Kirkwood School District - Board of Education Meeting - July 24, 2023

001check on them we need more refining no one wants to drag this hang line I believe hi I'm Joe Heinlein in The District Two that go to Tillman two that go to the high school um just wanted to stay similar to the previous speaker that I believe it would be nice to see the options where the Tillman split doesn't exist and some Tillman kids go to North rather than to knifer and agree with the previous speaker that it would be it seems like the three options that are out there now are pretty different than the six that came before um I love the algorithm and the math you guys have to be able to re rearrange things I just like to see those options back that have the Tillman split gone and and Tillman kids

002going to North thanks thank you next up Lisa Shira Barker no how do you pronounce it should shinnebagger okay thank you hello I'm Lisa shinivarger and I'm a member of the Kirkwood Nea and I work up at the high school the Kirkwood Nea is looking forward to continuing our Cooperative relationship between the Board of Education Administration and the teachers to ensure that Kirkwood remains a premier District that provides an exceptional educational opportunities for our students as a teacher I can tell you I've truly enjoyed this summer I've gotten to spend time with my two young daughters but I am excited to return to the job that I absolutely love getting to work with students in the fall I know that I'm excited to meet my new colleagues my new students and even new Administration with

003the school year just a few weeks away I can also tell you that we cannot wait for the next board meeting where collective bargaining results will hopefully be certified and that we can begin to work together with our teachers to receive salaries benefits and working conditions necessary to continue to attract and retain the best teachers to keep our destination district one that it is thank you so much thank you and we have one online comment this online comment is from Tracy kersting school board members and Dr Bailey I would like to thank you for your openness to not only seeking feedback on the boundary scenarios but taking action on that feedback your willingness to admit for priorities were perhaps overlooked and make adjustments based on our community's feedback is very much appreciated thank you for

004prioritizing walkability into the scenarios and finding a way for Kaiser to continue feeding into North Kirkwood Middle School in talking to many of you throughout this process it was evident that you wanted to find the right solution with the community for our schools rather than defending a single scenario thank you thank you all right item 4.02 approval of the agenda I need a motion and a second to approve the agenda for the July 24 2023 regular meeting as presented second roll call no oh all those in favor hi all those opposed motion passes 5.01 consent agenda approval I need a motion and a second to approve the consent agenda items 5.02 through 5.12 as presented so moved second all those in favor is your right hand to say aye all right those opposed motion passes

005all right I need a motion and a second to approve the financial statements for June 2023 as presented so moved second good evening our operating revenues in June were 3.4 million and this includes taxes and the largest source of revenue for the month was State assessed Utility payments our collection rate for current taxes was 97.7 percent uh compared to this same amount the previous year which or same time frame the previous year was 96 so that's a pretty high collection rate for us revenues totaled 82.4 million for the fiscal year that's uh six hundred thousand dollars over budget that's about 0.7 of a percent and June 30th was our fiscal year end so that uh that's a positive variance that included things like current taxes delinquent taxes prophecy sales tax financial institutions tax and then

006and and Sir tax we're operating revenues in June were 12.1 million this included summer paychecks other than the summer paychecks there were no larger unusual expenditures for the month further uh the end of the fiscal year expenditures totaled 79.9 million that's about uh nine hundred thousand dollars under budget about 1.2 percent less than budgeted this favorable variance came from Savings in some of the grants that will roll over like cares act and early childhood special ed but we also spent less than budgeted on summer school this is summer school of the previous summer and then school and Department expenditure budgets our ending operating fund balance was 35.2 Million that's about 1.5 million more than projected and about 2.4 million more than the previous year some of the other funds I want to mention kecc fund

007balance increased 1.1 million this includes two grants that we received in June the first was the retention of Child Care staff Grant totaling 245 000 and then we also received a paycheck protection Grant of 338 000. these are specific for KCC The Early Childhood Program the retention grant that we received this is for payments that go to Child Care staff employees ranging from five hundred dollars to four thousand dollars those payments uh were made in July we just made them a couple weeks ago uh the last thing I want to mention is our construction fund we throughout the year as we finish construction we spent about 33 million dollars the projected decrease was 36 million the other thing I wanted to mention is that the prop bar bonds their tax exempt bonds and so because

008of that we receive a very low interest rate that we had to pay about just over one percent 1.1 percent we take those Bond proceeds and then we invest them so we earn interest while the construction is taking place and as we're paying for construction but we can't earn more than 1.1 percent if we do we have to pay it back to the IRS so that payment we had it calculated from mosip which is one of the um the state investment program and through June we have to pay back 684 000 so it's a lot of money but that's because we earned a very high interest rate we're earning five percent on the bond proceeds that we're investing um and then we have to pay that money back once construction is completed so we'll have

009to pay it back uh sometime later this fall probably closer to December looks like it yep I'll call you back by Vision thank you roommate oh being fine any questions I do have one question with the lump sum that well the 684 K that's we have to pay back is that a one total payment or can it be it's an ongoing calculation that we have because we're still investing those Bond proceeds so anything that we earn above 1.1 percent uh we have to pay back so that's the amount we have to pay back through June so we'll continue to earn more money as we're investing that money and until construction is completed until we spend all the bond proceeds so that number is going to grow yeah at this point we owe 684 000. and

010so my question is that is that that one not a one time but that will be a one payment total it'll be a one-time payment once construction is done um but yeah it'll increase but that's a good thing we're we're earning 1.1 our money and when we've when we issued those bonds at the time we were earning the interest rates were very low almost next to nothing so it is good that we're at least getting the 1.1 percent thank you one question was this were you expecting this Mr early no no because um the the reason why we weren't expecting it is because we didn't know interest rates were going to raise as fast as they did and as high as they did so um I knew we had to do this calculation we had

011to do it on every bond issue that we did but you only have to pay back money if rates increased quickly during construction while you're investing those funds so it's somewhat rare that you even have to do this okay Ben did Mr Kathy do you have a question thank you okay next up eight point oh all those in favor to approve the financial statements for June 2023 as presented please say aye Ben Mr Kathy okay all those opposed motion passes moving on to 8.01 the equity task force hiring report Dr Jeremy Mapp our executive director of diversity equity and inclusion will present the equity task force hiring report to the Board of Education welcome well good evening thank you all for uh moving forward to this part of our evening I'm going to talk a

012little bit about the equity task force report which comes as a uh an expectation out of the task force work of 2016 and so um that's where this first of all gets highlighted and so we look at our staffing situation currently uh with that reminder of what we had from then which is that we want to improve black achievement and that we see our staffing model and our staffing makeup as a way in which we can see that that can happen um we work in this effort come effort 11 specifically here comes with the uh work with the human resources department and our building principles working to expand our existing efforts to retain to retract and to hire diverse staff and so that comes through an intentional focus of looking at our numbers across our

013buildings and figuring out the different things that we can do as a district to continue to see those numbers increase and therefore again we won't expect to see the impact in terms of our student achievement as well so this report does come to you all in July and it comes to you all in December as well and so this is the July uh update on that effort throughout the um our district and where we are today so it comes from our data as of July 1st and so this would include all staff that have been hired and approved by the board to that date that are within our finance plus system that is a system that we use to get the information that we present tonight and so that's where the data comes from and

014the data will then be used for us to continue to see how we continue to see our staffing throughout our district one thing I will note this does not necessarily include all of our new teachers for example because we do have teachers that continue to come as we continue to get closer to the school year and that could include also even our support staff and so those are different things that we would see changes in these or variations in these numbers as we go but we will go specifically through the district data and so you'll see here a breakdown of our different um categories job categories again courting specifically to finance plus and so the breakdown here from our administrators our Adventure Club staff our assistants our athletics department which is a new addition and

015this was a clarification I want to make real quick these are our Athletics people will be specifically people who just do athletics they aren't so they are in a classroom position and they also do athletics then that classroom position would be the one that it would be reported out in here and so if they're a certified teacher and they also coach something for example they'll be reported in the certified teacher column and so this does capture again it's all of our staff again through that that come in through that Finance plus system so this is also our custodial staff in our early childhood staff as well our separate categories and then finally as far as the district report we have our maintenance staff our nurses our office Personnel other which would include different District staff

016that might be in multiple buildings could be included would include our social workers would include different people like that that don't specifically have a column or a word that is within Finance Plus for that the specific department and then finally technology and so you can see in general there at the bottom the the total staff we have over 800 staff and then you can see we're at 16.48 in terms of our staff of color across our district and that includes both support and certified staff I'm not going to go in depth in the building by building one you all have had this report so I'm going to go through it but certainly you all can look at and see the data specific to each building and where the numbers are in terms of Staff of

017color there is again at the bottom there you'll see a percentage for each building and it is available again in board docs for the community as well for you all to see that information as well so I'm going to go continue through this and then get to some specifics in terms of year over year numbers and kind of how we see changes throughout from July to July and so as we get there and before I get there you will see here specifically we have our other staff and so this includes staff again that are in multiple buildings our staff that are in our maintenance department and our technology department all those staff members are in what we call others simply because they're not assigned to one of the buildings that we would have on the

018previous slides we do break that down this information specific for our Chartwells staff that provides our food service in most of our buildings other than kecc our first student department and that is all of our transportation that's done for the district and then finally our special School District staff they are our employees a special school district and we do consider them our own but they are employed by and and so specifically Special School District and so you can see the breakdown again specific to those different areas um all staff across the district again you can see the breakdown and the comparison both at the of race at the district level and then also by building all on one page there and then all staff uh comparative year to year and so here we want to

019make sure that we kind of just see where the numbers are and so we do see that we have a decrease in our White staff overall again that is still our majority of our staff across the district and we do see an increase specifically the biggest increase in terms of our Hispanic staff but you can kind of see again the variations there not a whole lot of change but some of the variations in terms of our staffing demographics across the district and then in relation to our student population so our district does have in terms of students of color we have 21.73 as of our enrollment report back in October and so we will have updated numbers on this in October of this year but this is based on that information kind of where we

020are in terms of our total student population in terms of certified staff again pretty similar not a whole lot of change or variation in terms of our certified staff numbers we do see a decrease in black or African-American not quite one percent and an increase in our Hispanic population of certified staff over one percent in terms of our certified staff as far as support again we see the biggest decrease is in terms of our white support staff across the district our biggest increase currently at the moment is in terms of again our Hispanic staff at 1.62 percent I won't go into detail but here it does give us specific year to year July to July building by building as far as specific uh certified staff and then also the same for our support staff year

