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hey hey. Heat. Heat. Hey hey hey. Good morning. Good morning everyone. Uh welcome. It is Tuesday, November 11th, 2025. It is 9:34 a.m. We'll go ahead and
call our meeting to order. Thank you, board colleagues, Dr. Stubblefield, to all our staff present, and to all invited guests that are here with us uh both in person and online. Welcome. Glad to have you all here. It's always great when we have a full boardroom um with uh
community members joining us. So, lots to get done today in our meeting. Um, I do want to start off by saying happy Veterans Day and thank you to all of the men and women and all of those who have served and who continue to serve. Uh, Mr. Milin, thank you for your service.
Um, and to anyone else on our staff and to all of our guests that are present or are not here, thank you for your service. Um, for all that you have done for our country, for our families, um, and for our citizens of this great country. Thank you for your service. and
to our cadetses that are with us. Thank you for your service as well. We appreciate having you with us this morning. Um so again, thank you. Before I continue, we uh just a quick note, if you do need interpretation for today's uh meeting, we do have our language interpreters available. If you need some
assistance or need some uh type of interpretation, please let one of our staff members know and we'll make sure that we have simultaneous interpretation available for you this morning. And so if you do need an interpreter or you see someone who needs an interpreter, just raise your hand, let
one of our staff members know. We'll make sure that we get you um the interpreter for for today. Again, welcome everyone. Um and we uh as we do at every board meeting, we'll read our board norms and protocols. We agreed 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 the 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 how to conduct our meetings. and a continually selfch check to determine if we are following our norms when conducting district business. And welcome. Thank you for joining us. With that, um, we'll ask for a roll call.
>> Wanda Brownley Page. >> Wanda Brownley Page, present. >> Yolanda Clark. >> Yolanda Clark, present. >> Randy Lopez. >> Randy Lopez, present. >> Robert Milin Jr. >> Robert Milin Jr. present. >> Rachel Russell. >> Rachel Russell, present. >> And Dr. Wyn, >> Dr. Win, present.
Thank you. Is there a motion to date? I'm sorry. >> Hand over here that needed >> Oh, for interpreter. Is there someone who needs interpreter interpreter and espanol?
If we do have have someone if there is someone, if we can just keep an eye out if there's an interpreter. Thank you for our staff. No, thank you, Miss Russell. Um, is there a motion to approve today's regular agenda as presented? So move. >> Second. >> Moved and seconded. Any questions or
discussion? >> Miss Downing. Roll call. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez. >> Randy Lopez. Yes. >> Robert Milin Jr. >> Robert Milin Jr. Yes. >> Rachel Russell. >> Rachel Russell. Yes.
>> And Dr. Wyn. >> Dr. W. Yes. >> Thank you. Before we continue with the rest of our agenda, I'd invite you all to stand if you are able. Um, and our cadets are going to lead us in the pledge of allegiance this morning. So, please stand if you're able. >> To the flag of the United States of
America and to the republic for it stands, one nation under God, indivisible, with liberty and justice for all. more chairs. You may be seated.
