001Everyone, we're going to begin our meeting with the pledge of allegiance. Those who wish to participate are invited to stand, face the flag, and remove any hats and place their right hand over their heart. >> I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. All right, we have got a couple of recognitions this evening. Jim, if you want to take over. >> Yes. Uh, the school uh received this email yesterday afternoon from the MSBA future builders 2026 scholarship. It's congratulations to our own Isabelle Morris. So on behalf of the Missouri School Board Association, it is my great pleasure to congratulate Isabelle on being selected as a regional winner of the MSBA Futurebuilders Student
002Scholarship. This is an outstanding accomplishment. Uh Isabelle was selected through a competitive review process and we are proud to recognize her as one of this year's regional recipients. As a regional winner, she will receive a $1,000 scholarship award. Congratulations on this well-deserved recognition for her hard work, leadership, and commitment to the future. And so, at some meeting in the future, uh, MSBA will be down to make an award to her. >> So, let's give her a round of applause. [applause] There are 17 districts. So, there are 17 regional winners. And she'll compete for the state award. >> Steve, are you here for Jill? >> Oh, okay. Do you want to go that way? >> Okay. Um >> Steve Blakeley Steve >> Steve Blakeley is filling in for uh Dr. Joe Blue from the comm roller
003community teachers association to present the board with gifts for school board appreciation month. >> Yes. And we do appreciate you from our CTA and um for your hard work as volunteering for our district. We really do appreciate it. And um as a small token, here's a gift for each one of you. >> Thank you. Thank you. Thanks. >> Thank you. >> You all may not be aware. Steve is currently serving as our state president for MST. >> President-elect. Sorry, I I wasn't sure the date. >> President in November. >> Okay. >> President. >> Wonderful. >> Thank you so much, Steve. >> I am. It pays off. [laughter] >> Wonderful. >> Thank you very much. >> Thank you, Steve. >> Thank you. >> All right. Next up, we have uh new business. We have a special
004presentation this evening to talk about lease purchase transactions. So, if you guys would like to come up, do you want to introduce him? >> Thank you, Carlo. So, we have Mr. Loren Lorenzo Boyd from Stifel Nicholas here this evening and then with him is Sean Flynn from Gilmore and Bell and they're going to present on the certificate of participation up to $7.5 million that will help fund the completion of the renovation of the early childhood center the Mark Twain additional classrooms and the football field renovations. >> Good evening everyone. >> Good evening. As Kendra so eloquently mentioned, uh my name is Lorenza Boy, managing director of public finance for Stiflu. And again, I'm glad to see that everyone came out to see me this evening. [laughter] Um so what we're here to actually approve is
005a resolution authorizing Stiffel to sell up to 7.5 million of certificates of participation to fund the various improvements and projects that uh Kendra mentioned in terms of the early childhood center. So, you're going to be passing a resolution that gives us authorization to price the transaction within the next couple of weeks. I think what we're going to do is the market has been kind of all over the place. We're intentionally going to sell the um sell the certificates next week instead of the 17th. Originally, we talked about selling those certificates on the 17th. Uh but the market has kind of been up and down. So, uh, in order to kind of circumvent that, we're going to go into the market early and price those certificates next week, uh, to make sure that there's no further
006rise in interest rates, uh, from, um, the, uh, the market going haywire, so to speak. And so, also, I want to talk about through this process what happened. Uh, Dr. Dar and, uh, Kendra went through the rating process with Standard and Pors. And so I'm pleased to uh announce that the uh the school district was affirmed its underlying general obligation bond rating at double A minus and it certificates of participation rating at A+. That double A minus is in the top 20% of all school districts that are rated by in the state of Missouri, almost 200 school districts. So I think that's worthy of an applause, don't you think? Yeah. [applause] And and so with that, um if I think there's a resolution that the board president will read, but we'll probably plan on pricing
007a transaction um on Wednesday and we'll close roughly two weeks after that and that's when the uh certificate proceeds will be sent to the Raleigh School District by Stifl. So I'll open up to any questions that you may have. >> Okay. Does anyone have any questions? You all have copies of that resolution in your packets. >> If not, can I get a motion then to approve the resolution? >> I'll make a motion that we approve the resolution. >> I'll second that. >> Excellent. >> All in favor say I. >> I. >> Those opposed say, [clears throat] >> right, it has been. >> Thank you, thanks for coming down, Lorenzo. >> Pick up my wife. >> I heard she's shopping. >> Join the shopping. We have a [laughter] great TJ Maxx. >> Wonderful. >> We appreciate
008you shopping our next TJ Maxx. >> We have an awesome contributing to our >> Y. Thank you. >> Thank you. Thank you, Sean. >> Byebye. >> Bye. >> Thank you. >> I'd also like to mention that we accepted the retirement of Robert Delp um who's 12 years of service with us and we just like to wish him all the best in his retirement years. Okay, next up is public hearings and presentations to and by the board. First, we have questions from the floor. At this time, any person wishing to speak on any question previously discussed through administrative channels and not on the agenda will be granted three minutes to make a presentation to the board. Seeing none, we have presentations on agenda items. Any person wishing to speak on any items on the agenda will
009be granted three minutes to make a presentation. I think we have several. So, I'd just like to start by um reading that our board encourage encourages comments about the district from members of the public. A person speaking during the public comment period may voice their thoughts and concerns, including offering objective criticism of the district operations and programs. The board will not hear comments regarding any individual staff members or students in public comment. The board president will direct the participation to um the published complaint procedures for consideration for a legitimate complaint involving a staff member or student. Each participant is granted three minutes to address their topics. Tonight, our timekeeper is Amy. Uh the board will hear the public comments but will not respond. Please remember that the board may not discuss or act upon any
010issues um that's not posted on the agenda. The board directs in the participants not to use insults, abuse or profane or detamatory language. Failure to comply with this request may cause the public comment to be terminated. The board has adopted policies to provide prompt and adequate resolution of complaints and concerns for employees, students, their parents, and the general public. Copies of our district policies and procedures are available on the district website. >> Okay. I have um three cards. These are in the order in which they were given to me. So, uh first up, we have Megan Johnson. [clears throat] Good evening. >> If you wouldn't mind just stating your name for the record. >> Okay. >> All right. >> I just can't look up. I don't know what it is. I try to stay on
011track and I'm a talker, so I'll try to maybe skim through a little bit of this because a lot of it I already sent through an email. So, just to put it on public record is why I'm up here. So, okay, starting now. Okay. All right. Um, so later on you will be reviewing an appeal um that your book review committee had recommended um some sexually explicit books that remain available in the library without restriction. The formal appeal was filed and later upheld by Assistant Superintendent Dr. Welch, who relied on the committee's justification for retaining both titles. The justification provided includes the following statements. Regarding Lawnvoy, a contemporary coming of age story that explains class identity, economic pressures, noted for its potential to promote meaningful critical thinking. Regarding identical offers an entry point for adolescence
012facing challenges related to trauma and addiction illuminates systematic and personal impacts rather than exploits trauma. The broader justification further stated both works utilize candid language and mature themes to establish authentic voices and deepen characterization. These elements critique rather than endorse risky behavior or harm. And retaining these titles has the potential to foster empathy and reduce stigma. However, both books contain sexually graphic content involving minors, including incest, sexual abuse, explicit sexual encounters. These are not abstract references. They are described in explicit detail. um in Lawnboy and because I can't I I actually can't say these profane words because we can't say them in a room full of adults, but yet we can give them to kids in books. Um, the A word in lawnboy 20 times, the B- word one time, the C word one time,
