001I call this meeting to order. Roll call, please. Ms. Williams? Here. Ms. Miller? Here. Ms. Chastain? Here. Ms. Collins? Here. Ms. Landing? I'll be right in. I think she's trying to join us. Mr. Moore? Here. Mr. Richmond? Here. Okay, pledge of allegiance. All stand, please. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Okay, members of the board, if you would join me in the front, please. I went to look for you and you took off while I get over here. So, the first set of awards, I'm going to let the coach, but it's my honor to be able to do this, to introduce our coaches and our teams. Um, we have the
002Central Varsity Cheer Team. Um, they compete uh very well at the state uh and even national level at at times. And so, uh but they finished their season with a second place performance in state. Um, I will tell you that um Cali Ferro, our coach here, I just want to that's one of the opportunities I have is to talk a lot about our coaches and she does a great job. She pushes them. She has a lot of numbers out. Um, she's always they're they're always very professional. They always do their their job very well and that's a reflection of their coach. So, I'm going to turn it over to Coach CALI FERRO. >> [applause] >> UM, THANK YOU. UH, GOOD EVENING AND THANK YOU FOR THE opportunity to recognize an outstanding group of student athletes,
003our Central Varsity Cheer Team. Uh, this season has been a successful one. In October, the team took first in the Kansas City regional and then in November, the team earned second place at the MCCA Performance State Championship, showcasing their strength and execution of a difficult routine. They continued that momentum in in February by again earning second place at the MCCA Game Day State Championship, proving their consistency and versatility across both styles of competition. In addition to their state success, this team also qualified for both a traditional and a game day routine for UCA Nationals in Orlando. Um, and that's against hundreds of teams. Uh, which is a significant accomplishment on a national stage while competing against some of the top programs in the country. They this team delivered two clean, zero deduction routines representing our
004school in excellence, composure, and pride. Um, individually, they also this group stands out. This team produced six All-Americans, Caitlyn Ledford, Kadian Duncan, Lily Carter, Jaycee Hoffman, Jordan Jones, and Anna Soper. And then two All-State athletes of Jaycee Hoffman and Imani Henderson. And then along with that, um academic All-State athletes of Jaycee Hoffman, Petra Anderson, Ashlyn Beam, Brooklyn Beam, Lily Carter, Imani Henderson, Cambry Phelps, and Anna Soper. Highlighting the talent um and work ethic within the program. Beyond their trophies and titles, what makes this team especial is their commitment, teamwork, and the way they represent our school community. Um, they work countless hours and they do it all before the majority of the people wake up in the morning. We have practice at 5:30. Um, beyond competing, these girls spend lots of times on sidelines. They
005love traveling to away games for both football and basketball season, lots of other school events, and they do represent their school in the best way possible. I, along with Central High School, am extremely proud of you and all of your achievements and the example that you set for others. Um, so I'll just announce the ones that are here. I do have a lot that are absent um because of spring sports because they are heavily involved in a lot of things. Um, so my athletes that are here today are Anna Soper. >> [applause] >> Ashlyn Beam. Brooklyn Beam. >> [applause] >> Jordan Jones. Kadian Duncan. >> [applause] >> Uh, Cambry Phelps. Ella Kraus. Jaycee Collins. >> [applause] >> Kendall Weston. Chanel Butcher. Addison Miller. And Jayden Penick. Good job, girls. Thank you, guys. >> [applause] >>
006Uh, so do you want them in two rows? Yes, sir. You guys want two rows? Two rows in the Do your rows like you always do. Or you want two rows in the I would do that. Two rows in the I would do that. Okay, so materials. Thank you. Congratulations. Yeah, and board members, yes, if you can see me or if you want to come out on both sides, you're welcome. Okay. Okay, here we go. Very good. Thank you. Good job, girls. >> [applause] [applause] >> Good evening. As the Saint Joseph School District prepares for the 2026 end of course EOC assessment window district, the district leadership remains committed to establishing a strong culture of academic excellence. Recognizing outstanding student performance is one of one important way that we reinforce that excellence in scholarship is
007a priority across our district. The Missouri end of course EOC assessments measure student mastery of essential standards in core high school courses and serve as an important indicator of college and career readiness. The following students achieved the highest performance at their respective high school during the spring 2025 EOC assessment. Their achievement reflects both individual dedication and the high quality instruction provided in our classrooms. So we are going to start with algebra one first. From Benton High School, Adriana Redman. >> [applause] >> From Central High School, Robert Pierson. >> [applause] >> And from Lafayette High School, Bradley Woodsmall. >> [applause] >> And just like Coach Farrell said, we do have students who are involved in lots of things, and so uh Ms. Tutor does have their pictures back there for those who couldn't join us tonight.
008Um we in algebra two at Benton High School, Zaden Woodward. >> [applause] >> At Central High School, Chloe Bowman. >> [applause] >> At Lafayette High School, we had a three-way tie, Aiden Clark, Alejandro Cristobal Esteban, and Shay Davison. >> [applause] >> CONGRATULATIONS. NOW WITH our biology one EOC, Justin Adkins from Benton HIGH SCHOOL. >> [applause] >> JOSIAH CHANEY WITH CENTRAL High School. >> [applause] >> LESLIE VILLALOBOS Chavez at LAFAYETTE HIGH SCHOOL. >> [applause] >> CONGRATULATIONS. NOW TO OUR APOLOGIES, English two EOC, Riley Campbell from Benton High School. >> [applause] >> SARAH GUPTA, CENTRAL HIGH SCHOOL. >> [applause] [applause] >> AND MASON SHELHART FROM LAFAYETTE HIGH SCHOOL. AND LAST BUT NOT LEAST, OUR GOVERNMENT EOC results, Cole Kelly from BENTON HIGH SCHOOL. [applause] ALEXANDER LAWYER FROM CENTRAL HIGH SCHOOL. >> [applause] >> AND THEN WE DO
009HAVE A THREE-WAY TIE AT Lafayette High School, Dustin Hubbard, Adrian Parmeter, >> [applause] >> and Zane Sellers. >> [applause] >> And I know we clapped a lot, but guys, this is I would never have got this recognition, so guys, this is an amazing feat for our students, so can we give them just one more ROUND OF APPLAUSE? >> [applause] [applause] >> OKAY, SO LET'S ALSO CALL TWO ROWS, two rows, the taller students in the back need to come up to the front. Keep coming. Keep coming. Keep coming around. Yeah, there you go. The board members Yep, that's a good idea. Okay. Okay, awesome. Here we go, everyone. Very nice. Thank you. >> Thank you, Marsha. CONGRATULATIONS. >> [applause] >> YEAH, THE OTHER ONE'S RIGHT. DID YOU GET ONE OR TWO? Uh I got two. Okay.
010They're both my names. >> [snorts] >> Just giving them a moment. Thanks for coming, y'all. And now we get to turn our attention to recognize our Board of Education. Missourians benefit every day from the dedicated energy and countless hours devoted by a group of more than 3,600 men and women from communities across the state. These public servants are elected by their local constituents and do not receive compensation for their tireless efforts. They are the local school board members of Missouri. During the month of March, communities across the state will honor the dedicated service of their local boards of education during School Board Recognition Month. The goal is to build awareness and understanding of the important function an elected Board of Education plays in communities and schools. All Missouri citizens are asked to recognize the important
011contributions of these men and women and focus attention on the vital role these public officials play in the education of Missouri's children. This has been a challenging year and to serve as a board member in our district with many difficult decisions along the way. While this responsibility may at times feel thankless, please know how deeply we appreciate the time, energy, and dedication each of you has given to improving our district. I sincerely thank each of you for stepping up to the challenge and for making thoughtful decisions you believe are in the best interest of our students, staff, district, and community. Thank you. THANK YOU. >> [applause] [applause] >> OKAY, SO MAYBE STEP A LITTLE BIT CLOSER TO THE ORDER. AWESOME. We want to showcase your All right, here we go. Awesome. Thank you. Thank you.