Okay. So, we're going to jump right into our agenda. Um, and we're going to try to get some more chairs for folks so that you're not standing if you need a chair. Um, so that folks don't have to stand. Um, all right. We're going to jump right into our agenda board this morning and we can head down to the
front. um off the the dis. We have a special honor this morning where we get to honor a couple of veterans um who are receiving their diploma today. So, uh Mr. Hansford is coming to the podium and will share with us this special honor
and recognition. I'd invite Dr. Stubblefield and my board colleagues um down to the steps so we can recognize and congratulate our um our residents and special guests today. Thank you. Thank you, Mr. Lopez. Uh, good morning
to the board and to everyone present today. Good to see everyone. Operation res recognition is a gesture of gratitude from the state of Kansas honoring the service and sacrifices of World War II, Korean War, and Vietnam
War veterans. Many of these brave individuals were unable to complete their high school education upon returning from service. as they dedicated themselves to rebuilding their lives, entering the workforce, and providing for their families. This program seeks to honor their commitment
and courage by awarding them the high school diplomas they rightfully earned. The program was established when former Governor Bill Graves signed a proclamation granting World War II and Korean conflict veterans the opportunity to receive honorary high school
diplomas. Continuing this proud tradition, Governor Laura Kelly Kelly later expanded the recognition to include Vietnam War veterans. Since its inception, more than 400 veterans across Kansas have been awarded these honorary diplomas in recognition of their service
to our nation. Today, on Veterans Day, the Kansas City, Kansas Board of Education proudly presents honorary diplomas to two distinguished veterans, Mr. Mr. Rick Latrell and Mr. Victor Ivan Moreno who
served our nation with courage, dedication, and honor. I would ask that Mr. Victor Ivan Moreno step forward to receive your diploma. Mr. Mareno. Mr. Mareno served in the United States
Marine Corps from August 1968 to 1972 and later in the Marine Corps reserves from 1978 to 1999. Once again, let's hear it for Mr. Victor Ivan Moreno. Congratulations. I would now ask that Mr. Rick Latril
stepped forward to receive his diploma. Mr. Latrell served in the United States Marine Corps from March 1972 to 1975. Once again, from Mr. Rick Latrell, congratulations and thank you for his service. We express our deepest appreciation to
Mr. Moreno and Mr. for the trail for their bravery, perseverance, and lifelong commitment to our country. Your service stands as an inspiration to all of us. Thank you again, sir, and congratulations. And thank you for your service. Welcome. Y.
Thank you all and again congratulations and we are honored and we thank you for your service to Victor and to Rick and then to all of our men and women who have served our country. Thank you for your great service to our country and to all of us. We are proud to be able to
recognize you today. Next on our agenda, we have a special proclamation. I'd invite Mr. Dom D. Rosa to the podium as we celebrate American Education Week. We have a proclamation that Mr. D. Rosa,
who is the head of the KNEA here, uh the president who will read uh the proclamation for us. Good morning, Mr. D. Rosa, thank you for joining us. >> Good morning, board president Lopez and the board. Thank you for this opportunity to read this proclamation
and that we've worked together with. So begin with whereas public schools are the backbone of our democracy providing young people with the tools they need to uphold our nation's cherished values of freedom civilyty and equity and equality
and whereas by equipping our young Americans with both practical skills and broad intellectual abilities our schools give them hope for and access to a productive and fulfilling future. And whereas all employees of the education
system including teachers, counselors, librarian med excuse me, library media specialists, instructional coaches, curriculum specialists, par profofessionals, instructional aids, school administrative staff, custodians, health professionals, student service
providers, maintenance and grounds personnel, technology specialist, bus drivers, nutrition service staff, building administrators, business service personnel, Human resource staff, district administrators, schoolboard members, and substitutes work tirelessly
to serve our children and communities with care and professionalism, ensuring safe and healthy learning environments for all students. And whereas our schools are community lynchpins bringing together adults and children, educators
and volunteers, business leaders and elected officials, all united in the shared mission of preparing every student for success. Now therefore, we, the undersigned representatives of the National Education Association of Kansas
City, Kansas, and the Kansas City, Kansas public schools, do hereby proclaim November 17th through the 21st, 2025 as American Education Week, and encourage all citizens to join us in celebrating the commitment, dedication,
and impact for our public educational professionals signed this date of November 2025. Thank you for your time. >> Thank you, Mr. D. Rosa. >> Next board. If you recall last year, we were honored to read a resolution from
the governor, from the state around Ruby Bridges Day. Today, we bring forward a resolution from the district, which uh I will read this morning. Whereas unified school district number 500, we do county, Kansas, is a unified
school district and governmental subdivision of the state of Kansas existing by and under the authority of the statutes of the state of Kansas and which provides educational services to the children of we do county, Kansas.
