Hey, hey, hey. Hey, hey, hey. I'd like to welcome each and everyone to the Kansas City, Kansas School Board public meeting. At this time, I'd like to read our board norms to you.
We agree to respect differences of opinions in making decisions for the district, to follow best practices in managing the superintendent and the management of the board itself. To stay on task when conducting business for the
district, including while at board meetings. To never surprise superintendent or each other when conducting official business of the district. to read these norms at the beginning of each board meeting and at board workshops as a reminder of how to
conduct our meetings to continually selfch check to determine if we are following out following our norms when conducting district business at this time. Is there anyone who needs a translator? Okay, we just want to make sure we cover
everyone. >> At this time, we'll have our roll call. We'd ask our board clerk, Miss Downing, start, please. >> Wanda Brownley Page. >> Wanda Brownley Page, present. >> Robert Milin, Jr. >> Robert Milin, Jr. present. >> Pamela Pen Hicks.
>> Pamela Pen Hicks, present. >> Joyce Strickland Eaggan. >> Joyce Strickland Eaggan, present. >> Dr. Win, present. Yolanda Clark, Randy Lopez. >> Thank you, Miss Downey. Now, we have the
approval of our regular agenda. I need a motion to approve the regular agenda. >> So, move. >> I second. >> It's been motioned by Mr. Milin and second by Miss Strickland Eaggan that we
approve the regular agenda. Now, we'll have a roll call. Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Robert Milin Jr. >> Robert Milin Jr. Yes. >> Pamela Pin Hicks. >> Pamela Pin Hicks. Yes. >> Joyce Strickland Eaggan.
>> Joyce Strickland Eaggan. Yes. >> And Dr. Win. >> Dr. Win. Yes. >> That's all funny. At this time, we'll move to our recognitions and awards. We'll start recognition of Black History Month. It
features Wine Dot High School, their jazz band. You can. Uhhuh. Father, good afternoon everybody. and welcome to the KCKPS
Black History Month celebration. We are the Wad High School Jazz Ensemble and we're here to provide some great music for you today. Before we get started, we want to introduce the band. Starting with the saxophones. We got Mr. Jerry Shores
on the tener saxophone. Juan Berto Dixie Barry Saxs Monuaza Amii. Moving on to the trombones. Feliz Damian Sto. True Dods
and Kyres Howard. Moving on to the Trump trumpets, we got freshman Ezekiel Harold, Amari Clark. >> All right. Am I right, >> Angel?
And Joshua Maya. Moving on to the rhythm section. On the bass, we got Pablo Melendez. And on the drums we got Devonte Kajanja. Well, we all know that jazz originated in New Orleans, Louisiana and AfricanAmerican communities
and has morphed into one of the most celebrated art forms of music of all time. For the first song, we have Now's the Time by Charlie Parker. one of the most famous saxophone players to ever live and who was famously a
native of Kansas City, Kansas. So, we got True Dodge on the trombone and Amari Clark. It will feature. Give it up for Now's the time. Heat. Heat. True gods trombone.
All right, man. All right, man. Woo! Heat! Heat. Heat. N. Heat. Heat. All right, then. All right. Give it up for one more time. That was
Now's the time. Most famously played by Charlie Parker. >> All right. All right. So, keeping it going. Our next and final tune. We know so many more, but we thank everybody for having us here. Um, and we hope you're enjoying. So, this next tune
is called Summertime. And this was made famous by a plethora of different musicians from Ella Fitzgerald, Billy Holiday, uh, Miles Davis, and Louisie Armstrong. So, this is summer time and thank you all for having us and feel
free to tap a toe or cut a rug. >> All right. >> Watch out. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat.
Heat. Hey. Hey. Hey. Heat. Heat. Heat. Heat. Yeah. >> All right. >> Give it up one more time for the Wanda High School Jazz Ensemble. Thank you. >> Thank you.
>> Oh, thank you. >> Let's give them another round of applause. Come back anytime. >> You're right. >> Mhm. We're going to continue with our recognition and awards. We'd like to
call Dr. Jarius Jones up for the employees of the month. You would think I would know which one to put up. I don't want to do custom. I just want to get my slideshow going. someone. Anyone right there?
>> There we go. All right, then. Good evening, board uh vice president Wanda Brownley Page and to all of the board members, board of education and superintendent Stubblefield. I am so happy to present the uh employees of the
month for the month of February. Our first employee that we would like to recognize is Katherine Gadget. She is the She's a teacher at Earl Watson Jr. Early
Childhood Center. Would she come on down? referred to as Kathy Gadget. It was written that she is one of many tremendous teachers at Earl Watson Jr. Early Childhood Center. She has truly gone above and beyond. She supported a
student who was struggling with connection due to significant life changes that were impacting learning. In early childhood, Wednesdays are designated planning time, meaning Kathy willingly gave up her own plan
time to support this student. Her efforts helped the student feel seen, valued, and special. As a result, the student has shown meaningful growth both socially and academically. I have never seen a teacher go to such lengths, and
it has made a profound difference in helping this student feel important and loved. Nominated by Stacy Maxwell. I present to you our certified employee of the month, Katherine Gadget. >> Our classified
employee of the month for the month of February is Miss Deborah Harvey. >> Come on down. All right. >> I think she's basking in the moment. >> She should >> smile.
>> If you know her, you know what I mean. Look at her front stage. There we go. There we go. Referred to as Miss Deb Harvey, secretary/administrative assistant for the Early Childhood Head Start. She is celebrated for her outstanding dedication and service.
Although her official role is within early childhood head start, her impact reaches across the entire central office. She consistently goes above and beyond, offering support with uh professionalism, kindness, and a
positive attitude. Miss Deb also fosters a strong sense of community by organizing thoughtful holiday coffee bars each year, personally preparing decorations, treats, and small gifts that make staff feel appreciated. Her
generosity and genuine care for others make the central office a more welcoming place, and she is truly deserving of this nomination. Nominated by Tiffany Huggin. Congratulations, Miss Dev Harvey. Classified employee of the
month. >> Somebody get her. >> That's right. We need you. And now I relinquish the stand to Dr. Sarah Lucero as she will announce our students of the month.
>> Good evening Bo Vice President Brownley Page board members and Dr. Stubblefield. I am so excited to present to you our February student of the month. The first one we have is Kaden Ramsay, a three-year-old from our early childhood
program. Kayen >> beauty. >> And Kaden will be up here with his teacher, Mr. Scott Cohen, who nominated him. >> Now, he was nominated for his positive behavior, and he brings a smile to
everyone he meets. He truly embodies what it means to be h happy, positive, hardworking, and persistent. He greets everyone who enters the classroom with a cheerful high. Enjoys giving fist bumps, consistently gives his best effort in
every activity presented to him. His positive attitude and determination is what what it truly means to be a KCKPS student of the month. >> With him in the audience is his brother and his grandma. And one of the things he's really known for is his love for
music and dancing. So during our jazz band, they didn't know it, but they had a hype dancer in the background. You looked at where Kaden was dancing. Let's give it up for Kayen. >> Okay. For elementary student of the
month, we have what's Zana Smith. Now, Zana Smith is a fifth grader at Silver City who was nominated by Principal Boils. She's known for her academic outstanding academics. She has made the highest
growth of gains in her class. She has demonstrated consistent progress in reading and moving to proficient levels. But beyond her academic success, there's a lot of things that really stand out about her. And one that really stood out to me was that she initiated with her
class uh classmates a rockstar teacher recognition program. And uh when I was talking to her parents, her parents didn't even know about this. So um I thought we could talk to HR about this with our Rockstar teacher program. This is um when she organized she designed
the nomination forms, organize the voting results, and they share it during the culture rallies. She has aspirations to continue to expand her knowledge in science and reading, but she's also very well-rounded girl. She plays basketball, flag football. She likes to draw a
anime. And um what has inspired her to do more is her big brother who's in the audience, Dwayane. He's one of our Sumar High School students. And so she wants to do do the same for her other little brother who is in the audience and her mom and dad. And when she grows up,
she's going to be an engineer. So let's give it up for Zena. >> Good job, Zena. >> Not a professional. >> Okay, for our middle school student, let's give it up for Lillian Lane. Lillian is a sixth grader at Arrowhead Middle School and she's been nominated
by her teacher Allison Zas who in the category of outstanding academics. She consistently excels in her coursework and stays on top of her task and her assignments. She placed fourth in her counting spelling bee. >> All right.
>> Yes. Which is awesome. She loves to debate. But one of the things she was known for is standing up and advocating for herself and others. When I asked her, "Where did you learn that?" She said, "From her gifted teacher." And I think that's pretty awesome that she does it not just for herself, but the other students. And it's noted by the
staff at Arrowhead. So in the audience, she has her mom, her dad, her little brother, and her grandparents. Her advice for kids coming into middle school is stay strong. Don't try to follow the other people. Just be you. So let's give it up for Lillian. And last but not least, we our high
school student of the month is Alexis Zamora Reyes. >> He is a junior at Washington High School and he was nominated in the category of outstanding academics. He has done an awesome job with a 4.37
weighted GPA and he continues to excel. He's also represented ROC by speaking to all the middle school students across the district. And when I asked him what inspired you to get into this program, he said he saw a student that was being
a leader and standing up for something that wasn't right and he's wanted to then be that leader. So, it goes to show that we can all make a difference at all times was what he had said. But what I'm really excited about is he has been accepted into the competitive KU health
exploration program that he applied for last year. He is going Yes. But we're not done yet. He is going to be an endocrinologist because he was diagnosed with diabetes when he was five and he is going to go help others that
have the same diagnosis. So, >> and as in the audience we have mom, sister, and his brother-in-law. So, let's give it up for Alexis. >> Thank you. >> And that concludes our student of the month for February. >> All right.
At this time, we'd like to have the employees of the month and our students of the month to come up to take pictures and we'll get that done soon as possible. Thank you. Heat. Heat. Heat. Heat.
Heat. Heat. Heat. Heat. Hey, hey, hey. Heat. Heat. Hey, hey, hey. Heat. Heat. Heat.
Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. I'm going. Heat. Heat. Thank you again for all those who were
recognized and who participated, families, teachers, principles who came out to support. We appreciate that. At this time, we'll go to our community comments. If anyone would like to make a community comment, they need to contact
Don Downing, who's our board clerk and make an appointment, and you have to do that by the Monday before the meeting. For example, our our meeting was today. You would have to have called yesterday by 12 o'clock to make sure
you're registered to speak. At this time, we have one person who's going to come up and make a presentation. Dominique D. Rosa. Lucky to have Kansas public schools in recognition of public schools. We
>> Good evening, Vice President Paige and the board and Dr. Stoublefield. >> Good evening. >> First off, I'd like to congratulate everyone today. This week is uh mayor, excuse me, try this again. Uh public schools week and so I would like to thank all our public school students and
staff for everything they've done this and recognize them. Take time to say something to them. The other one is I wanted to bring your attention to a event that we're having in Topeka on March 17th. It's lucky to have public
schools and so you should have at your place a little flyer to help you remind. There's a QR code. We're going to have events starting at 9 in the morning, but the rally starts at 11 p.m. 11:00 a.m., excuse me. And we invite pe our families, our friends, our allies to
come to Topeka and meet with the legislators, talk with the legislators. There's going to be some poster making, some fun events going on at the capital, as well as you can see uh and get tours of the cap at the same time. So, I look forward to seeing the board of education
members there on March 17th and to help celebrate our great public Kansas schools. Thank you. >> Thank you. >> Now, we'll move on to our consent agenda. The approval of the consent agenda. I
need a motion to approve the consent agenda. Uh >> Madame President, could Yes, Vice President, could we I'd like to set aside E and F. E like easy. F like friend. >> E
F. Anyone else? We're going to set aside E and F. So I need a motion to approve the others. So move >> and a second. >> Second.