021to year foreign and finally where I want to spend the majority of my time is really kind of just talking with you about what this means what it means in terms of what we have been doing and what it means in terms of what we continue to do or do different moving forward um really focusing on an intentionality is the big goal of our work and so thinking about how we intentionally work with our human resources department to continue to look at how Dei and how Human Resources continues to be impacted on our scale across education education is definitely in a spot where we are it's hard to think about how we continue to bring people into the profession and so it's important number one for us that we focus on retention we focus on

022thinking about our staff that we have here and making sure that we are doing the things that we can to create that space of belonging create those opportunities for them to be able to feel like they are connected and they have what they need to be able to be successful in their workspace and so some of the things that we look at in terms of that include our work around Affinity groups and things that we've done to really create that sense of belonging for our staff that maybe hasn't felt it and that's something that we've worked as a district through K-Town that's been around our Kirkwood teachers of color organization has been around for years and focused on that specific piece of working through retention and working through making sure that we have spaces to

023have connection among staff we've seen increases in that in terms of having staff Affinity lunches and opportunities for those staffs to get together that really again has just increased over time throughout the last five years and we continue to see and want to continue to make sure that those spaces not only continue for those staff members but are there's other staff members that maybe need similar spaces that we can create that opportunity as well we continue to work to make sure that we have again that focus on intentional response intentional focus on our students and again that sense of belonging as I think about and I look at how we work on getting our students to think about and consider perhaps a career in education a career in Kirkwood they have to have a good

024experience here in Kirkwood if they were going to want to come back to Kirkwood and so really focusing on the student experience and making sure that we are again making sure that there's a sense of community that there's a sense of belonging that happens for each of our students so that they again can consider the opportunity to come back to Kirkwood and consider it the place that they would want to work and have a career as well it's something that we we do find important to do and so those are some of the ways in which we continue to do the work and continue to put our efforts into making sure that we really focus on that retention piece you know one of my one of the quotes that I've heard Dr Bettina love focuses

025on the importance of if you want to recruit people then you're going to have to be able to retain people your best Advocates are the people who work for you and so figuring out how we continue to make sure that we do good for our people that are here it's how we can continue to think about how we can work towards that peace on recruitment and so that's where our focus is and what we continue to do in terms of equity in our staffing and I'll open it for questions at this time thank you Dr map um I'll start down here Marie nope yes Mr boyco yeah so I just want to express you know obviously we've been um both the administration I think the board has been willing to tackle difficult but necessary problems

026I think our the rest of our agenda this meeting sort of reflects that too uh one of the things that jumped out at me in reviewing this is our again it's a small pullback but a pullback in our certified staff of color and I think that's an area uh where there's we're clearly just haven't been able to attract higher and retain at the sort of rates that we'd like to see and I don't um I don't think that's a failure of effort necessarily but that's something that is something that we need to keep not only keep focused on but also understand whether we're on the right track but haven't gotten to a destination yet or if we are on the wrong track and uh need to change lanes right so that's not really a question

027but it's something where and I appreciate the efforts that are being made but it's it's clearly not showing up insufficient numbers in terms of of the data that you're presenting so I just want to get that thanks Miss Bernardi thank you and thank you Dr map for all your work on this I know we always try and go to towards our student population and mirror that with our staffing and I want to thank you for all the grow your own program which is really important now also as well I just wanted to give you the opportunity to talk about your recruitment fair and how successful that was for us yeah so we I know our human resource resources department excuse me does try to get as much information as we can from that that fair

028as well um we we dip I would say we we struggled to get the turnout at that event this year and so definitely looking at ways that we continue to highlight getting people here for those events and really paying attention to really what are our ways to get to people and I think ultimately it's also evident in terms of even our community and so thinking about how do we get to people even if they don't come to us I think that we sometimes get in this rut of thinking that we're just Kirkwood they're just going to come to us and we that may not be the case and so we have to think about how do we get creative and how do we make sure that we find the right Avenues to get to the

029staff the the potential staff that's out there and so those are ways again thinking about how we do that in collaboration with our community our human resources department kind of thinking about innovative ways to be able to make sure we do that thank you Miss Motika thank you for all this Dr map and I'm going to kind of jump ahead to um something later in the agenda but coming up two things down um is the exit surveys and I found those really interesting for the you know the staff who was leaving and I'm hoping that you coordinate with that because I know you can dig down a lot deeper into some of the real specifics of people feeling that supported or whatever and it seems like that would dovetail with these efforts I know Dr

030Fields is definitely going to highlight especially some of that specifically I think again thinking about that collaboration and that work that we continue to do that's that's a word that you'll hear a lot as we dive deep into this PLC work over the next year with our staff really focusing on how do we work together and so that would be an effort that I definitely plan on continuing with Dr fields's office to make sure that we are really paying attention to our staff um you know staff who are leaving and again staff who are here I mean I think that's one of the you know they've talked about I know Dr Fields office has done some work with even some stay interviews again why are people choosing to do that is also important to our

031work thank you Mr Kathy yeah just a quick question hope you can hear me okay um I appreciate all the data it's a lot um but being new to this was just curious you know Mark mentioned the pullback in the teachers of color among certified staff but do we have established targets that we're shooting for that we're looking to achieve in the short term and long term I think that one of the things that we're again looking for is is really just that focus on just making sure that we have retention um of staff and a retention of good staff right and so making sure that we continue to see that the staff who are here are wanting to stay here and so I do have and it's not part of this report but we

032do have work a number specific on retention and we have seen that those numbers on retention continue to be high and so I think that's really the focus I think in terms of like what's reasonable um I think when we really think about it we talked about you know is it our student population so making sure that 20 of our students are students of color so make sure that 20 of our staff students of color I think that's a starting point but I don't think that that's an end point um and so I think that ultimately like that's our our short-term goal and then our long-term goal is making sure that we continue to have retention of the staff that we have and continue to see that we're again at the very least reflective of

033our student population but again the goal being honestly continue to have more and continue to make sure that we retain what we have thank you thank you circling back too um thank you Dr map I think that I just want to Echo what Mr boyco in Miss Motika said um and I guess I want to dive a little deeper into do you have a plan on on how you're going to dive deeper into why why staff of color are leaving because we can we can continue to hire but if we have staff of color that are leaving then we've got a problem you know we've got a problem and so I'd like to kind of hear maybe about your plan to figure that out I mean I think um I mean I can't I would

034say that's definitely specific to um the numbers that I've seen in terms of our staff of color again the big thing is I guess you could the the hard thing is you have when you have a lower number of Staff of color that means that when one leaves that number is going to be pretty high going to be heightened right um and so that's where I think some of our discrepancy will come from but certainly even in my personal conversations with staff that I do know that have left um it's been more of just different careers has been more so the case than other things and so again Dr Fields will get into some of that detail and some of his report as well not specific to race but I can again just from my

035personal relationships I can say that that's been the conversations that I've heard more so um and so that that's where I see some work for and again that's maybe more industry work in terms of is the teaching profession for people to be able to be successful and that's that's a hard thing and for some people Society right now so okay thanks again um Dr Mapp um to Echo some of my fellow board members I still do think we're missing the how like you've talked about the retention plan um goal I've been mentioned goals is it possible we don't have to talk about it today but I would like to see if the board can have a specific plan on how we plan to tackle um this and yes people are leaving the profession but we

036know if people love their jobs and where they are they don't leave they stay and um just making sure that we're looking at deeper because year after year we do hear the what the so what but then it's like now what so I feel like we're still missing that intentionality um behind it and you mentioned some of the excuse me the things with intentional planning um the Affinity groups um that's all great but if it's a priority of the district and it's a priority of the equity task force when does it become the priority of our building leaders to hire the people that are before them if they're qualified you know just so we can get and then um also I want this week so I know we mentioned the um percentages of diversity or

037matching the percentage of kids if we're preparing students for the real world the real world does not look like Kirkwood and so I would challenge us to think beyond that I agree with that and I and that's why I said that's not it's not an end goal right it's we have to work steps to get towards where we want to go and I agree with you certainly we want it to be more reflective of the world and so as close we can get to that that's our goal for sure um I would say one of the things that we definitely will be working on is through restorative practices is a big piece um and we have plans to really make sure that we are continuing to embed that into more than just discipline embedding it

038into the culture of who we are as a district to be able to be restorative to be able to develop relationships and develop trust and I believe that those things are the things that will get us towards making sure that we can see that retention because again like you said like the people we have to get our people to want to stay and so that that is why that intentional focus on retention is there but definitely in the Strategic plan as we are working towards it for the next year that'll be outlined and making sure that we have some specific specific things in regards to this and particularly working with the task force this year that's going to be a lot of our work is thinking about how do we take this report and make

039it actionable that'll be the work of the task Sports this year as well okay so again I'll ask that we can the board can see a detailed plan of action for the school year so that we can measure the growth um like because you're going to come back in December we can see where we are and things because it's time to you know move thank you all right next up 8.02 the class size report uh Dr Howard Fields the third will present an updated class size report good evening members of the board Community as well as colleagues today I will provide the third to last class size report for the 2324 school year with this not being a new report I do want to let you know that the more customary pieces I will skip

040over and I will provide the updates you've had this information and so once we get to the question Port please feel free to provide such information a few critical pieces before we jump in these data that you will see in front of you is pursuant to Infinite Campus per July the 12th and so there could be some things um that may have changed today but what we do is we look at it so you'll know the specific reference point as it relates to the data in addition to that this particular slide is of significance when we have those conversations we do discuss what are the guidelines that we are using and with Fidelity I may add we have been utilizing the guidelines when we make determinations for opening a section considering closing a section etc

041etc with the highlights you will see that we have had um a increase in third grade as well as a increase in fifth grade we are very close to potentially opening a section at Kaiser for fifth grade as well as third grade and so anytime you will see red it will represent the fact is we have 25 in a class section for third fourth and fifth grade and that 26 represents one student over that class size now if you are watching this for the first time you may say well why won't we open up another section that goes back to the particular slide that you have in front of you where we look at total students in the actual class size as we move to North Glendale again the same rules apply we are very