012Thank you. Appreciate you. Thank you. Thank you. Okay, next. Okay. Audience participation. Dr. McMillan. Good evening. I know there's been some conversation in the past meetings about our committees, and so being a member of the academics committee, I thought it may be helpful to give a report. I do want to recognize Ms. Veal. Uh she's part of it also, she's here to make sure I'm telling the truth about what happened last week. Um if she disagrees, she can object, but we had a very productive meeting, and the the subject was end-of-year content testing, uh the state testing that our students take at the high school level, and the importance of it. And unfortunately, right now, those tests do not impact the students' grades. So no matter how poorly they do or how how good they
013do, it does not reflect on them, but it's extremely important for our district and our accreditation. So the question that was brought to us is, how do we motivate and encourage students to give their best effort on these EOCs? Uh the the district provided us with a survey to 26 teachers, where they asked these questions of teachers who teach EOC subjects. How seriously do you think students take EOC exams? 92% of them said, "Not very serious or somewhat serious." The second question, how strong is student accountability for EOC exams currently? 39 not at all, meaning no accountability, or 54% too weak. And the last one, in your opinion, what accountability should the district adopt to encourage students give their best effort? 65% said attach it to their course grade and transcripts, and 23% said just
014the course grade. So 88% encouraged from our from our staff, 88% encouraged us to attach it to the course grade. I would say the consensus of the academics committee agree with them that the best way to encourage kids give their best effort on these tests is to have a little skin in the game, to have a little accountability on how well they do, and to attach it to their grade. The second question we then had to answer is at what percent on their grade. Um many districts right now do 10%, and uh the the committee, I think came to consensus that 10% is is big enough to encourage them to put their best foot forward, but at the same time not so much to wreck the efforts they've had throughout the semester. So on behalf
015of the academics committee, I think I can say that we support putting a 10% weighted grade on EOC test. The difficulty is students and parents have not been notified this year of such decision. Upon further reflection of committee, we felt like with a difficult year we've had, some of the the emotional health of our students and just the unpredictability of this year, that it may be better to do a roll out implementation. So this year the academics committee is recommending a 5% roll out on EOC exams and then make next year taking the recommendation of the academics committee, our academics team, maybe going up to 10%. I thought it'd be helpful for the board to realize that after reviewing the data, hearing from teachers, and also hearing from students, that we're not taking EOC exams
016serious. And that is going to directly affect our accreditation. So we must figure something out. It's our recommendation that we do it by attaching it to grades and transcripts. Thank you. Okay, next Mr. Lake. As usual, I change what I'm going to say after I get up here for a bit. I do want to address that. Those are great ideas, but I I offer caution on that because as someone, I'm going to toot my own horn, who has the highest EOC scores in in Northwest Missouri and even in the state some years, the real gain and growth was not always the person that we got to proficient. It was the person that we got from below basic to basic. So when you attach those grades and and and it's a good idea, but you got
017to be careful with that because that young person who just got barely to basic really probably achieved more than somebody who started the year knowing most of the things and got to proficient. I'm not taking anything away from those people, but please be careful on that. Um I just have a few questions, you know, with with our reorganization here is is something I would like the district to put forth a a little bit more to the public is is what does success look like in a year, two years, three years? What are we going to look back and say, "Hey, that worked or it didn't work?" I also will still ask Dr. Hedgecorth as I know he's presenting tonight on the potential savings from attrition and the the other the other moves, what does our
018attendance look like and our revenue look like if we base it on the the current attendance and not what was at the previous year? And what do we project for next year because I think that's going to that's going to be a real issue for us. Um the other thing is is I always say this, I I know these are business decisions for you, but they're very personal for the people. Uh please do not forget how big of an issue something small like transportation is to certain students that we have. I challenge you to go at 2:35 at any school, put your walking shoes and follow I know it's kind of creepy, but follow a couple kids home. See how far they walk. See how far they go. And those are the things that we
019need to do a better job before If we're going to make this change, we need to do a better job of with it. We we have future Indian night where people don't know if they're welcome to come, whether they're students at Lafayette or whether they're students at Rubidoux. That was kind of a botched deal. Need to do better with that. Um if we want activities there, this transportation is an issue. Other other districts who have consolidated have done things like an activities bus where at 5:30 you go back There's a bus that leaves the school and takes students home. We need to think about things like that and and we need to put ourselves in the perspectives of we need to look at it from our user, which is our students. And I'm afraid that
020we're we're we're too up here looking down and and as a middle-aged adult who doesn't have to worry about transportation, you know, sometimes we forget about those things. And and I think that's very important that we go to each one of those those little issues there. And the last thing I'll leave with is you know, I don't speak for all staff and I don't speak for all parents, but a lot of them speak to me. They're worried. They're confused. They're uncertain about different things. Our staff, I had two or three contact me today. They don't feel valued. And whether I'm for three schools or against the plan or whatever, you know, I'm going to come out and I'm going to do my best to help students next year regardless of what we are. But right
021now we've got to put our staff, put our families, we got to show value, we got to listen, we got to communicate. And I think in all of this, we're so busy with the business of what we're going to do, we're kind of forgetting to take care of that. So I'd like to see that improve. Thank you. >> [applause] >> Okay, approval of the agenda and we have a couple changes. Um remove five F and H to action items and move eight A to the consent agenda and move nine A to be an action item. Anyone need any of those repeated? Yeah, can you This is what Can you do that again? Mhm. On the consent agenda remove F and H to action items and move eight A donations to the consent agenda and move
022nine A to be an action item. So okay, so here's my question. So 8A, we're going to vote on that, so we can just keep it there, right? Yes. Okay, and then items F and H, someone can just remove them? Yes. It's what they're asking. It's not admin, it was members of the board that asked. That they move to action. To remove these, right? To move them to action items, yes. Mhm. Who Who's asked? Okay, well, it doesn't matter. 9A was asked. Okay. Not remove them. Just remove them. Mhm. Move them to action items. Mhm. And 8A is moved to consent, right? So we're not voting. I mean, if you wanted a discussion on it, could leave it. If you did not want discussion, you can move it over to consent. Okay, with all that
023being said, is there a motion for approval? I'll make a motion to approve the amended agenda. I'll second. I have a motion and a second. Any additional discussion? Okay, would you call the vote, please? Ms. Williams? Yes. Ms. Miller? Yes. Ms. Chesney? Yes. Ms. Burns? Yes. Ms. Lamming? Yes. Mr. Moore? Yes. Mr. Richmond? Yes. And the motion passes all approved. Consent agenda, is there a motion for approval? Remember we removed F and H. I'll make a motion. I'll second. I have a motion and a second. Any discussion? Okay, would you call the vote, please? Ms. Williams? Yes. Ms. Miller? Yes. Ms. Chesney? Yes. Ms. Burns? Yes. Ms. Lamming? Yes. Mr. Moore? Yes. Mr. Richmond? Yes. The motion passes all approved. Admin reports, Dr. Dennis? Sure. So just a couple of things for me tonight. I
024thank the Board of Education for moving our meeting regularly on Monday to today because we hosted Surry County from North Carolina today in our district. So we had some of those school district officials. We also had some Altec members and so we've had a full two days of hosting those individuals and I will tell you it has been a wonderful professional learning experience the last two days focused on innovation, focused on real world learning, how we can make learning more relevant for our students, and then just some collaboration about different things. So it was a good day and Mr. Moore, if you have anything else to chime in from an Altec perspective, Yeah, sure. I I would just add that we we think there is a blueprint for just a wonderful way to uh serve,
025I'm going to say an underserved group of students who are headed for the workforce, but maybe didn't get into Hillyard's or maybe don't have a go forward plan for their career. And so there's a program, I think you've heard me mention it before. In North Carolina, they call it fleet. I sort of refer to it as the high school factory. But but this is a way to involve some some students, many at risk, and have them go to school actually where they work. And so they they go to school full time, get everything they need to graduate, and then spend the other half of the day earning money hopefully leading up to a to a full time job. So it looks like it would be a very beneficial model for our district and our students.
