, you probably shouldn't do it. It's not a great idea. >> Um, somewhere else, >> employees may not use personal or private accounts to communicate with students. It >> doesn't say social media accounts either. I mean, you've got to limit it if you're going to do that. >> Yeah. Um, or you just have to take it out. >> I mean,

154is this covered in number eight? sort of. >> Yes, it is. >> It is. Maybe we just leave number eight. Maybe we don't need number 12. >> Okay. Omit number 12. >> Got it. >> We also don't want our our teachers and our students you know what I mean? >> Yeah. And like I said, I I do think that where we have um the more concrete uh prohibitions of these things are in the student >> static next time too. >> Okay. Um I had one more question um on number 10 which I know we kind of went back and forth about um the very last line. Um, unprofessional, offensive, or discriminatory content, even if posted on personal accounts, may result in disciplinary action if it undermines the district's reputation. How do could we add or

155consider adding if it undermines the district's reputation or causes a disruption of the educational environment? >> So, I think we could send that one to MSBA for their approval. Their guidance was actually to omit number 10 as a whole. >> I know. and let one and three cover it. Um, basically what they're saying is that ultimately teachers do have um first amendment rights and they said at a minimum we had to omit like the last sentence which I did and what is presented to you here. >> So I mean I can definitely add that and send it to them and see what they said. I was just looking for um like that type of discriminatory offensive content. Um we don't want to just take action if it's undermining our reputation, but also if it's like

156disrupting the classroom environment or the educational environment. >> It already says it. >> Does it? >> Second sentence of 10. >> Personal social media use must not disrupt the work or school environment. >> Oh, okay. Never mind then. >> Never mind. Never mind. Okay. >> But remember, >> it's even if it disrupts the environment, if it's protected under the first amendment, it's protected. >> It is protected. >> I know, but I wanted us to have something >> there. There is >> to be able to say >> there isn't any disciplinary action we can take against a staff member of the district if their conduct is protected under the first amendment. Nothing. >> If it's black and white, if >> Yes. >> That's of course if it's Yes. if it's protected under the first amendment, but

157it's sometimes >> but whether it's disruptive of the educational environment may impact whether it's protected. And also, this is a lot of legal analysis that we can't really do at this stage. >> Correct. Yeah. >> Okay. Never mind. But never mind. I saw it. I didn't see it earlier in that one anyway, so forget it. >> Okay. So, we're going to let that one stay how it is for now. >> Yeah. MSBA recommended we take it out. >> MS MSBA's initial >> take out the >> when we initially got it like when we made the changes after first reading they said their recommend I mean I can read you specifically. >> Why did we not take it out? >> Because we we opted with the lesser one which was to take out the last sentence.

158So >> their quote was taking it out too. I mean it's it's it's quite a long answer. >> No, I mean I you know I don't really have a strong preference. I feel like the contents of number 10 are covered elsewhere and if it's going to you know it's going to bring into question you know the validity of the entire policy or undermine the policy then I would say take it out. >> If it doesn't then I don't leak. what he said. >> That makes sense. >> So, we're we're okay leaving >> cutting out all of >> covered elsewhere. >> I mean, it's there's like two or three other places where talks about social media. I you know my comment was I don't know why it's limited to social media like you know >> it

159was just model professional ethical >> behavior all the time >> behavior and show respect you know like the end. So um I don't I don't feel strongly about number 10. >> That's my position on that. >> Well I'd be curious to see if the other policy addresses this. So I guess MSBA their statement was much of speech issues are legal gray area. Additionally, these are the types of issues that often end up in court. I would recommend at a minimum leaving off the last sentence of 10 as many of those things are too vague and should already be covered by one and three. We did that. Ultimately, a teacher does not lose their right to speak on this matter of public concern just because they are a teacher and districts need to be aware that