013the C word one time, the D word 18 times, the F word 10 times, the FUK word 97 times, P word four times, P word one time, other P USS Y word uh 22 times, S word 60 times, and identical the A word 12 times, the B word nine times, the F word one time, the FUK word 36 times, the P word eight times, another P word one time, the sword 17 times is the candid language because that's what it what they said. this candid language and mature themes that they claim to establish authentic voices and deepen characterization with nearly nearly a hundred instances of the FUK word. Is that um you know in all of these dozens of sexual and obscene words and graphic depictions of sexual abuse involving minors, is that um authentic
014literary development? Is it? Um, it is harmful content being handed to our students under the disguise of education. The argument. Oh, that was really quick. [laughter] >> Well, I will pass that on. >> Thank you, Megan. >> Okay, the next card I have is Vicki Gustafen. I hope I hope I'm saying that right. Hi, if you would mind, please just state your name for the record. >> My name is Vicki Gustavson. I'm just going to continue on from where Megan left off. The argument that these books may prompt meaningful critical thinking or foster empathy is completely detached from reality. If the same language read aloud by a teacher in class, it would be considered inappropriate. I hope I hope the teachers aren't using that. If they are, I would like to know. If a board
015member used this language during a public meeting, it would be unacceptable if students repeated these passages at school. there would be consequences. We know we can't repeat it these in this meeting. Um if this material is not appropriate for classroom instruction or person professional discourse, it is not appropriate in a school library. Rala public school's mission is to provide a safe learning environment that prepares every student for success. material containing graphic sexual content involving minors and pervasive profanity undermines that mission. Your decision tonight will determine whether this material remains fully accessible to our children. I ask that you act in a manner that prioritizes our children's well-being, strengthens parental trust, and reflects the educational standards our community expects. Let's lead by example. Um, I'll tell you the truth. For me, it is more important that
016my children and my grandchildren have good character, have good um well-being, emotional well-being, and um mental well-being. I have a six-year-old grandson. I drive him a half an hour away to get out of the public schools so he's not exposed to this kind of stuff. I want him to have good character. That's more important than anything. If a man or a woman is so intelligent and so talented but does not have good character, cannot control their tongue, what good are they? I want excellence for the children. And even though I don't have a grandchild in school, I'm concerned about all the other children. They're precious. Each one is precious. Let's not take away their innocence. Now, some of them have experienced some of the things in this stuff, but some of them haven't. >> It's
017sad. Thank you. Thank you. >> Okay. And next we have Shannon Hu. [clears throat] >> Good evening. If >> you wouldn't mind just stating your name for the record, please. >> Sure. I'm Shannon Hugs. >> I don't have anything prepared. Um, but after reading the responses of the decisions that were made about these books, I'm really disappointed. We're better than this. America's better than this. Ral is better than this. Our schools need to be better than this. And just because there are a few people that feel that this content is appropriate for this age students, I have to disagree and so should you. If I can't come up here and use those words talking to adults, we shouldn't be allowing kids to read them. We shouldn't be promoting what we don't want their character and
018behavior to be. Some of the graphic content, the pictures, the depictions. I mean, why don't you just put Playboy in the library? Why don't you just put Hustler in the library? Because that's what it is. Sure, it might be dumbed down a little, but that is what it is. And where where do we draw the line? Where does that stop? We're creating our society, the next generation. And I don't know about you, but that is not what I want for our society. We don't need debauchery. We don't need the filth. And that's what it is. And I'm sorry, it doesn't not it doesn't make people more empathetic. It causes them to seek things out that are destructive because that's human nature. That's sin nature. It's our job as adults to protect the next generation. It's
019our job as adults to protect those that are coming up and teaching them right from wrong. And these books, they're just wrong. >> Thank you. >> That >> Okay. All right. Moving on now to the next item on our agenda is um our consent agenda. [clears throat] The consent agenda is utilized by the RA board of education as a means of dealing with routine matters which must be considered by the board of education but require minimum of discussion. All board of education members receive and review written information supporting the items listed on the consent agenda well in advance of the meeting. While any board of education member is welcome to remove any item on the consent agenda for separate consideration or discussion for any reason. Normally all items on the consent agenda are approved in
020one motion with a minimum of discussion. Tonight we have items A through F. >> Do you have anything? >> Uh just one item to call out there. Uh under item D, you'll see the audit services bid results. Uh the audit committee did meet. Uh Mrs. Atkinson and um I see Mr. Packard, Miss Jameson, and u Tracy I think are on that committee. uh they did meet and review that uh based on the uh prior history and uh services that we've received in the past and also some concerns over u meeting our obligatory timelines. Uh the recommendation is to continue uh using Graves and Associates as our auditing firm. So just want to make sure you see that. Uh the rest of that I think is pretty self-explanatory. Happy to answer any questions. >> Okay. Does
021anyone have any questions? No. Okay. Okay. Can I get a recommen recommendation to approve items A through F? >> I make a recommendation to approve the consent agenda as presented, items A through F. >> I'll second. >> All right. All in favor say I. >> Those opposed say no. >> All right. Moving on to old business. We have our long range facility update. Good evening everyone. We have a lot of uh exciting things happening in our district right now. Um starting off with our early childhood center. I know if you drive out there, you're going to see the fence. You're going to see all the signs, but all the work is taking place inside. So tonight I have for you it it kind of doesn't look like a lot, but that's our future kitchen cafeteria
022for them. So that is underground plumbing and roughing. A lot of the concrete that I showed you a couple weeks ago is being replaced. And uh but with that also they're preparing for the steel columns because we're putting in in what used to be that great room what Wyman West called the Pups Plaza. We'll have a second floor. So this is all the concrete going in for the steel columns that will be coming in. Other than that, there's not a lot of really cool pictures, but that's as good as I can come up with for there. Um, if you have driven by 10th Street, you will notice that we are replacing our turf um on our on our football field with this. That is a picture of the new wall. As you remember, there was
023like a retaining wall there with blocks. It has been replaced. What you see in the very front, it um looks like just a bunch of uh See if I can get that down. I'm not good left-handed. Um right there, all of that, those are forms that have created that wall. So, it looks like a very fancy wall. Again, you see the wall from afar, but then you also see up close. It has a nice texture in it that actually went very well. I think it's the first time that that company had used that. So, that has gone very well. Why do we need to replace the wall? Well, here's why. So, if you look, this is where the bleachers have been cut off. As you see, we took this on a rain right after a
024rainy day. It wasn't rainy the day I was there, but as you see, that is where all the water has been going, and that's what's caused us a lot of problems before. There'll be an 18inch pipe that will go in there that will drain out into the rest of the football field drainage as we go. So, we're allowing that or preparing for that for for all of the drainage as well as a pipe in front of that wall as well. So, that will help us with our drainage issues. Any questions about the field? >> Yes. >> Um I'm just looking at this. Are there going to be bleachers? >> More bleachers in front of that wall? >> No. No bleachers in front of the wall. We're gonna put back what was there. All of that
025was walkway before and we'll put all of that back. So, we're not changing anything. We're not taking seats away, nor are we adding. >> So, it will look just like it did before. Just replacing that with the wall with the BR with the blocks with a solid solid wall. >> Thank you. >> So, there is no blocks in the wall. It is solid concrete. >> It is solid concrete as you can see from the back. Um, and looking down that wall right there, that is all concrete. So, we're not putting in in the uh those little blocks that we put in at home for retaining walls. So, it's just solid. >> How am I doing there? My >> Doing great. >> All right. Good deal. Okay. I I'm I'm looking at my construction person here.
