001We may have accessibility needs at that building. That RFP was published in the news press and the bid you see before us uh was the only bid we received uh that is access elevator and lifts and pulled up the proposal on the screen here. You can see proposal is $66,750. Um that includes a turnkey project of all the equipment and everything installed on site. And so at the board meeting on the 24th, uh we will be asking the board to approve um this proposal at that time and be happy to answer any questions. >> Is this a replacement or is this a new installation? >> It's actually a new installation. We don't have any chair lifts at Coleman at this time. >> How's this been paid for? >> Out of fund for capital improvements. Is
002it budgeted? >> This was not budgeted at the beginning of the year, but um we have a situation at that school where we need this chairlift for a student. Uh similar to if a a student moved in that had a specific IEP that might need a a full-time pair with them, we would be responsible for that, but we might not have budgeted at the beginning of the year. So then how is how are we um making the necessary budgetary? >> It' be from our from our fund for balances. >> Okay. >> And we can afford this then? >> We can. >> Okay. >> I I would tell you we can't afford not to because of the needs of a student at that school. >> I know that. I just wanted you to say it. Absolutely.
003[laughter] >> Okay. Any additional questions? >> All right. If there are none, let's move on to number two. >> All right. Good evening. >> Good evening. >> I can't see the board agenda. Is it Avala up the first or Fort Hayes? Can someone >> Fort Hayes? Okay. Can you guys hear me? >> Fort Hayes. >> Okay. I don't think I have any >> test. >> Can you hear me? I am bringing to you tonight a memorandum of agreement with Fort Hay State University. These are very typical. We have several universities that we partner with to put pre-ervice teachers in our schools and in our classrooms so that they can gain the uh student teaching practicum observation hours that they need to become certified. So, Fort Hay State University, their memorandum had um expired and so
004I just bringing that forward tonight to see information item. Any questions about it? >> I had a quick question. I didn't know they had done that previously, but that's a long ways away. Do the students do the student teachers come and stay here? Uh, it's typically somebody that resides within our community and they're taking online courses and they need an on-site experience and so that's the situation. >> I was just curious that's a long way out. >> Yeah, we have several that take online courses. >> I have a question cuz it just says Edison Elementary. >> It does. And Mr. Carl, if you want to jump in, you can. um the actual document that comes to you at the end of the month may need to be revised because we would want to we would
005want to be able to service a student in any of our schools. And so that was one that went through Mr. Krell with attached but um it's not being approved tonight. This is just information item. When it comes back to you, it would be any of our school settings. >> Okay, that was just my question. >> Any additional questions? I will note too it is only a one-year agreement with them. >> Okay. If there are none, you can move on. >> Okay. Aval University is the next one and that will come to you at the end of the month as well for um as an action item. Uh also just another pre-ervice memorandum of memorandum of uh understanding so that we can put students in our classrooms to help them be certified and gain experience
006with our students. Any questions about this one? >> Thank you, Dr. Adams. And it's not a question only. It's a comment on the items on the agenda. Can we also include about the alignment? If you're looking at like an item and then you're looking at the at our um continuous improvement plan, are we able to put the alignment on the agenda like as well? And so like if you're looking at an item, it's easy to see the correlation in between an item >> and then you're also able to look at at the policies as well. And then it's just all in one area. Can we do that? >> Am I explaining myself clearly? Mike, you're looking puzzled. >> Uh I was thinking it was on there. >> No, it's only the policy. It's >> it's
007not talked about it before >> and it's alignment with what you're asking for. >> CIP. >> Yes. >> CIP. Thank you. >> I just used all of the title and not the not the acronyms, but yes. >> Yeah. >> Are you all in agreement with that? >> Yeah, I can buy into that. >> Okay. And now we will take a five minute break in order to give anyone an in the audience an opportunity to come up and put your name down to speak for >> I think that I think it was >> is it after discussion and after and here's the thing if nobody wants if we have if we have conversation and then everyone thinks it's great >> and nobody wants to sign up then let's recess for 5 minutes come back nobody signed
008up and we can adjourn >> do the discussion first >> yeah because I feel like I and I feel like this happens a lot we have it at the beginning >> after Well, we always do it at the beginning and then we discuss it and then there's questions and it's weird. >> Okay. >> Who would like to start? Is that you, Dr. Mus? >> Sure. I will start. We will have several admins presenting on this topic tonight, but I want to go back to October 27th in that board meeting. The board of education approved at that time 702 and it's in quotes here accept plan E with modifications that will meet our financial responsibility and the needs of our community. So after being tasked with the board from the board to do that we met
009with Mr. Leak who I believe is the creator of plan E. So our district admin met with him to go over that plan. Um about two weeks ago at that time we had a conversation about keeping Hyde open with only having two elementary schools in the south. That caused some issues. So there were a few suggested items from Mr. Leap. One was moving Cardan Park to the Truman and Central path and then one was moving Parkway to the Spring Garden and Benton path. Um, so we will have our district administrators present much like we have the other facilities options per the direction of our of our board and then we will gladly take any questions. So I'm going to start with the feeder system and you should have in your packets that model for the
010three high schools and you will see on there there is one middle school closing. The intention would be for Webster to close the following year and be repurposed. Uh that program would be repurposed in another building. This would be less disruption with only retiring one building. It would provide a consistent middle school model being 78 much like the other options that we've talked about. This would also balance out free and reduced lunch across our district. An additional learning site would be delayed. It does clean up our feeder system a bit with one exception. And so if you look at Truman Middle School, it has 589 students and that is 105 over the optimal capacity. And so that is something we talked to Mr. Leak about. Um so one of the solutions would be to split
011a school and you guys know this from vision forward. We most of our schools now split off into uh different middle schools. Cardon Park actually feeds into all middle schools. And so this would be an opportunity to look at a school and have we would have to split to make that doable for Truman Middle School. And then Jake is going to come up and talk about the boundaries. >> Ready? >> Are you ready? >> Yeah, I'm ready. >> Okay. I just didn't know I didn't know if you were ready. Okay. So, uh planning boundaries. Um at the elementary level, um you guys should have a copy of this in your uh packet. um at the elementary level since we're retaining all elementary kids and I think the hope with plan E is that we cause
012the least disruption possible. Um we are just going to use our current boundaries and then there are some slight modifications to uh get sixth grade back in Hosiah Hyde and Lindberg um which I'll show you now. So, um, sixth grade back in Hosia. Um, what I've got on the screen here is you'll see the red shaded areas. Um, on the first the farthest southwest there, the red shaded with the red outline was Hosia's district and that would shift to Hyde. And then then on the other side of Hyde's boundaries, the red shaded area was Hyde and that would shift to pick it. Um and that would facilitate moving the sixth grade in with the numbers that you have um on your feeder system sheet that Dr. McInness gave you. Um then secondary um for the
013shift in sixth grade back into Lindberg um the red shaded area to the west there um would move from Lindberg into Eugene Field and then the one on the east side of Eugene Field would shift from Eugene Field to Oak Grove. um and that would facilitate moving the sixth graders back into Liber. So other than that, at the elementary level, all your boundaries stay the same. Um and then where your change would really occur um would be the middle and high level um with the bold orange lines that we have on your sheet. And you can see on the screen that would be um the feeder pattern for the proposed numbers that you have. So Hosiah Hide and Picket and I messed up cuz on this one on Parkway should go south too. Sorry, this
014is handdrawn. This isn't the computer. So um Josiah Hyde, pick it and parkway would go south. Um and then um Carden, Edison, Scathan, and Ellison and Oak would go to central. Um the that's a change from the original proposal of plan E which had Scaith going south, but if we use our current boundaries, that would cut Central's feeder into Central and Truman's feeder into two different sections of town. You'd have Cardon and Edison on this side and or Cardon Edison and Parkway on this side and then Oak and Ellison on the other side with Scaith taking a chunk out of the middle of it going south to Spring Garden and then to Benton. Um so that takes up that piece. Um and then Lindberg Persing Field and Coleman going Rivetu Lafayette in the north. Um
015are there any questions besides remember I I messed up on Parkway that should be going south. Is there any thought of um the capacity of Bod as compared to the capacity of Truman? Uh >> the capacity of BOD is less than the capacity of Trimman. Optimum capacity of BOD is 460 and I think Trimman's 485ish. >> And Tom, there is a page here in your folders that has the capacity optimal and maximum of all of our schools. Yeah. So really with the three middle schools that we have, the only way to facilitate your space would be um to either divide one school such as SCA or Cardon that touches both boundaries or take two schools and split a chunk off of both of them. So split a chuck off of oak that would feed to
016Rubidu in Lafayette and a piece of Scazer Cardon down south or do it in one school and split it would be the only way that you could meet capacity at all of your schools at the middle level. Are there any other questions? No, I don't think so. >> Nope. Okay. Thank you. >> Thank you. Mr. Carell, you want to speak about staffing, please? >> All right. So, it's estimated that plan E would save approximately um $68,000 in year one regarding staffing. Um the max savings. So again, we had we had talked previously about kind of how we came up with these potential savings and max savings all based on attrition. Um hoping to reduce staff through that. Um so that's where we came up with the 608 ideally um support staff would be the ones
017that most likely due to turnover would be the savings there. We are projecting um that plan E would reduce teachers by zero because the biggest savings we had in the other plans were um at the high school level um with a consolidating into two. Um we also um conducted the study based on administrators with uh student to administrator ratio. Same with secretaries, counselors. So we try to do things very similar to the other plans. Um, as for Webster in plan E, again that is um identified to be a phased approach, not until the next school year, not next year, but 2728. Um, with that, the potential savings in year two would be approximately 1.56 million. Um, again, that is that is the potential savings, not the max. Um some of the staff it's impacted would
018be three administrators, 54 certified staff and 25 classified staff. So this plan does um when it comes to impacted staff a lot less than any of the other plans. Um BOD would have approximately 45 staff members impacted central since we kind of balance out those numbers at the high school level. Um we would um there' be about 32 central staff members be affected with that. >> Can [clears throat] you tell us so I know there was a doc so it's not what what document are you going off of right now so we can follow along. >> That would be the >> this one. >> Yep. Nope. >> So I saw one online. I don't think we have it in paper form. >> Correct. >> Um the staffing the one labeled staffing. So the the issue
019that I had in trying to read this is not knowing current. You know what I'm saying? Like >> current's on top. >> So the top is the current, >> correct? Then the bottom one is the projected. >> Okay. >> And I'll continue if you >> No, that's fine. I just want to follow on. >> Um, finally, I'd like to note that again, we've been mentioning that the overall goal is to reduce our staffing through attrition, retirements, and resignations. Um, we still have, if we go with plan E or the status quo, um, we are looking at about $68,000 in reductions. Um, unfortunately, if we um do plan E or or the status quo, we are going to have to make some difficult decisions moving forward when it comes to our staffing because we are attempting
020to save approximately $4 million next year and then $4 million in the 2728 school year. So, we we will be well short of those numbers. So, can you So, we're at 608 in reductions with what you guys have presented. Um, so you you said and [clears throat] we we've talked about this for a long time that there needs to be hard decisions made, but we don't ever actually talk about the numbers between be behind that. So I guess and I think we had it on one document and maybe this is the one where we needed to do 90 90 positions cut over 45 one year, 45 the next year. >> Yeah. If you take a teacher that has their masters plus 10 uh to save a million dollars, that's about 17 teachers you need to
021reduce. Now teachers aren't the only staff members in our district. We have all sorts of different uh positions that that would be a different ratio. Um but that kind of just gives you a quick synopsis of okay if we're trying to save um you know 4 million next year and just to save a million at 17 teachers that might give you an idea of you know the number of staffing we're looking at >> and of course always I we use teachers an example but anytime we look at this we're always looking to cause the least amount of impact on the core classroom and obviously when you have teacher they are very very core to the classroom So um you know that is something that we always look at with that in mind is how can
022we have the least amount of impact on that core classroom >> and and this this plan doesn't include you know you and I had talked I think after the last meeting about um that there were the reason why plan 7 was picked was because this bottom line was going to have to have an additional reductions but we never talked to my knowledge we haven't talked about those reductions. So, can you explain what those reductions would have, should have, could have been? And then also, um, are there potentials in this plan? And then my second question is, have we discussed cutting um, or retiring any non-academic facilities, Keatley, warehouse, crayons, the computers, those types of things. >> Sure. No, great question. So, everything you see in the financial projections only include the plan. We know whether
023plan E, any of the plans chosen or if nothing um goes forward for next year, we are going to have to cut approximately $8 million from the budget in the next two years to try to get on track to our 20% reserve ratio. So, you are correct. We don't have those additional items in here. That way, you can compare plan to plan. No matter what happens with the board decision, whether there's action or no action, we will need to make those u adjustments. Uh as as far as administration buildings go, uh Keatley has a gym that Truman currently uses. And so many of the plans have different scenarios with how Truman and Bod um are using those plans. And so um if you are still using Truman as a middle school, you need to keep
024Keelley's gym uh associated with Truman to have those activities >> or Bodies though >> or Bodies or you would need to do something at Truman's gym on that site, >> right? And so that would, you know, most likely take some sort of general obligation bond >> um to do something like that. When you talk about other facilities, um you know, when you close a building, the savings you get, there's a little bit of utility, but it's mostly staffing. And so crowns and computers and some of those um you know, like the grounds warehouse and those things, they are large buildings that don't have a lot of staffing there. And so if you close that building, you're really just closing a bunch of storage for all of our machinery. Uh Crowns and Computers has all of
025our refrigerators and frers that are used for food service. And so there is not a lot of savings there at those buildings besides just utility. >> Well, and I think that's where the issue for me is coming is when we're talking about closing buildings and the estimated revenue or reduction in expenses there. But then we're also saying we're only going to do it by attrition. But if we but it's the cost savings is from cutting staff. So it's not attrition. >> We hope to do everything by attrition. Um >> but all I mean considering the last plan like all of Bessie wasn't going to like they were going to you know what I'm saying? >> Correct. It was it was all through attrition. uh could the district at some point, let's say we continue to,
026you know, go down to 6, five, 4% reserve ratio, which we won't, but if we did, then I I think the district would need to make tough decisions about riffing staff. >> Yeah. I just I think we're all using the term attrition and maybe we don't all have the same definition. >> Sure. With closures of buildings, I truly believe you can get back to 20% through attrition. If you don't have the trigger of closing some buildings, it's going to be much more difficult to do it through attrition. >> So when you say attrition, you mean if we are going to close a building and and eliminate those positions, that's attrition, >> right? So for >> because the position isn't there anymore, >> right? So, let's say we had >> that isn't a that's not what
027you're calling a church. Well, hold on. Let me explain. We have three custodians and we might have we might have five food service. Okay. And so, if we close that building, we're probably going to have three custodians and possibly five food service that might retire or resign before the next year. So, we'd be able to consolidate that staff. If we didn't, we would not we would be overstaffed in those areas. >> Yeah. But, but that's what I'm saying. It's like if you didn't close their school, they're not going to leave. You know what I mean? Like I'm not going to say I I think the likelihood of saying we're going to close your building. Do you feel like resigning or retiring? Like that I get that's attrition, but that's forced attrition. That's >> and we're
028not closing buildings to try to force people to resign or retire. It is truly trying to rightsize our space and right. >> I get that. >> But in the previous plans, we also had retirements of three to four buildings. And so that's a much larger pool of staff. And so with this plan E retiring one building, it's just going to be a little bit more limited. And so it's going to be difficult to do that through attrition. >> Well, and I I I don't think any of this can be done through attrition. I don't I don't think any of it can be done through attrition. Um, and much of that is because we went through the long range plan for so long and we talked and at that time it was not driven on cost
