12/10/25 Board of Education Meeting

001I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Thank you. And Chris, would you please move to approve the agenda? >> I move that we approve the agenda as posted. >> Second. >> Okay, it's been moved and seconded. All those in favor? Any opposed? No. Okay. Agenda is approved as posted. Okay. Now we are moving on to recognizing our own. So I will call on Dr. Kachuski to recognize these students. >> Good evening. Um are you going to hand out the certificates or Yeah, we'll do that. So, um, why don't the two of you come up over here and then I'll do a little I've got a little intro and then I'll

002we'll call the students up one by one and then you can shake hands and then hand out the certificate and then we'll take a a group shot actually when we're finished. The National Merit Corporation annually sponsors a highly selective competition to recognize scholarship in our nation's schools. Based first on scores on the PSAT taken in the junior year, students qualify as commended students or as semi- finalists in the national merit competition. Based on school records and extensive applications, semi- finalists can achieve finalist status. Clayton High School is proud to announce that nine students have been named semi-finalists and 11 students have earned commended status in the highly competitive 2025 National Merit Scholarship Program, one of the most prestigious academic recognitions for high school students in the United States. These 20 students represent over 10% of

003the current senior uh the CHS senior class. The following students have been recognized as national merit semi-finalists. So, when I call your name, if you'd come up and then that they will have your certificate over here and then we'll have you just kind of gather in the back and then I'm going to read the uh semi-finalist first, then we'll do the commended students and then we'll all gather out out back for for a picture in a little bit. The following students have been recognized as National Merit semi- finalists. Remy Koulier, Lily Evans, Tyler He, [applause] Jack Linds, >> [applause] >> David Lynn, [applause] Ryav Mani, [applause] Isaiah Mao, Thomas Wei and Sophia Zang. These students represent the highest scoring entrance in in Missouri based on their performance on the preliminary I'm sorry, the preliminary SAT

004National Merit Scholarship qualifying test. Of the 281 semi-finalists named statewide, Clayton High School is honored to have nine semi-finalists. now move forward in the competition for approximately $50 million in scholarships to be awarded next spring. In addition to our semi-finalists, 11 CH students, 11 CHS students have been recognized as National Merit commended scholars for their exceptional academic promise. First we have Maya Chakrabarti, Nicholas Helmering, [applause] Ivy Laauo, [applause] Oliver Mayor, Katherine Wyn, Wilson Ray, Reese, Rob, [applause] Andrew Wang, Magnus Yin, >> [applause] >> Wayne, you and last but not least, Dante Zho. [applause] Although commended students do not continue in the scholarship competition, they are among the top scorers nationwide on the PSAT NMSQT. So, if we could uh recognize these folks, we're giving one last round of applause for the whole GROUP and then

005I will have all the students uh gather out on the steps there in just one second for a picture. Thank you all very much. Okay, sorry about that break. Thank you. But we wanted to make sure we gave sufficient time to recognize those students. So, I appreciate your patience. Okay, we're moving now to public comment. And let me pull this up. I would like to first call on Brent [clears throat] Holafel. I apologize >> if I didn't pronounce that right. >> Okay. >> Hello. Uh hello. >> My name is Brent Holtz Sappel and I'm a parent of two students here in Clayton. One at Wound and the other at Captain Elementary. I've worked at Special School District at the Bridges program and the Jewish Community Center as a site liaison for their amazing summer inclusion

006program. I sat and watched the last time I was here uh my neighbors and community members, young and old, stand up to speak about how much they cared about this district. Their hands shook while they read in front of everyone addressing the problems of anti-semitism and also the problems with bringing the No Place for Hate program hosted by the Anti-Defamation League. When I heard about the ADL bringing this program to the school district, I was worried about it considering their history of equating anti-semitism with anti-Israel rhetoric, as well as the fact they're a lobbying group that has heavily influenced our political system. However, the last meeting I attended, a mother spoke that her children went through the same program during their time in Denver, and it was great. He said there was no mention of

007Israel and there shouldn't be when it came to addressing the anti-semitism we have here in our community. Now, when I hear that, uh, but then I saw a promotion in the district email for Eli Shabbari, Jabi, to talk about his experience being held by Hamas in the war in Gaza, not quite shining light on the struggles of Jews here in America. We also spent $1,500 promoting the speaker and now have his books at our libraries. Now, when I hear that kids uh in the hallways at WY Down uh have been using the N-word, I'm not expecting Lewis Farrakhan to speak, nor do I expect to see his books on our library shelves. I then saw a promotion from our district for a high school uh anti-semitism workshop where two young men with unique perspective on

008Israel advocacy, quote unquote, help high school students recognize and effectively respond to anti-semitism while also strengthening their confidence and pride in their Jewish identity. Should the JCC be able to host these events? Absolutely. but not as a supplement to the curriculum we bring to the school district. I'm proud to be a parent in this district and when you listed off the accolades for the schools both my children attend, I was not surprised in the least. This is a great school district and every teacher, counselor, and support staff are here for the students. But bringing a powerful lobbying group to align Israel's identity to that of our community, it's dangerous. Anti-semitism is not anti-Israel. It is anti- neighbor. And it's our neighbors who we all want to help. It is important that we teach our children

009love and accept our neighbors, but it is no place for propaganda here in our schools. Thank you. >> Thank you. Um, and I forgot to uh remind everyone before we started, but I have in previous meetings that we don't respond to public comment at the meeting, but we will follow up afterwards. Next, um, Brad Bernstein. The threeminut timer is on the screen as well. I've been out of town for the past week and I came home today on the steps was brochures and brochures of what the district is planning to do respect to this u bond issue. Let me just tell you a quick story about the uh the school district St. Louis County probably all of you should be aware of this hired a superintendent maybe four or five years ago. This district had

010tens and tens of millions of dollars. Hired the superintendent, great student oriented. We're going to make things work. It really sounded good. Social well-being infrastructure. I think as many of you know um and the board went along with it. Uh about a year or two ago at a meeting similar to this, one board member questioned the superintendent about the finances. Um the superintendent walked out of the meeting, left her cell phone there. As many of you know, this is special school district. They're in financial disarray, a reserve of 75% very similar to ours within three or four years. And who are they blaming? They're blaming the superintendent. But who they should have responsibility is the board of education. Board of education has a responsibility to ask hard questions, honest dialogue, and not just be a

011rubber stamp. what's going on in the district and what the student what the central leadership wants. I hope that is happening. My second comment is I probably spoke here a couple months ago uh and afterwards as CFO and one of the board members uh we had a great conversation. I was very impressed. Uh it went very well and I think I had a really good conversation. I think we were talking on the same terms. At the end of the meeting I said, "Do you think I could have this conversation with one other board member?" one other board member and it was a sort of a difficult answer that I got back. I was you know I I indirectly said I felt no. I mean I I just couldn't feel that I had other board members

012I could have that same conversation I had with with the treasur which was absolutely outstanding. Um I even asked why could people uh navigate the DESI website. Um actually I was sort of disappointed with that response. I was told we're working with certain board members. We're trying to get everybody up to speed. Some people have an interest in uh in finance, some in legal. I think we have a responsibility to make sure all of you and that's your job. That's why you're on this board. And I did not feel comfortable after that meeting getting a positive answer. Um the second thing is this facilities. I I think the messaging is completely wrong. I mean, we spent tens and tens of millions of dollars in 2010 renovating the schools, additions. I mean, money was really put

013in. I think there is an opportunity you have that maybe do certain things, but do you really need that whole 50 or 63 cents? I think absolutely not. I mean, I'm hoping some of you know there's 30 30 to 40% already in the capital budget that's used for capital expenditures. You could easily borrow after that. I mean, there's a 500. I looked at the Desi website today. Took me five minutes to navigate. I barely remember the Clayton school district was like 09610 or something like that. You all should know that. Um, but I think there's an opportunity. Um, is that me? The other thing, snow days. I think a bad decision was made on that. >> Thank you. >> Um, next, Francis. >> Okay, Jessica. >> Y'all know me at this point. Um, so you

014know, at this point, myself and other speakers, we've been to five meetings over the last four months. We've had over 10 speakers, 15 guests. We spent so many hours looking into the ADL to give you wellressearched testimony, find viable alternatives, um, and gain a better understanding of the district through talking to parents and students and learning more about our Palestinian student population. We've really, I think, been trying to connect with the board in good faith. Um, but what we've received in return is honestly about 20 sentences worth of pretty bland email replies. We're not looking for empty platitudes, but rather meaningful engagement with the substance of the concerns we're voicing. Dr. P reached out for a meeting with us and we had a really great conversation and I would love to see the same from

015you, Superintendent Patel, um, and from other members of the school board who are interested in having this conversation. I'm looking for responses to the following questions. One, why is the Clayton School District partnering with a clearly biased political organization like the ADL with a history of political lobbying and doxing students and educators alike who don't agree with their political viewpoint? when there are alternatives available and two where is the insistence on sticking with this curriculum coming from despite all of the concerns that we've raised this curriculum does not have a broad scope as I'll hopefully get into if I have time um and it does bring politics and foreign policy into the classroom with students the fact that the district has not made an effort to bring in any Palestinian Arab or Muslim voices and

016perspectives on this issue tells me that you recog recognize the political nature of the path that you've embarked on. And now, kind of circling back to the email communication, I just wanted to address a couple points that um I've heard in email communication from the district in response to testimony. Um in the last email, you said, "Politics and foreign policy are not included in the curriculum." End quote. That's not true. Equating a form of hate like anti-semitism with criticism of a foreign nation like Israel, as the ADL does, is explicitly bringing politics and foreign policy into the classroom. In another part of the email, you said, quote, "As with other curricula, it will be reviewed to evaluate its effectiveness." End quote. I'd like to know what are the metrics for evaluation. Does that mean that

017there's a chance that it could not meet the metrics and the district would cut its partnership with the ADL? Another uh actually the first email that you sent to me um you said, quote, "The ADL no place for hate program that we are implementing addresses all forms of hate, bias, and bullying, including Islamophobia. This broad scope is why the program was chosen. End quote. So, I was looking through the No Place for Hate website. They have their curriculum available and there are no lesson plans addressing Islamophobia. There are only two lessons plans on LGBTQ history. The section on religious discrimination only includes lesson plans addressing Jewish identity. The ADL website even has a content update that says basically that they're narrowing their resource and they're not hosting a lot of their broader antibbias resources. So,

018um, yeah, it doesn't really have a broad scope like was communicated. So, thank you. >> Thank you. Okay, I believe that was all public comment and again we will follow up with each of you afterwards. I will turn it over now to Dr. Patel for superintendent update. >> Great. Thank you everyone and welcome to our board meeting. So, I'm just going to give a quick update on what's happening in the district. We had a recent board meeting. It feels like pretty recently actually two weeks ago. And then there was Thanksgiving in between. So, um, still quite a bit is happening. So, at the last board meeting, I highlighted, um, some student performers who shine on stage every time. And I'm going to start off with doing the same thing again because last week I got

019to go and watch the Clayton High School Wound Middle School winter choir performance and outstanding. Our students were remarkable. They make me proud every time I go to any of these performances. And it was standing room only in our theater. So, um, in our auditorium, I should say, rather. So, if anybody got to see that, I think you would probably agree with me on this one. And what was really interesting to watch is over the years how our choir program continues to grow and grow. And I truly believe that's a testament to our two teachers who collaborate from the middle school and the high school and go and team teach each other's classrooms and really are present in that and that was evident by when I was standing in the back and watching all the

020students on the stage I'm like wow in four to five years we have really grown that program. So just wanted to highlight them them again and just remind everyone how amazing we have our students doing so many amazing things every year. Um, next we as we look forward into next semester, can you believe that? 2026, our second presentation in the Clayton Cares Community Speaker Series will be coming on January 8th. It is free to the public. You can RSVP on the website. And we are going to be celebrating the voices and experiences of our LGBTQ plus community. We are going to welcome Missouri State Representative Ian Mackey. he's going to come to Clayton High School where he is going to share his identity as a gay man and how it has shaped his law education