And whereas Unified School District number 500, we do county, Kansas, recognizes and appreciates the cultural diversity that exists in its district and stresses an appreciation for multicultural education, respect for
diversity, and the enhancement of positive human relationships among its students, teachers, staff, and the larger community. And whereas the board of education recognizes the decision handed down by the United States Supreme
Court on May 17th, 1954 in Brown versus Board of Education of Topeka, Kansas that racially segregated public schools violated the 14th amendment. And whereas on November 14th,
1960, Ruby Nell Bridges attended an allwhite elementary school in New Orleans, Louisiana as the only African-American student enrolled at the school. And whereas the Kansas Senate and House of
Representatives passed SR1756 and HR6047 respectively, commemorating 2025 as the 71st anniversary of the Brown versus Board of Education decision which made
segregation in public schools illegal in the United States. And whereas the Kansas Senate has recognized November 11th, 2025 as Ruby Bridg's walk to school day in the state of Kansas.
Now therefore, be it resolved by the board of education of unified school district number 500, we do county, Kansas, that November 11th, 2025 be designated and observed as Ruby Bridges
Walk to School Day, adopted this day by the board of education, Unified School District number 500. Thank you. Thank you board and thank you everyone who has made these recognitions and proclamations possible this morning.
Next on our agenda we have our National Institute for Construction Excellence or NICE award recipient uh which will be presented this morning. Dr. Wright is coming forward to make our presentation. Thank you. Good morning.
>> Good morning, board president Randy Lopez, Dr. Stubfield, board members, and all who are present. I am here to recognize to proudly celebrate Mrs. Jodi Reno, who is a phenomenally dedicated educator at Central Middle School, who was recently
honored with the partner in construction educator award during the annual National Institute for Construction Excellence NICE award launching on October 23rd, 2025. Mrs. Reno's passion for teaching and learning shines through
in everything she does. A champion for STEM education, she works tirelessly to inspire students through hands-on learning and real world experiences. Her leadership in implementing the institute for shaping the build environment, a
design build curriculum supported by NICE has empowered countless students to explore the construction and engineering fields in meaningful ways. Beyond the classroom, Mrs. Reno sponsors debate robotics and Lego robotics and is known
for her enthusiasm enthusiast support of all programs at Central Middle School. As an active member of the building leadership team, she contributes valuable insight to the school's ongoing improvement efforts and demonstrates a deep commitment to student success. Her
dedication runs so deep that when her own children reach middle school, she chose Central as the place for them to learn and grow. Mrs. Reno is truly an access to Central Middle School and to the Kansas City, Kansas public school district. We congratulate her on her
time welldeserved recognition and thank her for her unwaving unwavering commitment to preparing students for a future filled with possibilities. Sincerely, Dr. Yolanda Thomas Thompson, interim principal at Central Middle School, myself, director of diploma plus
college and career programs, and Kelly James, career and technical education coordinator. Congratulations Reno Reno. Congratulations. Thank you, Dr. Wright. Next, we have a special presentation and
recognition of Mr. surveying thou. I believe Mr. Carell is coming to the podium. Good morning, Mr. Carell. Good morning, Mr. Tao. It's great to see you again. >> Morning. Today we celebrate Mr. Bangta
uh his remarkable 44 years of service to the Kansas City Kansas public schools as a print technician serving the special education department and entire district. Hang uh has been a steady uh behind the scenes presence whose work has supported generations of students,
teachers and families from classroom materials to uh district printing projects. His dedication and craftsmanship have helped countless efforts become or come to life. U those of us who have worked with Vang describe him as dedicated, dependable, deeply
conscientious, and someone who has always taken pride in their work. Always ready to lend a hand whenever needed. His steady excellence, his genuine care have made a lasting impact on his team and the entire district. As Vang enter
retirement, we celebrate not only his many years of service, but the kindness, consistency, and heart he brought to everything that was asked of him. His presence will be missed, but his impact will continue to be felt for years to come in the district. Thank you, Vang, for 44 years of extraordinary service.
We wish you health, happiness, and fulfillment in the next chapter of your life. Hey, thank you. All right. >> For the record, I was a junior in high school when banks started.
>> It's all right. >> You was around. >> I was I was >> Yeah. >> Okay. >> All right. Congratulations. Sure. Absolutely. Long time to work.
