001Order of the Carne School District Board of Education. Please rise for the pledge of allegiance. I pledge to the flag of the United States of America to the stand. Roll call, please. Matt Baker, here. Glenn Broton Cole here. John Kern here. Spitzer here. Tascus here. Darlene Bailey here. We have a quorum. So next we will adopt and amend the agenda. Move to adopt the agenda as presented. Second. All in favor? Opposed. Thank you. School spotlight. Today we have Hawthorne. Yep, you're up. Okay, first I want to thank everybody. Thank the board for inviting Hawthorne here. We're really excited to be here. We've practiced a couple times, so I think we're ready. Um, we're here to talk about our student council. So, one of the things we wanted to do, uh, was try to find a
002way to better foster belonging in our building. And last year, we started character assemblies. So, this year we took the idea of our bulldogs of the month and making them into our student council. So, each month we have a new set of students that comes on the council and that allows us to have almost 80 kids by the end of the school year that get to serve the school in some way. So teachers uh nominated one of their bulldogs of the month to come present at the board meeting. So I have Brenley Nipker, Elijah Enderly, John Nus, Tatum Chambers, Marcia Jorgensson, AC Klingan Smith, Clive Schwitzer, River McIntyre, Nova Murray, Melanie Appleman, sorry. And then we have uh Mr. Schwitzer. Uh um it's not Clive, it's Grafton Schwitzer. And we have Landon Gladback. So this
003is our this is our council that's here to present. And I'm going to just kind of turn this over to them. We're going to have them come up and do a slide each. So our younger students will present the headings and then our older students will read the slides. Right. Come on up. Who's our first one up? Come on, John. Student council. Goals of student council. Create a greater sense of belonging for students at Hawthorne Elementary. Provide students with a group to help guide decisions that impact the school community. Come on up, Tatum. How are students chosen? How are students chosen? Character trait of the month aligned with our counseling lessons in classroom morning meetings. Teachers select one student per classroom as the bulldog of the month that exemp exemplifies the monthly character trait. Each
004month a new group of 12 students join the Hawthorne Stuco. Student responsibility. Monthly meetings students are dis students discuss and identify issues that need attention around the school. Current students driven in initiatives. Playground organization lost and found issues. School recycling programs presenting a new character trait to students at the assemblies. Playground improvements problem. Playground balls were not being picked up or properly stored. Solution: purchased a large wheel trash can for easy transport to and from the playground. Ensure daily collection and storage of playground balls. John, you're back up. Come on. Lost and found organization. Lost and found organization. Problem. Lost and found areas with disorganized and cluttered. Solution. Plan to implement a large rack and set of hangers in a consistent location for lost items. ensures that lost items are easier to find and return
005to their owners. Good work. Recycling program. Recycling program. Problem. Lack of consistent recycling throughout the school. Solution. introduced a recycling program with dedicated boxes for each classroom. Encourage a culture of s sustainableility and responsibility among students. Meetings and training. Good job. Monthly meetings. Students, student councils now meet every Friday afternoon at the end of the day to discuss and carry out their responsibilities. Member rotation. New members join each month while retiring members train the incoming group. This promotes community among students who normally may not connect while also keeping things consistent. Come on. Next step. Nice job. Impact. Empowering students to take initiative and lead positive changes in the school environment, strengthening the sense of community and belonging. Next steps, continue with monthly rotations and focus new projects and identified by the students. Expand the program
006program to include more student leadership opportunities. You guys have any questions for our group? That sounds like you're doing a lot. Who leads the group? like you guys take turns or what? Who who keeps everybody on focus? [Laughter] Probably they I'll tell you what's interesting. We uh kind of started this and wasn't sure where it was going to lead. So, we just asked the students the first meeting, guys, what do you think we need to work on around the school? What needs fixed? So, we had some, you know, you can imagine all kinds of ideas, but a few of them led to the playground, uh, concern about the playground balls were everywhere and they were left. Um, we had lost and found that our parents could never find again and and so that was a
007concern. And then we talked about recycling, the fact that we didn't have a consistent way to organize recycling. So, those were the three topics we really focused on and we brainstormed ideas and they came up with a lot of them. So, the nice thing is our older students really help with our younger ones when we do recycling. They'll walk them down through the halls and help uh gather the boxes and then we all go out together. You can see in the pictures to to take care of some of those things. So, we're looking forward to we're going to do one big project with all 80 plus StuCo kids at the end of toward the end of May and we're going to do a big campus cleanup and and do some things there. And then I've
008got uh we have tags that we wear so when we're on business, everybody knows we're official. We have a little sticker that says Stuco on it. So um it's it's it's been fun and I've learned a lot from the process, too. So it's uh yeah, it's been great. We look forward to doing it again next year, guys. Thank you. Good work. Good work. You hop out of that chair pretty quick. I got this. Don't go anywhere because now you want a photo. [Applause] She was awesome. So, we also have the Early Education Center with us tonight and they're going to show a video, I believe. Yeah. If you guys need to go, that's okay. What do your girls have anywhere to go? It's true. He's got a soft they've got to get to softball here
009a little while. Go ahead. Hi, I'm Amy Ba. I'm the principal at the Early Education Center. Um we've really focused this year on um connections. So connecting our programs within our building as well as connecting to the greater community and connecting to the other schools in the district. Um earlier this year, one of our teachers, Mary Watkins, um came up with another wonderful idea of how to connect our early education center with our um with Carne High School. So I'm going to let her talk a little bit about that project. Okay. Hi, I'm Mary Watkins, uh fiveday prek teacher at the EEC, and I contacted Stacy Holtzclaw in January, um kind of getting her ideas about how uh the EEC could connect with some high school kids. Um I know they're much more inclined to
010technology and and doing something. So, um Mrs. Kelly Dale and Mr. Chad Mitchell is here tonight. um their junior English class, English three, their students. Uh I presented our client connected project, the EEC was the client and their job was to help us promote the EEC. Um with the new building, with all the programs we have, I just feel like not everybody in the community exactly knows what that building is, what it does. And it was really interesting to even have the high school kids come over and be like, "What is this? What where where is this located?" And so um I met with the entire English 3 class and presented the problem. And then um there were 35 English 3 students that participated and 18 presentations were giving given um to promote the EEC.