042close to a fourth grade section being open although these data are pursuant to Infinite Campus as of July the 12th I was able to look at that data as of right now we are still not over the mark that we need to open up a class I section just so you will know from there all of the information is customary I do want to go to Westchester because we were taking a look at that second grade section I'm sorry the third grade section if you recall there was a time when we were up to 131 students I guess fortunately that is trending the opposite direction we are still at the 125 so we have at least five or six students that would need to enroll prior to opening another section for third grade at Westchester

043as we look at the comparison data there are two comparison points that we look at we Compare the numbers per the last board meeting and so we have July the 12th and we compare that to June the 15th you will see the data and you will see that we are Plus 14. then you will see the comparison data from a year prior and so from this time this year compared to last year you will see that we are also up plus eight at the elementary level next we go into the data for the secondary schools and for the secondary schools when we compared to last month this time you will see that we are up 12 students and as we compare to this time last year you will see that we are down the 46

044students at the secondary level and so before I open it up to questions just two additional slides I do want to bring your attention to one of which speaks to needing additional sections if you're asking specifically there are three specific class sizes I'm sorry three specific grades that we are paying close attention to Kaiser third grade we need two additional students to open up a section Kaiser fifth grade we need one additional student to open a section and for North Glendale we need one additional student again I do want to reiterate the point these data were per July the 12th but as of today in checking we have still not reached that threshold to open another section North I'm sorry North Glendale is fourth grade as we look on the other side and when I

045speak to that I am looking at are we essentially over staffed and when we look at Kaiser for second grade if we were to lose three students we would potentially have to collapse a section Tillman three students for third grade Westchester one student in first grade in Westchester one student in second grade with that I'll yield back over to Madam President Sharon to see if there are any questions thank you Dr Fields I will start with Mr Kathy any questions Miss Motika Bernardi yes um I do have a question Dr Fields as we look I think last month we looked as well we've added 22 kindergartners since last month but if we compare that to last year it's quite a lot less since we've eliminated four sections across our elementary schools so according to my

046calculations we currently have 371 enrolled at this time with the projected enrollment of 439 and then as compared to last year of 447 so this this collapsing up before kindergarten sections is is a little bit unplanned with our numbers and it's a significant difference so I'm just bringing it up because I know that it affects your Staffing budgeting planning and also the reason I mention it is for capacity and utilization which when we talk about boundaries later that's something we have to consider so those were my that was my math and I just wanted to check with you because I think last month there was um there were more than four but now there's only four so if you look at for example Kaiser there were six sections of kindergarten and now they're currently four

047yeah so my interpretation of the data that we have from the projections and for those that are not as familiar anything that is in parentheses in blue that is a projection the mid series for the conference numbers um it's still hard to tell as we saw with the first class size report that I believe took place in April I believe um the numbers were not even close just to be frank and then right after that and with the increase more recently those numbers are getting closer and closer um again I think it depends because last year we ended up being almost the exact in many of the schools with the Coffer numbers and I think it's just too early for me to determine if in fact they were as accurate as possible for those that

048don't know conference does give us a little serious submit series and a High series I think a lot goes into that but I have not looked at it within the context of was the conference number something that was um with pinpoint accuracy that analysis typically takes place after school starts and ideally right after the Labor Day Holiday thank you yes and then I know that's a class size report and it's not an enrollment report and we don't get our official class numbers until the end of September and we don't get our enrollment reports until October so but um that's just I just want to verify that's that's what it looks like currently thank you for that thank you Mr boyko I just want to be clear in that we're not uh we're not voting and

049you're not proposing that we change our class size guidelines in any way from what they've been in in Prior years and what you're applying here in terms of when we open up another section and how many children would expect in a classroom at a given grade that is correct I am not making that recommendation as of right now thanks thank you Miss Andrews um so one of the things that happens obviously from second grade when our class size is 22 and then the guideline goes from in third grade to 25. um that's that is you know a jump and then what has happened is we've had classes lose kids and so then sections are collapsed um and so it's kind of a perfect storm kind of situation and so when I look at this I

050um see that we have six classrooms that are right at like a 25 26 student in third to fifth grade um a 25 to 26 students in that class and my question to the administration is we are coming off of covet these are all kids that have um significant learning loss due to covid um it's kind of a on you know none of us predicted that or whatever and my question would be um do would it be something that we should be looking at um the class size guidelines and um maybe adjusting that three to five class size guideline um would be my question and then to just kind of piggyback on to what what Miss Bernardi is saying is if I'm hearing her correctly that we could have potentially two kindergarten teachers just say

051at one school that were well we've already kind of hired for that those sections would be possibly collapsed is that what I was hearing Miss Bernardi oh just just to clarify the only reason I mentioned that is really for capacity and utilization and for um the forecasting because kindergarten predicts our future enrollment but as far as changing class sizes I believe we'd have to do that through our analysis no I get I get that but I'm just asking you especially given we could have two sections that are going to be collapsed or possibly be collapsed I think from the position that I stand it would be very difficult to make that determination would die without diving more into the data to see what it proves and what I mean by that speaking with principals speaking

052with our teachers and then you have the data assessment where is there some level of correlation where class sizes are rendering some outcomes that can help us with our strategic plan and some of those other pieces so I think that does play a role with respect to um just the safety of it and covet I had the pleasure of sitting on the health advisory committee and those are a lot of individuals that know a lot more with regards to you know coven mitigating strategies and all that and the only reason why I bring that up was if we recall when we were coming back from covet and all of those pieces class sizes was a hot button topic and we brought it up multiple times and the information that we provided and where we landed

053on at the time there was not a necessity to adjust the class Si's guidelines having said that they are just guidelines in that regard and so if in fact for me if in fact the data supported that our students would benefit from us suggesting class sizes to whatever magnitude the board and under Dr ulrich's leadership would deem as appropriate then certainly we would go there the only other thing that I would mention is even though you see the variance between kindergarten and then with 20 then you'll see first and second grade 22 and then you'll see third fifth third through fifth and if it were to continue you'll see a slight increase from middle school and high school that is pretty consistent with um Desi the Missouri Department of Elementary and secondary education in terms

054of that variance between when our Scholars are younger or just now navigating our schools and as they matriculate throughout so I know it's a complex response but I I wouldn't want to just oversimplify it just by saying yes and no there there are a lot of pieces that go into it yeah and just so that we're clear in terms of why I brought covet up is um it impacting the learning of children I mean the third grade class currently are the the kids that were in kindergarten when covet began and so um in terms of why I bring covet up is the their impact to their learning and so I I think that we um and I think that it has been proven that um you know a smaller class size we all know right

055the benefits of that and so I think that we're in a situation where um if we're trying to impact academics I I just ask you as the leader Dr Ulrich um that is this something you know I know that the timing isn't great but um at the end of the day you know thank you very much thank you very much Miss Andrews and I I appreciate that sentiment um and I would my my initial suggestion would be that um it would be helpful for frankly myself and then the rest of the board to learn the history about why the guidelines are where they are what motivated the board at the time to install those guidelines and we have followed those guidelines before we make any changes I would want to make sure that we dig

056in and the board has all that information because even in my three years here we've had situations where class sizes we have adhered to that and I want to make sure that we are honoring that process and honoring all the folks that for years we've said no to and have allowed to move forward with those current guidelines so certainly an open to that if that's the board's direction to get more information on exactly why the guidelines are there the history behind it and and bring that to the board for consideration because it will have a fiscal obviously it would have a fiscal impact on the district however this board has consistently shown a desire to do whatever possible to meet the needs of our students and so certainly if it's the will of the board

057I certainly we can provide that information for the board yeah so so just is I get get the history but what I would really like you to focus on is the covet impact no yes I think that's something worth the board considering kids are suffering have suffered and um policy is policy but humans are humans so if we can make sure that you know [Applause] thank you Dr Fields thank you oh you're here for the next one oh okay got you all right so moving on to eight point I'm sorry I said Dr baby so 8.03 end of year reports um presented by Dr Matt Bailey and his assistant superintendent student services and Dr Howard Fields III um assistant superintendent of HR again thank you board um good evening Community colleagues Board of Education today

058I will provide the exit survey report for staff and what was provided my colleague Dr Bailey will provide the report for our students the beginning portion of these data that you will see in front of you is pretty standard it speaks to the last three years this being the third year of what I would deem as a comprehensive exit survey you'll see it compared to previous years but we continue to evolve as it relates to eliciting feedback that can continue to help us get better in our practices one item that I do want to bring to your attention right off the bat in the past we have not had the best response for support staff I will show some data with regards to that and I do think it is positive information as it relates

059to a shift in the way that those surveys were sent out in the past they were all sent out at the end of the school year that was just previous practice well this year once we have support staff members or even certified staff members who will leave as part of their two-week notice they would receive the exit survey right away we understand that administrators and certified staff for the most part they may leave at the end of the academic school year however our support staff will leave throughout the school year and so being able to capture those responses are something that we are certainly happy for as we go to this next slide these were the questions that were asked prior to the 2021 school year as we've had conversations and feedback from the board

060we have made some adjustments and when I say adjustments we have decided to dive a little bit deeper to better understand the trends of the responses we have also added a numerical rating so that we can have comparison data and we can look at clusters and groups which I will provide here momentarily the current setup for the actual survey questions are there and so you will see the name your job the building how long you've been in the Kirkwood school district and then you rate your experience from one through five on a likert scale followed by your level of receiving support using a likert scale one through five also why you left the school district and some other questions that you will see right in front of you on the screen this particular data set

061provides us with the actual surveys that have been recorded you will see in 2006 we had 12 and it goes all the way skipping some years where some surveys were not previously provided but you will see in 2021 22 and 23 we went to a more digital format for the surveys and our Data Tracking and our ability to utilize such data to have these discussions is certainly apparent per feedback from a previous board member who was asking questions with regards to retention rates and as it pertains to the actual sample size that we're looking at this slide in the next slide is an immediate byproduct of such conversations and so in your closest to Red at the top you will see your support staff in the middle you will see in a gray area your

062certified staff and at the bottom you will have your all Kirkwood School District staff from 2018-19 you will see the retention rates and they will continue until we get to 23-24 school year now with that being the case these data are still there this data is per July the 10th and so anyone who would be leaving moving forward they would show up on the 23-24 school year data as it pertains to the actual sample size that we are referring to for the overall school year again you will see red at the top for support staff followed by certified staff and subsequently you will see all staff you will see that the data that will be provided right now is 4.7 percent of our KSD staff it is 4.6 percent of our certified staff and it