029savings and we talked so much about there wasn't going to be as much cost savings realized because we needed everyone especially at the high school levels. Um, I didn't I didn't expect you all to come back with a plan E that didn't close any buildings. I I thought there would be more closures, but there aren't. That's okay. Um Mark, what's our what is our anticipated turnover in a normal year in terms of resignation and um retirement? >> I will say um nutrition and building maintenance. Um those are our highest turnover positions. When it comes to teachers, on average, we have about a hundred 120 new staff members that participate in our in our beginning teacher program. Um, but again, when we talk about attrition, we know that those positions won't align exactly. So that's why
030we've been stating that we're probably going to be through plan two and plan seven, we were going to be overstaffed because we did not want to >> reduce >> I mean I think >> cut at least temporarily, right? >> Well, realistically, we're we'll have to do both. We'll have to do both. Like even in if we don't if we do nothing and 100 people and 100 staff leave, then we would have to say, "Okay, we're not going to replace as many of these as possible, whether that's 45 this year, 45 next year." But like you said, they're not all going to fit in directly to where we need them. So you're going to have to make cut. You're to me I think you're going to have to do both. And >> if you would tell
031me that Robert by FY27, we need to be a 20% reserve ratio, yes, we'd have to lift people. But if you say let through attrition, you know, rightsize the staff out to FY29, we may not. But we were trying to do this in a way where we did it through attrition so that way our staff would feel confident um in their position and staying with the district. In 2018, they did not go through that process. They went through a rift process. >> And so I wasn't here at that time, but I hear from everybody that was a pretty rough time. And so I know this is this process isn't easy on everybody. We were trying to do things to where we could spread those savings out over multiple years. By doing it through attrition as
032people left, we'd be able to consolidate that. >> So Mr. Carell, have you finished your presentation? >> Yes. >> Okay. So, get back to Webster because if you close that building that's been retrofitted for its clientele, um that would have to be done in the other buildings where we're going to disseminate those students. Correct. >> Right. >> So, that would hurt on whatever cost savings we're going to have as we retrofit other buildings. could and that was one of the reasons why we had decided that it was best to phase it out >> instead of trying to do it all at once. Um, when it comes to staffing, if we move that program into another building, we could probably reduce some of that, but we're still probably going to need, not saying we're going to
033need a full administrator, but we're going to need somebody to possibly assist with that program. We're going to need that staffing still needs to go over and support those students. Um we're probably not gonna >> it's going to take a bit of time. >> I don't want to use cut but to reduce those positions immediately. Um but we could reduce a few of those. >> And Dr. Anderson is going to speak a little bit about all of the Webster programming in a bit. Good. Dr. Hedgeport. Sure. >> Yeah. Thank you, Dr. So, in typical fashion, I have your projections for planning. Um, and I'm glad Miss Laney brought up the fact that these don't have any additional savings in here besides the plans itself. We know we need to look for additional opportunities. Um, but
034these are just the plans. So, the first page is just your October budget revision and then looking for no more savings without any type of consolidation plan. And this first page has been the same for the last, you know, three or four meetings. So, you're probably pretty familiar with that first page. Um, so looking at the second page is plan E. Uh, I I have a version two, meaning only the Webster and Bod closings um for plan E. And so you can see the utility savings that you have for those two closures would be about $228,000. And we wouldn't realize that till FY28, meaning we're going to give a year to be able to sell that be building so we can um bring those savings online. And then if you look at FY uh 27
035for certified and classified uh 235,000 for certified and 373,000 for classified, that's the 68,000 uh that Mr. Curl was talking about for next year as far as savings for staffing. And then FY28, uh, we look at about 652,000 for certified and 898,000 for classified. Um, bringing both of those buildings, um, offline, of course, Webster being the, uh, next school year and realizing those savings in FY28. So, um, again, this is through attrition. Uh, you know, that's why you see it more spread out instead of just one year if you were to to, you know, do a different method. Um, but that's how we presented all the other plans and that's how I have this plan presented. Be happy to answer any questions. Okay, we will turn it over to Mrs. Dutter who's going to go
036over the academic impact. All right, so our goal is always to ensure that there's a high quality educator in front of our students. um that doesn't differ from any plan you guys lead and also ensure that the building leader um is effective and monitors the instruction taking place in each and every classroom. What plan E does is it does establish a consistent um middle school grade level model and it aligns all high school courses across sites to ensure consistency and equity. What I'm going to tell you is that if we redesign these high school courses to focus on that consistency and equity, Central will lose some of the programs as staff and students would shift to support alignment across sites. This approach will come at a cost and it's important to remember that open enrollment
037works both ways, not just for sports, but academics. In our current system, families can choose to send their children to Central because of academic programs as well. I put a table um in your um packet there. Um I'm grateful for Dr. Davis. Um she outlined the current reality of our high school programs. It looks like this. It was the first page. It says SJSD high school offering course um comparison 25 and 26. I'm just going to draw some generalized um just key notes here. Nearly 40% of all course offerings already exist at two sites. So if you look at this, you'll see an S. that indicates that it's offered particularly at central, but then you'll also see it maybe offered at one of the other sites. I think there's um some key questions that the
038board will need to think about depth versus spread. How might we promote greater instructional depth and reduce the inefficiencies that come with spreading our resources too thin? In what ways can we revise those secondary sites to ensure more equitable courses and that there's opportunities for our kids? Our greatest barrier isn't a lack of vision and academic vision. It's not. I can write courses. We can write curriculum. The greatest barrier right now is is we're in a teaching crisis. These challenges are inseparable that you can't they're interdependent upon each other and without them even the most thoughtfully designed courses and academic programs the frameworks the structures they cannot reach their full potential right now. Our academic infrastructure is very fragile. It is held together by a patchwork of teachers who are in their first few years.
039And I'm just gonna say if you look at algebra 1, I'm very excited about the APR results that we received last Thursday. But I want you to understand that algebra 1, English 2, bio1, and government, those courses, those hold our accreditation. 62% of our algebra 1 courses are three years or less. It is held together by those people who are also critical shortage. And so I've tried to dig into the human resource sites to see the years of experience of our educators. When you look at the years, if you average those years of experience, for example, I studied in one of the model English two, we have an individual that's at critical shortage there that has over 30 plus years. However, we have two individuals who have only taught two years. So, I want you
040to realize this is again, we can design college and career pathways. We can lead and develop academic programs. The issue is is our teachers. The success of academics in our community rest on the quality of these educators and ensuring that they have the right supports to be developed. You have the right supports. So what we were and I don't want to go to like the combining of two sites but I do that we could establish collaboration that would up the rigor. that's taking place in our classrooms right now. I I I want you to understand that again, our academic service team will do what you need us to do, but this is a this is a teaching crisis right now. We're in a a teaching shortage. Um and again, it's being held together by individuals
041who are on a subwaver or critical shortage or brand new teachers who need to be supported. Any questions? >> Would you say again what the courses were that are on the APR report? >> Yes, absolutely. So, when you look at the high school level, English 2, it's offered your sophomore year. Algebra 1, it's offered your eighth grade year or is offered your freshman year. Bio1, which is also offered your freshman year or your sophomore year. The majority of students take it their sophomore year. Now, see, I said bio, algebra, English 2, government, government. The one lonely social studies course that holds the accreditation is government. And currently, right now, we are offering it our 11th grade year. So if there's anything that we need to get right in academic pro programs is to ensure that
042we have the most highly qualified individual teaching those courses. One other piece that I want to add and Staca you can add to this but I believe there's a misconception that we can have a teacher teach at all three sites and so for example Latin or some of those specialty areas. Can you speak a little bit more to that Stacia? >> Absolutely. So when we were studying leading two sites I particularly went into world languages and if you can see Dr. Davis has if you go to world languages on the course you will see that most of the world languages are offered at central um with the exception of Spanish 3 and four those upper level um world language courses. at Central currently. Um I'm just going to use Latin for example and Latin one
043um the teacher over there teaches twice Latin one. Okay. One of the courses has 12 students. He seats 28. The other um uh oh gosh the other hour he teaches Latin one again he has 13. He seats 28. Do you understand the inefficiency there? If we could combine those 12 and 13 to put 25 and 28 and then I offer Latin 2 and then Latin three and four, then we can move them to the other site for potentially the other day. You could lead it up in two sites. It's too thin when we're trying to lead it across three sites on this list. Are we missing courses? >> These are the advanced courses. So like what you'll see here, these are the um elective courses um that are offered um like and I wish Dr.
044Davis was here because she put this together. But um you'll see a lot of the glo we call them global electives which means you want all students to take those global electives. But they're not all the elective courses, Miss Williams. there um the courses where we looked specifically where are we not offering these courses across all three of our sites. >> Oh, okay. Well, cuz I would also like knowing what are you offering at all three sites. >> I can pull that together for you. You're going to have courses like English one that has to be offered at three sites. English two has to be offered at three sites. Um, English four has to be offered at three sites. You have a you have like a diet of high school courses that we have to
045have because they fit the graduation rate to graduate in the state of Missouri. >> Well, because if there's not like a preface to this, I'm looking I'm looking at it and I'm like it's no English at all offered at Bitten. What's going on, you know? So, >> I'm sorry, Miss Williams. That's a great point and I would definitely um pull that and um leave that at our our board meeting, a revised copy of that just so that you can see the outline of the required high school courses. These are these are experiences and opportunities that we offer to our kids right now that we're able to um do due to open enrollment and due to the fact that we're leading it up at one consistent site right now at Central. >> Yeah. By definition, this
046was where Not all three high schools offered something. >> That's correct. >> So, anything else? We left off saying that. Well, that's currently available at all. >> That's correct. >> At all schools. So, yeah. Good. Thank you. >> And I think we've seen that before, too. >> We have seen that word updated for this year. It just highlights the inconsistencies and discrepancies among the three high schools. One in particular that you mentioned is the core course that I that seems to be on here is American government. It's on the second page and it says it's only offered at two of the schools. >> Um American government is probably the dual credit or the AP government course. Okay. >> Um which are totally different. Although that's a that's a lengthy discussion happening in the social studies
047world right now. What we're trying to do is just get government right. um because there's some um thinking about AP government. Our students perhaps aren't even passing our AP government course. We're preparing kids for two different styles of test, an AP test and an EOCC test. We would really like to get right um what holds the accreditation. And if they wanted to take um the AP government course after they take the diet of a regular American government course, that would be great to earn college credit with. Yeah, that that's good. I I just these these are elect electives or offerings. Yeah, I understand. >> Yeah, like college credit, AP AP um advanced placement courses um advanced placement courses, there's there's quite a few offered at Central. That's not offered at the other sites. and and
048your your point that you made pretty clearly, but I'm repeating it um because it was kind of your summary statement about being able to offer the appropriate rigor and having the resources to do that, not the ability to do that. Not the expertise to do that, but the resources to do that is is more difficult with three schools than with two. Is that what I heard you say? I want an individual who is um certified in the content level that they're teaching um in front of our kids. Um and I wanted a teacher that's really strong in the content knowledge in front of our students. Um we owe that to our kids. >> Can I clarify one thing? So you mentioned American government. If you see that asterisk on here, that's an honors course. >>
049I wonder I was going to ask about the asterisk. >> Yes, that's an honors course. >> So many asterisks. I thought that was going to be embarrassing that I asked that. >> No, you're good. I just want to clarify that. >> Station two, can you address um in order for a teacher to teach a class that the student can get college credit, >> what requirements does that teacher have to have in order to be able to deliver that kind of a course? >> A master's in your content area. um not just a masters in education um which we're finding that a lot of our teachers now get masters in just general education you need a master in your content area so for example a masters in English a master um in mathematics um those are
050the courses that you would need to ensure that's what we're talking about when we want teachers that are highly qualified in their content areas um with those courses >> because wouldn't the college require that in order to give the Correct. That's correct. Okay. >> And are any of these classes um particularly these elective classes for the resources are any of these able to be shared not by the teacher moving to be in front of students every time but through Zoom and other other methodologies of teaching. Are we delivering any of these currently um remotely? Missouri Western um you know they through their early college academy will offer some of these courses through um a canvas model work um Mr. Richmond, here's what I know about teaching and learning. Sometimes I don't think we have an
051achievement gap. I think sometimes we have a relationship gap. I think the relationship gap stems from the software or a device um sometimes that we put in front of kids. Um I would rather um put a um individual in front of kids that's going to develop a relationship um with the child. >> Yeah. And I I um Thank you. I don't disagree with that. I do say that um an outcome of co saw some saw some strengths and weaknesses of not having a teacher in front of the kids and some of these higher level classes. These students are more ready to learn um electronically than what maybe some of the others are. I just think that we don't want to completely um miss that opportunity no matter which school model we have. >> Absolutely. Miss
052Duter, um you talked about three things that that are tough. It's the subwaver, the critical s shortage. What was the third? >> Just young inexperienced >> inexperienced >> who may not have certification yet. >> Just so you're aware, the critical shortage and the subwaver are our our retirees. Yes. >> Did you want to say anything about the APR? >> Well, I'm very excited about the APR. Our building leaders and our teachers, I'm I I am grateful for the hard work that they put into that APR. Um, and I'm I'm, you know, we look at the data, but we look at the names behind that and the students behind those numbers. We're moving forward academically. We're doing the right things academically. I don't want to go backwards. >> Yeah. And I I think it's noteworthy that
053um and I'm going to say these numbers wrong probably, but we were at a 67% um ratio and and we moved to a 75% ratio and >> 67.5 and 74.7. >> Okay. Well, I knew I'd be inaccurate. I'm just I'm just an engineer. >> No, you're you're good. I dream about these numbers, >> right? But where there's sleep over it, >> you know, a threshold is above 70%. And so it's not it's it's a it's a really noticeable improvement. I just can't help but comment on talking about saying something at every meeting. It's a it's a major accomplishment and it um it gets us over a threshold and it we don't stop there, but it gets us over it. it not only was a good um differential improvement but it got got us over the
05470% threshold. So congratulations to the whole academic team on that. That's and students obviously. >> Yes. Thank you. So is there a difference between equal and equitable? >> Yes. And I will tell you again I can I the vision there is not a lack of vision. We have a we have a strong academic vision. It's it's it's it is the um educator that's the puzzle piece here. >> It's the staff. >> Okay. So, I think there is a bit of a misconception if you look at Oak Grove and their optimum capacity is 732. So, we've had a little bit of crit criticism as to why don't you cut more students at Oak Grove and we do have some special education programming there. So, Dr. Anderson gave a great report uh last week and we wanted
055her to share that with the full board. >> Yes. Good evening. So I am going to start out by talking about our incident rate as a district and um we currently are sitting at 11.9% of our student population that are special education and that totals 1,356 students and that is according to our December 1 count last year and I can tell you that the state percentage is 13.5%. So, we're actually still lower than the state percentage for special education as a whole. Um, what I can also tell you is that we are exponentially growing. So, last year our population percentage was 11.2%. And so, we've grown in in that capacity from last year. Every year out of our ELC's, you can hear me talking about how we need to add programming classrooms. So predicted for
056next year, we have 30 students approximately coming out of our ELC's that need foundations programming. So when you hear me talk about foundations, that will kind of explain what that means. But I want to just say we're identifying them and more are coming. And this is actually happening statewide, not just in St. Joe. So please also know that when uh DLO and I have attended the Mo case conference, this is happening all districts. students are coming up with significant disabilities and needing significant programming. >> One quick one quick question. You're doing great so far already. So at 11.9% how many um how many students did that represent? >> 1,356 >> and that was our December one count last year. So that changes and you have to remember we have kids that come in and out.