160there is some level of protected speech for their employees. So then she says, "Please let me know how you'd like to proceed. To be safe, I think it would be best to remove 10 altogether and let one and three cover everything. However, as the legal review states, at least some of 10 will need to be removed." That's what we did. Even if you don't remove it in its entirety, please let me know your thoughts and I'd be happy to adjust your draft. So, we took out the last sentence and left the rest of it. Here's really the question is could someone come up with an instance where we would need number 10 in order to hold that staff member accountable because it's not addressed elsewhere within the policy. If no one can come up with

161an example of that then we should just strike number 10. It becomes super soo >> superfluous. Let me help you out there. >> Thank you tag team partner. >> But some of that stuff is covered in number four. >> So >> did they recommend we take anything else out? No, that was the only one that they recommended that we take out. And I mean, they g like this is this is the whole you can see like there's a lot they gave um some legal cases on why which I know we're not going to bring up at the table, but um so anyways, >> we need to take it out. >> Yeah. Okay, we'll take it. I agree. Okay, let's take it out. Let's take it out. >> All right. Omit 10. Got it. >> Okay.

162Are there any other comments or questions from anyone? Oh, go ahead. >> Um, the email that I sent yesterday, Nisha, did you get that to Kelly about the few couple of things that I said? >> Yes. >> Okay. Did you see those, Kelly? The There were two. One of them was adding a couple of I think you already did you change number six? Number >> eight, but I'm looking >> number nine. >> Number n. Yeah, I don't think this is what I I had I didn't change anything after we submitted this draft. Okay. >> So, anything that we wanted changed because it really needs to be a discussion once it's like posted. It hasn't been changed in here, but if if there's something that you want changed, we can definitely discuss. The way I wrote

163>> staff I I feel like it should say specifically staff are encouraged to include it says to share concerns about staff conduct specifically instead of just saying to share concerns. I'm saying to share concerns about staff construct uh staff conduct. >> So staff are encouraged to share concerns about staff conduct. I don't know if we want to limit it. >> No. Are we asking staff to random other staff? >> That sounds horrible. >> I think we all we obviously >> My point is don't go telling other people about it, but tell the >> Wait, I'm sorry. Which one? >> We're looking at >> We want student We want staff to be able to to talk to whoever they need to talk to about how they feel about their work environments. >> I mean, don't you

164want to treat Don't you trust that our staff will as professional adults and are doing that anyway. Just I mean that seems like really a little >> I I just was going with Pam with with saying just share concerns is very concerns about what that's all I was getting at was about what? >> So it's just about anything. >> I think I wouldn't want to limit it to just that because what if they have concerns about I don't know. >> Okay. I see that's a good point that you're making. >> Okay. I'm >> and staff conduct does I mean that concern would fall under concerns. I guess I'm trying to empower the staff too to know that they are allowed to talk about it in my and that's Kelly. Would you how would you >>

165Yeah, I think this one was is actually more intended to kind of encompass like if I have a concern with like my supervisor. I don't go ranting about my supervisor on social media. I go to my supervisor and I say, you know, listen to my colleague. >> That's how I was interpreting it. >> Yeah. So, it's it's more about like expressing concerns, questions, things like that through the appropriate channels which would be with that person involved. Yeah. So, it I don't think it's just about staff conduct. I think it is meant to be concerns and constructive >> criticism. That's helpful. Okay, great. And then the other comment was that those three paragraphs at the end, I feel like those should be at the very beginning of the policy. I feel like those paragraphs are very

166powerful. They're very well put. They're they seem very in our language and they literally ground everything that we're going to say, you know, in all these points. >> I agree with that. >> Okay, >> I like that. >> Move the last three paragraphs to the top. >> Got it. Thank you. Okay. So, anything else? We need to uh make a motion to >> Oh, we hadn't made the motion yet, so we're good. I don't think we need to change it. >> Yeah, I don't think we need to amend it because we didn't even read it yet. >> Okay, great. So, we're bringing it back. Good job, Leo. Thank you. >> Thank you, Kelly. >> But you need to make a motion to approve the other policies. >> No, those were all first readings. This was

