001There's no problem. >> Okay, we're going to wait until we have the go from our production crew >> board. Thank you. As you know, last week marked the final day of another tremendous year here in the Rayek School District. Later tonight, I'm going to share some additional data that's connected to this year. But we want to begin this evening by simply capturing the spirit of what this school year represented for us as a community, students, and staff. Our communications team put together a year-end video that reflects many of the moments, the opportunities, and the accomplishments that defined this year across our district. So, we want to start with that tonight. So, go ahead and roll the video, please. >> [music] >> We learned a lot. The year [singing] was challenging. We studied hard. And now
002it's time for our adventure to begin. And we can't wait to jump [singing and music] in. Facing our fears. Nothing [music] is stopping us. We'll do [singing] our best and help each other [music] out. Together we will find. There's [singing and music] no mountain we can't find. Moving ahead, we will work together. No looking [music] back. We will face our future. Chasing our dreams [music] on a path to the unknown. Pushing [singing and music] forward, saying goodbye to the time we spend here. All that we learn and the friends we made will guide us along on a path to the unknown. [music] See how we have grown. [music] An empty book to write our story in. We will decide [music] what our next chapter is. And there's no end inside. We have [music and singing]
003so much we can try. And we will [music] miss all that we leave behind. These memories will live inside our heart. So proud of all [music] we [singing] become. Moving ahead, we will work together. No [singing and music] looking back. We will face our future. Chasing our dreams on a path [music] to the unknown. [singing] Pushing forward, saying goodbye to the time we spend here. [music and singing] All that we learned and the friends we made will guide us along on a path to the unknown. See how [music] we have grown. Guide us along on a path to the unknown. [cheering and screaming] So that video was published last Thursday on the last day of school as a kind of a sendoff. I want to thank our communications team, especially Lexi Househorse for leading the
004development of the video, Paul Duran for his assistant support throughout the project, but most of all our community, our staff, our students for tremendous uh school year, parents, board of education. It has it was a very exemplary school year, something we could be proud of and that was a nice way to uh to send it off. So many thanks for the production of that video. >> Thank you. All right, on to the consent items. Is there a motion, [clears throat] excuse me, to approve the consent items as presented? >> So moved. >> Is there a second? >> Second. >> Any other discussion? All in favor? Motion passes unanimously. Thank you. On to ourformational items. Our shot focus. >> Yes. Tonight, Mr. Craig Derking is here to provide the board with an update regarding our NWA
005results, including our spring assessment data and overall trends. So, Craig, it's up to yours. >> Good evening, everyone. How's everyone doing tonight? >> Peachy. >> Great. Um, I will wait for this to get started here. We will go over all of the end of year for the spring NWA assessments. Perfect. As we end every year, there's always a ton of assessments between the MAP, the grade level, the NWA, the EOCC's, AP exams. There's a lot of things that we do towards the end of the year. Um, and we look at how we did. Again, I I think one of the most important things that we do um is we we grow kids. And what you will see tonight is through our NWA exams exactly what we did and all the amazing glows that happened during
006the 2526 school year. I want to start with by looking at math. And when I look at the math, we're going to start with our most um high-risk students. Perfect. When I look at the high-risisk students, what you notice from the beginning of the year to the end of the year is we had an 11% reduction of those kids in our lowest performing brackets. That is a huge shift. Anytime we can move kids, it's great. But with a district the size of Ray Peek to move 11% and transitioning them into the average to high achieving students that is a huge accomplishment. When I looked at the high-risisk students for the year on the next piece I looked at our high achieving students when I took all of our high achievers and I said where are
007we at nationally? We are out growing and growing faster than the national average for all other high achieving students throughout the United States. And basically I say United States but it's anybody that gives the NWA exam which is over 7 million students that took this exam. So our high achieving students growing faster than basically any of their peers are happening right here in Ray Peek. when I looked at all students data. Perfect. When I looked at all students data, here's what's the most impressive thing to me. We had second and fourth grade were true standouts. They did an amazing job. But rather than just celebrate second and fourth grade, we have to celebrate all our grades. K12, every single grade level is above national average as far as their scores on NWA. When we look