026So, >> so just for reference again, what was the previous size of the pipe that was in there before? That was >> 4 inch. >> It was a 4 inch pipe that was in there. We're going back in with 18 to handle the drainage. >> I know that's quite a bit of difference. It should have been eight before, but we're going to go in with 18. We had that um looked at by our civil engineers who then came away with that recommendation. >> Great. >> Thank you. >> So, our softball field, it is we're coming up on that year anniversary of when um the softball field and all the other tornado damage happened. >> Um as you know, our softball field and the press box concession stand took a hit. So, it's going back up.
027It's very exciting. These pictures were from last week. Right now, they are actually starting in on the second floor. So, not much else to see, but I'm sorry I wasn't walking through the mud today to get you pictures of that second floor. So, >> but it is exciting whenever all that is going up and and in. So, questions about the softball field. >> Looks great. >> Okay. Mark Twain Elementary, as you know, as you have seen, the fence is up. We've rerouted the traffic. Um the work has begun. Um not a whole lot, but that area that I'm showing you there is where the storm shelter cafeteria will go. Again, not very exciting except for we have begun work. So you are seeing that there. They were on site today, believe it or not, in
028that area. Um in the picture to the left is where the cafeteria was right in there. They are digging up all of that old foundation today. um and going getting preparing to put that back in for the two additional classrooms that were there. >> Any questions with that? >> All right. Thank you. >> I think I'm up again. So, >> you are. I thought so. >> All right. We are into new business and we have staffing requests. Dr. >> As you know, it is that time of year where we are making plans for next year. So, as we go through and meet with our principles and um all of our directors, um it has come to our attention that we have right now we have one person doing process coordinating. So, that's the person who's
029in charge of all the paperwork for our IEPs and right now one person is doing Wyman early childhood and junior high. That workload is quite great. So, what we would like to propose tonight is to put a special education process coordinator at Raleigh Junior High. not just for that, but we'll there will become some additional duties to help with um the other process coordinators that we have that would come in. So again, we hit middle of the road. Not sure if that person's going to be newer or lower, but again, looking at that salary schedule at master step 15. Again, this is a 2526 salary schedule because you've not approved anything for 2627 with an impact of $80,210. That is a full year with benefits. Position two. I as I spoke with you about a
030month or so ago, I told you that we were planning for four early childhood teachers. We know that's not enough. Said I would be coming back. Right now, I'm coming back to you to ask for one early childhood teacher at this moment. Again, we depending upon enrollment and screening. We may be back for more. Again, same amount um same salary schedule. We're basing everything off of. >> Are those positions 12 month or 10? >> They are 10. They're a full teaching position, both of them. teaching position. >> Thank you. >> So, tonight we need approval for one special education process coordinator at Ra Junior High and one early childhood teacher at the new early childhood center. >> All right. Does anyone have any questions? If not, can I get a motion then to approve? >>
031I'll make a motion that we approve for one special education process coordinator and one early childhood teacher. >> I'll second that. >> All right. All in favor say I. >> I. Those oppos say no. >> Thank you. >> You're welcome. >> All right. Next item up is the request for reconsideration of library materials decision. >> Good evening. >> Evening. >> Good. Got to remember which way I push here. Okay. All right. Well, the purpose of tonight's presentation is to provide you all with an overview of the policies and procedures that govern how our district selects, evaluates, and when necessary reconsiders library materials. We are in the final appeal of two reconsideration requests of library books that are found in our high school collection. and following a formal reconsideration process like this ensures that the individuals
032who challenge the books um are handled with consistency that protect both the parental input as well as the collective educational rights of all students. So, we're going to start with um looking at um a couple of policies I want to review that are relevant to this process. Uh this evening, our librarians in each of our buildings are tasked with the selection and reconsideration of materials in accordance with our board objectives. The selection and reconsideration policies are designed to help curate a high quality, relevant, and diverse collection. You have both of those policies in your packets, but I have listed kind of a summary here on the slide for you. uh materials are selected to support the district's broader educational objectives and they should help to enrich classroom instruction while also consider considering the diverse interest,
033abilities, and maturity levels of our students. They should also provide information on opposing sides of controversial issues so that students can practice critical reading and informed decisionmaking. and they should include materials that represent the various religious, ethnic, and cultural groups that contribute to our American heritage. Our librarians are very conscientious that every book is not for every reader, and they work very hard to help our students find materials in our libraries that help to align um to their personal interest and their learning needs. Another policy that you have are the reconsideration guidelines. That's in your packet as well. Um, our librarians do go through a process to ensure that our collection remains effective. They annually review those materials. Uh, reconsideration and potential removal may occur if a resource meets the listed criteria. So, it could
034be that it has inaccurate content. Maybe there's a new um updated resource that's replaced that content. Uh there could be a factor of the material no longer being relevant. Could be low usage by students and staff. Um could be in this instance that we're looking at tonight, lack of support if there's a recommendation by the staff and leadership to remove it. Um and they may also remove those books for their condition. I will point out that condition is not currently listed in our policy. Um, however, librarians do have the process of looking for damaged or worn materials and they do remove those as they see fit. The next policy that I want to bring to your attention um is one that is used to maintain formal administrative procedures. That's KLB um- AP titled public questions,
035comments, or concerns regarding district instructional media, library materials to ensure that any community concerns are reviewed thoroughly and fairly. So, this um timeline lays this out for you and what this process looks like. When a re a request is received for reconsideration, there is a form that gets submitted and that should go to the building principal. The building principal then puts together a committee um to review the concern to review the material in question and then to guide a conversation um to where that committee would end up making a recommendation to retain the material with no restrictions to restrict the material requiring parents permission or to remove the material from circulation altogether. The committee's decision and rationale is communicated to the petitioner and that petitioner then can appeal the decision of the review committee twice.
