001Actually, I have a doubt. >> Good evening. I call this meeting to order. Roll call, please, Ms. Donna. >> Ms. Kearns. >> Here. >> Ms. Miller. >> Here. >> Ms. Williams. >> Here. >> Ms. Chesney. >> Here. >> Mr. Moore. >> Here. >> Mr. Richmond. >> Here. >> Ms. Lamey. >> Here. >> All stand for the pledge of allegiance, 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, is there a motion for the of the agenda? >> Motion. >> Thank you. You were wanting to add a couple of things. >> Anyone add these two things to the agenda? >> Yes, are they added online yet? >> No. >> It's
002only added [snorts] on our copies. >> Right. >> Make a motion to approve the agenda as presented. >> I have a motion, is there a second? >> that. >> Thank you. >> So, you want it as presented what you have? >> I'm making a motion to approve this agenda. >> Okay. >> I understand that. The agenda that you have has the amended items on it that Latonya wanted to add. >> I'm making a motion to approve the agenda as presented to me. Does that make sense? >> But, she needs to amend it first. >> This copy. >> Because what was posted does not have those. >> I'm making a motion to approve this agenda as presented to me. Thank you all. I have a motion and a second. To amend our agenda right here. As
003presented. And you have a second, right? On the agenda right here. >> Who seconded it? >> Mike. >> Yeah. >> Perfect. Roll call, please. >> Ms. Miller? No. Ms. Williams? >> Yes. >> Ms. Chesney? >> No. >> Ms. Kearns? >> No. >> Ms. Laney? >> Yes. >> Mr. Moore? >> Yes. >> Mr. Richmond? >> Yes. >> I'm holding on, catching up. What was Mr. Richmond at? >> Yes. >> Okay. Then the motion passes. 4 to 3. >> Because a couple of things were added. >> Okay, number one, Ms. Dunn. >> Okay, good evening. So, I'm presenting to you an agreement for a service provider that would help us make accessible versions of PDFs for our website. And this would enable us to be compliant with a new rule that was passed by the US Department
004of Justice that requires state and local governments, including public school districts, to ensure that our websites and visual content are accessible to people with disabilities. This includes websites, social media, mobile apps, multimedia, images, and digital documents. So, these guidelines that we need to meet go into effect for districts in populations of our size this April, and in smaller districts, districts in cities with smaller populations in April of 2027. So, this service agreement would allow us to make PDFs accessible uh by converting them to HTML versions. There are four basic principles for making accessible content, and they use an acronym that's POUR, P O U R. The first is perceivable, so the information needs to be accessible to all users. The O is operable, so people need to be able to navigate our site in a
005way that works for them. So, if someone needs to use a screen reader or navigate with a keyboard instead of a mouse, it needs to be understandable, so the content is clear and easy to follow, and it needs to be robust, so that our websites work across multiple devices and web browsers. The Communications Department is leading the effort for the school district to make sure that our content is accessible. And we have a done this by reviewing our web content, looking at our images and our documents. So, this could be a PDF, it could be a Word document, and making sure that we're compliant. To give you some scope of what we're doing, our website contains 3,291 pages, and that's across all of our domains. And we currently have 3,142 resources, which would be an
006image or document. And most of those documents are PDFs. So, we have to make sure that across all of those pages and all of those resources that we're compliant with these requirements. Um this also includes Simbli. We started using Simbli in February of 2019. So, we have board agendas and meetings from then, but we also have meetings going all the way back, I'm sorry, meeting minutes going all the way back to 1860. So, there's a lot of content in Simbli. And if we just looked at tonight's meeting, which is kind of a big one, we have 62 attachments on our agenda tonight, totaling 262 pages. So, if you look at the bid that we put together, or the the bids that we've received, we have one vendor that charges on the low end 32 cents
007a page to remediate a PDF. So, for tonight's agenda, that would be about $83. And then on the high end, if it's very complicated, it could be up to $20 a page. So, for tonight's agenda, that could be $5,240. So, the service agreement that we're presenting does not charge by page. Instead, it uses a number based on enrollment, and it has unlimited pages, and for 1 year it would be $10,200. And this is the agreement that we would like to move forward with. The billing would start in the new fiscal year, July 1, but they would provide complimentary service once the agreement is signed, so we could start using it as soon as the board approves that, and then we would be in compliance with our April deadline. I'm happy to answer any questions or
008provide more detail. >> I I have a question cuz at Missouri Western we're having to do this, too. So, are teachers still using Canvas? >> I believe so. >> Would this be um would it work with Canvas in making sure that things are uploaded in Canvas that meet all the requirements? >> So, this service agreement is just for our SJSD web domains. >> Okay. >> So, it would not include Canvas because that's a separate web domain, but Canvas does have accessibility features that teachers may use to make their content accessible. >> Okay. >> So, Ms. Dunn, what what um So, let's see. What what law went into effect or was this a policy or how how did this come to be? >> Yes, so this was a rule passed by the Department of Justice, and
009it is uh attached to the Americans with Disabilities Act. >> Okay. >> Title two. It's the Web Content Accessibility Guidelines or WCAG 2.1 level AA. >> Got you. >> For local and state governments. >> Okay. And um I have a little bit of a hard time getting my arms around the total cost to the district. Um I know it comes out of our our technology budget. And um I I I read numbers anywhere from like 4,000 to 50,000. Can Can you What's What's our best guess? >> So, with this service agreement, it would be 10,200. Uh and their service would provide an accessible HTML version of our PDFs. And they actually provide a lot of other services besides that. >> Okay. >> So, that would be that total cost per PDF for mediation. >> Okay,
010thank you. Didn't I see there was a thing about languages on there too? >> Yes, it also will do an auto translate with Google Translate into other languages. >> [snorts] >> I guess there are no more questions. I appreciate your time, Ms. Dunn. Thank you. >> Thank you. >> Good evening. >> How are you guys? I have a couple of job descriptions to present to you tonight. The first one is LPN paraprofessional tier one. Um there's not a lot of change to this. This was the original LPN paraprofessional job description. We just added may require carrying equipment, bending, and stooping and the word tier one. The reason for this is that we've um come across a lot of children with high medical needs and so we've discovered that we need a couple different layers of
011LPNs to care for these students, which will lead me into the next agenda item, which is the tier two LPN, which is a one-to-one um caregiver for tracheostomies and airway management. And so you'll see that that job description is much different than the LPN tier one. I don't know if you've had [clears throat] a chance to look through those. And so the reason that we have um developed this is that um over the last couple of years um the health needs of our students have become increasingly more complex. And in order to provide the best care for our students and to make sure that they can come to school, we need nurses with expertise and and exceptional skills to manage these students. Um, it's been been very difficult to find staff for these students. And
012so, we are going to try um, a different job description. And, uh, you'll hear more about that with a later agenda item on the salary schedule, as well. Any questions for me? >> No, you can roll to the next one. >> Okay. This is the most time I've ever got to spend up here, I think. The next thing is our, um, MOU between the St. Joseph Health Department and the school district. As you know, um, in my weekly, uh, updates, I've been talking about vaccine clinics with the school district. And we've been working together with the St. Joseph Health Department, and we've developed some dates. Those will be at the end of March and the 1st of April. And so, we need to, um, develop this MOU along with the St. Joseph Health Department so
013that they can provide the vaccines within our buildings. Our only portion of that was to be provide the the building and the space for them to do the vaccine clinics. >> Are there any questions? I appreciate your time. Thank you. >> Thank you. Okay, next on the agenda is, um, work day calendar. And I had actually asked if this could be added. Um, [clears throat] a few members of the staff contacted me, um asking me why was Juneteenth no longer observed by the school district and I had no idea what they were talking about. Well, and when we looked at the calendar it was not approved only it it's approved as a as off in the handbook and so um I contacted Ashley about this and so we're bringing it for discussion. I guess. Is
014that what you want us to do? >> We would just need a motion [clears throat] to observe that Friday. Sorry. We would just need a motion from the board um or a guidance from the board and we could update that calendar at the next board meeting for approval. So we're good on that Friday. >> I think people were also wondering why was it removed? Is there a reason? >> Um I will say we followed policy which is GC BDA and so I think there's some discrepancies between our policy and our handbook which we need to clean up. Um it is not listed in our policy but um I can tell you over the weekend I worked on some possible uh revisions to that policy through our policy committee and I've added that to be added
015um added Juneteenth to this policy. >> It's not listed in the policy though. >> Okay, but it was in prior years. >> No. >> So >> Yes, it was cuz I'm I'm look I was just looking at the I was looking at the employee >> [snorts] >> handbook and in the past it was observed. Are you saying that it it was observed in the past against policy? >> I'm not saying it was against policy. It might be in the handbook but it's not in policy. >> So we added so this was added what probably three years ago after it became a federal holiday. So I'm I I don't want to assume so I'm I'm to clarify. So I would us believe that we updated it one place and not the other. >> Correct. >> Okay.