011And there was a wide range of presentations from flyers, videos, um one group even spoke to the mayor about painting a mural downtown and is like has it ready to go? And I'm like whoa hold on a little bit. But um brochures, social media mockups, um newsletters, magazine inserts. Their ideas were amazing. Um so then what I did was with Dr. Ba's help, we kind of picked the best one, which was super hard. Um but they are here tonight and I'm going to let them introduce themselves and they're going to give their presentation the way they did for the client connected project. Sorry. Oops. Sorry. You're going to do this. These are some examples of what they did. So, um, not this group, but just the groups that aren't here tonight, brochures, um, what it
012would look like if we had an Instagram page and all the things. So, that's just some ideas that they shared. I'm sorry. Hello. I hope everybody's doing good today. I'm Jackson Stevens. This is I'm Ryan Pey. Ryan Pey. and uh we came up with an idea to promote the EEC. So some challenges that we ran into was what do we need to market to actually promote it, who is the target audience that we need to promote to and where to market the information. Our plan was to create a short video explaining the benefits of the EEC and what the program has to offer. share. We want to share this video through the district email, EEC website, or via a social media post and potentially create more posts or videos showing more in-depth looks of EEC.
013And what we needed to market to parents was that early education is proven to produce increased achievements in test scores and has a lower chance of grade retention. Early education also can boost academic success, social skills and also further opportunities and here is the video that we came up with. Well, there are a lot of benefits um so students not only get a good foundation um as far as learning their colors, letters, numbers, shapes um and social emotional skills, but they learn how to be good friends and how to interact with one another. um how to follow directions from being from teachers and other um just rules of how to be a student in a school before hitting the ground running once they enter kindergarten and then for the rest of their school career. We
014provide um four different programs in our building. The first program is a puppy pound which is the staff um child care preschool um starts at birth and goes through 5 years old. Uh the parents as teachers program with Miss Brittany King is also in our building and that is available to all Carney School District um residents and that starts at birth as well. Uh we have the early um 5-day prek which is me and that services kids that are coming into preschool so or to into preschool into kindergarten so four and 5year-olds and they come five days a week week to my classroom. And then we have the um special ed program, the early childhood special ed program, ECSSE. And though that program services four and 5year-olds and three-year-olds, excuse me, that um qualify for
015our program. The services provided here are all free. Um so nobody is paying for early education services. Uh the one exception to that is that we do support the entire district staff through providing a childare program. Um and so staff members who work in the district are able to bring their children um here prior to kindergarten for um a very reduced rate child care from birth all the way through kindergarten entry. Well, I think all pre-k programs function with very similar goals and and missions. Um we all want to lay that groundwork for kids to be successful um in school uh once they leave us. So, I think that ours is uh a unique Carney community. I think that um just having such a close-knit group of of staff and families in this community make
016it a nice experience where the kids all come to to know each other and and enjoy each other prior to going to kindergarten and then all the way through school. It's it's it's a fun um close-knit group. At this time of the year in March, we're really seeing the progress and the growth. So, my favorite part of working here is just looking back at their portfolio and seeing where did these children start in August and what skills have they learned. Um, and so the academic part of it is really awesome to see like how they're writing their name, their numbers, um, all the things they've learned, but also just watching them grow and mature and learn how to interact with others and problem solving. So, that's my favorite part is just to watch them grow
017through the year. Well, there are a lot of This is all the resources we had. Do you guys have any questions for us? What did you learn that you didn't know before that surprised you about the EC? I didn't know that they had so many programs that they offered there. I thought it was just a pre-K program, but I didn't know that they offered five different programs, even starting at child birth all the way up to prek. Um, and I didn't know it was free at all. I thought it was a paid program. So, I feel like that's really useful to have in the video because I feel like that's maybe how a lot of people's minds are. Very good. Very cool. Thank you all for coming tonight. Appreciate your work. Hope you got a
018good grade. Come and take a picture. No, I know. Nobody should. They were Yeah, they were [Applause] Have fun. Well, the next time you'll just be able to step out and you'll be fine. You're right. Yeah. Piece of cake. Yeah. We have no public comment tonight. Uh, next we have the superintendent report. Recognitions. Oh, did I skipped right past it? Oh, I skipped right past it. Sorry, coach. Come on up. I skipped you. recognitions. Um, grateful for the opportunity to speak to you guys again to boast about one of my athletes, um, Anna Williams here. Um, she's a senior. Um, and she has accomplished some great things, not only this year, um, but throughout her entire, uh, high school career. She didn't start diving until she was a sophomore. Um, and she's three-time conference champion,
019two-time district champion. She's the first diver in school history to earn All State uh, honors. Um, she's earned first team all-state honors twice. um this year her her final year she finished in third which is um you know the farthest um that a diver has placed uh at the state level in Carne history both boys and girls. So um what she's been able to do is is astounding. Um, you know, it if you just look at that, but thinking about how she's also been dealing with some major injuries and surgeries and recovery and and the determination and the focus and the hard work that takes to to push through that um and to continue to achieve and and um represent Carney and our team uh so so well and so highly is is awesome and
020uh we're definitely going to miss her next year um as she moves on to uh bigger and better things as she dies in college in South Dakota. But um uh yeah, Anna, incredible, incredible senior season, incredible uh high school career, and uh couldn't be more proud of her. So Anna [Applause] Williams, that's why she got Oh, yeah. [Applause] Now we'll have superintendent comments. Thank you, President. Well, I thought I'd take just a couple of minutes tonight um and just kind of walk through some questions that we've been fielding in person as we we're going through staff meetings, questions that we've received at the district office. I think there's just a lot in the news about what's happening with public ed. And so, I just wanted to take a minute or two and walk through that.