036The first appeal comes to my office, the assistant superintendent of curriculum and instruction who reviews the request, the process utilized in the initial review by the committee and the rationale provided. The assistant superintendent makes a determination similar to the review committee and communicates this determination to the petitioner. The petitioner petitioner has a final level of appeal to the board of education. And in case of appeal, the board of education retains the final decisionmaking power regarding the retention, restriction or removal of the challenged materials. I do want to point out that while we're going through that process, those materials according to policy do remain um in the library on the shelf. Okay. So this evening we are looking at two titles for reconsideration. The we had two petitioners who submitted similar requests for two titles, Lawnboy
037and identical. One was received on October 12th, the other on November 24th of 2025. We do have one copy of Lawnboy at the high school and two copies of identical. Um, for reference, Lawnboy was purchased in April of 2019 and has been checked out once. The publisher info indicates an interest level of 18 to 25 years year olds but received an Alex award which indicates special appeal to ages 12 through 18. The second title identical has two copies in the high school library. One purchased in July 2009 with 69 checkouts. The other purchased in February of 2012 with 36 checkouts. Publisher information indicates an interest level for ages 14 to 99. specific um notation of grades nine and up. These concerns were originally shared via email with Dr. Dar who had some initial communications with
038the petitioners before the formal reconsideration forms were submitted and the committee was formed. So at this time I'm going to ask Dr. Dare invite him to share just an overview of those noted concerns by the petitioners and any relevant legislation discussed. So I I just want to point out um and let me start by saying I am not an attorney. I am not a constitutional scholar. Okay. So uh I want to start by saying that um there the the two uh noted on the screen uh u revised statute 573550 and Senate Bill 276 are mentioned in your materials uh as you have copies of the original reconsideration request in your packets. So, um, I want to address those specifically because they're in your materials. Um, starting with Senate Bill 276, that, uh, language was actually
039proposed last year during the legislative session, during the 2025 session, uh, but it did not make it through final approval of the legislature. Um, similar language has been appro uh, proposed this legislative session, but again has not made it through any final um, uh, piece. So there were some uh things within within that around um restrictions for minors and penalties and uh some very specific things but that ultimately did not become law. So I I want to make sure you understand that. Uh the second piece uh are the revised statute 573550 was in place uh when the um um reconsideration request was received. 573550 in and of itself is specific to uh images, pictures, uh video, those types of things. Uh it is important to note um as this is a controversial issue uh in
040in all forms, but 573550 was ruled um unconstitutional by a circuit court in Jackson County uh on November the 17th of 2025. So, as of November 17th of 2025, that revised statute no longer exists. I want to be careful and make sure you understand, uh, again, I'm only addressing those two specifically because they were in the original request for reconsideration. There are other statutes and defining pieces of legislation out there. Uh, we have sought legal opinions for those statutes and and their applications. At this time, the advice that we've received from legal counsel is that we are in compliance based on the current judicial application of those statutes. That is subject to change at any time because there are challenges um throughout the state and nation in regards to that. Um the point in bringing
041that to your attention is I want to make sure you understand that that has not impacted our review process. So our our focus has been to make sure that we've conducted this review and process according to our policy and procedures uh that have been outlined for you in your packet as well. So um we didn't we didn't not do the review because of that. Um but we did chase those to make sure that that we were in compliance and and at this point I believe we are. I'm happy to take any questions on that. Again, just want to make sure you knew because they were in that um reconsideration. Okay. Okay, you have the full um request for reconsideration in your packet of materials, but in summary, the main concerns that were brought forth um
042in regards to law envoy specifically was that there was graphic sexual content involving minors and pervasive proanity. In the book title, identical um it does depict incest, sexual abuse, and sexual encounters involving minors. So, those were the concerns that were brought forth along with those other two noted um legislative pieces. On the previous slide, I kind of outlined for you what the process looks like. There's a committee that's put together um to conduct this review. Um and so I want to share with you a little bit about that process. Um there is requirement for the librarian and the principal to participate a teacher and a patron of the community. For this particular review there were two titles and so it was comprised of our librarian the principal two teachers um and three patrons. uh all
043of those individuals received the reconsideration request that was provided the form so that they could see all the documentation that was associated with that from the petitioners. Um during their first meeting they did review the relevant policies that we've mentioned here tonight um that should help to govern their process. They were shared what their purpose was. um they discussed their timeline for completing uh their review and coming to a determination and then they also talked through what that process would look like for review. So um each member read the book and they responded to a variety of different questions um anonymously through a Google form and the questions were aligned back to our selection policy criteria. So as they read the book they responded does the book do this is it this yes or no
044provide your rationale for why you answered that way. Um prior then to reconvening in that meeting too right they submitted all those responses and they were also asked to give their own personal initial recommendation. Okay the initial recommendations for Lawnboy were five to retain one to retain with restriction. The initial recommendations for identical were four to retain and two to retain with restrictions. And I do want to point out you if you've counted up there, we have seven individuals on the committee. And if you're tallying my votes, there's six votes. So the principal read the books but was neutral during that initial deliberation. He did that intentionally. He did not cast a vote in case the committee could not come to a definitive decision. and he needed to be the final determination. So there were
045seven people on the committee. He read the book, he participated, but he did not provide a vote. And so that's why there's six total votes that I've shared with you or six um initial recommendations. So in meeting two, they reconvened to review um those responses, those questions that they were asked to uh respond to and their initial recommendations. They did have that deliberation process. The members shared their rationale and they did come to consensus that both titles should be retained in the high school library without restrictions. I'll get into some of that discussion later in the presentation. Um but at this point just want to note that that review committee um provided their determination and rationale in December just prior to the winter break to the petitioners. You've heard a little bit of this tonight
046in the earlier comments, but I wanted to share just kind of a a summary of the book committee's um evaluation of the titles and some of the rationale that was provided. You have the full response in your packet of materials, but this is just a a quick kind of summary of each of those. So they did recommend that both remain available in the high school library without restriction. Um for Lawnboy specifically, the committee found that the novel highly was highly relevant to the high school experience. In their feedback, they specifically noted that Lawnboy provides a platform for meaningful discussions on the struggles of the working class, navigating self-discovery within diverse communities, and a focus on personal growth. The committee acknowledged that while some of the subject matter may cause discomfort, it is outweighed by the
047book's value. In particular, it was noted that this book reflects the diverse, sometimes harsh realities of the students they serve. Identical um the members noted that this particular book offers a voice for students that are dealing with mental health issues, eating disorders, and trauma. A core argument for the retention was the protagonist journey which was escaping abuse by being honest and seeking help. Specifically, one of the members noted that this um individual in the book she is definitely damaged but not destroyed. While the committee supported keeping the book, there was discussion that the content, which includes self harm, abuse, and eating disorders, is mature and possibly unexpected based on the cover description. There was a discussion of adding a trigger warning or a mature label rather than removal. So, that book in particular had four