026And and so Altec is interested in learning everything they can and know how we might implement that in St. Joe. So, that's what we spent a good part of the time talking about. >> Yes, and they we visited all 21 programs at Hillyard. We also stopped by Webster Learning Center. So, they are hoping to have an alternative school program in their school district. So, they wanted to learn from us. Dr. Richardson led that tour and I think that was very beneficial for those folks. And but really that the collaboration piece uh we're also going through the district reorganization about the same time that they are. They're they're delaying 1 year but closing a middle school. So, just that process of town hall meetings and how how to best communicate that with our families. So, we
027had just an awesome 2 days of collaboration with those folks and I think that will continue. We made some good connections and relationships. So, there's that piece that I wanted you all to know about that happened this week and then we've talked about legislative issues and I was on a weekly call and with our director of legislative advocacy and I know some of you've asked about the A to F report card. Dr. Hedgecorth has spoken about some of the financial concerns. I do think we're going to need to continue to tighten the belt. It doesn't look like a beautiful scene for public education as far as funding is concerned in the future. But as far as the A to F report card, there is going to be a webinar at the end of the month
028and so I will participate in that. It was voted out the house 96 to 53. So, it was sent to the Senate Education Committee. I will keep you posted on that. We do think some version of that is going to come to fruition. So, we will keep you updated. Any questions for me? I I got some questions about the CH the central track. Is that open or is it going to be open? Yes, that central track is open. We we're putting up signs. I know they're being designed. I don't know if they're up yet. Not yet. Okay. They will be up and I'll talk about some of the restrictions as far as you know, type of shoes that can be on the track and things like that. But the central track is open. Okay, so
029it's open now. Correct. Okay, thanks. And then can you can anyone provide [clears throat] the No, go ahead, buddy. Uh so, can anyone can you guys provide an update on the progress on the attendance issue for chronically ill students we talked about last time. I'm just asking about it because it's March and I know that there are some kids that are approaching the end of the year and they're eager to know what's going to happen. We do not have our meeting with principals until later on this week. Okay. After your meeting with the principals, when will we receive an update? I believe Academic Services going to have a rotation for that. So, as soon as we get that feedback from principals and then have an opportunity to analyze that data, we will report back to
030the board. I would say within a couple of weeks. Hopefully we can talk about that at the work session. Okay, any additional questions? Okay, Mr. Duty. Happy Tuesday. It's so weird not to say Monday. Um and I told Dr. Anderson I brought my glasses so I can see. So, I'm going to share with you three different things today. We have been very busy in the Academic Service team. And so, the first piece I'm going to share with you as part of our commitment to shared accountability, we're sharing tonight the third and final elementary predictive data set. That data set, the assessments were administered the last week February. Um the request came from our teachers to ensure that they had those reports ready to go for parent-teacher conferences. And parent-teacher conferences were a little earlier than
031what we've had in the past with spring break as well. Um but as a reminder, that is our number one district priority. By the end of 2025-2026, we remain committed to that increase of 45% proficient advanced in all of our content areas. We have monitored progress throughout the year um with these predictive assessments. We have paired ongoing data conversations with our Academic Service team, just as a team ourselves, our building principals, our instructional coach, and even at the classroom level and our PLC teams. Um and to frame the data, if you look at it, um below 39% indicates that we're below that target. And so, if you look at that data set, you'll see 39 is kind of highlighted red for you on that report. Um 40 to 44 indicates that we're approaching our goal.
032We feel that we will probably hit that goal. Again, this was taken in at the last week of February. We still have some time before our state assessment. And then 45% and above, that means we're meeting or exceeding our goal and you'll see that highlighted in green. Let's go. Let's go. Um in the data shared, I placed not only all three predictive data pieces, but I also thought it would be good to have that spring 2025 map data piece as well. Where was this grade level um not that same cohort, but where was the um like if you were in third grade at Hyde, what did third grade at Hyde look like in spring of 2025? Um so, here are some key takeaways. You can take this home and process it. I you know, this
033is a this is a piece I promised to share with you guys. This is part of our comprehensive school improvement plan to share these data pieces, these goals on effective teaching and learning. Growth is evident across the district particularly in English language arts where we see we're steadily approaching that 45%. Mathematics shows pockets of strong success especially in those upper grades, but remains an area requiring some monitoring. Um and so, I've sat down with really a strong math friend of mine, Victoria Mueller, who serves as our instructional coach. And one of the key areas that kind of stood out for me in the examination of data was the sixth grade data. And so, math works a little different than ELA. Um you have to have some key concepts understood before you can move on. And
034so, some of those questions that were on the predictive assessment hadn't been taught yet. So, we were still you know, we still have some time to teach those standards. And so, she assured me and and uh comforted me in the fact that we will get there with that sixth grade. Um because that was an area that um in um my work I was looking at. There was a little bit of a difference there. Um I will say that the secondary window, so you're wondering this is elementary, right? But the secondary window for predictive three just opened yesterday. Um so, our middle school and our end of course exams just started the window yesterday. Um I will share that data with your with you guys in our weekly reports and then I will share again in
035April with the community. Um our Academic Service team stays committed to that goal. Again, our team and our building leadership, we will we're making academics the top priority as we head into the next few weeks for map preparation. The second piece I wanted to share with you and I think Kevin can pull that up now is the development and the creation of an academic dashboard. Um This work represents an important step in how we communicate student outcomes and the work surrounding our APR with clarity and purpose. A huge thank you to Ms. Becky Dunn, Ashley Coates, and John Morris Morris for their leadership and effort in building this tool. Um I also want to acknowledge the mentorship from Dr. Fulton from the Success Ready Network um whose guidance has helped ensure we're aligning best practices
036in this development to reporting. Um and this data dashboard is ABA compliant. That was one of the key things that when you know, when you go to create something, let's go ahead. We know this is coming down. So, Becky Dunn and Ashley Coates have been instrumental in that work. I want to say this is just a draft. Okay, so I meet again on April 1st and April 2nd with Dr. Fulton and the Success Ready cohort. Um we're in cohort four. And so, they they we have an opportunity to look at districts other district data dashboards and they provide feedback to us. Um as we continue to refine the work, I can say that Dr. Fulton has shared with me some key things that we need to integrate our internal assessment data. Okay, what you see
037here if you drop if you drop down, you'll see the APR represented there. But and you'll see the that we have our map. Um and if you even scroll down even further, you'll see our end of course exams and we were explicit on the below basic to the advanced. There you can see where our students are are scoring in those four performance levels. Um but what Dr. Fulton has ensured for us is that all this predictive data I'm sharing with you needs to be transparent on this dashboard as well. The other key piece that we have is we need to enhance the dashboard so it's not just data. It can't be just numbers. It's a tool that provides storytelling. And so, I know that you've seen many of the videos that John has you know,
038we've been really targeted on real world learning because that's an element of the Success Ready Network. We've been targeted on the Aspiring Leadership cohort and we've produced and John Morris has put put together a very nice video. Those are key things that we want to add to our data dashboard, and that's the um recommendation from them that we um add those as well. Um and then we continue to improve the usability and clarity for our staff, families, and the community. And I want to stress that this is not a finished project. You can go to the SGSD website, you can click on academics, and then over to the right-hand side, you will see it says data dashboard. It's live and it's up there for everybody to see. If you scroll down, I want to show
039you something. So, you'll see some ACT stats um right there. So, you'll see the percentage of students taking um the ACT. Um so, students taking the ACT in the St. Joseph School District is 35.4%. Um the state average is 61%. SGSD ACT average composite score is 20.6%. The state average is 19.9%. Um those are the enrollment numbers in 2025 Missouri District Report Card. So, we get a report card for our district. That's our K-12 enrollment. Now, that pre-K enrollment and the K-12 enrollment was based off November 15th data. It could look a little bit different now, um but that's [clears throat] what is being presented to us that we use as data to um share with the community. You will also see demographics. So, um one of the key things that we were asked to