021and career. So, it's going to be um a great event and I hope many of you can be there to support this. Oh, and what's really interesting about this and very um collaborative is we are co-partnering with the city of Clayton's equity commission to sponsor this event. So, it's a great collaboration between the city and the district as well. And so mark your calendars. January 8th will be here before we know it. Moving again looking into next year, we are working on our reimagining our summer academy. We have our dates set for June 8th through July 3rd. And recently, well last week, we announced that Angie Keracio is going to be our new director of summer academy. Angie has been with us since 2008. She has been our math coordinator for over 10 years. And

022when you talk about someone who has amazing leadership skills, she's collaborative. She's results driven, that's Angie. And so, we're really excited to see what she and her team will work on in terms of reimagining what summer academy looks like. Details are still in the works, but we will keep you posted on that work. And Angie being Angie, she's already sent out an email to the staff. She's already started a continued start stop survey to get different perspectives on what people think about this and she's already doing listening tours at each of the buildings to hear um feedback to see how we can make it better. So, I'm excited to see what we do with that for next summer. And then finally, we have three presentations tonight. The first one is the findings of our independent

023financial audit that we do each year. So, KB is here to present that. And then second, we have the design team and BSI who will be giving us an update on all the schematic designs as well as the latest budget um estimates for these projects. And then finally, we will be presenting a draft resolution calling for bond election potential adoption in January. So all of that is happening tonight. We have a lot lot to get through. And with that, I do want to wish everybody happy holidays because we will be seeing you in 2026 after this board meeting. I will hand it off to Nina who is ready for studying for her finals. >> Hi everyone. We are well into the heat of final season, but luckily the CHS wellness center is doing a great

024job of keeping everyone calm and bringing down the stress with their wellness week. From duo dogs and hot chocolate to origami and stress ball making, there was always something fun and peaceful to look forward to during this busy time. On Tuesday, before my friends and I had to study for bio, we all got tea from the wellness center station in the cafeteria, which made doing our work a lot more enjoyable and way less stressful and just more exciting in general. Speaking of excitement, the CHS speech and debate team saw great success at the Francis Howell Central tournament this past weekend. We had 10 people placed in the top six for their event, which was quite the way to end one of our last tournaments of the year. So, that's very exciting. And then in other

025news, last week I sent out a survey to a range of CHS students, grades 9 to 12, about feedback for the long range facilities master plan, specifically the possible changes to athletic facilities. I phrased the question as, "How do you feel about the state of the Clayton athletic facilities?" Um, and then parenthesis gave some examples of locker rooms, dugouts, fields, etc. While some CHS students are grateful for their current athletic facilities, many wish to see cleaner and more up-to-date locker rooms and showers, dugouts for the softball fields, not just ads field, and general improvements to the softball field in general to make them more on par with the baseball fields. So, from what I gather, CHS students are somewhat happy with their current athletics facilities, but many wish to see changes that they feel would

026make their experience even better with athletics. Next quarter, I plan or next semester, I plan to revisit the three elementary schools to meet with their focus groups. Ideally, I would love to do this one time per quarter so I always have up-to-date and relevant information to present. Additionally, I will continue to meet with principal advisory club and send long range facilities master plan student feedback forms to ensure the voices of high school students are being heard as well. All in all, it's been such a great first half of the year and I've absolutely loved my role as student rep. Thank you. >> We've loved having you, Nina. >> Thank you. And leave anytime you need to study. If you want to go now, that's fine. Good luck. Okay. Um, agenda item six, um, acknowledgement of

027receipt of fiscal year 2024 to 2025 audit reports. I will turn this over to our CFO, John Brazil, and the audit firm as well. Good evening everyone. Um on the agenda on on the online agenda there are uh the audit reports but in front of you as well tonight there are three books that represent the audit report for the year ended June 30 of 25. The audit was conducted by the firm of KB. And joining us tonight is um Gina Cochran and Allison Williams. Uh Dina is the partner on the job and Allison led the audit. So I'll let them do their report and you'll hear some good news. >> Perfect. Can everybody hear me? Okay. Yes. All right. Great. So um I am the partner in the engagement, Gina Cochran. I am actually retiring

028May one of 2026 and Allison was made partner May one of this year in anticipation of my retirement. So she will be your new partner next year. So congratulations to her >> and to you to both of you. >> But yeah, you'll be in great hands. So she's been doing the audit now for how many years do you think Alison? >> Probably about at least 10. >> Yeah, at least 10 years. So >> great. So uh just to uh summarize and go over the financial statement audit uh first just the general financial statements. Just to remind everybody that management is responsible for the uh preparing the financial statements in accordance with generally accepted accounting principles and also related to the design and implementation of and maintenance of your internal controls. your uh your financial statements

029are prepared on the acrruel basis of accounting related to the governmentwide financial statements. Then the fund financial statements are on the acrruel basis or I'm sorry on the modified acral basis of accounting. Our responsibility is to express an opinion on those financial statements and our audit was uh performed in accordance with generally accepted auditing standards, governmental auditing standards. Uh we did not perform a single audit this year because your federal expenditures related to those federal grants were not in excess of $750,000. So we did not have to issue that um audit report this year. And we will issue or have actually issued an unmodified opinion on your financial statements, which that's the best of three opinions we can issue. It's also known as a clean opinion. So that's what you want from us. >> [clears

030throat] >> We did not identify any material weaknesses over the financial reporting and we did not identify any compliance issues related to laws, regulations, contracts, and grants. That's all great news. And then related to state compliance, um there's a a separate report that's related to that where we look and examine at the specific requirements of Missouri laws and regulations regarding budgets uh budgetary and dispersement procedures and then your attendance. um that that examination is performed in accordance with a testation standards established by the AICPA and we also issued an unmodified opinion on that and there were no findings related to that uh examination as well. Okay. So um the next part of our presentation you have also received a report to the board of education as a separate um report. Um this is our governance

031letter. So on the next couple of pages we're just going to highlight some of our required communication under a professional standards. So the significant accounting policies that have been adopted by the district are disclosed in note A. Again there's two basis of accounting presented in your financial statements. the full acral basis in the governmentwide and then the modified acral and your fund financial statements. Um [snorts] there were no new accounting policies adopted. So when you're comparing the accounting policies from the prior year financial statements to the current year, they are the same. There were no changes. The financial statements do include two significant estimates uh comparable and consistent with the prior year and that includes the estimate of the net pension liability and the OPED liability that gets recorded in your governmentwide financial statements. It's

032considered a significant estimate because the actuary determines those liability amounts based on uh certain assumptions. Um there were no transactions that lacked authoritative guidance or consensus in the financial statements. We're required to be independent of the board and your management and we are in fact independent and we're just required to disclose that to you all. Um we also look at the note disclosures that accompany your financial statements and found those to be neutral, consistent, and clear. And then we didn't have any difficulties encountered in performing our audit. John and his team were very well prepared for us. [snorts] >> [clears throat] >> We didn't have any disagreements with management and um as part of our audit we do take a riskbased approach. So we did identify two significant risks that were required to disclose to

033you all. These risks are the same as prior year. Um again they're inherent risks. It does not mean that management or the board needs to take any action on these risks. are just areas where we focus our audit and those um are related to management override of controls. This just means that we have to be on the lookout for management override and it's required to be a significant risk in all audits regardless of the district's size, its controls or processes that are currently in place. The next risk is related to that significant estimate that I mentioned previously and that's just due to its significance in your overall financial statements and that it's actuarily determined. So that's the net pension liability and the total OPED liability that's recorded in your governmentwide financial statements. Um we're happy

034to report we didn't identify any financial statement misstatement. So there are no audit adjustments. And then um when the audit financial statements were approved, we obtained what's called the management representation letter. And that's where John and Brent certified to us that they disclosed all relevant information to us for the audit. And then um the financial statements are complete and accurate. And then to our knowledge, there were no management consultations with any other independent accountants to get a second opinion on any complex accounting matters. So, that covers our report, but we just wanted to thank um the board and superintendent for having us here tonight and uh for continuing to have faith in us to perform your audit. So, you keep bringing us good news and we'll keep having you perform [laughter] the audit. >> Thank

035you for being here. Um >> Thank you. >> I'm gonna have Chris read the motion so that then we can ask questions. just read as it's not a motion. >> Oh, it's a >> Well, we want a motion acknowledging receipt of this. >> I guess >> you see what I'm saying? >> I would just say move to receive in >> I just want to make sure. Okay. I move that we receive the financial audit report and the federal state program report for fiscal year 2024 2025 and hereby acknowledge and accept from Kerber EC and Breckl LLP the district's independent financial auditor. >> Okay, it's been moved and seconded. So now I can open up the floor for any questions for them. Yeah, first [clears throat] of all, congratulations on another um clean and successful audit.

036My takeaway from that is that you know John and his team were very well prepared I think is what you said. So that's good. That makes it easy on everybody including us and particularly on me as the board treasurer. I just have one question and it's more of to jog my memory. Historically, when I was looking at the um calculations for the pension uh li net pension liabilities in the OPED, there was a big change in 2021 and I can't remember why the net pension liability was so much lower in 21. And just for the public's knowledge, the the rest of the years are consistent and in fact the percentage of our liabilities there and OPIB are very consistent with previous years. But in 21 it was just much much lower. >> So our pension

037really uh derives from our participation in PSRS and peers the retire state retirement systems for educational employees. >> Um and they have a lot of market exposure to the stock market and as those values fluctuate up and down from a market value standpoint against as compared to what's happening with their liabilities that are acrewing from continued uh employee participation in the plans. those differences flow our share of those differences flow to our statements. So there can be wild swings in those numbers from time to time primarily due to market conditions and with their stock market investments. >> Okay. Well, maybe you and I can offline look at I mean I I expect I think that's that's a reasonable explanation. It's just it's a huge wild swing to go from you know as a percentage of

038payroll it's pretty consistent and in 2021 it's it's a very wild swing. So >> I'll look into that deeper and give you >> you can help me remember. So I'm sure there was an explanation for it. It was a clean audit that year. I just can't remember what it was. >> Any other questions that Pam? >> I have a few. Um hi, how are you? Um I have a few questions mostly just forward looking or forward thinking and I guess I want to start by thanking you and your entire team for a wonderful um so for you all um you reported that our internal controls are functioning effectively. Do you have any recommendations for improving or strengthening them? We did not identify anything in that would be to the nature of rising to a material

039weakness or significant deficiency that I recall and Allison correct me if I'm wrong that would have had to be reported in a letter to the board. Internal control findings that are lesser in nature I don't even remember any issues related to that either. Typically, we would discuss those with John and the team and if you know sometimes boards want to be included in all of that because they want to know the nuts and bolts of what's going on. But I don't recall anything even at that level that would have just been an internal control that didn't rise to the level of a significant sign deficiency or material weakness and correct me if I'm wrong. >> Right. Yeah. Correct. >> Okay. [snorts] So, to follow up on that, is there something that we as a board

040can do to better support the financial oversight process. I'm thinking as we are all preparing for a transition in CFOs and a transition in auditors. Um what would be your recommendations for us for how we could better um have better better support this process? >> I think just gaining an understanding of what the controls are. I mean, I don't know if everybody on the board knows exactly what those controls are, but we get an internal control um document that walks through the cash receipts process, the cash dispersements process, all the different highlevel processes of the district, >> delegation of authority. >> Yep. And that's what we're testing. We're pulling those key items out of there to look at and to test. So getting a copy of those what's provided to us and understanding that and

041making sure that there's nothing that you want to change with the change in management that's occurring would be my suggestion. >> Alison, do you agree with that? >> Yeah. And I think you know then just from board's oversight looking at the financial report that the CFO submits and making sure there aren't any significant variances when that gets presented is also important. Thank you. Is there anything the last one anything new on the horizon politically, economically that we should be preparing for that you anticipate? In all districts, the single audit threshold is increasing to a million dollars for the next fiscal year, which you know, high likelihood you won't be at that level if you weren't this year, unless there's some special funding that, you know, you would qualify and and go after. But that's the