>> Miss Okay Miss >> Thank you. >> Next, we'll invite Miss Rue Chief. >> Thank you, Bang. Next, we'll invite Miss Ruchi Favro as we have another recognition of service. Good morning. >> Good morning, board president, Dr.
Stubblefield, and board of education. It is my honor to recognize Miss Miss Wanda Gibbs. Would you mind coming and standing beside me? It is my honor to recognize Miss Wanda Gibbs for her 48 years of service to
Kansas City, Kansas public schools as a dedicated team member of nutritional services. Miss Gibbs has been known for her unfavoring commitment, reliability, genuine care for students and colleagues. Her hard work and positive
spirit have nourished generations of learners and strengthened district's mission of inspiring excellence. Every grown-up, every child, every day. It is my privilege to work alongside her. We thank her for nearly five decades of service and wish her all the very best
in a welldeserved retirement. Congratulations, Miss Gibbs, and thank you for your service. Congratulations cuz we only have one meeting. >> Congratulations, Miss Gibbs, and we are so honored for your service to the
school district. Uh, thank you and best of luck in your next journey. >> Yes. >> Right. >> Next on our agenda, we continue with celebrations and posit positivity. Lots of great things happening in KCKPS. Uh
we would invite uh we have we'll be celebrating our administrators of the month. >> Good morning. >> Morning. >> Thank you board president Lopez Lopez, Dr. Stubblefield, and all school board members.
>> Coming from the human resources department, this is one of our favorite activities to recognize our phenomenal employees in the district. We have a presentation. Just one moment. Thank you. >> Our first recognition is for our district leader of the month. Please
join me in recognizing our first honore, Mr. Samuel Simmons, senior, executive director of athletic activity >> in student development at the central office. Nominated by KCKPS district leaders, Samuel is an exceptional leader
known for his professionalism, thoughtfulness, and integrity. He truly cares about his work and the people he serves. Parents often share how much it means to see him show up at sporting events. His presence makes a difference. Samuel's dedication and genuine approach
have a powerful impact on our programs and our and our community. Please help me in recognizing our district leader of the month, Mr. Samuel Simmons, Senior. Our next award goes to elementary administrator of the month, Mrs. Monica
Randall, principal at West Park Elementary. Mrs. Randall leads with compassion, collaboration, and excellence. She has built a school culture where she teach where teachers feel supported, students feel valued, and families feel connected. Under her leadership, both
attendance and academics have improved. Beyond West Park, she is a trusted mentor whose calm, student centered leadership strengthens the entire district. Her integrity and focus on what's best for kids make her a shining example for our elementary administrator
of the month. Please help me in recognizing Mrs. Monica Randall. >> Miss Rand. >> Hey, mama. >> Miss Randall. >> I love it. >> All right, y'all. >> Next, we honor our middle school
administrator of the month, our honore, Mrs. Katherine Carter, assistant principal at Eisenhower Middle School, nominated by Casey KPS district. Miss Carter is known for her leadership, resilience, and commitment to both staff and students. A proud graduate of the
Aspiring Principles Academy, she continues to learn, grow, and lead with optimism. She approaches every challenge as an opportunity and never shies away from hard work. Her professionalism, positivity, and care make her an outstanding leader and a well-deserved
award recipient. Please again congratulate and and join me in awarding Miss Katherine Carter. Our next honore is for our high school administrator of the month. Please help me celebrate Miss Dana May Abram, assistant principal at Schlaggel High
School. I just love her. >> Miss Abram is the heart of the Schlegel family. A true servant leader. She leads with empathy, strength, and grace. She builds deep relationships offering encouragement and support that make everyone believe that they can overcome
any challenge. She chaperoned students to future ready KC, the 3D experience, served on an impromptu panel, and even sang at convocation with the Schlaggel Corral. Dana May truly embodies servant leadership and spirit. Please help join