063is 4.7 percent of our support staff just so you can have that vantage point and you will see at least two years of data that we can track what a similar statistic would be this next slide essentially goes to all of the information that you will receive is based off of individuals who actually completed the survey prior to June I'm sorry those who actually completed the survey anyone who formally submitted a letter of resignation or retired prior to June the 28th and they completed the survey and so we dive into the data you all have had this information in front of you and so there's a qualitative piece where you will see all of the narrative followed by a quantitative piece I will spend a significant amount of time talking about the quantitative pieces with

064this three-year comparison you will see from 2021 2022 and then 2022-23 and it is a breakdown of a number of pieces that I will discuss the second row which is the number of Staff who received the exit survey we went from 75 to 84 to 74. I briefly mentioned in my opening remarks the support staff increase and you will see in the third column of the third row that those actual individuals who receive the exit surveys 60 were support staff and when you compare that number to previous years you will see evidence based off of something that I previously stated about increase support response out of the certified staff members who received and completed the exit survey we have 72.4 percent out of the actual support staff members who received and completed the exit survey

065you will see 40 percent you will see the survey completion by the category that is 53.8 percent for certified 46.2 percent for support and as has been the case over the last few years any majority numbers such as gender race level as well as the average years of experience this next slide provides you with the actual likert scale for experience rating it from one to five or extremely dissatisfied to extremely satisfied and you will see for the average overall rating this year you will have 3.51 one of the ways as we try to make sense of the data there will be a number of data points in the subsequent slides I would advise you to look at the overall average and look at anything that is significantly above or significantly below as we continue to

066try to make sense of these data and so with the 3.5 1 out of five you will see it broken down by race gender level and classification and I do want to remind the board the categories are based off those who actually completed the exit survey the second of two quantitative questions has to do with receiving support again a one through five likert scale from extremely dissatisfied to extremely satisfied and you will see from the support 3.08 and that is broken down into race gender level classification and there's also comparative data for the previous two school years continuing with the data theme one asks why they were leaving respondents provided the following reasons now you'll see all of the reasons in the First Column to the left but I do want to make the distinction

067between last year it had another job and then pursue New Opportunities and so a word was entered in terms of another education job and so if individuals were leaving our Organization for another educational job you will see that represented there and then if individuals were leaving for something outside of the field you will see that number there and so that's the distinction that I wanted to make sure the board understood and now we're going to continue to look at the 39 survey 39 surveys and break it down even further at the end of all of the next slides you will see the overall average for experience rating and the overall average for the support rating in the First Column you will see those who left for another education job or 25.6 percent of the 39

068responses you will see pursue a new opportunity resignation retirement working demand slash conditions Etc and again those particular groups as well as the rating that they provided similarly as we look at the 39 survey responses now you see the cluster of years in service and so you have the one to five years you have the six to eleven twelve to 19 and 20 plus years as we continue with those 39 surveys now you will see it broken down not just with the certified and support but this takes into account the actual positions administrator Administrative Assistant classroom assistant Sports slash athletic coach counselor slash social worker custodian Maintenance building and ground substitute teacher and teacher and as a reminder in parentheses that number represents the percentage of the 39 survey respondents the third and the I'm

069sorry the second and the third column will provide you with that group's particular rating with respect to support as well as experience and so as we began to round out um a few years ago it was asked to ask survey respondents where are they going out of the individuals that were going to other school districts the information that you have on your screen is in front of you I will note that for the board's purposes all of these are not lateral movements as we go into the additional feedback from the critical categories there was some information that has been provided that is extremely helpful as we look at our decision making as we look at our strategic plan as we look at our goals and that information has been captured on this particular slide in

070terms of could the district have done anything to help you be more effective and that information is provided on this slide and so the now what um that's the theme that you were speaking briefly throughout these conversations especially um with my colleague um Dr Mapp now what and so we look at the um you have all of the data in front of you but from a practical standpoint next week when we meet with administrators exit surveys the data the ratings and how can we get better as well as improve that will be shared specifically with administrators as part of our back to school admin meetings you will see from an HR standpoint when it gets to the actual goals for the 23-24 school year the exit survey will be represented in terms of helping us

071get better in our practices and as I continue to be a member of the senior leadership team those conversations and what we need to do systemically in the how as I continue to hear that theme with the board will continue to be part of our specific decision making with that I'll turn it over to Madame Madame President Sharon to see if there are any questions thank you Dr Fields start with uh Miss Andrews um thank you Dr Fields for providing this three-year kind of comparison um I think that that three-year comparison tells tells some concerning some concerns because when I look at District findings um we've gone down and that I guess is concerning to me as a board member I think that um that's a that's that's a problem um and it wasn't just

072going down in one area I mean I I look at it it went down over the years in the category of race it went down in the category of um gender it went down in the category of level minus the other then it went down in in classification um and so I I mean I just look at it and I'm like well we we've gotta we've got a problem um and I'm not sure that um I'm really understanding what necessarily that problem is um and then I look at The District's findings on um when asked why we're leaving and one of the things that I added up was people who are leaving other than retirement right so 30 and my math might be off but 37 in 2021 we're leaving for for other reasons besides

073retirement and then in 2022 52 percent and then this year 69 percent this is troubling um so miss Andrews thank you for that observation I mean obviously this is the uh the reason that we uh pull this data together the one thing I want to make sure that for you and for the rest of the board is to uh to ensure that we put it in context and and I would invite Dr Fields to turn to the retention rates our support staff retention rate is as high as it's been since we started keeping this data at least since 2018-19 and our certified staff retention rate is higher than it has been over that time frame as well so I just want to make sure that yes while it's important to take a look and gather

074this feedback and act on feedback that folks are choosing to leave we make sure that that is and I appreciate you acknowledging Dr Dr Fields and his efforts as you can see that data has become much more robust since his presence here in the district but I do want to make sure that it is in the context as we look at these findings that it is in the context of at least over the last of six years what we would say would be historical retention rates among keeping our staff that uh on a year-over-year basis thank you oh okay I I I guess um I'm thinking that there's more to this story and so one of the things that um as a board member I I would ask that um there was sections where staff

075could fill out um and you put it into themes and I really appreciate that but I think that um given the the concern I would ask that that we receive the the feedback that was given and so Madam president um I don't know how you want to handle that but I am asking that we receive the raw feedback from the staff surveys and then another piece that I think would be beneficial given that that we kind of have this situation a lot of times um you know if there is potential culture problem um I I would ask Madam president that we might look into a third party to um to run the the surveys so that that we um you know so thanks thank you um we can definitely discuss that I don't know as

076a board I want to make sure that we aren't you know we're staying in our governance purview um but I we can talk about that third party piece if um not tonight but at another time as uh the board your opinions thank you uh Mr boycott Miss Bernardi I just had a clarifying question about the number of surveys Dr Fields so there's a lot of percentages but the number of exit surveys the 39 was at just from this year so that's what you base the percentages on so sometimes it's difficult with the small sample size in hand but those were teachers so that's a good sample size of teachers half of 39 but the rest were very small numbers so difficult to assess the percentages so I think it was a real challenge but thank

077you for getting it started for us thank you Miss Motika thank you for all this information Dr Fields and I do think the retention rates are very good what jumped out at me was the question about support received and the groups that were all below that 3.08 were black were females or Elementary ECC and were certified staff and what I really hated to see was that it was the people with one to five years and six to 11 years of experience so we're the most vulnerable teachers in our buildings feel that they're getting the least support and I mean that's something that we really we really need to figure that out and just saying we're going to have more Wellness days or we're going to talk about this we need the buildings need some sort

078of very specific mentoring program the teachers need the experienced teachers need time to Mentor the younger teachers it's not enough to do it during passing time or doing it on planning time we don't want to lose these young teachers but we are because they don't feel supported and as a as a district as an administrative team we might think we're giving them the support but they're telling us they're not getting it and we don't want to lose them and I know from back in the day when I was a teacher the being a new teacher is really hard and you're a new teacher for a couple of years you're not just a new teacher that first year and you know with with class sizes which we've already talked about with covid with all of this

079stuff losing these young teachers we're doing something wrong or we're not doing enough and we need to figure that out thank you Mr Kathy yeah I'll Echo a lot of what what Judy said um obviously what stood out to me was support and support among new teachers um so I would challenge the administration just really to ask themselves with confidence do we feel as a district that we fully understand what support looks like and what it looks like across all the different job descriptions that were offered in the surveys because it's going to look different um and have we really done the work to hear from all those individuals for them to describe to us what support looks like it's good to know that that's an area of struggle okay but let's really do the

080work to understand what that does look like what are employees looking for so that we can deliver on it thank you Mr Kathy and I Echo what my fellow board members have said and plan to work closely with Dr Ulrich just so we can make sure that we are you know that there are plans in place for um teacher development and instructional leadership opportunities for people within the district okay Dr Bailey um 8.04 [Music] where is it oh I'm sorry okay I got out of order okay can you guys please leave silently so we can continue the meeting um Dr Bailey will report on the family exit survey data and discipline information I just joke I just jokingly said I'm not going to take that personally so it's all right well good evening uh happy

081to report out on our family exit survey information um it's actually there's some celebrations for the teachers that are in here on this survey as well so we started this last school year whenever we saw some transfer information that we wanted to track and we put together a survey for our families to complete last year we sent out two rounds of that survey the first was just to families who transferred out last school year meaning the 21-22 school year and then we sent another one out to anybody that had done something before that that just wanted to fill a survey out so we had a little bit bigger sample size this year we sent surveys out to anybody who transferred and the data you'll see is anybody who transferred from at least August 15th of

0822022 until July 1 of 2023 so it's entirely possible that a student who is captured in this data spent the entire school year with us but is not coming back for this upcoming school year so we wanted to create at least a cyclical cycle of that but just as a reminder the data does stop on July 1 and so if they're transfers after that that's not captured here but last year we presented some updates with the enrollment study reports in in October I mean we can take a look at that so this data does include students transferred out between August 15 and July 23. this enrollment our enrollment has continued to increase in several years but the transfer out data is commensurate with data prior to covid so first we'll just look at some some

083different charts this chart shows just from 2016 on transfer outdated to public schools out of state so this typically is people who are moving who maybe have to relocate because of jobs or various reasons you can see that as of July 1 we were at 32 students which is one of our lower numbers but that could look different after July 1. when we have transfer to public school in state again this usually requires somebody to move because they have to be a resident of the district that they're enrolling in so that could be for a variety of reasons when they're transferring to public it's usually because of that and you can see again that our numbers are trending downward in that respect and if this number holds then it would be one of our lower