016So, we just need those to match. >> Yes, and we will be more than happy to add that to the work calendar. >> So, it's So, right [snorts] now it's in the handbook. It's not in the policy. So, but we did approve it to be in the policy. Right? >> That I don't know if it was approved to be in the policy or not. >> Well, when we have I I There was >> Yeah, we did. >> like >> a few years ago and that's why it was observed as a paid holiday. >> Kim, you don't want to observe it as a holiday? >> No, that's not what I said. I said I I remember talking about it, but I don't remember approving it. >> Well, can we find out I mean, if it's a
017federal holiday, do All right. >> Cuz we've been observing it. Right? >> I think the last 2 years maybe. >> Yeah. Yeah, so why were we observing it if it wasn't approved is what I'm asking. >> I have no idea. >> I I I seem to remember that we when it became a holiday that it was included. And so, that's probably why it's in the handbook, but not reflected in the policy. >> Possibly, yeah. >> So, can we just find out Right, can we just find out if we need to go back? I mean, all the meetings are online. Can we find out if it needs to be formally added to the policy or if we just need to do a administrative I mean, if it's already been approved, it's just not both in there,
018then it just needs to be added back. >> I think we should be good to just if you guys give us direction to observe that, we can go and modify the work day calendar and bring that back next week. >> Yeah, I would appreciate that. Is everybody okay with that? Kim? >> So, um it it affects Let's see. So, it's during the summer, right? Mhm. And so, it's not it's not a student attendance thing. So, it would affect those uh 12-month employees. Is that Is that how it goes? And so, what would happen is it would be observed on like the day before, and then just would be a paid day off. >> the 4th of July was. It does occur typically in summer school. We would have to end summer school typically [clears throat]
019a day earlier, which I think is what they've already planned to do for this summer or next summer. >> This summer. >> The next summer will affect us because we start a little bit later because of where Memorial Day and [clears throat] all that falls. So, we will have to go I shouldn't say an extra day of summer school, but it'll be extended because I will take that that Friday off. >> Okay, so question. Cuz we're looking at the information for next year. Are we okay for this year observing Juneteenth? >> Yeah, I believe it's on the calendar for this year. >> Okay. >> Yes. Okay. >> [snorts] >> As long as it gets fixed. >> We'll take care of it. >> Okay. Next one's yours, Ms. Crow. >> Okay. All right, over the last
0204 months um our salary and benefits committee has been meeting. We spent uh the bulk of our time talking about insurance and and benefits um over the last month, month and a half, we've been talking about salary schedules. Um the salary committee is recommending for the 2026-2027 school year um that the salaries remain unchanged um with a few exceptions. Um we would like to give all non-frozen employees a step. So, non-frozen would include um we have individuals who only have a bachelor's degree. They are capped out, I believe at step 10. And then we have individuals who have maxed out on the salary schedule around step 32. We are not proposing to add any more steps to that. I believe we already Dr. Edgeworth, correct me if I'm wrong, but we offer a lot of
021steps where some districts offer in the high 20s and we're up into the low 30s. >> Yeah, we go past 30 and many stop at 30. >> Absolutely. >> Yeah. >> Um, two, we are suggesting on the educational support salary schedule that we change the family involvement coordinator to the school home coordinator and this is for Title 1 purposes for billing. Um, on the on the professional staff um, on that salary schedule in June of 2025, the board approved the addition of a digital media tech mission position. Um, that was not added to the salary schedule um, back in June of 2025, so we are we have added that. Uh, we talked about substitutes. I know we brought that up. Uh, I don't know if it was last month or the month before. We had
022some in-depth discussion about that. Um, the committee has suggested that we increase the daily rate for substitutes from $115 per day to $120 per day. Um, suggested moving if a substitute is a certified teacher in the state of Missouri, that that that that rate of pay moves from $133 per day to $138. Also a $5 increase. And then we do have some paras in our district that sometimes cover classes as well for an entire day. A few years ago um, we gave paras an additional $7 per day if they were going to cover a classroom. So, they're they're current rate plus $7 per day um, and we would like to raise that to $10 per day for our paras. Um, and then finally on the teacher salary schedule it's been recommended that we add a
023zero column for our teacher of record. Um, these are individuals who do not have proper certification for the state of Missouri. They just have a sub certificate. Um, that rate of pay does not change. It's 221 per day, but um, it's been suggested that we add that zero column to show what that salary is. Um, but we have to have that we have to pay um, our even our teachers that are uncertified we have to um, pay them the minimum of the state which is 40,000 a year. That 221 per day comes up to 40,001 dollar per year. Um, the estimated cost for Oh, I'm sorry. I I skipped one. Um, additional pay rates. So, our teachers who have to cover classes um, because we are short on substitutes at times um, they are recommending
024that we move the uh, daily rate Excuse me, the um, coverage for a class period from $20 to $25 per hour for our teachers. The estimated cost really for the increase for class coverage and for substitutes it's going to be about a total of $59,000 um, as an estimate for the 26-27 school year. Entertaining any questions if you have some. >> I would just like to commend you all on making the upgrades. I think that's one of the things that's really hurt us in the past is when we've had issues, um, not not taking the steps with the staff. It put us so far behind. We've made so much effort to fix that. So, I really appreciate that. >> Yeah, and I will say not to not to make things negative, but we're going to
025have to do something in the near future when it comes to raising our base. And I know I know Dr. But that $2,500 that we added to the base a few years ago, we are already behind again. Savannah is is ahead of us already. I noticed that Lawson is adding $1,500 to their base. So, they're going to be paying more than us. We're going to have to have to figure some things out in the near future so we can stay competitive. >> We want to be the highest paying district in the state. >> [laughter] >> Yes, I do. It's just our funding sources make me nervous. >> Well, and I I do think it would would behoove a conversation with the salary committee with the staff on, you know, our benefits are so much better
026than everyone else. Which which I know everyone loves, but you know, what we've talked about with the staff over the last several years is you can't pay your mortgage and you can't pay your rent with the benefit package that you get. So, I think you know, you don't want to take things from staff, obviously, but I think figuring out like where is that where is that kind of I don't know balance of benefits to wages. >> Any other comments or questions? Okay, next one's also yours. >> Okay, so been in contact with Missouri Western over the last several weeks. Missouri Western is very pro St. Joseph School District. I believe their vision is when the St. Joseph School District is successful, Missouri Western is going to be successful. Um so, if they have agreed um
027to an educational partnership with us, um it's called the Mo West Tuition Excuse me, the Mo West Partnership Tuition Discount Program, which offers tuition discounts for undergraduate and graduate programs. Um and if we enroll in this, there's no cost to us, but our staff, our staff's spouses, and our staff's children will receive a 20% tuition discount um if they attend Missouri Western. Um I think it's a great partnership. It's a step in the right direction to get our students to stay in St. Joe, get degrees in St. Joe, and hopefully continue to work in St. Joe. >> And it's a great deal. >> It is. It is. >> Can I have any questions, comments about this? All right, moving along, Mr. Correll. >> All right, I'll I might I might ask ask Tammy to chime
028in on this one, too. So, she had had that presented the LPN um job descriptions. So, this is where this comes into play. Um the recommendation is to revise our 25-26 or our current salary schedule um to to add to the para LPN right now, it just says para LPN to add that to say tier one, which there would be no change to that. Um and then, as Tammy had had spoke about um the high need students, these students with trachs, um it does require one-to-one care. Um we do have one student currently, one of our uh our ends is currently like doing double duty to make sure that that student is taken care of. They have to provide a one-to-one nurse on the bus as well to and from school. So, that individual is
029riding the bus to and from school, bringing all the equipment on onto the to the the bus to assist to make sure that nothing happens. Um we are recommending that we add a um LPN tier two. An LPN tier one is currently on a range six on the um educational support salary schedule. Um we are recommending that the LPN tier two be on a range eight. Um I can tell you that we try and currently hire through supplemental um to get us some individuals for these hard-to-fill positions. Um we can't even get anything through them because of our pay. If we did get something through them, it's about a 60% cost to um utilize individuals staff through that program. Um so, we would be saving money in the long run um just by moving a
030tier two over to range eight. Um I I will tell you that currently North Kansas City, this is just for their LPN tier one. Um these these three districts, this information that I that I was provided with, they do not have a tier two program. Um we pay our LPNs 20.43. That's on step one for tier one. North Kansas City and Independence are just over $22 per hour. Park Hill's at $25 per hour. Um these tier two that we are recommending uh to start April 1st, it will not be retroactive. It'll start April 1st on the on the new salary, which is one employee right now. Um we are recommending on step one it would be 2783. Um and we would have no more than I believe two individuals next year. Three. Maybe four. So,
031we have more students coming. >> Any questions at this time? All right, if there are none, is the Mr. Carl show. >> keep it rolling. All right, summer school. Stacia's going to help me out on this a little bit. Academic Services, Human Resources, and the Business Office met a few weeks ago to discuss 2026 summer school um schedule and salaries. Um the recommendation is to keep the our hourly rate the same as it was in 2025, so there's no increase there. There is a few adjustments on some hours um in the program itself, and I'll let Stacia chime in on that. >> Yeah, we took some of the survey data feedback that we got from parents. We started summer school so early last year at 7:15. It's really hard to get kids out and about
032at um when you especially when you have uh younger ones at the elementary level, even when you have older ones like I do. Um and so that feedback is that we would start our academic programming would start at 7:30 and end at 1:30. And I I included that in the February 20th weekly update um to you guys that it would run from May 26th to June 18th. Um and uh today Academic Service Team met uh met together and discussed the academic programming from that. Um we would um we would we would really love to lead forward with the um our core curricular resources. Um in the past couple years, we've used Um Catapult is so expensive. Uh In fact Dr. Hedgecorth showed me an invoice and I know we get some transportation reimbursement back from
033them but it was 1.4 million dollars. And so it averaged out to be about 1.2 the cost just for 18 days of learning. And so we Tabitha Mesquias and I met and talked to the instructional coach team and we will be there to support our teachers in the development of curricular support for our summer school. In fact Linda quickly from the state had recommended that we look at summer school a little bit different. We provide a lot of intervention and remediation but she asked us to think about the enrichment opportunities that we could provide for our students. Doesn't have to be just you know mediation and intervention. It could be some extended learning opportunities that we hope to do. We used to do those in the past and we would love to bring those forward.