042only thing in terms of standards. There was a new standard this year, Gazsby 101, that was evaluated um related to compensated absences, which the um district didn't qualify for those uh [clears throat] for the recording of additional amounts related to that. So uh that was new this year. Um Gatsby 102 is >> was also new but no we haven't seen any impact on any of our districts. >> Right. >> Thank you. And there's a component unit change next year too, but I don't anticipate any impact for the district, too. I don't remember that Gazsby number, but off the top of my head, >> 103 makes sense. [laughter] Good. >> Sometimes it doesn't go in order. >> They might get held up somewhere. >> Okay, thank you. >> Go ahead. >> Real quick, um, first of

043all, John, congrats again. I feel like I say that every year. So again, congrats again on the clean audit. Real quickly, where, and this is not a reflection of our audit partner KB, but like where are we in the three-year cycle, right? We bid this out every few years. >> Do we do we know? >> I think we have two years left. >> I think so, too. >> Okay. All right. Great. Thank you. >> This side of the table, anyone? Ben? >> Um, so the U million dollar threshold you mentioned, so that that puts us into a federal category in terms of audit. Is that do I hear that right? >> Correct. So that's the single audit threshold which we said we didn't have to do this year >> uh because you were only at

044750. What what changed things for the district if and correct me if I'm wrong Allison was when we had all the COVID 19 funding >> all of that uh funding you know kind of increased you guys over that threshold. So now that those funds were spent we're back under that threshold. So >> Gotcha. So, but if we ever were to qualify, um, is that a big lift or how would you characterize that effort uh, for that particular audit preparation? >> That make sense? >> I would say the the tracking it and reporting of it internally is probably a heavier lift than the audit portion of it. >> Got. >> Um, and Alison, you can you explain that a little bit more? >> Yeah. And I mean I guess in terms of workload for the audit

045purposes, it adds probably another three to four days on the audit. So anywhere from you know 24 to 32 extra hours for >> any other questions anyone? No. Okay. >> So um your recommendation is that we as a board review financial monthly statements that are prepared by John and his team. We all know, right, that we do review those just so the public knows those are in our >> captured in our uh we vote on those to accept those every month. And in that reporting, the way that um John and his team lay out that report, it does exactly that is it shows um any significant variances from what's in budget versus what actual spend was. >> So yeah, it's made very easy to understand and digest for us. >> So thank you for that.

046>> Yes. And please pass our congratulations on to your whole team. Yes, this was a team effort and uh I think we got a good report. >> Yeah, great report. Thank you. Okay, it's been moved and seconded. All those in favor? >> Any opposed? >> No. Okay, motion passes. Thank you all for being here and congrats again on your retirement. >> Thank you. [laughter] >> Okay. Um 6.2 two is facility planning updates by the design team and construction management team. So we will call all of you up here Paragon, Perkins, Will, BLDD and BSI for facility update. shifts, three shifts. This will be >> okay. Good evening. Um, we're here back in front of you tonight uh to give you an update as where we go through the process again. Um, I'm not sure who

047has the clicker. Oh, there we I do. Um, there we go. So, just kind of a reminder of of all the different times we've been in front of you, in front of the workshops with at the at the building level. A lot of work has gone into the updates tonight. really working to get you the right information uh for the potential uh discussion in January about the final BA ballot language. Again, if that ballot were to go forward, it'd be at that April 7th. So, just a reminder for where we're at within the within the process. Um so, tonight you're going to hear from uh all the design partners as well as the construction management team for some updates on where we're at today. We'll start with Captain Great. Captain Elementary. So, um, existing sites,

048uh, just here for reference. We can certainly come back to any of the existing sites, uh, if needed. One of the things we've got for you this evening, we we brought some toys. Um, they're small, but we're going to pass them around. These are basically we've got the existing and we've got the proposed in terms of captain. It's a new building and then the the others you'll see the additions. But we're going to go through the site plans. Amy's going to run you through the planning for each school and then I'm going to talk a little bit about the massing sort of as the as these projects become vertical. Um the if I go back the um obviously the the existing captain elementary occupies mostly the eastern half of the site. The notion with the

049new building uh and this will depend on swing space ultimately is uh to to start the project on the west the west half of the site and it would if the students stay on site it would be phased in. if they're removed off the site. Obviously, it's just one big phase and you do the project all at the same time. Um the so basically we're flip-flopping the the the building um putting the building kind of back in its original location when it was Demoon Elementary School. Uh it sat on on the west end of the site originally. So the playfields then move move east. The parking lots essentially stay where they are. and all the schools that we're be we'll be looking at um today relative to the site program there's always hard uh essentially

050flat or flattish space that's mostly asphalt you know for just playing there are playground spaces that I would call sort of structured spaces where you know there might some type of playground equipment we're showing a kindergarten play area and then like Glen Ridge all Marramck and and Captain, you'll see a turfed site on there as well. Uh, and then there's and then there's parking. So, here at Captain, the parking is essentially unchanged. We're basically trading places between the building and the other site functions. >> Also mention that all of the sites were planning for an outdoor learning area at all of the elementary schools as well. Um, so all of the plans you'll see tonight, they're all on one page. They're pretty small. So, we'll just go over um the big points of each of

051these plans and how they are in support of the work that we've done since this summer with your educators um and the desires of adjacencies and program elements that they want in the building. Um so, you'll see in green on the right um and green will always be the color for the cafeteria and the gym. Kind of those big community common spaces. At captain, they're together. um with an opening from the cafeteria to the gym so that it becomes the large performance space. So, it's kind of a multi-purpose use for those spaces that are used all day long in schools anyway. They have to be there. Those are right at the front door at the lobby of the building. Um in the center of that on level one is the main administrative office. Um again,

052flanking the lobby for um just best practice purposes. On the left side, you'll see the specials. So captain wanted all of the specials including gym grouped together on one floor. So we were able to accommodate that. Um and then in the back the big gray area are things like uh the main mechanical spaces, receiving areas, bathrooms for the large function areas, etc. Um marching up the building. Again, it's a it's a tight site as we could say for every one of your sites. And so it's a very efficient kind of rectangular plan. Um the other desire of the educators was to have um kindergarten and fifth grade be um sort of autonomous learning pods. And so you'll see that in the center of the building um on level two and three you'll see kindergarten and

053then fifth grade above that. On the left side of that is first and second grade sharing a extended learning area together and same for third and fourth grade on level three. Um all of these buildings have pretty much the same components um serving you know same amount of classrooms, small group rooms to support extended learning um and uh storage etc. All the things that are included. The library is in the middle of the floor plate here on level two um along with the maker space as well. So, u miscellaneous offices all over um each floor, but uh in the desired location of the captain, um programming group. >> So, so I'm going to go ahead and pass these around. Would you like to like feel and touch them? Okay. So, the first you'll get in

054every instance will be the existing uh and then it'll be followed by the proposed. Oh, thanks. whichever way you want to take those, Brad. Um, so I would I would sort of characterize the massing so far for captain as we basically have kind of extruded the the floor plan. There's a lot of articulation that needs to happen to the building to sort of make it feel at home there. But that's work that's that'll be coming further in the schematic design phase. Uh you'll see as you saw on the floor plan that there's not enough program to completely fill three stories of the building. Uh the piece that is in the back that that sort of the long edge of the L on the top is that fifth grade area. Um and then the the academic

055areas are principally then on the west side with the specials that Amy mentioned on the first floor. So uh each of those are you know showing you one of the things that becomes very evident when you especially when you sort of look at the models is that that site slopes uh from east to west uh you're sloping downhill from corner to corner 15 to 18 feet. So there's a good amount of fall. The building is planned with some some slope in the first floor to help mitigate grades with uh with the building itself. So, with that, we'll move on to uh there's a couple of model shots in the in the slide deck. You've got the models in front of you. Uh happy to, you know, add you know, answer any questions about those, but

056um you know, they're in the deck for reference for the public if they ever want to come back and view this in the future and yourselves as well, obviously. So, Glenidge Elementary uh the existing site uh Glenidge does have its own uh turfed area right now. I should mention on all the sites uh as to the extent that we were able to and I can kind of tell we've got the numbers if you'd want to know what the numbers are in terms of the amount of square footage of hard surface play area that exists on site today versus what's in the in the uh proposed plans you're seeing this evening. parking. We've made, you know, we have tried to keep parking those numbers equal. So, every option that you're going to see c all three

057elementary schools has got the same amount of parking on site in the proposed plan as it does today. Okay. All right. Uh so, let's move on to the proposed. So, this is the proposed. The light blue is the existing captain that uh remains. I'm sorry, Glenidge. Glen Ridge that remains. The dark blue is the new construction. It's not maybe quite so evident in looking at the uh the plan here, but really trying to honor the roof forms that exist. And we might as well go ahead and start passing these around. Um so you'll see that across the back of the building, but you what what what any um pedestrian would see walking around the building would be pitch roofs. Um, and one of the things that is uh sort of somewhat different between Glenidge and

058and Marramac is you really do have uh houses facing this property all the way around. Maybe with the possible exception of on the east side where you know you're seeing sides of houses, but whether you're across the street to the north, to the south, or even to the west, you've got front windows looking at the school. Okay. So, keeping that and honoring the uh the sort of the massing and the architectural vocabulary of the existing building is the is really what we're after on both um Glen Ridge and Marramac. >> Okay. So, these since you last saw these, we've made a few changes based on recent conversations. So, these will be updated from our meeting last week. Um so both Glenidge and Marramac um for many reasons. Uh one is footprint and the other is

059um economy are keeping the existing kitchens and cafeterias though they'll be remodeled. Um those exist on level one and at both Glen Ridge and Marramac. So that's the green you're seeing there. Um but we're still able to accommodate that performance element uh with the gym and a multi-purpose room stage area. on level two of the building. So, um it's not the cafeteria function attaching to the gym that is a makes a much larger footprint on level two and three of the building. And just given the compact uh site and the the neighbors nearby, we're trying to pull that back a little and also save some dollars. So, we were able to do that here. Um on level one, we're able to resculpt um the front yard so that we can get an ongrade um entry

060for accessibility into the main administration area, which is that orange part of level one. And again, you see the gray functions there, which are things like mechanical and bathrooms, etc. Uh moving up the building, the uh the students uh student focused areas are concentrated on level two and three. Uh you'll see though it looks different because of the existing building the same configurations where kindergarten and fifth grade are kind of their own learning area and first and second grade are paired, third and fourth grade are paired. So that those two grade levels partner on the left side of the site, the the west side um and the kindergarten and fifth grade is on the right upper right side. We were able to also keep intact um with some of these changes the specials um remaining

061in some existing classroom spaces. Again, that could be renovated, but for example, your science classroom is really beautiful at Glenidge. It's staying where it is. And the nice part about this replanning is that on level two and three, those light blue areas are the special classrooms, and they're all together now, um concentrated in one zone. So, they're not spread apart like they were the last time you saw them. They're in a in a really nice location for people to get to them centrally and from a zoning standpoint, they're along the front of the building along that main shared uh hallway. Um, another uh I think good thing that came out of the the change is that the library at Glenidge can really stay where it is. Um, so we talked about um studying the libraries

062and their sizes. Um the library right now is that pink area at Glenidge. If you haven't been there, it's actually the thoroughfare, but for the main hallway, you actually walk through the library. That could still happen if the Glenidge uh staff and educators would like that to to happen. Um or we could enclose it uh if they'd like that to happen as well. But the nice part is it's right where it is today. It's centrally located um and easy to access for everybody in the building. So that that's the layout at Glenidge. Those are the changes. >> Yeah. Yeah. >> This is the this is the most recent plan. So this reflects what you're seeing on the screen. >> It we were pretty close to the property line and we've we've gained back about 10

063feet additional in this iteration. So, it really sliced a good amount of of depth off the building, which is obviously really important on this site. So, I think it was it was a good move all around. All those changes, I think, are really really positive. And I think the the replanning also allows for more use of existing space to be reused and renovated versus a full gut. So, there's some economy with that as well. >> And we are able to gain that flex classroom. >> Oh, that's right. Glenidge as well. >> Yeah. With the library reconfiguration, we were able to gain the requested flex classroom at Glenidge that is associated with the level three fifth grade pod so that if you had a year where there was an a larger grade level, you could move