021So, in in regards to what's happening with the Department of Education, I just wanted to put this in perspective. I think there's been some misinformation on um the amount of federal dollars that we receive as a district. So I think um we've heard reports that there's concerns that it's going to impact 10 15% of our budget, you know, in excess of $9 million. And I just want to reframe that for people. So the impact that it would have on Carney School District, Carney receives about 3% of federal dollars. um a large majority of that is special education um revenue going to to our our food program as well as our federal program. So, you know, as as we're listening and watching the news, um again, we we'll make decisions real time, probably federal programs is
022probably the funding that would be um at risk to the greatest degree and that's probably the smallest percentage of federal funds that we actually receive. So again, um trying to just reframe that for folks as as they're starting to hear about um national information and how does that distill down to the local level. Um we are probably more closely watching what's happening in Jefferson City. Um you know uh we have a when you have a new president and you have a new governor um there there is a shift and and sometimes it impacts education. So Governor Kho um he's very clear on safety and security. He's very clear on his support for economic development. Um if you happen to catch his state of the state address, he also discussed education. Um one of the things
023he mentioned is in his proposed budget, you know, that would uh potentially be flat funding for schools. Um he also referenced open enrollment um with the expansion for vouchers. So again, that's his platform as he comes in. legislative session is well underway and we're continuing to watch a number of bills. House Bill 7-Eleven is one that we're watching pretty closely. Um and that would uh open up open enrollment. And so for our community, um what that would mean is um if if this board if it's House Bill 7-Eleven, uh school districts would have the choice on whether to participate in the program. Um and what that would mean is um if we receive students, we would also receive the state money that comes with the students. We would not receive the local money that comes
024with them. So in all for all intents and purposes, there will be some subsidy of education um for students that we we receive. So again, we're continuing to watch that. Probably one of the biggest things we're watching is how the budget develops. Um the House has um passed a proposed budget that looks mirrors very closely uh the governor's recommendation. Uh now it's into the Senate and there's a lot of discussion what's happening um in the Senate. Uh with the passage of Senate Bill 727, which was a large omnibus bill last year, um there was the uh promise or the hope that there would be two years of increased state funding for public education. And I think that's probably one of the concerns that we're watching. And so we won't know that information and how it
025impacts schools until probably about May 9th. So again, we're watching that pretty closely. Um at the county level, um one of the things we're also watching last year, um state legislature passed Senate Bill 190. And what that does is that's the senior citizen, uh tax credit. And so during reassessment years, it would basically um put a cap on um the amount of additional revenue that a school district could receive for those individuals who are 62 years or older. So it's not a loss of revenue. However, uh we would not realize increases for anybody who's whose uh property values are 62 if if they're age 62 years or older. So again, it would impact um the potential revenue increase that we could receive. And when you look at revenue increase, whether it's at the local level
026or the state level, that's how we um increase uh pay for our teachers. We know the cost of everything is going up right now. Our contracted services for food, contracted services for transportation, utilities costs, everything's going up. Benefit costs are going up. So again, we're really monitoring closely what's happening at the the local level as well as the state level. Um, moving on to uh local information. Um, on April 4th, I want to thank uh Representative Mark Myri. He took the time to come into Carney High School and he recognized our girls wrestling, the Golden Girls, um, as well as some other individual accomplishments. Not only did he do that, he took the time to um tour the school, visit with our teachers, visit with our coaches, and got a firsthand uh experience on what
027it looks like dayto-day. And I think that's really important to have that uh type of relationship with our representatives, someone um who's willing to come in, listen, and ask questions. So, I was really appreciative of his time. Also on April 11th, uh, Carney District Education Foundation, um, they had their prize patrol and they distributed over $11,000 in grants to 14 different staff members across the district. So, that's always a fun day when you get to uh, disrupt a classroom for a short amount of time, uh, present a really big check that they can't cash immediately, and, you know, kids are all excited and are very proud of their teachers. So, um, also on April 2nd, um, we had a really, uh, great celebration, Mandy Selson, uh, from the high school. Um, she last year started
028the future educator signing. And so, she's really done an amazing job. We have, um, 11, uh, high school graduates that will be going into education, two of which, if I'm correct, uh, Dr. McMains will be coming back to work for us as pair of professionals. So, it's super exciting to see that program growing. Um again, uh the numbers for her for her class enrollment continue to grow and so look forward to that. Tonight we also have a spring sports college signing. Uh seven student athletes will be signing with colleges tonight. So that's very we're very proud of their their work both as athletes and students. And one last final thing, uh Future Business Leaders of America, we had seven students finish in the top four that will go on to compete at nationals. And we
029want to give a shout out to Bennett Freeman who happened to be the state champion in business concept. So a lot of great things. Our kids are continue to do amazing work uh supported by our amazing teachers. So um it's it's a great spring. So happy to turn over. Awesome. Thank you. Next we have the consent agenda. Move that the consent agenda be approved as presented. Second. All in favor? opposed. Thank you. Next information items. First one is board vacancy. Um we have received a written resignation from Lynn Brottton who was a member of our board that has resigned effective immediately because of relocation um accepting a new job in another community. And so we have a vacancy and this is the process that we will utilize to fill that vacancy. Um interested candidates may
030apply for the vacant position through May 8th. Um and there are documents that can be obtained either attached to this agenda if anyone's online looking or by contacting the district office. Uh selected candidates will be interviewed in an open session meeting on May 21st, 2025 at 4:30. The board uh then will vote to select the new board member at the June 18th regular scheduled meeting. If selected, the new board member would serve until April 6th of 2027 election. Um Mr. Broton was in the second year of his term, so he has one year term left. So you stay on cycle in these types of things. And so the person who is selected for the the role will serve one year and then be eligible for election if they would so choose to file. Any other
031questions from board members on that? Anyone? I think that's 2026, not 2027. I made it. Oh, yes, that is 2026. You're right. All right. Very good. Bond project update. Hello. Good to see you all again. Uh looking at Carne Elementary. Um John, next time you're out there. Let me know so you can show me those walls that are leaning. Okay, got it. Um you're seeing the twotory edition here. I think if you guys have been out and kind of just walked these sites, you've seen probably some huge progress on these projects. I think from from last month to this month, we've made huge strides. Um over the last month at the two-story edition at Carne Elementary, um structural steel has been completed. Um slab on deck has been completed for the second floor. Um parapit