034And so I know this year's you know it's an opportunity to really grow and probably start small with the reorganization but we really really want to lead those stretch activities for our kids. >> How much of a cost savings will occur? >> 1.2 million dollars. Right Dr. Hedgecorth? >> Correct. >> It's our savings. Okay. And this is Monday through Friday or Monday through Thursday? >> Great question. The first week because Memorial Day falls on a Monday we will go four days that week. The next two weeks the sandwich weeks as I call them will go five days and then the following week because of Juneteenth we will leave four days again. >> Yes. >> So the other concern you know or the opportunity we have here is to rethink incentives for our kids. Catapult provided
035an incentive. We would love to rethink those incentives and we've been in communication with the foundation in support of the work for those incentives. >> Yes, I've had people ask me about that. Okay, so like in the past it was cash. Okay, but it's no longer a way to do that, correct? >> That's right. Gift cards and stuff our district cannot provide. >> Any additional questions? >> Okay, we can move it on. >> Let's keep rolling. All right, presenting an MOU from North Central Missouri College. This is really the campus in Savannah for us. It's a new partnership in their educational program. Students will be able to observe classrooms here in the district based on our course of study. >> [clears throat] >> North Central partners with Northwest and Missouri Western. So once they finish
036their two years, typically their freshman and sophomore years at North Central, then they just move right into their program either in Northwest or Missouri Western. Again, it's a great partnership. This MOU has been reviewed and approved by legal counsel and it is a recruitment tool for us and there's no cost. >> I I just have a question because I noticed on it that the date is July 1st, 2025 to June 30th, 2026. So I just wanted to make sure that was the correct >> Yeah, I didn't know if maybe it was an example or if we just missed it. But yeah, I think it I think it needs to be 26-27, right? >> I I hope [clears throat] I hope so. >> [laughter] >> Good deal. >> We'll get that taken care of. Yeah. >>
037Thank you. >> Perfect. Thank you. >> Okay, moving along. >> All right. Another MOU. This one is from a group called Teachers of Tomorrow. This group is they specialize in alternative certification. So, individuals who have a bachelor's degree in something besides education, they're able to move for this program. It is self-paced. It's very very familiar with I don't know if you've heard of a program called ABCTE where you really go through some modules, you watch some videos, you take some tests, and then you're done. It doesn't really prepare you. This is my opinion. It doesn't really prepare our teachers for the classroom because there's no mentor, there's there's no individual who's walking alongside of you and coming into the classroom and observing you. Teachers of Tomorrow does offer mentoring. So, they send somebody to the
038district and they will go in and observe our teachers in the classroom. So, that is the benefit for it. >> [cough] >> Agreeing to this MOU gives our staff a 10% discount to enroll in their program. I believe So, really the difference so Missouri Western offers an alternative certification program as well. It's called a Masters in Teaching. The difference is a Masters in Teaching is going to when when they when they graduate from that in two years, they are going to have a master's degree, which obviously moves you over on the pay scale. Teachers of Tomorrow doesn't is not going to get you a master's degree. It's just going to get you certification. But, it is a highly um cheaper solution to individuals who may just be seeking certification at the moment. Um so, we're
039hoping that you guys will approve this and vote you as well. >> What's the cost to the teacher? >> Um I believe it's about $6,000. Which actually let's say we had an individual that um was awarded one of our scholarships for the Pathways program. Um we offer um up to $4,000 per year for that program. If they chose that program, it would actually be a cost saving to the district as well if they chose Teachers of Tomorrow. >> And what's the time frame of the program? >> Um it is self-paced as well. It's typically about 10 months. >> I do have a question cuz I went online to look at it and it's not a Missouri-based company. >> Correct. >> So, do they get Even though they go through a program outside of Missouri, do
040they receive Missouri certification? >> Yes. >> Okay. >> Yes. Yeah, when they're done with the program, they will have Missouri DESE certification. >> Okay. Do you know anyone who's experienced the program? >> No, it is brand new. It was approved January 1 by DESE. >> Okay. Okay, any additional questions? If not, moving on along. >> All right. I think this is my last one. >> [clears throat] >> I don't know about that. >> I think it is. >> [laughter] >> All right. Um we we, as in human resources department, are requesting to purchase our own criminal background check system um to ensure that our background checks are completed in a timely manner. As of February, unfortunately, we had a background check um site in St. Joseph at the Youth Alliance um and they closed their
041background check facility because they had to staff someone um they weren't open every day, they were open 3 days a week for half the day, which made it extremely difficult to get an appointment. Um this system that we're looking to purchase is only for our staff. We do not um we can't allow other individuals to come in and get their background checks. Currently, the nearest sites to get a background check is Cameron and Maryville. Um so um with that, based on administrative procedure, GB EBC um as our staff, we've been reviewing policies. So, if if you ever want to like come in weekly, get a heavy dose of SJSD policy um they're at 8:00 in the morning on Tuesdays. Anyway, um we found out that we have a policy that says applicants and employees fingerprinted
042before the district's RAP Back activation date um on or before July 1st, 2015, so RAP Back. Um all all of our individuals who currently get a background check through um this system DESE requires it as well. Um RAP Back is if one of our individuals is arrested um we get notification of the service. Now, we are not asking to do this because we want to check up on all of our employees. Um but DESE is um also wanting their records updated as well. Um so, the policy states that um all employees who are not currently in the RAP Back system must be fingerprinted to include a state and national RAP Back program. All district employees that fall in this category should be fingerprinted in a timely manner. In order to update this policy, the SJSD
043needs to do background checks on 627 employees. Um and if you take that times $43 um that's a cost of about uh like the last time I checked it was in the $30,000 range. Um the time and resources needed to accomplish this and again, this isn't the only reason why we're doing this. Um it's going to save us money in the long run but if we had to send our staff bless you. >> [snorts] >> We had to send our staff to get background checks to Maryville or Cameron um and I just did some quick some quick estimates here. Um to get substitutes cuz we would have to do this while they're on contract, to get substitutes for 627 staff members um it would be $38,000. Mileage, I just did I divided it by four
044627 because I'm I'm hoping they would carpool. >> [laughter] >> Not go by yourself. Robert, I'm thinking of you. Um 157 employees four to vehicle, excuse me of 157 vehicles four to vehicle would be $8,000 or roughly 45 $46,000 is what it would cost us. We did this in-house, we could probably reduce those subs by more than half um because it would be done at the district office. I know Casey is really excited about this because Casey probably hires more people in our district than anybody throughout the school year and we can get these things done immediately. Um the cost is it's a one-time fee for the system of $19,230. It's not a contract, it's just an agreement um for this equipment. The agreement talks about we can't fingerprint anybody else, and we got to
045have it's secured and and uh certain things like that. Um this cost gives us a 3-year agreement for annual maintenance, and then starting in year four it would be a $1,307 fee um to make sure that it is properly maintained. >> So, we're So, that Okay, so Youth Lines isn't doing anymore. I'm I think just about everyone all the nonprofits in town have tried this and not It's been a mess. It's been at the library, it was at CAP, it's been kind of everywhere. So, with this system though, DESE will take that. So, you don't have to go through I was under the impression you had to go through that fingerprinting system. >> There is there is one specific fingerprinting system that we have to What's it called? >> Identogo. >> Mhm. Yeah. >> And
046this this serves that purpose. But but we I I think the reason why other nonprofits haven't been successful is because they have to fingerprint anybody and everybody. >> Yeah, anybody that walks in for any purpose. >> This is just our employees. >> Okay. And so, we don't have to get any like specific approval from DESE or anybody to be able to do this. >> No. >> Okay. >> Before I think about confidentiality and personal identifiable information, that sort of stuff, I mean, do you think we're well prepared to manage that? I just I just feel like that's a risk that when we were farming it out, we didn't have. Now maybe we do. Um any thoughts on that? >> I think knowing that it's our own employees that we're fingerprinting and our HR staff is
047going to be the ones that are doing it. Um I'm not fearful of any type of information being shared. They They get that information every day, all day. >> So, that'll just be a part of like the onboarding process. >> Correct. >> Okay. >> Yeah. >> Thank you. >> I do think in the long run it's it's going to save us money. >> Where's the money coming from? >> Um it'll be out of out of our HR budget. >> Any additional questions or comments? >> I'm going to shut this off. >> Yes. Um there's not a name. Hilliards. Chris is walking to the >> Can you take her right now? >> It's perfect. >> There's a team behind it, so >> Thank you. >> There were there was more than one name, so >> I
048was going to say I don't have anything. >> Okay. Um here to ask uh for you to consider approving two new pathways at Hilliard. Uh law and public safety um and aircraft mechanics. Um both of those applications have already been made to the state, and both have already been approved. Um so, the state has signed off, DESI has signed off on both of those. Um but need the board approval. Um I believe you guys have job descriptions. >> Yes, we worked with human resources. Human resources provided the um job descriptions, and then I also included um the new DESI guidance with IRCs, um and ensuring that we receive um uh stackable credits for APR um in these courses, that these students are coming out with the market value asset that aligns with the industry itself.
049So, if you look at the aviation mechanic piece, one of them is the FAA exam or an exam that is involved in that credentialing, and then there is one with law and public safety that we used as well included in that market value asset. I also provided for you guys the course content. This is a skeleton, and we have worked with 139 air guard here, and we have worked with flight tech back in May of 2024. You guys approved resources to support this programming with a flight simulator, and we have led a soft launch of introducing this to our middle school careers course. So, our middle school careers course had our students are being introduced and saying, "Hey, this is an avenue or a profession that we would love for you to be involved in."