167the only Yeah. >> Okay. Okay. Um, we're moving on to action items. Your board curfew should really be like 9:00 at the latest. Yeah, >> I think whatever you feel >> if you have a great >> You too. Thank you so much for all your input and your report. Thank you. Nina also was on the calendar is now on the calendar committee >> and Kate was at a meeting the other day with us which was like again very valuable voice to have there. Um okay, moving along to action items. Our um first and our first action item is our resolution condemning anti-semitism in schools. Um, I'm going to read it aloud and then Chris will uh read the motion to adopt it. School district. Well, I I guess I should preface this by saying um

168Oh, yeah. Can um Gina, can you click on the res the resolution? I guess just for a very quick background on this in light of anti-semitism we've saw last spring physically on our own school building and what happened on our in our own community in August in addition to everything all other kinds of anti-semitism we're seeing in our region and the country and the world um that the board felt this was an important resolution to adopt and write. So I will read it aloud before we make the motion and have comments. School District of Clayton Board of Education resolution condemning anti-semitism. Whereas the Board of Education of the School District of Clayton affirms its commitment to ensuring a safe, inclusive, and respectful learning environment for all students, staff, and community members. And whereas schools play

169a critical role in fostering understanding, empathy, and appreciation for diversity while preparing students to engage in an everchanging world. And whereas anti-semitism has no place in our schools or community and causes harm to individuals, undermines a sense of belonging and conflicts with the district's core values and competencies outlined in the profile of the Clayton learner. And whereas the board of education recognizes the long and enduring history of anti-semitism and acknowledges that in the present generation, anti-semitism has experienced a drastic resurgence through harmful words, actions, and symbols that perpetuate discrimination, foster division, and incite violence. And whereas the school district of Clayton is committed to actively combating hate speech, harassment, and discrimination by advancing policies, practices, and education that promote respect, safety, and inclusion. And whereas the school district of Clayton is committed to implementing protocols,

170and procedures to report, address, and track incidents of anti-semitism. And whereas standing against anti-semitism aligns with this district's mission to provide all students with equitable access to highquality education free from fear, intimidation, or exclusion. Now therefore, be it resolved that the board of education of the school district district of Clayton hereby condemns anti-semitism in our schools and community affirms its comm commitment to fostering safe, inclusive, and respectful learning environments where every student, staff member, and family feel you feels valued and protected. Stands in solidarity with Jewish students, families, and staff who have been targeted by hate speech or discrimination. affirming that they are valued members of the Clayton School community calls on students, staff, families, and community partners to join in actively rejecting anti-semitism, and to work together toward a culture of respect, empathy, and

171unity. Supports the implementation of enhanced anti-hate curriculum for professional learning opportunities, educational community programs, and academic programming for students. Adopted this third day of September, 2025. After the meeting, we will all sign this and this will live in our documents online with with our other resolutions. Will you read the motion and then we'll have any questions or comments? >> Thank you. >> I move that the board of education approve the resolution of the board of education condemning anti-semitism. >> It's been moved and seconded. Any comments or questions? >> I do have a comment. Um um prior to being a board member in 2020, um I was very um I I took a lot of um pride in knowing that our board at that time made sure to create a resolution um around antibbias and anti-racism.

172And um it was in reaction to what was going on in our community at that time and you know a way of supporting all of our community members and making sure that this that board at the time was very clear on their values and their support for um um everyone in the community. And I I'm really happy to be on the board now to be able to have this resolution at a time when I know this, you know, has been something again we are addressing a real need and um calling on the support of everyone in our community to make sure that you know um hate is addressed in all forms. So I I really appreciate that we're doing this and um um I I I'm sad that we have to do it, you know.