>> Who said? >> You got it. >> Yes. >> Okay. It's been moved and properly second that everything except for ENF have been approved at this and we need the roll call. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Randy Lopez.
>> Randy Lopez. Yes. >> Robert Milin Jr. >> Robert Milin Jr. Yes. Pamela Pin Hicks. >> Pamela Pin Hicks. Yes. >> Joyce Strickland Eaggan. >> Joyce Strickland Eaggan. Yes. >> And Dr. W. >> Dr. W. Yes. >> Thank you. Okay. At this time, Dr. W.
>> Sure. Um on the e the travel, PD travel. Could uh someone explain the Qualrix X4 summit and how we're going to use it, the data from that conference?
Um, Dr. Fernandez Flores looks like she's coming forward. Um, and she'll share that information. We use Qualrex as a system that monitors implementation of highquality instructional materials. We use it for
surveys for students. So it's a platform we are using extensively in the system. At this conference we are going to learn other applications that we can use in our system so that we can um condense different platforms that we might be
using. We are going to learn how different systems are integrating a lot of the work that they do into leveraging this platform. >> Now could you speak English uh break it down to the common person? But what is
not to say you don't speak English so let me apologize for that. It didn't come off right. Um what are Qualrixs and how would the common person on the street understand exactly what you just said? >> Qualrix is a product. >> It's a product.
>> It's a product that we use. It's software. It's a product that's software and we use this software to create many components that we use in our system. >> We use it already. We use it already. >> We create surveys that might go to our
community um systemwide. So that would be um through the DRA department. >> Okay. >> In diploma plus we create surveys for our exiting high schoolers and that same system as it surveys our exiting students. They give us their email and
through that system we're able to send them a followup survey to ask them where they're at now based on the previous responses. We're also using it to capture our diploma plus endorsements to have a
dashboard that represents all the data and we're going to be able to deploy it to each of the high schools so principles are able to see exactly where they are and exactly what students still need a diploma plus endorsement. So this tool can be used and leveraged in
various spaces. This tool we also have used for surveying the quality of professional learning. I have placed the link for that dashboard in the board newspa uh newsletter on a couple of times. So you've probably been able to see what that looks like. So we're using
it in various spaces to reduce the number of tools that are around. So one tool many uses and at this conference we'll continue to learn how other school districts and organizations continue to leverage it. One of our goals in the
system has been to simplify the number of systems to achieve the outputs that we are requiring whether it's surveys or dashboards or platforms to um hold data of our system. >> Okay. Well, thank you and I look forward
to you coming back after March uh what what's the date of the conference? >> 1617 about there. >> So look forward to getting more information. So thank you. >> Absolutely. and we'll share the dashboards we have in the next board newsletter so that you can start seeing
some of the things that we're producing. >> Okay. Thank you. >> Absolutely. >> What about F? >> Well, the two were together. >> It's up to you. Okay. Let's go. Um F might my my uh request whoever makes up
the form, is it possible to add the the approval date? Uh F is the um grant >> and so we we know when the submission deadline is. Is there a um many times
grants will have the approval date. So we know that either you received it or you didn't receive it. So whoever is over this who is over this document step >> um it's a combination of um grants and operations. So we'll we can add that
column. Sometimes we know or we can just put to be determined. So yes, we can add a column of approval date. >> Great. Thank you. That's all I have. >> Did anyone else have any questions or concerns? Okay. Thank you. Now we need to vote on
E and F. >> Acceptance for both. >> Okay. >> I second. >> Okay. It's been motioned and second that we accept E and F. We need a roll call. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes.
>> Randy Lopez. >> Randy Lopez. Yes. >> Robert Milin Jr. >> Robert Milin Jr. Yes. >> Pamela Pen Hicks. >> Pamela Pen Hicks. Yes. >> Joyce Strickland Eaggan. >> Joyce Strickland Eaggan. Yes. >> Dr. Win. >> Dr. Win. Yes.
>> Thank you. At this time for the KCK Public Library. Actually, she just has You can come up in case there are questions. Um, what's on there? She doesn't have a report this time. Correct. It's just the approval of
the library holiday um calendar um closure dates. So, if there's no questions, it would just need a motion to approve it. I move that we accept the calendar date with the holidays and the other closures
for the 2627 school year. >> Second >> been motion and second downey >> Wanda Brownley Page >> Wanda Brownley Page yes >> Randy Lopez >> Randy Lopez yes >> Robert Milin Jr. >> Milin Jr. Yes.
>> Pamela Pin Hicks >> Pamela Pin Hicks Yes. Joyce Strickland Eaggan. >> Joyce Strickland Eaggan. Yes. >> And Dr. Win. >> Dr. Win. Yes. >> Thanks. >> Now we'll move to new business. Secondary English language arts tier one
material. >> So um this is for information only at this meeting. Um if there's any questions about this, this will this will be this will be our GVA like it's our main curriculum resource. Um and
they have all the information about the input, the review and the data around it and the team is here to uh answer any questions. If not, it will come forward um at another meeting for approval. If you have questions in between there, if
you send them to me, I can get it to the curriculum team. I've got a couple questions, please. >> Okay. >> Um, so it's 1.1 million. What is our budget allocation for uh this level of
of materials? >> The budget allocation for the question she asked is what's our budget allocation for these materials? Um, and Dr. Dr. Fernandez Flores or a member of her team will come forward there. They
have a curriculum total resource budget and so each year it's uh it rotates or on what's been adopted and the amount varies but on average and Dr. Fernandez Flores tell me if I'm wrong it is about
between one to two million depending on the resource and the level of what we are renewing or buying again. So it it falls on average between one and two million. She can give you an exact number. It looks like she's coming forward.
>> Okay. So as you consider your answer, does then this um leaves 900,000 for another set of um curriculum materials.
We will have a balance yes left over. Um currently in the line for textbooks we have 3,25,592 and for instructional workbooks we have 480,000. Um and for software related to
curriculum we have approximately 435 was what was budgeted and um I believe we will have a balance of about 100,000. So we are we're we're pretty good. Actually this number came under what we were expecting the cost to
be. >> So we should anticipate uh request for the additional remaining funds of different type different levels of curriculum. >> We've already been allocated the amount
for this year. >> Right. Have we spent that amount for this year? >> Not all of it. No. >> So, in anticipation of the remaining funds, should we anticipate receiving additional requests for materials,
curriculum materials? >> Um, I believe we're going to be purchasing the workbooks for next year towards the end of this fiscal year and but we are covered. We have looked at our money and we have what we need.
>> Yeah. So, I think what she's asking so Yeah. So while that came under, there were some other needs. So they are looking at how to backfill those needs. Um just to level set for everybody. As you recall, prior to I think it was 24
when the board added a couple of million, was it two million to the curriculum resource um for curriculum resource, we did not have enough money to cover the curriculum resource rotation. So they are in the process of
making sure that we close the gaps and don't fall behind um and so that our resources across the district um will stay up to date on a regular rotation. So they'll what what I heard Dr. Fernandez Flores says is they'll be
purchasing some workbooks. So yes, you will another resource will come forward. Yeah, >> I know we've had it before, but could we get again that that cycle? Um >> yes. Yes, we can include it in >> Yes, we can include it in in the end of the week. Yes. >> Um, also, what data do you have other
than or can you explain the slides um that um showed some of your results? Now, you've piloted this, correct? >> Yes, ma'am. >> Okay. So, and and
you know, I can't tell you what slide it is because you didn't >> no >> number number, but anyway. Um, but but the the computer does suggest let me on slide 14 and I'm going to go back. It says students who are enga-
teacher perspective for common le 360 students who are engaging with fidelity with materials are progressing. What happens to students or what do what did you do with students who are not
engaging with fidelity? >> The description around fidelity is of the implementation of the resource. So there could have been opportunities in which a teacher decided to use another resource in lie of what we were
piloting. >> Did you record that? Did you document that? >> How did we do that? >> We've been able to document our >> Could you speak in the mic, please? >> Sorry. Uh we've been able to document in some of our implementation walks. Uh we were hoping to have a larger number, but
we do have some information about that. Yes. >> Okay. So help me understand. So you document that Joey is not engaging. Do you do anything else with Joey or what what happens to do you ever get him
back into engagement or? >> Yeah. Um yes. And our intent then is to continue to learn more about the materials so that we can add the supports that Joey may need um in order to be successful in the classroom. And so the materials do have supports in them to help students like Joey as you
named so that we can help him or her be on track for reading also. >> Okay. So that's that's that's an aspiration or is that a reality? >> Both. Um every day we're working towards that. As teachers are learning new
materials. Sometimes they're not knowledgeable about all of the pieces of them, but as they continue to learn more and more, we continue to add materials on top or more aspects of the curriculum to help every student. >> So, have you found any response from teachers that there's a steep learning
curve for them to learn the materials so that they can implement it with fidelity? They have to learn it first. >> It is a steep learning curve. Yes. >> Okay. So do which slide addresses the
um that I see where you say year one you will introduce leaders and teachers to the curriculum. >> That's it. >> So professional the professional learning that will come with the materials will help uh introduce
teachers to understanding to how to use them. Um and also we will have continued professional learning as the year goes on both embedded and then in district content PD. >> Okay. So on slide nine where it says
student perspective um the amplify if if I understand correctly is the updated >> correct >> version. The my perspectives is the old version. >> Correct. Um actually the one that's on
here is the other pilot material. So we also piloted my perspectives the updated version. We currently have a 2017 version that we have been using. >> Um and 2025 would be their most updated. >> Okay. So help me understand why on
listening explain that that graph I just you you explain the graph please. So within the four areas of communication and literacy um our students gave us perspective about how they felt the materials supported them in these four
domains and this is how the students shared with us that they felt uh the materials were helping them. For the most part the students were very pleased with the materials and talking about how they helped them become better learners. Um but in one area they did show that my
perspectives outperfor performed as you're pointing out. And how did how did you document their their responses? >> Um we have a survey that we ask of students and then we also uh ask some a a group of students. So we do have a survey that we have pulled this data from.
>> Uh is it a check mark? Is it a rating? Is it a narrative? What is the when you say survey, what is it? How does it measure it? >> Yeah. Uh ultimately they would ask them kind of somewhat most likely on a leer scale a check mark. Yeah.
how valid you believe it is. >> I think our students give us a good perspective of what they what they believe is happening in their learning. >> Did their progress mirror it mirror their responses? >> Um with these materials, yes, we did see progress. Uh we saw students uh both in
our data in our DBA data that were showing progress and uh performing at the level of the standard. Yes. and and what districts uh are using this? And you can see I think in your in the opening letter, do you say you have
um one reason you chose that districts have been able to document improvement? What districts did you look at and get that documentation? >> I would have to get back to you on that report. Yes, >> please get back to the board. >> Of course, >> get back to Miss Downing.
And there was one other thing. I think you mentioned a rubric. >> Where am I looking at another report? >> Um, we use a rubric when we originally vet materials. Um, and that comes both from ed reports and also from guidance
from the state department. And so we use that as we look at original materials to decide which ones we should pilot. >> Okay. Thank you, ma'am. Of >> course. You help me with your name again. >> Uh, my name is Jennifer Kramer. and the director of secondary curriculum and instruction. >> You're director of what?
>> Director of curriculum of secondary curriculum and instructional programs. >> Thank you. >> Are there any other questions? >> I have one and this is really a request because I think I'm the only non-teer sitting here and I would like to have an
opportunity to go to one of the pilot programs to observe and see how the curriculum is being shared with the students and how the teachers respond to that information. And one other thing, how long has the pilot program been in effect? >> Um, we piloted during the fall semester.