050With the law and public safety, we worked and connected with the law enforcement academy out to Missouri Western, and got some but we we need to hire somebody in this role to write the more detailed course description. It would be very beneficial for us to for them to draft those learning experiences. They know the industry. And so, we would want them to be involved in this process. So, this information is just being presented to you tonight. The two key pieces are the job descriptions so that we can post that, and then also just a skeleton like what Chris said is the um course descriptions for both of those. Blue Springs, the Innovation Center, leads the aviation mechanics program down there. We have looked at course curricular for choose aerospace as a core piece that's been
051recommended to us to provide for our students in real world learning for that. And so again we would just need provided that that person to be brought along with us in building that course content for our kids. >> Comments or questions? >> Just exciting. >> Yeah, listen it's wonderful. I love to see expansion in that you know and showing our students more pathways to great jobs and I think it's wonderful. I would ask Chris what what are your thoughts as we go into hire instructors for this you know we we we know that for example in diesel right it's very difficult to to get an instructor because those folks are out making some seriously big money which is great you know for our kids future of our kids but for an instructor do you see
052the same type of challenges for public safety and and aircraft mechanics? >> I would say yes and no. I don't think we I mean it's always hard to find people who are willing to teach right? I think we will have an easier time with law and public safety. The discrepancy in salaries between teaching and some of the individuals in law enforcement is is closer than it is in aircraft maintenance. Plus you know it's a lot safer. So I think I think that will be an easier lift. I I have some concerns about whether or not we can find somebody to teach our aircraft uh mechanics class. I I've uh I've had some very preliminary conversations with people out of Rose Prarie. They talked about having individuals who are willing to donate one day a week
053[clears throat] and stuff like that of their time, which is great. But if we don't have a CTE certified instructor, then we can't use any of the CTE funds that the state and federal makes available to support the program. So, that will be that will be the biggest obstacle because I'll tell you we went ahead and put it on our application this year as a pending, you know, like possible gauge interest and we had 40 students listed as their first or second choice. So, there and and that's with very little, I mean, it's brand new. Uh uh Uh so, there's there's interest in it. Now, I'll tell you I I do think there's some confusion. I think kids think that it is a pilot program and it is not. It is aircraft mechanics. However, a
054lot of pilots are A&P certified. Um you know, especially if they are not commercial pilots. Um so, it's a good step for anybody in that interested in that field to have. Um the the hard part will be finding the instructor. >> Okay. And and so, you'll bring this back next week for approval of the board. >> Yep. >> And and when we approve that, would we be betting on the come to get to get that instructor? I mean, we're saying, "Hey, we're going forward this and we're going to count on the fact that we can find an instructor that can I won't use the right term, the CTEs, the uh >> Is the pay the same as like a new teacher? Is the pay the same or is it more? >> Typically, what we what
055we have done in the past and I hope I don't make HR mad. Typically, what we've done in the past is because all almost all of our instructors come out of industry, they get credit for their years in industry on the salary schedule. So, if you've been an A&P mechanic for 8 years, then you don't come in step one, you come in step nine. Does that make sense? >> Mhm. >> So. >> Yeah. >> Thank you. >> Any other questions? >> Any additional questions? As I was looking at it, it's not a question, it's a comment. I know nothing about it. I don't even know what it is, but I thought it sounded really cool. I appreciate all your hard work. Thank you. >> Thank you. >> I'm not mad at you. >> We had
056a good discussion there. >> [laughter] >> Thank you. Thank you. >> Thank you. >> Okay, next Cashwell? >> Yes. Um, so I have an agenda item in regards to the YMCA MOU um, for child care for our staff members. And this topic came up during our salary benefits committee. Um, they kind of talked about the benefit and the reason why it was brought in, um, you know, because the child care is a barrier for a lot of working families that we have in our district and it was a way to try to help them offset those costs. Um, but they did know that the cost um, was a little over $10,000 a month and they wanted me to go to YMCA to see um, you know, what we could do. And they had a lot
057of different things that they talked about about maybe make adjustments to the program. So, um, when I approached Amy Killian and kind of talked about the conversation our committee had, um, she came back to me and said, "Let's just make things simple." Um, because right now when we talk about the cost structure, the first 50 kids is provided by the YMCA. Uh, the next 20 is $40 a week paid by the district and then the next 30 kids up to 100 is a $70 uh, per week per kid. And so, we agreed to just make it a flat $45 um, for those next 50 kids. So, it's going to simplify billing. Um, it's going to reduce our cost by by over $2,000 a month. Um, and that was a a win-win not only for the
058district and the salary benefits to be able to still have, you know, 100 students um, available for the program, um, but also to strengthen our relationship with YMCA who's been a great partner for us. So, um, at the board meeting, I'll ask for that action item to approve that MOU, and it talks about the cost structure change. Everything else with the MOU that we've had before stays static. I'd be happy to answer any questions. >> Again, no questions. I think it's amazing. I'm not going to lie, I was kind of worried about that being very worried cut as we're trying, you know, to cut costs and everything, and that's really important to a lot of our parents, and I just appreciate your hard work. Thank you. >> Absolutely. >> Moving on with our banking, exciting
059area. And we had a whole team reviewing it, so I got to share the excitement. Um we put out the bid, it was out for about 6 weeks. We did advertise it in the newspaper as well. Um we came back, had three um local banks who would um like our like to be our bank. Um when we compared those, we went went through several um different areas, and based on the interest rates that they would each offer, and the fact that we have a current relationship with the one that's offering the best interest rate, we would that's where we would like to stay. So, I'm going to bring that to you guys in a couple weeks for your review and approval. Any questions? >> No questions. >> Thank you. Okay. Is that Dr. Nolte? >>
060Yes, so Dr. Nolte sends his apologies. He is ill this evening. He does want to be here, but talking on the phone, you could definitely tell that his voice maybe would have lasted about 10 seconds. So, I am filling in for Dr. Nolte this evening, so I'm not going to have quite as much knowledge as he would about these things, but I have enough to be dangerous, I guess you could say. So, bear with me. This one talks about the mission cooperative agreement that we have with our middle schools. So, we're looking to co-op with Truman Middle School and Spring Garden for their sports and activities to be able to co-op together. So, in the past, you know that we've always co-op our middle schools with football, but we're looking to co-op with Truman and
061Spring Garden because of looking at the projected numbers of students that have come out for those activities in the past. And so, the attachment that you have there within the documentation shows those numbers and those participations averages, and those are numbers, not percentages in that grid that you have there. And so, what that would allow is in the past, they've had trouble having programs make. So, you know, it's not an issue of, you know, a lost opportunity for a student, but making sure they have the opportunity because they have enough students to have a team is the reason for this co-op. So, Spring Garden and Truman would co-op for those sports that are listed there in that grid, and then you would have Lafayette and Bodi would continue their co-op for football only, but then
062have individual sports because those numbers, if they co-op, it would, in our opinion, take away some opportunities from some kids. And so, this truly is the reason for the co-op is to make sure we have maximum opportunity. That's why we're co-op between Spring Garden and Truman for the other sports, and only football still for Bodi and Lafia. So, happy to answer any questions. >> For the people that are not able to look at the graph, it is all sports, right? It's not >> We we can go ahead and look that up on the projector if that might help a little bit. If we can add that attachment. >> [laughter] >> Sorry. It's all right. It's a long meeting. >> Cuz I know when I originally >> Sure. >> I looked at this and like, okay,
063so what about cheer? >> Yeah, there you go. Yeah, so um the first column and I asked Dr. Nolte to adjust this for the next meeting. Um you see the current 7th and 8th grade enrollment and then you see the estimated change for next year. I asked him to add another column for what that enrollment would be instead of having to do mental math and saying, okay, Bodie has 486 kids. If they have a reduction of 28% if that's eight or six, um what's that new number? Um I asked him to go ahead and just put that number in there for the board meeting um to help with that. And then the numbers after that percentage, those are the the average number of kids that have participated in that sport. That's not a percentage, that's
064number of students. And so you can see with the different sports from um football, basketball, cross country, scholar bowl, cheer, track, boys and girls, and then girls volleyball, and then boys and girls wrestling, what those numbers would look like. And so that process was a collaboration between um all those impacted at those schools, um those administrators, those those coaches, and they felt like that was the best scenario for their kids. >> Excuse me, Dr. Nolte, I have a question and this may be a nothing question, I don't know, but like transportation for practices and for games and meets and things like that. Would that be like on the parents or on the district or is there a cost projected? >> Sure. So, I'll put an asterisk, um this is my understanding. My understanding is that
065students will bus from Truman to Spring Garden to have those practices. Um and then of course they would finish up at Spring Garden and then be ready to be picked up after that practice was over. >> And I'll add in cuz I coached over at Truman basketball for a number of years. Truman was already um being bused to Keely Center um for their transportation. >> So, that was going to be my next question. So, will that remove that use of Keely specifically for cuz I know they go over there for everything, right? >> Yeah, so they would just use Spring Garden now. >> Probably. >> Correct, yeah. Unless there was some sort of odd conflict. >> an extra gym or something. >> Okay, my only concern is cuz you mentioned, you know, that the kids
066from Truman will be going over to Spring Garden and then they'll be picked up at that time. >> Right. >> If there are kids that are wanting, you know, to participate could we keep in mind about transportation back and things like that? Cuz I know that there's going to be a lot of kids who if there's not a car like in the home and the kids are all the way across town, you know, that may prohibit their participation. >> Absolutely. What I don't know is after a contest, and let's say they're coming back from that contest, would they drop off >> I'm thinking about the practices. >> Okay. I didn't know if they would drop off the Spring Garden kids at Spring Garden and then run over to Truman and drop those off there or
067drop them all at Spring Garden. I'm sure they'll work those kind of kinks out. >> I don't know. This is y'all's thing. I'm just asking, you know, cuz there's lots of kids and their parents work or there is no car and so >> Yeah, and if you're a walker by Truman that's going to be a stretch for Spring Garden. I mean, I will say it's going to be helpful having the gyms cuz I know Rubidoux's gyms for middle school volleyball was but not very great. Yeah. >> Just able to keep those in mind as you're working out the details. >> Sure. And so, those small things, like I said, I I'll put the asterisk by it. Dr. Noll could probably better answer that question, but those are things that they've they've definitely, you know, talked
068about and and thought through. >> I have one, but it doesn't pertain to the middle school. Like the uh um Like what's going on with basketball? Sometimes those games fall on our spring break. This time they're not. So, how does that get determined? Is it that ours is early and we should have spring break later or who determines that? >> Sure. >> That timeline. >> Yeah, middle school scheduling is a little different. So, a lot of times you see those sports in before Christmas. I know wrestling in middle school ends before Christmas. I know basketball usually ends before Christmas or might have one game right after. So, they do have a shorter season cuz a lot of those kids will then transition into, you know, AAU or other type of additional athletic opportunities whether it's,
069you know, USA wrestling depending on the sport that they might go into. So, those seasons are a little shorter. So, a winter sport wouldn't fall into the spring break, but you know, your spring sports like track and those type things. You know, something that we'll have to look at every year as spring break falls on different weeks. >> Yeah, I was more referring to like right now with Benton being in finals. >> Okay. >> The games are away. >> Sorry. >> That how does you know, why one year we get we're off, we get to go watch, we don't have to take kids out of school and then the next year we we aren't like right now. >> Misha has shuffled their schedules. I mean even with wrestling they changed how boys and girls have
070looked. Next year boys and girls are going to be in different locations on different weeks where, you know, this year they were together with different classes. Basketball is separate where you have girls, you know, Wednesday, Thursday and boys Friday, Saturday. I think they're shifting that again. So, Misha does because of locations and capacities of the, you know, buildings that they do have. They they have had to shift that. So, it is a a juggling act with our spring break. You know, every district has a little bit different spring break and then of course the schedules that Mission puts out every year. >> Well, well, so that's technically out of our hands. >> Sure it is. >> mean it's looking at the everybody as a whole. I mean it's not only looking at our district and