057So we transfer kids in all the time that have IEPs. So, if you'll look at the very back page of the the handout from me, it talks about a description of classroom settings. And I think there's a misconception about what special education looks like in some of our programming rooms and what kind of rooms we need. And so, that's why I want to explain what these are. The first one is resource. And those are students with like specific learning disabilities, other health impairments. They receive most of their instruction in a general education classroom, but they need to be pulled out to receive special specially designed instruction and that happens within a resource classroom by a special education teacher. Then there is what we call a DLC, a daily living classroom. Those students generally have lower
058functioning IQs. They receive most of their instruction within a special education classroom. Sometimes those students do um attend lunch, recess, uh let's say they are really good at writing and we push them in for writing time or whole group reading time or calendar time. We want them to have access to the general education classroom um at some points in their in their day. And then we have what is called structured learning. These students generally have behavioral issues. Lots of times they are qualified under emotional disturbances. They have an average to low average IQ. They have behaviors that interfere with their learning and the learning of others. Often very unsafe. They often alope from classrooms. These are the students that we often have to utilize seclusion and restraint with. Some students are supported almost 100% of
059the time in a structured learning classroom, but they also still have the ability to have access to a general education classroom. So, our goal is that we teach them behavior skills and other skills that help them access the general ed classroom and we start pushing them out to um classes within the building that they can see success in. So oftent times uh they'll start with a specialist class, music, PE, art, because they're really great at that and that's something that they have capacity for or let's say they're a really great reader. So we will push them into a regular ed classroom for language arts. So these students still need to have access, but they have to have a full-size classroom for their special education needs. Then we have what you heard me refer to as
060foundations. All of these classrooms are currently housed at Oak Grove. These are students that generally have a diagnosis of autism. They are very low functioning. Many are nonverbal or struggle with communication. They have they need intense support to keep themselves safe. They often have toileting needs and self-care needs. They also have um concerns with safety and they will elope from the building or the room. And so we have to be very careful and in how we uh maintain that safety. Then we have what is called targets. These are housed at the middle school and high school level. These are students um from our DLC classrooms or foundations classrooms. They receive almost all of their um support within that uh classroom during the day, but they still do have access to their peers. We want them
061to be able to go to recess or lunch or assemblies with their classmates. Then we have one room that is considered medically fragile. These are students with very significant health needs. And you've heard me come before you and ask for LPN paras and nursing support because we have students with very significant health needs. Trakes uh feeding tubes um very significant needs. Then we have what is called public day school. This is housed at Webster. So when you hear about uh Webster programming, please know that there are two separate sites to Webster. There's an alternative programming and then there's special education programming that is there. So currently at Webster, we have public day school which is run through the school district and we have three, no, we have four of those classrooms there. [snorts] And then
062we also have a program that we call High Road. And if you remember me coming before you and asking for money um for our sessy program and sessy contract, that is a contracted program. We used to send those students to Kansas City to a school called Milestones. That is a seric public day setting and that was they need very intense support. Instead, we brought that back to our district so we could service more students in house. They were not on busing. Um, so please know we have public day and high road at Webster. Okay. I have listed all of the schools and what types of programmings they have. Every every building has a resource uh classroom resource special education, but then those programs are scattered throughout where we've had room. Um, on the page that
063looks like this, it's a chart. It explains that daily living classrooms, structured learning, foundations, targets, our medically fragile rooms, our public day, and our high road classrooms. They all need a full-size classroom to function. Those are students that are housed almost all day or all day in special education. And so, please know when we're making these plans, we have to look at the number of rooms needed for special education in our plans. Public Day and High Road which are currently housed at Webster those are segregated um programs and that is because of their they're say unsafe to themselves or others and they have to be segregated from the regular population. They have proven that they they cannot uh withstand that uh they perform better and to meet their IEP needs we have to um educate
064them in a private setting. And so there are special doors that will have to be installed. And so when we're looking at the facilities plan, we have to think about what spaces could we move this into while also keeping that segregation that's necessary for those students IEPs. Okay. On that chart, I've also identified how many resource rooms, DLC classrooms, structured learning, all the different types of classrooms, how many are needed at each level at middle school and then high school. And so, just so you know, like there are 25 resource rooms at elementaryaries. Every every elementary at least has one resource teacher. Um I I've also located or not located I've also listed the max number of students that are in those programs. So for instance the intensity of the student need it defines the
065size of the program. So our structured learning classrooms for instance due to the behaviors and having to understand um restraints those student class sizes are kept very small. So I have down below like a class size a very max size classroom of a structured learning would be 10 to 12. And so our public day again the very max is 10 and that's big. We would really like to keep those at six or eight due to the intensity and level of those students needs. One thing I want to point out on this chart is our DLC's and foundation classrooms are growing due to the number of students that we have coming out of our ELC's. the number of students that we have transferred in from other states. Uh these students are coming in with very significant
066programming needs. So if you'll look at our foundations, and this is how I wanted to talk about Oak Grove, those 12 extra classrooms that people think that are out at Oak are actually full of special education students. So currently at Oakrove, we have 12 classrooms of special education that are housed there. We have one resource teacher, two DLC classrooms, and nine foundations classrooms. Guys, this continues to grow. So, we have when I started in this role four years ago, we had two of these classrooms, the foundations, and we have grown to nine already. Next year, we are going to need a minimum of 12 of these classrooms. So, just know that there are students there and staff there. um there are many pairs that have to support each classroom needs three to four pairs depending
067upon the students IEP and what is required for support with their needs. Okay. The other thing is the targets program. So currently there are two of those teachers at our high school level. Really they needed a third teacher this year. Uh the two two individuals at Lafayette that teach that program they're amazing. uh they were not able to find someone that we felt was qualified uh to take a role there. So they are just two of them are teaching that but they each have 12 to 13 students and really we need to add a teacher for that next year because we have more students coming out of targets at our middle schools next year. So in all what I want you to understand is we need a minimum of 99 special education classrooms throughout our
068district for next year. 40 of those have to be full-size classrooms and 59 of those rooms have to be a smaller classroom that could hold like 15 students at max. Okay. So 40 full-size classrooms. Do you have any questions? I know that was a lot of information. I tried to provide everything I could on this chart. >> Dr. Anderson, um, >> let's see. If you would have us take away something there, it is that we have to use caution when we're looking at those building capacities. >> Yes. >> Because of these programs. >> Absolutely. >> And so when when we look at the chart that just tells us what the optimum capacity is, >> there's more to the story. >> Yes. That's that's why I'm here tonight. >> Right. Thank you. Thank you. And and
069it's part of what it's part of where we got a little bit crossways early on in this where we said, "Well, I thought the capacity of Lafayette High School was one thing and now we're being told something different." It's because we didn't dig deep enough into these programs. >> Right. Right. It's something we considered when we were working on developing all of our plans, but I think there was a lack of understanding about that. So that's why I I heard that um that we were going to have 12 open rooms for ELC's at Oakrove and that they're simply they're full of special education students right now. >> Thank you. >> Yeah. So in regard to plan E, uh we have done a lot of prep work for this. All of the full-size special education programming
070rooms will fit at the elementary that we need an elementary for next year. um all of the high school programs will fit because there's uh proposed to have three high schools. My concern is the middle school level with the three buildings and the capacity and them already being over capacity and that model uh before you, the middle school special education programming classrooms will not fit in that model. Um the options that I saw like when looking at maps would be to uh look at the secondary trim and gym. We could potentially make that into classroom spaces, but what I know in my head is that the one gym that they have, I don't think is large enough to house both boys and girls PE at the same time. So, uh, you have a boys and
071girls PE that run at the same time like at Bodie and they used to just split the curtain and they could run both classes. I don't think the gym at Truman is big enough to do that. So, that would be a concern. Um, also when looking at this model and in and plan E, by all of the accounts that we have looked at with the maps and the number of rooms that we need for special education programming, this model only allowed for four extra full-size rooms in all of our elementarymentaries. If we wanted to expand preschool, I'm not sure how we would do that because there is not going to be any space. Um, and you have to also think about how um, fast our special education population is growing and we really need to
072make sure that we have a room or two available to expand that because we're required by law to provide those services for students per their IEPs. Are there any questions about that? So this plan can't support or it doesn't properly support the needs of special education. >> No, not at the middle school level. >> So why are we considering it? >> So what so what's the solution? The solution is just not closing Bodie. >> The solution would be we have to have a space for the they have to be they have to have access to the general education population. This is not a population of students that I could say, "Oh, we're going to put this specialized programming at high school because they need access to their middle school level peers." >> So, for for
073instance, Targets, uh, they need to have access to the middle school level. So, we really would need to keep that other middle school open if that were the case. I can't just say I'm going to put it at a wing at a high school level because then they don't have access to their middle school peers. >> Yeah, that makes >> Yeah. >> separate. Separate. I get it. So, so then what are we doing? But, but this is where this is where I get confused and quite honestly frustrated is that we're presented with something and then we're also presented with why it doesn't work. So, I don't I don't know what we're doing. Anybody else? >> Well, we're hearing what we're hearing what we asked for. >> Well, but I didn't ask I didn't ask for
074three middle schools. I didn't ask I didn't ask for that like my >> right but we did ask to get the money right >> but we didn't even get the money >> schools are only going to closes in this plan >> right right but my I guess >> it's right >> but this isn't but this isn't pl right this wasn't >> but so I guess so and I think I said this in um at the board meeting like I wasn't a fan of choosing planning but I thought we were going to move forward with talking about it essentially because we were telling the 250 people we're not going to close your high schools. So if we kept a three high school model what I was hoping then to see is okay to meet all of
075our needs and keeping three high schools these are the things you would have to give up. So, I I did anticipate anticipate seeing Picket on the list of potential closer closures. I anticipated seeing Bessie. I anticipated seeing Persing. Um, so I guess that's where I'm I just know where What are we doing? I guess question. I know that the at the last meeting it was a motion and approved to choose plan E with modifications. And so it's my understanding at this meeting we were going to discuss about the modifications and how to make it work. >> And I was hoping we would have already gone. I I was hoping that would have come today because, you know, we're talking about time time. We have to make a decision. Um, if you'll recall at the last
076meeting, I asked to move that item to anformational item so we could have some time to discuss what we were doing and then we we abandoned the two plans and went with a three high school plan. So, I would have I would I just would have thought that we would have gotten something that said here's all the things that you have that you have to do to make it work. Um I I don't know. >> Yeah. It feels it feels to me like we're we're um the administration did the best they could to balance everything that was being asked. So, in other words, um you know, if they came back and said, "Actually, you know, uh we can't close anything." Or better yet, how about we have to add something? um then then that just
077obviously flies in the face of where we're trying to get to with our budget, right? >> But it it feels to me like, and I know we've talked about this a lot in the last year, every time we get close to making a decision, we say we say, "Nope, nope. Let's start." And then we start all o we start all over again. And I my argument would be that the drop in enrollment and the turnover that we see is because we don't make a plan and we don't stick with it. Like we had a plan. We had a plan that took over a year to create. Yeah. And then in April we I I'm on film >> asking in February, March, April, and May, plan B, plan B, let's move. And then we at two
078different times we've heard Lafayette Central is not feasible to use as our two high schools. So we went to Benton Hyde, but that didn't that wasn't feasible either. at least we seem to agree to that and then we go to this plan. It just doesn't seem like we have any firm direction of what we're doing and and I understand that you must be incredibly frustrated too. >> I'm sure Dr. Guinness, did you have input in this? Do you have do we have all the information that you guys have established as the board which in my opinion has not been consistent? >> Correct. >> Two weeks ago, we had been talking about a two high school model for years and up until two weeks ago that's when the board voted to accept plan E 70. So
079this is what we are giving you in two weeks of time. If there's other items that you would like, we would gladly get that with the board. >> But your preference was plans 2 A and 7B because you had already established that. >> Well, our intention was to go with a two high school model. >> Okay. >> We were good with the two high school model because we could provide consistent offerings to our students. It would help us financially. That would help be more efficient as an organization with staffing. Across the board, we were all in with a two high school model. That was part of pack. That was part of vision forward. That was everything we talked about up until two weeks ago. If we were okay with a two high school model, if
080you looked at the long range plan approved last year by the board, it is still included a two high school model, plan B and it was not implemented after after April and that was a two high school model. And so I think and this is only my opinion after we chose not to implement plan B. It's like everything almost began all over again. It's all new plans, all new options, and we got derailed. >> So I guess I'm confused on what is plan B. Yeah, >> I need that. I need that defined so I know what plan B is because I've looked at vision forward. There's no plan B in vision forward. There's a nice low flowchart that shows what happens if the bond passed and what happens if it didn't pass. >> Plan B,
081correct? Is is what we were going to do when the bond failed. >> Yes. >> And so we never quite got to the exact plan B. We went after it. We came back with a seven and a two. And that's as far as we got. >> But and and I guess >> where was plan B? >> But plan plan B >> seven or two. >> It was but but no plan B with the long range plan was that >> we would go to two high schools. >> I think it very it clearly showed that you'd have to use the two largest high schools. So >> Spring Garden would have gone back to an elementary school. Benon would have gone to uh would have gone back to an elementary school. Benon would have been to those
082types of things. My concern and where I feel like I've kind of gotten lost on the way is that I don't I don't know that I am I tend to not believe that we can put our current size student population in two of our existing three buildings comfortably. >> That that is my that is my concern. it because I've I've heard I've heard administration say that. I heard I' I've heard that said. So my concern is and where my head was on October 27th when we unanimously voted to abandon those two plans despite efforts to further discuss them was okay, we're not going to make these changes to the high school level, but we're obviously going to have to make them to elementary and middle. that doesn't get us out of having to make difficult