Uh, we started with uh teacher learning last spring for these two materials and then the teachers implement during the fall semester. >> All right. I will set that up with you. Thank you. >> Great. Wonderful. Thank you. >> I I have a couple of questions. One, when you order these materials, which
will each child get their own individual book or will the whole book be online? because parents are always asking where are the books. Do they get to bring something home? >> Amplify has a student workbook. Um every student in middle school will have a
workbook. The high school materials um are not in workbook form. >> Okay. So the high school is on the computer >> but they can be printed out. >> Okay. And then my other question deals with since we had a pilot group and then we
have this group will be will we be able to see the difference in the scores because I'm assuming alluding to what Dr. Wyn was getting to. We have smart goals. So, we're going to measure it and what are our goals and what we what do
we want them to achieve. >> So, for our new curriculum materials, the focus really is for students to be able to engage in the materials to increase their outcomes. Um, and we measure that through the CAP. Um, and then we also look at our district benchmark assessments to look to see how
students are progressing. >> Okay. And then how do you get the parents involved? Is there something you can sit home about this material or invite them to come up and look at it, explain it, help them out so that they
can help their children? Because we have a lot of parents, they want to help, but they're not quite sure about what's going on. So, how do we engage them so that they can help their children? >> Both materials have parents components uh both for communication. Uh Amplify
specifically has a library that students can access um at home and also have novels and books available for them to read and there are materials in Amplify specifically for parents to use with their students at home. Um at high school there is a parent hub for
communication so that they understand what their students are learning. It's not as intricate um as our middle school material would be, but there are materials for information for our parents. >> Thank you. Let me follow up with that one. On slide 17, you have family input
and interaction with your fall family advocacy uh days. I guess what if the parent, you know, some of us some of us cannot use QR codes? How do
you compensate for that? >> So, the fall was a survey. And so in the fall, we had a survey and a table for parents to uh we had materials out at the schools that we were piloting and we uh had the materials there for parents to peruse and take a survey and give us some feedback about what they saw in
those materials. Um at winter we gave the cards that you see at the bottom of those slides with the cards with the QR codes for them to access the materials and we'll continue to work on getting materials for parents to access. >> Yeah. And if they didn't have a QR code,
the principal, a teacher, anyone that was there supporting parents could have done it and printed it out for them. And so when they're on site, they navigate it. If they're not present, if they do it virtually or any other way, um the
school knows, parents share like their preference for how they want to receive materials and how they want to give feedback and through the FA teacher and the administration, they work with the families. um to make sure that they have the opportunity to do it.
>> In the last uh board newsletter where I prompted that we were bringing this to the table, there was a section on how we interacted with families helping them there. There was a picture of what that looked like. >> Okay. So, you only had 29 out of a thousand surveys
>> in the fall during FA. Yes. >> But you haven't had anything in the spring yet? >> No, ma'am. >> Okay. um >> percentage that is, but seems like we're going to have to do better. Okay,
thank you. I I have one more. If you had 29 out of a thousand, have you guys brainstormed on how you're going to get more parents involved? Because I think we've seen before the survey thing doesn't always work. So, we got I we got
some creative minds and I know we can come up with something and we got to figure out a way to get people there because if they don't make they may have to work and they may not be able to come to the meeting. So, how do we go to them
and how do we get them involved >> besides using just one thing? I I think we can do more than that. I and I think every time we have this conversation, I completely agree with you and we'll continue to brainstorm and I'll use this
opportunity again to at any time and we can work with our principles if parents and others have things that we could be doing differently. We openly welcome those suggestions. They can go on our website and then the little um section
where you can send information. We are always open to suggestions um as well so that we can work together on how to connect better with our families. >> Okay, let's remember that cuz we want to involve people. I'm not saying you're
not trying, but I think we need to try a little harder cuz the survey thing doesn't always work and we just got to keep working at it. Any Okay, thank you so much. >> Thank you. Okay, now we'll go to our
board reports, a portrait of a graduate. >> So, um, Dr. Wright and, um, Miss Lisa Martinez. Um, Dr. Wright, director of Diploma Plus, and Miss Lisa Martinez, who's the assistant director, will come and share, um, with the board. Um, and
you have a handout um, our portrait of a graduate. Many of you, if not all of you, have participated in this process. and they'll just outline where we landed. So, thank you. >> Good evening. >> Good evening.
um board let's I'm sorry board I was going to say vice president I was about to say president um board members and Dr. Sterfield um Mrs. Martinez and I um are here to share with you um the portrait of a graduate.
We are excited about this process. This process has been a two-year process and we would just like to share with you where we are in our next steps for implementation. So with the portrait of a graduate uh what is it? It is a collective community
defined vision that really outline outlines those skills, those competencies that we want our students to have so they can be beyond um sorry those competencies and those skills that we want our students to have so they can
thrive beyond high school. Why does it matter? It does these things. It defines success. It really outlines that vision of what our students must know, do and be. Uh it drives the north star. It aligns with instruction and it creates
that share path from K through 12 like a road map. These are the four groups and committee teams who participated. We had the superintendent student advisory council. These are students in grades 9 through 12 from all high schools that was represented. And I will say those
students really did a really good job. Uh they really pushed their thinking and really helped us uh create this portrait of a graduate. We had members from the superintendent's parent caregiver and community council members. Um those are members in our community. There were some board members there, uh some
administrators there and some of our um employees who have kids in in the district. Some of our teachers who work in the district but also have students uh some of their own kids um in our schools. Um, we worked with the diploma plus curriculum and instructional big
team that participated in administrators and building staff. Now, here's our promise. These are the attributes that after we met with all of these focus groups and after we had all of those meetings, these are the six attributes that we came up with. Um, and
you have this in front of you. We call this the placemat. And so, you have the placemat in front of you. It really tells you the six attributes and what they mean for our students. And then you have what we call the one-pager. In the
one pager in this booklet, it outlines every attribute, but it also um outlines grade bands from kindergarten through 12th grade. In the bold print, you will see um it outlines the the actions and
the behaviors that we want our teachers to have. But then at the bottom of that, it has the I can statements for our students. The next step for implementation, we definitely want to build the uh educator's capacity. We want to make sure that we provide that professional development district-wide so everyone
will have that common language and understand how to embed it into the curriculum and into uh our systems. We're going to embed it into curriculum and our experiences. We will definitely build uh student capacity and we will
monitor and measure the impact As far as a return on investment, it's a strategic investment that provide our students a coherence. So, we want every student to be held to the same high expectations, right? Um, it aligns to curriculum assessment uh in instruction.
We definitely want efficiency and we want our students to be prepared. We want our students to leave us making sure that we have helped shape how they think, they learn and apply that knowledge into instruction and into life. And I just wanted to highlight some of
our teacher and student contributions. So we um obviously didn't do this work alone, but uh the the design aspects that you kind of see in front of you, especially on that placemat, um we u worked with Mr. Smith and Mr. Orhill at Washington High School who um had their
students participate in a client connected project um and came up with a lot of great design aspects that uh we uh worked collaboratively to kind of see what we could lift and use. And so we wanted to highlight Ricky Vu um who's a
freshman and he had his final design selected um and that's what you see in front of you on that placemat that and the the title page of the guide book. Are there any questions? >> Sure. Um, thank you. Let's go back to um
slide six and where it's entitled next steps for implementation >> and peel off those um the the the the
task I guess I'm asking you you build educator capacity um the are the attributes and the skills different are they the same? >> The attributes that's identified from
the placemat. >> Right. >> Right. So the attributes these are really um what we call competency skills. And so when they were selected they're based on competency skills um academic and um employability skills.
>> Okay. Okay. And so these are the skills that we definitely want our students to have. >> Okay. So then what are the attributes? >> That's what we're calling them. Portrait of graduate attributes. We're calling them >> attributes and skills are the same. >> Yes. >> So when you use two different words,
it implies or it has suggests that there's two different things, but they're not. >> They're not. >> We got that. >> Okay. So how do you align just you choose one of them? How do you align that with exp un you know unravel the build
education capacity you're going to have professional development that does what give me an example >> so we want to make sure that our teachers in just a system understand how these attributes naturally fit in the curriculum. So when teachers are
teaching instruction um and we are bringing these attributes out in our students, they naturally fit already in our curriculum and these are the actions and the behaviors that we want our students to have but also to um really support the learning that's taking place in the classroom.
>> Okay, take it a step further if you please. Um this is a graduate. So you choose you choose the the discipline the the course the class and explain give example what you just did what you just said your professional learning. So you
have a professional development day or hour that does this for what a science class, math class, English class, whatever. I think when I'm saying professional learning for staff, it's just really getting teachers familiar of how to bringing these
attributes out in students when they're teaching their lessons and how do we recognize that when we're teaching critical thinking skills, can we claim it? Can we acknowledge it? And what are those actions and behaviors that the teachers are doing to help bring that out with students? Okay. >> So, are are all your teachers teaching
similarly >> critical thinking skills? you want. >> So, well, I I'll just answer it at a higher level. So, these six things like effective collaboration, critical thinking, self-direction, engaging in communication, cultural competency, and
digital literacy. If I'm an ELA teacher and I'm teaching a lesson to my students, I know what what it looks like. Students are able to work productively with one another towards a common goal. So when I'm designing the lesson, I will design an opportunity for
them to collaborate. If I notice that Anna doesn't like to collaborate, then I will go and make a note to myself to say I need to talk to her. I need to provide some more support. I need to know and
under know and understand what may the barriers may may have been from preventing her from collaborating. Then if you look at critical thinking, when our curriculum team is working with our teachers and they're doing lesson planning and they're designing and
adopting curriculum, they are making sure that the task and or the assignments require students to analyze information, evaluate evidence. So when they are having like doing a discussion making an
assignment these are the elements that they are making sure that we develop as the students metriculate through the system either through their individual plans of study or the collaboration transition meeting they may say you know
Anna struggles with self-direction like she's great when she's working with a group but she can't manage her own time that is something that you all need to continue to work with. So that's how it would look in any classroom because
these are those um employability skills and things that when our students leave that's not you know can they do addition or math but can they do that and use these skills and demonstrate that they can use those skills.