071our calendar, so >> Yeah. >> I think they're just kind of choosing what works, you know, for them and if your teams are amazing enough then you will adjust, you know, to accommodate accommodate participation. >> Absolutely. Yeah. >> Any additional questions, comments about this one? Okay, moving right along. Are you also Dr. Nolte >> I am, yeah. Dr. Nolte on this one, too. So >> you been here you? >> Yeah, policy JCB. Um, we have some modifications that we'd like to present uh to the board on the policy. And so we have two documents that are uploaded. One is a document uh that is marked up that has the modifications um from the old document to the new suggestions. And really what this does is it makes it more clear about what the process looks
072like because there were things that were done in practice uh that weren't necessarily in the policy. Like for example, if a you know, child of employee wanted to go to um you know, a a school within there, you know, that is added and talk about the school of choice. And so we want to make sure that those things were put in there. We want to make sure that it was clear that transportation isn't provided if that's something you want to go um and that's the route you you're asking for. And so before [clears throat] those things just weren't in there. So it's there to clean up the policy. And then the other document in there is um the clean version of what what it would look like after those markups have been changed. So um
073I'll be happy to answer any questions you might have um for those additions um that I might be able to answer. Might have to have Dr. Nolte chime in um at the board meeting. >> I know I've been receiving lots of emails about the transfer process, about the uh about the denials and everything like that. Okay, so can you name the only reasons why we're actually approving the transfers at this moment? >> So, I can't tell you, you know, children of employees, um that those are those have been um approved. Um You you know, you also have I don't want to get into deep part. I'm sure um you know, Cara can get into some things about students with disabilities that might have a sibling um who, you know, that student's going to that school
074cuz those were the services and so they might want that sibling to go to that school. Um other transfers I've I'm not part of the committee that has been hearing some of the, you know, transfer hardship transfers and those things like that, so I can't answer to that part. >> Are we approving those at this moment right now? Good talking transfers? >> Yes. Yes, they've gone through that process. That's actually listed on the district reorganization topic. We will be speaking to that. >> Okay, then I'll hold my questions for then. >> Okay. >> Thank you. >> Sure. And then, of course, anything that you might need for this policy, um we can get those cleaned up before uh the board meeting if there's anything of concern in the verbage. >> I would add some of
075this was edited to reflect not having open enrollment for next year. So, you'll see a big paragraph on transfer requests that's redlined and that's because of boundaries being closed. >> Okay, any additional questions on this one? And as Ashley mentioned, it's going to be a topic later and it will come up. And so, I mean, I guess if anyone has anything then you can ask at that time, too. Okay, Mr. Casey? >> Uh good evening. Um so, what I'm bringing here is I've been working with the Scates PTA. Um they would like to donate some equipment and the installation by a contractor. >> Yes. I'm just kidding. >> It's a great thing. They're great people. It's been It's been a wonderful experience. I just by policy, anything over the $5,000 and it's going to be
076basically a permanent object, the board is required to approve that. So, that's what I'll be bringing to you for the next board meeting. >> I just have a question. Where did they get like all of these all this money? I mean, it's amazing. Was it raised or >> I have no idea how it was raised. I don't know for sure. >> What a great gift. >> Yeah, it's amazing, isn't it? >> It is. Okay, anything else? Thank you. >> Thank you. >> Okay. Okay, a few of us are going to chime in here. So, district reorganization, we wanted to give you an update tonight where we're at in the process. All of our staff attendant placements have been notified. Our staffing transition committee will meet on March 30th, that's their next meeting. As far as
077feedback from parents, we plan to meet with our PTA council on March 23rd at their next meeting. Student student transfer requests have been notified and I put the numbers in there. So, we had approximately 370 total requests, 182 from employees and then 188 from families. I put approximately on there because I haven't confirmed that with Dr. Boldt yet if there was any big additions. [snorts] Um I did want to talk a little bit about the transfer requests. I know there's been some concerns about the Mark Twain Elementary closing and those kids being shifted a couple of times. So, I've asked Mr. Kelly to do a little data research on those specific kids and inform you as a board. >> Do you have before Jake starts, so there's been 370 requests? Uh what percentage have been
078approved? Or what number? >> I believe 100% of the 182 employees were approved. Dr. Anderson is nodding her head, so that's accurate. And then of the 188 families, I believe the number was 14 that were approved. Is that correct? Approximately. >> Okay. >> I don't have that from Dr. Nelson. >> Okay, you ready? Okay, so some questions were asked about the students from the Mark Twain closure because they were promised that they would not be moved again. So, what I have given you [clears throat] now, Dr. Nelson asked me to pull this together today, so we'll get it up on Send Link, but there were 129 K through two students at Mark Twain when Mark Twain closed. So, what I've listed here, the first column, the total, is the number of those students and what
079school they were split to between Carter, Coleman, Edison, Parkway, and Skate. >> And was that 2022 that we did that that >> 22-23. Yeah, right? Yeah. >> The decision was made in 2022 and it affected 22-23. Okay. >> Yes, it was closed 23, so 23-24 school year it was closed. So, the end of the 22-23 school year is when it was closed. Do you understand? So, 23-24, fall of '23, Mark Twain was gone. >> Okay, that's all I needed to think. >> Okay, yeah. Or not gone, but it was earlier than that. >> Got you. >> It wasn't gone, it's still there. Okay, so the second column then is of those 129 students 50 of them have not moved. So, 50 of that 129 are still at the same address when Mark Twain was repurposed.
080So, the third column then uh those 10 students are the number of those 50 that have not moved that were affected by this second boundary change. So, those 10 students were sent the letter that said, "You can choose to remain at the school that you were at after Mark Twain closed or you can go to the new school on this boundary adjustment, whichever your family chooses for you." Okay? So, then the following three columns are the rest of those 129 students which have moved since Mark Twain was repurposed. So, of them 12 have moved but are still going to the same school that they went to after Mark Twain was repurposed. 45 of them have moved and are at a different school. And then 22 of them have left the district. Okay? So, that's how
081that's broken out. Are there any questions about this? >> So, is it safe to say that the 50 students that have had no address change and the 10 who have a new boundary affected and have been told, so those 60 students >> Yeah, those. So, the the 10 is out of that 50. So, 50 have not changed. 10 of them got the letter. So, 40 of them are still at the same place and won't be affected aren't affected by the new boundary changes. So, those two add up. That's why that one's free. So, those those two add up there. Then, the end is the rest of the >> So, those two don't add up. Those 10 of the fifth 10 of the 50. Yeah. Okay. >> Yeah. 10 of the 50 for that one. >>
082So, then the other 40 >> The other 40 are still they they are not affected by the boundary changes. They will >> So, they're still going. Nothing changes >> Yeah. Nothing changes for them. >> Okay. So, when people are emailing us >> Mhm. >> and they're like, "My kid went to Mark Twain and you promised not to move my kid. >> Correct. >> And you're moving my kid." >> So, that is probably occurring because they moved and they are still under the assumption that what because they were affected by the Mark Twain closure that their kid would never have to move again no matter what they do. But, once they made the choice to move then that's the decision that they made for their family. Right? Like, it's not the the closure was as long
083as you stay in your residence right here at this address, then that will honor that you're not moving again. But, if you move from Parkway down to Hosea, then if those boundaries get changed, that doesn't affect that agreement that happened at that time, right? >> Yes, and I can understand that. now. Yeah. Yeah, I get that now and everything, you know, but at the time we were like, these kids aren't going to have to move. We never clarified >> Right. Yeah. >> you can't move and I think that that's where people are kind of screwed up was in the messaging at the time was, okay, we're moving your kids now, we're not going to move your kids again. >> Right. Right. Very much so. >> So, with the Okay, so the the NC and NBA,
084those are 50s total kids. Those people Those families are they should be they're good. >> Yep, they're good. >> Okay. So, the 12 moved and when you say that they moved same school, what does that mean again? >> That means so like if I moved from from Carnegie Street in the south end to Elizabeth Street, that move would keep me in Hosea's district, but it's not >> Okay, moved within boundaries. >> Yes. Yeah. It's not the the address that they had at the time of Mark Twain. >> Okay, so those So, really, so then when we add that together, that should be 62 families that are relatively unaffected and satisfied. >> Yeah. Now, there may be a few of those that could possibly be affected by the boundary change. I would say maybe a couple
085out of States because that's the big move that could possibly have been affected, but since they had a different address, they weren't included in the 50. >> Okay, [snorts] and then the MDS, they moved They moved >> They're Yeah, they're in a different school. >> And they've already They've already left Mark Twain, so they're not >> Well, they It's not that they left Mark Twain, it's that they left the school that they were were to at the time of Mark Twain Reversal. >> Okay, so they've already chose to say we're we're moving. Okay. Then the out of districts also. So, where would do we know how many how many families have said, "Hey, this is not fair. This is not what I like." Cuz I just kind of feel like if if we can accommodate
086some of these families >> I have >> Like if there's two or three, you know. >> I have heard of one and that one was one that moved their residence to a different district to a different district so the kids That's a different boundary. Yeah. >> Yes. >> So, so they moved to a different part of town >> and still want to go back to Twain to go back to the school that they were assigned after Mark Twain closed. >> No. So, they want to stay at the school that's in their new boundary. Not which is not the school they were assigned to at the time of Mark Twain Reversal. >> I see what you >> That's the only one that I heard of. I There may be others. >> So, there was a there
087was a family that was affected by the Mark Twain closure and went to, let's just say, and I do not know anything about this. >> Yeah. >> Let's just say they went from Mark Twain, they went to Edison. Like now you're in the Edison boundary. >> Correct. >> So, then that family has since left Edison >> Mhm. >> to go to another school >> Correct. >> and they want to stay at that school. >> Yes. >> And we aren't going to let them. >> Correct. Based on this agreement, we would not because then any kid that we move, right? Any kid that's affected by this boundary change, we would need to honor that they should be able to remain in their previous school, right? >> Okay. So, they're they're basically like a school removed from
088what Okay. All All I understand now. >> As of that had, I think, five emails from parents, but I will say on those transfer approval or denial letters that went to families, the bottom of it had, "Please reach out to student services if you have any questions or concerns." And so, with Dr. Nolting not being present today, I don't know how many voicemails or emails he may have. >> Jacob, let's see if I can wrap this up. >> Okay. >> So, the number of students that were at Twain when it was a regular elementary school. >> Yeah. >> Okay. And then And then we moved them because we turned it into early learning. >> Correct. >> Right? >> Yep. The number of students that we're asking to move a second time is >> 10. >>
089Okay. >> The number that we're asking to move that didn't move on their own. >> So, there are 10 people who could say legitimately, "Hey, I was promised this wasn't going to happen." >> Yeah, and we sent them a letter that said, "You have the option. You can stay at the school that you're at right now, or you can move to the school that you're new boundary area." So, those 10 we gave the option to. >> Roger that. Thank you. >> Yep. >> So, we we also had um a similar situation >> [cough] >> with [clears throat] Lindbergh students. I think that was 2 years ago. Where we took we changed the boundaries from Lindbergh, pushed them to Field. Now, Field is closing. Has there been any issue with those folks? >> No, I don't
090think there was any promise made to them. >> I mean, I know there's no promise >> And they moved to Field, which um will be retired this fall, so >> Yeah. they'll be moving to >> know if if there's been anybody saying like, "Hey, we moved over to Field. Now, if we have a decision to move from Field back to Lindbergh." >> Yeah, no, that boundary was not changed >> Okay. >> with this. Like, that that's not one of the changes. >> Do you have any additional questions? >> Thank you, Jake. >> Thank you. >> Thanks, Jake. Um we'll keep going here with district reorganization. So, academically, I know there's been a concern expressed about not having enough space at Ruby Dee. We just want you to know we have had a team walk through
091there. Every teacher will have a learning space, so there will not be any art on a cart or anything like that. Just wanted you guys to to know that information. Um special education programs, Dr. Anderson emailed or I'm sorry, sent letters uh last week, so those families have been notified. And then, Benton High School renovations, I'm going to turn it over to Dr. Hedgecorth. >> Surely. Thank you, Dr. McGinnis. Um so, we talked a lot about cost estimates for Benton. Uh we'll know better on bid day um when uh they put that out for bid for contractors to bid on that work. That'll be April 2nd. And then, I'll have that to you in the April board meeting um ask for approval. Uh I should, since we have those bids before the work session, I