048retain initial recommendations and two retain with restrictions. And when they came together and had that discussion, their feeling or the sentiment um was that it was less about restricting the content and more about being worried that a student might pick that up and get into the book and it wasn't at all what they expected and that there could potentially be an opportunity for some sort of label to indicate that. One of the committees who reviewed the book said that as a personal experience they've opened the cover of a book previously to read and there has been a warning label about the content that was there um that would have indicated to them as a reader if this is something that would align to my interest and what I would want to be you know reading
049more about. So the intent um from the committee was to ensure that students are mentally prepared for these themes, not to deny access. So we've discussed that in this process there is the ability for the petitioner to make an appeal twice. Um the initial pill appeal is to my office and I received that on January 13th. Um, as the assistant superintendent, my role in the first level of appeal is not to read the books and to provide a personal critique of the text, but to review the work of a professional committee that did read the book in its entirety. My role is to verify that their collective professional judgment aligns with our standards. And therefore, during my review, my focus was on a couple of different things. First of all, procedural fidelity. Did the reconsideration
050committee follow the steps that are mandated by our board policies? Was their process fair, transparent, and thorough? And then I was also looking at educational alignment. So, do these materials meet the established criteria for literary merit and directly support our broader educational mission? By focusing on these standards rather than my own reading experience, I'm ensuring that the committee's determination is rooted in policy. So, we're going to look at first um literary merit. Uh and we will start with Lawnboy. In my review, I did confirm that both books demonstrate literary merit with cited professional reviews and recognition by national educational organizations. Lawnboy specifically received the Alex award by the American Library Association in 2019. The Alex Award is given to books um that are written for young adults but that have special appeal to teens ages
05112 through 18. It also received recognition in 2019 um as the American Library Association's top best fiction for young adults. It received star reviews which is the highest industry honor from Publishers Weekly, Library Journal and Book List. It was also featured as a best book of the year by the Washington Post and Kirkus Rivios. Looking at identical um similar situation, this book was released in 2008 and it received similar accolades including New York Times bestseller. That particular status indicates significant cultural relevance and wide readership. It had a starred review from Publishers Weekly. It was the 2008 Kirkus best book for teens, the 2008 ALA best book for young adults. And in 2009, it received the Young Adult Library Services Association teens top 10 list. It was number five on that list, which that particular list
052is looking for high student engagement. So, the committee members had to read the book in its entirety to determine um does a specific scene or language serve a larger purpose in the story. If you were to look at just snippets of the book, you could look at certain pieces of that and find that that could be very mature and sensitive information. So again, they have to read that in its entirety to determine does that serve a purpose such as character growth. It could be historical accuracy or thematic depth. I'm not suggesting that that's what it did in this case, but that's why we're reading it in its entirety just to make sure that it does have a larger purpose. The committee did note that both works utilized candid language and mature themes, but they were
053done so to establish authentic voices and to deepen characterization. And so I'll give you one example um that stood out to me as I was reviewing their uh determination in particular in Lawnboy. Um he is of Hispanic descent and he lives comes from a very low econ socioeconomic status. um right or wrong, they were depicting the life in which he was living, which was harsh. And so they felt like it was relevant in order to provide um make that character believable in regards to the themes that he was encountering and coming across within the story. They did highlight that these elements function within a broader narrative framework that really was looking at the author was critiquing, not necessarily endorsing risky behavior or harm. The next thing I looked um at was really trying to answer
054the question, does the book help meet state standards or the district's mention the mission? So think back to our original criteria that we outlined in our selection process or our selection policy. From a standards alignment perspective, the themes that were explored in these books such as socioeconomic mobility, mental health, and identity formation do align with learning objectives in health, psychology, and literature, English language arts. And our high school curriculum does routinely engage students with complex material such as this to ensure their postsecary readiness with a focus on these complex themes such as addiction, identity, trauma combined with the literary devices. Um, one of them in particular uses verse novel symbolism uh metaphors. There's character analysis. So, we're looking at their motivation, their development of characters, and theme identification, which in these instances focused on resilience
055and family. As well as just being able to provide analysis that's evidence-based, the books do align with Missouri's emphasis on critical reading, argumentative writing, and the understanding of diverse perspectives in complex text found in the ELA standards. In a continuation of thinking about the instructional p the purpose, we've talked about that there's diverse perspectives um in each of these books which the committee feel like contribute to a very well-rounded collection. Um, and both books, the committee did recognize uh that there are mature scenes, but they felt like these elements served an instructional purpose, such as conveying the severity of the abuse and sometimes the consequences of [clears throat] poor decisions. The committee emphasized that the books are tools could be tools for healing and awareness, and the authors did not include these elements simply for
056shock value. I put a quote at the bottom there. The author intent, this came straight from their um determination was to illuminate systematic and personal impacts, not to exploit trauma. And then finally, the committee did note that these titles have the potential to foster empathy and reduced stigma. From an educator perspective on the committee, they felt that removing these books that address trauma may silence a student experience and limit the capacity of the educators to support at risk youth. Given all of this information, my determination shared with the one petitioner who made an appeal was to uphold the review committee's initial determination to retain both titles with no restrictions in the high school library. While it is not part of the review process, I do want to point out that the district recognizes that every
057book is not for every reader. Our library librarians are aware of that and they take careful consideration as they work with students. We absolutely want our parents to be involved with their children's education. We value our parents' perspectives. I'm a parent of students in this school district uh and I appreciate when my perspective is recognized as well. As a parent, you have knowledge that you bring to the table regarding your child and we definitely appreciate that partnership and educating all of our students. We do receive a handful of requests every year from parents who have a concern specific to their child about a book perhaps that they've picked out at the library or maybe something that they're reading in class for a course for content. And we always work with those parents to select an
058alternative library book if that's what it is or we will do alternative materials in the classroom so that student may still fully engage with the learning that's taking place. For context, this is the first time since I've been in this role that we've received a formal reconsideration request, and I believe it's the first time that a request has ever been appealed to the board of education. I do also want to let you know that we have six, we've received six additional requests from the petitioner who made this appeal. And of those six, two were previously removed from the library during an annual review process, but our records had not been updated in Destiny to reflect that. We've since corrected that error in our online catalog and and notified the petitioner that those two um have
059not been on the shelves, leaving a total of four additional requests for us to review. Two of those titles are found in both the junior high and the high school library, and we're currently reviewing those. When we have completed the review of those two, we will move on with another team. um that will be a different assembly of individuals and they will review those remaining two requests which reside only at the high school level. So based on the committee's finding um and also my alignment of these materials with our school secondary school readership needs, I recommend that the board uphold the committee's decision to retain both Lawnboy and identical in the high school library circulation. If you have any questions, I'll be happy to answer those to the best of my ability at this point.