173I'll just say that. But uh here we are making a stand and I think that's the right thing to do. >> Any other questions or comments? All those in favor? I. Any opposed? No. Motion passes. Thank you. And action item 8.2 is the Paragon contract for architectural services. Um John The contractual agreement before you uh engages Paragon and their collaborator Perkins and Will for architectural services. This particular agreement also will interface with the uh construction manager at risk contract. Uh it's been long time coming since we selected them three months ago, but I can tell you that June and July were interrupted with many people's vacations and so it didn't make a lot of progress during those months. U but it is finally negotiated and uh it has full legal review by our lawyers over

174at Tooth Keiny and um it's ready for your approval. I'll be happy to take any questions. You want to read the motion? >> Uh, I move that uh the board of education approve a contract with Paragon Architecture for architectural services related to an academic wing addition at CHS along with renovation andor reconstruction of all three elementary school buildings. >> It's been moved and seconded. All those in favor? >> Oh, yes. Sorry. Sorry. Sorry. Yes. Any questions? Yes. >> Thank you for this. And when you shared this with Tuini, did they have any comments or suggestions for change that you had made before we got to see this? >> This uh document has had many changes. Uh and the areas of uh discussion were really around um our expectations that they take responsibility for code compliance

175in all forms. Um that they don't limit their liability whatsoever. Uh there's various attempts to do that in the original drafts. Um uh and really then finally um limits to fee um that fee cannot just accelerate due to uh cost of construction due due to tariffs or other unabated uh inflationary influences. So those three issues took lots of back and forth. >> Joe, the uh contract is with Paragon. How does that relate to Perkins and Well, like what's the what's the uh relationship there? >> Um Paragon is the architect of record. Okay. >> Um Perkins and Will is a collaborator. They're the design architects on the project. >> Um they are under contract specifically with to Perkins and Will. I mean Perkins and Will is under contract to Paragon. >> Gotcha. Okay. So not directly

176with with >> not directly with us although their name appears in this document several times. >> Okay. >> And they have been part of the negotiations and legal reviews. And one would presume that I guess some contract you know provisions flow out of them similarly. >> Yes. >> Thank you. >> And they're on the hook as well from liability stance. Um you know it shouldn't be you always think back to the classic problem the Hyatt disaster many years ago when there was a major architectural failure. I mean, school buildings shouldn't present that kind of risk, but but nevertheless, we didn't think that their liability should be limited. Anyone else? Okay. Okay. Thank you. Um, all those in favor? I. Any opposed? No. Motion passes. So, now we will move to consent agenda. If you could

177read that motion, please. >> I move that the board of education approve consent agenda items 9.2 through 9.9. >> Okay. It's been moved and seconded. Any questions or comments about anything on consent? >> Okay. All those in favor? >> I. Any opposed? >> No. Motion passes. So, board communications. Um, Leo or Ben, was there I think there was a CRSWC meeting. you have anything to report there from there? >> I would direct you to our previous meeting. I mean, we discussed the budget which was the subject of our meeting uh earlier today. We discussed uh uh a request from the opera theater to use some parking. Um and uh you know, I think there was openness expressed to continuing that conversation with them. Um, I think those were the highlights. >> Okay, great. Uh, anyone

178else have any committee meetings? I had a PTO PTO council meeting um last week. It's what they or was that this week? I don't remember now. Um, it's what they call their kickstart or jump start meeting. Jump start meeting um to Yeah, I know. Um to kick off the year. And so everyone all the a lot of new, you know, PTO officers. So, everyone meets each other and um I gave a board report, Nisha gave a a superintendent report also updating everyone on on facilities and I had updated them on policies and things we were reviewing or were would be reviewing soon. Um, and we talked about that we're going to be attending PTO meetings so we can give them brief updates on facilities as one of our many avenues for communicating all of this

179out to the community. Um they then they break up into small groups um based on their positions. So all the treasurers meet, all the secretaries meet and they kind of get little like training and bounce ideas off of each other so that all the schools are aligned. Um Gina's there as well as the staff person. It was great. They have a lot of energy, a lot of energy um to start off the year which is great. So okay, that's all we can motion to adjurnn. I move that the board of education adjurnn. >> Okay. Moved and seconded. All those in favor? >> I. Any opposed? Good. Motion passes. Thank you. We're adjourned.