092should be able to show those bids in the April work session um and then be able to approve those in the board meeting. So, you'll get a preview of that. Um all square footage within that area we are remodeling is ADA accessible um to the 2024 international building code standards. And then, um next week, I know Casey has a meeting with some folks with the city over parking to kind of discuss that and look at our options there. Um also, we have policy FC that states the district will submit any building closures to the planning commission for the city. Um that policy in regards to also state statute that talks about public entities um selling properties. There's some verbiage in there that I just want to double check on some I'm I'm kind of waiting
093on that before we submit that to the city to make sure we have all of our ducks in a row. So, that will be submitted to the city, uh, but I just want to make sure, uh, from the state statute, um, perspective that that we're doing everything that we need to do, uh, because there's board policy than there's there's state statute. So, I just just making sure we are uh, eyes dotted and tees crossed. So, any questions if you have any. >> Dr. Ice Course, so just to clarify, it is our intent to put those buildings on the market? >> Correct. >> Thank you. >> It's a couple different ways. Uh, you know, with a broker you just put it on the market and you know, put a a set asking price or what I
094believe state statute says is it has to be some sort of auction style. Now, is that auction style one day? Is it, you know, silent auction over time? I want to make sure before anything was asked for the board to approve for the retirement of those buildings that all of the follow state statute and that I think that should be in any type of narrative that we send to the city uh, planning commission to have that narrative been there. So, that's why I want to make sure that's right before we send it to them. >> Thank you. >> Yeah. >> So, with you know, I know there's a there's been I've gotten a lot of questions about like our intended sale of um, or or primarily we're talking about Rubidoux and uh, we're talking about
095[cough and clears throat] Pershing and um, Field. So, we're looking at selling both of those properties. Is that correct? >> That is correct. >> So, the North Side Early Learning Center that we talked about gone. That's fine. So, my my concern here, um, so I've gotten questions about, you know, there's a rumor that we're trying to sell it to Herzog for some sort of school or, you know, use things like that. Um, what I would like to know is if there's any interest in doing something with the sale of that property that says that it cannot be used for some sort of charter school, for some sort of It just seems like it would not be behoove the public school system to sell that to someone that would be going against. >> There's a couple
096reasons why I think it's important to sell it. One, if you let just let it sit it gets in a disrepair, there's more maintenance costs. That's one of the reasons why we wanted to reorganize in the first place. Two, um this has not been passed but there's been talk um in state legislature that if a district has a building that sits uh for more than two years not used that a charter school would have the right to come in there and use that building. Um and so I don't think that does our district um you know any any good to have a a a building sitting there continue to pay for heating, cooling, you know, asphalt costs, all those different things. From a financial perspective it's best to retire it, put it on the market,
097sell it and then we're not having to maintain that building going forward. >> Well, I think we just we just kind of agreed on something that it it would not be in the best interest of the public school for what you mentioned if it sits vacant for two years that it could come in and be used for charter school purposes. So, that's to my point is is there interest in in us controlling that to make sure that that does not happen. That I I know and I believe you would be able to sell it with that stipulation on the deed um some other legal uses that say like it can't be used for that. >> And that's why I want to make sure anything we do follow state statute and that's why I'm continuing to
098to investigate that and make sure anything we do with that building would follow what that state statute has us do. So, um I would I would leave that to the role of board if if they wanted to add any type of, you know, additional verbage in there on the sale of that. Um but I think it is in the best interest for the district to sell it and not have those maintenance costs. And if it sits for two years like I said it hasn't passed the house yet but there has been talk that if it does sit for two years that a charter school would have the right to come in there. Um and you know, how we'd be in you know, reimbursed for that, what that looks like, I think that looks really messy.
099It's cleaner just to you know, retire the property, um, get it off the books, then we're not maintaining it and paying those costs, those utility costs, etc. >> Well, you know, I I know that I don't I don't think it would, um, be looked, uh, positively upon that we just, especially, um, with Field, we just put new HVAC in that not even 2 years ago. Um, and if that even if that wasn't our intent, which I would I would hope that would never be our intent, um, for that to happen, but if it did happen, I just think it would be a real, um, a real black eye to the district. So, I'll just ask if there's any interest from the board on including that stipulation that it not be used for that purpose. >>
100I'd like to see what the statutes are. >> Sure. I can give you a rundown on those. >> 2 years is up. >> Okay. >> But but who does it go to? My my concern is this. Is yes, the 2 years, if that becomes state statute, um, then yeah, that would be a concern. But the concern is still there. If you sell it and, you know, uh, the way this typically works in St. Joseph is that someone else will come in and buy it. So, it wouldn't necessarily be Broadlogger walking up to make a bid on it. Um, but it would be someone else that would then transfer the sale or the or the use of that property. What would prevent that is if when we sell it, we say it cannot be used for
10150 years, 100 years for this purpose. Um, because again, I that would not be good for the public school system. And we have plenty of of other attacks to worry about >> right now. >> If you don't mind if I I'd like to follow up with legal on this one. And then just see what our options are with that. So, I know part of it is highest bidder and you know, the highest bidder could be, you know, another government entity. Uh is, you know, cuz I there's a lot about that going around right now. So, Yeah, exactly. So, I I want to check on those things and and then I can I can share that with you. >> What was there again? So, you know, you just mentioned if like it's the will of the
102board to uh to enter into that or or evaluate that. It is any is the board interested in that or not? >> I'd like more information about that. >> I got a yeah over here. >> I'll just make the general statement that um public dollars should go to public school districts. And so, >> 100%. >> that's I'll just leave it at that statement. And that's that's what I want. >> Agreed. So, >> I have a question about the academics and we're looking at at the special programs. Is the um High Roads program is that moving or will it continue to be at Oak Grove? >> Okay, so those are contracted classrooms. And so, the contracted classrooms from Oak Grove, the High Roads rooms, are going to be moved to Lindbergh because that way I can
103keep those teachers together. They're under Christina Harper, who's the director. So, those four rooms will be going to Lindbergh. So, part of our foundational skills will be at one building and one and part of it will be at Oak Grove. Does that make sense? So, they're all foundational skills classroom. Four of those I pay someone else to run because we couldn't get staff to do that. That's the High Roads rooms. They're actually just contracted SASE rooms. Those four are where they're going to be moving. >> Okay. >> Makes sense? >> Mhm. >> Are there any more questions about this topic? >> The only other piece I wanted to inform the board about, Ms. Williams, you had asked about coaching stipends and coaching placements and that has not been decided yet, so I just wanted to
104give that brief update. >> Were we also going to get a rule? I thought there was also going to be a Or maybe we already talked about the March 1st transfer requests. We've already talked about that. Cuz there were we had gotten an email as well that there weren't I don't know. Do you remember the email? I don't know. Have we covered everything we need to about the transfer requests? Or was there more on that? >> Oh, no, I had another question. Okay, so um as we're looking at approvals I know there's going to be lots of the transfer requests, you know, like over different reasons. Um it's a lot of amazing athletes in the district and I know that they want to go to particular schools. Are we approving over those reasons? >> [clears
105throat] >> No, that was not part of the criteria from the committee. >> Okay. Um and then I know that there was also concern And I just want you to understand, I get lots of emails about lots of stuff and I don't mention everything, you know, but this one I think is a major concern as as we're as we're trying to close, you know, close the boundaries. Are we looking on example like I live where I live and say that I was being moved, you know, like another school and then I want to use my mom's address, you know, but people know where I live. Like like are we looking at those instances as well or not? >> So, we started this I think last year where they have to provide proof of residency. I
106believe that's two pieces of information. That's the new expectation that we put in place last year. So, we would continue that process. >> I think that I think you know, cuz we've gotten I've gotten messages too about like, you know, what if I'm using a relative's We can't get into all of that. Like, you know, if you want to get a rental just for where you go, like then I guess that's your investment in the local economy. Like I don't I just think if we really started trying to investigate all of that, it it could open the door for discrimination. It could open the door. I mean, and it would just take an an exorbitant an exorbitant amount of time. So, it just kind of is what it is. >> How [clears throat] was I
107was sent the email that you referenced was a teacher that was concerned about not getting her assignment in time to be able to make an appeal for a um for a transfer. >> I don't know. No, so the one I'm talking about No, no, that's fine. I mean, if that's a question, too. No, this one was I think it only went to myself and Ms. Williams and Dr. McGinnis. It was about the new transfers after the 1st. >> Yes, so if we hire staff after March 1, then we're going to absolutely have them go through that process and we will look at that. We approve We approved 100% of the employees, so I anticipate that would be the same. Or if we had a student move into our district and they wanted to go through
108that process, we'd go through the same committee. >> That's okay. Any other questions? >> So, the We I think we talked about this last time. So, crosswalks at Rubidoux, are we Is that going to be a possibility? I know There was We talked a little bit about that last time. >> Yeah, so we're looking at crosswalk on the south side of Rubidoux. Remind me of name that, Casey. Maxwell. Yeah. >> Um crosswalk >> Cuz I >> know what needs to be down towards the avenue. Um just the reason there's no city sidewalks that go up that way. There are city sidewalks that go in front of our building that meet right there. So, there'd be a crosswalk there. Anything Anybody that's on the other side of San Jose Avenue is currently already bused to the
109location. >> So, that will stay the same? Okay. >> There'll be no crossing San Jose Avenue. >> Okay. >> Yeah, we want them to ride the bus. We don't want them to to cross that road. >> Good questions. Anything else for us on that that we can give an update on? >> Um no, but I had a question about a prior thing. It actually just entered my mind and it's about the new Raptor. I know it's not called Raptor, okay, but it's about the new fingerprinting system. >> Raptor. >> Yes. Um Okay, we're using a lot of um substitutes. Can they use this system or no? >> Can the substitutes use the system? >> Yes. >> Um >> In order to get their >> Our substitutes are fingerprinted through Edustaff. So, they take care of
110all that. >> Okay. >> But Edustaff >> I see what you're saying. You're wanting to know if we Edustaff can send their people to us to get fingerprinted. >> Yeah, cuz they're going to have to send their people to >> Cameron or wherever else. If you I I think you >> So, we can inquire about that. >> Yeah. Cuz it would just be a lot easier. Like I'm thinking if we're going to be using them, so I appreciate you clarifying for me. Thank you. >> One of the programs that we talked about at the last meeting was the cost and the student and staff impact numbers and whether or not those have changed since when we originally chose 4BR. Can we get that at the next meeting just the comparison cuz I mean we've made
111a lot of different concessions. >> I think we asked about that last >> Yeah, there's been a lot of HR moves and so we'll need to get all those moves to date. Just know, you know, constantly evolves as people you know, might shift someone might leave the district that position might not be replaced or replaced with a different position that is less cost to the district so I'll I'll I'll look at Mark to answer yes or no to that question. I think on some of your board reports and let me keep working on this. I think in the very end there was some data there on that one there. >> Um Hold it up right now. So as of 228 Um again these are these are early numbers. Um we estimate right now just over
112a million dollars in savings. We have Um We've consolidated through attrition three district administrators. Excuse me. Um one administrator and two administrative assistants at the district level. Building administrators two, one's assistant principal, one's a athletic director. Both chose to return to the classroom. Um secondary again early numbers five middle school teachers Um elementary we have six employees one's a library facilitator um five lunchroom monitors that we haven't um refilled. Maintenance five. So again just over a million dollars and um we are looking at Secondary is probably where a lot of the savings are going to be. Um that's where I believe we were overstaffed. Elementary is going to or we're needing to hire up elementary teachers at this point. We We met today and and we got some work to do there. >> So yeah
113and so >> I asked him about a different number that >> Yeah, so what I'm so yes I I get those as obviously but what I'm talking about is when we show when we had the different plan options, we had um part of the information in there was the number of staff impacted, not just through attrition, the number of staff moved. Um we also had like the total cost to the district, so not just not just through um HR, but also and through attrition, but also through um you know, the building renovations. And those have come in a little bit different than originally projected. Um so, just like the if we could just get comparative of here's what we talked about, here's what it looks like. >> That was that was on that report, too.