040do was to put the state average as well. So, you can see special education, um free and reduced lunch, what that state average looks like, and then language um English language development and that state average. The other piece is an HR piece that um Dr. asked us to um include a staffing insights because we all know that the classroom teacher is the most important piece in moving student outcomes. And so, right now, um staffing insights, we have 16 students per classroom teacher. And that state average is 16 as well. Um 167 students per administrator um in the St. Joseph School District, that state average is 156. Um the average years of experience um in St. Joe is 13. The state average is 13.2. Um and the professional staff with advanced degrees, um those um are
04155.5%, where the state average is 60.8%. So again, I will continue to showcase um this academic dashboard and continue to work as um a team here with um our district leadership team to continue to build and refine this data dashboard that kind of tells our story. Um and this is an avenue, like Dr. McGinnis shared, where if we go to a letter card grade card, that we have the opportunity to share our narrative as well. The last piece I want to share with you is that And I I don't want to be repetitive in comment, but I I've not seen that. That's a That's a good comprehensive scorecard. I mean, I'm sure it doesn't have everything, and I'm sure, like other things, you guys will work to analyze what what do those numbers mean? What
042do they mean to us? Even having us in the state average, you still um you're still work to be done to untangle that. But I um I think that provides a good summary even to all of us in the community that says, "We're not We're not terribly off track in in any of the areas." Particularly even that last slide, there was 16 students per class, the the administration load. I um I think that comparative data is a is a positive thing to have, and one that we can build on. Absolutely, Mr. Richard. Thank you. I have a question about the number of kids per class. Is that including all classes, all grades? Miss Wayne, that's a great question. I had to ask that question, too. So, these are classroom teachers. Yeah, this is tier one
043instruction. So, this does not include English language development or our special education. Doesn't include like our district administration and building leadership was not included in this number as well. Thank you. The third and the final piece is um academic um service committee meeting um update brief. And I have want to update you on the discussion and the feedback from the academic service committee that was just held on Thursday. I am so thankful for the stakeholders that provide us feedback and provide us um words of thinking that move our team forward. And so, as I reviewed IL1 um policy IL1 um in assessment program, there was a subtopic that um had statewide assessments. And in that, it states that in courses where end of course assessments are given, the superintendent will determine what percentage of the
044course grade will be based on the EOC. Um for I can say that ends the policy, but for the past 6 years, the EOC assessments have had zero impact on students' course grades in our district. Now, I can go back and say for the past 6 years because there was a practice in our district that did include 10%. So, there are teachers teaching in these EOC courses that have fed to me through the last 3 years, "Hey, we you're working on student agency and student ownership and keeping track of goals. The problem is there's no accountability for the student on the end of course exam." And so, we began our journey a a long time ago in August, um and we consulted and collaborated with Kansas City School Districts. So, one of the first things
045we did when the um RPDC was asked um those districts in the south, "Do you have a policy that um represents how much EOC Like, do you hold your students accountable for the end of course?" And 18 out of 24 districts um that represent the RPDC do have a policy that states anywhere from 10 to 25%. And so, DESE recommends it to give um a 10 to 25% guided guidance uh for a district to use. Now, um as we examined the practice, we intentionally sought broad input onto this. And so, we had a We have approximately 45 teachers who teach high school end of course courses. And that was a question that was brought up at the academic service committee meeting. They said, "Okay, we see that the 26 responses were included on the survey,
046but how many teachers do we have that teach an end of course?" And so, um we looked at approximately 45. Now, there are some like Algebra 1A and Algebra 1B um with the special education um where we don't give the end of course assessment and until Algebra 1B with special education, but Algebra 1A is just as critical um to that um because it's divided out between those 2 years. Um but we did get 26 responded out of about 45 teachers. Um and again, we consulted with DESE, which recommends districts set that EOC weight between 10 and 25. We connected with area districts, including North Kansas City. One of the reasons the teachers liked North Kansas City's model, and they also liked Lee's Summit's model. Um and so, we worked um better to understand their practices.
047And so, we really dived into like, "Talk to us about how you set this up. What does this look like?" And then, I met with student groups across the district who clearly expressed a desire for us to align grading practices for what we value. Um specifically, that scholarship and performance on rigorous assessments, they must matter. After reviewing this feedback, engaging in discussion with the committee, we developed an initial action plan. And so, I know that I just um I shared all this with the academic service committee. Our recommendation from the academic service team was like, "We We felt we were at the lower end, 10% um with um you know, with DESE guidance and what MSCA um had recommended as well." Um but we so agree with our academic uh committee members um that serve
048and are are a critical voice for us on that um work. And so, the district will communicate um to our families and our students that the end of courses um will account for 5% of the course grade. Um we will utilize Lee's Summit's cut score model um adapted to create an SGSD specific approach, and that was shared. Um there There's a lot of work that goes behind those numbers in developing raw scores. We get the raw scores back, but we don't get the advanced um uh you know, proficient, basic, and below basic until July or August. Um and then, instructional coaches will lead PLCs to ensure teachers consistently implement this grading structure within the grade book. This is just one action plan. The action plan that you saw tonight, where we recognize the individuals from
049the spring of 2025, you know, students told me that we we need to do a better job of highlighting the academic performance of our kids. Um and so, that we have to demonstrate that not only does attendance matter, because you'll see that represented on our social media post, um but also the scholarship matters. And if if if you are telling us Miss Tudor that these end of course exams do matter, map testing does matter, then you have to show us, too. The district has to model that. And so we feel this this approach where we honor the 2025, those that were the top performers, and anybody that scored advanced got a gold certificate. So those that scored advanced got a gold certificate. Those that scored proficient got a silver will get a silver certificate. And
050the ones you saw tonight were representative of the platinum scholarship award there. Then again, we we in order to create student agency, student ownership in this, we want to you know, lead this lightly this year with the transition and and set it at 5% and then just kind of monitor how does that impact work. We've already done some studies and some numbers. It it truly does help individuals that may be on the verge like especially particularly if you have a D and you do well on the assessment, it'll tip you over to a C. And then we looked at those grading scores. I'm thankful for Mr. Hustler who looked at that. But we think this is our first step forward in ensuring student agency and some accountability in the end of course exams. Any thoughts
051or questions or anything I can I'd be happy to address? Can you help explain to us lay people like like the difference between end of course testing and map testing and is end of course like a designation or could it be anybody that gives a final? How does all that work? Yeah, end of course. So in high school, you know, how we have biology at freshman year? Okay, so end of course, those end of course exams then just say when a student takes this course, biology one, at the end of that course, students should have mastered these standards. And so that the the state has left it up to a district to decide when when do you place biology? Where is that place? But wherever you place biology, you need to ensure that you give
052the end of course exam at the end of that course. >> Okay, so state defines what classes get it. >> That's right. And we you can there are assessments there are courses like physical science that do have an end of course exam, but it's at a cost to the district. And so we don't we give the assessments that the state mandates that we give. Okay, thank you. EOCs are typically at the high school level or eighth grade algebra one. Math is third grade through sixth grade, yeah. Between you and Jacob, you did a good job of outlining what that was and I appreciated his attention at the committee meeting and reporting what that was as well and then your further elaboration. I I thought there were I thought I heard and I don't know this,
053but it was a little bit to Jeff's question and concern that there is a you know, while we don't want to dilute the fact that this is meaningful and it's important and it has a effect on the student and and we need their engagement, that there is a floor that they don't drop below, that it's not meant to drag people down. It can have an effect, but but it's it's got some safety net. I thought I heard us say some safety net that doesn't say somebody had a super bad day and so they're going to they're going to drop like a rock. Can you is that Was that did I hear that right or You heard that very correctly. So that that raw score, that 10% and you know, we have some work to do
054around grading practices in general. How teachers assess standards and what that looks like in the grade book. This will be our first step forward in ensuring that we have mastery of the particular standards, but um yeah, you're right. They the with the raw conversion chart that Victoria Mueller presented at our academic service committee meeting, that allowed just even for growth there to occur. So again, we we really appreciated Lee's Summit and there we we connected with them multiple times and had multiple questions with them. They particularly had some some some safety net issues in that were towards those students that that might push over the edge in [snorts] a negative way. And I just wanted to I just wanted to make that comment. Our our thing on this is helping our students achieve and then