084number numbers with transfers to public school in state but that again could course correct after July 1. there's one anomaly on a transfer to homeschool and we keep it there because you have to keep it up there but um 2020 2021 I don't know what was going on that year but we so covid created a lot of Stu a lot of transfers to homeschool you can see that a lot of those students returned um and and typically were anywhere between 10 and 20 students that transfer to homeschool a couple of these are unique in that in previous years if a student transferred to homeschool they could still do a hundred percent virtual enrollment um now if a student wants to do 100 virtual enrollment they actually transfer to the host District of let's say launch

085or mova or whatever it may be so some of the transfers to schools in state could be that someone is saying I want to go 100 virtual with launch and then they technically become a student of Springfield Public Schools based on Missouri law that was uh passed last school year this is a transfer to private school in state and so these students could be remaining in the Kirkwood School District boundaries but choosing not to attend to Kirkwood school or they could be moving somewhere as long as they're in the state of Missouri you can see that our numbers for the last three years have been higher than they were pre-covered but the current number is trending back towards the pre-covered the 2018-19 school year with 116 students that again could be that a student completed

086all of last school year and then is transferring for the upcoming school year that's captured in this data so when we look at our total transfers out we're right around 220 transfers out as of July 1. we can provide updates and sometimes that number goes up as we provide additional updates when we get closer to school some students may be waiting for some transcripts or waiting for some summer school pieces to transfer if they're choosing that but right now our numbers are trending downward from previous years and returning to near pre-covered Times this is just a reminder that our total student population has grown over the last 10 years trending upward for about 250 students 270 students in this respect one of the things that we do whenever we send out the surveys we we

087gather the information we send out a survey to all of our families about why they just what their experiences were in the Kirkwood School District so there's a rating scale a one to five rating scale one to two would be very dissatisfied or dissatisfied so red on these charts three is in neutral yellow on these charts and then green is good and that would be on this side again this is preliminary we had about 40-ish surveys that were returned we'll keep that open because you saw 220 transfers 40 is only about 20 percent of that if I did my math close to correct um so we still have some opportunity for families to provide information so on the survey there are likert scale questions and then there are opportunities to provide open comments as well

088so on academic programs you can see that we trended towards very satisfied and satisfied in terms of that special education programs mostly neutral probably because some of the parents just didn't experience the programs that we had but there's a pretty close split between dissatisfied and satisfied the red green there I'm pretty even Administration again even between the red and the green and then the neutral piece this was not specific to building or District administration it just said Administration um this is the one I was hoping they could see our families love our teachers and rightfully so our teachers do amazing things with our students and so you can see the trend in this is very strong towards satisfied and very satisfied with our teachers extracurricular same thing the trend there is on the green heavy

089satisfied very satisfied then we started asking about communication so communication with administrators is a little bit closer to split between the red and the green there are some neutral in there as well teachers again a celebration a strong response for satisfied and very satisfied with communication with teachers and you can see a lower number on the red and the yellow for neutral there discipline um between the very dissatisfied and and neutral relatively even there but this again Trends towards being satisfied or very satisfied with discipline addressing your concerns we don't say specifically who you may be sending those concerns to but just are those concerns being addressed and you can see there's a pretty even split between red and green on this and then we started asking these questions regarding Safety and Security as well

090and for the most part we were trending pretty strongly on the green with satisfied or very satisfied for Safety and Security so what when we finished I didn't want to publish any of the comments or any of the comments because the survey is still open and families can still provide any information and when we kind of wrap that up we'll leave that open through the official enrollment window which ends on September 30 and then we can gather the comments and the additional surveys that have been completed for that but again this was sent out to families who transferred from August 15th to July 1 and then if there's a large number I'll look back and when we do the enrollment pieces if there's a large number that transferred after July 1 but prior to August

09115 we'll give them a chance to send to submit that survey as well so and then happy to take any questions I'll start to my right Mr Kathy yeah um any idea so 40 or so surveys I understand that it's still open um do we have within kind of the four subgroups so transferring the public school out of state in state homeschool and private is there any way to understand what that you know total of 40 surveys probably represents and if I'm putting on the spot I can certainly follow up but I'm just curious of the return surveys sure who that's representative of um we provide an opera I'm sorry we provide an opportunity for the families to give their contact information we wanted to create an anonymous opportunity for people to provide just open

092feedback if they provide their contact information I can in the background link up who is most likely submitting the surveys and turning things in but if somebody just um anonymously filled that survey out we didn't want any kind of linkages between somebody who may have critical comments and worry about any any repercussions so there's not a direct one-to-one link on that survey but we can do kind of an indirect you know semi semi number there once it links them up that's kind of what I'm asking is you know for example is the 40 return surveys solely representative of the individuals who have opted to go to a private school sure 116. okay we certainly don't want protected information shared but I'm just curious um it would be interesting to know what the current surveys returned

093represent largely yeah when we leave that open when we compare that contact information we should be able to take a look and get a rough estimate of what that looks like yep um other quick question so represented all the way back to 2016 but was that did you say that was the the start of the exit surveys do we have data that's any older than that uh there was not an exit survey to my knowledge in 2016 we just started this last summer um the 2016 really was just looking at a six or seven year span that that fits nicely on a chart quite frankly it's just looking there's no there's no um you know background agenda with that just looking at what fits cleanly on there and then just adding to that each year

094as we go through one of the things around 2016 2017 that's a little important is that was the ending of programs with Riverview Gardens and Normandy and so some of those transfers are kind of um different if those students had to transfer back by law then some of our other transfers where people are choosing or to leave versus move so that's kind of where those numbers come from with that but we just started the survey last school year um and and offered that to anybody that has transferred out yeah and then last question similar uh total transfers out do we have data that goes back I think you represented 2016 forward as well we can get that yeah because we use some of that information especially when we were looking at enrollment projections in the

095past so we have that um in total total transfers out and I can get something to share with everybody yeah okay thank you Miss Motika I'll wait till he finishes writing thank you sure thank you for all of this I my only question and I don't know that you're going to have the information for me tonight the three areas of dissatisfaction were with administrators Communications and addressing concerns because they love the teachers um and I I'm interested in how those numbers compared to last year okay um and if if there's a trend in these three areas because maybe this year's an anomaly and maybe last year they were great but if it's a trend there's another problem and and we need to figure that out because the the families and I know it's only 40

096but they're happy with the teachers they're happy with extracurriculars all of that stuff there's there's a disconnect with Communications with feeling that your concerns are being addressed and with the administration so we need to figure that out yeah and I can tell you because that's publicly available to those three slides are pretty commensurate last year with this year so we want next year's to look different I agree Miss Bernardi oh thanks I just had one question and um did you ask them why they left and was their answer one of these items because it seems like sometimes it's pretty split there's some very positives some very negative so is there a reason for leaving question on the form um we don't have a reason for leaving we can pull the where the end result was

097and so for some if they're transferring to a public school out of state you can make an assumption they move transfer to public school in state you can make an assumption that they moved the home school and the transfer to private school there's not a direct question that just says why did you leave but there are three open-ended questions one how would you describe the Kirkwood School District Two what are ways that we could make improvements and then three any other specific things you want to share directly with us and in that most people will tell us why they left with that open-ended piece but there are others that will also say you know love the district didn't plan on moving got new jobs so there's there's the pieces in there as well we do

098capture yeah okay I think that would be good to know thanks thank you Mr boyco yeah I mean that's second that's interesting information especially for the people going to private school there can be a myriad of reasons only some of which would be dissatisfaction with the district why that might happen and I just caution us on the data I mean this is kind of a pure exam example and we had one earlier in the meeting uh where you can look at the same piece of data and come to sort of evidence to back up whatever conclusion you want to back up certainly if you want to take the headline number and say fewer families are leaving Kirkwood School District than ever before that would be accurate based on the presentation but that sort of hides

099the fact that most of that is from just a lack of a lower level of let's say Mobility among the families whether that's because of mortgage rates or whatever reason right and so I'd caution us especially when you're looking at um when you're looking at comparing to Prior years right so like if if the same number of families are going to private school but when one year there were also half the families moved out of the district to get a new job or for whatever reason um versus one where that didn't happen you know we could be comparing an apples to Apple situation very easily with numbers as low as these so I'd just be cautious about over interpreting this data but I appreciate the fact that we have it thanks thank you Miss Andrews

100so Dr really thank you for this um as you said you're going to leave this open for a while um will we be able to be provided with the raw the comments the people I think we provided that last year so I'll see us continue okay great minus any clear identified information yeah um and then also Dr Bailey I know that you had said that there wasn't um there wasn't a delineation between um building admin and District admin I think that that might be helpful if we can can um you know future questions maybe to separate and then the last thing I asked for Dr Ulrich um kind of to you know go along with with what Miss Motika said is um just kind of having maybe provide the board with with a plan on

101how we can impact that data for for next year yep thank you um Dr Bailey and you kind of expressed the same things I have written down um to divide those admins and then just with that data like how are we using this data or analyzing it to make informed decisions for the future so if we could know that you're playing all right thank you okay um before we move on to discipline information I need a motion and a second to extend um the meeting until 9 30. so moved second all those an hour she said okay okay well till nine o'clock all those in favor raise your right hand say aye aye aye all those opposed but you're delayed were you in a pose or for been foreign well I'm for it okay motion

102passes moving on to discipline information yep and I'll go quickly through this because I know there's important information after this so discipline information we do this presentation at the end of each school year um just a quick summary there's district-wide commitment to reduction of behavior incidents ISS OSS closing gaps you guys can see the summary piece there I will note that disproportionate gaps still remain for African-American students and students with IEPs when we look at our information here this chart has a lot of stuff on it but basically the blue bar is the total number of referrals that may have happened this could be one student referred 20 times or it could be 20 students referred one time those both would count as 20 in this respect the blue bars are students who identify as

103black African-American yellow bar students with an IEP and then the green bar is our students who identify black African-American who also have an IEP that's an area of disproportionality you can see that compared to pre-covered years the last full year 2018-19 our numbers are all trending downward in those respects but we have a slight uptick in terms of the referrals honestly that's not surprising given what other school districts have reported regarding discipline after covid and kids coming back and getting us to a full enrollment piece that's there when we look at ISS this is the number of those referrals that turned into an ISS and you can see again trending down from previous years prior to covid but a slight uptick in in these numbers for all areas for our students especially in our subgroup