032blocking and framing has been completed. Roofing has also been completed. Um first and second floor framing is completed. Um we've started over overhead mechanical, electrical, plumbing and fire sprinkler roughin. Um window frames and glass are delivered on site. Um interior frames um have been installed. Um CMU at the restrooms um in the gang restrooms is in place. Um exterior waterproofing is started um will be complete here in the next week and on the next uh next photo we'll show the the front entrance where the new media and new entrance will be. Um phase one of that for the most part is um is all framed in. It's dried in the roof is on and we're getting ready to start phase two which be that main entrance coming into the school where we had to do
033some work with Mitch and and Erica to kind of redirect traffic on how parents will get in and out of the school for pickup and drop off. That work will start um May 1st. There you're looking at Dogwood. Again, another project that's another school that's huge strides and and work done. Um since last month, the brick facade will be complete um by the end of this week. Um window frames have been installed, roofing is complete, so it's basically dried in at this point. Um, and interior framing is in place. And now we're doing all the inall rough in. That just shows us again the that's second interior photo of the the framing and all of our MVP rough. And then we'll jump over to Hawthorne. Hawthorne. Um, that photo you see where we have the
034weather barrier installed. Um, overhead MEP rough in is completed. Um, electrical panels are are installed. Um, all of the in the CMU masonry is complete. Um, exterior window frames and glass are installed. Um, roofing is completed. Um, and then we'll start brick facade next week. So, lots of progress. So, and again, that's kind of just an interior photo of some of the framing and a view rough at Hawthorne. Any questions? Behind Hawthorne where we've moved the dirt back into that field. Is that a permanent solution or is that going to be reclaimed for be reclaimed when we're done? It will be reclaimed. Okay. Looks great. Haven't had enough rain. Some of us are wishing for rain. You're probably not, but thank you guys. Thank you so much. No. Ben. Ben. No. Nothing. Do you have
035anything else? You're just here to watch. Okay. Just making sure. It's a rare meeting when you don't stand up and talk to us. So, I just want to make sure we weren't leaving you out. All right. Financials. Ginger. Included in your packet are the most recent forecast for the year, and we're coming in at 20%. We have received approximately 98% of our property tax as of yesterday. Are there any questions about any other reports? Okay, thank you. Next, we have a program evaluation for technology. Written. Written. I thought I said written. Did I say something different? We have a report. So everybody take a look at that if you have any questions. Ryan, thank you. All right, moving on to action items. Amendment number 10. Move to approve amendment number 10 with New Kirk Novak
036as presented. Second. Did you say I said it? Okay. Thank you. Hello everyone. Amendment 10 has four deferred maintenance um projects on it that New Kirk Novak has agreed to take on and oversee. the um addition of some ladder um accesses on the roof at the high school, security film throughout the district and middle school uh facade on the west and north sides of the exterior of the middle school and uh kitchen hood replacement at Hawthorne. Be happy to talk about any of those projects if there's questions as well. Uh the guys from Newkerk are around as well. The security film is that just on the is that on throughout? We we would be happy to talk about that in an executive session. Okay. That's a safety issue. That's a safety issue. Yep. Any other
037questions? And these are all finished bids. This is the number. No add-ons, no nothing. Right, Ben? Okay. This is still bond money. Yes, sir. off the 22 bond. Yes. Ready to vote. All in favor? Opposed? Thank you. Quality roofing. Move to approve the addition to the agreement with quality roofing as presented. Second. Okay. So on the previous um amendment 10, you saw that the middle school facade, which is the wall itself, is included in um the deferred maintenance package for that. As we got into that project, realized that that wall ties into um a sophet and a a fascia behind the um gutter system. Quality Roofing is the roofing company that won the bid for the middle school roof. Uh they that includes the metal top cap along the edge. Um it makes sense um
038at least for us to uh pursue the um going from top cap from uh fascia into the sophet and then down into the wall where the new kirk project starts. Um if you've been around there currently that is um all basically different types of woods as it progresses down from south to north and then across the north side. Some uh being rotten and um needs to be replaced. So the proposal is to have quality roofing continue their work from top cap down the fascia behind the gutter replacement into the sophet and down to the wall where their uh new kirk job starts. That would include um removal of anything rotten and um some of it will have to be exploratory on how when they start going backwards from the exterior into the into the wall.
039So that is the proposal to have them uh add that to their scope. Um that'd be a summer project obviously in coordination with uh New Kirk Novak and their project on the roof they already have. Um what's the warranty on that? That would be their 25-y year warranty. Same as it would tie in. It would be a Garland um warranty. It' be it' be a continuation of the Garland metal um and their warranty at the end for 25. Okay. Thank you. The guttering system that's going to come down, is it being replaced or reused? Replaced. Thank you. Any other questions? Okay, great to vote. All in favor post. Thank you. Next we have uh purchase from Musco Lights. Move to ratify the purchase of Musco Sports Lighting as presented. Second. Okay. This is a ratification
040of purchase for four uh stadium poles and lights from Musco. As you know, we had one of our light pole snap with some high winds in the middle of March as we investigated that with um the the pole companies. We had an independent um tester inspector come out to check out the polls um the remaining three. And um basically the the two poles on the north side of the stadium uh had a a bracket that holds a speaker called a speaker bracket. And the the pole that snapped it appeared that it started right at that bracket and on the existing pole that was still upright on the north side there was the inspector found some small cracks along that weld of the bracket. So very likely that has created some form of a um uh
041defect or weak spot. Wind caused it to break. Wind caused some cracking on the other one. So we have a um insurance claim. Insurance agreed to take care of the cost for the two north side poles. When we investigate this, um, no one produces or puts up metal halli lighting, which would be what we have. It's all of it's LED. So, we would have two new LED lights on the north side. Um, different type of light, projects differently. Along with that, we have the inspector that looked at our polls. Although there wasn't cracking at uh on those two southside poles, he he failed both poles due to some um inadequate welds where the um control boxes are or access boxes are and some hand holds to get into work on the wiring. So we would
042be tasked with um solving that problem if we kept those two poles on the south side of the stadium. So, um, we looked at what it would what it would cost to replace two poles, what it would cost to replace four poles, and, um, in the best interest of long-term plans for for the the district and the stadium, um, we opted to have four poles replaced. Um, used Musco, who is a, um, industry leader. They have um they had the only 20 we although we we passed this through and we we called uh two other companies. Musco was the only one that has a 25year warranty on materials and labor and um and felt like that had a big plus for us. and they were the only ones that really had a true uh dollar
043amount when it came down to it and didn't exclude concrete work and didn't exclude haul off and things like that. So, couple things that I would add. The existing poles are 30 years old, right? So, I mean, we're looking at end of life for them. And just to re reiterate what Eric said, you know, we don't want two different types of lights, you know, um that would be problematic as well. So 30-year-old polls um it's a it's a good sound recommendation. Yeah. So asking for approval or ratification of that and the timeline was another factor that we looked at. Good point. Um, Musco was able to um, from the start of process to end, get things delivered, installed in five weeks, which still gives our spring sports a an outside chance to to participate under