>> That's that's clear and that's baseline >> right. how you haven't said in here though how you're um and and here's the the the monster word how you're mandating your teachers to do this so that someone comes in and can see it's
there. So when they do the walkthroughs with the lift tool or like as that expands, if I'm walking through with by myself or with a principal or if you're walking through with the board, this would be something that I can look see
and check like is that set stated in here? >> No, today the purpose of today was to say to the board. We started this process two years ago. Here are the six attributes that they landed on and here is the information it would as when we
give updates on like our outcomes and those sorts of things once we start to collect this data because we haven't because we just finalized it. That's where they would be able to say 80% of our students showed that >> know that's outcomes. I'm saying it
there is a place here in the implementation um phase to to say this is where you'll see it >> right >> so it's I'm not I'm not talking about the outcomes right that's another category of data but there is room for
for at least the educator to know that as I mean what you just said as you build your lesson plan as you do this >> this is embedded in curriculum and experience it says it right there but it doesn't say how you're going to do That's what to say it
>> and well they didn't include it right they so last Thursday we had all of our >> not in in >> well I'm sharing it's in theory but it was also an action last Thursday they walked through with our principles for 90 minutes of here's what it is here's
how you'll take it back to your staff so that right now we're in the introduction phase but it will naturally go through like they have a plan for that but they didn't they were just like here's what we're doing and here are the outcomes but the implementation it will
be embedded in the curriculum and so that's where they were saying you know that's how it'll be implemented just like anytime we're doing PD for professional development sorry to use letters anytime we do professional development around curriculum this would be embedded in it and they would talk
about we're doing math we're here's here's how you can collaborate, look for these things, add these components. It would just be a part of what they do. So, as far as mandating, it will be an expectation and then they would talk through like here's and
here's what we'll look for either the principles, the curriculum team or whoever when you're walking through you can look for those things. >> Thank you. Thank you. >> I do have a question. Thank you for your presentation and what you constructed here. This might be tied into where we all where the discussion is already
sitting at and I'm sure you all done the vest your investigation and your your homework. My question is in the implementation the monitor and measure the impact. Uh the question is in the process uh do we have capable and enough
teachers and instructures instructors to monitor and measure uh the pro process as it goes through and we're not short in that teacher wise or or instruction wise. If that makes sense in that my question in the
implementation implementation. >> Well, I know um we have we are working on a measuring tool for our teachers to use to see it in action. >> Okay. >> But based on your question, you were asking if
we created a tool for the implementation of our staff. Is that what you're asking? >> And the numbers of teachers or the people to to monitor the progress. So >> that's what I'm saying the >> so a couple of things we have a tool the lift tool and we will build it in that
so that we don't have multiple tools so all the data will be together so that's when it's embed we don't want it to sit outside of the curriculum and what we're already doing so it'll be embedded in that so that it will be we'll be able to see the >> so it won't be a overload somewhere
>> yes there we go thank you that's you asked my question >> appreciate Yeah, >> just for clarifi clarity. So what I'm hearing is that this program will be the process will then be part of
the curriculum and that each teacher will be asked to put this structure into place as they build their curriculums. >> Yeah. So just for clarity is not a program. is a it is what when when we say a student graduates from any Kansas
City Kansas public high school you can expect that they will have these six skills >> right >> and that so that's why we're just saying it'll just be a part of what we will
naturally put into our curriculum so that when we say if you if a student leaves Kansas City Kansas public schools. They'll have a diploma plus something in there and these six skills
they can list on their resume as saying they are areas that are of strength for them. Yes. Yeah. >> Thank you. Thank you for clarifying. >> Thank you. >> And I have a question. The parent part of this, how are you going to get this
information out to parents so they'll know what to expect? And I would assume when they have their family advocacy conference, they're going to go over this with them. But will they have prior knowledge? Someone take the time to go over it with them to make sure they
understand what their kids are being >> part of their assessment is on. >> Plans are being developed on sharing this with the community. This the board is stage one. Our principles was another introductory stage. These are going to be translated so that it's access
accessible to all of our families. And one item I'd like to add is that the academics content is the what students learn. These attributes, these ways of behaving is how students will learn. And
this how is how we raise the rigor of what's happening in the classroom. So ultimately when students are collaborating with each other with content they're learning at higher levels. So we can expect to see more
outcomes in academics when we focus on creating the opportunities for students to interact with the content and with each other and with themselves in these manners. And so this is not different than what goes on in a effective
classroom. What we're doing is naming it so that we have the same language across when we're planning with each other. We can talk about how are we effectively creating a collaborative opportunity for our students. What does embedding
critical thinking look like in your classroom? So, this normalizes these kinds of interactions. It establishes the language we can use with each other so that we can name what we see our students doing when they are engaging with academics at the highest level of
rigor >> and thank you for that. But as a former teacher and I have nephews and nieces and all of that as a parent I would ask and you said you hadn't worked on this part yet. Our smart goal, how are you
going to measure it? You're saying this is the how, but then how do we measure it? And and you said you hadn't got to that part yet. I get it, but I think we need that because we got parents that are they're thinking ahead. Okay. Well, how is this measured? And they're going
to ask that. And you know, you said you're working on it. So, we're looking forward to seeing that part. >> Thank you. >> Hi, Miss Paige. >> Yes, sir. >> Hi. Thank you, Miss Brownley Page. U just a couple of two a couple of things.
Um first um to the diploma plus team and Dr. Fernandez Flores, Dr. Wright, uh Miss Martinez, uh gracias. Thank you because you guys, uh you all you and your team uh do some amazing work um including building this out this out. I
know it's been a long time um in the work and there have been a lot of people helping to support this and just from the diploma plus team I also I also know that I send a lot of folks and partners and connections to you all and you are always so gracious and welcoming and inviting whenever I make connections
with you and and follow through with those. So, thank you first of all for just being open to letting me send you some partners and connections out in the community. Um, and then seeing how there they might be a fit and alignment in what we're doing at in in Kansas City,
Kansas public schools. Just wanted to give you a quick shout out um because you don't always get an opportunity to get in front of the board. So, um, but I know, um, you all have always been very open and and supportive of our partners in the community and, um, making sure that they fit and are aligned in the
work that we're doing at at the district level for this, uh, the the portrait of a graduate. Thank you for sharing the information. Um, and I know it's it's been a a lot of work, a lot of conversations. Um, and I think for me, like I just a couple of things to point that I wanted to point out that I
appreciated is in the one pagers when you look at those one pagers, it really builds out to the the the K through 12 experience for for our scholars. And I really appreciated the I can statements, right? So we can look at um whatever um
skills um you know effective collaboration you know at the K through2 level you know you can see the I can statements that our students should be able to say that they can do that they can um say or do or um you know to to kind of identify and measure what this
looks like in the classroom for those individual scholars at those um throughout their journey um K through 12. So, I really appreciated that breakout. Um, whether it's K2, 35, 68, at every level. You can pick this up and
and and have an idea of of of what our students um how this plays out for those students at at those levels. Um, so I really appreciated that. The portrait of a graduate, I know, also has been really helpful, I think, in as we've talked about our strategic planning process as
well. um and and some of the conversations that we're seeing here are in alignment with what's happening with the the strategic plan as well. So, just wanted to to lift that up. Um, and I think that that this this paints a picture for anyone that's looking at our
graduates, our scholars in KCKPS when they think about the their diploma plus experience, what they're leaving our district with um these different um attributes or skills um that that they know um our graduates have. So, our
scholars know this, our our parents, their guardians should know this. to Miss Paige's point, right? As we continue to educate folks of what this looks like and what this means, our partners out in the community know this and then employers are going to know this, right? Or um the colleges um and universities or trade schools that our
students go to um they can see this and know that our KCK graduates um not only are do they have a diploma plus, but this is also what it means. These are the skill sets that they're leaving with. these are the things that they can um and should expect from our graduates and that we would expect from them as
they metriculate through our district as well. So, just wanted to shout that out because I and I appreciated the one pagers with the I can statements at every level. I think that was very helpful for me. >> I just wanted to say it does look very good. I was there when we we began this
work. So I know that it has been been a lot of effort um to get to this point. I also like the statement that you said educators are using these skills currently. The key is using them on purpose and using them consistently across the district. So that's the goal.
I did notice however that on next steps there um will the this is my question. Will the focus groups and committee teams dissolve after this or will they have an opportunity to look at um it this work in its progress the process?
We definitely will meet with the teams again. We want them to look at this work and then as we create the monitoring tool we want them to be a part of that too. >> Thank you. >> Any other questions?
>> Thank you. We appreciate what you've done. >> Thank you. >> Okay. At this time, we'll have a board report from human resource, Dr. Jones. Good evening. >> Good evening. >> Evening.
>> I am happy to uh bring uh with me uh members of my team, my leadership team for the human resources department. Um I'm Jarius Jones, but I'm also joined by Andrew Leggler, the director of early childhood and elementary. Shalita Middleton, who was the director of
secondary, Dr. Mara Coron who's the assistant director of recruitment. Anna Perez Matthews the assistant director of compensation and human resources is information systems. Uh Aaron Watkins who is not here. He's not here
presenting with us as assistant director of personnel and Angela Monroe the assistant director of HR operations. and we have the pleasure of being able to present to you our uh just giving you somewhat of an update a snapshot of what had the work that has been done in human
resources uh throughout this year. Um as is as it is always stated um our theme four of the strategic plan is our focus to attract, hire, develop and retain KCKPS employees.
As we go through this presentation, uh you will see information along the lines of our staff and student demographics. We'll also speak to our retention rates, the recruitment efforts that are ongoing, and also provide some highlights to you for the past year. Uh
and then also we will speak and close with next steps. Hello board, Dr. Sourfield. Um, I just wanted to give you guys a brief overview of our district and staff and student demographics for the 202526 school year. Thank you. Our student population
continues to reflect a diverse community. Currently, 57.79% of our students identify as Hispanic Latino, 22.58% as black or African-American, 8.28 28% as white, 6.91%
as Asian, and 22% as American um Indian or Alaskan Native, and 3.59% as multi-racial. So, just kind of comparing each group with our sta uh with our students. Um for certified staff, um I'm just going to give you guys a quick overview, but
we have the numbers in here for you to review. But for certifi for certified staff compared to from the 202425 school year to the 2526 school year, we did see a 1% increase in staff identifying as black or African-American alongside a
decrease of approximately 1.5 um in staff identifying as white. For classified staff, um this group experienced a decrease of roughly 1% in staff identifying as Hispanic Latino. um but it's offset by a slight increase in
multi-racial employees. Uh this group, so our administrators group um showed the most significant change towards greater diversity with an increase of approximately 3% in multi-racial employees. She's a little um good afternoon or good
evening board and Dr. Sefield. So, as we're looking at our staff, we have some great gains in making sure that our staff represents our students, but we're also looking at those gains in our retention, um, which is very important. So, our retention data as we're looking at it, one of the things that our team
talked about is getting past that co year. We are definitely seeing gains in certified as far as retention compared to 2021 22 23 to currently last year. we see a 8% plus gain in our retention and that's really good because we know that
we're working to keep our staff and to make sure that our students have the qualified people in front of them. When we look across the board at our classified staff, we see that that is also up 7%. Our administrators are up almost 10% with a total of retain retainment at 89.14%.
So, we are very happy to see that growth um that we are having through our district since, you know, that slump of COVID that we're trying to get over the hump still, but we're happy to see that, you know, they are staying. They do want to support our students and they're supporting our community the way that we
like. >> Good afternoon or good evening. When it comes to our recruitment efforts, um some of the things that we are implementing are we're trying to make sure that we develop in um stronger relationships with our community and educational partners. We have uh visited
many universities and present it in the classrooms in order to present um our district in a positive light and so that students are more aware. Thank you. And so students are more aware of our district and all the things that we have to offer. Um, we have also
engaged in many community career fairs. We partnership with the Wanda work the Wai County workforce development. We do uh career fairs with them every other month in order to um attract employees from within our community. We've also partnered with some of our local
churches in order um to host those community career fairs. We've implemented some targeted advertisements. Um we have advertised in the voices of Hispanic higher education um in order to try to attract more bilingual um educators into our
district. Um and then we wanted to work with the pool of candidates that we have which is our student teachers. So we have implemented many efforts in order to retain those student teachers. We have our annual student teacher mixer. This coming up Friday, we have our tour of schools where we are taking our
student teachers to different schools around our district so that they can see the culture and climate that's within various schools across our district. And all these efforts are in place in order to diversify our candidate pool and bring highly qualified candidates to our district.