104area that's there for students with IEPs overall OSS these numbers have been somewhat steady over the several years still a downward trend from a couple years prior to covid but kind of back up to that pre-covered level when it comes to OSS what's a little bit more alarming is the increase in our black African-American students and our students with IEPs there is not a significant increase in our students who identify as black African-American with IEPs and so those are distinct different groups whenever you're looking at that particular chart and subgroup information there's a lot of information and a lot of colors I'm starting to run out of colors you can use on this but when we I know there's one I can't use and so we don't have any orange bars but when we look

105at this information we look at the percentage of total enrollment that are is made up of African-American students and you can see that last school year nine percent and then we look at the percentage of referrals that each of those subgroup areas the next slide will show students with IEPs each of those subgroup areas make up and so of all the referrals 29.8 percent came from black African-American students 31.7 percent of ISS and 41.5 percent of OSS now again that could count one student multiple times we'll see a slide a little bit later that only counts one student one time um but in terms of uh referrals there is disproportionality if you look at this chart just a visual quick look between percentage of enrollment versus percentage of each of these areas similar disproportionality when

106it comes to students with IEPs they make up 13.6 percent of our district but 35.7 percent of referrals 37.7 percent of ISS 41.9 percent of OSS and then this last slide is where we just count one student one time and so as a district roughly 2.9 percent of our district um students had at least one day of out of school suspension across 6 000 students you can do those numbers that's not that that's not that large but there is a disproportionality again 11.8 percent of our black African-American students experienced an OSS and 6.9 percent of our students with IEPs experienced at least one out of school suspension again that could be one student with multiple but we only count that student one time on this particular slide so when we look at what we do

107next because the question is always okay how do we continue to work on this the board knows we've started some work at the high school already with a group of students and with Candace Cox and Dr Mapp and Dr yeggins about just asking kids to help us help us understand what do you think is happening help us understand what we can do to to provide additional support areas of belonging so we started that work before school let out we had an amazing and I got to be a part of it and Dr Mapp as well an amazing meeting with students that that we're going to continue and we'll have a plan built into strategic plan regarding that we continue our work with restorative practices our SEL coaches are now fully certified bona fide our our

108restorative practice trainers they've got that certification and as Dr map alluded to working on plans to ensure that we've got training available for everybody we built in and showed the board last year early warning system and while that's kind of an after something happens that can be used to look at do we have frequent flyers do we have kids who are visiting the office kids who are visiting the nurse kids who are missing class time in what ways can we provide some support for those students and then as the board is aware looking at our work with cell and focusing on administrative professional development specific to student engagement and student voice in their learning both of those contribute to senses of belonging senses of wanting to be in class and reductions in referrals the biggest

109thing that we want to try to reduce in all of our work that we're doing is overall referrals if we can reduce referrals that naturally leads to reductions in outcome data which is suspension ISS so we continue to decrease and I'm glad to say and a few of them are still here glad to say that our teachers are kind of the number one group that works with us on reduction of referrals and how they manage classroom situations so happy to take any questions on this we're actually going to table questions or wait until uh table questions next meeting um if we you know because I don't want to minimize this report and I want an opportunity for us to talk about it but we have a very important understandable yeah well not very it's the

110reason why we I'm sure we have most of you here today so um if that's okay with the board we can join the work session bring this back and discuss okay thank you so much Dr Bailey for your work on this and uh next up 8.04 revised boundary scenarios so I once again want to thank the Board of Education as we have made a commitment to each time the board gets together through this process we'll meet and we'll talk about it and make sure that I always take the opportunity to say that I do recognize and have recognized throughout this uh um throughout the last few months in particular that we do know that this is uh this is a big change uh for our district something that we have not done now in nearly

11150 years and the work that we are doing we know we want to lay that groundwork for the next 50 years nothing would make me happier than the same students that are in our schools right now they're they're grandkids uh will have the same boundaries that uh that uh what we do determine um over these next few months where the where the kids should attend school and so um certainly want to acknowledge that every opportunity that I can recognizing that the commitment that we made to our community throughout the work with not only prop R which was successful but prior to that prop s um committing to our community that we would take a look at and redraw our boundaries looking toward the future I want to commend Dr Bailey and the work that he

112has done I think that as you as he goes through this is Powerpoint and I assure the board he's not going through all 40 some odd slides and the but the fact is is that I think what you will see is that the work that has been done and the scenarios that have been published at this point do in fact reflect the um the feedback that we received from the board and the community as what we have worked to have bless you as we have worked um to incorporate the feedback as best we possibly can I'm going to steal Dr Bailey's Thunder a little bit because I know he will say it again to reinforce it this is not voting on one of these three scenarios we will continue to work and continue to gather

113feedback and I would suspect that ultimately what we do bring to the board will look different it will look different than these three scenarios and certainly different than the initial scenarios that we gathered feedback on so with that being said with your permission Ms shern I'll turn it over to Dr Bailey all right thank you very much we'll Jump Right In Maybe oh we're Frozen up here perfect timing is it because I moved that you might just need to sit there from and we'll just uh just reminds me that I'm getting old when I can't run the technology that's really what it is so just a quick review of process um for everything the boundary scenarios are based on priority areas identified boundary adjustment committee this work started over three years ago now these were

114those priority areas initially identified schools at or below 85 percent in Tillman split provide Meacham Park families options and plan for future growth what we got returning feedback we had over 650 submissions online more than 20 uh paper mailers that were returned to us we had nine in-person sessions with varying turnout I would say hundreds of people ended up coming to those emails that were just directly sent our way as well and then meetings with various stakeholders if they requested some time to sit down and take a look we didn't turn anybody away when it came to hey can we process this and take a look at some different pieces these were some of the sessions that were there we did add one additional one at Turner that had a more turnout than our previous

115one as well and families could attend any of those sessions they didn't have to go to the school that they're currently assigned to we went over this now the last time that I was here presenting some feedback summaries but these were the main themes that were added based on community feedback walkability continuing to preserve the end of Tillman split again timelines were important to our Tillman families a continuation of Kaiser to North Kirkwood middle if you remember some of the six scenarios before had flipped Kaiser to a new Middle School that it has not attended before so feedback came to can we look at a continuation of Kaiser towards north middle and then looking at waiver options and what that could look like we still continue to need additional information regarding Meacham Park those of

116you that were there at Turner for that second session we got pretty varying uh feedback no real consensus I would say regarding specific situations so we'll continue to seek out opportunities for that just as a quick reminder developing scenarios are based on lots of puzzle pieces that we have put together there are some challenges regarding our district the geography our district is hard to overcome when we talk about busy streets sidewalks or no sidewalks railroad tracks and different boundaries that are there we have that increasing District enrollment there is as you know new construction and tear Downs that that is continually changing our neighborhoods and ways things look the location of our current buildings currently four of our five elementary schools are up near Manchester Road one of our middle schools is up there as

117well and our high school is up in that direction also so the majority of our buildings are on the Northern side north of Essex for our district and then five someone mentioned a speaker mentioned this earlier five into two doesn't make for nice even math and so five elementary schools feeding two middle schools is one of the challenges one of the things that would be wonderful and ideal is if we look at these kind of four big areas at 80 at around 85 percent utilization Middle School utilization being close to equal walkability being important as one that was introduced and no Elementary School splits would be the ideal situation however we haven't necessarily been able to make the magic happen and get all four of those things on there we presented some maps previously so

118previous six scenarios had these priority areas that we focused on and we did not have walkability in there and so walkability those of you that were at some of those listening sessions was very very important and we'll talk about that here in a moment as well these were the circles that we focused on the last time we presented the feedback this walkability radius of approximately a half mile radius around each school you can see that the walkability for Kaiser for Westchester Tillman North Glendale all kind of touches each other even with a half mile radius from each building so those are tight circles that are up there Robinson in particular down there by itself walkability for Middle School also emphasized in this as a reminder those two red arrows are pointing to two portions of

119nifer in their walkability Circle that do not currently attend nifer those go to North Kirkwood middle school as many may know we've I've said it many times knifer does not sit in its own attendance boundary so if you lived in knifer's gym you would go to North Kirkwood middle school and then the area or for Tillman and Westchester is in that orange and the pink immediately surrounding knifers so the majority of knifers walkability is actually North Kirkwood Middle School zoned we did kind of look at our elementary school density as well went back and adjusted the measure on this so that we get a little bit more sensitivity and you can see that these Elementary School Maps show that the densities not surprisingly primarily around our buildings you can see Kaiser the the density in

120particular around Kaiser near Cleveland near on its way up Guyer is very dense right around North Glendale as well close to nifer in in that area that's down South by Woodbine and then you can see right in the Mansion Park area as well that density per square mile for our students for elementary school the Middle School density is similar but there's a little bit of an uptick for North up near the Westchester Kaiser boundary we show this to show that the walkability emphasis is based not just on the distance from school but also on the density of the students surrounding those schools and looking at walkability as a potential priority area so when we Circle back to these kind of four big areas we had um Cooperative strategies looked at multiple different scenarios and so

121we said well let's look at just emphasizing walkability what's that look like without an elementary school split and we get this is not an official scenario again this is just one that that is as an example focusing on walkability specifically around the Robinson area down south created 111 percent utilization for Robinson put it over that limit and that's just a quick walkability only emphasis so when we Circle back to these areas again none of these scenarios meets all of those priority areas we'll kind of have to look at is there some type of order what's most important it does impact scenario development as you can see and as we've heard by emphasizing one scenario over another you may get a totally different map option that's there and we'll continue to get feedback from the community

122that was really engaging really an opportunity for us to hear and see people some people that don't even have kids in school yet we had a lot of young parents that came out and learned a lot of the history of some things as well but it was a great opportunity for us to keep Gathering that feedback we'll continue to do that the feedback options will not just be in person but the online options as well will continue and we'll talk about that in a little bit so when we look at the maps we've got a couple versions of maps that kind of get three out of the four when we look at this we've got 85 at around 85 walkability no Elementary School splits the adder around 85 I'll be very Frank is a little