064them into that pod and those classrooms are all contiguous together. >> Good. >> Is it set far back enough from Oxford that there's room for a sidewalk? >> Yes. >> Like right now there's a sidewalk. >> Yes. Yeah, definitely a sidewalk and and still a buffer zone between the building and the sidewalk. It's not right up against the sidewalk where it the last iteration was pretty darn close. So >> sidewalk is typically in the public right away. >> Oh, okay. Good. >> And generally speaking, your line starts at the back of the curb on your site size. >> Okay. Um yeah, so massing wise, you you've already seen the model. Um, one thing I would want to point out, so this is looking obviously at the rear of the building with the existing building in

065the front, is that, you know, we do have a pitch roof across the uh the north side of the building. [clears throat] We are still working to articulate this. You can see a few indents in the mass of the building that are those are right at those extended learning areas. So those are probably end up fairly glassy to let light into those extended learning areas, those grade level pods that are sort of at the ends of those uh the wings. Now the [clears throat] gym is right in the center. But I do anticipate you're going to you'll start to see as we start developing elevations of this more articulation in brick and and I think even in the roof line here, I think this could stand to be broken up once or twice across across

066the length of this roof. So that's all work that's going to be going. >> Um I might want to add just for Marramck and Glenidge with the decoupling of the cafeteria and the gym. We were also able to make the gym the storm shelter which is it's it's it's very good in a lot of ways. It takes a space that doesn't need as much natural light as classrooms and so you can have a little more economy about the windows that you're putting in that space that still can have windows. Um, and it will make it easier to have equity between the classrooms before it was in the classroom wing. So, a little bit harder to have maybe as much daylight as some of the other rooms that are not storm shelters. So, that's for both

067Glenidge and Marramac. We think that's a really positive outcome of this as well. >> It did. >> Okay. >> Yeah. And both of those are obviously centrally located. So from an equity standpoint of kids getting to it quickly, >> it's a great spot. >> And they all have restrooms. >> They do. >> They all do. Yeah. That So all the the gyms will now have single user restrooms in them because of the storm shelter. Yeah. >> Yeah. >> Okay. Okay, so you've already seen the models, but here here it is again for uh records sake, both the front of the existing building. And if you didn't notice it on the model, you can see it in the photo here on the right. Sort of the sculpting of the front yard to bring access into that

068lower level. You'll see that. Pay particular attention to that on on Marramac when those models come around. It it's very very obvious there. And then uh on the right the the rear of the north side of the building Marramac uh existing site as it sits today. Um and then let's just move on to the new site plan. So you're seeing again the light blue on what is the uh the now the west north is to the right here. Uh the west side of the building is the existing side of the building will remain unchanged with the exception of sort of that sculpting of the front yard to gain access to the lower level and then the dark blue to the rear. Uh Mary is is obviously different in any number of different ways than Glen

069Ridge. It's got uh the you know Forge Parkway to the right. Um you've got sort of stepping up the hill to the to the rear to the east side and then you got sort of neighbors backing up to it. Um one of the things we're showing on the uh all I think all the schools are concerned about the open play space on their site. This was expressed you know quite a bit by Marramac when we spoke with them. What we're looking at trying to do here is take over essentially that upper tier, what we might what we might now start calling the upper playground. That is where the uh the road kind of comes in and there's a drop off area there. We were originally thinking about removing the retaining wall and sort of excavating

070out to create one big flat area. Our current thinking is to do a switchback ramp to provide ADA accessibility up there and leave that upper level at the elevation that it is. It's far more economical. I think a teacher could could stand on the elevated part and and be able to survey and observe students in both areas. Um, and it actually nets at the end of the day nets in particular with more open hard space than they currently have. uh uh because there's a lot of there's a lot the hatched area is what I'm talking about um on the lower part of the plan. Uh so it's it actually is it's we hope they'll feel good about that. It's a win in terms of the open play space for them. We did also take the

071two academic wings here and Amy will show you the plans and rotate those 90 degrees to try to keep those hugged as closely and tucked in as close and tight to the building as possible. Again, to keep as much open play space. So you'll see you're seeing the kindergarten play space. You're seeing uh the sort of structured play space. This is up near where the turf field would go now. And then the turf field uh on the far south side of the site. >> Okay. So these are um extra small. [laughter] Um the so much like Glenidge, the cafeteria kitchen at Marramac uh remains on the lower level with some some uh renovations to that space planned. Um and again, similar to Glenidge, the um ADA um level grade entry will happen at at level

072one. So that's where the bulk of the administrative offices are. Um, we also to again provide a little bit more equity of the classroom spaces. As Steve mentioned, we're we are um kind of doing the three classrooms across the back as a as a learning a grade level learning pod. Um, and then we all we did not change the way we were renovating the spaces on the right. Those are the first and second grade and third and fourth on the north side of the site. But we were able to with this again a little bit more leeway on the the amount of um space on the site, we were able to reconfigure the um extended learning area for that grade level that's in the existing building to be to have a much nicer contiguous extended

073learning space. So, uh we're we're feeling very good about about that uh renovated portion as well as the um as the new um and we were also able to take the storm shelter out of that classroom wing. So, we've got it in the the gym here as well with its own bathrooms. Similar to Glenidge, you can walk in as a as a spectator or as a parent coming to see a play um into the gym and see the stage, which is also the multi-purpose room um in at Glen Ridge and Marramac as well. Another positive thing on this uh option is all the specials again are grouped together on level on mostly on level two with some on level three. Uh the uh library is on level three as well. And we keep we have

074a flex classroom on level three with the um south uh classroom wing. So that is fifth grade on this floor, but again it could be that grade level where there's a larger grade level could go in there and it's a contiguous classroom space. Um, and we were able to kind of rightsize the libraries here and and um, we're able to make the footprint a little bit bigger or a little bit smaller for Marramck as well with that change. So, I think that covers it. >> Yeah, sure. [clears throat] >> Back a slide to the um, I think it's back. Yeah, right there. So right now I believe at that that your new upper level I believe that there are walking paths there that neighbors use a lot >> and I'm wondering how this iPad or

075design would impact that. >> I think they could still do it. I think our proposal would be to >> um create a a new boundary with a playground fence, like a low playground fence >> to make sure that it's contained. But there those usually just have gates that people can open and close anyway so the public could continue to walk >> through as they do today. >> Well, I don't think the path that >> I don't think the path changes if you put up you have the you're keeping the existing retaining wall. >> Yes, the retaining wall is staying. Yeah. So they can still walk >> there now as concrete and and greenery then becomes a playground. >> We can actually keep the existing pavement exactly where it is. >> Yeah. and just provide some

076>> if if the school district is is so if if the path is let's say you're going from right to left to sort of to the culde-sac from the neighborhood where >> there's a stair at the end of that path that takes you down into the lower what we'll call the lower playground >> that we know gets used but if they make a lefthand turn and they go over to the culdeac at the end of central that's the sort of the route you're talking about as long as the school district is >> okay with them walking through the playground they can still do Yeah, because there's nothing being built on top of that. >> No, it's just Yeah, this would be hard surface and as Brad said, >> it's taking the place of the open

077asphalt area that's being consumed by the new addition. >> Okay, >> I have a question. Um, >> so the the um where it says hard surface play, there's kind of a a gap there between the two se new segments. Is that going to be like a Is that going to be a a well a door? Is that gonna be a main flow in or out of the building? I'm just curious what that break is about. >> That makes sense. >> Sorry. Sorry. Well, you uh maybe maybe go one more >> there. >> Um >> more of a side view from the from the back looking. >> Oh, this. >> Yes. This area. >> Yeah. Right now it's conceived of as still part of the hard surface, but it could I mean you could put kindergarten

078playground there if you wanted it separate. There's some other options for that space. >> Yeah. The I mean I guess you know just looking at it very simplistically like >> would there not be some benefit to considering a full loop like of the building because it would you kind of hit you hit a stop? >> I see what you're saying. >> I don't know cuz that that was my impression a full loop >> like a donut. Oh, >> connecting the circulation. >> Yeah, circulation. I don't know. I just I was just curious if there was some intent of the way that was done or >> I not not intended. Okay. Yeah, we we certainly could look at it. I think it it would add a little bit of area, right? Because you're you've got to

079kind of come around and and do that. But if it if you think that the connectivity of those two wings is important, we could certainly look at that. Yeah, I I I it would add area and it's as as a result it's going to add some cost associated with that. >> Right. >> One way to think about this, this is true at Glenidge as well. By the way, is >> the way that the plan is situated right now, a lot of the common elements that students need to get to are in a place where for the most part they can get to them from their grade level area without walking through a lot of other stuff. So, which is a nice thing, right? there's a certain seclusion that happens in those grade level pods potentially.

080Um so for that for you know students at in those end let's call them wings right the new part to get to the gym or any of the specials like Spanish or science >> they're basically walking into the common area of the building and that's where they're going to find everything. So >> the need to get from one to the other like it could be a very nice thing from a circulation standpoint, >> right? >> Um it will, you know, obviously it adds area and cost. >> Okay. Uh you've seen the models again, but but here it is uh in two-dimensional uh flat screen form where you're seeing the um the sort of that upper play area, the lower play area uh behind the building. Now, uh for the most part, these buildings started their

081lives or at least got there fairly quickly as pretty symmetrical u pieces of architecture. We're trying to again honor that and honor the the form and the sort of the heritage and the architectural character of the existing buildings. Uh we didn't quite feel the need to do that over the top of the gym for this one just because of the context. Uh but really, you know, what you see around the sides and around the front of the building uh feels sort of very much at home with the original building. Um yeah, and with that, I think we're, you know, the models are in here again for for reference. Turn it over to the high school. All right, here we have the high school CTE edition. Uh here's the site plan. So on the right there

082in the gray is the existing building and the white is the addition about a 10,000 square foot uh one-story addition along the southwest side of the high school. On the left, we're protecting the existing drive that circulates around the building and uh fire lane access and the far left there is Adik Field. Uh taking a look at the floor plan, that uh brownish area on the right there, that is your existing building uh where your map department's located in the existing pre-engineering uh wood shop area. So uh on the left of that is the addition where you're seeing the colors there. So uh kind of the teal color is the geometry and construction in the center there. So have that direct adjacency to the wood shops important. And then just to the left of there

083is the robotics. Uh so incorporating a practice field in there, an area for their own dedicated space that is uh uh lacking right now. Uh below that uh we still have the math office that's currently located in existing position. We did have to uh demolish two classrooms at that back area, but we're relocating them in the addition. So those are those blue boxes. So we're adding a a math classroom back in and then also a flex classroom that could be used for math and uh just different uh CTE purposes. On the bottom left there is the amps room, dedicated room for them. Uh that has all their equipment, classroom, a couple breakout rooms and storage. And then uh the addition will have its own entrance vestibule there that you're seeing on the left. And then

084uh ramp uh down to grade and a stair leading to the parking lot to the north. Uh here's some 3D views. Uh so uh in the back is the existing building and kind of the front of the screen is the addition. So this corner we're looking at uh the robotics there with those corner windows. Uh so the goal here is to really tie in with the existing building. So having some brick that matches the existing and wider band at the top having some metal panel. Uh some sun shades to uh protect the direct sun into the robotic space as well. And then on the right there you see the glazed vestibial entrance. Uh looking at the PAC improvements, uh still relatively what we've had before. So on the top there, uh looking at the band,

085choir, and orchestra rooms. Uh they've uh have some loud noise. So how do we treat that acoustically, auditorium, uh looking at some light interior uh finish upgrades, so seat replacements, some carpet there, uh behind the stage, uh incorporating an ADA lift. So currently uh the only way to get on stage is an ADA lift at the seating area and then once the students on there uh performer they're kind of stuck on stage to the end. So having that back door access to an ADA lift getting to that back area of the building uh will help uh ease that need. Also looking at the restrooms of the auditorium give them a good refresh as well and then incorporating a uh new school store at the main entry there to display all the school gear. Uh so