044on their normal time light period and and have access for programs throughout the summer and not have to wait on materials to arrive in the summer and then have a guessing game going into fall. And the polls are 29 years old because I was a senior in high school when those were put in place. Thank you. Make me feel a little old. Was saying 30. Can we do 29? Okay. Sean, when you get older, the rounding is better. Okay. Uh, thanks for all y'all's work on this. I know it was a lot in a short amount of time. It wasn't necessarily expected. Um, Musco certainly is the leader in all this, so makes makes good sense. Ready to vote. All in favor? Opposed? Thank you. All right. American Boiler move to approve the agreement with
045American Boiler over $50,000 purchase as presented. Okay. A while back you all um approved. Get a second on that. Second. Thank you. Now loan is old. Almost made it. here. So, a while back you all approved uh an HVAC um purchase for rooftop units on four buildings throughout the district. Um all along we have had the inclusion of um replacing these two South View boilers as part of not not part of that dollar amount, but in the big picture deferred maintenance for HVAC equipment. Those two boilers were always in the plans. uh the lead times just weren't as long. Um put that out to bid through the RFP process. Uh four biders came in. American Boiler um came in as the second low bid, but was the only was the lowest bid who had all
046pieces of the RFP um complete. It was a $3,000 difference or a 1.3% difference from the low bid to American Boiler. They've done work for us in the past and um recommend that we um have them supply and install the two replacement boilers at South View. Questions? All right. All in favor? Opposed? Thank you. Thank you. Strike security. Move to approve the agreement with Strike Security for over $50,000 purchase of Linewise filtering, line wise monitor, and classwise classroom management for the three years as presented. Second. That correctly. Does the board have any questions? We can have Ryan come up if you do. Any questions? Okay. All right. All in favor? Post. Thank you. Saved money on that one. American Digital Security. Move to approve the agreements with American Digital Security as presented. Second. The board
047have any questions in regard to uh the agreement with the American Digital Security ADS additional cameras? All new stuff for the new buildings, right? Or All right. That's right. All in favor? Opposed? Thank you. Sumar one move to approve the agreement with Sumar one as presented. Second. Ryan, do you want to come up and talk about this? There's there's a lot of work that goes into copier contracts. Yeah. And so, uh, Ryan's done some great work, and so I thought I would just share this. I think it's important he share this with the board. Good evening. So, with this year being the sixth year of our current copy release, the copers are now at their end of life and need to be replaced with new machines. So, we put out an RFQ, which is a
048request for qualifications for interested copier firms to submit their qualifications and preliminary pricing. Upon review of the respondents, Sumar One was selected to proceed with a print study and to negotiate a copier contract. The print study not only looked at our copiers and their locations, but also the locations and age of all printers in the district. Sumar 1 submitted recommendations for replacing some of our printers while decommissioning many underutilized printers. And the recommendation from Sumar 1 will lower our copier and printer device count from 105 to 57. Building principles reviewed and approved the changes to their building print setups, and we are excited to streamline printing in the district. The total annual lease and maintenance payment for the new copers and new printers totals $92,811.60 per year for five years. [Music] That's a lot of
049work. So, um I appreciate Ryan uh reaching out and actually doing the print study and working with building principles to make sure the placement of copers is in a convenient location. Any questions for him? Any questions? Sounds good. All right. All in favor? Opposed? Thank you, Ryan. Thank you. Agreement with Thompson Reuters. Move to approve the agreement with Thompson Reuters as presented. Second. So, happy to entertain any questions in regards to this product. Um, it's a new software and again might have Ryan come up here in a second in case there happen or Tammy's here as well. Um, in case there happens to be any questions. um you know we're we would like to move to residency verification on an annual basis for all grade levels. What this does is it looks at publicly available
050documents for us to make that determination. It sets kind of a criteria score and any anybody that's and Tammy um 85 or above we're good. And then we get to the side and that way we would narrow to just a handful of of probably 10 to 15% of families that we would have to do residency verification on. So and that way we could do it again all grade levels on an annual basis. Tammy, is there anything I'm missing? Okay. Any questions? Questions. Okay. All in favor? Opposed? Thank you. Next. Aware health. Move to approve the agreement with Aware Health as presented. Second. So, Aware Health is a costa a cost containment strategy that we would uh pilot for the months of May and June. Uh it is a uh physical therapy TEDoc service that's design
051is to provide physical therapy via TEDoc of course um in lie of uh surgeries. Um msk our muscular skelter is our biggest spend on our medical plan right now and of course it is in the in the nation. It's the big trend right now. Uh but this is provide provide care earlier free of charge. It's for staff. Um this pilot will be free of charge as well. Just looking into it to see if it's the right fit for for us. Okay, ready to vote. All in favor? Opposed? Thank you. Wsworth Publishing Yearbook. Move to approve the purchasing agreement with Wsworth Yearbooks as presented. Second. And this is just we've used Wsworth in the past. They did go to bid. Um, they got another bid that was slightly less, but they said just the professional development
052that Wsworth gives both the students and the staff, it's it's pretty priceless to them. So, they would like to remain with Wsworth. Okay. All in favor? Thank you. Next, the approval of agreement with hope. Well, no. Oh, I'm sorry. No, I just I I want to recognize that Joins's is local and I think they give back a lot to the school district. This was my only um statement. Okay, that was all right. Thanks. Do you want to vote? Yeah, that's fine. Yes. Yes. Okay. Sorry. Still want to record it correctly. Okay. Hope Squad, Inc. move to approve the agreement quote with Hope Squad, Inc. as presented. You have a second. I will second it. So, we are bringing this back. Uh last month, if you'll remember, Amanda Textter along with um one of the facilitators
053from from Hope Squad came and gave an overview of the program that we would like to implement grades four, five, and six, and seven for the upcoming school year. Um, and I'm going to give a brief overview and Jennifer, if I misspe, please feel free to jump in and clarify. Remember the attention of hope squad is to build leadership in students. Um, again, kids when we get into social situations, um, kids in difficult times tend to talk to other children. And so one of the things with Hope Squad is we would or the students would nominate and actually elect two individuals from each grade level. Is that correct? No, students would not elect. They would nominate students that they felt were trustworthy and kind um kids who they could talk to and they would nominate
054that and then it would go to to staff to select them. Okay. Thank you for that clarification. And so again, so we're talking about a limited number of students that would participate in the program. Um we each school would have two facilitators which would receive a stipen for facilitating the program. Um and students and staff would get training. Um and it's really about kids intervening, being good listeners, and also um modeling what it means to if you see something, say something, right? And again, it's kind of building those leadership skills. So other this is not uncommon in the Northland. I believe there's uh Smithville uses it as well as some other Northland school. Um so I believe Smithville's used it for the past three years and they've had good experience. Um I think the intention