083decisions. Um but but this very much is the status quo. It's cleaning up some of the things from vision forward and whatnot, but it doesn't address the staffing issues that we've been talking about for two years and was the whole reason by the 4day work uh school school day. Um but I I'm I'm concerned. I'm just well at the end of our last meeting, I knew that there was an agreement amongst all members of the board to keep open all three schools over whatever reason. Although I do agree with you, Whitney, I never imagine keeping all elementary schools and all middle schools, especially since all of us know, you know, that we need to it's way too many buildings. >> But Lata, at the at the board meeting, you said, "I'm not going to be
084the one closing your schools." >> Exactly. Not the high schools. And I thought that entire specific and I've said that well well clearly nothing was spec specific at that meeting because half of us don't even know what the where we were going with that motion. We voted 70 unanimously against the administration and 43 schools and I'm and I'm sorry for that. I think there's a lot of things that went into that and that h couldn't have been comfortable but that's what we said we were going to do. So now, are we going to do that or are we going to start over again? And the clock is is ticking. Time is time is ticking. >> My question would be, and I asked you this last week, do you feel like our current board can make
085a decision? >> A little input on that. So, I think, and I think I mentioned this a couple times, when we were going over these plans, the fact that I had 2019 data is what was frustrating to me cuz it's six-year-old data. So, again, I don't know how the rest of the board feels, but I am a big fan of hiring the consultant to give a look at the building and design a plan. >> Again, again, >> it'd be too >> But what what is But what is the >> What is What is new information? And this is to your point, I'm going to say no because nobody wants to piss anybody off. Nobody wants to make anybody mad, but that's what leadership calls for. But at the end of the day, if if we
086don't want to close, what new information are we going to get to make these decisions? What new information is there going to be? I I have was a proponent of two. It seven did not make any sense to me. I had a lot of questions and a lot of concerns about a lot of different things. It didn't have the cost savings, whatever. Plan two made more sense, but again, I don't know that we can fit the kids in those two buildings. So, I don't want to do something that hurts kids. like, okay, we have the staffing, but it's not they can't they can't comfortably be in the buildings. So, if we can't comfortably put these kids, these students kids who is who they are in two of the three buildings that we have, and I'll
087remind everyone, we wouldn't be having this conversation if Prop 2 would have passed. So, there's that. But to me, you really can't go to two of our three existing buildings until you have another building that is the size of Central to split them into. I don't I don't know. My question is, okay, so two weeks ago, all of us chose to keep open all three high schools. Okay. So, what's is there new information now, you know, that makes you think, oh, if I would have known a couple weeks ago, I wouldn't have chose that. >> So, we adopted plan E. >> Mhm. >> And and a variant thereof per the motion. >> Mhm. And what I heard tonight, now listen, >> administration won't say this, I will. Plan E doesn't work. It doesn't work for
088teachers. It doesn't work for the finances. It doesn't work for the students in the class offering. It lowers our academic offering. It doesn't work. And so that's what's changed for me. >> But we already knew that. We already knew. We already knew that. I already knew that. You I think you said that at the Lafayette when you pres presented it. I We already knew that. I think what's changed is that we don't have 250 people staring at us. >> Well, >> I agree with that. >> And so, but then it feels but then it feels like we we made a decision and I mean some of these people were even lectured of like you have to help us. you have to help us, which I I still don't understand what that meant, but we told
089them, you have [snorts] to help us. We're going to need your buy in. And they all stood, some of them stood up and clapped for us. And then two weeks later, when they're not all here, we're like, nope, never mind. So, my issue is we should make plans and then move on. That's how you move forward. >> So, is that the missing piece with E then that we that that that unstated tonight? But what we would have to do is go to the taxpayers and ask for more money to hold this system together. >> And I didn't I didn't understand that that night either. I and I think it was maybe to you, Tom, that said or I don't I don't know who said it. Somebody said something about there were a lot of comments
090about like we're going to need the community support. We're going to and there was talk about them volunteering and then I don't know if there was some sort of alluding to having to pass some pass some sort of bond issue. I don't I don't know because all I knew was in the two options that we were given, I wasn't going to vote for either one. That's not to say that I wouldn't have talked about two and more discussion about two, but we weren't we didn't want to do that. We wanted to move we wanted to not do that. So, I went with everyone. >> I think most of us wanted more information on that. >> That's why I moved it to anformational item. >> No. So tonight, that's what they've done for us is to
091bring us more information, bring us data that we can clearly look at that can be substantial. >> But we lie to these people. We when when they pass, we lie to them. >> I don't understand us choosing a plan only to get more information. >> I thought we were choosing a plan for implementation, >> right? And and that was my point Dr. Dr. McInness said, and I think Dr. I think Miss Stutter said as well, these plans aren't what plan E is not going to be what you need it to be. I believe that was at the Lafayette. I wasn't there at that at that meeting. We already said it ain't going to work. So, we already know it wasn't going to work. So, to me, what we were saying on the 27th in front
092of all the people who stood up and clapped was, "Okay, we're going to we hear you. We're going to go to three high schools and we're going to make it work." So I don't >> How do you make it work? >> You got to close some stuff. And and I and I hate that. I hate that. I look at all these lists of schools. I have friends that work at all these schools. I have friends kids that work at all these schools. Like this is not easy. But if we said we're not going to do three or we're not going to do two high schools, which again I agree Dr. McInness, we've talked about this for years. We were on board to do it. But then push came to shove and we couldn't look at
093the people and make a decision. So that that is what it is. So we're going to three schools. So that or we're staying with three schools. Now we have to make hard decisions at other levels or we're just let's just keep to your point. We are not let's just admit we're not going to make a decision and save them all their time. Let's save them all their time. There's going to be a new election in April. New people will get on. Save them their time. So why did you vote for it then? >> Because I wasn't going to vote for these two plans until I had more information. That's why I made a motion to change the agenda to talk about an information order. >> But you also voted for this one as well >>
094because if we're not going to do those plans and we're going to move forward, then let's move forward with this. But we told the people we were going to do it, so now let's move forward and do it >> with modifications if it's possible. No, I didn't hear the if it's possible. I didn't hear that part. I heard we're going to we're going to keep your three schools. Everyone stood up and clapped for us and we said thank you. Thank you. And then we're going to come back and be like it it doesn't actually work. Which we already knew. We already knew that. >> But nobody spoke that there, did we? >> Because Okay. All right. >> Then what's nobody came out and was like, >> "We're not doing anything. We're not doing anything ever.
095We're not doing anything ever. How do we push? How do we move things forward? How do we make progress? If all we're doing tonight is saying, "We looked at a lot of information that we already knew, but we're not doing it anyway. >> You knew this wasn't going to work. You knew it wasn't there. Black and white. >> Then what are we doing? What are we doing by the end of the month?" >> Information. That's that is the one planning and getting information are the two things that we are great at. Execution and actually doing something not good at and it's to the demise of the teachers and the staff. >> Well, okay. So my question is >> okay so students and staff >> okay so now what >> was your recommendation? What from obviously
096you guys are saying that Truman's not going to work. Um we have several issues here. What is your recommendation from here? >> I think you need to make a decision in November. If you can't make a decision in November as this current board, then I think you should consider pausing. I think status quo would be better than plan E. And then you could consider a consulting firm who could you can hire a demographer to do updated demographics. Do I think that's the best plan? No. because we've been talking about two high schools. We said this two weeks ago and I'm sorry, but it's our admin team that took all the bullets for that when we were the ones who put together all these plans per your requests anytime you wanted to change. But I don't
097think this current board can make a decision. >> Does the Does the current administration believe that we can't fit into two high schools? I don't think it would be comfortable, but I think that we could do it. >> I say my suggestion again is either we get a facilities committee back on board to help us figure this out and not be left up to you guys and [applause] all of us. Also, I am a big fan of a consultant. I think a professional needs to come in and that six-year-old data needs to be updated. >> Okay. Well, tell you >> we did a consultation with a company early on when the board gave me the direction to go to two high schools. One was Central Venton, one was Central Lafayette, and use any consulting firm.
098You can't get a consulting firm to do that work in two months. But we did do an initial consultation with a firm. They would first start with a demographic study, enrollment projections, kind of where our population is shifting, and it could range anywhere from 35,000 to $100,000 depending on how you customize those services. I will also tell you at the end of that, they're not going to care what neighborhood is where. They're not going to make accommodations for any particular neighborhood. So, as a board again, you would have to decide it doesn't matter where my friends live. It doesn't matter where they go to school. This is where the lines are, and you would have to agree to that. The um owner of that company that we did the consultation with openly told us that
099they went through this whole process with another school district and the board didn't make a decision. So, I would hate for us to waste dollars on not having a decision. And as far as the facilities committee goes, we've had PAC, we've had vision forward, we had a facilities committee for two years and we got nowhere. >> So, I'm up for that because if you can't make a decision in November, I do think you should pause. Our staff are exhausted and I think it's fair for them to have Thanksgiving and Christmas and then come back, consider a consulting firm who can do that work when you have a a new board in place and make a decision. >> And and I guess my question to that would be again, we're going to spend taxpayer dollars on
100a consultant to tell us what what new information is there going to be? There's not going to be new information. Again, I >> I think the thing about it is though is if it were people on the outside, it's none of the heat on members of the board. >> But they do that and >> to make a decision, >> right? But then but ultimately the board of education has to make a decision. So you can hire 50 consultants and spend hundreds of thousands of dollars, which we have already done. Yeah, >> we've already we've already hired people. They've already come in. They've already said you need to go to two schools, >> but we won't do it. So, if we're not going to do it, what what and I say this all the time. I
101am frustrated that we are so hung up on the three high school issue that the other issues in vision forward don't get addressed either because that's not the only issue in this school district that we have talked about with equity and problems. the the inconsistent middle school model, the feeder patterns, like all of that needs to be addressed as well. Now, we have the financial dilemma, but I I don't want to see, and you know what, I'm here till April. That's fine. Whatever. But I don't want to see us continuing to burn taxpayer dollars because we don't want to make a decision and we want to be able to say, "We're still looking at it. We're still looking at it and that's not my recommendation to go with the consulting firm. That is an option
102for the board to consider. >> We need to make a decision >> because I implore us to make a decision. >> Then then what? Then >> but we did. I thought we made a decision. So what was the point in that? >> But it doesn't work. >> Then make it doesn't work. >> But then make it work. Then make it work. >> That work. >> Then make it work. Like I guess I just again I and and and I think part of this to to your point Jennifer when we at least had a facilities committee meeting we could spend time and that's all we talked about. This is the most we have talked about any of this since we started this kind of over in August. So without that committee and I'm not saying we
103appoint people to it because we've seen the debacle that that creates. I'm saying if we can all sit down and say, and I think I think we would have gotten to one of those two plans if we would have had time to discuss it because we could have said, "Here's why I can't give my vote to this one, but I could give my vote to this one if this if this changed." We weren't able to have any of those discussions. So, you and your team are over here just constantly throwing darts at a moving target because we're not we're not collaborating. We're not working with each other because we don't have we don't have the we don't have the tool to be able to do that because emails don't work. >> I know we were
104able to discuss it at meetings. >> We could have we could have discussed it that night at the meeting because I believe I heard you say that you were for plan 2B and why you were for plan 2B at that meeting. We could have had that conversation. >> But you made a motion. You made a motion. >> I did. I did because I want to see modifications to it. So now I'm seeing what those modifications are, what it looks like to have 300. >> But there's no modifications made. >> There's no modifications because height height is not closed on this new plan. That's right. >> So that is a modification. >> I know. But that's not a doable modification. Maybe we need to discuss the modifications. >> I thought that's what we were doing right
105now. >> Okay, then let's talk about the modifications. to plan E. >> Okay. >> Because we >> took a vote to choose plan E >> and then it >> it was our understanding, you know, that we're going to discuss about the modifications. Okay. So, can we discuss modifications on plan E? >> Yes. >> Or please. >> Okay. So, are we still doing that? That's what I thought we were doing the whole meeting. >> Well, no, we're in the meeting. It's almost like, well, are we going to do plan E or are we not going to do plan E? And >> unless I'm misunderstanding. Okay. But it was my understanding coming to the meeting, plan E is already a given. It's already chosen and we're going to choose how to implement it. >> Is that your
106understanding too? So my question is where's the early childhood going to happen in this plan? Because that's also something I ask for where's early childhood and and I totally understand that early childhood doesn't work in this plan. We can't just stuff preschool children wherever. Um it doesn't work. We are not going to get that if we would choose to continue using this plan. >> So well but are we able to modify the plan to get there? >> That's my question. It doesn't appear that that we will. >> Well, okay. But >> it's able to be done >> cuz it's us making all of the decisions like like we if you look at the feeder pattern. >> Yes. >> If you look at the feeder pattern and it's not closing any elementary schools, >> right? Are
107there elementary schools we are looking at who could close to be able to to become an early learning center? >> Well, and and so here question. >> Well, that's not how that's not how it works. >> It's what we're supposed to talk about right now. >> So, here here is my question. I think part of the reason why October 27th we said, "Oh, no, we'll go with three schools was because it was so much change so quickly." I don't know. I don't know. That's what I've heard from other from other places. So my question is then, [clears throat] and I think we've tal talked very briefly about this and it came out and went away with a long range plan. Can we create that long range plan that moves that shifts things over time that
108says, "Okay, over five years, we're going to phase out this. We're going to move to three middle schools over this period of time." Now, listen, I understand that's another plan and you're not actually doing anything unless you actually say per FA phase one of this two or threephase plan is going to happen immediately and then we're going to move on from there. I also realize that we have a new board every year, which is part of the problem that we're in now is people have the board changes every single year. But is there any benefit to saying, "Okay, we're going to take a plan that leads to two schools that names them because we find out now if you don't name them in vision forward and in our long range plan, then people act like
109they don't know what's going on. If we name here is what is going to happen over one, two, three years and here's how it's going to happen. I I don't know. I also I don't think that you that the staff and this is not a knock on you all. I don't know that you could have done all of that in 3 months. The logistics seemed like an absolute nightmare. Casey Hman, he's probably at home sleeping. like that would have I just don't know how they would have even been able to to physically do it. So if the if people are like, "Okay, we like plan two best or whatever the two high school model. How are we going to get there?" Is is that agreeable? We're going to I mean I don't I don't know.