055and then being able to demonstrate that their proficiency which can help the district and help the student in a variety of ways. And I just wanted to include I do appreciate admin removing the 10% and adding in in the 5% especially cuz we're implementing this at the last minute. And as was mentioned earlier, I mean it's been a trying year, you know, for everyone especially our students. And I know, you know, if you just look at our grades, a lot are not test takers at this moment and so I mean I know that it would alleviate lots of pressure cuz it's only the five and not the 10 and so I just want to say thank you for listening to the academics committee. Well, I appreciate your guys' feedback so much. This is what these
056committees [clears throat] are for, right? To you know, present a recommendation and get feedback and make the changes and be solution oriented. I like the fact though that the students themselves said they're wanting scholarship and performance. So they want that measured. So their hearts are there to be encouraged to pursue that. So to me that's a that's a big encouragement to you knowing that they desire it. And I will give a special shout out to the cotillion Mr. Kelly that was here tonight. He was the one that told me, "Mrs. Tudor, you need to value scholarship in our district and put that as a priority." Good report. I do have another question. And I know that it's not in your report, you know, but it was in the weekly report. I was looking over it
057again earlier this afternoon and I know the district is moving away from behavior intervenous. I always mess up on that word, but you know what I mean. >> Interventionist. Okay, so what is the plan to continue to assist our educators after additional support is removed from the classroom? Great question, Miss Williams. And you know how I work. I like to co-construct things with individuals. Behavior interventionists are supported many of them are support We only have three in the district right now at the elementary level. And they are typically supported through federal programming. We we we're unsure what federal programming and who's going to be titled and who's not going to be titled next year. And so we wanted to ensure that everybody had an initial placement first. We want to support our students who present
058some challenges and support our administrators. I would love to co-construct that like look at the federal programming to see what supports and positions could we use federal dollars for to support our those challenging behaviors. I would agree with you. Well well because the problem is if we need them now, you know, we're going to need them next year. And so it just kind of worries me, you know, that those kids will still need extra help and the educators will need extra help and it's not there for them. And so I mean if we're able to do anything to get them back. I like you know that you're keeping an eye on it. Thank you. And you know, as I worked with our academic service team, we we want to surround our kids with counselors and
059social workers and all the supports as we make this transition. I do think it's important though that we know what you said is federally funded. And it's not your decision to just we don't need them anymore. So there's reasons for that. And the hope is that we'll have the funding to retain them. Well, I think if it's a priority, then we can find out. Thank you. Are there any additional questions? Yes, I just want to actually make a comment and not miss an opportunity to be super positive. You know, as I look at the data you presented earlier in your report, and again, we all know that there's work to do, but so many of the the schools and the grades showed positive growth in these very important areas. And then and then, you know,
060very similar thing, right? We're not where we want to be, but if you look at the trend, if you look at where we're going, the direction, APR scores improving. This is on the dashboard, right? >> Right. >> APR scores improving. Improving. Um and and you know, continued success with kindergarten interest. Anyway, I just want to lift up the students and the staff. You know, and the supportive families that that have made this happen because that should not be blown over. Um huge. Thank you. Thank you, Mr. Price. Agreed. Well, said. Okay, next approval of the bills. Dr. Hedgcorth? >> Yes, we have a couple reports that are in the agenda uh two uh revolve around uh check payments and one is a P-card payment. Typically, if there's anything that's unique, I try to point those
061out beforehand. I don't have anything this month, but be happy to answer any questions you might have. I'll move to approve the motion. I'll second. I have a motion. And a second. If there are no questions. Call the vote, please, Ms. Donna. Ms. Williams? Yes. Ms. Miller? Yes. Ms. Chesney? Yes. Ms. Kearns? Yes. Ms. Laning? Yes. Mr. Moore? Yes. Mr. Richmond? Yes. And the motion passes, all approved. Next, Dr. Hedgcorth. All right. Uh February financials, you have a task. Wanted to point out a couple things. I'll start with our health care trust fund. Uh the balance in that fund grew a little over 125,000 uh this month to end with a total of uh just over 5.1 million. So, that's a good trend. Of course, uh the the months right after January are typical months
062where you see that that balance grow um as the deductibles reset January 1st. So, that is typical. Um and then as you go through the year, a lot of times as as you're towards the end of the year uh folks will you know, maybe have some procedures done and things like that. So, that is typical typical cycle you see um in those spring months. We we do have typical balance growth. Um on the February financials, um you will continue to see that two-year historical realized average to the right-hand side there. Um you can see a lot of our um categories from salaries, benefits, purchased services, and supplies are are in line with those two years historical averages. Um supply materials is a little bit more. We did have some large upfront purchases this year. You
063can see that starting to continue to track. Uh and then revenues, we are a little bit ahead in certain categories. Um but as the year winds down, uh you'll continue to see those dwindle uh as we get most of our local effort, of course, in December and January. So, um one thing I did want to point out last month, we had the February budget amendment. Um and in that February budget amendment, you know, we had a um operating fund balance or what I call reserve ratio uh finishing at 9.99%. And of course, many of you know, last year uh we ended at 10.02%. So, very flat budget. A lot of times people ask me, "Well, where do we stand right now?" And so, um there's a reason why that is always measured um on June
06430th right after the fiscal year is because that is a standard uh time with a public school district. That's when their fiscal year ends. And so, um if you're to ask me, you know, what is our operating fund balance percentage right now, uh you know, a couple months after getting all our local effort, you know, it's around 30%. Um but if you ask me the same question in November right before we got that local effort, it was close to zero. And that's why we had to get that tax anticipation note. So, um you know, when people ask you what that is, that standard is, it's what it was on June 30th. And of course, again, it was 10.02% last year. Uh you know, we have our February amendment being 9.99 um which is just uh
065you know, 300s off what it was ending this year. Uh we are hopeful that um we will underspend some of those budget because those budgets are allocated, so I can't assume we'll get some of that back. Um but I am hopeful that all those won't be spent. Um you know, I appreciate our folks being frugal. Uh many of them, you know, only order what they need. And so, that's much appreciated. So, I anticipate that hopefully breaking 10% and being above the 10.02, but I can only give the data that I have to show right now, and that's that's where we show. So, we'll do another uh June budget amendment um for you to show how we believe we're going to end the fiscal year. Um that will be um you know, very accurate to how
066you'll see the ASBR, the final numbers come in. And of course, in June, we'll have that preliminary budget for next year as well. So, just kind of want to give you a forecast of of what's to come. Uh would also love to have a uh workshop session, whether that's in a regular workshop or special workshop, to do some financials. There's a lot of moving parts right now going on with the state. And I just want to keep you informed. Of course, nothing's final uh until the the governor signs it, but once the legislation session ends in May, um the governor can only line item veto things for the budget, can't add things to the budget. So, it can only get smaller from there. So, lots lots of information going to come out in the next
0676 weeks about how that goes uh in our house legislators. So, I'm happy to answer any questions you might have. I have a suggestion kind of for the next um for the next board is um and I don't know if this is possible, but just like you said, we can't benchmark against that 10 10% all all year long. Um would it be possible to to to take a look historically and say, "This is what we were um January last year. This is what we are January this you know, each month have a chart that says um are we gaining or losing in relative to that number?" In anticipation, we I don't think anybody wants to and you're doing a good job of describing it, but I don't think anybody wants to think, "I thought we
068were going to be above 10." And then we end up at eight. And um and I just think if there was a way to say um apples to apples. And I realize it's never exactly the same. I know it's not. There's a lot of moving parts, but it might give an indication of if we're on track or not. It's just a suggestion. >> Sure, absolutely. Okay, are there any additional questions or comments? All right, if there are none, would you call the vote, please? Uh motion. Thank you. Motion for approval. I vote. I have a motion. Is there a second? I'll second it. I have a motion and a second. Now, [clears throat] you can call please. Yeah. Ms. Williams? Yes. Ms. Miller? Yes. Ms. Chesney? Yes. Ms. Kearns? Yes. Ms. Laning? Yes. Mr. Moore?