055is you know maybe at some point we evaluate if it's approved um if that's something that as as it progresses up through the systems is something that we can eventually transition away from signs of suicide. So that's been some of our internal discussion. So with that, happy to open it up to any questions you have. I have a question. So I know that other schools you say are using this such as Smithville. Are they at the same grade levels or are they do we do we know? Yeah, they've expanded it further. Where where did they start? Did they start at a higher level? No, they started at the elementary. Yeah. Well, here's here's my concern. Um, you know, I have two kids in elementary school, and I think I I get the premise of what
056the idea of what we're trying to accomplish. I don't think I think at an elementary level, in my opinion, kids should be kids. They shouldn't be worrying about I need to check on this person or just constantly their focus is what's wrong with somebody. And I think that we're leading kids in the wrong direction at that level. I think we're creating issues potentially that don't exist. Well, think about the pressure of that kid that has to be put under too that you know if this kid does, you know, like we're putting a lot of pressure on that kid to be worried about things that aren't necessarily their focus. Should be education. I think every kid's different, right? We have introverts, we have extroverts, and some of those signs that uh that kids may be looking
057for may not necessarily be signs at all. But if you ask that same kid over and over, hey, are you okay? What's wrong? Well, eventually that kid's going to think maybe something is wrong. Yeah. And I think I think you're getting into the role and responsibility of the kids themselves. So, let's talk about why fourth and fifth grade, why we wanted to start there, and then we'll talk then maybe Jennifer, you can clarify the roles of the students who are selected because I think I think it's a two-prong thing, right? So fourth and fifth grade, their worlds expand. You think about K through three, they're with a dedicated teacher all day, right? So in grades four and five, you start to rotate classes and that's where you start to see a little more emergence of
058student behavior, right? And a little more natural conflict starts to emerge. Kids are great at fourth and fifth grade. I'm not I'm not saying that, but but you can more readily see it. Um and I think that's the opportunity for because you don't have that isolated teacher monitoring on a day by day you know every period uh basis. So I think that's the part of the rationale for why fourth and fifth grade and to your point so how how much are we asking those students to carry right and and I think um I don't believe you know there's a role for counselors there's a role for children's fund they're not to take they're not to take the place of that it's really to model reporting system and I don't know Jennifer do you want to
059elaborate on that well and they emphasize that strongly that these kids are not trained to be counselors they are not meant to take on anything. They just if if they hear something, they report it. Right now, I mean, kids are talking to kids anyway. They are. It's giving kids the tools to know what to do with the information that they're receiving. Um, kind of the kids that get nominated for this are those kids are kind of the natural ones that other kids go to and will tell things to. Um, I mean, they report it, they're done. They they and they also have a check-in system with those kids that the adults are trained, the supervisors are trained. They always check in with these kids to make sure that they're not taking on anything themselves. Um,
060only kids that have I mean, it's total transparency with the parents. There would never be a child that would be on this without the parents consent. And the parents are also um asked to do a little training themselves if they have a child that is in this program. Well, I'm not naive enough to to sit here and think that uh kids in fourth and fifth grade level can't suffer or can't have thoughts, right? Um but I personally think that I think we're starting too young. I I I have a first grader, I have a third grader, and I have a sixth grader. Um, and I think that we have small classes. We have a great staff. Um, and I think that this this is something that our staff should be picking up on at that
061age more than tasking other children to um to try to pick up on those cues. That's my opinion. How is this different than like the Huddle Up program or the Huddle Up or any other program that we have? Yeah, I think Huddle Up is different and I I think Huddle Up is really um really started with principles as a way to build a sense of community. Huddle up touches every student in the school, right? And so they're assigned to a Huddle Up teacher with um that has varying grades where kids get to connect around unique interests. I mean, I think each school is a little bit different. Um this is very this is a very targeted uh group of students that demonstrate leadership skills that have some training um that you know really are models
062for their peers. So I I I think that it serves a different function and just like in academics, you know, we we want to have multiple tools in our tool belt, right? You you we can't fix everything with just one approach. And so having some variance um helps to build capacity in kids, it helps to build capacity in adults. So, at what point do you do too many programs and you're you continue to go all these extra programs and you lose your focus on what we're here to do, which is teach kids how to learn. Sure. Academic instruction and authentic literacy, right? Like the things that we focus on, read, write, discuss. Yep. Absolutely. Um, and so I, you know, what I look at this is I don't see this as taking time away from
063the structured day, right? So this is this is equipping kids as things are happening. We have a better better way of addressing it in the moment. And so um I don't think it's competing with instructional time and that's a good point you bring up. Kids aren't taken out of the classroom to be part of this. This they're they are trained. Yeah. During the class day there and there's some there's some afterchool time also. You know, I might mention that, you know, we do our our student survey and there's a a couple things and I know these are these numbers seem very positive. One is how much do you agree that you belong and are accepted at school? Well, you know, we're like we're doing great. We've got 70% of kids that feel like they are
064they belong and they're accepted at school. We've got 30% that are reporting that they don't feel that way. Is that throughout the whole school district? I mean, that's um there's a mental health crisis in our country right now. And anything that teaches kids to be to have empathy and takes away that stigma of asking for help is valuable, you know. And another one of the questions is how much do you agree that students have access to resources and support to help with their emotions and relationships at school? And it's great that we have 73% that feel positive about that, but we have 27% and that's a lot of kids. And in any way that we can help them feel that sense of belonging or or train kids um to have empathy for other children because
065we know if we do not teach these kids empathy at the elementary by the time they get to middle school, it's hard. It is hard to teach them empathy once they get to middle school. They need to have it in elementary. They need to see those kids that don't have anybody to play with on the playground and have somebody that is, you know, recognizing these things. You know, you you start to see that sorting of peer groups as early as fourth grade, right? And you really start to see it fifth grade before they go on to middle school. And so I I think it's just something to be that's the reason part of the reason why we looked at that age span. Is there an opportunity to reallocate these dollars to things we're already doing
066to programs we already have happening in this area that would do the same or one of the things and I you know we've talked about this before is um I I feel like we need to strengthen tier one behavior protocols right and this is this kind of falls within that tier one behavior protocol right in an area where we need to grow I think we've got the children's fund that can do the small group therapy or the individual group therapy or art or music, all sorts. But those are pretty intensive supports. What we want to try to do is address it in the when it's in the classroom, right? Does that make sense? But do you answer your question directly? Could those be reallocated? Yes, they could be reallocated. Do we have a definitive plan?