008at things, we look at everything at the 50th percentile because that's the national piece where every again 7 million test takers are in every grade level. We are higher in math than every single category at that level, which is a huge huge accomplishment. Um, in looking where we were in the past and where we're going, everything that I saw is a huge huge grow. Now, when we do have growth, we obviously have to show where are we and where do we need to grow. What I looked at for this is I think the biggest piece for growth that we're going to focus on is our middle school math program. And that kind of comes into twofolds here. If we're going to focus on middle school math, we really need to look at what skills do
009fifth graders have and need and then what skills do eighth graders have and will need to have algebra readiness. So as we look at the the great math pieces from our low achieving to high achieving to all students where can we make the biggest impact even though our kids are above the national average in middle school that's where we are going to spend a lot of time in looking at yes we are above where we need to be but how can we still support that growth we are still have a place there where we can really push our kids to be exactly where they need to be. So, if we step away from math for a second, let's look at ELA. On the ELA side of things, I started with early literacy. Our K12, they
010have the highest levels for any of our grade levels of going over what they were projected to grow. So, it it immediately shows us that our early literacy programs are absolutely reaching all stakeholders because those are truly our highest performing. And when we talk about growth, when those kids took this test early early in the fall, they were had a projection of where they could be um in K1 and two, they absolutely blew the roof off of that. We saw the the observed growth was unlike anything we had ever seen truly. Um and I mean national leading of where our growth was compared to where we have observed other grade levels. When we get away from K1 and two and we jump into elementary growth, five out of our six grade levels meet, sorry, met
011or exceeded um their growth proficiencies. Getting any grade to meet your growth proficiency is huge. Having five out of six of them do it is again a a massive accomplishment. We're going to go back to this here in a second as obviously a grow because it would be nice to say six out of six did. But with the data on this again, that just shows us where we need to look at next year and where we're looking at professional development, where we're looking at resources, where we're looking at all the curriculum needs that we have to go. But right now in K5, five out of six of the grade levels are absolutely killing it. When we look at where they need to be performing versus observed versus the projected, when I look at high achieving
012students, just like we did in math, this is a completely different piece. In math, we grew faster. In ELA, we grew more. 6.5% increase in the number of high achieving students across K12. And again, this is you you can go into looking at this in multiple ways. The last slide here, which is coming up next, culminates this, but even our our grows are actually kind of glows on this. We our lowest kids that are still struggling, we're doing what we need to do. And you can see that by all of our kids hitting the projections five out of six times. Our high achieving students are growing faster and growing more. And then finally, this last slide, all grade levels, all of them, again, in ELA, just like math, are above the national percentile of where
013we need to be. The average Ray student in K12 is at the 58th percentile. That's the average when I take every student that took this test. So, we are absolutely outperforming national norms on the NWA. Now, when I look at this, again, going back to what I said earlier, where can we grow? And when I think about ELA growth, I think the biggest opportunity we have here is in third grade, the group that did not meet their projected growth. But, but I want you to think about this in in different terms. our kids are performing higher than the national average does. So even though they did not meet their growth, their growth was saying maybe, you know, these third graders who are really academically almost third and a half, possibly almost a fourth grader didn't
014get to the fifth grade, we're still in a great place. If our third graders aren't leaving as fifth graders, I would still say that's a huge celebration and a victory for our kids. So, in looking at the NWA data, looking at that observed versus projected growth, we do see that third grade did not meet that, but we can talk about that when we get into those measurable goals um next year as we start back. And another big piece of this is where are we at in middle school? How do we move our middle school kids? Because again, when we looked at the middle school growth, it wasn't as strong as it was throughout. Now, through all of that, there's one slide that I think culminates all of this. And I usually don't read slides verbatim,
015but this one in looking at it tonight, we didn't just look at a single snapshot of a student achievement. We looked at an immense value our teachers add every single day. While every globe comes with a grow to refine numbers, I think truly we need to celebrate a highly successful academic year and NWA proved that to us. We're going to take this data off the spreadsheets and we're going to turn this into actionable steps like we've talked about earlier through my um sharp focus of what we're going to do. that starts two weeks ago. We are already ripping through spreadsheets. We're looking at data and we will continue our progress and fulfill the promise to this community. What questions do you have for me tonight? >> So, we're at the 50 trending above the 58