me in celebrating Miss Dana May Abram. Our next recipient is for our employee of the month. Our honory is Miss Shannon Caset, ESL teacher at West Park Elementary. From day one, Shannon jumped in with enthusiasm and care. She helped organize
trunk or treat, supported family advocacy conferences, sponsored student council, and coordinated the the possum students recognition. All while being an outstanding ESL teacher whose classroom recently hosted visiting instructional coaches. Shannon truly lives our theme,
every person impacts culture. She leads with love, energy, and excellence every single day. Please help me in congratulating Miss Shannon Caset. And finally, we recognize our last employee of the month, Miss Nicole Hillman, administrative assistant at
Welcome Center. >> That bright, >> Nicole brings professionalism, calmness, and kindness to one of the busiest spaces in our district. She welcomes every visitor with a warm smile and ensures that every family feels supported, even bridging language gaps
with translation tools and patience. Nicole learns quickly, anticipates needs, and helps our team serve families better every day. As the face of our district, she represents us with pride and care. Congratulations to our November 2025 employee of the month,
Miss Nicole Hillman. Thank you, Mr. Leggler. >> We'd invite up >> Mr. Hansford to the podium. And as Mr. Hanford Hansford gets started, just a reminder, we will be taking a photo with the board and all of our employees of the month and our students of the month
um after we do the recognition. So, don't leave quite yet. if you can stick stick around, we'll take pictures with those employees and students of the month and their families um after the recognitions. Good morning, Mr. Hansford. >> Good morning, everyone. It is with uh great excitement and pride that I
introduce our students of the month. And first up, we have our early childhood student of the month, Benjamin Romo from Morris Early Childhood Center. Benjamin was nominated by his instructional coach for demonstrating positive behavior and a strong
commitment to learning. She shares that Benjamin has worked diligently this year to collaborate with his classmates and follow school expectations. He arrives each day with a positive attitude and an eagerness to learn. Benjamin's dedication has led to tremendous growth, allowing him to
transition from a partday to a full day schedule. We are proud to celebrate Benjamin's progress and the wonderful example he sets at Morris Early Childhood Center. One more time for Benjamin Romo. Our elementary student of the month is George Franklin Bush III from Wellbourne
Elementary. >> All right. >> Unfortunately, George was not able to join us, but I'll read what Principal Cheney has to say about George. George was nominated by Principal Cheney for his outstanding character and positive influence at Welburn. He
exemplifies kindness, curiosity, perseverance, and integrity. Values that reflect the best of our school community. Each day, George enters the building with a warm smile and a respectful attitude, setting a positive tone for those around him. He shows compassion and kindness toward his
classmates, always ready to help or encourage others. His integrity and honesty stand out. His He consistently does the right thing even when no one is watching. George's dedication to learning is equally inspiring. He approaches every subject with curiosity and
determination, asking thoughtful questions and staying engaged in class discussions. When faced with challenges, he responds with patience and persistence, modeling perseverance for his peers. This year, George has also worked hard to improve his attendance, showing growth, accountability, and
maturity. His teachers describe him as a student who makes everyone around him better, a true leader through both attitude and example. And we are proud to recognize George for his exceptional character, enthusiasm for learning, and the positive energy he brings to our school each day. Congratulations, George. You are a shining example of
what it means to lead with heart and integrity. George, congratulations to you. bring our elementary student of the month. >> Our middle school student of the month is Sophia Cerrone Larios from Gloria Willis Middle School.