110But just not doing anything I think can't be the answer. >> Well, or maybe I don't know. >> No, I agree with you. And then we can't choose a plan and then at the next meeting, well, no, I don't know about that. No, we have to stop that. like it's not right and it's not fair to the community or the staff or the administration like like if I misunderstood at the last meeting I apologize you know but I thought that as we took a vote all of us were committed you know to a version of this plan. I didn't mean, you know, I don't know. I don't know. Okay. So, to your comment, are you looking for more information about implementation of this plan or what were you thinking? I wanted to see what would
111happen if we did it. And I think we've gotten that information. It's still missing an early learning center in the plan. And I, in my good conscience, cannot ask our administration to make plan E4, five, six, and seven. So, I'm not I'm with you, Whitney. I'm not sure where we go next either. I mean, I think this is a big complicated process. It's um I certainly understand why people haven't done it in the past. I get it. It's hard. Um >> I have a question for my fellow board members related to Ashley's comment that she doesn't think this board can make a decision. Is there any chance we can get behind plan two? >> I think so. My my issue my issue is this, Mike, and I know I've I've talked to you a bit
112about this. I was open to discussing plan two. I I had concerns about the middle school. I had concerns about the boundaries. >> Um but my issue now is that we told a a gymnasium full of people that we weren't going to do that. So, so that is my issue because it it really does feel like there were a ton of people looking at us, a ton of people upset, and we folded. We said, "Ah, we're not going to do it." So, so now there's they're not here. And so, now we're going to say, "Oh, let's do it anyway." Like that. That is my that's my concern is going back. I I'm I think I think plan two was the better option and I think we could have made it better, but we didn't. Anyone
113else? >> Well, I I think you go back I think I think Dr. McGinness's plan for the fairness of herself and her staff needs to be answered. Anybody else want to keep doing this? like are are we going to try to carry out the the recommendations of vision forward or are we going to go ahead and kick this can and let somebody else do it when people get elected that we'll actually do it to answer your question um and I understand that I'm only the one vote. I've always, after I was initially elected, been a two high school person last week. I chose a different plan. and um over the reasons I've mentioned and over the options and the choices I chose plan E and I still stand by that. Now, if other members of
114the board and there is a majority open to looking at another option, I'm not going to argue against it, but I'm not going to go for it. So, who So, did >> can we all chime in on on whether or not we want to keep going with this because I think Dr. McInness and her staff deserve an answer. >> I agree. >> We're not going to agree. >> And I think it's okay. >> If we put it on a pause, that that responds >> to what you request, Dr. McInness, is to pause. give your would you >> it wasn't your recommendation I'll clarify I I believe a decision needs to be made in November and if it can't be made by this board then I would suggest a pause >> but it doesn't have to
115be tonight >> no it would need to be at the November meeting forward we have to decide if we're moving forward like I understand this is only a work session and we're not casting votes and and making votes but we can by a consensus say sorry for your time, carry on with other items. Otherwise, tomorrow they're going to go back to work and try to hit the target that we have not set. So, either are we going to have them do that and continue to waste their time, or are we going to march forward over the plan? It doesn't sound like we have four people willing to to go forward. But it would be nice if people would verbalize that. Knowing what I know now about this plan, >> I would 100% be willing to
116make a motion to resend that decision. >> And in support of plan two, >> no. >> So, but but the audience it will be comment later, please. >> So, here's my question to you. And and I my question to you then is if you can't get three other votes for plan two, would you move forward with some decision or is it two or bust for you? You know what I'm saying? >> Like I >> I would vote no to this plan >> like even if it even if it addressed obviously this plan this plan doesn't get us really any closer to where we need to and that's not your fault. It's not your fault. It's our fault. >> Agreed. if we used this plan and a variation of this plan got better. Like are you
117interested in only looking at plan two again or are you looking at how can we make this plan meet our needs or do you want to or do we want to be >> I I I don't know how you correct all the things we heard tonight >> well we're not able to correct all of them. I mean, it's been 20ome years of creating all of these issues. We're not able to correct them all in one swoop, you know, but are we able to do a little bit at a time? >> I'd rather I'd rather do a little bit at a time over doing >> Yes. >> a big thing and it's wrong. And and I guess my thing, Mike, is if you know, I think one of the things that there there are two there
118are two students that have stuck out to me um through this whole process. And one asked us specifically, don't close don't go to two high school model until you're able to to build another one. And at the time I was like, girl, you don't you know, you don't know what you're talking about. But the more we've talked about it, the more my concern is that we can't fit them with all the programming and everything that they need. That we can't fit our student population in the two schools that we have. And that's a shame because we had a great plan for a new high school and it didn't pass. That's fine. If we can't do that, I don't think it's fair to the middle school, elementary, and everyone else to say, "But we're going to
119leave. We're not going to do anything." There's so much other there's so many other things in vision forward that need to be done for us to say we're not going to do any of it. I think then let's just resign. Then let's just resign and then just figure out somebody that'll come in and do it. Nobody ran for this. None of us had to have ran for school board thinking we were going to get out of this without closing some schools. Like I mean that was that was like the key question we got all the time. So to me I would like hand in hand Mike Moore I would like to move forward with with carrying out vision forward if that and what I would like to know from the board is are we taking
120plan E and going to try to make it better and fit as much of our address as many of our issues as possible or are we going to go back to two or third option are we going to do nothing? Okay, we're not going to do the third option. Well, >> only if you have four people. >> Do we have I It sounds like me, you, and Mike. We have three people that want to move forward with with this conversation. But you need four. And I would say if you don't have four people that speak up tonight, then then leave them alone. Leave them alone. Let them get back to work on other things. Right now, it seems like we got three people. >> Dr. Dr. McInness and staff, have we have we missed something
121with plan E? In other words, is there a another version of plan E that you would say to us at least gets us down the road and contains some goodness? >> From talking with Mr. Leak, I think the goal of plan E was to maintain all three high schools. Okay. your most inefficiencies is at the high school >> at two of them. >> So to make that work, I mean, Dr. Anderson talked about the middle school level challenges with sped programming. Could you potentially close an elementary? Possibly. But your savings financially should be more of a concern to me than anything else in vision forward. That's just my opinion. We're at 10.02. We have 8 million to cut over the next two years. That's a reality. >> So So again, we have three people. >>
122Wait, before >> No, wait. Just wait a second though. I I think you need to give other people a chance. Do just don't fill in every gap with with let people have a chance. People are processing that. I know I am. I'm assuming others are as well. Um and so I I think I think one of the things you want to do is um not respond to every one of everybody's comment, but to say let's have a discussion about that. I'm I'm glad for us to have a discussion. When I >> She's already said that though a few times. We >> Oh, well, it's his turn. >> Let him talk. >> It's his I'll mention that though. >> Okay, then I'm going to say something. >> He can He can It's fine. It's fine. >>
123I I'm not sure I'm not sure what I do. Do I go ahead now or Okay, >> it's okay. >> I amum, you know, I I speak up and say I said that about three schools and it wasn't because there were people in the room. That wasn't that wasn't impacting me. My bigger impact was we're closing um the we're closing elementary schools. Um and I did I the we I agree with Whitney in terms of we never really discussed um plan plan two or plan seven in the kind of detail of saying what what are we really doing here? Um and so um I think things have come forward tonight that fit with the motion. Um the motion said that if it's financially reasonable and I think that is a primary driver. It's not the
124only driver but it's primary driver and I think we've we've identified that that plan E is not financially feasible. It's it doesn't get us to where we need to be financially. And that's regrettable to me because it's it still leaves us in a very difficult position. But a primary responsibility we have as a board is to is to be able to um work on our finances. So yes, I am certainly open to um saying okay, we took a hard run at plan E, the three school plan. Um, we tried. Um, the administration worked things up, but $680,000 is not going to be enough with a $4 million target of savings. We've got to do something more significant, more radical. And so, I'm um I'm supportive of and I think the problem became, well, do we
125like this or what don't we like about plan two? What don't we like about plan seven? And we never flushed those things out and said, "How do we resolve those and those plans?" It was like, "Here you are. This is your choice. This or this?" And and I feel like that we I feel like we still need to act with urgency. We still need to make a decision on November 24th. And we need to figure out tonight what are the pieces that have to happen between now and then to make a decision on November 24th. That's what I think. >> Okay. So, Mr. Tom, are you looking at plan two? Then if we're talking about >> Well, I'm certain certainly looking at a two high school plan. I mean, I I initially, and I said
126this at the meeting, I initially said that I thought Central Benton was a better plan because of geography. But, but then Central Benton didn't end up being Central Benton. It was Central Benton and Hyde. And with that came well now we're going to make lake and I'll it became a whole bunch of snowballing effect. And so there are things about that plan that are not appealing to me and there's things about the Lafayette central plan that are not appealing to me. But what is appealing to me is if we're committed that our community needs to get to a two school plan. We don't need to wait any longer. We have to make the decision. We have to move that direction so that we can move our district forward and we can make better financial decisions.
127We can do better things for our students. Uh we can put ourselves on a track and and saying that we're going to continue with the three school and then sometime later close one of these other schools is not going to be any easier later. Um, I think we're going to have to say because of our financial situation, I could I could end up supporting plan two with a with the right discussion. I could end up um supporting plan 7 V for a plan like that with the right discussion. But I think both of those um I think I think the decision would have to be we're got to we've got to make the two school plan and are we going to close Benton or we got to close off? It's it's that it's that simple.