069Yes. Mr. Richmond? Yes. And the motion passes, all approved. Okay, Mr. Crowl. All right, the personnel report's been submitted for your review. There is a lot in it today. Um it includes a personnel report, the supplemental report, probationary teacher reappointments, and certified first year tenured reappointments. Um if you have questions, I'll be more than happy to answer those. If not, I ask for a motion for approval. I make a motion. I have a motion. Is there a second? I'll second. A motion and a second. Any discussion? All right, if there are none, would you call the vote, please? Ms. Williams? Abstain. Ms. Miller? Yes. Ms. Chesney? Yes. Ms. Kearns? Yes. Ms. Laning? Abstain. Mr. Moore? Yes. Mr. Richmond? Yes. And the motion passes, all but two abstentions. Okay, action items. And I'm going to have
070to look at your sheet cuz Okay. Oh. Action item 8A. Dr. Nolte, Mr. Property agreement. All right, thank you. Uh glad I could be here to to present this tonight. So, I appreciate Dr. Hedgcorth filling in admirably last week. So, um So, I I included this and put this back on the uh we put this back on the action plan because we added um a column um Dr. Hedgcorth and I talked about adding a column that looked at the projected 7th and 8th grade enrollment for each middle school uh which is on the attachment that was on the um board docs. Um so, it shows the current 7th and 8th grade enrollment, the estimated change positive or negative in by a percent, and then the projected 7th and 8th grade enrollment. So, and then as
071Dr. Hedgcorth mentioned last week, um those the rest of those underneath the sports are numbers, estimated numbers based on five-year average. So, I took a five-year average of where we're at before this year, uh and then apply those percentages uh increase or decrease to those five-year averages. Um now, we know that that's not necessarily uh totally accurate, but it gives a little bit of an idea of where we might be according to the enrollment. So, I'll take any questions you might have. All right, I guess there are no questions. >> I will make one more point with the transportation as Mr. Leak mentioned tonight, too. Uh you guys brought that up as a question. We are evaluating um you know, if we have since we have Truman students that you know, would be in close
072to Truman and walking distance, we're evaluating the cost and the uh feasibility of let's say bussing students back from Spring Garden to Truman so they could be dropped off there, they could be met there by parents, or they could walk home if their home is close enough. I'll make a motion. I appreciate that. Thank you. I have a motion. Is there a second? I'll second it. A motion and a second. Are there any more questions? You can call the vote, please. Ms. Williams? >> Yes. >> Ms. Miller? Yes. Ms. Chesney? Yes. Ms. Kearns? Yes. Ms. Landing? Yes. Mr. Moore? Yes. Mr. Richmond? Yes. Thank you. Not as many questions for you this time, you know. >> [laughter] >> Item number two, Mr. Crowell. I had presented last week about the Missouri Western corporate partnership uh
073to um create a discount for tuition for staff, our staff's families. Um it is 20%. So, we are asking for a motion for approval. I move to approve. I have a motion. Is there a second? I'll second. Motion and a second. Any discussion? All right. You can call the vote, please. Ms. Williams? Yes. Ms. Miller? Yes. Ms. Chesney? Abstain. Ms. Kearns? Yes. Ms. Landing? Yes. Mr. Moore? Yes. >> Mr. Richmond? Yes. And the motion passes. All approved with one abstention. And now is the donations for Skate. Yes. Uh good evening. I'm here tonight to ask for approval for the donation uh made by the Skate PTA for a new sun canopy being placed on on the playground. Uh that total uh donation is for the amount of $17,962. This does cover installation, the equipment, and
074all permit fees. If you have any questions, I'd be more than happy to answer. >> motion to approve. I'll second. I have a motion and a second. Any discussion? Hey, I just want to say um I just want to congratulate Skate Elementary PTA. You guys know PTA is my heart. And they do a lot of stuff behind the scenes. This is one of many things they have done, but thank you for Skate, thank you for supporting the students. Yeah. Big shout out. Good job, Jenna. That's right. Okay, I have a motion and a second. You can call the vote, please. Ms. Williams? Yes. >> Ms. Miller? Yes. Ms. Chesney? Yes. Ms. Kearns? Abstain. Ms. Landing? Yes. Mr. Moore? Yes. Mr. Richmond? Yes. And the motion passes. All approved with one abstention. Um Health insurance. Health
075insurance. So, you're probably wondering if this deja vu and why we have this on the agenda again. I thought we approved this last month. Um so, when he brought this back, uh I want to appreciate um Christy Reed. She came to me and said, "Well, there are a couple things I wanted to show you, Dr. Hichcock." And so, when the actuary from Lockton does all their predictions, um they take those decimal points out, you know, could be a hundred times um what that is. Of course, with with dollars always round to the penny. And so, in about six different scenarios on there, when there were some rounding, they were a penny off if you looked at the math on how they added it up because of how they calculated. They didn't use the round function
076in their Excel spreadsheet. So, um those were six options there that we needed to adjust for a penny. And then, we also talked about the retirement contribution being constant at 935, um where this last year it was different amounts for different um health care plans. And there were two instances where uh there was 64 cents below that 935 that we wanted to be consistent with. So, um we asked that the board approve um those changes for the rounding error of a penny. And then, also the change for uh that 64 cents. It was PPO 1 and 2 uh for employee child uh to raise those up to 935. And that 64 cents would come from the district uh as a contribution. And so, um the full um let's see, renewal is um uploaded there for
077you to see it um in full as well. But, you can see in the description on the agenda the different scenarios that had uh either the rounding error or where that uh retirement contribution is 64 cents shy of that $935. So, uh that's why I was bringing this back to the board again just to uh put some eyes on it and um talk through those slight changes we're wanting to make for the insurance plan. I move to approve. I'll second. I have a motion and a second. Any discussion? Appreciate the accuracy. Yeah, I appreciate your attention to detail. >> Christy. That's Christy Reed. So, We appreciate that, Dr. Nolte, for presenting that. >> [laughter] >> Man. I must have made you mad last week. Okay, would you call the vote, please, Ms. Stone? Ms. Williams?