>> Sophia Cerrone was nominated by her teacher Mark Murray for consistently demonstrating positive behavior, leadership, and academic excellence. She is an exceptional student who shows responsibility, focus, and dedication in all that she does. Sophia sets a strong
example for her peers by staying on task, completing her work with care and quality, and fully engaging in every learning opportunity. She actively contributes to classroom discussions, asking insightful questions, and continually strives to deepen her understanding of the material. Beyond
her own academic success, Sophia supports her classmates by offering help, encouragement, and guidance, fostering a positive and collaborative classroom environment. Her kindness, positive attitude, and strong work ethic make her a natural leader and role model for others. Sophia's empathy,
collaboration, and perseverance shine through in everything she does. Her commitment to learning and her uplifting presence make her a truly deserving recipient of the student of the month award. Congratulations once again to Sophia Seron Darios. >> For our high school student of the
month, it is Maria Lamos Albarasine from Weot High School. Maria was nominated by coach Noatne for consistently demonstrating positive behavior, determination, and outstanding character. Miss Noatne shares the following. I would like to recognize
senior Maria Lamos as student of the month for her exceptional balance of responsibility perseverance and positivity both in and out of the classroom. Maria exemplifies maturity beyond her years. While managing the responsibilities of being a young
mother, she continues to show remarkable dedication, grace, and focus toward her education. In addition to her academic success, Maria is a valued member of Windot volleyball, never missing a practice, game, or team event. As her coach, I deeply admire her
dependability, leadership, and team spirit. Her ability to meet challenges head-on shows her peers that perseverance and commitment truly lead to success. Outside of school, Maria also runs her own small business, showcasing her creativity discipline and
entrepreneurial spirit. Her drive to create a better f future for herself and her child is inspiring. Maria's story is one of courage, responsibility, and ambition. She demonstrates that success is not defined by circumstances, but by consistency,
sacrifice, and heart. Maria is an inspiration to her peers and to all of us, an outstanding example of true bulldog pride. Congratulations, Maria. Thank you, Mr. Hansford. Congratulations to all of our employees and students of the month, to your families, to their
schools, their classmates, and everyone who continues to support them to be successful. So, at this time, we'll take a brief recess so we can take some pictures with those that we are celebrating today, and we will restart our meeting soon. Thank you. Heat. Heat. Heat. Heat.
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Hey. Hey. Hey. Come on. Heat. Hey, hey hey. going to go ahead and restart our meeting. >> Okay. Thank you. Thank you everyone.
Thank you board. Again, congratulations to all of our employees and to our students and scholars of the month, to your families, and to all the staff that support them. It's always great to be able to to start a meeting and have the positive energy and the support and to be able to celebrate our scholars and
our staff for all the amazing things that we're doing um in KCKPS. Uh as you know, we only have one regular board meeting in November. So, uh we've got to get it all in in this one meeting, but it's great to see them all and to celebrate them all. So, we'll continue
with our regular agenda. We are on item three, our community comment. Again, as a reminder, everyone is welcome to give comment. Please just sign up with the board clerk no later than noon the Monday before the meeting. Um, and make sure that you that we have your contact information, a member of our team. We'll
follow up with everyone who gives comment if there's any followup. Um, just a reminder, you'll have three minutes. Please state your name at the beginning of your comments. Um, I will let and then your time will start. I will let you know when you have around 45 seconds or 30 seconds left. Um I'll just give you a quick heads up and then
I'll let you finish your sentence um when your 3 minutes is up. Um and then I will let you know you were at time. As a reminder, uh no derogatory or critical remarks about specific district personnel or students um during your comments. These are matters that we should discuss outside of committee
comment. Um we are going to and we've asked for those that are giving comment on boundary proposal um to we're going to move your your comments to the the um when we have the part of the agenda with the boundary proposal um so that they
can go along with the boundary um agenda item. But we do have one person who needs to speak um now. So we'll make sure that we get you on the agenda to start with. So again, thank you for coming to speak to the board. With that,
I would call up. So on the agenda, I we have Miss Emily, Mr. Kurt, and Erica. We will move you to the item where the um proposal boundary proposal is being presented. Um but I would call it Miss Julie Pierce Via Viadis to the podium.