114Again, comparative, no, but that looks like staff relocated was 176. >> Yeah, so if if And again, we get that, but the community doesn't see that unless it's at a board meeting. See what I'm saying? >> Sure. >> Looking at transparency. >> Okay. Noted. >> Okay, anything else for this one? Is that the completion of your update? Okay. Okay, next one. Um I had asked if this can be added to the agenda. I know that it's been a big a big issue with the district. Um You mentioned it in your report. Um and I just had a couple questions about it, and then as I mentioned in my email earlier, I thought that it was an important enough topic to discuss openly at a meeting of the board and get the board's input as well.
115>> Sure. Absolutely. Uh exact question, or you just want me to kind of go through the information that was shared in the board report? Okay. Um so Dr. Nolte had shared that there had been several conversations with administrator regarding investigations where there was uh maybe a physical assault due to some back and forth from um you know, verbal um conversation that was not um uh becoming of a good citizen, that's for sure. Um and so the derogatory language that was used um was um in very, very poor taste. Um and so Dr. Nolte was looking at reclassifying some of that verbage that was used and um you know, I guess I'll use one term that the example was maybe a racial slur. And so in the past that was just um disrespectful speech and that
116had certain um reprimands that came with the guidelines in the handbook and to be able to change some of that classification uh to a verbal assault. And so that speech wouldn't be classified as disrespectful speech, it would be a verbal assault. And then there would be um more repercussions that could come about if certain language uh was classified as verbal assault like a racial slur, um like other language. And I you know, I don't know if there would need to be a breakdown of different language used or just generalities. Um but you can see where I'm going here that um there would be an upgrade to certain language that was used to verbal assault so there would be higher um consequences for someone that used that type of language. And so he's continuing to work
117with the administrators on that level um to ensure that um any type of actions um could involve um you know, out of school suspension, discipline hearing, and things like that um if if these type things um continued with the student. So basically what I'm getting at is he's in the early stages of trying to reclassify some language as a verbal assault and not just disrespectful speech um for some situations that have happened recently. >> Yes. And this will be like actually in the handbook. >> Yeah, so um that information is in the handbook. Um I know at the end and beginning of the year right around that fiscal year, the handbook is presented to the board. >> Right. >> And so Dr. Nolte and I had that conversation um that if if this was changed
118for this school year, I think there would need to be a re-acknowledgement of the board of that information in the handbook. >> Right. Right. Okay, but they were I think he was looking at going forward in the new handbook in the new school year making the changes. Official changes. >> he talked about both options and so I'm not sure where he landed or those conversations landed, but I think both were were talked about. >> In complete [snorts] transparency, um I brought this issue to Dr. Nolte. I mean, of course if an incident occurs like a racial slur people contact me. >> Sure. >> Um and when looking at the information, if you call a person a racial slur, it's like you called a person "You're ugly. I don't like you." It's like it equates. Okay,
119but the problem is is that kids are being attacked in this manner and then they're acting out. And they're getting consequences. Okay, but the other kids are not. And so um I thought that that was a big issue and I'm glad that our district is looking at um actually a kid actually um told me, "I want the district to correct the problem and not only suspend me for reacting to it." And I thought that was important. What do you guys think? >> Uh when I So I I've heard this from a lot of families, a lot of families with who have um students um of color that this has been an issue for a long time that um you know, these are hard issues to maneuver, but I do think that it's a really good
120step and I appreciate the um really sensitive way that you went about uh trying to talk about it. Um I can't imagine what that's like. I'm a white woman, so I don't I don't have to sit on the other side of that um coin, but I do think it's a a much needed step to take and one that we have needed to take for a very long time. So I think it's it's very good. >> Any other board input? >> I agree with it. >> Yeah, I'm glad you brought it to us in this format. >> [snorts] >> Yeah, and I'm sure Dr. Milton would have done a better job cuz he had those conversations with the administrators, um but hopefully my explanation made sense that um you know, there's a difference between calling someone
121a jerk and and going that next level where that should be reclassified as a higher offense. >> Yeah. Well, let's hope when they see adults acting that way without consequences. >> Absolutely. >> So it's Yeah, there has to be accountability and some consequence. >> Yeah. >> I mean I think if our kids are looking at adults calling other people, you know, the N-word, I think that's a bigger issue than we can handle. All we can address is when our kids do it on our grounds and to other students. >> Is there anything else on the subject? >> Oh, I wasn't saying let's ban care of adults. I just think that that's where they get the freedom to say something ugly like that. >> [clears throat] >> Is there anything else on this topic? Okay, next
122is board notes. Um and that is also me. Um I've attended lots of training. I had advocacy day just a little bit ago. And um Hedge Worth is really, really amazing about adding um extra um policies, you know, that we need to keep our eye on. And also explaining about the about the policies in relation to the district and us. Well, well, and I notice, you know, that we listen and we kind of nod and we're like, "Okay. Okay, thank you." And we don't do anything about it. And so, um if you look attached on the agenda and I actually printed off a copy. Um cuz it was attached kind of late. I'm asking It's for you. I'm asking our board um to look at this information to make a resolution to our elected officials
123about >> [snorts] >> our points in regards to their vote in public education. A lot of school districts across the state um are looking to use their collective voice as an elected body um for public education to do this. If you listen to the information that Hedge Worth gives us every week and then in the meetings, it's dire out here. And we I know that there are a couple of us who advocates on a normal basis, you know, but we're also an elected body representing public education. Um if you look at the information and it is added to the board agenda. I've added house bills that it's been referenced in Hedgecourt's updates and then in the updates that we receive from the chamber and such. Um it's about the property tax. It's about income tax.
124It's about local control. It's about our jobs as elected officials protecting public education. I've added a draft over resolution and then I've also added two pages explaining each of the bills listed in the drafts um in order to give a little a little more background on them if you're not familiar with them. I know that the meeting is in a week, you know, but I I think you know that that's enough time. I know that they're closed all this week for spring break anyway and they open up on Monday. I think that it's a part of our jobs to advocate and protect public education. So what do you guys think? >> We did a resolution. >> We've done a resolution before. Was that last year? What was it for? Was it before it on >>
125open enrollment. >> And then we also did we signed on to a colleague letter before. So, we've >> I'm not asking anything new or out of our character. Um I think that it is important to tell our local elected officials, "Look, you're in that position, you know, to give >> [clears throat] >> our voice and our vote. And if you look at the ways of you are voting, um it doesn't look like that." And so, what do you guys think? >> Yeah, we we absolutely sign up to support public education everywhere we can, and I don't think we'd be on this board if we didn't. And so, I appreciate you putting that together in one succinct document, and I absolutely support it. >> Thank you. What do you guys think? >> I'm just I'm just
126now seeing that, so I'll have to look at it later. >> Yeah. No, but I'm asking about the concept, about the idea, not about the details. Are you okay with it? >> I think the concept of advocating for public education is is crucial. I mean, I think we I think I think that as a community responsibility, we want to do everything we can to educate our children. It's it's part of as a community it is is important and the value of what we bring, and so there's no question about that, but the details of this I'd have to look through. >> Can you compare Can you send us again like MSBA's cuz I think MSBA had a their legislative priorities, and I'm assuming that these are very contradictory to those priorities, so it'd be nice
127to just be able to show like this isn't something that we specifically are are targeting. It's >> No, it's nothing that we've been alignment with state wide priorities. They may or anything like that. Like like One example, I'm Hedgecock. Uh could you give us an example? I know that you mentioned um maybe a couple weeks ago prior to the break about the effect on House Bill 2668? >> Sure. Yeah, so that that tax bill what it looks at is your local growth and how um it caps, you know, personal property. Uh you know, currently we have the Hancock Amendment which will um cap the aggregate growth at either 5% CPI or actual growth, whichever is the lowest. So, what they're looking to do is they're looking to get instead of 5% it's going to go
1283%. So, let's say for example CPI was actually 4% which it has been around there recently. We would have to cap our growth at three. So, even though the cost of living's going up by 4% um health insurance is going up 12% next year. Um we're only seeing a 3% growth. So, you can see the gap that's going to keep existing in funding um with those mechanisms. There you know, you already have SB 190 that does exist. I'm not saying that's right or wrong. I understand senior citizens um you know, are of limited income, but there are already lots of levels where capped at. Um and so if you continue to chip away at them which each of these bills do, um you start to get into the situation where you could have negative growth.
129And so, like anybody knows, if you renew a software contract, it's usually 4 to 5% increase every year just have the same services. Uh we talked about insurance, benefits, all those different things. You know, our our staff, they just want to be able to keep up with the cost of living. And if that's 4 or 5% but yet we're capped at three or flat to negative, um you know, that's going to cause some serious problems in the future. Uh the most recent is House Joint Resolution 173, which looks to do away with state income tax if certain triggers are hit. They want to replace that with sales tax. So, that would be taxed on all different goods uh in double-digits levels in sales tax. And the state is asking you to give them permission to
130raise that to whatever level they want with that vote that would come out. And that's scary. And so, um it's we're getting hit at all levels, local and state. And so, I would I would advise to read through this. Um MSBA sends out good information on how those might affect. If you have any questions on how that might affect us individually as a district, um we'd be happy to answer that question. Um there's also a website called the Missouri Budget Project, non-partisan group that has every single school district and their boundaries broken out and shows how this House Joint Resolution 173 affects you if state income tax goes away in Missouri. So, uh we actually looked at it all as a group this morning. I showed the group in our meeting. Um it's it's scary.