067We're working on a plan. Although that's money that's been built into children's funds, so it would have to be approved by children's fund. So, right. But it has it already been approved if we're already doing the therapies. Is that what you're saying? Like you like the music therapies that we already have in place, right? Can we not take x amount of dollars and put it towards the therapies that we already have in place? So if those have already been approved, can we reallocate that to it? Well, that that we're dealing with another governing body. So I mean, we can make the recommendation. We can we can ask that they would actually approve it. Um, I know there's been a lot of conversation about this this week among several of us individually and I thought it
068was important. I went back and looked at the video of last month when we had the presentation and tried to answer some of the questions that I thought were there. U one being concern about um the younger grades. This is a fourth and fifth year fifth grade program. Um and it's my understanding that it's usually two students per classroom. It's a voluntary participation um by beyond recommendation and the parents have to approve it and so not a lot of students per school are really involved in the program. And I also heard the concern and there's age appropriate training so that fourth and fifth graders are trained very differently than high school students would be in terms of of how to look for their peer peer behavior. Um, and also some concerns I heard that that
069would take put more on the teacher's plate. And I think that that has been uh talked about, but it was also talked about that night is teacher involvement is minimal because the team leaders and one thing that was not clarified that I asked that I think was important and Dr. Miller clarified it tonight is that that would be extra duty and those uh two team leaders would be paid um at that level. Um the other thing, um and I think again going back to the video, I think that they said most of the student involvement of those that were chosen would be before after school. Um so the other thing that that really stuck with me though is as I was looking at this is is our role um and our role as policy makers
070and I understand and respect that we all have children and have them in different places in the district and and that's a that affects our thinking. We can't help that it does and it should it should affect our thinking. But one thing stuck with me when we went back and looked at the video, something that I don't think any of us did, and if we did, please speak up if you did. But we were strongly encouraged by the presenters uh to talk to other districts, specifically Liberty, specifically Smithville, and board members at those districts. And I know I didn't do that um even after we were encouraged to because I felt pretty good about the program. But after all the conversations we've heard, I think that's something that we should do. um because we we
071do that. On other things, we encourage our administrators to do that as they they look at programs. And so because this is not a policy situation, this is a program situation, which we tend to usually give that responsibility to our administrators. If we have objections about that for whatever reason, I think it's kind of our due diligence to try to maybe do a little bit more research. So, I would encourage us to think about that. Um because I think that the last thing I would say is our number one focus needs to be protecting our children. And if we have an opportunity for a program that can protect our children, any child, no matter what, what one or two or whatever, and if we don't take the opportunity to do that, um that would be
072unfortunate. So, thank you. I I appreciate your um you going through that and critically thinking about it. My my only concern is the possibility of creating issues where none exist, right? That's that's where my mentality goes. If we if we keep discussing something that most kids may not even be aware of. I I just think it's wouldn't but taking one child, wouldn't that be worth it? It would. But on the flip side of it, if causing that problem with one child, is it worth it? Are we are we creating talking about this? It's almost like the analog you watch TV, right? and you see the all the pills that you take and you see all the issues and you're like, "Holy crap, I've got 10 of the 12 of those. Maybe I have that problem,
073right?" Like you're almost like looking to have a problem. I'm trying to look at this from my perspective of my kids who have a six sixth grader or seventh grader now and then a third and a first. And I'm trying to understand where they were and where they are now, what they're exposed to and what they're not exposed to. And I think a lot of the issues that that um maybe and as a parent, you can opt out. Well, they're still going to have those kids in their The reality is when you're in a classroom with 20 other kids, two of them are wearing shirts around that say that they're the leader. It it you can't just walk away and say it didn't happen, right? I can't ignore it. It's going to be a part
074of your classroom and part of the focus. I teaching empathy to kids is important just like Dr. Miller said because when they get to middle school, I don't I don't think anyone's claiming that that's not the case. I think that the question on the table is, is this the right program? Because here's my question. Would we pay for this if Children's Fund wasn't going to pay for it? I mean, I think it's a strategy that we would we would consider. We know that we we need tier one supports. We we do. So, would we pay for it? Yes. It's it's a very coste effective program and it's it's evidence-based. It's had incredible success. I mean, it's been around. It's stood the test of time. I just think you're losing and are the like two closest
075districts. Is that right? Are there other You mentioned North Kansas City. If we were to a different age group, I I would have a different perspective. But you prefer that it starts later. I I agree because I think at that age kids are exposed to a lot more than they are at an elementary age. Do you think it would be helpful if and and maybe would it be helpful for us to pull I don't know maybe even um student records like aggregate data on discipline and where we start to see that start to emerge and it's not necessarily just discipline but it I mean it gives you a flavor for where we're I don't know maybe we can pull some data school right and and I think that's really where the fourth fifth grade is
076coming in and I I get what you're saying I mean to me the number one skill that kids should be learning is active listening, right? It's just it's not going in and checking. It's if if you if you're hearing it, how do we respond appropriately? I mean, and quite honestly, this is the I mean, this year we have a a full-time um behavior interventionist at our middle school because that's that's where that um the the peer-to-peer disrespect. That's where it is so prevalent. Um and it and it's if you said middle school. Yeah. So, that's not fourth and fifth grade. Yeah. Correct. I I was going to say if we could teach these kids the empathy piece before they get to middle school so there isn't all the peer-to-peer disrespect. I mean once they hit
077middle school it is hard to curb it. Yeah. Do we do anything to teach empathy right now at our at our elementary age? They do counselor lessons, character education. So So we've started that process. Yeah. It's not like it's a key component that we just have neglected. we we we address it as best we can. It's an area where we probably need to strengthen, right? So, and and this is something our our social workers were involved in, our counselors were involved in this, our um the administrators, they went to Smithville, they looked at the program. Um we met on it afterwards. I mean, you've done your due diligence. I feel that like elementary principles went to the districts. They went to they went to I won't say every one of them. Um Amanda Textter invited
078all of them and some of them I know at least two of the elementary principles went counselors when I know the middle school administration went and then we all came back together and discussed it um as a group and everybody was um in favor of this program. Anybody else have anything? Okay, we ready to vote? All in favor? Opposed? Okay, since we have six members that did not pass. I'm sorry. Did you I was a Yes. Okay. I'm sorry. Disappointing. So, as a 33, is that something where we need to do bring more information or is this just just for a point of clarification? Just so I have Well, I I think we've had a month here. I mean, we just heard about this last month. Um, this is one thing I guess that I
079I would like to see much sooner than let's look at a presentation, then next month we're voting on it. I mean, if we've had months to do due diligence and had faculty members and other schools uh seeing this firsthand, um the rest of us have, I hate to say, we have full-time jobs also outside of this. So, trying to find the time, I I think we should just be allotted a little more time. Um or maybe be involved in some of those those meetings or some of those opportunities to really witness this firstand committee, be a part of the task force kind of thing. I would like to I mean I'll reach out to other board members because I did not do that. So um I I understand Matt's concern and I agree with it
080to an extent as well. I can I agree with that too. I mean we were given we were asked and given the opportunity to reach out to other districts and as a board we did not do that and so um yeah I think that's potentially bring it back and have a further discussion about it. Sure. Maybe even on the work session if we there's a portion about governance where we talk about clarity on where we involve board members in because we bring programs forward all the time right for recommendation. So clarity for staff, you know, when when when when does board when do board members want to be involved, right? So I like to see clarity in like what what what all these programs look like and the grades and where it's all happening. So
081I know I don't feel like I have a clear eye. I just want to know of when what's starting, what we're doing, and how it all fits because I think sometimes it feels out of context. So I just want to know what's happening. So, oh, I see how that's supporting this and what's going how it all connects. I mean, and I'll be honest with you. I mean, um, you know, one of the things we've tried to do is, you know, you don't want to I don't want to discourage, uh, building principles from taking risks and trying something new, right? And so, and we we have pockets of that. Middle school did I am noticed this year, right? Tried tried to do some of that same type of work, realized it wasn't a good fit. So,
082you know, they were interested in pursuing this as opposed to I am notice. So, I get your point. Um, comprehensive list, uh, that might be we can work on that. Um, there there's just a lot of things happening and sometimes it's just building principal initiative and things are happening and they're doing great work that's not necessarily run through the district, right? And it's not necessarily a formal structured program much like the huddle up, right? That was just a it was a good practice. Okay. Any other comments on that? All right. Moving ahead to project STEM. Move to approve the agreement with project STEM as presented. Second. Um yes, this is a um a platform for um our computer science teacher uh Chase Tullson at the high school. He's wanting to expand the computer science program.