078Yes. >> Ms. Miller? Yes. Ms. Chesney? Yes. Ms. Kearns? Yes. Ms. Landing? Yes. Mr. Moore? Yes. Mr. Richmond? Yes. Okay, and the motion passes. All approved. Okay, Dr. McInnis? Sure. So, just a brief update from where we were last week. Um Ms. Landing had asked for an update on the number of students impacted and the number of staff impacted. So, Kevin's pulling up that data now, too. Uh if you remember back in the fall, per board policy FC, we did that impact analysis. So, we had a prediction number for students and staff that would be impacted. This is a difficult number to track for students because they are very mobile in our community. So, we are estimating right now that we are off just by a little bit, but 2,349 uh impacted students with our
079district reorganization. And then, staff, you can see the breakdown there. Um pretty close estimate, just a little less than what we had in what we had predicted in the fall. So, about 202 total staff impacted by the district reorganization. And then, staffing reorganization savings to date, Mr. Crowell? Yeah, so we projected some estimates. We're getting pretty close. Um we actually added a line where it talks about the reduction percentage based on each category. We have added district administration on this list as well. Um every And this doesn't include every single job description in our district. This is just the descriptions that we projected in September, October, November as we were leading up to the the uh potential reorganization. Um almost all categories are right around 5% reduction. Um I will note a couple things on
080here um for our teachers. Um This number of reducing 25 uh teachers does not include special education or ELD. They have reduced their staffing as well, but I wanted to again, as as uh Mr. Richmond talked about apples to apples, I wanted to to show the savings as we presented earlier last I guess later last year to this year and not add some some uh fluff to that. Um When we get to nutrition and building maintenance, um we show zero staff members. Um they are projecting reductions in in those departments as well, but we're already short-staffed there. So, I did not think it was fair to say they're going to reduce by five when we're probably not really reducing by five. So, I kept that at zero to try and show some type of real
081estimate there. We are projected Um I I did make a change today as I was going through some numbers. Um I think the one that you have uploaded on Sumdog Lee for district administration says $150,000. Excuse me, it says $160,000. I I went back and and looked at that based on that that individual. Um that should be close to $150,000. These numbers are not just salary. This is salary and benefits combined. Um our projected savings for next school year is 2.25 million. Where we projected um with the plan for year one next year, we we projected it 2.155. Um so, we are we are moving in the right direction when it comes to um the reduction of staff through attrition. Okay, and then the next piece is PTA feedback. So, Ms. Tutor, Dr. Adams, and
082I attended the PTA Council meeting last night. They had submitted some questions ahead of time. So, we answered those as a team and then gave that back to PTA Council, who I believe shared that out to the membership. Um we also just allowed folks to ask us questions and we answered those to the best of our ability. And we did take some feedback from that group. Um we just received that last night. So, I'd be happy to share that once we go through all that data. Very productive, I think, to um be in front of our parents and um hear them out. And then, the next piece here is Bentonville High School renovations and construction costs, Dr. Hichcock. Yeah, thank you. Um so, our bid day for the Bentonville High School renovation is April 2nd.
083So, that'll be um McCreary & Clark, who's our architect um on the job, our local architect. And so, um I'm hoping they'll be able to compile those bids and have it in some sort of presentation format for that board workshop. That does take a little bit for our construction manager to, you know, put that in a in a nice readable format for what those bids look like, whether it's a you know, multiple or combo bid or they're just bidding on one of the services. And so, you know, talked to Casey today and he said there's a lot of interest in that job. A lot of our local contractors came out for that walk through, so we're we're excited about that. And then on the construction cost update, you have a document that's attached to your
084agenda that is very similar to the ones that have been in the previous board meetings. But underneath each line item, you will see what the November 25 board meeting estimated cost was that was shared at that time. So that way you can see you know, a bit what we'd had estimated at Rubidoux. And then the restrooms and the teacher relocations we'd talked about those situations to be done, but we did not have a cost presented November workshop. So that kind of gives you a little bit of a look back, you know, similar to what Mr. Krill has as far as what was presented as far as the staffing goes too. So hopefully you can kind of see the staffing side, then also see the construction side as well. Be happy to answer any questions. When
085did you say those bids will come in? So bid day is April 2nd, and then we will hopefully have it in a presentable format for the April workshop and then ask for approval at that April board meeting. Any other questions for us? Okay, I have a question about I've had some folks reach out to me about how clubs and students are shipped over for next year. I think specifically the questions I've gotten been have been about NHS and student government. You're talking about for next year? Uh-huh. Those decisions haven't been made yet. Yeah, so I I understand that. I think that's where people's concern is so I just wanted to know if you guys have talked about what that will look like or if there's a time frame for when you expect to know when
086you'll figure that out. I'd say for sure by the summer so that can go in handbooks at our schools. So how will student how will student government like be determined for next year? Is that done in August or No, I thought that was normally done in the spring time, right? Are you talking officers? Well well yeah, I mean if we have kids that are going to different schools, are they going to be able to be involved in that process for the school they're going to? I know that the current Lafayette High School student council advisor and the Central High School advisor are have already spoken about this and so I know there's preliminary talks as far as student council and how that looks. Okay. Could you speak louder? >> [laughter] >> I do know that
087I've spoken to Lafayette High School student council advisor and that she has been talking to the Central High School student advisor. I know that there was some opportunities for those groups that they are getting them together and looking at the next year planning. So I do know those preliminary talks are already being done in the buildings. So I'm sorry, I didn't quite hear everything that you said. So you're saying that it should be happening sooner or it is happening? Yeah, they're they're working together. The discussions are are happening right now. She said the discussions are happening now. Okay, so we so our messaging to those parents or family should be that that's in progress. Yes. Okay. I also had a question at the last meeting. I had brought up we were discussing the process of
088selling Pershing and Field or putting those on the market. I brought up potentially putting some restrictions on that deed. Has there been any more information around that? Yes, I do have a report for you on that. I talked to legal and talked through that process and so we have three options that we can do. One, we can sell directly to, you know, our local city government or county and negotiate directly with them. That's one option. Second option is to have an RFP for a broker and sell the property and list. They would do an assessment of what that property value would be and then the district would decide what to list that at. And then the third option is to go to highest bidder. And so if you go with the third option and go
089with highest bidder, you have little control legally of who can win that bid. If you go with the RFP and a broker and list the property, you do have control whether you want to sell to the interested party. Of course, if you go with option one, then you know you're dealing directly with the city. So my recommendation would be go to with option one or two to ensure that we get the value of that property and and have control of how that property is handled. Yeah, and I I understand those options and I appreciate you looking into that. But has there been any I mean because you could still do one, two or three with deed restrictions on its use, couldn't you? When I talked to legal about that, they acted like that was something
090that it would be hard to do. They would recommend it keeping cleaner and using option one or two instead of trying to do deed restrictions to, you know, specify who the property would go to. Cuz I did talk through that specific question that we talked about in the workshop. So they said that it would be difficult but not impossible. They didn't say impossible. They said they'd probably want to talk to more of a real estate attorney instead of an educational attorney, but you know, from from their legal advice, they felt like option one and two would just make it much more cleaner. But if you want me to also work through a real estate attorney to ask that question, I can. So I mean I I guess my concern like obviously three not having any
091control is a significant concern. Um I wouldn't normally say that one would be a concern, but we've had influences that have bought or paid for the majority of our city council campaigns. So I'd be concerned about that as well. So can we as as a board discuss whether or not we want to pursue with this option two >> [sighs] >> and look at those restrictions? Okay, I mean So I guess I guess I'm just wanting to know is like is anyone else concerned about this or interested in this? What do you guys think? I have a question. Um in How can I word this? When do you anticipate that we would even put them up for sale? Sure. So we will have summer school at those locations from my understanding. And then once we get