123bit foggy on a couple of them as well and I'll talk about that but no Elementary School splits but it creates a situation where our middle schools do have quite a gap between the two of them if we were to look at Middle School utilization being close to equal and emphasizing walkability which was one of the new priority areas it does create a situation where no splits becomes very difficult for us to take a look at so we did have Community suggestions of what would if we split more than just one school what would that look like so we did have a couple options and we'll talk about that as well but these scenarios kind of show one of these three one of these four is not not in each of these Maps we don't

124necessarily capture everything that's here so when we look at scenarios again Dr Ulrich mentioned this these are all flexible and can be refined there is not a one that is set in stone that a board would be voting on the order does not represent prioritization so a is not a because it's the most important or the best it's just randomly how we put those we did rename these letter A B and C so that we can differentiate between one through six which was last time uh the scenarios none of the scenarios must represent a final boundary map again there's always opportunity for adjustment we're committed to transparency and communication and as of now a timeline plan would have those go into effect the 24-25 school year each of the scenarios will have a chart on

125there that shows the school the capacity the enrollment based on that map and the utilization along with what percent uh qualify for free reduced lunch you'll see that for elementary for Middle School the one school that avoids all of this is the high school there's no changes that are there another part of the chart will show what number of students would be moving from a school on the left to the new school on the top and so in this example and again this is just an example Kaiser would have moved 117 students to Tillman just to give you a point of reference we'll also show what percent of each school would feed into a middle school so for this example there'd be no splits 100 percent of each school feeds into one middle school but

126you'll see on scenario C that there'll be different percentages based on where lines Drew and then this is the same as the elementary this is Middle School information what students what number of students would move from one Middle School to the other and so again they're not in preferential order they can be adjusted and parts can be combined or we can look at different scenarios that are not necessarily pictured here we'll continue to gather feedback so we'll jump in a reminder these are our current boundaries and you can see that we will spend some time zeroing in on specific areas so because I know this is hard to see I'm going to skip right to the this one scenario a the major changes in scenario a are indicated by the red kind of circles or

127boxes that are around these zones so scenario a there's a small section of current Tillman that is at the intersection of Guyer or sorry Manchester Road and and North Kirkwood Road that in this scenario moves to Westchester there's a section of Kaiser currently below Woodbine and next to Geyer that moves to Robinson another section of Kaiser below Woodbine would move to Tillman there is a section area of Meacham Park that currently attends Westchester that would move to Robinson a section of Robinson currently across the street from region park across Big Bend um and near the railroad tracks that would move to Tillman and then there's a section of Glendale that's below ursulin where there's railroad tracks that are there between those tracks and then down below to the end of our boundaries would move from

128Glendale to Tillman in this scenario and in this scenario the Middle School feeders are for North Kirkwood middle Westchester and Kaiser and for knifer Robinson Tillman and Glendale I will point out it's hard to see but I'll just narrate that the projection for Robinson based on this map is at 91 percent if you are not as memorizing of conference reports as I've gotten the chance to get Robinson is projected to go down about 11 percent by 27-28 with the current boundaries that it has we look at the other elementary schools nobody is above 82 percent so there is a variance there the biggest change regarding this at the middle school level is there's a difference of about 300 ish students between knifer and North Kirkwood middle again the math of putting five into two becomes

129a little more of a challenge when we look at these scenarios I will show you kind of circling back to the walkability side these red circles represent that walkability Circle and you can see that in each of these the majority of the boundary within that Circle goes to the school that it's closest walkable that's a little bit different for for Robinson and some of the previous scenarios that is different for Glendale and different for Kaiser the Middle School level major difference is mostly down at nifer knifer now instead of containing most of North Kirkwood middles walkable Zone within its circle is now containing most of its own and then North Kirkwood middle contains only what's walkable that's currently zoned in North Kirkwood middle we essentially if you look at the Kaiser piece anything below wood

130Vine would no longer attend Kaiser that would go to either Robinson or Tillman and those feeder patterns for the middle school does create a separation for future projections nifer is projected to decrease slightly for enrollment numbers just based on current boundaries North is projected to increase Westchester and advisor both have some increases depending on the year and so again when we look at creating scenarios for all priorities this is one that doesn't necessarily capture a keep Middle School enrollments close to equal and then slight increase on Robinson that number is 500 it's hard to see is 515 students that this map would have enrolled at Robinson that's actually less than the number of students they had in 2018 and right around the same number of students they had in 2019 so it's not a number

131Robinson hasn't seen before so I'll pause after each one and give a chance for for questions yeah sorry Dr Bailey um and you might not know this off the top of your head if we had me jump park how many students from Meacham Park um attend um Westchester 13 currently okay okay so this map yes moves 13 students from Westchester to Robinson specific to that Meacham Park section so how many students um does that change for them that like if we um if because one of the things that that I kind of heard from a number of major Park families is that that they wanted to keep the three um and so in terms of the the disparity you know between the two middle schools what would that not would that number have an impact

132it'd be like a one percent change you'd see a little bit more impact at Robinson where it'd take it down about 1.8 ish percent so Robinson would probably go below we'll see it on the next one actually Robinson would probably go below around 88 at that and would it impact the Middle School well just a little yeah no it's okay just a little bit because if you're taking 13 kids and putting them into an 800 student building versus a 500 student building it would probably swing it one or two percent not not significantly and again that's based on current students that are there that could explode in enrollment in that particular section but okay okay thank you Mr boyko sure Miss Bernardi uh yeah I have some overall questions about the numbers Dr Billy I

133don't know if this is the right time but there's um you mentioned a few things about the projections and we have in here the total Elementary enrollment numbers but they're from some in some charts they're from last year and some charts they're the current number which vary a little bit but I think my main overall um look at this says that you've mentioned the change in projections for Robinson and as it goes forward in the years so I mentioned before that our kindergarten numbers aren't where they were projected to be currently that doesn't mean anything exactly today but they will be official in September in October we will have projections and those projections will be enrollment projections by Dr coffrin and we've talked about other predictive models so I know you've done a lot of

134work on this and it's very good work but I feel as though our numbers might be varying at this time and we might be at a turning point with our numbers and we have the um hopefully we could take some extra time to look at that because right now I think there's a lot of unknowns in these numbers and I won't go into any more details than that and I've mentioned this to Dr Ulrich and a few board members as well and it relates to our timeline I feel that it's always good to take a little extra time and confirm what we have before we we don't make these changes every day sure okay Mr Kathy uh I'll wait but I will Echo a lot of what Angie said just about the timeline making sure

135we have the best data possible sure um when we need to make this decision so I'll expand some more later okay and then yeah Mr Dr Mario's and then we will yes scenario B the major changes are circled up top you can see that there is a portion of Tillman north of Manchester and a little small portion of Glendale north of Manchester that would switch over to Westchester down below the majority of what we had changed on the previous map stays similar there's a little piece of Kaiser that remains at Kaiser rather than shifting over to Robinson we do still show a shift of Meacham Park to Robinson in this scenario but again that could be a 13 student swing depending on other pieces Middle School feeders in this again are the same Kaiser Westchester

136feeding North and then the other three buildings feeding nifer you can see that the gap between those two buildings shrinks a little bit but not a huge number when we compared to the next scenario when we look at walkability again the majority of the walkability circle contained within that is its own boundary now especially for middle school as well knifer in particular the walkability piece is there as well I'll just go on to the next one too because we'll serve so scenario C is one that we are sorry just as as a point of reference when we have Middle School enrollment going back to 2013 10 years just looked at the last 10 years the middle schools have been comparable in terms of enrollment between each other there have been a couple bubble years where

137nifer was 100 students or so higher than um North but there hasn't been necessarily a big big difference between those they tend to swing or correct and so that is something to keep in mind as we take a look at a couple of the scenarios that would potentially create a gap between those two buildings scenario C takes both mostly the scenario B uh Elementary enrollments and then looks at creating a line um down Essex and so when we create a line down Essex it creates a split between three elementary schools so if we look at different kind of roads that cut across we did look at cutting across atoms but that creates a big difference again between the middle schools and if you're going to have a big difference between middle schools with splits but

138also with no splits then it's probably more likely to have no splits regarding that as a better way so when we look at Essex this line basically goes down Essex it does create a bit more comparable Middle School enrollment you can see there's only a 10 student difference on this while not necessarily disrupting the elementary schools in terms of those particular boundaries it does create splits for three of the five buildings some folks that asked us to take a look and explore what that may look like for our community so you can see the red line just kind down Essex for us to keep an eye on with everything so looking at um I'll show this and then I'll Circle back to your questions we do have in-person sessions this is our preliminary plan with

139everything again running from four o'clock to seven o'clock on August 8th Kirkwood High School August 9 9 for Middle School August 10 North Kirkwood middle and August 14th at Turner building obviously if the board would like more of those we can take a look we did this mostly to try to coordinate with some back to school schedules as well and try to avoid a huge um presentation while also kids trying to get their schedules for example are trying to see meet the teacher we'll continue to post and have information available for people at those back to school evenings we'll also have our let's talk available to us the website I believe is good to go I'm looking over at Steph and almost we're working on finalizing a few things we'll also have a locator like

140we had last time where if you enter your address you can see how that is impacted by the different scenarios that's there we have our paper mailers that will go out first week of August so that people will have that in their hands as well and we'll continue to use let's talk we had good feedback and good opportunities for that so with um kind of emphasize this too again we can take a look at scenarios they can be refined adjusted tweaked whatever we want to call that and continue to develop this we'll need to as we get closer to any deadline that we're looking at we'll need to finalize some of the waiver processes as well and then talk with Transportation about impact that's on there but again those are the scenarios when we introduced

141additional priorities based on feedback so I'm happy to take any questions and then thank you president shern I just want to make want to make uh one thing clear that another thing that we and I failed to emphasize at the beginning Dr Bailey I apologize is one of the other things that we heard from the board was to where possible minimize the disruption that would be to our families and to our students and so while I won't have Dr Bailey call up the the numbers one through six scenarios I can say that that this also reflects the scenarios that have been brought forward this evening reflect that feedback as well there's a significantly a smaller number of overall of students and families that would be affected by the new boundaries Mr thank you I'll start

142with Mr Kathy any questions um yeah so back to the timeline um I I do support um additional data um Gathering up the covering data which I believe is delivered us in October um just one mistake that I I do support if that would mean the timeline would have to get pushed back so that we do this right my main question though maybe just give you an opportunity Dr Bailey to you know 52 utilization at North 55 52 between scenario and B can you I'm struggling with that and would like to just fully Am I oversimplifying by saying that that number would be a building that's half utilized truly half of the building is being utilized and maybe you could add some more description to that in terms of just totally picturing what North Middle