>> Good evening board and Dr. double field. These are some of our highlights for 2526. First is our partnership with ESS. KCKPS has a special working relationship with ESS, which is our substitute staffing partner. Rather than functioning as a
traditional vendor, the partner operates as an extension of our HR department, working collaboratively to ensure high fill rates, timely coverage, and compliance with district policies. This partnership is grounded in strong communication and continuous improvement. You might know or have
heard the name Nate Williams. He is our account manager. He regularly reviews performance metrics such as fill rates, I need area coverage, and principal feedback. Mr. Williams sends out regular, if not almost daily, data review emails, addresses concerns
promptly, and HR works closely with him to proactively plan for our high absence periods and long-term positions. As you can see some of our our highlights here that we have an average of an 83% daily fill rate which prior to ESS from my understanding our average was in the 50
to 60 percentile and just in this first semester of this school year we have hired 153 subs through ESS. Dr. Ran just spoke on our Kansas workforce going to our next one administrator of the month. Who doesn't love to hear Dr. Jones get up here and
celebrate our staff here in KCKPS with overwhelmingly joy. Each month we recognize our employees of the month. So this year we have added another celebration um with uh a bigger celebration with our administrators of the month. We
recognize one early childhood, middle school, high school and central office administrator. and we celebrate them for their commitment to su commitment to su success. Next one is staff guidance. This is what we call here in HR. We like to consider
ourselves pretty friendly naturatured and a fun group of people that uh thrive on customer service. The human resources department we like to say that we provide comprehensive guidance to a district staff by ensuring clarity and compliance. And that is to all of our
KCKPS employees from our nutritional services, transportation, all of our paraprofessionals, teachers, and administrators with district items such as policies, contracts, onboarding, certifications, performance, evaluation
processes, benefits, supports, and professional conduct expectations. We serve all of our employees. Next is a late hire checklist. This year, human resources revised our late hire checklist for our building administrators. We received feedback
regarding the onboarding process for late hires and addressed gaps in the approval process, communications, and onboarding procedures to identify areas for improvement. As a result, we believe that we created a checklist to enhance coordination with building leaders to
revise that onboarding process. Next one, realign department for efficiency. As part of our ongoing commitment to fiscal responsibility, this last year, human resources has realigned its internal structure to operate more efficiently and
strategically. Since the 2324 school year, you might notice that the size of the human resources department has thinned out somewhat. We've gone from 25 personnel down to 18 personnel. And we believe that we have done this in order to
ensure that our resources are directed where they are most directly will impact student learning and school support. As Mrs. Middleton says, we like to operate in the black, not the red. Our last one is focus on hard to fill
content. Human resources meets regularly with department directors, district administrators, and building leaders to gain a clear, real-time understanding of our staffing needs, particularly in our hardto- fill areas such as specialized instruction and high demand subject fields.
This collaborative conversation allows us to analyze vacancy trends, try to anticipate our upcoming needs, and as Dr. Ran mentioned earlier, align our recruitment strategies with our school level realities. As you can see the um the human
resources department we remain extremely busy and extremely uh diligent about the work always looking for ways in which we can improve what it is that we are doing and how we can better support our colleagues and our staff members around
the school district. Um some thing next steps we're wanting to look at sustainability of our alternative lensure programs ensuring that we secure funding uh through grants and other ways um even even within our recruiting the dollars that we have using that in
strategic ways to ensure that we can continue having individuals who may go the non-traditional route of becoming licensed uh teachers that they have that available a availability to do that. also expand recruiting opportunities. Uh we're being very very diligent about not
just only college college fairs, college and career fairs, but we want to make sure that we are getting the best bang for our buck in all of the various activities that we are participating in. And so we're going to be looking and strategically making sure that we are following up and having the right the
right events uh for finding the right people to serve in our various capacities. Develop virtual career fairs. That's going to be an opportunity that won't require travel, but we're wanting to have some virtual career fairs where we can go and send out fillers information to various colleges
and universities and be able to speak to those individuals who are looking for employment. Uh but doing that in a very coste effective way. Continued systems improvements. We want to get better. We want to make sure that we are offering uh systems whether or not if someone is
if we're having a teacher who's coming in after the start of school and providing the right amount of time for them to um get um acclimated into the position. Also having the time to be able to plan um to any other efforts. Uh
when we're looking at payroll, we're looking at um our work with other departments. We want to make sure that we can be as efficient as possible and making sure that our processes are aligned uh to the goals that we have. And then of course having board policy
review plan. We want to reinstitute so that our schools and our departments are focusing on specific um uh board board policies to ensure that we have knowledge of what those policies are. Uh those ones that we do see uh from time
to time that may be in question. We want to make sure that our schools and our employees are very aware of those policies. I do want to say before I close and I and I offer up any questions, um I'm very very happy to report we received on
Friday a notification from Blue KC uh that KCKPS has been recognized by the Kansas City Business Journal as one of the Kansas City's healthiest employers of 2026. Uh and yes, nice. So, this is going to be this is our
first year being recognized and there will be an event on March the 26th from 8:00 a.m. to 10 a.m. I'll make sure that I put information in there for the end of the week uh where we will be recognized with others uh for this great recognition. Uh with that, I yield the
floor and to any questions. >> Okay. >> Yes. Um, just one question about I love the late hire checklist because it's always hard when you're new anywhere and everybody's already had orientation so
it just makes sense and that can also help us streamline processes. What I didn't hear is anything about um the mentorship program because a lot of research verifies that we do have more retention when um it's back to
relationships. Um so can you speak about the mentorship program? How has changed? How is evolving or how is it helping in retention at this time? >> The mentoring I believe is still ongoing. That's through diploma plus leading learning department but that
still is ongoing. I know the state may or may not be uh funding that but we still continue as we have done. I know we still continue that here in KCKPS for our first and second year teachers. But is the human resource department
partnering with them in that vein? >> We are available to assist in whatever ways. We're always from the perspective of retention and making sure that we have teachers who are better informed. We are always looking to see what it is that we can offer and any information
that we do ever gain, we do share that with those other departments that do handle the mentoring aspect of that. Do you think there is room to do more with both departments? >> Oh, there's always room. There's always room and we're always willing to Oh. Oh.
Oh, absolutely. Absolutely. Idea of something, not something just something else to do, but something I think that might matter when we're trying to uh retain staff. >> It's good. Yeah,
>> sure. Um, thank you. because we know how important all departments are and how important part important your department is. Uh my questions, comments are in line with your next steps ironically. Um
do you have any report on um and I I don't know if I've got the right title, the teachers like me relationship we >> Yes. >> What's that? What >> progress numbers? Anything? What's what's going on with that? Well, our teachers that are in those schools,
Silver City and FL Schlaggel High School, um those teachers are thriving. They're doing extremely well. >> How many did we get? How many did we get? I mean, >> we have two. We have to If you if you recall, we you all approved for us to have up to three. >> Um so, we had two that we were able to
field. They There are several more that are in the pike that that are um that teachers like me, they would like to be able to present to us uh for upcoming year. Um, and those individuals continue to do well in their spaces. Um, their
principles are enjoying having those individuals. They would like to have more. Um, and they're making impacts where they are serving. So, yes, ma'am. We have two of the three that were allotted for us for this year. >> And they help me remember their commitment is how long?
>> So, they have, I believe, a three-year commitment with those individuals. So, the them we we have a onetime fee that we paid um and th they will work with those teachers for about three years. Those teachers will stay in um a common common living with other teachers like
me. Uh teachers um they will be in the community in which they're serving living here in Kansas City, Kansas. And so they have housing in Kansas City, Kansas. They have housing in Kansas City, Missouri. There's other school districts that they're serving. And so those individuals will remain here through that time. uh they're offering
the additional the additional development of those uh individuals so that they're ready within those three years to number one be financially literate to be able to purchase possibly their own homes. Um and then they're also going to be working with them to make sure that they have the development
uh to be stronger educators. So they're continuing that. >> The two we have that are teaching at Silver City live in Silver City District. I can't I can't I can't say whether or not if they live in that neighborhood because it's not necessarily that it's the neighborhood in which they >> not invade their privacy. Do they live
in Kansas City, Kansas? >> Yes, ma'am. >> Okay. Thank you. >> It's just one at Silver City, correct? Or >> just one at Silver City and one at FL Schlaggel High School. >> Okay. >> Thank you. Um it would probably be helpful if we get a few um reports in
Dr. double fields uh end of the week, but it would be nice to get more rec reports from your recruitment. We got five new ones or >> we got none. >> Oh, you mean as far as um uh individuals that are that out of the recruiting
trips what we get or who we've spoken with >> I got you success or >> not as much success. Um, do you have data and I I I've seen the data before at in a different area, but
I don't know if it came from HR. Do we have data on staff who are certified yet teach certified in one discipline but teach in another discipline? >> We would have the data around it. I mean, because lots of people have
multiple certifications. Are you uh we do like know their certifications and know where they're teaching. Are you asking if they're not certified to teach in the area >> part if they're you know if if they're not certified in >> to teach in the area that they teach?
Yes, we have we could pull that data. Yeah. >> Okay. >> Would and so we can pull it and share it in a future end of the week. Yeah. >> As well as how many teachers we have on waiverss and things like that. um you know and and I think this would
be under the category of continued systems improvement. Do you do you have data? We we get the complaint that I applied and it's been 30 days and I haven't gotten a response. Do you have data on the response time?
Is that is that improving? Um >> yes, it has improved. >> I don't know if it's called response time. I don't know what it's called. >> Yeah. Yes. No. We once once those once that information comes in uh we process. Now there may be times in which that
indivi the time that that position is posted and the time that it closes may be that but we are responding to individuals within uh one to two days. So we're making sure that we have immediate turnaround with our recruiting team. >> Does the system document that?
>> I'm sure there is. Does the system document that? >> So the system would document we when they post the job the job closes and then the hiring manager interviews once there is a name an offer hasn't been
extended accepted it closes and then everyone gets an email the and we can work backwards. It's not necessary there in the system. You can see when the job closed and when um when the job was posted and closed and then when it
closed and the individuals get the email. You can see that time. What's not in the system is if there were 25 applicants, we interviewed 10 of them. So 10 of them had contact. The 15 that we didn't interview, they don't get an
email until the job closes. does not mean that depending on what it may be that somebody may or may not have reached out to them, but they don't get contact until the job closes because sometimes you interview the first round and you're like, "Didn't work. We can go
deeper." But so it we can show you the average time from posting to interviewing to when the job was higher and that varies based on the number of candidates. From the time that I applied, it could be two months. And I mean, that's just extreme.
>> Yeah, it could be. >> I just didn't get an interview. So, yes, I get the >> no thank you letter. Yes. Later. >> Yes. Yeah. >> Okay. Um and and we we look forward I look forward we look forward to the board policy review
because there there are a lot of things that have come through um consultants re reports that are not in the hiring language that could be clearer that could be um better for the for for a
department as well as district. So look forward to that with working with your department. Thank you. >> Quickly, uh, I see that it shows that 153 53 subs were hired between June and December. Okay. Was that that a decent
amount? And does the subs have an opportunity? I'm sure they do to uh fill out, place an application in, file for it to be fulltime. And is that a is that a good number that the subs for that period of time that
fulfilled and satisfied you all in the district? >> Yes, sir. That's a really good number because they already have a u they already have a um cohort of of substitute teachers. So those are new substitute teachers that they've added on since that time. So 153 is actually
really nice on top of what they already came in with. >> Let me stretch it further. These are quality subs. >> We would believe that they're quality subs. We trust ESS to hire quality subs with the uh conditions that they have. So um Yes, sir.