086that's currently located where hounds grounds would be. So we would relocate that to the uh commons level of the high school where there's an underutilized bookstore area. Uh here we just have a uh some snapshots of the acoustic report for the band choir and orchestra. There's a lot of information on here, but just high level uh that table on the right. So we did do some sound testing at the uh those three spaces. uh the noise levels were coming in high about 50 dB approximately in each space. So on the left there is just a summary and some recommendations. So really we're looking at those top three items. Uh replacing some fan terminal units, uh some duct liner, uh looking at uh relocating some compressors that are creating some vibration on the floor in the

087orchestra orchestra room and then creating a set just to help that noise. So trying to get that NC rating down to that 30 dB. And that wraps up the high school. >> We step away. >> I'm focusing on Glenidge for these questions. That's I think the consensus kind of the triage list. It's the first one. And I I've been trying to kind of come up with a way to articulate what we're doing there in simple terms. And if I were to say that the drivers of big structural changes at Glen Ridge were moving educational spaces out of the basement, creating these extended learning spaces, and I want to ask you to describe what those are, and then the larger gym. Is it those three is that an accurate is there another big driver of the

088structural changes beyond those three? I mean, I know there's lots of changes that are being made, but I'm trying to simply describe why we're making large structural changes at these buildings and and that was what I've come up with. >> Yeah, I would well I would also add this this need for a storm shelter to that list as an important one. Um I when we uh had the three workshops with your elementary school groups um and came up with a program that's an equitable program across the elementaryaries, we talked a lot about teaching and learning in Clayton and what you're doing and trying to do in your classrooms and what you can't do because you're hindered by the space. And so the the consensus around the group and while they look like classrooms right now,

089we'll be developing those further to have more connectivity, more agility to change in size and shape. Um especially a captain where they're open right now, right? There's a lot of they're already doing those kind of things together. Um but they don't have that space that's not assigned classroom space. So all the classrooms are right sized. They're all equitable in size now across all the schools. Um they all get small group spaces and support of educators um coming into and pulling out kids um within their peer groups with them together as well as students working together in small groups. And the extended learning areas are just that. They're an extension of the classroom. So, um, if you're not in direct instruction mode, if you're in project mode or you're you're doing things, um, kids can have

090direct line of sight to their teachers and be working in a space that's really an extension of classroom, so larger than their classroom. So, um, you might want to add to that, but >> yeah, I I I would I would add another one. Uh, one of the big ones is, um, given the way these buildings were built originally and how they've been added on to the over the years, the entries to these buildings have have found themselves in odd spots. So, trying to >> they have a Frankenstein quality. >> They Well, I wouldn't use that word, but [laughter] you did, but you can. >> I um, so trying to relocate those back to a place that is civically makes more sense. let's put it that way. Um, so I would say that's one thing in

091terms of the sort of the planning. It's been so much talk over years and years about flexible learning environments. That's a good word. We but we like to also talk about things that are agile that can change pretty quickly. And also I like the word variety as well. Traditionally, schools of this era of mid-century era were essentially uh the same classroom repeated down either side of a corridor. But trying to dial in some variety of space type and size into the learning environment goes a long way towards that flexibility piece without necessarily maybe moving a wall or you know so having having those extended learning areas where a teacher can say yeah small group go out and do this collaborative work out in this area while we're doing other things in our classroom. I still

092have line of sight to you. I still feel like uh I'm in control of the situation or a small group space that's been added to that as well. That's part of that kit of parts in those grade level learning environments where if stu a small group of students need some acoustical privacy and need to work as a group, they can do it there. Or if a specialist comes in and needs to do a pull out and do a quick tuneup with a couple of students, they have a spot to do that. So that kind of variety is something that uh was just absent uh when these schools were built. It just wasn't it just wasn't on the radar anywhere. And the nature of public education has changed so much with so many more things being

093offered just for the good for the good that the space needs have you know you schools have across the country have we have this new program we need to find a home for it and we've seen literally in really interesting things in our survey of schools where janitor's closets have been turned into somebody's office because that's just this that's just what schools do right when they don't have the space. So trying to bring these to match current and future programs is really a big big part of this. >> Steve, one of the things to build on that is what we've heard also is really they'll have more classroom time >> because of how the specials are going to be right sized and the location thus allowing for less time for transitions. So it's going to

094actually increase the classroom time and that ability there. And something that we heard carried over from the master plan was a big driver that it's kind of built on that front entry built into this is overall accessibility for all >> being able to get in and out of both sides of the building, parents, faculty, students, >> right? There's a lot of little staircases in collaboration in particular. >> So a lot of those just by the nature of the designs that we're doing are very well are minimized. There's still a couple there, but it's it's minimized. >> I would add to your list, Leo, community space. That's right. The ga the gathering. >> Yeah, >> you did. Oh, did you say that? Sorry. Yeah. >> Yeah, I did. Right. I did say larger gym. I didn't

095say it, but it would be a community space. That's true. >> Um, and the extended learning, I guess. I just um we have it at W down for anybody who happens to be looking at this and wanting to understand what it is. It's what we have at W down where the classrooms are around a central space that can be [clears throat] used for other purposes. One of the benefits I would share with the extended learning areas, they've all been programmed essentially at a classroom size. So, they're a nice relief valve if you see an uptick in enrollment, right? Where you can think about, you know, how could you use those spaces actually as somebody's classroom to help you with a a bubble in your enrollment. >> The flex classrooms are in there. This is another

096way that, you know, will help you potentially in the future depending on what happens with enrollment. Okay, that's what I add. Thanks. Sure. >> I'll add to that list, too, which is to say that because we're getting completely new systems and we will have better air quality, we will have, you know, appropriate plumbing that works consistently and efficiently, etc., etc. >> I agree with that. I I'm trying to get at why we're making >> Yeah, >> we're doing we could get some of those benefits with a major renovation, but we're also making large structural and explaining why those are >> being. That's what I'm trying to >> Yeah. >> But it will be, you know, a a safer, more healthier environment because of what we're doing. Yeah. So, I think that's a big deal. I

097think people that haven't been in Glenidge for years >> or at all ever don't realize the situation and we're doing a good job, I think, of putting on social media and as much as possible letting people know what it actually looks like in there right now. And it's not up to what we would want as you know for our children. It's just not. So having all new systems is a huge lift in the safety and health of that environment. >> That's honestly one of the benefits of doing the long range facilities plan is those building infrastructure needs get identified plumbing mechanical and so forth. So while you're doing those, by investing those dollars, look at those programmatic educational needs. You know, the more you can marry those two things together, the better, you know, the

098the more benefit you get out of out of the spend. It might be a little bit bigger spend, but the more long-term benefit you get as a school district. >> Thank you. Appreciate you being here. Thanks for the models, too. >> That was fun. Yes, >> sure. >> Thanks. [snorts and clears throat] >> The LD >> and I'll do this as quickly as you allow me, but please ask questions as we go. Um, so as you know, the the work is at Woundown. Uh, we have work at Adzik and Shaw Park and we also have Gay Field. So, we'll just jump right into gay uh sorry, wind down. And why down is really the uh taking your athletic area, your playground area, your recess area, and providing synthetic turf. Uh when you're showing a soccer

099layout, but really that will have field hockey and lacrosse and uh some other line work as part of that. It's showing a two-lane uh running jogging track around that. Um there is some minor electrical work making sure that you have the power you need for some of the special events you have at this field. Um there's also a request to replace the uh drinking fountain. I won't get into this much detail on all of them. This is just simple. We're also showing two different types of shade structures. Uh one is more of a team bench area that can be portable. Um can be easily purchased at any time if you want to have those now. Um and some fixed structures too to provide some of that shade um that was requested as a part of

100this project. So that's why down in a nutshell and I'll just continue to move on. At ADIC, what we're really doing is we're taking the incomplete work from your last round at ADIC is completing the dugout work and the press box work. So, the press box will be a two-story structure. The lower level will have two single-user toilets, a little bit of storage, janitor's closet, and then the stair access to the upper level, which is basically just a press box with sliding glass windows to the field. The dugouts will be more or less and again I should mention that the foundations are already here. So we're really just building up um what's already been started. Uh so the dugouts will be fairly similar in size as to what you have now. There will be a

101large storage area at one end for you know obviously storing all the baseball and um field hockey equipment that needs to be put pulled off the field. Um and again the bench and helmet and uh bat storage as a part of the dugouts. These will be brick enclosed buildings um and with with roofs. Um so this will be completely redone. There's a you know small project at at Shaw Field number five uh which is taking the existing dirt area, the softball area and providing synthetic turf uh in that area. Um and so that's pretty simple and that's all that's happening there. Now, the big one, Gayfield. Um, and I thought I saw somebody. Yeah, maybe that'll work. Um, okay. So, the work at at Shaw Field in terms of the site is creating, you know,

102replacing the turf field area. We're showing football for simplicity, but obviously lacrosse, field, hockey, um, soccer will be lined here. The existing track is already going to be resurfaced again next summer. Uh, we are showing as a part of the track work is we're showing two locations for Javelin. This one's a little sketchy because we do have a water inlet, storm inlet right here. Um there is some preference to maybe putting Javelin up here at the existing soccer which would require sandbags to be located at sprinkler heads. Um so there's a little bit of a you know negative there. Um there's not the intent to build two javelin areas. We're still get price it separately and decide what makes the most sense for the user groups. They do like the idea of it having two,

103but we realize that budget may not allow for that to happen. Um so yes, we are showing perimeter fencing around the soccer field. We're showing perimeter fencing to enclose the stadium. Um and then what happens really the big is the upper parking area right now which would then be divided into two um bleacher areas. One at the lower level and one at an upper level. The upper level will allow us to have some track storage underneath it which would be enclosed with fences over here. Um, and I'll I'll blow this up a little bit so you can see, but the behind the bleachers would be toilet areas, concession areas, press box, ticket booth, and then of course a fence enclosure of that area. The upper area would still have a car drop off turnaround and

104parking. That's where our ADA parking would be. And then the lower level would be the majority of the parking. We are showing some additional parking along the road. um knowing that budget will be a part of the problem, but also knowing that parking is one of the big issues that we're trying to solve here. So, getting as much parking in as possible is one of our priorities. We are showing renovations at the existing cons uh concession and toilet building and the fieldhouse. And so, I'll get into that right away so we don't take too much of your time. So, behind the bleachers, behind the bleachers is a two-story press box. You're seeing this is actually the upper level. This is the lower level. So the lower level would have a large concession area with three

105large windows with easy access for groups. Um we're showing lots of toilets. You would when by the what I didn't mention is those bleachers are providing seats for 2,000. So we have to provide toilets for 2,000. And and good news that's a lot of women's toilets. So that that'll be provided. So that even means that at the concession we're taking some existing I've lost the ability to show it on the screen. Um, so the concession building, what we're showing is the storage going away and actually increasing the toilet counts that are occurring in your existing toilet room and taking that concession and making into storage, small storage, and of course a mechanical janitor's closet room. So really what you have behind the bleachers is a press box, concessions, and toilets and a ticket entry booth.