143would look like if we were to move forward with that scenario and it was only going to be 55 utilized sure um the oversimplifying yes in a way however and not to not to say that it's not going to look a little bit less crowded obviously or less full than nifer in that respect with students that are changing classes as opposed to sitting in one classroom all day that um does get spread out a little bit more and so what it will probably look like is similar class offerings but fewer students in those class offerings but it may not necessarily translate into hey we're going to have half our classroom sitting empty at that building because if you still have three sections of of eighth grade math instead of having 25 kids in each though

144you might have 18 in each of those sections because it's a little different the way that the sections are built at the middle school versus Elementary because kids change and you have to align the different courses that are there but it's not an oversimplification to say that there will be fewer students in that building for sure and it'll you'll be able to feel that and see that and so would that have a direct impact I mean would it be a difference in number of kids per class between each Middle School I wouldn't say because we'd still stick to it as Dr Fields emphasized our class size guidelines with what we have it just may mean that there's more sections of a class I'll use 8th grade math as an example it just may mean that

145there's several more sections of eighth grade math with the same number of students in those sections as opposed to fewer sections with fewer students as well so increasing the number of sections at the middle school does provide an opportunity to stay within those class size guidelines yeah all right thank you thank you Miss motica thank you for all this Dr Bailey um first I want to thank you for all the work and time you've put into this I know it hasn't been fun um it depends on your definitions oh wow um and there are two things that I really appreciate you incorporating into into these Maps um one and this is something I heard at every session I went to and I've heard in the community from parents at every school is a half mile

146walkability for elementary schools is a good thing I know there's several months a year that no one's walking to school or biking but when I am driving past the elementary schools in the morning you see all the families walking that's nice I like that um I'm very glad that we listened to the dangers of Dixon for the north Glendale kids that's really important however their I have some real concerns about some of this I know that the initial priorities um focus on capacity and the Tillman split allow the families to remain at the school they started in Meacham Park attending their areas focus on utilization that involved several hundred people over months of time to establish these are our priorities and we passed prop r 70 million dollars with those priorities which is awesome the

147adding Kaiser going to North Middle School as a priority seems wrong in that that came from a very short period of time a very limited number of people and was not a community-wide agreement as these other priorities were I know that we want to and we ask to minimize the disruptions to families we're doing that through the waivers so families can stay at the schools they're at so that is minimizing disruptions um when I talked about that as a priority it never meant having 52 percent capacity at one middle school and 91 at the other I'm going to say right now we I as a board member cannot justify that we will never get another tax another tax prop passed because they're going to say you spent 70 million to add to a school that's

148only half full um so the school capacity has to be more even and we can find a good middle ground I feel like the first six scenarios were all very similar and all like over here and these scenarios are both very similar essentially there's two with the middle school shake-up so I'll say three a B and C are all very similar and their way over here we've got to find a middle ground and I know that we can and not everyone's going to be happy I think probably everyone's going to be a little bit unhappy and I hope a lot happy to balance it um we've got to do this right for every single kid and I think the fact that the initial Maps were so similar skewed the results that you got and I

149think the fact that these new maps are so similar could also skew the results and the reactions that we're getting so we've got to figure out how to best serve all the kids in the district and it's not with one school having 52 percent um and I look forward to working with you I look forward to working with all of you and the community because we have to get this right so thank you sure foreign as I mentioned before I think we have to start with the right data and the right information and I've said it before and I'll say it again so I think we have an opportunity to get some better numbers because we do want to make sure our utilization and our capacity is appropriate not 50 so we have those numbers

150coming in soon and I would encourage us to also do a predictive statistical model as well to help us because this isn't just for these kids it's for the kids in five years and we have to look at that and that's not what these charts show so I'll let we only have till nine so thank you we have until 905 because we start at 9 35 so a 6 35 sorry all right uh Mr boyco uh yeah so I guess I'll Echo uh some of that I will it's not that important to me that we delay for purposes of new data because it's sort of always new data you can justify delay for that reason kind of forever but I do think uh my main disappointment with these first of all start with my main

151phrase is I think if you just looked at the elementary boundaries themselves you would look at this map and say oh that makes all of these examples you would look at and say oh that I can see the logic to that right if you were just dropped into town um and and so from that perspective uh I think they're much better than the initial set that were circulated I do think that in the interest of getting Community feedback that is actionable and also balanced I'd like to present if it's not too late an opportunity for the public to see a scenario in which we have Tillman going to North and Kaiser going to nifer uh I think that it'd be helpful to get that level of feedback because I I do think our data points

152on the feedback I know was a little bit skewed because the people particularly north of Kaiser were impacted by the change in the elementary boundaries in the first session those are the people who live closer to North so I'm sure while they had our ear you know that was good that what seed was being planted there's a whole section of South Kaiser that's closer to knifer and um they sort of weren't drawn out of Kaiser so they perhaps weren't as active in our first round process so I'd like to give sort of a balanced opportunity if at all possible there and obviously that impacts to some extent the southern Kaiser border to make to put knifer in that capture area doesn't mean stick with the exact same boundaries but I think we're on the right

153track in terms of the elementary boundaries but I do want to stress in terms of the utilization we spoke earlier about class sizes and the time I've been on the board we haven't been able to address class size because we haven't haven't had class rooms and so I'm not making a statement on whether smaller class sizes is the best use of our resources for the students or not it's it's not for the tax lawyer to know offhand necessarily but uh we haven't even been able to have that discussion because the idea of lowering class size and therefore needed more classrooms right hasn't been something on the table since I've been on the board and when we're presented with the scenarios where we could redistrict and have one or more schools be it about 90 percent

154of utilization that now that's still off the board you know unless we're willing to have different class size guidelines for different schools which I don't think is something that we or the community are particularly interested in right and so uh it's not just utilization utilization's sake it actually takes Choice off of our board um to necessarily do the right thing if if we have to deal with the same physical limitations that we've been dealing with since I've gotten on the board and for five or six years before that and so thank you Ms Sharon so just if I can summarize uh your comments what I think I heard you say Mr voyko is is that as we move through this next feedback uh this next feedback that Loop that we're going to go through with

155our with our community that you would um you would hope to have a a scenario that is brought to the public that is maybe perhaps more similar to the one through six uh scenarios that were originally presented is that is that a fair summary for not only for you but for the whole board I want to make sure that I'm hearing you correctly I would personally like to see that feedback and by more simple I don't necessarily mean the exact same boundaries I do think like I said progress was made in terms of walkability at the elementary level uh so I don't want to you know throw the baby out with a bath water but I think that a few modifications of one of these Elementary boundary scenarios combined with moving uh Tillman to North

156middle and having Kaiser feed nifer it's just something that I think the community uh should be giving us feedback about okay okay so one I think it's a little bit dangerous to um have a um board member suggest that we add add a scenario I think that we have to hear from our community right and if we hear from our community then that can be something that that then we incorporate and and um hear from I think that you you we can't all of a sudden our Administration we task them with doing a job and they did their job and so I think that it's really dangerous to um all of a sudden then as board members come in and start adding or taking away um I understand that there are community members that that

157have um a lot of feedback for for this and I think that we need to hear from from those community members but I don't think that we should be getting into the weeds and making changes um that being said I think that we need to hear from our community and we have shown that we have we are open and transparent with hearing from our community um the other thing that I would say is we have to prioritize our priorities right um I think that um that that when in terms of um we have a number of priorities but I guess I want to hear from the administration on what what what how do you prioritize the priorities and then having been at every single session um I not only heard about walkability for um for

158elementary but also from middle school in the aspect that parents rely on middle school kids to be able to walk independently um to their middle schools and um that that is something that I definitely heard throughout that was was definitely a priority and that that in those Middle School what parents would often say is they would walk and then also walk to get their younger siblings and then um you know I I do think that we have I I do not necessarily support waiting but I do are moving the timeline but what I do think that we have to look at is our numbers are trending down we have 68 less kindergartners enrolled then we were projecting thanks um and so sorry do uh you know push through this but I'm glad that we were

159able to look at all the scenarios I will um kind of push back on Miss Andrews your suggestion of not um having I think it is or doable to possibly have another scenario I'm not gonna say what that looks like but I think we have heard from the public from today and the emails that we've received that some people's voices aren't in these three scenarios and so if it is possible I mean the net the meeting isn't until the 8th the first community meeting our next work session is on the 7th if it is possible to have another scenario I think that would be um great for our public just so that we can honor all the voices and I was um hoping that we can get a draft of the waiver process at the

160next meeting um just what those thoughts are of how that would work because again if we're offering waivers to everyone why are we doing this um as as a board member sorry I'm still okay one second um and so um I will also like that Catherine report I don't know I know we spoke if we were able to get that Cochran report um prior to okay in answer to that question for the whole board the question was is there a possibility that we could accelerate Dr coffrin and get those numbers prior to October that the answer is no because those are based on our official enrollment numbers that come in the last week of September so he does need time to get those numbers so it would be October would be the earliest that Dr

161coffrin could present those thank you so even if we do have to extend I mean it's not going to go into effect until 24 25 school year so if we have to extend a couple of weeks so we can have that report and we can make a more informed decision I think that is the certainly something the board can make a decision about yeah yes that's yeah yeah all right I am sorry we have two minutes to spare if there are more so I guess I'm sorry if there are one second if there are more questions from board members I would say like we can definitely bring them to uh Mr I'm sorry Dr Ulrich and Dr baby just because of time purposes I don't want us to go over um and I would suggest

162that we just bring this back at our work session on the sixth seven six is a Sunday we don't want to be here then all right I will just say I think something this important and to to cut us off as board members is just not not okay well it's it's not on us too we have to by board policy in at this time okay so I agree it's not ideal yeah but we will continue the discussion it doesn't stop here all right so um future events 9.01 board work session our location is to be determined August 7th we have new teacher orientation August 7th through 11th KSD opening day August 15th our first day of school oh my goodness August 22nd and then our board business meeting uh is to be determined for August

16328th alrighty thank you it is adjourned don't we have to make a motion oh sorry second call no I'm sorry majority all those in favor say aye is long all those opposed thank you all for your patience have a good evening