128And then what are the ramifications of closing those schools? >> Okay, I'll put for >> Is your main is your main driver fiscal responsibility? that that is I'll tell you what it's impossible for a night to have all the other things the community impact the um the ability that we have a sunset that we need the community support our our community's begging to get behind something that they can support all those things are in are the impact is you know the last thing I want to do really is alienate some section of our community so then we have trouble with our oper operating money going forward. Um, but the fact is is that I don't disagree that if a tough decision has to be made, we should make it and we should make it now
129and we should charge the the group um of administration was saying um we we've given you this this two school thing. Um you know, plan two saved the most money. Um, plan 7 um was a better geography, but like I said, I I have issues that I'd want to discuss about that, but I think we need to make that decision primarily from a financial standpoint and the future of our district. It's going to happen sometime and it's probably the path to a new school. Um, and and so I think it's the I think it's the thing that needs to happen. >> Thank you. I my whole thing is I and I agree with you, but my thing is the administration has done so much. I mean, they're tired. They're tired and I don't know if
130they can do any more than what we give them. Again, I'm going to say again, we can move forward, but I think we need do need community buyin. I do think we need a facilities committee to come on board and help figure this out. move forward in what direction though? Like >> in any of the directions whether we stick with two 7e whatever we have to have the community to have their buy in. Um I mean I think we're two high school town again it's not just up to me but those facilities committee is what they were here for. >> It should never be left up to the administration and us. But we we were sent here by the people. >> Yes. >> Like we were we were elected by the people, >> right? >>
131And so now we need to make a decision. I mean it's for the people. >> It's to me it's change. It's change or perish. Like that's where we're at. Like we're at the point where we don't have time to create. We had a facilities committee. We don't have time to create another facilities committee. We don't And and what are we going to do? I'm sorry. I'm gonna I'm going to keep talking because I was elected and I I get to do that. Do we have four people that are willing at the end of the month to make a decision? So, you're willing to close some schools? We have to. >> Okay. And it's going to be open and we anticipate that. It's not going to be comfortable for anyone, but we must. So then so
132then all >> like >> Yes. >> So So what so what do I want them to do? >> I answered your question. >> Just a second. I'm asking about a direction though. I mean >> I think that we're kind of this information we got this evening and it is it is not good for plan E. So I have to process that just a bit more than sitting here. Yes, I do, Whitney. I'm sorry. I'm not a out loud processor. I'm an inner processor. So the more data I get, the better off I am to try to make a wise decision. Our students matter, our staff matters, and then the community matters. But our children need stability, but they also need what we can give them, the best we can give them. And right now, we're
133not. >> So are we. >> I am amazed always at the improvements that our children are making in this environment. >> So I'm just telling you, I need a little time to process this because I'm not happy with this information. >> So what what are the what do we want Dr. McInness to do tomorrow? Do we want her to go? >> Just a second, Whitney. Just a second. Did you already give an idea, an opinion, a direction, anything? I'm trying to get a consensus on at the end of our meeting, everybody knows what's going on cuz apparently at the last meeting, we didn't >> as a collective. >> And so that's what I'm trying to understand. Like I'm trying to get an idea. Are we going back and looking at option two or are we
134keeping option three? I don't want to leave here and things are still up in the air like I don't know what's going on. I don't know. Well, cuz it's a lot of information. Only in all honesty, none of it's new information. It's just nicely attached, you know. But there's no surprises. And so, like, I think it's unfair, as you said, you know, to continue to do this over and over and over again cuz we're too nervous or afraid in order to do the job that we're elected to do. >> So, so what are you asking Rhonda? I couldn't tell. Well, I'm asking Rhonda's opinion like I asked everybody's like like are you are you looking in order to move on with plan E or are you wanting to look at a two school model? >>
135Oh, that is a giant that's a giant question to just ask me. I'm I'm kind of there with Kim. I need to think about um all this. Honestly, at the last meeting, I was ready to vote for 7B. That was going to be my decision to vote for that. However, from uh chatting with people, I realized that was not going to happen. Um and so then I pivoted. Uh I did not cave. I pivoted because my my struggle with listening to the community was everybody wanted something different and and what I was hearing from the community is I don't want anything that's going to impact me which I totally understand that. I think that's a natural thing to hear from the community. So then we've got some people who want Benton, some people who want
136Lafayette, some people who want three schools. We're never going to reach a point where everyone is happy. And I I I get that. If if I had a child, I would probably be saying the exact same thing. So now this is noon tonight. I need time to think about this. Um I agree we need to do something. the status quo isn't good, but this is kind of almost like the status quo or worse because I can't in good conscious think about that we're going to eliminate some of these highle courses because we are not going to have a body, >> not even a warm body to teach it. And in good conscience, I can't do that. And I think maybe that was my purpose in looking at the modifications and what kind of impact were
137they going to have and I now I think we know what kind of impact. The impact is we don't get an early learning center. The impact is we will have to have we will no longer be able to have open enrollment and therefore children will have to go to the school where they're supposed to go and we're going to get subpar learning for our children. I can't be okay with that consciously or votewise. So I need time to think about okay now that we know this what are we going to do next? So that's what I need time to think about and I can't in this moment make that decision in this moment. And the good news is we're here tonight to have a work session to talk about it. >> Do we have So
138again, straw poll. If we can make this easy, I can say I will not ever vote for 70. >> I'll never vote for it. So if there are four people that will vote for it though, then that's how it works. You move it forward. If there's people that are like, I'm interested in two and I could make two work and I could I could go down that path. If there's four people that are willing to do that and are willing to take the kick in the teeth that is surely to come, then we do that. If So, can we just do I guess my I'm just looking for progress for the school district. So, can we just do a straw poll of says when we get to four that's where we're going? >> I don't
139we can't do a vote >> think that people are ready to >> I'm not saying that. I'm saying >> I don't think that anybody's ready, you know, to even to do like a little bit of like a commitment. A question I want to know is, okay, so what information are you needing? Like like is there any information or are you only needing a little bit of time to go over the other information? Well, because I'm not able to in good conscious ask our admin. Well, I need ABC. No, >> no. We need to look at the information and we need to make a decision or not. Okay. But the only thing I'm asking is >> if there is another vote, are we able to keep our word? >> Cuz this is cruel. Madam President, I
140have a proposal. >> You know, in light of the new information that's come about this plan and the fact that uh many constituents have have reached out to me and said, "Hey, I I I didn't know you guys were going to go with this e thing and didn't have a chance to weigh in in public. I think that we should perhaps have another uh listening session followed by a special work session where we can make those calls and ask get those answers about >> perhaps another plan. >> What like what >> like like plan two? >> Well, but that's that's what I'm so this is what I'm I piggyback on your proposal. >> Okay. I think we need to determine what has four votes because that's that's very simply what it takes. >> Yeah. If
141the first question is, are there four board members who are willing at the end of this month to forego to to accept the criticism to potentially not be re reelected in the future who are willing to take a vote to change things? If there's not four people that are like, I'll make a decision and I won't go back on it and I'll I'll I'll take it. If we don't have four people to do that, we should stop talking about it. >> Yes. >> If we do have four people, which I think we do, then what are we gonna have Dr. McGinness and her team do tomorrow? Are we going to have them continue working on E, or are we going to have them work on two or they going to work on seven? >> And
142I'm going to also piggyback off of that. >> I don't want them to work on anything. I don't either >> because they've already given us all the information that we need in order to make a decision >> and we've had plenty of time to talk about two and seven. >> We've had time to talk about that. >> Okay. So, are we So, back to my original question. Are we going to do anything? >> Well, I don't um I I thought I said earlier I don't think we did talk sufficiently about two and seven. I think we artificially drew boundaries that um didn't didn't keep the current elementary schools um together. I think we just saw Charlie did that. I think that one of the appealing things about this plan was it kept the elementary schools
143together. And I think that we need to look at plan two and plan seven under what would we do? Um what do the primary thing there? We already know what the financial impact's going to be. The primary thing we look at is what what's our feeder system going to be in those two areas. And we had questions about the size of Lafayette being an 800 person u middle school. That was a question. We had um we had um elementaryaries that were closing or or the whole district wasn't moving. And my feeling is it's a tough decision to make a thing about a high school, but with the lower cost that it is to close an elementary school and the capacity, I I probably could get on board with saying we're going to close a high
144school and a middle school and and possibly not close an elementary. I mean, I we're still in that we're still in that discussion mode in my opinion. So can we So again I I understand this is a work session but there has to be progress. We have such a short period of time. >> If we don't have are there four people that want to continue on with plan E. If there are >> I want to continue on with plan E. I'll say that. >> Anybody else? >> I would too. But if there's only two then I'm open to progress. Then if we're going to put plan E to the side, >> then we then we need to decide seven and two. >> Yes. >> I'm not for seven. I would I would move to two.
145>> It or there individuals and they're like I'm not going to look at plan E anymore. Micah, >> I know you're kind of leaning in that area. Like if there's individuals and they're like, "Well, well, okay, I misunderstood or I didn't I was missing information a couple weeks ago." And my mind's different. It's okay to say that. Like, I'm just like you. I just want to know where are we going right now? Two people want to continue to look at plan E. Are there any more than two people wanting to continue to look at plan E? that that's what you want to do too is look at plan A. >> I I would like to look at plan two, plan E, because of the fact that we said that that was what we were going
146to do. And again, I am very concerned about fitting our student population in two buildings. But that is not to say that if there aren't poor people that want plan E, I'll move on because we have to do something. So if there aren't four to do plan E, then I would move on. I've already said that tonight I'm not going to make that decision because I'm going to consider the new information and I need time to think about it. >> So we I think we have three that that are willing to move on from plan E if there's not four. >> My thing is are we even going to agree on who's for plan two and who's for plan seven? >> Well, let's ask say who I I'm not going to go for seven. I'll
147go for two. I want to make more seven than I would be for two. >> You got to get to four. That's all you got to do. >> It's easy for me. I'm already on record for plan two from last meeting. So >> the two I'll go with you. >> If you're not going to do plan E, >> I was leaning towards two. >> Three. We have three for two. Nobody else is willing to go on two. >> That's not what I'm saying. Just because I'm saying nothing. I've already said what I'm willing to do. I'm willing to look at this information and make a make a decision at the next meeting. >> Okay. I'm just mind that again. If we were not doing plan E, I would look at plan seven. >> The the
148beauty of plan seven is long-term, >> no cost savings. So, so do so then. Okay. So, then compromise >> at the next meeting. We don't look we we don't talk about plan E anymore and we talk about plans seven and two. >> That's what I think is >> then let's do that. But but we have to have the commitment that we're going to do something. Okay. A question. Are we asking about a special meeting in a week's time to discuss these pro each of the plans because the problem is is in two weeks is our vote, >> right? That that >> and if there's a question, a concern, >> you're not going to have enough time. >> Exactly. And that's how I'm saying on Monday, >> but I think we can we can we can
149send our questions and concerns. >> I know, but that I know there's not a discussion. >> I don't know that I'm going to be in town on the 17th. >> So, and I think the time >> Can you zoom? I don't know if they >> I I think the issue is going to have to be the next meeting if if we're saying plan E is not doesn't have four people, the next meeting you're going to have to decide between 7 and 2. And then you're likely going to have to have another meeting to vet out whatever plan it is. Does that make sense? Like you're going to say, "Okay, I like this about 7. I like this about two. We get four people to go to one of them." And then we're still going to
150have to probably flush some things out. Or Dr. Minus, are you expecting that we would make a selection over seven or two and then part of the implementation process is flushing that out? I don't know. That's that's I've been concerned about that because then it just feels like we don't have all the information. I don't know. >> I think you guys need to have dialogue and then make a decision. >> I agree. >> Um because what happens is you do that in isolation. You send us questions, you talk to people, and then you tell us, "Consider this, consider that, but the rest of the six do not know as a whole board." So, as hard as this is right now to listen to, I I think that you have to come back together and and
151try to hash that out and make a firm decision for us. >> Okay. So, next Monday, >> maybe that >> I'm going to meet however many times we need to meet before the 24th. We don't have to wait till Monday, but >> I agree. >> I I'd be I'd be for meeting sooner and um the fact is is most of the facts are there. We just I think we do need to somehow have a forum where we talk out what are the what are the implications of these two plans and have the opportunity to have some input and then make a decision. But I guarantee on the 24th I'm going to make a decision. >> I'm going to make a decision. what we're going to what we're going to do. And um um I'd like
152to do that with as many of the concerns that I have and others have addressed ahead of time, not just the plan that's put before us. I think I think there's a responsibility for us to have some input into that. And um and if that input needs to happen Tuesday, Wednesday, Thursday, I don't care. We need to we need to do that because the 24th does need to be a firm deadline or we can't execute in the fall. >> I completely agree. >> Okay. So, next Monday, is everybody okay? I mean, I know that you >> I mean, is that too late though? >> Don't know about Zoom. >> Do we do we do it before? >> What are we meeting for? Are we meeting to make modifications to two and seven? cuz that's where
153I'm >> they've already made so many changes. I mean is that what we're meeting for to keep or just discuss what's there? We're trying to set up so we can as a board >> we're trying to set it up so as a board we can meet our obligation to lead this district in this community like we were elected and say >> the status quo isn't going to work >> right >> therefore where are we going? We need a direct administration of where we're going on the plan that meets the needs of the staff, the students, the finances, the taxpayer. And to get there, we're going to have to have a few things addressed, right? >> And and I think too part of that conversation has to be how do we how are we going to
154implement it? Because I you know, some of the the concerns that I had where we had high school juniors that were like, I already bought my class ring. You know what I mean? So it's like so how >> I do I do but Whitney I will remind everyone in the room >> that you know this board has to make decisions not only for that person that's entering their senior year and faced with the change but for those students that are coming two years from now five years from now 10 years from now that's what we're charged to do. >> For sure. For sure. and and but and my point to that is because we didn't make a decision back in April because we have taken this period of time we need to be cognizant of
155there's a lot of questions that people have asked are you going to grandfather people in I don't know we need we need to talk about some of those things to say if we are going to go with one of these plans how do we how do we implement it in a way that is least >> desired I would love to find something >> okay so everybody open up your planners Yeah, got it. I have one I have one other comment and that is the administration um and and sent that out with with the survey of of the administrators and said their recommendation is plan 7 7B which um and so I I want to make sure that um I mean that that weighs heavy on me particularly if we if we go to say we're
156going to choose one of those two they they have worked had conversations vetted that out and said in their opinion plan 7D was the better of the plans that that's what >> well well I was also listening you know to that okay but I also asked you about is a priority fiscal responsibility if that's a main priority it's not 7B >> right I agree with that but I'm also I mean I just think those are the big things to that those are the big things to weigh out They've said and they they're a lot closer. I mean, they're miles closer to it than I am. They've said that 7D is more doable for them. And I have questions about 17. >> I will tell you on behalf of our team, we would be fine with
157any of those models that were two high schools. >> Yeah. But the the right >> that you delivered to us at 7B was overwhelmingly the preference of the two. It was, but we would be fine with a two high school model. >> Well, that's why I think you got to be careful criticizing the board on saying what their um feelings are about things because we're trying to decide too and what we want is what's right and best for the district in every case. And so I think that I think that we need to we need to apply that both ways. And I think on the 24th my dream still would be that we all said the administration and the board all says yes to a plan >> and that and that it's not the administration's
158going along with it because the board said it or the board's going along with it because the administration but we actually flush out which of those two plans are we all going to be able to say yes to and then from that point on we say yes to the community on this plan. >> Well, okay. Okay. So, everybody look at your planners and what's your availability to meet? >> You're leaving town and will be gone? >> I'm leaving town on the 13th. >> Okay. >> 12th. It is >> on Thursday. >> Wednesday. The It' be Wednesday. It' be not tomorrow, the next day. >> Okay. So, meeting on the 12th. So foregoing the meeting on the 17th >> Kim's not able to make it. >> Okay. >> And I think that we all need to
159be a part of >> more time to react to >> excuse me. >> Gives us more time if we meet earlier like the 12. >> And if you have if you did on 12 then you could still have something the following week or >> Okay. So, um, is everyone available on the 12th? >> Yes. >> 5:30? >> Yes. >> Ashley, your team. >> Can I know that's only a couple days? >> Mike, you had mentioned about rescending the vote from the 27th. I think that probably needs to happen on the 12th before moving forward. >> Um, >> be able to have opinions. It can actually occur on the 24th. >> Yeah, >> it can occur on the 24th >> if we make a new note. >> If we make a new motion. >> I will
160just ask, is there anything that you need from our team? >> No, I need y'all to get some sleep cuz you're probably not getting much right now. >> No, I think that you've given us enough. >> 12th again cuz sometimes we leave here and then we don't know what all we've agreed to. >> Right. >> On the 12th, we're going to meet at 5:30. And our our goal is to leave that meeting with a decision on a two school plan that either we're all okay with purely implementing or saying we want this with potentially some changes. Is that is that what we're trying to do here? >> I thought it was a discussion about those plans. >> I mean I think it has So and that's my other question. Is it a work session or
161is it a special meeting? I think it should be a special meeting >> because it would open it up to the public wanting to speak. Okay. But the problem Okay. But the problem is is I'm afraid of there being another meeting like it was a couple weeks ago. Oh, there's >> And then >> like like >> are we looking at >> all three plans or are we looking at two plans? >> I think we're looking >> It was my understanding. We're no longer looking at plan E >> because it was not that interest. And we're looking at the two plans. And then from there, >> you're nodding and you're nodding. >> Yes. And then from there, I guess so then that is my question because I don't want I I would not want us to
162have another meeting cuz people are going to show up. >> Absolutely. >> So >> as they should. So we're going to have a special meeting. What is the purpose at the end of that meeting that we're to me why I want to have the meeting is that we leave that meeting with at least four votes on a singular plan. Not necessarily that this is exactly how we want it. We may say, "Hey, we want seven with these changes or we want two with these changes, >> but that we pick one of the two." >> Agreed. >> I would agree with that. And I'm going to ask over to you guys. Is two more days, enough extra time to be able to get an idea in your mind, a direction. >> We'll see. >> Let me
163say I I don't necessarily, just so you know, I'm saying let's meet Wednesday because I don't necessarily agree with that. I think we have I think we didn't flush out plan two and seven. I think we have the we have the information, but I think we need we need to be able to speak our concerns and talk about it. And if I if I'm coming to that meeting, I could just as easily say now I'm going to vote for that. I I'd like to have fleshed out what's going to be best for our community. >> It's a work session. >> That's what I think it is. >> It's a work session. That's what my think >> but I but there has but to me >> and then we take a straw vote. I know. I'm
164sorry. >> No, that's okay. No, >> no, I I did. I apolog. >> No, it's okay. You've done. That's fine. >> Well, okay. So, Mr. Tom, okay. So, as you leave >> out that meeting on the 12th in your mind, what are you looking for? >> Well, I I'd be willing to I'd be willing to say I'm I've got a strong I mean, I hope I can leave that meeting saying, "Hey, I I think this is what I'm doing." But I'm I'm willing to say I'd be willing to take a straw vote that night and say, "This is what I'm doing." But we we we we needed to have this time. We if this is all the facts we're going to have, we might as well decide tonight. I'm I'm saying I'm saying we need
165to be listened to and and talk about how are we going to how are we going to implement these plans, whether it be from graduations or um or feeder schools or finances. We we've got to we've got to narrow down and say these are the two things side by side and which one are we going to accept? And it is is plan two as it is now locked in that that's the only thing we're going to do or we're going to consider changes to plan two is plan seven locked in that's all we're going to do or we're going to consider changes. I guess I need to hear from administration on that. And that's where I was getting at earlier is are we coming in just looking at those three or can we >> No,
166we're able to do whatever we want to do is the thing. And so I thought that that was kind of >> I I'm still in for I'm not trying to dilute that. But I think but I think you know what I'm trying to say is we need to we need to go back and have an open discussion about those plans just like we did tonight about plan about plan E. And then my so my goal would be that we get to the 24th meeting with one singular plan >> with one plan >> administration and the board >> the one plan that we go on the 24th and that prior to the 24th whether we have this meeting or another meeting before then the community knows exactly what we're going to vote on that we're not
167going to get there that it's going to go on this is what we're going to vote on on Monday the 24th there's not going to be any variations to anything. That's what we're voting on on the 24th. Now, >> I actually agree with that. Yeah, >> but but this isn't the 24th. And so, I'm saying let's have those meetings and talk about those variances >> and so and so that we can be in a position that says um that that day we make a decision and we live with that decision. >> I hear you >> on the 24th. on the 24th, but we've but we've we've predetermined because we've had the chance to flush that out. What are the small little changes? We don't we don't vote on the 24th for a plan with changes.