106The fieldhouse, the fieldhouse is really accommodating storage, which is a huge priority, and locker rooms. So really two locker rooms in the fall, three, but two, one, football, which would be this large one in the on the up the upper level is on the right, lower levels on the left. So on the right side of the upper level, that's the football locker room. On the opposite side in the fall, that would be the visitor locker room for teams that are visiting the site. Men's boys soccer would be downstairs. Each one of these locker rooms is provided with a few showers and some toilets. Um, and the large 2 by two lockers that you currently have and they continue continue to want to have. The upper level does continue to show have your training room which

107we will upgrade. You've got your officials room, a coaches area that has individual desks and conference room and they also have access to toilets and and showers. And then those gray areas which again I can't there we go. Um, those are storage areas again with outdoor access from the upper level so that it's easy to to bring equipment in and out. On the lower level, we're taking the existing uh weight room area, which is right here, uh, turning that into a team room, a large classroom. So, we're going to have 60 to 70 kids. We're actually showing 60 desks right there, 60 chairs with desks right there. Now, uh, that's where they they would do team video review, uh, gettogethers, have the whole team in one place. There are two locker rooms down here where

108you would have lacrosse in the spring uh along with female um uh soccer uh downstairs and upstairs would be your track programs. Men and women would then hand handle those on the north side of the building which would have access from the lower level through that garage door which is a part of your the the wood shop that the facilities use. Uh would then be storage. Um it's not as easy to get to but your track storage of your bigger pieces. If you haven't been in the fieldhouse lately, all the track storage, the mats and the hurdles and things are in the showers. Um there's not a whole lot of there's no shower showering going on. There's no room for it. Uh again, every locker room has access to showers and toilets that we're showing

109out. And there is a a coaches area down here, too. Again, providing for individual desks for your coaches and a conference table for them. And that really is it. I went through it pretty quickly. Um, in the next couple weeks, we will be elevating these, creating some aerial views for so you get to see what this looks like um, in real in real life. >> I might have missed this. Did part of the Gayfield plan include visitor bleachers on the opposite side? >> Yes. I'm sorry. I probably went too fast. >> Yes, we are showing 500 seats currently right now on the opposite side. you would access this from around the the field on the on the south and west side. >> Okay. Thanks. >> And again, stadium lighting is provided um you know, new

110stadium lighting for the field and there is a request and you know part of the pricing will include um maybe having the throw areas light lighted as well lit as well. Um but again that'll all come down in the wash whenever you get the final pricing. What what makes a locker room is there anything beyond the locker rooms being assigned to specific sports beyond you know you and you know Steve Hudson maybe sat down he said well this is how we could make it work across the fall and spring is there anything else that's unique about a football locker room or a lacrosse locker room well in this particular case we are making them fairly similar because the locker sometimes locker sizes are different depending on the equipment that you're bringing for the type of

111sport right doesn't necessarily have the same needs that a football locker room would have we are providing in each each locker room does have and I keep hitting the wrong button does have a coaches area. We're trying to keep these these locker rooms open so that the teams can gather at halftime and work on a and a marker board so that you can have these sort of team conversations that happen. Um but what makes the difference between a soccer and a football in this particular case other than number? Well, I guess what I'm really asking is, you know, as sports popularities, you know, es and flows over the years, we can swap this out without any sort of major changes to the locker room, >> especially going with the the 24 by 24, the bigger

112lockers. Yeah. Full height. You can use them for anything. >> Okay. Yep. Great. Thank you. >> Is there a training room or a trainer? >> Yes. The training room would stay where it currently is, which is right here. And that has easy access from the field on the south end at the upper level, which is where it is now. But there's some equipment in there that they don't need to have in the training room, which we can now relocate because we have extra storage areas like the ice and water. Um, and so that the training uh room will open up and provide them more space to do the work that they need to do. Does this help uh with anything uh for the for the staff, the coaches in terms of what they have on

113the main campus now? Like is this a is this an improvement to their I mean will they be let me ask a different way. Will the coaching staff be using this facility? Do you imagine like kind of like during the day during the school day uh not when there's necessarily kids around? Is it is this going to be like a new location for the coaches or are they okay with where they are now on the main campus? >> I think most of the coaches that we have are either teaching during the day um or they don't work in the district. >> So if they weren't working in the district it would be a space for them to come um because right now they don't have >> like a most activity would be afternoons and then

114game days practice. >> Correct. Yeah. And this plan right now the existing coach's office every once in a while. There we go. This is about twothirds smaller. So it's a third bigger now with access to toilets and a shower. And there's also on the lower level uh coach's offices. So we do have a more appropriate number of spaces for the coaches to meet. Right now they don't have enough space. >> That's good. Could we go back to the um Gayfield image? >> And this is a ton more seating than we have currently. >> And I don't know that we actually use all the seating we have currently. And so I'm wondering where the numbers and estimates came from for the cost of this many bleachers. I'm just wondering. It has been a driving force of

115the design from the beginning for that number and I have pushed back on the need. Um but during especially track events >> I was going to say track meets >> track events >> it's full >> because there's like dozens of schools that are here. >> Maybe a graduation or something. I don't know. In terms of some of your fall sports there, it's sort of a field of dreams [laughter] >> feeling like, right? If we build it and we create a place that people want to be that we will have have the kind of crowds that you're looking for, but it was very definitely an issue for the track season >> is the is the new build. Sorry, Pam, did you have an followup? I don't want to cut you off. >> The current bathroom concession

116stand, I think, is in like >> right there. I don't see her. >> I don't know if it's only me, but I don't see your pointer. >> I don't either. >> Well, I can barely see it. So, if you guys can't see it, I apologize. >> Black box. >> I can just stand up there. >> Okay, that's right. And is that going away or that's >> So, it stays. And we are going to enlarge it to have even more toilets and take the concession out of there and put the concession behind the bleachers. >> So, what is now concession Toilets will be >> only toilets. >> Yes. >> Plus all those other toilets under the bleachers. >> Yes. Believe it or not. Yes. >> A lot of people in bathroom. >> Okay. >> And what

117about storm shelter? >> So all of those >> at this concession, the toilets um and the the in Yes, we'll provide storm shelter in those areas. Um there's also the idea of some canopies that we're planning throughout the upper area behind the bleachers. So in case of inclement weather, there is a place to go that's not necessarily >> that's a big concern with now there's nowhere to go. >> Right. So, I think with the fieldhouse, with the concession toilets, with the additional toilets, you'll have plenty of room to meet those demands. >> And the number of parking spaces, because it looks like more than half, most of the parking on that upper level has been taken away. And I see you've added down below, but how does this compared to current parking? >> We still

118need to do those numbers. And I don't have those off the top of my head. I apologize. I'll get that to you. It's going to be more That's a good question. >> I actually promised Steve I would get him that number and we haven't done that yet. >> Okay, good. >> So, and there's a >> Well, that's what I was just saying to Pam with all these bleachers. I said we couldn't hold it. >> Yeah. Is there is so there and there's a um like a shop building on the site. Is that still >> the shop building >> facilities the facilities building is still the dark building in the northwest corner. >> Gotcha. Is that uh is is there any needs there while we're doing all this work? I don't know if that's been talked

119about. >> Well, we have talked with John a little bit about the fact that we are taking over the entire fieldhouse which is taking over their workshop and so Okay. I know I know facilities is sort of trying to figure out if they have other areas for it, but it may need to be a part of a project. >> Okay. >> Yeah, >> that's the only conversation we've had about any of that. >> As long as Jim Bernell is part of the conversation then. >> Absolutely. >> Good. >> Okay. Well, thank you very much. >> Thank you. >> And BSI I don't know about that. >> You want to give me that? >> Okay. Um so we're here tonight to talk a little bit about the process um to this point um in terms of

120budget and then share some preliminary budget ranges um that we've developed so far. Um so as the design team has been working through developing their building designs, BSI has been working with the design teams and the district to develop budgets for each project. Um the goal has been to establish reasonable preliminary budgets for planning purposes. So to help with this, we pulled data from um other K12 pool projects that BSI has constructed over the last few years. All of these projects are in the St. Louis area, some with storm shelter components, some with new addition components and and renovations. Um we've derived dollars per square foot data points from each of those projects and adjusted them up to 20 $25. Um each of those reference projects has varying levels of scope and quality. For the

121Clayton projects, obviously it's still very very early in the design. Um but some of the early discussions to date have included mentions of some higher level mechanical systems um higher quality exterior architecture um to match the existing buildings. So, so these things um are toward the the higher end in comparison to some of um these other uh projects that we are comparing to. Um, we won't have a more complete better picture of the total project costs until a little bit later in the design when we're able to build our full cost model, but the discussions so far about scope and quality and aesthetics have helped to um develop these preliminary budget parameters um for the proposed Clayton projects. So, the uh the dollars per square foot parameters were applied to the square footages that have

122been provided to us from the design team in their diagrams. Um, when a project in the early stage of design where we're at right now where essentially we we only have the plan diagrams to go from this is really um the best approach is to to use uh comparative dollars per square foot analysis um to establish these preliminary budget ranges. Um so I will go over to the next slide which uh has a recent snapshot of the preliminary budget ranges. Um we want to emphasize that these are budget ranges uh for planning purposes not not estimates yet which will come later when more design information becomes available. Um the projects are grouped by potential funding category right now. Uh the potential phase B phase one bond funded projects include the high school CTE edition uh

123the Glenidge elementary school improvements and Gayfield improvements. Um so those three projects um currently are totaling in the range of um 105 to 130 million. Uh the next category the future uh potential future bond funded projects Marramac and Captain um those total to north of 163 yeah 163 to 187 million. Um and then the separate bucket uh for potential budget funded projects um would be the the PAC improvements at the high school um some of the athletic components uh at the baseball field, softball field and middle school. Um and then also potential temporary bridge campus while the elementary schools are under construction. Um so in addition to the construction costs, these budgets also include all the soft costs. They include um factors for estimating contingency owner contingency um and then an an assumed inflation annual

124inflation rate of 3% um up to those assumed construction dart construction start years um that you see up there. Um we want to emphasize that both the design processes and the pricing processes are iterative. It's still very early in the design and there are a ton of scope and quality decisions to be made between now and the end of design um that will really impact cost. So budget pricing will continue be to be updated as the design work continues. Um so once the design team has completed schematic design in the next couple months, we anticipate that there will be enough design information at that point to build project specific comprehensive cost estimates that are based on actual quantities um and unit prices and such. Um, and we anticipate at that point that there will be

125a better sense of where the projects might be in relation to the to the ranges up there, which some of which are quite big, but um, that's that's not unusual for where we are so early in the design. >> Anything to add, Steve? >> No. [laughter] >> Any questions? >> Yes. from anyone on this. I guess I just wanted to point out that bottom section for all of the public who's paying attention right now that those are projects we've been talking about throughout this long range facilities master plan but have pulled out of a potential bondf funded project and will be funding them or proposed funding them through our current budget. >> Correct. Thank you. Anything else from anyone? >> Yeah, I have a question. Um I see that for Glenidge it says um assumed

126construction start it's 27 and then it's occupancy in 28 whereas with Mirramck and Captain it looks like a two-year span for both of those. Is there a reason why that's >> So for Glenidge Steve correct me if I'm wrong. I think for Glenidge the thinking is that construction will begin first quarter 27 after the construction documents are done and the project is bit out then it would be completed summer 28. Is that right? >> Right. >> Okay. >> I mean there's still quite a bit of discussion needs to take place regarding the actual schedule and it's also has to be worked in tandem with what we're calling the bridge campus. So that'll be the temporary. >> Yeah. >> And and so there's still a lot of uh a lot of work being done. >> Um

127>> Yeah. >> Figuring that out. So yeah, these are these are approximate. >> Yeah. >> This was really just developed in order for us to be able to try to calculate the cost of future dollars. Yeah. >> So that we weren't portraying everything in today's dollars. We're trying to portray future. >> Those dates may not be correct, but they're are best our best attempt at projecting the future or whatever it might be. But you're not looking at double the amount of time to make Marramck and Captain as you are for Glenn. Are you? >> Uh Marramck is going to be very similar to Glenidge. >> I think it's just that the start date of Glen. >> Yes. >> That's what I just wanted. >> I will say captain being a new a completely new construction

128and also like uh Steve mentioned earlier the the potential phasing if if students are are bridged right >> in their existing building versus the what we're calling the bridge campus that that's gonna have an impact on the schedule. >> Sure. >> Thank you. Thank you very much. >> Thank you. >> Appreciate you being here. >> Other questions? Okay. >> Okay. Thank you >> to all of you. Yeah. All of you. Thank you so much. Okay. We're moving on to 6.3, which is the review of a draft resolution calling for bond election. and John will come back again to join us. And this is just a review and a draft which we all have received. So go ahead, John. >> Before you is a copy of a resolution and potential ballot language. It was drafted by

129Eric Creech who is legal counsel with B Gilmore and Bell. They've served as our bond council for many years. Um we've played around with the actual ballot language some and u my proposals to them have been corrected for a variety of reasons. Um one of those is St. Staint Louis County has a limit on the number of words that they will pol on a ballot. Uh their preferred limit is 50 words and based on the basic words we have to put down and put our name on there, we're really at 50 words almost the start. Um so this does exceed that limit, but uh they believe this is will be approved. Secondly, um they recommend against being overly specific um into what the language has. So originally I had school names on here they have