016at the 58th percentile. Do you know what we were last year? >> I do not. I don't have that information. >> Sorry, I didn't get to. >> The problem with that though is they changed the norms. >> So, in NWA this year, they they recalculated the tests and they said now we're going to go off 2025 norms. So, while I could give you that exact answer, it's still not quite apples to apples comparison because they did change the test. Um, but in looking at we are right now, um, being at the 58th percentile as the average rape student, what a massive accomplishment that shows what our teachers are doing every day to push that. And it wasn't that way when we started this year, but it's definitely this year when we ended. Do I don't
017know if the teachers gave you their thoughts, but we did a new ELA two, three years ago when they came and showed us what it was, the new reading program, >> the new UFly. >> UFly. Um, is that attributable to here? >> You know, or >> I'm going to be honest. If we're going to say that you guys have a new program and our highest results are in K12, which is where UFly is, it absolutely would be that way. Um, in in other districts that I've worked for, I never saw the gains like I saw the where we were projected to grow versus what we observed growth. And this year was successful like to a point where it it was it's measurably different in K12. When I first came here, we uh Dr. Dr. Slate
018lastly, I look into UFly a little bit and and we tried to pull some numbers together. I showed growth already at the beginning of this year with some very very preliminary data. Looking at NWA pieces this year, I can't wait to start putting other pieces together with some of the other assessments, especially when we look at where the third graders are going to be with MAP testing, having a year of it previously, and as we move forward, those ELA numbers should absolutely go through the roof. And that's truly what I believe is happening. So with just a question that just came to me of okay if we using UFly K12 is there some comparable program that would as they're growing you know do we need to do something else to keep them just I don't
019have an answer I don't need an answer tonight just as as we're thinking and we're seeing immense growth it's kind of like when we talk about competency based as they move forward we we're all great and then they get to a stop a spot that doesn't have it and then they're like oh well this isn't fun anymore. So, just a thought. >> That type of a curricular question, I would assume, would probably be more with Michelle. Um, but >> throwing it over there. >> Okay. >> Um, but the the nice part about this looking at where we are curricular wise with you fly and look at the direction we need to go. We'll have the data to back that up, what's working, what's not, and where that focus can be. Um, this is probably the
020busiest time of year for me because we are just now starting to get state test data back in small little item analysis pieces. And even with the NWA, there's so much analysis that I've been working with principles trying to get them the pieces that they need so that when our teachers come back, and I'm already talking about when they come back. I know summer just started, but we'll have all the data analysis done and they'll be ready to go immediately when they get started. What other questions you guys have for me tonight? Dr. Dr. Hatfield, sneak it up behind or Dr. Hoffman, sneak up behind you. >> I'll take that as an >> Dr. Hoffen. If you would address Mrs. Olsson's question. >> Absolutely. Um, so UFly is a foundational reading skills uh reading program,
021which means K12 makes the most sense for most kids. It is also been expanded into third, fourth, and fifth grade for some intervention because obviously some of our readers at those grade levels are struggling with some missing foundational pieces. So that's in play, too. this year there um just recently the people who made you fly have launched like in the last week um a next step program uh called board origins we are exploring that we don't want to make any hasty whatever but that is something that Dr. Chastain um who is going to be director of elementary next year. Um and I with a couple of principles are exploring. Um and then we're going to continue working on explicit instruction. That's been something that the elementary leaders um and coaches worked really hard on this
022year. Um and I think that also is a piece that helps um with all instruction but definitely feeds literacy too. It's kind of out that same research about UFly. It it applies to all subjects but that is also supporting our um our reading scores I think as well our growth as well. >> Yeah. Any other questions for me? >> Craig, I just want to thank you. You've you've been awesome in this role >> helping us understand this data, giving our teachers and our building leadership tools to use >> that maybe we have never had before. So, I appreciate your work and I look only looking forward to uh great things in the future. >> Absolutely. Me as well. Thank you guys for the opportunity to >> All right, on to our action items. Budget update.