092a RFP for a broker, the board would approve the selection for that to start. They would do an assessment and then probably give their opinion on, you know, if there's anything we need to do with the building to put it in its its best its best light to put that up for sale. So I would look for the fall of 2026 would be the timeline once, you know, that RFP for the broker went through. And then if you do option two and choose that broker, the board would be responsible for approving any sale of that building as well. So that would also be a way you could control who that property went to if you went option two. I was just curious how much time we had to make some decisions. >> Yeah, I my
093recommendation would be in the fall because then once, you know, hopefully you get a an offer that is a, you know, appealing to the district and then that way we don't have the maintenance and utilities on that property anymore. So what do you guys um think about Ms. Lanings' questions or options? Well, I I like the idea of uh the board approval at the end so that we we can see rather than just guessing we can see what we're talking about, you know, um we obviously want it to be good for the community. Good for public schools, but we also want to sell it. So um personally, I'd just rather see what comes and then we can vote on the final sale at that time. I agree. I agree. So I I like that option
094two then. So I appreciate So I just want to say Mike, I appreciate what you're saying. Like I understand and I think what Ronald was trying to get out of that there's some time for you know for this to happen and there's a lot that has to let's happen between now and then. However, you know, I know I've gotten emails, I've gotten messages about rumors of who's trying to buy these buildings. Um, what the motivation for us selling these buildings is. Um, I think that it would provide some um I don't know. I don't know. I'm not necessarily a reprieve, but it would it would create transparency uh amongst the community if we were able to at this point say that we are going to sell these buildings um and that we're we're not going
095to sell them to any entity that would use them for competing purposes. Um, I know this is an action item, but I also understand Robert's Rules of Order. So, I'm going to This is, you know, just so I can be on the record of saying it and doing it that I am going to make a motion that any sale of district property include restrictions limiting its use to non-competing purposes and prohibiting operation for brief pre-K through 12 education purposes. Obviously, that motion can die, uh but I just want to be on record giving it. This This isn't an action item, is it? It's not an action item, but the floor. Yeah, so what's great about Robert's Rules is that it doesn't have to be an action item. I can make a motion at any point
096during the um public meeting. So, that's my motion. Yes. Did you get that, Donna? I didn't, but I'll go back and listen and get it verbatim. But she should provide it for everyone. Could you repeat that verbatim? Yeah, so the motion that I'm making, I move that any sale of district property include restrictions limiting its use to non-competing purposes and prohibiting operation for pre-K through 12 educational purposes. Okay, I have a motion on the floor. Is there a second? Okay, I will second. I have a motion and a second. Questions or discussion? Okay, if there are none, would you call the vote, please? Ms. Williams? Yes. Ms. Miller? No. Ms. Chesney? No. Ms. Kerns? No. Ms. Landing? Yes. Mr. Moore? No. Mr. Richmond? No. And the motion fails 2-5. Is there anything else for your
097report? Nope. Okay, moving on to board notes. If you remember last week I gave a draft of a resolution. And I had asked our board if you could look over that and we can make a decision at the meeting this evening. If you remember um Hedgecorth and McGinnis also discussed about the ramifications of the issues at the capital right now involving public education and funding issues and that's why I brought the resolution to the board. I think it is important our elected officials understand it and know our position and their impact on the school district. And so, um if there are any questions or comments at this time? If there are none are we okay with the resolution? What do you think, Mike? Yeah, I think so. It's in line with supporting public education, what
098we're here to do. Uh do we need a do we need a motion to No, it's only a resolution. I mean, it's probably ready. All I would do is just move it as it is Yeah. to the letterhead and add our names. Okay. I'm personally good with it. Rhonda, what do you think? Well, I'm curious if Jen if Jennifer have you gotten to see it since you weren't able to be at our meeting? It was added on the agenda on the day of the meeting. It was added that afternoon. Okay, I just wanted to make sure she got to see it. Okay, what do you think? I think I would I would really think it would be important if we all did individual things so that it's seven things to our legislatures rather than just
099one because I agree I there are things on there that I'm I'm not okay with and I want them to know that, but to me the more things we can send would be more of an impact than just sending one. So, that's kind of my feelings on that. >> that's a great idea. I think we should do both as a group and individually. I think that's a great idea. All right, I'd like Hi, LaTonya. I'd like to make a motion to formally adopt the agenda uh the resolution as presented. I have a motion. Is there a second? I'll second. I have a motion and a second. Any discussion, comments? No, I just thought it would be nice if all of us had the opportunity to have input into the resolution. You did. I gave it
100to you last week and you could have added things if you wanted to. In the discussion as we talk about it together. So, that's So, you make a motion, a second, and then you have discussion. Right. So, we're having it now, but I'm not prepared for that. Go figure. If there were questions or additions, why didn't you reach out after last week when I brought it to the work session? Because I didn't have them then. I just think it's it's better to be able to look it over and talk them over together. E- even though you're telling me that's what we should be doing now. I'm not ready to see it. >> week and the guy received it at the same time. >> that. I know. Do you need more time? Yes. So, the process
101Okay, Jennifer, what do you think? Um you know, I think we are a public school district and we need to definitely advocate for our public schools. Um I do like the idea of advocating and I think having that resolution is good, I do like the idea of doing stuff on our own as well. I think our voices are louder and individually. Um I'm good. We can discuss this in the maybe come to a vote our next meeting. But I do like the idea if that's what we need to Okay, but there's a motion and a second. I'm just letting people talk right now. I have a motion and a second to I'm sorry, Mr. Richmond. Wait, are we calling the vote or I normally Donna calls the vote if there's a motion. Yes. It's a
102motion and a second. And then after the motion and a second, I say any discussion and we're discussing. No, I don't have any. Okay, um okay. It's been motioned and seconded. Would you call the vote, please? Ms. Williams? Yes. Ms. Miller? No. Ms. Chesney? No. Ms. Kerns? No. Ms. Landing? Yes. Mr. Moore? Yes. Mr. Richmond? No. And the motion fails 3-4. The only other thing that I got for board notes and then I'll open it up, you know, to other members of the board. Um keep in mind the locations in which in which you choose to discuss board business. Um I understand, you know, that things happen, but we always have to be cognitive of the rules and the laws and the policies and not emotions and feelings. And that's all I have to say.
103Any more notes? Yeah, I I do want to say something and I don't know if this part of board notes, but I'm going to go ahead and say it anyway. Tom Richmond, Jennifer Kerns, um I just want to let you know, I don't know if you knew what you came on to and what you were going to come into, but I am thankful that you did. Um you did serve a short time here, but I know this is your last meeting with us and you only served a year with us, but we thank you for your service. He's coming to another meeting. We are going to make him come back for this. You are going to make him come back for this. >> [laughter] >> Yeah, I get fired at the next meeting. But I
104I appreciate that comment and it's a honor to serve the district. I um I've said and uh possibly inappropriately um if that's what LaTonya I've said I wish I'd have been able to do a better job, but um I I appreciate the honor and this is an important thing in our community. Thank you. I had a word note. Some of us were able to be there today, but it was a groundbreaking for the Mid-America National Aquatic Center at the YMCA [clears throat] and Central drum team was there and the Central swim team. And but it but it was a celebration for our community pool that's going to have access for children to keep to prevent drowning. For for adults with disabilities or elderly adults that need aqua therapy. I'm probably not saying that word quite
105right, but you guys know what I mean, therapy with water in water. It's going to be a competitive pool so that we can host state-of-the-art events there and it's something that's a signal of collaboration within our community of a positive thing moving forward. We had a variety of people spoke positively about that and the effort to have that be take place and the groundbreaking took place today. So it was a nice celebration for St. Joe. You know, we we believe in St. Joe. And access for all the students. And access no membership required. And and no Yeah, you don't have to be a member. It was wonderful. It was great deal for our kids. Okay. Another one but an ADA accessible. There's a zero level not just for children but those with needs beyond the
106typical child. So it's it's a wonderful I move to go into executive session pursuant to 6.021 closed meetings and closed records legal hiring hiring disciplining or promoting of particular employees and individually identifiable personnel records. Is there a second? I'll second. Thank you. Would you call the vote, please? Ms. Williams? Yes. >> Ms. Miller? Yes. Ms. Chesney? Yes. Ms. Currans? Yes. Ms. Landing? Yes. Mr. Moore? Yes. Mr. Richmond? Yes. This meeting is adjourned.