130removed those um and partly because of the 50word limit partly because they wish to be more flexible in the wording. So this is the current version uh the current wording that uh they've uh recommended back to us. Um, I have tried to leave the dollar amount out and just put TBD in there as we try to determine uh the exact amount we will need to seek uh for phase one. Um, whether that includes one elementary or more than one elementary. Um, I did have uh plan to have uh a representative from Piper Sandler here tonight who is our investment banker uh as he was traveling over tonight from uh Kansas City. I guess I7 got shut down for some accidents and he ended up having to turn around because he [snorts] wasn't going to make

131the meeting. So, I apologize for that. But he's >> helping us and providing all the cash flow analysis that we need for our particular bond issues. Um, with that, I'll be happy to take questions. Uh, I would have to add that our next meeting is January the 22nd. Uh, the certifications of these documents have to be by January the 27th. So, um, that's why it's scheduled at that date and we'll be finalizing this document before that time. Happy to take questions. Um, hold on. I had a question I'm looking for. Who? Anyone else can go ahead. Who has a question? Jason. >> Well, I guess I have a general comment and then a question, a specific question. So, my general comment, and I've made this to I think everyone a couple times now, but just

132again for the public, for those that are watching at home, um, you know, what we've been talking about so far this evening is the plan itself. And it's a 15 to 20 year plan, right? and um all these things that we're talking about, they're all really exciting, but you know, we're just not going to be able to do it all one time. So, in the course of regular school district facilities planning, you know, we decided to go forth with a 15, you know, put together a 15 to 20-year plan. What we're talking about now is how do we fin a component of how we finance that plan, right? And how, you know, what Pam said earlier is, you know, indicated there are different levers to pull, right? And so, I just want to be clear

133that um In case there's been some confusion out there that this is not, you know, this is one way in which we will finance the plan over the course of 15 to 20 years is the contemplation of this of this um getting approval for a bond issue. So with that in mind, my question is I you know and I think this is just a quick one that there's a $135 million number in there. We're not saying tonight that this time around necessarily we're going for 135 million. So maybe you can confirm that and then also maybe just talk a little bit about our borrowing capacity as we head into this portion of the of the conversation. >> So working with Piper Sandler, our borrowing capacity in the short term, which would really be phase one

134is about 135 million. Uh and that would be a situation where we would probably borrow 45 million in each of three years 27, 28, and 29. As you know, we have existing debt that will be expiring in 29 and our ability to borrow uh improves after that point in time. But if we max out our borrowing capacity that exists today, um we're going to limit ourselves after 29 a little bit. Um by phasing this down a little bit as we've proposed, our borrowing may only need to be around 100 million at this point in time. And that preserving that extra capacity will help out on phase two. Um, did I answer all your questions? >> Yeah. So, in in in a qualitative way to say that is, you know, we're approaching this in a way

135that honors our previous public statements that our intent is to go for a zero what we would call a zero tax increase bond. And this is a >> zero Yeah. And so that would >> this is the this is a way to structure that to to sort of honor honor that. >> Yes, sir. >> Yeah. So, we've built a model uh for determining our ability to borrow and it's got a it's got an assumption in there about uh growth of assessed valuation. It's a critical assumption. Um and we're running that assumption right now about 50% of what it's been the last six cycles of reassessment. There's so I would say I would describe that model as safe with upside potential. I wouldn't call it a worstc case scenario because worst case would be assessed valuation

136actually going down in some for form but I think uh the assumptions we've made are safe I think there's a lot of upside potential so as reassessment year 27 and 29 and 31 come around if they grow at the rates that we have seen historically uh our borrowing capacity will increase uh pretty Well, >> I guess >> just connecting with Jason's comment. I mean, if you're watching at home, go back and look at the last slide of the last presentation and there's a portion that's that portion would be funded that's at the top of that slide would be funded by this ballot measure. In terms of the language, most important thing is what says I think any simplification you can do of this in terms of it it is a mouthful right now but uh

137so if there's a more general language that can capture multiple of these sub points I think that could have some benefit but the most important thing is to meet the legal requirements. So >> one thing we still have to do is name the prop possession >> and um you want to talk about our proposal? >> Um, yeah, the communication team, which just a reminder for the public, includes Gina Tart, our chief communications officer, and we're working with Donovan Group, as well as um an individual who was a chief communications officer for Leoo that helped them with their recent campaign, Susan Downing. So they came up with a few ideas and um one of the ones that rose to the top would be proposition O for our schools, our community, our future for zero tax rate.

138>> We talked about that too. But it could also mean a zero tax rate increase. >> That's right. >> Oh, and zero >> propos proposition. Oh, our schools, our community, and our future. >> So, I just want to add a couple things. So, we are not voting on this tonight. We will be voting on this uh officially in January, the end of January. Between now and the end of January, I would expect that as a board, we receive additional information about exactly how we are triaging and prioritizing um all of the things that we've seen tonight and been talking about over the last year as far as the needs that have been identified structurally, systems wide, educational programming wide within the long-term facilities range plan. So, I think we're all very well kind of aligned

139on that between the board and and the district. Um, then the only other thing is that I wanted to add to what John said is and John looked this up last week um on his own and then sent it to me so that everybody would have it and I want to make sure everybody listening at home as well as everybody here at the board hears it too. We are currently indebtedness um our current bond indebtedness is $28.6 million. So that is the amount which will you know fluctuate a little between now and when we would retire that indebtedness in 2029. But that is gives you an indication of the additional borrowing capacity that we h that we would have in addition to any appreciation that hap that occurs between now and then um when we

140might go out again and ask for um an increase in our in our capacities. So that's it. Yeah. Is there any questions from the board for John or I or anybody else on anything I just said? >> No, you explained that very well. >> Okay, that was good. Go ahead, Chris. Um, so what I want to say is that if I was not on the board and hadn't been able to ask you guys why in the world this doesn't say specific building names, you know, it would I, you know, I want us to make sure that we um are really doing in our PR work and in our, you know, campaign effort for this bond to pass that we are being as specific as possible. This is just a little a little it. Yes, we're

141being specific in the way that they want us to say, you know. You know what I'm saying though? The fact that we had to take the school names out, I think is hard, but I want to make sure that every voter that goes into that voting on April 7th knows actually what that really specifically means and actually has possibly had pictures of what those mean. That's what I want to make sure that um if we can do that that it's not going to be vague. you know, they're going to be there's going to be real concrete understanding. >> Yeah. >> Ourformational campaign has to make sure all that data gets out there. >> Absolutely. >> And on the flip side, I think it's important to keep the ballot language vague in case I don't know

142what happens and we are not locked in to very specific projects. >> Yeah, I think that makes sense. Um, >> but it's almost good to educate the public that it won't say on there XYZ. >> This won't pass unless we educate. >> Exactly. So, I I just want us to to know that we >> that even though it doesn't call it out in the ballot language, >> I want every voter to know what they're going to get when they go to say yes or no to this. >> Yeah. >> There are things that are not on here like it doesn't say we're going to buy school buses, though. we're not going to buy school buses. But it is vague enough that you know if for some reason we were fortunate enough to have money left

143over, >> it can still be spent in these categories. >> So like, right. >> Right. >> It's just incomprehensible the way ballot language is always and we're going to have to go out and explain. >> Always very confusing. Voters need to be educated because it is always confusing. The one thing though that I noticed is there's a question mark in there which however you continue to massage the language, we don't want to be questioning whether or not we really want this money. So that should probably be a period. >> Uh no, it is a question. Shall we >> shall we borrow the money? >> Shall we borrow money? It is a qu It has to be a question. >> I had another grammatical though question. Um, I know that career [clears throat] and technical education

144is a is a title of a CTE is a title of a program. In this case, I'm not sure it needs to be capitalized because to me it reads just like fine and performing arts. [clears throat] >> I wasn't sure. >> It's like a general in technical education, not specific. >> It's a macro, not a micro thing. >> But does it even need to be there? CTE classrooms. Can't >> CTE is a defined, >> right? But can't we just say classrooms which were already there? Why do we need to say this? >> We already have. >> That's true. >> So I think we can take that whole thing out. >> But I'm not a lawyer. >> Then we be more specific. >> I think that's why >> I'll discuss it with legal counsel. >> Well,

145if we're going to get to that level, if we're going to get to that level, they're not using the Oxford comma. I just want to point that out. So >> I guess >> and we could probably call libraries just media centers. >> I guess that was >> doesn't need to have the word library, but I guess the public knows the word library. John, that was the thrust of my initial comment that anything you can do to simplify this language will make it more comprehensible and reduce the number of phrases that are in there. I wanted to say one thing or ask you one question for you to say to all of the people listening in the future that the residents of Clayton who have applied for and received the senior tax freeze, will they be

146impacted by this specific bond issue? >> The proposal is to not increase the debt service levy, the rate of that. And so for people that are participating in the senior tax free program, their taxes will not go up as a result of this vote, even if their assessed valuation goes up. >> So people who have applied for and received the senior tax freeze will not see an increase in their taxes based on the the passage of this bond. >> That is correct. >> Not the rate. The rate will not increase. >> Well, their their taxes will >> taxes won't go up. >> Correct. Oh, I was just using your language that you like >> if they said if they've signed up and received it >> in the senior program, those that are participating will not

147see an increase in their taxes. >> Okay. >> Something really um exciting. I want to say that this is exciting. You know, I really am. I'm proud of us for being here finally after a year, more than a year, guys. And it just feels like now we had these tangible things we could hold. Um and [laughter] and you know, last time we got together with this team a week ago on our retreat, we got so much work done. We are on a really solid path and I'm I'm very very excited to be a part of it. And our district is going to be just miles apart once this is over. And um I want to also point out that we are doing it in a very fiscally responsible way. The fact that we are going

148out for a bond and saying we do not want a tax rate increase is huge and we wouldn't have it any other way. We want to be fiscally responsible, that's who we are. We we owe that to our public and that's what we're doing. But we're also serving the needs of our students by doing it in this way by getting by having a plan for we'll do our top priority first, then we'll do this, then we'll do that. So I'm I'm thrilled with this. I'm excited. I want us to um continue to roll with this awesome momentum we got here. It's it's great work. Well said. Any other questions or comments on the ballot language? That was a good ending point. >> Thank you, John. Okay, we'll be moving into policy now. Um we just

149have one first reading policy KB, public information program. Gina is joining us. >> Uh, good evening. The policy that we're looking at here, there just very minor modifications to more closely align it with the M66. Um, focusing on two-way communications and strengthening communications with stakeholders. >> Does anyone have any questions on this? It's a first reading, so this is the opportunity to make any changes or >> Yes, I had emailed mostly about um on the top of page two, nope, middle of page two, effective communications number four, promote a climate of trust. Um that statement while it's a beautiful intention is a vague statement and if we are going to include it I would love for either us or you to put some actual like meat behind what we mean when we say trust promote

150a climate of trust is that transparency accountability communications >> sure we can look to tweak that um of Of course, having the information in our communications plan will be available on the website when we launch it next week. And I think when people go there, they'll find it to be more centrally located. So, they'll be able to see how we communicate, what our expectations are, how we work with the media. So, by I think building this web hub, it will look more transparent and look, you know, more trustworthy. But certainly, we can look to tweak the policy language. And I actually think one, two, and three kind of is what is what goes in adds up to four. >> Like all of those things. So I don't know >> what Yeah. Like maybe we don't

151even need four because one, two, and three to me do promote a climate of trust. If you're doing those things, >> I agree. >> Or you could say in in all communications we promote a climate of trust. put it in that sentence above the board >> with a colon and then just the one two three >> Yes. >> Thank you. >> I just think it's great they're actually putting this on the website and it'll be a lot like a live living thing that parents >> if they ever should need it are actually able to go and easily access it. So that's great >> and even for us as a board to see the communications plan and all of that laid out on the website will be great >> for us too. >> Website launches next

152week. So >> exciting. >> Thank you for all your work. Yeah, that's a that's a big lift. >> Okay. Thank you, Gina. >> Thank you. >> Okay, so now we have some second readings. Um first 7.2 policy AC prohibition against illegal discrimination, harassment, and retaliation. Would you like to read the motion for that? I move that we adopt the re revised policy AC prohibition against illegal discrimination, harassment, and retaliation. >> Second. >> Okay, that's been moved and seconded. Any questions or comments on this revision? No. Okay. All those in favor? I. Any opposed? No. Okay. Policy AC passes. So now the second reading of policy EF, food service management. I move that we adopt revised policy EF, food service management. >> Second. >> Okay, that's been moved and seconded. Any questions or comments on this

153revised policy? Okay, all those in favor? >> Any opposed? No. Okay. EF passes. Um 7.4 GB staff health and safety. I move that we adopt policy GBE staff health and safety with the recommended changes. Second. >> Any questions or comments on these revisions? Okay. All those in favor? >> Any opposed? Okay, that one passes. Um, GBE BC, criminal background checks. >> I move that we adopt policy GB BC, criminal background checks with the recommended changes. >> Second. >> Okay. Any questions or comments on this one? >> No. Okay. All those in favor? >> Any opposed? That motion passes. Policy GCP, resignation of professional staff members. I move that we adopt policy GCP, resignation of professional staff members with the recommended changes. >> Second. >> Any questions or comments on this revision? All those in favor?