>> Not everybody here. >> No, no, >> a trick question. >> Yeah, not a trick question. An important one. >> You asked have not as Thank you for your report and under the next steps. I just wanted a little clarification because uh
Dr. when alluded to this um about how successful your out ofstate recruitment has been. Do you have figures and numbers on that process particularly for this school year? Because >> yes, that information can get Dr. Rome can make sure that she provides that
information to us. >> So expanding on that, you have two categories here, expand recruiting opportunities and develop virtual career fairs. How do those two coordinate with each other? If you're going to expand recruiting opportunities, that just within the area or that part of the out
of state or will the virtual career fairs be more targeted to out of state recruitment? >> So, I think it's going to be both. It's going to be both. And the expanding those recruiting opportunities, um, they may be out of state, they may be
instate. Um, but we're also wanting to make sure that we are targeting what it is that we are going to and where we're going to ensure that we have opportunities where potential teachers are um coming. I believe we do that already. We're just we're looking at
we're going to look at the data that we have with where we've been to try and ensure that we are going in the right spaces. Um, and then as far as our virtual career fairs, that's going to be an opportunity to possibly reach some of those individuals that we may not get to
physically um, because it may not make the most sense, but also allowing them to be able to reach us and have those conversations. Do >> you have any data that illustrates how well you've done in certain venues or certain schools? have you been able to
recruit and be able to use utilize those recruits to recruit other people to come to the area? Um just what where's your your your success rate? I guess >> well we should be able to >> Well, we we should be able to gather
data from the various schools that we have that we've um that we have visited and be able to tell you of those places that we've visited how many individuals have actually um have actually come and worked for us. Um there are some where we can be very successful. Um we took
one I believe even in Virginia and we have a sp a person from that college who's coming to teach in Kansas City, Kansas public schools. It doesn't seem like that that would happen but that is happening. And so um that's not it's not a place that we had normally gone and had visited but Dr. Rome she took that
trip and was able to get someone to commit to coming to Kansas City, Kansas. We can pull that information together and we can make sure that that comes in the end of the week if you would like to have that information. >> And I would because I would like to see that we have a correlation between what
we're spending doing recruiting and what we're actually able who we're able to recruit and whether that's a successful endeavor. >> Absolutely. >> I have a question about the subs.
We recruit them, we hire them, but what kind of training do they get? Cuz I've talked to some and they felt like they needed more. I don't know what we're currently offering, but have you thought about that? >> So, the ESS substitutes are not hired
through the district. That is through uh that's through a contract, an agency. So, they hire them and they train them. Um they have a staff of individuals who are dedicated to our district. We actually have individuals that have set up shop down in our lower level uh to be
present. We have uh one individual who has an office space in our uh in the HR office area. He starts the day there. Nathan starts the day there and is there to address any and all issues making sure that those individuals who do come on board are prepared and ready. Um we
know that in any particular situation there are possibilities. Individuals have the qualifications. They may do well in their interview and it may be that they may come into the role and they may have a situation where they're not they're not the person. And so we allow our principles and individuals out
in those schools to let us know and to keep us a breast of it. When we find those instances where individuals should not be serving, uh we make it known and they make sure those individuals are blocked out of being able to to serve in our uh district. Overall, when you look at it
overall, they have well-prepared uh subs. Um they're there to coach them. They're there to offer any other development with them as need be. And so um those things are there. >> Okay. Thank you, sir.
>> You're welcome. >> Any other questions? >> Good. >> Okay. We'll move on. >> Thank you. >> Thank you. >> At this time, we'll go to board policy. pulled up yet, right? >> I I'm I'll pitch it for Greg while he's
pulling it up. It's just one policy on there today and it's related to the public library um and it's around um confidentiality of records. And that should jog Greg's memory. >> It does. Thank you for letting me uh pitch in on uh without the having it
pulled up yet. >> Yeah. So, this particular policy is up for first read for the board. Uh this is a policy that was recommended in connection with the library. It's a little bit different than some of our policies we have for the school district. Uh it relates to confidentiality of records and um you
know deals with rights of patrons in the library. So we would recommend that it be adopted for first read. >> You recommended that we adopt it? >> Yes. First read. Come back three more times. Okay. We get a motion.
>> So move. >> Okay. Is it moved and second that we adopt for the first read policy? >> I second it. >> Thank you. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Randy Lopez.
>> Randy. Yes. >> Robert Milin Jr. >> Milin Jr. Yes. >> Pamela Pin Hicks. >> Pamela Pen Hicks. Yes. Joyce Strickland Eaggan. >> Joyce Strickland Eaggan. Yes. >> Dr. W. >> W. Yes.
>> Thank you. >> Now we go to board discussion. Okay. So, um, Miss Robinson will come forward. Um board members, for those of you who were um at the meeting on Friday, there was a request to add um the budget a space for a budget dis
continuation for a budget discussion. Miss Robinson did update the um slide deck. She's not going to go through the entire slide deck again. she will highlight. One of the requests was to
have some more dates for um potential meetings. So, she has that and then any other updates or additional information that she added. She'll highlight that highlight those few areas
and not go through the whole um slide production. So, I think the primary was the dates or were there some other things and then it's just space for your full discussion cuz you have the I mean whatever you want to discuss tonight. >> Another one that did not make it.
>> What was the other one? >> The devel development process that March to I guess board the board begins preliminary budget discussion. >> It it I thought it was in there. >> Nope. Not there. >> Okay. If it is not, it was in um not
intentional. Um we discussed it. So what we discussed, so I think if you go to the dates, Miss Robinson has the date up there. She did there were additional dates added which included here are all
the times that you are meeting that you can discuss that. But um if there are other things that you >> mentioned it on on a slide that says budget development process. >> Yes. >> Where it says the cabinet begins
preliminary budget discussion February. >> Mhm. >> There needs to be then February is over. So it has to be March board begins preliminary budget discussion. We had that I made that comment although I was losing connection
but I think that got through. If not, I'd like to have it. >> So, we can explicitly add it on. She's saying, which slide is it? >> Uh, your guess is good as mine. >> Yes. Okay. >> There are actually uh and good evening. >> Good evening.
>> To our um board vice president, um, Miss Wanda Brownley Page, and to our board members elect and our superintendent, Dr. Stubblefield. Uh there are actually three slides associated with dates and this is the first high cursor which I
did add um to indicate that the board provides guidance for budget priorities which the >> uh we started in our finance committee actually thinking about priorities and that's why I put February there. >> Okay. Thank you. Okay. So it is there. It's just
>> further up. Well, >> and then I'll actually scoot to the bottom of this. But you know what? Since we're speaking about >> February is over, >> Dr. Stfield, you may as well put it down in March because we didn't do it in February. >> Well, so you all are having discussions
now. So when it says provide guidance for budget priorities, like so that's how we did it. But we can. Yeah, we're just saying you all of these discussions actually are giving us guidance even though there's not direct guidance.
That's how Miss Robinson and I were interpreted. So that's why we were saying February, March. >> No problem. >> Y can I ask a question real quick? Mr. Robinson, >> on the HR review staffing needs, including feedback from building needs assessments, do we have that available
now? I believe >> the building needs assessments are complete. >> Miss Robinson and her team are just getting back to a full team, but we can convert those and put them in a PDF and make them available to you um so that
you can see the building needs assessments. What this is right now is based off of our projected uh enrollment and our projected um funding based off the number of students we have a ratio
that we have to staff buildings in. Right? So um at high school is 1 to 24, middle school is 1 to 23. In elementary, it's 1 to 23 with some flexibility in there in order for us to hire and to be
able to fill. We look at the number of kids that are if it's going to be 400 kids over here, we do the math. We need 12 teachers. There are two openings. You need to go out and hire for two openings. when the building needs assessments come into play and they
start to have those discussion depending on the title dollars that they get and other factors, the uh building principal can say, "Hey, based off of this, I'm going to buy two additional uh teachers cuz I want my fifth grade to be at a
1:20 ratio instead of 1 to 23." So, that's what's embedded in that component. But, we can definitely They are finished with the building needs assessments. Correct, Miss Walker. We can get those to you so you can see what they have put in their preliminary. Yes.
>> And I'll just drop down here since we were speaking about dates. Um, this is more encompassing of timeline for the board to consider. Um here are some of the board meetings that
are available for you to consider as to your budget considerations uh discussions. And just for clarity, um because of the quick turnaround, we didn't we knew we wouldn't be able to get a doodle poll
out and to add any additional dates. What we did was look at dates that were already on your calendar or were being held on your calendar that um either were already board meetings and or like the finance committee meeting. You can
either as a board give the finance team um committee a direction or you can say we're going to convert that to a special meeting for budget. So those were the ones that were already on your date. you will on your calendar. The one that you'll notice that's not there is March
24th. It's only one regular meeting in March. There were already two opportunities in March. So, we were trying not to because it'll be a big more uh have more items on it just because it's only one meeting that month. But based off of that, you would
have eight opportunities. Um, and you could if you can find other common dates, you can add more dates. >> Yeah, I think um this is Randy just I think it's a good reminder for us to be
able to see the dates on the PowerPoint. Um, and we've been having our monthly budget meetings since August, since the start of the school year. So we um just you know as a reminder we do have the one meeting at least one meeting a month that's dedicate dedicated to the budget
and the budget process and guiding the leadership team on the budget and looking at board priorities and and setting that. So it it it just just a reminder that we do have the monthly budget meetings for the full board. Um,
and yeah, I think in the past we have for finance committee turned those into special budget meetings for the full board rather than just the budget committee, especially if there wasn't a lot for the on the agenda for the committee. Um, that could be another opportunity. But again, I did just want
to, you know, again lift that up that we have been having budget conversations since August. And I know uh there's a lot to cover and a lot of information that we've got to get through still um and that we need to receive as a board um but you know, we have continued to
meet monthly um to talk about the budget. I would go ahead and propose that the finance committee meetings turn into convert to special budget meetings and in I I'll wait to discussion. Uh I'll
make that motion. You can go ahead and first of all Mr. Milan, did you get a copy of this? >> Yes. >> Okay. Does everybody have a copy? >> Okay. >> Dr. W has made a motion that we turn our
Friday meetings on finance into budget meetings. >> The two that are on here, April 3rd and May 1st. >> May 1st. Yeah. >> As a motion, >> April 3rd and May 1st. >> Mhm.
>> Second. >> Second. >> Did you second it? >> Yeah. >> Okay. the discussion then um Mr. Lopez said that we had been having budget discussions but now we're
into the the the actual devising planning discussing budget for next year. So we haven't had those type of budgets but we have reviewed the 25 26 budgets. Um and so uh we need to
that's why I would mention us starting to talk discuss preliminary budgets. Dr. Stubblefield needs to provide us with data some of their thoughts. We need to provide her and her staff with guidance. So that's what it
it it it I think moving forward would be a lot more let's see a better use of the time but that we also need in my opinion Dr. double filter know exactly what and we
can't we can't discuss bud like 10 budgets at a time that's just not humanly possible um but if we could reduce the number down it's I mean start out we need to start out with our own board of education budget and the board budget we can do that kind of sift it
out trim it down do whatever we're going to do and then take that off the table that's ready >> yeah so I think what will help us because we can provide those budgets with the estimates or projections based off the information that we have and
know that some information does not become finalized until later so we can work backwards. it will be uh and we definitely can provide that but I think for you all's discussion um a common goal around like what it if you are
looking to reduce to contribute to the contingency fund or if you're planning to try to go revenue neutral or whatever the outcome is because otherwise you kind of go in
circles. So before you cuz when you're looking at the budget, you definitely have a right to ask the questions to get clarification around it. A lot of it is not, you know, it's broad categories like professional development or uh
supplies and it's all like a guesstimate. But if we're working backwards, if we know the end goal, the budget that we present would reflect the end goal so that you would know the impact either on the operational side
and um the staffing side um when they have to be um impacted. And just also to level said not that you have to do anything with it tonight. Remember since August we have talked about um based off
of just incre increased costs in several categories and some other components we were already cutting back in order for us not to be in the negative at the end of this year. So our budget would show
those um adjustments and reductions as we are projecting for the 2627 school year. But if there are further cuts or um adjustments, it probably would make you all's conversation
um a lot smoother if we knew on the front end because then we wouldn't present a budget where you would tr would have to necessarily look at it, decide and come to consensus on what needs to be um changed, cut,
eliminated, enhanced. if you don't know like what your common goal of what you're trying to um get to that that's just my own um observation from over the years. Yeah. >> And likewise we can identify
would say categories that you know we don't need to talk about the entire it's just a matter of that however we choose to approach it. We don't need to talk about the the the total budget at one time yet. um when we you know I think we
we still have to have that discussion because you all the way you all present if we reduce a mill if we reduce this reduce that there appears to be this emphasis that
and you will lose state dollars. Yes, if you reduce a budget you're going to reduce the amount of of state dollars. So, you know, let's let's have a I'm not saying it's dishonest, but let's have an honest discussion about that. >> Yeah.