168We vote for the plan and obviously there'll be implementation things, but we have our chance on Wednesday night and then if we need to another night, the next Monday, the next Wednesday, we do whatever we have to to get the any of those questions so that we have something we come out of there that's a firm thing we're going to vote on and that this is what the plan is. Yes or no? >> Agreed. >> I am. I'm in. >> Sounds good. So to [clears throat] so the the meeting on the 12th on Wednesday, we're looking at 7 and two. >> Yes. >> Okay. That's that's it. That's what we're looking at. >> Yes. >> And I am going to send some information in because maybe it's or you know Mike accumulated that before, but
169maybe maybe we do need to say, well, Tom, what input are you talking about? I I I'll commit that I'm going to send that in tomorrow. uh for tonight. U these are the things that I'm thinking to the administration so you know the questions that I have going in Wednesday night on plan two or something. >> I think that's the idea. I think we need to know what everybody's concerns is so we can come together and make a solid plan. >> Yeah. And I'd be glad to send to everybody that I I follow the sunshine law. I've not done it, but I if I if I knew a way to give it to everybody, I'd do it. But I and I think that that's the importance of using the board of president. Like that's the
170whole point of the board president is that you're able to that you speak to the board president. You say here's where I'm at. And that's to me that's been the lynch pin that we've been missing is there hasn't we haven't had the kind of communication for Latana to be able to say I don't think you got four votes on this one or here's here's what this board member is saying. Here's what this board member is saying. Um, so I agree we need to all give our thoughts, but the the email process is just not working because it just it just be gets more questions. So we have to be able to have an open conversation on Wednesday. >> So I don't mind if it takes two or three meetings in between. >> I agree. >>
171Agree. >> Because I don't feel like Wednesday it's going to be any different because I want that information. >> Just got to think about I I just don't know if it's going to be 5 to 7. >> Okay. >> It's not 5 hours. >> And so in the meantime, if there's information that you guys would like, if you could email it over to me >> y >> and I will email it over to Dr. McInness >> and then can you guys like meet and talk? >> I'm just asking. Yes, I would like to meet and talk. I'm completely open to that. Well, I do agree with you. I mean, I think that I think that at times communication is mis lost or it's miscommunicated. And so, it's why I've been contacting members of the board,
172you know, to get your input. if you're not able, you know, to give me that, I still reach out, you know, but there needs, you know, to be lots of communication in an orderly fashion. And so I'm just asking if you guys can get me your questions in a timely manner and then that the and then at the meeting Wednesday, it's like it's not well, I've got this question and it wasn't answered, so I'm not able to make a decision. No more excuses. >> Let's get this done. >> Excuse Is this a work session then or a special board meeting? >> It's just it's a work session because I don't think we're going to vote on anything. >> Well, we're just building consensus >> and I'm fine with that as long as we get to
173as long as there's a consensus towards progress. You know what I'm saying? [clears throat] >> And I would also like public comment available. >> So that's and that's that's my point. Do we do a a work session and add public comment which I heard we're not supposed to do? Um or do we have a special meeting? You know what I mean? >> Are we do we have a special meeting and it's anformational item? So you >> Excuse me. >> Okay. My question is >> Excuse me guys. Come on now. It's already difficult enough now. >> Okay. My question is if we open it up to public comment, is it going to make a difference? I mean I mean I don't want to sound like >> uncaring unfeilling, you know, but like >> I think you
174open I I think you open it up every single time because there may be there may be people that come here to say you're stupid and I hate you and whatever. But there may also be people that come in and say have you thought about this? And then we may said we that's something that we need to include in some sort of implementation plan. I think the more while it may be more painful more community involvement is better. So if we had it as a special meeting with this is just anformational item. >> Right. >> I'm okay with that. Are you guys okay with that? >> It's not a vote on the 12th. >> You're not okay with it? >> You're talking Wednesday, right? >> Mhm. I don't mind if they talk. Not at all.
175>> No, but that's what we were like, right? >> So, a special meeting just so they can have the opportunity. Kim, >> I think is we typically unless we amend it like we did tonight, we typically don't have public policy to do, but we >> kind of do that hearing, you can make adjustment to these plans. >> Yep. But and I think that's why you're going to have to have I think that's why we have to have those >> the hearing comes after Wednesday. >> This is the plan >> and then there's not a >> at least Yeah. The hearing comes after Wednesday, guys. Right. >> Hearing on every single plan. It's no need to if we're not going to implement those plans. was a waste of time like like and so I agree after
176we choose a plan a plan go through the process then >> Dr. McInness you you shook >> Dr. Guess you shook your head that yes, we have to have a special meeting. Um even though the subject at hand has always been are we going to close school? Those are the comments we've allowed. Has that not met the criteria for a special meeting? >> So policy FC states that you have to have a public hearing anytime you are proposing action. So and we have talked to our attorneys on this. The safest way to do this is when you are changing what the proposed action is, it's a lot cleaner to have the public hearing. >> That's all right. >> Now, that format can be different. >> So, and I'm happy to work with Latana what that
177format looks like for that evening. >> Okay. Thank you. >> But it would be Wednesday, right? This after. Okay. >> Yes. Yes. Yes. >> Yeah. That's good. >> Yes. >> Okay. So, are we ready to take a little bit of a break and then open up for public comment? >> Yes. One more thing and then I promise I won't say um I'm we're asking a lot of administration but I'm unashamedly asking this. This is the the the best thing that's happened is we had that great APR school. I don't want to miss that but right now the most urgent thing we have is this and this is what this is what the resources that we have need to be working on and it's going to go on for the next two weeks and then we
178get back to what our primary things are. How do we educate our students and how do we support our teachers? But I'm not apologetic about the fact that this is going to interrupt potentially all of our schedules, them worse than us. I'm appreciative of it, but I'm not apologetic. We need to do that and hammer this out and make a decision on the 24th. Agreed. >> Okay, let's take five minutes. If you're interested to come speak, come Donna. Thank you. I heard it again. Don't worry, it's time though. >> It's okay. We're going to start. >> Okay. Number one, Kim Drago. Are we ready? >> Yes, we're ready. This is a work session because you voted unan unanimously 70 to go with plan E in 11 days. You you worked it enough to figure out
179that it won't work. Well, I don't I don't see where you showed us where you maybe could close different grade school. I don't see that you really dove into it at all because you don't want it. especially >> the chambers here. So, that makes a difference. They've changed everybody's mind and I don't know how. Well, I do know how, but this is ridiculous. This meeting tonight was to discuss what you already voted for. Now, you're discussing you're going to vote over. How's that go with policy? Since you already voted for some more in this direction, then if you take a new vote, that means you need to have three more town hall meetings. I'm pretty sure you do. I don't think you can just I'm in limbo. I think I'm going to run. I wasn't
180going to, but I ain't going to run for school board because I've had it. I have so had it with this nonsense. You got to have public support. You don't have it. You have the chamber support. Great. You do not have public support. We have voted you down. How many times? How many times have we been to the polls? We have voted you down. We don't want two schools. We do not want it. Do you want a long range plan? Get a committee. Why is there no? There's a academic committee. There's other committees, but not facilities. Why? Because you don't want public input. You know what the public support was? I went to all three of them. There was two people at the very first one that was for two schools. Everybody else was three.
181The next meeting, I think there was one. The third there was one. out of hundreds of people, you guys can't do anything without public support. You cannot do anything without you'll never get anything passed. If you want the public behind you, then you got to listen to us. And we want three schools. Now, what does that take in the long run? One, it takes committee to look at it. And you want a new school on the east side. I'm for that. That can be in a long range plan. Let's make it equal. Let's make it 900, 900, 900. And if you get the demographics right, it all works. But this right here doesn't work. It's not working. The three schools have worked this long and we've done fine. To her academics, look at how we
182improved. That's with three schools. That's not what two. History has showed us when you cram them all together, academics go down. Cardon Park and Lindberg is your perfect example. You close schools, you put them all together. That's when we dropped to 67% because you did that. Now you're going to do it for our high schools. Not a good idea. Not a good idea. I I really I'm so disappointed with every single one of you. Every single one of you setting up there. I cannot believe that you'd have went this direction. And I am going to fight you with everything. And I may go ahead and do the petition. Go file to have this district separated. Maybe St. Joe is too big of a district. Maybe we need to Thank you, Mr. Doo. Okay, Mr. Shock.
183I didn't expect to uh speak tonight, so I will give you the short version. And everyone says don't talk as much. We have an obligation to students and I know that we have every a lot of the discussion around here dealt with finances. I know it's an issue. I said before my basic philosophy is that every student in St. Joe needs equal access to education. They have to have equal access to whatever extracurriculars are offered at one school or clubs that are offered at one school. I heard all the discussion about well the doctors and the lawyers don't come here because we don't have a good school system. Well, I think when we work at the elementary school where we start working on uh getting to the state level at least, you know, we we've
184we have not done that but we're working toward it. But when you go to the high school, if you took Central High School and you went through their academic programs, their sports programs, their extracurricular activities, and their clubs, I am telling you with 35 years of experience working at a lot of different schools, it will exceed at least match any of those North Kansas City schools that are kind of considered the best. If you took our curriculum and compared it with them with the central curriculum, you're going to find out that they're the same. If anything, I think we should sell the fact that we have a good school and that good school provides that. Why do we have why are we pushing for two schools? This is what I'm saying. Short version. The reason
185we have a lot of activity and a lot of courses offered at central has nothing to do with how smart the kids are. It has nothing to do what the parents would like for them to do. What it has is numbers. If you're going to run all kinds of activities, all kinds of clubs, all kinds of AP programs, you've got to have numbers. And they talk about 900 900 900. If you went 900, 900, 900, you satisfy my need that they all get the same. But I'll tell you, they get less. They're going to all get the same, but they're all going to get less. I don't want less. I think central is a good model. And how do you create Central? You create Central by having two schools with,300 kids. And when they talk
186about modifying it or or taking a plan to and looking at it, I couldn't agree with you more. If you take those two schools be or whatever it is uh and say what do we need to do and actually to get that to happen. I would say two school model. Think of the kids all the activities. Thank you. >> Thank you, >> Colonel Jones. Good evening. I would encourage the board to just look at the desired end state. You must implement a plan that ensures full desi accreditation. don't lose focus on keeping accreditation in this district. I would like to offer to Dr. McGinness to the district staff to the board um utilize the field grade army officers that you have working in the district. We have myself at central. We have Colonel code debitten.
187We have Colonel Locks at Lafayette to help design, plan, and show and implement a plan of the board's choosing. We have expertise in design thinking, force management, strategic planning, human resources, logistics, and staff coordination. This is what we do. Utilize us. We can help you. And my last word is a word of encouragement to the board members. Everything we do is for the kids. We're going to get there, guys. We're going to get there. Thank you for everything you're doing. Thank you. >> Thank you, Colonel >> Lisa Forsy. This has been a long time coming. Um, I think I have a lot more questions now than before. I am really very disappointed with all of you. I feel like we haven't met the needs of our kids and we haven't for a very long time.