023Mrs. Thanks. >> Good evening. Tonight, um I'm going to provide everyone a brief overview of the district's financial statements through April 30th, 2026. Overall, the district continues to remain in a strong and stable financial position as we move through the final months of the fiscal year. Through the end of April, total revenues were approximately 101.9 million compared to 97.2 2 million at the same time last year. That represents an increase of approximately 4.7 million year-over-year. The largest driver of that increase continues to be local tax revenue, which increased by just over 5.1 million due to continued assessed valuation growth, strong collection activity, and the final phase of the board approved levy transfer from debt service to operating. We also continue to see positive growth in several state and program revenues, including basic formula funding, Missouri
024quality prek funding, early childhood special education revenue, food service sales, and student activity revenue. There were a few revenue categories that came in lower than last year, including Proposition C, classroom trust fund revenue, and interest earnings. These are all areas we continue to monitor closely due to the volatility tied to state collections and interest rates. On the expenditure side, total expenditures through April April were approximately $85.8 million compared to 82.7 million last year, representing an increase of about 3 million year-over-year. The increase is primarily related to salaries, benefits, and supplies, and reflect board approved compensation adjustment adjustments, staffing changes, and continued operational needs across the district. Overall expenditures remain aligned with budget expectations and reflect normal timing differences throughout the year. As always, we will continue to monitor revenues, expenditures, and legislative impacts closely as
025we move towards year end. I'd be happy to any qu answer any questions the board may have. If there are none, then I would recommend approval of the financial reports as presented. I think I would just reiterate that this is nothing new to us that this is discussions that we are constantly having as a board that you know we we look at these things and talk about them every month >> and we talked about them at the audit committee >> meeting. So yes ma'am >> all right I will entertain a motion to approve the budget update as presented. >> So moved. >> Is there a second? >> Second. >> Any other discussion? All in favor? Motion passes unanimously. Thank you. >> Thank you. >> All right. on to the 2627 professional development plan. Mrs. Ricker,
026>> good evening. Um, on behalf of the Raymore Peculiar Professional Learning Committee, I'm here to present the annual professional learning plan for your approval. Uh, the district was created through the teamwork between teachers, building leaders, and district leaders. This plan meets all the Missouri requirements while ensuring we use our budget as responsibly as possible. And tonight I'm going to highlight the priority components of the plan for your review and your approval. Um each year the committee sets goals uh that they monitor throughout the year. Uh this year their first goal aligns to focus area one strategy 1.2 2. That is by the end of the 2627 school year, 100% of the Raymore peculiar certified staff will participate in at least one professional learning session focused on the foundational principles, benefits and key elements of real
027world learning, client connected projects, competency based learning or projectbased learning. And the second goal aligns to focus area 2 strategy 2.4. Uh by the end of the 2627 school year, the professional learning committee will increase sustained support for new teachers from current levels of a 90% as measured by an endofear program evaluation survey for the resource person that verifies the consistent and logistical building level assistance throughout the school year. Um another aspect that you will want to know about of course is our calendar, professional learning calendar. As you might recall, the state gives us parameters on when we can start the school year and that helps us build um how we strategically place components of the professional learning days throughout the year. Uh we bring the several people committee committee together um to focus on
028when the placement of these days happen. Um, so a lot of professional learning is given during the pre-ervice days that will start on the first day that teachers return on August 17 through 24th. We have a mix of early release days and full days. In the fall, we have two early release days and then one full um professional learning day in November. And in the spring, we are bringing back our innovation summit for a third year that has been uh very wellreceived for our staff and we will have an early release and a full day release as well in the spring. So these are the uh scope that we provide different types of professional learning whether it is district level whether it's building level and we worked with a committee to help kind of even
029that out so there's not just one group that gets all the opportunity we have multiple um people that have provided support. So whether that's at the building level, they might get a couple hours on this day or the district might get a couple hours on this day. And then teachers also have time to do the things that they need to do to prepare their their learners as well. And um we probably had a committee of 40 people who volunteered to to be on that committee. So again, it is it is a very collaborative um structure. Um the other piece that you'll be interested in is our budget. So Mrs. banks always provides us with the 1% money that is allocated to us. This year the 1% money is $281,89210 is the estimate. It is pretty