131Um so, I advise you to go out and look at that. And um you know, we we need if if public educators aren't going to support public education, who will? And so, we need to get behind it. So, that's I'll get off my horse, but >> Exactly. And I know that I added I added everything on the agenda just a little bit late, but it took me a little longer to get all the information I needed. Only it looked like it was extremely timely, and so I do appreciate you guys entertaining this. >> So, you had uh you recently went to MSBA Advocacy Day, right? Okay. And so, I I do just want to bring up uh uh So, LaTonya's paid for that out of her um pocket. Um I know that we've cut things
132out of the board budget, but that just seems um inappropriate when we've paid for attendance at fundraisers for other local events. So, I just wanted to bring up whether or not the board is willing through a majority to compensate her for that. What is it? A hundred hundred dollars? Hundred fifty It's a It's a nominal amount, um, but I think through our budget slashing we've overlooked that and that's through her role on the school board, so. >> Well, what do we want to do? I mean, a majority of it it was attending advocacy day and I'm just like I think that's important to be a part of that. I don't know. >> Any interest in compensating Latonya for that? >> Yeah. I would. I I would. I'd prefer it was ahead of time. >> I
133think it was attempted to be. >> Yeah. >> There's There's >> It's normally I mean, I attend every year and it's normally paid for, you know, but we decided not to pay for those things, I guess. >> Is it Is it a hundred dollars? Is that what we're talking about? >> Excuse me? >> Is it a hundred dollars? >> Or just gas or whatever. >> No. Um, advocacy day was, um, the seventy-five and then the luncheon [clears throat] learns were an extra twenty-five. And the luncheon learns actually qualify us now to receive the governor's award. It means the award done now. >> I I'm just asking for clarification. >> Yeah. Yeah, and I can give an invoice and things like that. No, no, no, no. I went down early and I came back. >> Yeah,
134I didn't know that. >> Um I think that's all that I had. Wanda, did you have something? >> Nope. >> So, I have two things. So, one we've we've gotten emails about this before. I know that a couple parents had had brought it up about attendance for students with disabilities and specifically around their qualification for opting out of finals or attending events. I realize very much how DESI does not care why you're there or why you're not there. And I don't think that that's the argument or the concern of these families. I don't I don't think they're looking for for that type of resolve. I think they're looking for resolve on attendance at events and qualifications for that. So, I just wanted to to pose that to the group to see if there's any interest
135in discussing that at our next board meeting like what the policy is, what we need to look at. >> Did you email me to add that to the agenda? Cuz I didn't get an email. >> Friday. Yeah. She wouldn't she wouldn't let me email. It was just a Tanya. >> Well, so >> how do I So, so that's why I'm bringing it up now cuz it's not here. >> I understand. I'm just throwing it out there because I was informed that you thought I denied that request and I didn't receive anything. >> So, we don't. So, I guess I can go through like how we need to do that. So, for the attendance of the children with disabilities, are we interested in discussing that? >> I'd be interested and I don't mean if a kid
136has like a cold or like >> Yeah. >> or the flu. I'm talking about if there is a child and they have cancer and they have or they seizures and they have lots of appointments, you know, that they can't control. I'm talking about like the chronic illnesses, not just I want to skip school, you know what I mean? >> Yeah, that's that's what I'm talking about as well. Any interest in that? >> I've always interested in kids with disabilities and getting them whatever they need. I'm always interested in that. >> Well, then I'm not sure I understand that it's it's it's >> Yeah, what's the what's the top >> of of kids that that might be sick, but they Uh are you talking about school attendance being counted? Are you talking about activities? What are
137you talking about? >> It sounds like the the concern from families is this kind of two-pronged. Is one, you know, it used to be that you could get an excuse. You could get a doctor's note that would excuse your attendance. DESE does not care why you're there. They care about who's in the seats at what point. What the concern I've heard from families, and this is not this is not new. This has been going on for a long time, is that they have students that have chronic illnesses that are not able to um hit certain attendance marks um to be able to attend certain events. You know, some of our attendance incentives type things. Um and it could be as little I know I mean I've heard this concern from parents of elementary school kids
138who are like, "Hey, my kid has this chronic condition. We get a doctor's note every time, and then they're not able to attend the pizza party." >> Oh, okay. >> And I I and I think we talked about this last year around this time as well is that >> Yeah. >> you know, they we have kids that are that are coming as they can come, but because they have this um condition or this extra care that needs to occur, they're not able to do that. So, that's what I'm just asking is that if if if we're interested in looking at that. >> Because I'm I've got kids and their parents are emailing me like about this cuz their kids are trying to get much needed medical attention cuz they want to go to homecoming or
139prom, you know? But that's just >> Mercy is not they do not care about your schedule or what you have going on. So, that's that's been my concern for that. >> I think it would be nice to run this by our staff. This is the first time I've heard this concern. So, specifically our district leadership, our building administrators. Um I can see this opening up a can of worms for kids who may have a diagnosis. Um but it definitely would be something we can discuss. I just think we should have an opportunity to problem-solve all this before it escalates to the level of the board. >> So, I'm So, I'm So, I typically uh I don't always get responses or consideration of things that I ask for. So, that's why I sometimes bring it here
140to see if the board is interested in that conversation happening. So, if you're willing to have that and there's board, you know, we get a lot of like, "Is that the will of the board?" So, rather than ask for it, say, "Is that the will of the board?" go back and forth, I thought it would be easier here. But it does sound like we have the will of the board and potentially the will of the administration. So, that's helpful. >> look like? We would just probably bring that up in our administrators meeting and get some feedback from our principals. >> Cuz I know that right now I know that the parents are contacting the principals and the principals are like, "Okay, the policy is this." And then it just ends. And so >> Again, this
141is the first time I'm hearing this concern tonight. So, I think it would be fair to have that go through the process that Gina talked about. And I don't know if our directors have been informed of this. And but I'd like us to have that opportunity to problem-solve. >> And that that kind of goes to the students at games. Uh I know we also got an email about um some students that wanted to attend the uh Benton game. Um so, if you just kind of include that in part of that discussion, what that looks like. >> We did talk about that actually in our cabinet meeting this morning. So, the players, and I did respond to that student tonight. The players will be counted as school business because they are present for a school sponsored
142activity. The students who choose to attend would not be counted present. That would not be counted as school business because that is a present code. So, if those families choose to go, it would be an absence. And that's no different than any other sport or activity that we have. So, for example, we had wrestling in February. It was the same thing. If if a student or a family wanted to go down, that's fine. Um but it wasn't If they're not an athlete and participating in that activity, then they were counted absent. >> And I think that again, I think the the concern from families has been yes, we know that we cannot supersede the policy of DESE. We understand how that works with DESE um attendance guidelines, but if we can be flexible for our
143own students, I think is the question. And if we can, we can. If we can't, I mean, it sounds like you guys will talk about that. >> I just want to look at what like other schools are doing because other schools um it's not like either like a yes or no. I know that there's lots of um I know that things are allowed at other districts, and they're also abiding by the DESE guidelines. And so, I just want to look at if we're able, you know, to get a good medium, like about the games this week. I know that the players would really enjoy lots of crowd participation, you know, but they're like, "Our kids worried about prom." >> Well, and I can tell you, um I was at the game on Saturday night at
144North Kansas City, and the student section was rather small. I mean, there was maybe 20 students that were there. Um I think if we allowed that, then we would have several students who would want to get out of school to say that they're going but then we also have to look at bussing and we have to look at staffing supervision. We would also have to look at being consistent because we haven't done that with other sports or activities. So as much as I would love to send all of Benton High School. I'd love to shut down the school and have them all attend but it's just simply not feasible. It's also not compliance with not compliance with our DESE attendance manual. >> I mean like I said I just want to know what I other
145schools are doing. >> My only other question so in close session we have an item for board minutes that are on there that you had put on but there's no clarification of how that falls under the Missouri Sunshine Law to be able to put that into close session. So how do we how is that covered there? >> I will say that it can't be discussed out here because it does involve staff member. >> So the board it just says board notes Rhonda Chesney. >> Yes. >> So it's actually it's actually personnel. >> It >> Yes and no. It involves confidentiality and what happens in our executive session that involves a staff member. >> Okay so then >> and a board member. >> Okay so then why is it called board notes? I don't understand. >>
146Well then we'll re-title it next time. >> So first So it's definitely So that that's my point is that I I've shared this before. I worry about the things that we're pushing into close session but especially when I see an agenda item that just says it doesn't show how it fits the the qualification. So for example on our regular agenda we'll put you know the policy that it follows that it that under any statute that it falls under, financial, how is this paid, those types of things. But when we get into close session, it just seems like sometimes we get a little loose with that. So, if I'm going into a close session and we're going to talk about something, one, I want to make sure that I'm going into a meeting that is compliant
147with the Sunshine Law, which I would not I don't I still don't know how that works because you weren't available to answer that question. Um and then two, uh to be prepared to have a discussion, I would need some sort of attachments, materials, those types of things. So, I don't I don't feel like that was properly noticed. >> And then normally when a board member makes a request in order to add an item to the agenda, I'm contacted as the president of the board and I knew nothing about this until another member of the board asked me about it. >> Right. And then if if you're not available to be able to talk about what it is. So, that's that's my concern is that we're going into a meeting, it's it doesn't say what it's
148how it's compliant with the Sunshine Law and then we're just supposed to show up and read and talk. So, that's those are just my concerns. >> matter that needs to be discussed in a closed session. >> Yeah, so I again, I think instead of putting board notes, then it needs to be here here's what, you know, cuz we have other things on there that have people's names. This just says board notes for Ron Chesney. So, in the future, I think that would be important. >> Are there any other comments? If there are none, is there a motion? >> Yes. >> Take executive session. >> Yeah. >> Yep. I will move that we adjourn to executive session pursuant to 610.21 closed meetings, closed records site for legal, hiring, firing, disciplining, promoting of particular employees and individually
149identifiable personal records. >> I have a motion, is there a second? >> I second that. >> Motion and second, would you call the roll, please? Ms. Miller? >> Yes. >> Ms. Williams? >> Yes. >> Ms. Chesney? >> Yes. >> Ms. Kerns? >> Yes. >> Ms. Wining? >> Yes. >> Mr. Moore? >> Yes. >> Meeting is adjourned.