188And this plan, whatever plan is based on little data. It's based on little information that you've acred from very little source. Um, there are two districts in the state of Missouri right now. The Kansas City, Missouri school district and the Columbia school district that are imple implementing plans and they are using data and research. They got a demographer. We had one in 2018, $31,000. Not bad. Went out for RFP and it was a good bargain. But the problem was the people didn't want the answer. Yeah, >> they didn't want the answer. >> And you all don't want the answer. >> That's right. >> You really don't. You want two schools. Doesn't matter what else happens. I'm really sad because it's the wrong decision and it's going to hurt everybody in the long run. I heard
189tonight for the first time about special ed, which is kind of my heart. I did that for a long time and I really think Miss Whitney has a good point. It's going to be really tough to do that in two schools. Really tough. And handicap facilities very expensive. $65,000 for a chairlift tonight. That's going to be very expensive down there at Hyde. Very expensive. But that if you do that choice. So there's a lot of more questions and a lot more financial questions. But look at those APR scores. Look at Lindberg. Finally took what? six years to get out of the basement after they closed Humble. Finally, they passed. You're going to do that again to the schools cuz you're going to overcrowd them. >> We need a better plan. We just need something better
190for our kids. Not for you guys, but for our kids. That's all. Thank you. [applause] Kaylee Hull. >> I guess I don't really have as many statements as I do questions. So, if I ask questions, are they able to be answered at this time? >> No, but I'm able to get the answers, okay, >> to you after the fact. >> Um, I am a teacher at BOD. I've actually had the pleasure of having some of your students in my class or coaching some of your kids in basketball. Um, so obviously BOD is the middle school that's on the chopping block. >> Knowing that if plan E is still a thing. Um, first thing when closing any school, are we looking at test scores? Because BOD is the highest performing middle school by 5 and a
191half% above all of the other middle schools. >> So, you're fine. >> Knowing I'm used to interruptions. I teach middle school. It's my daily life. [laughter] It's all good. Um, but knowing the growth that BOD has had, we had a 9% growth in our APR scores and we also have a 5.5% um, advantage over all of the other middle schools. What the BOD staff has been wondering is why would we be the one? Yes, our building is old. Um, but knowing the academic performance of our students, why are we the one that's being closed? Knowing the facilities that we have, we have a full-size gym that we can hold. um wrestling m uh wrestling meets. There's one tomorrow at Bodie. Um there's a basketball game Truman versus Bodie. The boys basketball team played there tonight.
192Um girls had to play a Keatle because Truman doesn't have that facility. So just looking at um the facilities within the middle school. U we had just been wondering kind of why Bod was the one on the chopping block. I know that everything is financial, but if we're also all here for student academic growth, then why are we closing the middle school that has the highest performing students? Next is obviously all of mine are kind of plan E specific or if we go that route just because it directly affects me um and all of my colleagues. We've built an incredible community at Bodie. Um part of that thanks to our previous principal, but part of it is also the staff at Bodie. We have an incredible staff there. So looking at that, we have teachers
193who have been there for over 20 years. Um we've got teachers who have coached there for over 20 years. So they've made their entire career based on being a BOD patriot and what that means to them. So what does that look like for them if they're displaced and they are moved to somewhere else? Um I know that we said that it's hopefully going to be solved through attrition. If it's not and we don't see either the retirees or the people that are leaving the district, what does that look like for people like me who I'm a fourth year teacher? Am I going to go to Truman, Rubador, Spring Garden and take someone else's job who hasn't been there for as long as I have because I can't stand that. I can't I can't be the
194one like the reason that someone else doesn't have a job. That just doesn't sit right with me. So, I guess all of that being said, being in limbo and not knowing the plan or not knowing even where I'm going to be next year and answering those same questions for my students. I teach eighth grade, so where am I going to go to high school next year? Is there going to be open enrollment? We don't know cuz those decisions haven't been made yet. Or asking the seventh graders who don't even know where they'll be in middle school for 8th grade next year. Um, I guess all in all to summarize, we're just we have a lot of questions, especially since we're on the chopping block, but also we just want to plan. We just want to
195know where we're going to be next year and where I can call home. So, that is kind of speaking with the BOD colleagues and the majority of the staff there. We just want an answer. Um, we just want to be secure in where we're going to be, where we can um, where we can call home next year because I spend more time at school than I do at my own house. So, with that being said, hopefully we are able to come up with an answer and hopefully I know not everyone is going to be happy with that and that's the unfortunate part of making a decision, but we're just seeking a decision and guidance. That's all. >> Thank you. Jennifer Ray, I will tell you before you started this meeting, I had a lot more
196questions than I do now. State of confusion, I think, is how I feel and probably a lot of people listening in on this meeting. But if we're now suddenly back to the two school system, I do think we need to look carefully before we do it. I think we need to look at the difference between seven and 7B when we suddenly cut out Stone Crest. That can leave a bad taste in a lot of people's mouths when we talk about how we're doing boundaries. Before we look at boundaries, I think it's important. One of the other speakers mentioned 31,000 for a demographer. Last time we have it done in 2018 2020 hit us and it hit us hard. I think we have to have a demographer before we draw boundaries again. And I think if
197we're talking about access to education and equality in education and as one other speaker mentioned, having a lot of students in a school allows us to have all these clubs and AP classes and dual credit. That's where we keep our open enrollment. I think it kind of answers those questions. I don't know what the best plan between two and seven is because I honestly didn't know we were talking about tonight. But I do think we need to be really really careful in where we draw those boundaries. And if we're going to implement those plans, I don't think it's fair to the community to say, hey, we're implementing one of these plans, but we have no timeline on implementation. We don't know what implementation will look like. And we haven't put any forethought or talked with
198outside people, outside um companies, outside anybody else to say this is how we can slowly implement it, which makes most sense for our staff and students. you know, for the juniors who are currently in high school who now are looking at maybe having their school shut down. What does this look like actually for them? What's a slow way to do that to make it fair and yet reach where we need to get financially? I think we better be really careful before we do those things. That's it. Thank you guys. [applause] >> Thank you. Jeff Leak. >> Yeah, that's probably not going to go up high enough for me. All right. Um, I appreciate everybody taking the time here and to to digging into the the plan that I uh that I kind of came up
199with as a framework. Uh, a couple things I want to mention before in what I remember from the pact and the vision forward, they did not say go to two schools. That was an option in those, but I do not remember that. Um, you know, I put together this plan to show that there was another way, and I still truly believe that. I came up with options. Um, I would have liked to work through some of those options a little bit more. I I did share my concerns that there wasn't enough cuts and enough tough decisions being made in this that I think we needed to save more money and show the board that. That was a concern that I shared with the administration. What I was what I I learned though is the space
200that we said that we had that we needed because we've got all this extra space we don't really have is what I'm gathering. So, we we've tried to sell we've got to rightsize and build new schools and do all this stuff because we're not using the space, right? It it seems like about that extra 40% space, there's really only about an extra 30%. So, I we got to get the right information out. um on the plan, the numbers that worked up, things that don't make sense to me. I would have loved to sit down and really hash this out, but we've got five schools that are will have the same enrollment in year two of plan E that have an extra secretary. We have five schools that only either lose or gain a a handful
201of students that will have an extra teacher. Um, a lot of the savings that were created were we just kind of I I don't know like if we restaffed. I don't really understand. Uh, a question. Do we have 11,394 students right now? >> I thought we were at 10,000. >> Less than 10. Okay, Dr. Hedgeorth, if you could sometime tonight uh take and figure out what uh 11.9% of 11,394 I have is 1356. So the data on the special ed, which that those programs are definitely needed, and I'm not taking away from that. But if there's 1356 special ed students and there's 11.9% of our student population is in special ed, that means that we would have 11,394 students. I think different. Those are the things that come out to me. But whatever plan you
202go with, please give it the scrutiny that you gave my plan. >> Yep. because I I don't know if we did and I'm fine. I'm I'm fine, but like I said my numbers and I'd love to sit down. I there is more savings and I was fine with closing an an I I don't want to close any schools, but I was fine to close them if we needed to because we we had to do it. But what I've learned is we don't have room. So, if we don't have room for my plan, we need to ask the questions, is there room enough for any plan that we do? One last thing, the problem that we faced is because we want to hit a home run and answer and fix every problem with one big swoop.
203I tried to put a plan together and by fixing some, it left some out. I don't think any plan is going to fix everything. I tried to get something that would just move in the right direction. Thank you. >> Thank [applause] you. >> Could Natalie >> um we spent many many hours working on a long range plan through vision forward and we had many community meetings in that process. Um we would like to encourage you to stay on a path forward of supporting the long range plan. The reasons would be the district has fallen in enrollment to 9781. Um this is the lowest in recent history. Burst rates are down. Student population continues to decline. And unless this community and district does something proactive, we will continue to have to maintain status quo. The district
204must adapt and remain efficient, sustainable, and capable for delivering excellent education and outcomes. Many of the district buildings are over 60 years old. updates or consolidation is not only prudent but necessary to provide competitive learning environments that attract young families and businesses. Forwardinking facility planning supports academic excellence and helps control long-term cost maintenance utility staff etc. Stay strain from a long range plan will affect the growth here in St. Joseph. Local businesses need well educated workforce and an environment that attracts families. Parents aren't attracted to outdated, undersized, or inefficient schools. If families don't want to send their kids to a school here, they just won't. They'll go live in Kansas City. As Miss Stutter said earlier, the long range plan rightly identifies teacher recruitment and retention and student performance improvement as key areas of focus.
205When we invest in our people, we strengthen not only our classrooms, but the entire community's future. The choice the board makes now about facility consolidations, redrawing boundaries, and school configurations will affect the district, the city, and our region for decades to come. For the record, the chamber board isn't in favor of any certain school closing. We never have been. We are not educators. We are not elected officials. Our board supports having a long range plan and a strategy and making decisions. We also support this administration. We urge the board to act in vision, encourage, and willingness to invest in our future. Thank you. >> Okay. Um >> Britney Z. [laughter] >> Yes, that. >> Yep. >> Okay. All right. Um thank you. Um I know that you guys have been presented with a lot. Um,
206and so I have been teaching for 13 years. I'm a born and raised South Ender. Um, but I started teaching in Midtown and so I have babies all over this this city. Um, I'm going to speak on um, just hide though cuz that's where I am right now and we were on the chopping block for every plan. Okay. Um my questions I guess or concerns now because we are back there. Um I guess I think and feel that we should have a early learning center um in the south end. I really feel like it should be in every part of the town. Um I feel like we should have an elementary school um that is showing progress and that's what we are doing in the south end at Hyde. Um so to close us was
207kind of confusing. Um and then our middle school and then our high school. So if we are going to go back to this plan now, um I guess our biggest thing is we want we want change in this in this town. Okay, this is your guys's this is what you were elected for. Um and sitting and watching what happened tonight and what has happened in the past is very tough. Um, and we need you guys to put feelings and emotions aside and think about these children, which you guys are saying you're doing, but we're seeing something else as we are watching these meetings. And we are in this for the children. And so, we just need you to make a decision, okay? Um, whether that be two schools or three schools, do it. and let's
208make sure we're doing this and we are making decisions that are financially going to be responsible and we are educationally being responsible because these APR scores that just came out. They're not getting enough acknowledgement right now and we are over the moon about them in our schools and we are celebrating these things and I'm I'm just real sad that the negativity is what gets more um acknowledgement around here. So I guess in the south end um since we are back there whether it's going to be plan E 2 7 whatever are we really looking at test scores is that really important because we're showing otherwise and that's not okay. So that's that's it. Thanks. >> [snorts] >> Randy Judah. Hi everyone. Um, let's see. Use my cheat sheet here. I'm Brandy Judah. I'm a community
209member and a business owner and a parent as well. and I appreciate uh the opportunity to speak tonight. Hopefully um people will get to in the next couple weeks as well because I know a lot of people thought they would be able to this evening or um that they wouldn't be able to this evening but they would the next couple meetings. Um I want to thank you all for your time on this board because I can see it's very difficult. My head's about to pop off from being here for one night. So, I can't imagine what that's like for several week or several years. Um, but I was here tonight to kind of talk about I would like to say that I think that plan E is absurd. Uh, and I'm glad to hear that
210you're moving away from that. Um, I asked the board to reject that and to if we're going to keep three schools, kind of leave them as they are at this time. Um the goal of the district has been cost reduction and as we talked about I don't believe that plan E really does that for the district. Um I'm also concerned that we are like a gentleman mentioned earlier this evening why we would be deconstructing schools that work like central. Um, plan E is being promoted by a district employee based on school pride and you guys have heard a lot of school pride out of uh, community members recently. Um, but I don't believe it was compiled based on data and financials. Um, and I also think it's a bit of a conflict for a district
211uh, employee to be presenting that to you. Um I do not believe that right sizing should be done unless you're offering a new school when you take something away because um boundaries are really important in St. Joseph, as you know, um and all of the talk about changing boundaries, high schools, um it is causing anxiety across the population. Um it's messing with the kids. You know, teenagers are crying, thinking that they're not going to finish with their their um classmates or their football team may be split up. And this happened to Benton first and I felt for them. And then it happened to Lafayette and I felt for them because I respect all the schools and now it's central and we're feeling it too. So it, you know, I just ask that you consider that.
212Um I'm not sure what the benefit of plan E would be. Um, I just know that this uh uncertainty is corrosive and I think that plan E passes the buck of moving of closing one school to moving 500 kids at Central and splitting that school up which is not healthy either. Um, Central is functioning as it is, doesn't need to be disrupted. I didn't even >> get through half of what I was going to say. So, I guess in conclusion, um I would just ask that you don't rush anything right now in November. Let's flush it out. Let's get on the same page. Stop with the anxiety for everybody. Let's do it right. Um you know, think about maybe a new school for Central Lafayette together. Or I will just close in saying, have you
213thought about and if we're listening to all the communities, have you thought about maybe a new school for Central and then money in that bond to upgrade Lafayette and to Benton? And that seems like it'd make everybody happy. Thank you. >> Thank you. >> Okay. Is there a motion for journment? >> I have a motion. Is there a second? >> I'll second. >> Thank you. Call the vote, please. Miss Miller, >> yes. >> Miss Williams, >> yes. >> Miss Chzn, >> yes. >> Miss Karns, >> Miss Lanny, Miss Y. >> Yes. Mr. Richmond, >> yes. This meeting is adjourned.