>> So that that you don't have to have that. Um, as I say, it appears that there's that, >> you know, if you do this, then that's going to run you into that. So, I'm just I'm just saying the way it appears, not that there's any. >> No. And I think that's unique to districts that receive the state
dollars. There are some districts they can reduce their budget. >> We're not so So, correct. So I think in order for because I I mean while I think you all understand that now we we are
saying it so cuz there have been times that we've discussed stuff and then we there were possible decisions and then we when we got to May there was not necessarily everybody remembering the details in the same way. And so that's
the only reason we repeat it um um around that and I you know just from my perspective is important to know and understand that's why the form the finance formula was created in the
manner was to equalize and provide some equity for districts like KCK who can't necessarily um collect the same amount of taxes. or those things from the wealthier districts. So when you make those
adjustments, it does, you know, continue to um the gaps that we have, it's like Yep. And >> yes. Yeah. >> And we have to remember the formula expires in 27, >> right? Which that will create. So if we
are are like deciding to not take the dollars, it's going to be a larger gap in 27 if it changes. We don't know, but potentially >> at risk dollars especially are going to change.
>> Yes, we just have to have a more fuller >> honest discussion about how and I'm just saying speaking for myself. If I say I want to publicly reduce the tax burden on the people that who pay taxes in the district, not weak county, in the
district, not Piper, not Turner, then what is that going to mean? I mean, there are implications. That's all I meant. >> Yeah. No. Yeah. And I agree. we should have the full conversation about if if you are reducing the taxes and when you
look at our full budget as Miss Robinson showed it's about 4% 4.4% 4% of the budget. And so when you when you're looking at that and you're looking at our overall budget, if that is the decision of the board, we'll make the
adjustments, but know and understand the full implications and sometimes the unintended consequences um regarding that and they could be good or bad, but there are some things like just the full picture. I I completely
agree. So, we can get that information. We can get the data. I just as you're looking at the budget, if you have a common outcome or a common goal, it'll help you all um in um that um structure.
And if it is, we're just looking at it to make sure we're all on the same page. We're looking at it to make sure that we have more money to put into contingency. We're looking at it because we want to reduce the mill. All of those have different implications about what
guidance you would be giving us and what we would be bringing forward to you as a proposed budget. >> Okay. I do want to make a clarification on the slides in that we presented the
meal levy and the amount received that is in its entirety and that is broken down between supplemental general capital outlay and the libraries. So when I have placed in the slide
looking at operational expense that only includes the proportion that goes to supplemental general the lo okay that is not the entire tax levy in that slide. >> Is that specific to the district only?
Okay. Thank you. Could you help me remember and I I can't you know I I don't know why we don't name number of pages but nevertheless on 2020 2627
anticipated operating funding the supplemental general LOB is 33% of the budget correct >> 10 you were the other are Huh? Oh, on the levy. >> I'm sorry. >> I think that was it, wasn't it? >> I don't know.
>> Right here. >> Is this where you are? >> No. No. No. >> The graph. >> She's talking about the one with the graph. >> It's the one right before graph. >> No, that one. >> We'll update and number them. Yeah. >> Okay. >> Yes. >> Explain the UG levy taxes.
>> Okay. This is what I was just referring to. Okay. >> The levy taxes are broken down between supplemental general funding, capital outlay funding, and there's a small aortionment to retirement.
And then we have the two library, the library public library and the library benefits. So in this particular slide, this is only the portionment of the levy taxes that go into our supplemental general
because that's what we will use for our operating. >> So the complete >> So there's a portionment of the taxes that we receive that goes to the capital outlay fund that is not on this slide.
For clarification, the UG levy taxes LLB, you're saying it's also part of the supplemental general. So that figure, the 14 mil is included in that 62. >> I'm just asking because it just sounded
like what you said. >> Oh jeez, I just made a mistake. >> Right there below the >> I just realized I made a mistake. You are absolutely correct. I am so sorry. Um all of this the 14 million is truly what
we collect and anticipate that is the total amount levied. >> Okay, >> I apologize. That is the total amount levied and the total amount is truly 4% if it were looking at the operating. I did not intend to do that. So the
aortionment if we look here oh that's right I'm sorry I'm faking out my own self that is true that is true I did break it down excuse me let me backw walk that so
14 million is absolutely correct that piece is what goes into our operating so the capital outlay was $10 million 10.6 six and that will go to the capital outlay fund and the bond and interest will go to the bond and interest fund
and the public library will go to the public library funds. So yes ma'am you are thinking correctly. So that 14.8% 8% equates to 4.5% of our operating um funding
>> in the essence of time. >> I know I got mine yesterday and I'm still reading through it. Is it possible that on the 13th >> that we use some of that treat >> retreat time to work on this that way
everybody has more time? look at it and make sure you look at it carefully. And if you have questions, >> yes, if you have questions even beforehand, maybe we can prepare those responses for you to discuss. >> Okay. >> Thank you. >> Thank you.
>> Do we need to vote on that or are we okay? >> No, I mean I think you just between you and Mr. Lopez, you'll send it and say it's a agenda item. >> That's a good idea. >> Okay. and she thank you so much for the offer to if you have questions let's
send them in early so we can use our time wisely >> and go through. >> All right. >> Thank you. >> Now we're at communications. >> Okay. Good evening. Um I have a few things just to share. Um along with Mr.
D. Rosa, I want to say in recognition of public schools week, we celebrate the incredible impact our public schools have on our students, families, and our entire community. Our educators, staff, and leaders work tirelessly each day to ensure every student has access to
highquality learning opportunities and the support they need to thrive. We are proud of the vital role our public schools play in shaping the future and strengthening our community. Um, we're excited to invite educators in the community to our upcoming student
teacher interview day and career fair. Uh, the event will take place from 10:00 a.m. to 1:00 p.m. on Saturday, February 28th here at central office. The the event is designed to connect principles with prospect prospective teachers for
the upcoming school year. Um, we extend our sincere thanks to the W dot high jazz band for their outstanding performance in honor of Black History Month. >> Their music beautifully celebrates the rich cultural legacy and enduring
contribution of black artists who have shaped jazz and American history. As we recognize Black History Month, we are grateful for the moments like this that both inspire and educate our community. Black History Month reminds us of the importance of reflecting on our history,
celebrating progress, and recommitting ourselves to equity and opportunity for all. And then I just want to give a shout out. There's only two of them left or maybe one. Um we had our inspiring leaders here. Um these are um teachers
and administrators and other um staff within the district who are aspiring to um different leadership opportunities that include building principles, district level um and they came out to the board meeting just so they will know and understand like what that um looks
like. I think it was about 10 of them here. It was seven of them here. So thank you all for coming out. I think the rest of them will listen to it on the way home. Thank you. >> You're right. >> Um, yeah. So, thank you.
>> That's it for me. >> Okay. And since Mr. Lopez is listening in, he's going to do his commentary. >> Oh, thank you, Miss Brownley Page. Um, first, thank you for stepping in. Uh, as my flight was a little delayed and I couldn't get there in time today. So,
thanks for stepping in both today and on Friday on short notice um and running the meeting. Um you're doing an awesome job. I appreciate your leadership. Um two things just really briefly. I do um just want to say thank you to the dual language program. I know a few board
members attended dual language night at Harmon a couple of weeks back and just wanted to say thank you to the team. They did a great job of making sure parents felt welcome and gotten information out. if anyone is interested. I believe registration for the kindergarten class is still open. Um folks can register online for that. And
then just uh I'm looking forward to the enough is enough um retreat that's happening this Friday. Um, I'm I'm going to attend and and uh just uh to be able to to listen in a bit um and support our students who are um doing that
peer-to-peer leadership um to talk around um antiviolence, violence prevention, substance uh misuse prevention. So, thank you to Carrie and her team and every um Tracy Michoin um and the entire team who has worked hard to get the retreat going for our enough
is enough enough is enough initiative at the district. >> Thank you. Anyone else? >> Do we have any? >> Um yes. I wanted to thank Nicole Ragsdale, special education teacher at Banaker for inviting me to be one of the
readers for Black History Month. and I was encouraged by the community members that were volunteering there to read and some of our retired educators as well. Um, I'd also like to thank art teacher Gretchen Harour who invited us to the first buildingwide art show at Frank
Rush. Um, just from the sun collages to the uh, snowmen and the clay. It was just a lot of creativity and I got to shop till I dropped at the book fair. So, I was glad to go there. And then um a black history event that I wish I
could attend but I'm not able to is a celebration of black excellence and education at Carlby Bruce Middle School is Saturday the 28th at 10 o'clock. So those who are not going to the career fair hopefully you you can stop in there. It's in collaboration with the
local NAACP and Gear Up and they have lots of students that will be performing. Um but one that I am going to attend is Sumar Academy. They will have the Summoner story on Friday, February 27th at 7
o'clock. And their guest speaker is a 1977 alumni uh Michael Hamilton. So all are welcome. That is a free event. So I'm proud of our district for celebrating Black History Month uh as well as our other cultural months because it's essential for us to provide
a complete and accurate inclusive education. We're fostering critical thinking and cultural awareness in all of our students while strengthening the identity of our black children and youth. So, I'm I'm proud of that.
>> I guess I'm next. This has been a very busy month. Not only has it been Black History Month, but it's also given me an opportunity to visit some of the schools. I participated with the dualingual program uh presentation and then the Harmon Hawks Hall of Fame and I
want to send a shout out to the Dominguez family because that was quite a spread as Kevin would agree with me on that. Um, I also was able to attend and and I thought that this was such an innovative and exciting Black History
Month program at Frank Rushton. The children understood the assignment and every child either whether they participated as a wax figure u museum um >> character >> character thank you or whether they were
going around and getting information. Um I've never seen such an excited and engaged group of young people as that was that day. I do want to encourage um u Strickland Eaggan has brought up the ide fact that there will be that program
at Carl Bruce and I would encourage people to enjoy that and come out and continue that the last day of the month. But we all know that we are you know black history every day and we are proud to celebrate our culture and our heritage. But I also want to invite you
to the all city debate which will be at Gloria Willis the same day at noon. And we've got some talkers and some people who can really put a piece together and I would like for us to support that uh endeavor. Thank you.
>> And I'll hurry up. Uh, just want to remind everyone if you live in the state of Kansas, write your representatives, email them, text them. They're passing a lot of laws that are going to have a tremendous impact
on all of us, whether you're in the urban core or rural area. Please note if you get a chance to go up if you're off, come up, knock on their doors, make an appointment, and maybe you can convince some people to have a change of
heart. We're facing a lot, and we need support. We're fighting. It's only 38 in our party and they have 88 and we're facing a David and Goliath moment. But we're here for everybody and we all
should be here for everybody. So that's my soap box. I'm going to get off of it and it's 7:31. That's pretty good for us. We didn't come to spend the night. We came to work. We got it done. >> Uh we have four executive sessions. And
for the first executive session, motion to recess to executive session for consultation with the attorney or matters would be deemed privileged in the attorney client relationship under the Kansas Open Meeting Act.