060>> So, on looking at this, the check out, it looks like the last time identical was checked out was 2023. Is that correct? >> That is correct. >> And then LBO was October of 25. >> It was actually checked out as part of the review process process >> by someone on the committee. Correct. It's been checked out once. The petitioners on these, are they all our Rala district or are they outside of our district? Do you know? >> Um, I believe they're both residents. Yes. >> Okay. >> Do you know about how many hours total have been put into this for the first two books? >> Oh gosh, I don't. Yeah, I wouldn't even want to. >> So, the total count of books right now, you mentioned four more and then how many additional on
061top of that? I know at one point someone said something about 77 books that they had on their list that Megan had said. >> We're not aware of any beyond the two that are currently at the appeal level and the six additional requests that we received that in reality are only four more to review. So six total for us to review. >> Dr. Walsh. >> Yes. Um so looking at the um reconsideration guidelines that you point out early in your um in your um PowerPoint >> um so uh one of the points uh low usage so there's one two three four five six points um >> any one of them can be a reason that that book would be taken out correct it doesn't have to be all correct >> okay so when a number
062point4 is low usage and not utilized by uh the school community I guess my question would be a book that hasn't been checked out by anybody except for the you know one time by by the patron that was part of the committee >> and I think on the other one hasn't been checked out one time since 2018 >> I guess what is considered low usage would would a librarian consider that low usage >> yeah absolutely right they would consider that low usage um if you'll remember though they're looking to try to create a diverse uh collection and so there may be rationale that helps them to determine to keep something in spite of low usage. So, it could be meeting one of those other criteria. Um, I can't speak for them in regards to that,
063but I would also think that the date in which something's been purchased, um, you know, when you've invested in something, how long would you give that an opportunity for it to be on the shelf before determining low usage and removing? >> Yes. Since this process have started, um, have more students been wanting to check out these books, do you know? >> Not to my knowledge. >> I I don't I don't know the answer to that. >> Okay. >> I don't know, but not to my knowledge >> because they are still currently available. Correct. >> I can find out if they've been checked out since last. >> I was just curious, >> Dr. Watts, what would be involved in adding a reader's warning in these books? Is that something the librarian decides? Is that something that
064we would have to direct them to add? How does that work? >> So, I don't know that we have policy that necessarily outlines that for us. I think we would want to get the librarian's input in regards to how that would be managed. Um, we have looked at some functionality within our catalog system that they use, Destiny, to see if there's something there that could help with that process, but certainly we would want to get their input in regards to how to make that manageable for their collections. Um, again, I think they would have to go through a process of reviewing those and making that determination. And for example, at the high school library, we have, you know, 30,000 uh items in that collection. And so my recommendation to them or something to consider would
065be if it's gone through this process and we have made that determination as a committee, we would start there and move forward. Um but yes, there were some suggestions by the committee that that might be something to look at. >> Dr. W, I had another question. Sorry. And and if you addressed this early, I I apologize. So um the patrons that were part of this um just curious how were they chosen? Are they community members? I I guess I just to clarify for me. >> Absolutely. Yes. So they are community members. They are parents that have students that are also at that level um within our high school. Parents that have been actively involved in various different parts of our school community. Um and so just individuals trying to think of who would give us
066wide variety of perspective. um thinking about just what their uh positions are in the community, what their um jobs are, some of the just different pieces. So, yes, tried to consider all those factors to get kind of a nice well-rounded committee. >> Thank you. >> All right, any other questions for anybody? If not, then would someone like to make a motion? And I will say I do need a motion um for each book. [snorts] Does anyone have any particular um opinion on which way to go as far as making their motion? I think that uh so that we can start discussing. I will I will move that the board of education uphold the recommendation of the review committee to retain Lawnboy in the Rola High School library circulation without restrictions. >> I'll second. >> All
067right. discussion at this point. >> I'm sure there's people are thinking >> Well, I personally would um prefer that we maybe consider some restrictions on these books. I believe that parents should have um the right to see what their children are checking out and um that they should have some input in making that decision. >> I would second that. >> I agree with you, Carla. I think we should have the parents involved and uh put restrictions on and get parental permission to get the book. Uh, I would agree and I some of the things that I've read about it, um, explicit is the word that bothers me. Um, we might prepare our kids for some of that content. I just don't know that they're prepared for how explicit it is. >> On the other side
068of that, two things, not that I don't just don't agree with you, but they are award-winning books. We've not I don't think any of us have read the books. I don't know that I would want to read the books. >> I've read them >> and uh well, we'll get your thoughts here in a second after I finish. But >> they're award-winning books and uh so why are they they're they're for mature students. uh some of what I read in the excerpts were things I see on TV that [snorts] uh and so not not that that should be there either but uh >> so >> well I I would just counter not that I'm trying to be argumentative to the Jim >> um you know I've been to a award-winning movie and walked out before >>
069so I I get that those awards are important, but I I didn't give personally a lot of weight to that. That's just my perspective. >> Tracy, would you like to give some >> as a parent? Um, I have a 15-year-old and an 18-year-old and if they check out a book and they don't like it, they won't finish reading it. I don't I mean and I hope that they know that they can have a conversation with me that we can talk about it and what did you find you don't want to finish it that's fine but what was about it what did what made you feel that way what was it and let's talk about it I don't want them to be I want want them to hide something I don't want them to think that
070they have to sneak a book or to try to learn something that might help them or help someone in a different way I just don't think that that's I mean when I was a kid I was in trouble for reading are you there God it's Margaret and I anyway that was our controversial back in my day was it really I mean no I didn't learn anything that was but these are different this is not in comparison but similar right so I read the book but why did I want to read the book because it was not allowed it was on like a risky area so oh what does that say what do I want to learn what do I want to know about so sometimes when we try to protect them from that it it
071entices that brain to say, "What do you not want me to learn? What do you not what are you keeping from me? What is out there that I don't know about? Can they look at it everywhere else?" Absolutely. If you can figure out how to keep YouTube off of stuff and try to protect those things, they can find stuff everywhere. I mean, and I know we want to keep them safe at school, I get that. I absolutely do. But I feel that my responsibility as a parent is to have those conversations and take care of that at home. That's my job. I don't I mean, if you could put a warning, that's fine. Have a warning, but I don't think that you should be allowed to limit what my kid is allowed to learn based
072on his level of intellect or hers, either one. >> And and just to clarify, um Tracy's to make sure I'm not misunderstanding. So um the restriction um would be if as I as a parent I said I don't want my child to check those books out. So those books are unavailable to my children. It wouldn't mean that somebody else's child could not check them out. Is that correct? >> Correct. >> Is that the way the restriction would work? It's just I can I can pre you know prohibit my child from being able to access those through the school library. >> It would need parent permission. Correct. But somebody else if somebody else is okay with that they their child can check that out. Is >> correct. >> Okay. >> All children would have to have
073parent permission. >> All all children would have to have >> you would have to have that from every parent in order for it to be read. They would have to have permission. >> Yeah. >> Oh. So maybe So in order to read it, you have to have permission. It's going to be restricted to everybody. You have to Okay. So I was I'm misunderstanding. I thought that it was I would be able to just restrict it for my child. So that would be restricted >> restricted for all students. And if you want to read it, you would it would require parental permission. >> So this this is then different than what we had discussed earlier about having a warning put on there. So because that's actually a different process and would involve quite a bit more.