030much e even to what it was last year. So we examined how we spent last year's budget and we kind of reallocated um some pieces of the budget to different areas based on need. And so we are still supporting specific things like literacy as we as we talked and Dr. Hoffman explained. Um we also are going to spend um some some budgeting a little bit more around artificial intelligence. We are still working on the strategic plan part of the project based learning and competency based learning. Um and then we have a big focus on effective instructional practices in the classroom. And then working with um Dr. Coleman, we're having some emphasis on co-eing uh specifically at the secondary level as well. So those are some just strategic places where we have shifted some of the
031money into the budget to support those areas. And then finally, the um mentoring program is also evaluated by the professional learning committee. And each year we survey the teachers that participate in the mentoring program. And again this year we have had very good positive remarks uh from our proteges and um I met with our instructional coach team today. They are the the mentors for these teachers in years 1 through five. And we evaluated the program. We looked at the surveys and then started making um changes and adjustments to next year's program to make it even better. And the committee always looks at the the work and the survey data as well to guide us on where we need to make any changes and updates in that program as well. So that are those are the
032highlights for the professional learning plan. I'd be happy to answer any questions for you. >> I know, first of all, thank you to your team for all the work that had to go into this next year with the way the scheduling had to change thanks to our legislators. >> Um, sorry, side note. Um, >> just a thought that when with the schedule having to change and losing all the collab days. um where are we what are we doing to help the staff and the building teachers that were using those days to to be as effective as they can be. We are trying to be as creative as possible. Um which is why on some of those early release days and the full days we try to to break it up to where it's not just
033yes all of district is doing PD for them. We're giving them some time to work in teams. We're giving them time to uh collaborate with one another. We're giving them direct instruction when they need it. So, we're trying to be as strategic as possible for what they need. Um but we are also utilizing as best we can opportunities to pull teacher teams out um and give so that's release time. So, we're we're getting substitutes to cover in the building, pull out these small groups to do some deeper work or work with outside trainers um possibly or as we get new resources, have them, you know, come in and do training as well. Um so, we're trying to be creative in that sense. uh at the end of the day the and beginning of the day
034for the elementary because of the start times and the end times. We've increased that 30 minutes 30 35 minutes to where they have some opportunities in the morning where they can do some collaboration or work with instructional coaches and same thing with the afternoon where they can work with their vertical team or their content departments if available. Um, and so we're just trying to piece mill it together as best we can and and hope for the best because like Ruth kind of said, we were kind of put in a box on on what we had um time-wise. >> I know what my question was. You all have focused on the last few years of helping get uh support staff training that's more targeted at theirs. Are we still going to be able to work at
035doing that next year? >> I believe so. That's not a strict function of the professional learning committee, but I can speak to if Lisa wants to address anything on that. [laughter] >> She says yes. >> Good. >> Um, as you were working to meet our strategic goal of um, everyone having a portion of training on CBL, P, all of those. Um, are some of those like choose your own adventures? Like if they're very interested in a topic then they get to choose that that which interests them. >> Yes, it can be. So for example, our compassy based learning is more a secondary focus than an elementary. And so that would not be something that we would offer as a as a choice for for elementary. If they really want to, sure, we'll we'll teach you
036some components of that. Um but it's really kind of giving those opportunities. If I'm a if I'm a a a PE teacher and I've never really done anything with project- based learning or real world learning, then yes, I what which one speaks to me? Okay. >> Right. And so we would provide them some opportunities and it is more choice-based. >> Okay. Perfect. >> Okay. If I if you have no other questions, then I would love to uh see if you would be okay to accept the plan as presented. I will entertain a motion to approve the 2627 professional development plan as presented. >> So moved. >> Is there a second? >> Second. >> Any other discussion? >> All in favor? >> Motion passes unanimously. Thank you to you and your team. >> Thank you. >>
037All right. On to the admage table. [laughter] >> I stand corrected. Anatomage. >> But if you say it with confidence, anybody will believe you. Um, as you may recall, the anatomage table is a 3D anatomy and virtual dissection platform um that is used in a variety of our courses such as human anatomy and advanced placement biology. Students visualize and interact with the anatomy with a um 7- foot life-sized screen instead of pictures um of the human body in a textbook or plastic skeletons. Um instead of reading about the organs, they can actually pull the organ from the body, exam it, twist it, cut it, and then take it back to its original um state. In addition, the students can um dissect in a variety of ways and see the implications in different viewpoints. The table