083He's doing an awesome job. Um it's great some of these computer science classes can also be taken as a math credit for kids that don't want to take the uh fourth higher level math. Um so uh this is a pretty inexpensive um curriculum for him. So um and he's super excited about it. So any questions? All in favor? opposed. Thank you. Board policies. Move to approve the following board policies on first reading. C-140-P C-155-P G-235-P I-100-P I 140-P Second the first reading. So, we'll see them again. Any questions? All in favor? Opposed? Thank you. All right. Board member comments. Um, I just have a little note that I wanted to read for tonight. Dear Carney School District, please allow me to leave you with a few words. Every person who comes to our community table,
084however small or or different, has something to offer offer our humanity. When we take the time to get to know others and we listen to each other's stories, mindsets begin to evolve. We begin the movement from exclusion to inclusion. From fear to trust, from being closed to being open, from judgment and prejudice to forgiveness and understanding. I implore all of you to treat every child with compassion and care so that our district and our community continues to grow no matter who comes to our table. Thank you for the opportunity to serve. It's been an honor to serve my community where I've been a student and a teacher. Thank you. John, do you have any comments? Nope. Thank you. I enjoyed it. Very good. Well, John, um, we both appreciate your service to the board. Meredith,
085yours has been one term and we appreciate your your time and the perspective that you've brought as a teacher as well as a grandma and a mom and longtime community member. And uh John, this is your third term. Yep. So, thank you for your service for the past nine years and your perspective in um keeping us on track with policies. I'll pick that one out for sure. Maybe a few other things as well, but uh thank you for for your service to the board. We really appreciate it. We are all um we all sit here because we we want to be here and we want to serve our district and um we like the free dinners we get once a month from our great food service people. We do appreciate those. They did feed a
086steak tonight which is a oneear deal which is very nice. But um but no, it's um indeed a time commitment on your part and uh your family's part. So thank you for your service. Absolutely. Okay. Next, the certification of the election. Move to certify the election results, naming Jason Clint and Christina Lindsay as the incoming board members. Second. Get me out of here. Questions? All in favor? We need to roll call this call that one. I forgot. Roll call, please. Matt Baker, yes. Bratton, Meredith Cole, yes. John Kern, yes. Spitzer, yes. Zick Vasquez, yes. Nothing. Bailey. Yes, I did not need to call Lyn Broen. Sorry about that. Okay. Disillusion of the board. Move to dissolve the 2024 2025 board of education. Second. Very good. Roll call, please. Matt Baker, yes. Meredith Cole, yes. John
087Kern, yes. Yes. Nick Vasquez, yes. Bailey, yes. Okay, now we will have the oath of office. So, could our two new board members please come forward? I would ask Miss Becky. She does. Okay. For agenda item 12, we'll administer the oath of office to the newly elected board members. Board policy G255A requires that successful board candidates shall take an oath of office to faithfully perform the duties of the office as required by law to support the Constitution of the United States, the Constitution of Missouri, and the laws made pursuant thereto. Becky will administer the oath. Please stand and raise your right hand and repeat after Becky. I will support the constitution. I will support The duties of school duties of school director district number one state of [Music] Missouri. [Applause] Am I just want your
088pen? Oh, I'm see [Music] I don't think he's probably out the door. I don't know. Maybe you would have to see if his family's not leaving. His family is leaving. I got I bet you right there. Oh, I'll bet you. Give him my money. Too late. Doesn't matter. Take a seat. Take a seat. Oh, welcome friends. I'm not moving. John took his base because we couldn't get the get it out of there. So Jason just have to hold his up himself. Okay, someone just put this right here. It's still you. It's still count. Thanks, Ray. Oh, there we go. Thanks, Ray. Save me. Ray, save us. Hi. Congratulations. Okay, now that the board members are sworn in, uh, agenda item 13A is the election of the president of the board of education. The floor is
089now open for nominations. I nominate Darlene Bailey as president of the board. Darling Bailey has been nominated. Are there any other nominations? Sounds just great. Anyone hearing? None. Uh, the board will now uh vote by roll call. Just one second. Let me get this. I didn't read all that in red. Do you want me to do like That's okay. Okay. Officially, you can't be VP again if you can't read that. It's red. I can read it. Sorry. Okay. Mer. Yes. Jason Clint. I Christine Lindsay. Hi. Bree Schwitzer. Yes. Nick Basquez. Yes. Bailey. Yes. [Music] Okay. Next is the election of the vice president. The floor is open for nominations. Matter of elect to serve as vice president of the Carney School Board during the 2025 2026 school year. It sounded official. I ran one on
090the page. Good job. Any other nominations? Hearing none, the board will now vote via roll call. Matt Baker, yes. Jason Clint, I. Christina Lindsay, yes. Bruce Schwitzer, yes. Nick Vasquez, yes. Darlene Bailey, yes. Board member will board members will assume their new positions. I don't think anybody has to move. Um, next we have approval of district designations. Move to approve Doug Schwinn as did I say pronounce that right? As treasur. Did I say that right? Did I say that correctly? Sorry. Thank you. as treasur and Lean Bradberry as alternate treasurer and approve Becky Burke as secretary and Don Kunrod as alternative secretary for the 2025 2026 school year as presented. Second. Roll call, please. Know that we need have to have roll call on that one. All right. All in favor? Opposed? You guys are
091the most important people. We should have to have a roll call for you. We could if you want to. Okay, I think we're good. All right. Important dates. Uh Monday, third school, Bri. We are in session. Uh April 22nd is board work session. May 18th is graduation. Um, new members, be sure and let Becky know if you can come. Old members, make sure to let her know as well. Um, May 21st is our next board meeting. May 23rd, because there won't be any more snow, is the last day of school, we hope. All right. Miscellaneous action closed for session to immediately proceed the regular meeting in May, including any record or vote to discuss items and issues allowable under section 610-021 of the Missouri Sunshine Law. Second. Thank you. There you go. I gave you
092a chance. Jump in. John has been seconded in him for a while. Okay. Uh, roll call, please. Matt Baker, yes. Jason Clint, I. Christina Lindsay, yes. Bruce Whiter. Yes. Nick Vasquez, yes. Darlene Bailey, yes. We will be rolling around the table with um the cake and a couple of plaques for our outgoing members. So, please stay around and um have some cake and We're journed.