074>> Or if a parent now they can say >> I can say now if I don't want them to read something I that's in our policy. I can do that. >> But I don't These are not parents, right? >> Yes. One is a parent. Uhhuh. The petition one petitioner is a parent of a student. Um we do have parents now who express um you know a desire to not have their child read a particular genre in particular. Um and so librarians will work with that parent. um they're not restricting those books to all students, but simply guiding that student in particular to select things that would be outside of that genre if that's that parents express request. >> Um or if there's a specific title that the student has picked up and started reading and
075felt uncomfortable and had a conversation with their parent and the parent came to the librarian and said, "My kiddo started reading this. It had this in it. I was concerned about that. It made them feel uncomfortable." the librarian. There's instances where this has occurred. The librarian has had conversations with the student and the parent about that. Um reinforced the idea that that's what good readers do. Uh and as we are encouraging that critical thinking and decision making, that's part of that process. But then the librarian works directly with that specific student to find something else that does fit um or is more aligned to that student's interest or the parents request as well in regards to what they desire for their student to have in front of them. Yes. And we do that successfully with
076the handful of requests that we receive every year. >> Very good. Thank you. >> You're welcome. >> Okay. Any other discussion? Because as of right now, it appears that we have >> two motions on the table. >> No, we only have one motion on the table. We need to vote on that motion first, don't we? >> Yeah. So, we're ready. All right. Who would like to make the second? >> We have one motion. So, we have to have someone. >> Can I withdraw the motion? >> You want to withdraw it and then we do the second book. >> Does the second have to withdraw his second or can I just >> Yes, you and you would both have to withdraw. >> Okay. I wish to withdraw that motion so we can consider something else. >>
077Okay. I I'll withdraw my second. >> Now you have a things. >> Okay. All right. Would someone like to make a different motion? >> I would like to make a motion that we modify the recommendation of the review committee to retain Lawnboy with restrictions requiring parental permission. >> I'll second that. >> All right. All in favor say I. I. >> Those that oppose say no. All right, the eyes have it. So, it's been approved that we will put a restriction on Lawnboy. >> Okay. >> All right. So, and then I need another motion for identical. >> All right. Who would like to make a motion for identical? >> I'll make a motion that the uh board of education modified the recommendation of the review committee to reain um identical with restrictions requiring parental permission. Would
078someone like to second that? >> I'll second [clears throat] that. Okay. All in favor say I. >> I. >> Oh, >> sorry. >> Just making sure there was no discussion. >> Oh, discussion. I'm sorry. I apologize. >> Okay. All in favor say I. >> I. Those oppos say no. >> All right. >> Okay. Thank you. >> Thank you. if this is the time or not, but I want to thank the committee for all of their work. I know that's a lot and lots of hours >> for all of them. >> I would agree. Thank you, Jim, for that. Okay, now we're um for comments. So, we have Ashton here this evening. How's it going? >> Gotcha. Um, so I just had a few updates both in the high school level and the junior high level.
079>> Okay. >> Uh, personal uh informative note for all juniors up is the upcoming SA SAT here at the high school. Uh, it's on the 17th I believe of this month. Um, a lot of studying for that. Yeah. And then something more relevant is this upcoming band concert this the 10th this Tuesday. >> Oh, sorry. Let me Tuesday. Sorry. this upcoming Tuesday is to show our spring showcase that we've been working on for quite a while. It's going to be a good good time. >> Another thing upcoming is the Raleigh choir variety showcase this April 20 21st. And then also something that I'm really excited for and I think a lot of my fellow peers are is the Key Club is hosting their annual 5K run for comfort in April of 18th. April and then
080sorry >> 18th 18th sorry and then to give a more general um note on both the high school and junior high honor society um um uh uh sorry honor society for um application uh applications for both juniors and high schoolers are is very close to approaching >> it's going to be quite coming and then also all for both for junior high and high school March sports have kicked off and is going on a good trail. >> How is districts going for high school basketball? >> Well, I have >> I I have a few friends who are in that that are excited for it. Oh, and then also one more note. Sorry. The speech and speech and debate tournament hosted last weekend. It went very well. We had over 133 competitors and over 10 schools from
081across the South Central Missouri participated. >> That's awesome. >> It was a great >> How many volunteers did we have to make that Yeah. From our community, >> we had many. I I believe. >> Yeah. That's one. >> It is. If you guys ever can work it out, it is one of the coolest things to participate in. >> Mr. Brooks always says anybody can judge. So, don't feel like you have to be some former speech and debate champion to be able to judge because I'm not. >> But, uh, it's, uh, it's amazing to see what our kids can do. I did, uh, domestic extemporary. Those kids have 30 minutes to prepare, research, and prepare a speech. They get their topic, go and then they come in and give a seven minute speech >> and that's
082awesome. >> I've done it personally. It's very hard. >> It is very hard. I can imagine hard >> and just saying anyone that wants to judge. I didn't do it this year. I was out of town, but last year um they actually train you. So don't don't be scared. Yes, there's training materials that go with it. >> I want to say the number was over 300 that they were needing to help do stuff, but I don't remember. It was a huge number. >> Did they get everybody? >> They got everybody that they needed, but it was a big >> takes a big community effort. And >> they also added this year some online >> submissions and so there was some judging that actually happened remotely the weekend prior. So if you're not able to be
083there live, maybe >> you can do the prior voting. Yeah. >> Pretty remarkable. >> Thank you. Appreciate it. >> Thank you. >> Dr. Dar, would you like to give an update? Well, I I appreciate um Ashton's excitement and that, but if you ever hear me say anything about being excited about a run coming up, you should be worried. Um but no, it sounded like a great event, Ashton. I hope that all goes well. Uh just a few items tonight. Uh we do have a food service uh RFP out in public right now. Um and I I want to start by saying uh I appreciate our our uh cafeteria staff immensely. They do a great job for our kids. Um over these past several years um with nutritional requirement changes coming from the federal level uh
084with food cost increasing with the number of students we're managing food allergy and special dietary needs with um we're just needing some help quite honestly. So our operational costs have continued to rise labor food supplies all across the board. Um what the food service management companies can bring to us is their increased buying power. So, um, you know, I think if of going out to bid for we're buying a few cases a week, they're buying a few hundred cases a week. Obviously, they can get a much better deal, um, and be a little more creative and and, um, in in place of that, um, cost for the food, um, maybe provide more labor to help with our student experience. So, uh, it is an RFP, so the proposals are due, um, out in May. We