038provides over 1500 case studies, over a 100 science experiments and gaze even beyond the human cadaavvers. They also have experiments that can be done on animals like dogs, cats, monkeys, frogs. Um the table has greatly enhanced our students learning opportunities. Since adding that original table, our human anatomy course enrollment has almost tripled. Uh we've also added opportunities such as our introduction to health sciences class this year which that enrollment is more than double for next year and then next year we are adding an advanced health science course. Um as a result we do have more demand for the use of the table than there is time in the school day and so this request is to purchase a second table um that will not only help with this demand but allow other courses such as
039athletic training to access the table. The total cost would be $119,45 and that includes the table. Um the software uh table bundle which are eight tablets that a kid can take if they want to just study something more personalized. Uh the science supplement which allows for those like chemistry and physics experiments, genetic experiments, shipping and warranty. Um also want to note that the updates they send out at least three to four updates a year. They are all free um and and easy to install. They just send a little plug in, plug it in, tables updated. Um, they do offer free virtual PD throughout the year for our teachers. Um, and now they have increased the number of cadaavvers um that students have access to. When we purchased the first table, it was three and now
040it's up to six. Uh, and they make sure that they are trying to pick cadaavvers from different ethnicities and so that kids can study different things. Um, and so they are definitely a company that is continuing to evolve in their in their product. And I know some of you have had the opportunity to see it and play with it and and had a good time with it. Um so I would like to ask um for approval for purchase. But first, are there any questions? Mr. Bacon. And it kind of probably depends on um who's teaching the different courses. The original will stay with Tally. Um some of Tally's because her courses have become so popular um like uh advanced bi or placement biology is now going to go to a different teacher. So probably housed
041with in that vicinity. >> Well, it's nice to hear. I had a foreign language teacher one time say it opens up options for them to work with foreign language. Um, now that we have had the first one for a while, h how is wear and tear and all of that going on these? >> I do believe that. Well, I know Miss Tally takes very good care of it and I think the teachers appreciate it. Um, the last time I saw it, which was not too long ago, it looked just as good as it did the day we took it out of the crate. >> I have heard nothing but great things [clears throat] about it and Miss Tally loves it. So I know when we were talking about your your Spanish, your your foreign languages
042are coming in, they're looking at PL, you know, you can you can see something with the name and so it's really good. So I think this is just another way of where we're providing more opportunities for for kids. I'm all for it. I love it. If you haven't had a chance to see it or even play with it or mess around it, it's it is amazing and it's exciting that the kids have this opportunity. Well, and I think it's neat, you know, from a medical perspective, different ethnicities respond differently to medical things. And so having that variation force students to explore is exactly hands-on like we're always talking about. >> Yeah. For instance, the African-American cadaavver cickle cell >> and so that provides a unique opportunity. >> All right. I will entertain a motion to
043approve the anatomage table at a cost of $119,45. >> So moved. >> Is there a second? >> Second. >> Any other discussion? All in favor? Motion passes unanimously. Thank you. >> Thank you. >> All right. An exciting one coming up here. Asphalt, concrete repair, and replacement bids. Dr. >> Yes. >> So glad to see you. >> Thank you very much. I'm very excited to be here as well. I'm filling in for Scott Dobson this evening, but I'm happy to talk about maybe it's not as exciting and you don't spin it around and dissect it, but if you drive over a two-foot pothole, you'll quickly realize it's very important to have those things replaced and repaired. So, that's what we'd like to talk about tonight. Buildings and ground staff conducted walkthroughs and evaluations of sites across
044the district um and issued a public request for proposal for unit cost concrete and pavement repairs. Four contractors responded. The proposed work includes concrete replacement and repairs to sidewalks and curbs, pavement patching and repairs, crack sealing, seal code applications to extend the overall life expectancy of different parking lots and our pave services. These repairs are necessary to maintain a safe pedestrian and vehicle access throughout the district. After reviewing the scope of work and pricing, the administration is recommending utilizing two contractors to do this. This approach provides the district with overall cost savings and allows the work to be completed more efficiently based on specialized scope of each contractor. So the administration recommends the approval of the following contracts. Barley Asphalt in the amount of $164,687.50 50 for pavement repairs, cracked ceiling and seal coat, and