154>> Any opposed? Okay. Motion passes. Um, the second reading of policy GCP, termination of professional staff members. >> I move that we adopt policy GCP, termination of professional staff members with the recommended changes. >> Second. >> Any comments on this one? Okay. All those in favor? >> I. >> Any opposed? Motion passes. And the last policy up for a second reading is GCPF, renewal of professional staff members. >> I move that we adopt policy GCPF, renewal of professional staff members with the recommended changes. >> Second. >> Any comments or questions on this one? >> No. >> Okay. All those in favor? >> I. >> Any opposed? Okay. That motion passes as well. Thank you, John. Okay. We're moving to consent agenda. If you would read that motion, please. >> I move that we approve consent

155agenda items 8.1 through 8.8. >> Second. >> Any questions or comments on any of the consent agenda items, Pam? >> Yes. Um 8.3, I think, and 8.4 for um our our contracts with ongoing external sources for mental health or social emotional support for our students K12. And so I um well I asked Dr. Patel who spoke with Mike CBI. wanted to hear what Mike as this being his first year in our district um eval running this and evaluating these programs to hear what he thought and he sent me a very thoughtful detailed if you want to speak more to it um but really a focus on there has not been data collected in the past on these interventions and so moving forward this year he is and they will be collecting data and then analyzing

156whether these two programs are the most financially or financially um responsible way and effective way to add these um supports to our students. >> Yeah. Thank you. >> Any other question comments on the consent? >> Nisha, would you add anything to what I said? >> Um no, I think that was a good summary. I think from Mike's perspective, him being new in the role, he really wanted to take the time and he has expertise in this to really analyze where we are. He met with them when he started in his role and they did provide him with data and it was surprising to him in our conversation. He said we're paying for these services yet in the past they had never given us any data to show the impact that they were having. And so

157now he set that expectation. Um and having said that though he said give me this year and then we'll look for other alternatives if needed. >> Yeah. Thank you for that. Okay. All those in favor? Any opposed? Okay. The consent agenda passes. And moving on to board communications. I know we've had a lot of um committee meetings and events. I'll start with um CRSWC. Any updates on that? >> Uh we we had a meeting. We reviewed some of the u budget the anticipated budget which within kind of parameters that it's been over the last several years. And um there's some development in terms of maybe getting together a group of uh community members to look at um decision making around uh incidents that have that have happened in the athletic programs there. And so there

158may be an opportunity for people to join a committee to give input on how that is handled and that's what happened there. Um and then I guess I'll mention that Pam and I attended the was it the St. Louis area PLC >> on Saturday >> school board and PLC and uh Dr. Patel was a panel member there and did an excellent job representing our district and uh were lots of great insights shared. >> Good. While he mentioned it, is there anything else you want to add to the PLC? No, that's okay. Um, okay. SSD governing council. Chris, >> you are really dazed. You were there. I saw pictures. >> [laughter] >> I love >> and I wasn't and I apologize and Nisha thank you for going and both of you thank you for going and

159I'm sorry that I was sick and couldn't make it but thank you. Um it's really a wonderful thing that we participate in that and so I'm hoping I'm really excited that so many different districts were involved. That's amazing. I love it. >> That's the whole point and it's it's huge. um >> it's it's it's building community, you know, it's supporting the other people that are doing the same thing that we do here. It's it's it's really great for our district. So, um thank you for going. >> And I'll add to that in terms of like after during the breakout sessions because the topic for those of >> people that are listening was superintendent and schoolboard relationships. And so there was a panel and afterwards there were breakout sessions and there were 15 districts represented there

160from different like um board members that were there. And one of the things that I thought was so nice to see is there was a breakout session and um it was all the board members and the board president from Parkway volunteered to go to different boards if they want to help um educate them on what they do in terms of um exactly >> specific things. So it was really that collaborative instead of reaching out to MSBA every time and hiring them like we have expertise. You guys have experts in areas but I thought that was really nice. >> And that Parkway board president has been on the board for a generation. >> Wow. >> Maybe not that long. That was an exaggeration. [laughter] >> More than a decade >> as a board president. >> Wow.

161[laughter] >> That's called stamina. That is serious stamina. Okay. Um [laughter] uh thank you for sharing that Nisha. That was great. Um SSD governing council meeting. I will talk about we reviewed the fiscal year 26 budget. Um, we got a fiscal year 26 CIP update and they also did a technology update for us because um, one of the things that's come up in several of the previous council meetings is the idea that um, there hasn't been a a uniform way of sharing SSD data with each of the partner districts. Um and it's you know each district does one thing and then SSD does one thing and then how do we share that data and be and they are doing amazing work. The technology officer over there at SSD is making a portal um that by

162which we will be now be able to share information between the the two districts in a seamless way and it's um it's going to make major improvements. It reminds me of what we've done with our you know amazing new system and so I'm really excited to hear about that. that'll be really helpful to to educators to be able to really access that data more um effectively. So that was that meeting >> and you had wellness committee. >> I did. I had the wellness committee and um you know Mike CV was the one that he runs that um Cameron Pool was also there. We went through and did as a as a committee, we go through and Mike has us give any updates that we have around, you know, for those of us that work with

163student health versus th those that work with staff health versus community health, we all give updates on in our individual ways on what's going on. Um so we did that but we also the main meat of the meeting was that we dove into the work on the trienal assessment which will be happening which is happening this year and is overdue but we'll be having it come to the board in April and what we're doing now is we're looking at our health all of our policies that have to do with you know health we are looking at and making sure that they meet all the requirements of desi etc. So we've just started that work and there's a subcommittee that will continue to do more work in that but at the end of it we will

164end up in April with better policies a and procedures which is huge but also a a great way to say wow look at what we're doing you know I mean dusty requires that but in and that's great but I I think it's great for our public to be able to say look at what we're you know doing because I think the amount of work that happens that people don't know about is a bummer, right? So, this assessment will be a nice document for us to be able to say we can put it up on our website, Gina, and we can say this is this is all the ways that we are, you know, um talking about health and wellness and how it relates to students, staff, and our community. And one of the things that

165came up, by the way, um was that the Wound folks have mentioned many times, Cameron was saying that they've talked about their kids, those students really needing more um time to move. And so I was able to say, "Well, we've got a bond that's coming right up that um will give um you know, those students a turf field if it's if it's approved." And they all were, you know, overjoyed to to think of that idea of being able to use that field. um you know daily if they wanted to which is just a huge need for them. So, and again I want to just relate that back to it. That's us serving the health and wellness of our students >> though that giving them the ability to move. >> It increases, you know, not just

166their physical health but their their mental health, >> you know, it's it's a it's a snowball effect >> and so that that helps their academics, etc., right? So, it's exciting to understand how even this, you know, facilities planning really is impacting the health and wellness of our students. So, it's great. >> Any other committee meetings that I missed? Okay. I had a PTO council meeting. Um they basically started with a discussion on do we feel having a PTO council is worthwhile. No other district has it. Um, other districts, according as far as they know, other districts, each uh school's PTO operates completely independently, files their own taxes, does their own finances, and um, part of the reason they brought it up is they're having trouble filling leadership roles on the council, not just in the

167school's PTOs, but on the council. They're like begging people. Ultimately, everyone in the room, all the PTO presidents, um, agreed that they find the council valuable and helpful to them and they appreciate having people that facilitate conversations that they can share best practices and ideas. And they also the feedback they gave was that they don't feel like the council itself is publicized enough that parents don't even realize there is this umbrella body that oversees um, the PTO. So they think if they publicized it more they would have more interest in getting involved and like they need a treasurer and like right there in the room there were like two people who raised their hands like well I would do that if you showed me how you know. So there was a lot of willingness to

168get involved. I think they just weren't aware that they were having trouble recruiting people. So it was a um I thought a good discussion to talk about the benefit the advantages and disadvantages of having a PTO council. Um and yeah, that was it I guess. Okay, I think we can journ. >> Well, I wanted just I was thinking of something that Leo mentioned. So, so on parks and wreck, um you know, there there have been um some reflection right now around the rec sports leagues, which of course a lot of our kids, >> you know, participate in. There have been some there's been some challenges around parental behavior. uh um >> etc etc. I don't I don't I don't >> So, one of the things that they it was a great opportunity to revamp policies

169around this and actually they put a lot of signage out like at games that were kind of like you may have seen I don't know that were kind of they were cute. >> What's that? >> Oh, right, right, right. So, they had some signage that was very cute like saying like you know there are no scouts here today etc etc. But furthermore, um they are also forming a kind of a a a parent council or parent advisory group. Um one of the things that um which it'll be helpful to kind of help give voice to things that are happening. Um but additionally, one of the things I think is they'll have at least one representative from every school. So like you know in the in the elementary schools, you know, there's a lot lot of

170teams coming. So, one of the challenges for the parks and wreck people is like figuring out who's on what team. You know, a lot of times that's like they're a lot of it falls on them. They get calls from parents like why is my kid on this team not this team? So this assigned person let's say uh who whoever raises their hand that is um will help coordinate a lot of it which um happens organically to a degree but it also um so I think that that's a nice synergy between between everyone. Yeah. So and then the other thing I want to mention is that the Shaw Park former ice ring space um is really moving along. Um, and so there's kind of a pretty solid design or most of the elements of the design

171are are are there. Um, there's still a lot of talk around ice. Uh, but I think there's a fair chance that ice will be in the programming. Um, not in the same way it used to be. There's not not going to be any hockey, but uh um it's just not feasible. I mean, but um a lot of exciting elements, a lot of programmatic elements. Um and sort of the important dates coming up is there. We have one more task force meeting next week and then on the 19th is when all this goes before the council. So, um that would be if you had a free evening, come by for that. Or I think it's like three in the afternoon. I don't I don't know exactly when it is, but it it'll be kind of like

172I think the kind of coming together or coalescing of a lot of work, a lot of discussion. I think everyone from the task force will be there. So anyway, >> interesting. >> Where's the money coming from for this new facility? >> City is funding it. >> Well, it's not my department, you know. Uh [laughter] um but uh >> it's just the reason it failed the first time. So, I'm just curious >> to be honest. Like >> The St. Louis thing. >> Well, I mean, of course, I don't know. There's a lot of discussion there yet. I don't think we've really got into Um there is a budget. >> I didn't know if there were private donors. They had already I don't know. >> You know, I think that's always welcome, you know. Um so there's

173there's um there are elements that may not get as built out as they would like to eventually or maybe they'll save those as like, you know, future >> adorn adornments. >> Yeah. Yeah. >> Um so anyways. >> Okay. >> Did I hear a motion to adjourn? >> Oh, sorry. >> I did. >> [laughter] >> Chris, why don't you read the motion? >> I move that we adjourn. >> Second. >> All those in favor? >> I. >> Any opposed? >> [laughter]