085have that's a that's a long process, so we have a while. uh but um they have to they have to present to us what their menu would look like, what their experience would look like, the menu type of options they're going to serve, their their food cost and all those kind of things. So, it's a it's an extensive uh process. USDA governs that very tightly. We have very limited ability to flex from the USDA guidelines uh in that regard, but that is out there. Um our our goal is never to make money uh in our food service um program but um the goal will be to break even and we're struggling to do that at this time. Uh this is National ReadAcross America week day um however you want to uh address that depending on
086where you are and who you're talking to. Uh but we've had a variety of guest readers and programs going on throughout the district. I know several of us had the opportunity to go out to Wyman. Um, I went to Green Tree this morning, so the community is celebrating, too. And, um, always fun to read to the little guys and and, um, and spent a little time visiting with them afterward, uh, about their experiences. So, um, I I know I got to read to a kindergarten class at Wyman yesterday, and I read, uh, the story about Bailey the dog, and we talked about their dogs and their cats and their fish and their snakes and all kinds of things after that. So, uh, it was very educational, but but great great times for them, and I
087appreciate our our staff being willing to have people come in. I think our SRO's went in red and and other members of the police department. They've had nurses and doctors and dentists and all kinds of things. So, appreciate our staff in coordinating that and um having those experiences for our kids. Uh our first community conversation night was last week um with that focus on mental health and awareness. Uh we had a great turnout I think and good positive feedback. Um our next topic uh will be around cyber safety. Uh so much happens with phones and technology and um just trying to help educate parents and and people on how to help support their kids in those regards. Uh so that event will be held on April 21st. Uh more information will be coming out soon.
088Um and we'll get some more details out, but please mark your calendars and plan to do that. It'll be at the um activity center at the high school, performing arts center at the high school. >> Uh student applications will open. Um, this one hurts me to say, but for summer school on Monday, uh, believe it or not, it's time. So, uh, those applications should go out Monday. [snorts] Uh, we have a large variety of opportunities and experiences planned. And so, um, summer school basically runs that month of June. I encourage people to check that out and see what's out there. Uh, there's enrichment, there's, um, some, u ways to catch up and remedial type things, earn some extra credits, all kinds of things. So, K12 opportunities there. Please, please check that out. Something for everyone.
089Yeah. And then um uh Dr. Fton mentioned earlier we're coming up on that one-year anniversary of the March 14th tornado and um you know, we're all kind of reflecting a little bit on that and and I would I I do want to share something. We uh went to our um the Missouri United School Insurance Council um conference back in January and we presented I've mentioned that to you before, but um just you know as a reminder that single night March 14th in Missouri there were $80 million worth of damages done to public school buildings. That's not damage to everything. That's just public schools covered by the m the uh music um insurance program. Our share of that is somewhere in the 10 to 12 million range once everything is done. We were one of the
090larger claims of that night. There were 17 districts impacted by that storm that night. Um I would tell you and and I'm I'm incredibly pleased that it seems like we're farther ahead in our process and our recovery than anybody else is. And and I credit that to our staff and our community. Uh we're grateful for the support and and the people that have helped uh keep us on track and keep us going. um in all forms and fashions and um it's truly um motivating um and uh really a credit to our community and our our staff for for their efforts. So, I couldn't let that go without mentioning that. Um yesterday and today were uh tornado drills throughout the district. So, >> um we're we're still we're still doing those things. So, >> tomorrow and
091then there's tomorrow's forecast. >> Yeah. >> That's all I have. >> I will telling the story. Oh, sorry. Go ahead. >> Those drills did coordinate with the statewide tornado drill, even though they canceled some of them across the state. Our staff did it anyway. So, >> they did a great job. >> When I get questions about the tornado and damage and construction and all that, I always brag on our insurance company. That's it's not my, you know, not my jam. I'm not in insurance by any means, but the thousand deductible for that millions of dollars of repair is just, it's been amazing. >> Yeah, they've been great to work with. very blessed in that situation. >> Yes. So, good job, Dr. Fulton. >> Because I know you've spent a great deal of time working with
092them. >> Still still working on it and still moving forward. So, >> good job. >> Okay. Does anybody have any comments they'd like to share with us? >> Right now, the Varsity Boys are tied 56 to 56 against Lafayette. So, >> how much time's left in the game? >> I didn't ask that. Okay. What's us for? Do I get an update? >> Okay. Thank you for getting that. >> You're welcome. I do have a comment because I will not be here for Mark Cell's last board meeting. >> So, I want to congratulate him for his service. He thinks he's going to get out of that. [laughter] >> Would you get out of that? >> I appreciate having you as a former teacher and a former coach on the board and providing your perspective. >> Well,
093thank you. Thank you. Appreciate it. >> I And thank you for answering the call. Absolutely. >> Thank you. [applause] >> And then I know you two went to the debate. >> We did the >> We did. Loved it. Great. Do it again, >> right? I'm sorry. I just put you in that basket. >> It was harder than I thought it would be, though, >> you know, because >> they were so good. >> It's hard to really declare a winner. >> And I did it, but it was hard. the debate part. Yeah, >> the debate. >> Yeah. Yeah. Could you Yeah, it was speech and debate, but I remember you doing the debate part. >> I talked to one of my friends in the judging >> and he said it was like going in and they
094were already attorneys and he was supposed to be judging them. [laughter] >> So, he felt over over matched. >> Yeah, >> I could imagine. >> All right. So, don't forget next week on Tuesday, uh, March 10th, we will be in Jeff City for advocacy day and we do have a schedule. >> Oh, you're not going to be there? >> I will not be able to be there. >> Thank you. Thank you for making the appointments with all of our representatives. So, I'm glad that we get to meet with each of them. >> Yeah. The only thing that might stop them is if of course they go into Yeah. or got a vote or whatever. Those kind of things. But yes, who is going to go? >> I don't think I'm going to make it. I
095don't think I'm at enough going on with whatever is going on in my house, which is a lot. >> All right, I understand. All right. So, uh, we'll report back how that how that goes. >> Sounds great. >> If we don't have anything else, can I get a motion then to return to close session? >> Mark, >> I move we go into close session. >> Close session. >> I second that motion. >> All right. How do you vote? >> Yes. Yes.