Excuse me for 10 minutes. We need to see Mr. Gohane, Dr. Stubblefield, Kevin Hanford, Dr. Prim, Dr. Jones, Doug Clemens, Miguel Martin are invited to attend. Our second meeting will Do I
need to say all that? Okay. Well, then I'll save us some time. Everyone else is dismissed. If you'd like to stay, come and join the Hey, hey, hey. Hey,
hey, hey. Good morning. Heat. Heat. Hey, hey, hey. Heat. Heat. Good morning. Hey,
hey, hey. Heat. Heat. Good morning. Hey, hey, hey. Hey. Good morning. Heat. Heat.
Hey, hey, hey. Ah, heat. Good morning. Heat. Heat. Hey, hey, hey. Heat. Heat.
Good morning. Hey, hey, hey. Heat. Heat. Good morning. Good morning. Hey, hey, hey. Heat. Heat.
Good morning. Hey, hey, hey. Heat. Heat. Good morning. Heat. Heat.
Hey, hey, hey. Heat. Heat. N. Hey, hey, hey. Heat. Heat. Hey, hey, hey. Good morning.
Hey, hey, hey. Hey, hey, hey. Good morning. Hey, hey, hey. back from the first executive session. I move.
>> Can she hear you? >> Miss Downey, can you hear? >> Miss Downey, can you hear her? >> I can. Hold on one second. >> Can you hear me? >> Yes. >> Okay. Yes. >> I made the motion back out of this first
executive session. Did I hear a second? >> Second. >> It's been motioned and second that we come out of this executive session. >> Can you tell me who sec who made the second motion, please? >> Mil.
>> Thank you. >> Okay. Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Randy Lopez. >> Randy. Yes. >> Robert Milin Jr. >> Jr. Yes. >> Pamela Pin Hicks.
>> Pamela Pinhick. Yes. >> Joyce Lynn Strickland Eaggan. >> Joyce Strickland Eaggan. Yes. Dr. >> Dr. W. Yes. >> Thank you. >> Can I go ahead and make the Okay. I make a motion that we recess to executive
session for consultation with the attorneys on matters which would be deemed privilege in the attorney client relationship under the Kansas Open Meeting Act for 10 minutes. >> Second. Okay, it's been moved and
second. We're ready for the roll call. >> Wanda Brownley Page. >> Yes. >> Randy Lopez. >> Randy Lopez. Yes. >> Robert Milin Jr. >> Junior. Yes. >> Pamela Pin Hicks. >> Pamela Pen Hicks. Yes.
>> Joyce Strickland Eaggan. >> Joyce Strickland Eaggan. Yes. >> Thank you, Dr. Wood. Heat. Hey, Heat. Heat. Heat. Good morning. Hey,
hey, hey. Heat. Heat. Good morning. Good morning. Ah, no. Heat. Heat. Come on. Come on.
Heat. Heat. Good morning. Hey, hey, hey. Heat. Heat. Good morning. Hey, hey, hey. Heat. Heat.
Good morning. P. Hey, hey, hey. Heat. Heat. Good morning. Hey, hey, hey. Ah, that
see We need to make a motion to extend the time for 15 minutes. >> Okay. >> Okay. has been moved and second. >> We we need to um move to return to open session first.
>> Oh, okay. Well, I thought cuz we were on the same topic. Okay. We res we send that for now. Need to make a motion to come out of this particular session. >> Dr. W. And who second? >> Okay.
>> Okay. Wanda Brownley Page. >> Yes. >> Randy Lopez. >> Randy, yes. >> Robert Milin Jr. >> Pamela Pin Hicks. >> Hicks. Yes. >> Joyce Strickland Eaggan. >> Joyce Strickland Eaggan. Yes.
>> Dr. W. Thank you. >> I make a motion that we extend the time for 15 minutes. It was second by Dr. W. Okay. Wanda Brownley Page. >> Yes. >> Randy Lopez.
>> Randy. Yes. >> Robert Milin Jr. >> Yes. >> Pamela Pin Hicks. >> Pamela Pinhick. Yes. >> Strickland Egan. >> Strickland. Yes. >> Dr. Win. She said that earlier.
Hey, hey, hey. Heat. Heat. Hey, hey, hey. Heat. Heat. Day of the heat. Hey, heat. Hey.
Hey, hey, hey. Hey, hey, hey. Heat. Heat. Heat. Heat. Hey man, hey Heat. Heat.
Hey, hey, hey. Hey, hey, hey. Heat. Heat. Come on. Come on. Heat. Heat. day. Heat.
Heat. Heat. Heat. Hey. Hey. Hey. Heat. Heat. Heat. Heat. Heat. Heat. Hey guy. Heat. Heat. Heat. Heat.
Dink. Day. Heat. Heat. day. Heat. Heat. Hey. Hey. Hey. Heat. Heat. Hey, hey, hey. Heat. Heat.
Hey guy. Heat. Heat. Hey, heat. Hey. Hey, I'm Okay, I move that we come out of this. We need a second and then we'll call for
a vote. I mean, take the vote. It's been motioned and second, Don. >> Who's who seconded it? >> Uh, Dr. W. >> Okay. Miss Wanda Brownley Page. >> Yes. Brandy Lopez. >> Yes.
>> Robert Milin Jr. >> Jun. Yes. >> Pamela Pen Hicks. >> Pamela Pinhick. Yes. >> Joyce Strickland Eaggan. >> Joyce. Yes. >> And Dr. Win. Okay. >> Are we adding more time?
>> Five minutes. >> Okay. Motion >> to extend the time to five minutes. Second >> motion and second. >> Who's first and second? >> Page.
>> Yeah. Okay. >> Okay. Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Randy Lopez. >> Randy Lopez. No. >> Robert Milin Jr. >> Yes.
>> Pamela Pin Hicks. >> Yes. Joyce Strickland Eaggan. >> Joyce Strickland Eaggan. Yes. >> And Dr. W. >> Yes. >> Okay. Yes. H. >> All righty. Thank you. >> Okay. Make a motion. >> Oh, I'm sorry.
>> Yeah. Make a motion to extend this session. >> We just did that. >> Oh, okay. >> Yes, we're good. Hey, hey, hey. Uh-huh. Come on.
Come on. Heat. Heat. Heat. Hey, heat. Hey, heat. Heat. Heat. I'm going to keep it. Heat Hey, hey, hey. Heat. Heat. Good morning.
I'm going to keep Come on. Come on. No, no, we need this one because of an email that came to >> Oh, okay. That's me stepping in. >> Yes, you are. You all have a blessed evening. Okay, we need to exit out of this one.
>> Okay, we need a motion to exit from this particular session. >> Okay, it's been moved and second. >> Was it >> Miss Paige? Was it you and and Mr. Milin? >> No. >> Pen Hicks and Mil. >> Pen Hicks and Mil.
>> Thank you. >> Okay, roll call. >> Wanda Brownley Page. >> Yes. >> Randy Lopez. Randy, yes. >> Robert Milin, Jr. >> Junior, yes. >> Pamela Pin Hicks. >> Pamela Pinhick, yes.
>> Joyce Strickland Eaggan. Yes. >> All righty. >> So, now we need a new motion. Okay. For this, we have a motion for five minutes for another session. >> Personnel. Oh.
Dr. >> Five minutes or 10 minutes? >> Five. >> Okay. 10. >> Okay. And who's going to be involved? Is this >> Gohane, Dr. Soil, and Dr. Jones only?
We're good. Don, what do you need? I'm sorry. >> Um, is this is Greg O'Heen, you and Dr. Jones the only ones involved in this one? >> Yes. >> Okay. So, for 10 minutes. Okay. Who have we made it? Who first and second it?
>> Okay. I make a motion that we go into this session for 10 minutes. >> Okay. >> Second. >> Pam Penhex. >> Awesome. Okay. Wanda Brownley Page. >> Yes. >> Randy Lopez.
>> Randy. Yes. >> Robert Milin Jr. Yes. >> Pamela Pin Hicks. >> Yes. >> Joyce Strickland Eaggan. >> Joyce Strickland Eaggan. Yes. Dr. W. Awesome. Thank you.
Oh, hey. Hey, hey, hey. Heat. Heat. Mhm. Today, hem. Yes, ma'am.
>> Get them to ex to uh >> go back into open session. >> Yes. >> Yeah. Go back to open session. So we can close out this and come back and extend the meeting. So can I get a motion?
>> Okay. Dr. W. Dr. uh Pamela I mean Pamela Penhick. Sorry. >> Okay. Wanda Brownley Page. >> Yes. >> Randy Lopez. >> Randy. Yes. >> Robert Milin Jr. >> Pamela Pin Hicks.
>> Pamela Pinhick. Yes. >> Joyce Strickland Eaggan. >> Joyce Strickland Eatens. Yes. >> Dr. Yes. >> Okay. >> Now we need a motion to extend. >> Yes. >> 10 more minutes. >> Okay. To extend it for 10 more minutes.
>> So move. Remand. I second. So we can move on. >> Great. Wanda Brownley Page. >> Yes. >> Randy Lopez. >> Randy Lopez. Yes. >> Robert Milin Jr. >> Junior. Yes. >> Pamela Pin Hicks.
>> Pamela Penh. Yes. >> Strickland. Eagle Strickland Eaggan. Yes, >> Dr. >> Dr. W. Thank you. Number one. Come on. Come on. Heat. Heat.
Heat. Heat. Come on. Come on. Heat. Heat. N. Come on. Come on. Uh-huh. down. Come on. Come on.
Come on. Heat. Heat. Seal down. I'm going to Come on. Come on. Heat. Heat.
Ah, see. Heat. Heat. Come on. Come on. Heat. Hey, heat. Hey, heat. I'm going. Come
on. Come on. Heat. Heat. We're live. Okay. We make a need a motion to close out this session. >> Okay. Turn open session. Okay. >> Turn to open session.
Mr. Milin, I'll second. >> Awesome. Wanda Brownley Page. >> Yes. >> Randy Lopez. >> Randy. Yes. >> Robert Milin Jr. >> Yes. >> Pamela Pinhicks. >> Pamela Pinhick. Yes.
>> Joyce Strickland Eaggan. Constrict. Yes. >> Dr. Yes. >> Dr. Win. Yes. Okay. >> Now we make a motion to go to the fourth session for It said 10 minutes. >> It's five. It's five.
>> It's five. Okay. For five minutes. Okay. There's been a lot said. My hearing is working too. Okay. We got five minutes. >> Personnel, right? Five minutes. And who? Um, first and second. >> The motion. Uh, Joel. Jocelyn
>> Joyce >> Joyce Strickland Eaggan second >> Wanda Brownley Page >> yes >> Randy Lopez >> Randy Lopez yes >> Robert Milin Jr. >> Yes. >> Pamela Pin Hicks. >> Yes.
>> Joyce Lynn Strickland Eaggan. >> Strickland Eaggan. Yes. >> Dr. Awesome. Thank you. >> Thank you. Hey, hey, hey. Heat. Heat. Good morning.
Hey, hey, hey. Hey, hey, hey. Good morning. Thank you. Hey, hey, hey.
Heat. Heat. Good morning. Yeah. Heat. Hey, hey, hey. Heat. Heat. Ah, heat. Good morning.
Hey, hey, hey. Ah, hey. Yeah. Heat. second. >> Okay, it's been moved and second by Pam Pin Hicks and Reverend Milan. Thank you.
>> Thank you. >> Vonda Brownley Page. >> Yes. >> Randy Lopez. >> Robert Milin Jr. >> Yes. >> Emila Pin Hicks. >> Pin Hicks. >> Yes. >> Joyce Strickland Eaggan. >> Joyce Strickland Eaggan. Yes. >> And Dr. Win. >> Yes.
>> All right. >> We can now adjourn. Thank you so much. >> Have a good night everybody. >> Have a good night >> everybody. Be good. Heat. Heat.