045then Tac Tino Construction in the amount of $84,423.70 for concrete replacement and sidewalk curb repairs. I did ask Mr. Dobson, we have worked with these companies um low bids on the uh concrete and then a complete bid on the asphalt. So there, as you look at the bid tab, there were a lot of different areas across. So, in totality, we worked with Bar Barley Asphalt before and believed it was the best complete bid. Happy to answer any questions. In general, we're looking really across the district. So, you'll see repairs done in almost every facility. Um, but Peculiar, Raymore Elementary, and East Middle School are probably two of the or three of the heaviest kind of locations for repair. As we go across, you'll see the entryway at Raymore being replaced in the concrete there. It's
046just at a place where it's it's moving and and shifting and causing access issues. So, you got to replace that. >> This is a pretty consistent amount that we just each just in all the different areas. >> Fairly consistent almost every year. Oh, did you talk about the year-over-year costs that were or actually in the bid tab? No, just like Okay, we we anticipate it's going to be about 250 each year as we >> Yes, you'll see that in our almost every year we'll come back at about the same time. If you don't at least maintain at that level, you're going to spend quite a bit more. So, yes, I would be very surprised if each year you didn't see something similar. >> And this is this summer's work out of this year's or next
047year's budget? this summer's out of FY 26. >> So, >> no, >> 27. It is FY27. >> So, it's next year's >> Yes, it's next year's budget. >> No, in fact, most of our entry is, if you think about Creekmore Elementary, um we it was our last kind of full tear off. We that's all asphalt area. All our curbs and sidewalks are concrete, but almost all of our parking lots are asphalt. And that's why you'll have to reseal them. So, you'll see resealing almost every year. And that just takes that life so much longer. If you don't reseal it, then you'll be milling, then you'll be pulling it off, and then you'll be putting two inches of asphalt across the district, and that's expensive. >> All right. I'll entertain a motion to approve the bid
048for pavement repairs for crack ceiling and seal work from Barley Asphalt in the amount of 164,687.50 and approve the bid for concrete replacement and sidewalk and curb repairs from Tanak construction in the amount of $84,423.70. >> So moved. >> Is there a second? >> Second. >> Any other discussion? All in favor? >> Motion passes. >> Thank you very much. That's very exciting. >> Yeah, very exciting stuff. >> On to committee reports. I know school's out. Probably not much going on. >> All right, on to superintendent's comments. >> Thank you, Madam President. I'll keep my comments brief as well. As you know, last day of school was last week, a tremendous end to the school year. I want to thank again thank everybody who was involved in that, our staff, students, parents, community. Uh a truly
049outstanding year. We do not rest easily around here. So June 1st we'll start summer school. Um and that means about 2500 to 2,800 students somewhere in there will grace our hallways for a period of several weeks over summer school. I do want to briefly call attention to the results of our recent community survey that I put in your board update last week. Overall, the survey continues to reflect strong confidence in the direction that we're headed as a school district. Uh the primary indicator that I look at every year that we do that random survey is the continued upward trend reg uh regarding overall education quality. That's the first question that our survey research company asks because I want to get the uh the immediate response from their from the person on the other end of
050the line as to what they uh what they think and that score increased again this year and continues a multi-year trend upward. There are several additional areas that remained exceptionally strong. We're going to talk about all this at our board advance together on June the 11th. Uh but I'm exceedingly pleased about what I'm calling the dominant narrative, the dominant reality that we have through those numbers. I want to try to impress upon not only the board but also our administrative team that the noise that we have is very instructive, very helpful. We get better because of some of the things that are brought to our attention. But your overall dominant reality is that this district is headed in a a very positive direction with more opportunities than ever before for students across this district. So
051overall, the survey reflected a a district that continues to remain strong community confidence and I'm very pleased to be able to report that to you last month last week and looking forward to talking that about that with you just two weeks from tonight as well. Be happy to try to answer any questions about anything you might have. Happy birthday, Deanna. [laughter] >> All right, we will move on to board of education comments. >> Say we all made it through graduation. I think know that's our favorite time of the year. So, we enjoy watching those students move on to their next phase of life. Uh, any other comments? >> Happy birthday to your grandma. >> Oh, thank you very much. Mine's next Friday if it matters. >> Happy birthday. I just noticed that. [laughter] >> All
052right, moving on to our calendar of events. June 11th at 6 PM is our board advance. Jul uh June 25th, 6 pm closed, 7 pm open is our next board meeting. And on that, we are adjourned. And have a great weekend.