>> Thank you. Good morning. My name is Julie Pierce Viades and I'm a parent of a first grader at New Stanley Elementary. We enrolled in the dual language program because we are a bilingual household and we want our children to learn both languages. What we did not anticipate was to find such a
great community. From the first day of school when our son was screaming, "I'm never going in there." The teachers and principles were kind and patient, helping him eventually get in the building. I see the middle and high school students picking up their siblings, greeting the teachers that
they knew from when their from their time at New Stanley. It's a beautiful connection and bond that has been formed from being in a smaller close-knit environment. My son is quiet and shy. He struggled with the transition to kindergarten and
making friends. But just this morning, he was worried about being late for school and missing the before school chat time with his friends. I credit this growth to the environment at New Stanley. It's smaller, quiet, it allows him to come out of his shell at his own
pace. I have concerns about what will happen if he's moved into a school nearly three times the size. Despite our commitment to prepare him, I fear a school that size would shut him down socially and hinder his academic progress. As I sat down to put my thoughts
together, I realized I'm a product of an elementary school similar to New Stanley. I had a school of similar size where teachers in every grade knew us and where the cafeteria staff were our neighbors. I walked to and from school with my siblings and neighborhood
friends. Walking home taught us responsibility not just for ourselves but to each other. And it taught us independence. Valuable life skills that new Stanley students are learning as they walk to and from school with each other every day. Opportunities that will no longer
exist if they're bust up the hill. So, while I understand the need to be financially conscious, especially in this economic climate, I sincerely hope you consider the social impacts your decision will have on these students and their families. Because we see at New
Stanley, the school building itself is not the key to our student success. Thank you. >> Thank you. And then I believe uh Mr. Dree Sabia will move you to the agenda where the boundary proposal is being presented if
you're okay with that. >> Thank you. Um we next call up Mr. Skyler Myers to the podium. >> Good morning. Um, I wanted to ask if my wife, uh, Katie Black could speak before me. Is that okay on the agenda or does
it need to be me first? >> That's fine. Yes. >> Thank you. >> Good morning. >> Good morning. >> My name is Katie Black and I am the proud parent of a dyslexic special education student at Frank Rushton
Elementary. I am also proudly autistic and have ADHD. You'll notice my shirt says nothing about us without us. And when I say us, I truly mean it. I'm not just speaking for my child or the district's other special education children. I'm speaking
with them as someone who understands what it means to have a brain that thinks and learns differently. In August, after 16 months of waiting, this district finally published a special education plan promising improved communication in partnership
with families. But oddly, yesterday the district implemented changes to my child services without ever notifying us. I learned about it through building staff who were concerned enough to risk their positions by telling families. My husband was a principal in this
district. I was an alternative school teacher for over a decade. But when I realized the system was failing our child, I quit and became trained in evidence-based teaching methods for students with learning disabilities. Since then, I've trained teachers and counseling staff in neighboring
districts about working with neurode divergent children. I started a support group for families navigating the system with dyslexic students. But our own district won't inform me before making decisions about my child's education.
I've been told that the law doesn't require notifi notification for staffing or time changes. But just because something might be legal doesn't make it ethical. This is the third time in two years this
has happened to my family. In July, they tried to reassign my child's teacher. That decision was reversed. But the district made it very clear in the prior written notice that it was not due to our family's objections. In fact, they wanted it in writing that our input
doesn't matter to them. Three months after publishing your action plan, here we are again. Families learning through back channels because the district can't or won't tell us directly. The University of Kansas documented centralized decisionmaking that excludes
family and staff. Your action plan was supposed to fix that. Three months later, nothing has changed. So, here's what I'm asking. Include us in decisions from the beginning, not after staff warn us changes are coming. When parents who
spent careers serving vulnerable students tell you something will harm our children, listen to us. I can't fix a broken system by myself. That's our collective job as a community. It's time to stop writing action plans and start
taking action. Nothing about us without us for my child and the other children in this district. >> Thank you, Miss Miss Black. Next would invite Skyler Myers to the podium. And I apologize I didn't give you your 30 second warning, but Skyler,
I'll make sure to let you know. Thank you. >> Thank you. >> Good morning. My name is Skyler Myers. On this Veteran Day, I want to honor and thank all who have answered the call to serve, including both my grandfathers,
Jim Aken and Charlie Meyers. My grandpa Jim served in as a Navy pilot in World War II, then devoted his life to public health as a director for the Department of Health and Environment for the state of Kansas. My grandpa Charlie served in the Army Reserve and spent 30 plus years
as a history teacher and coach in the Topeka public schools. He was an early champion of girls prep sports and inspired many of his students and players to understand the importance of service to others. both taught me that service doesn't end when the uniform
comes off or the school bell rings. It continues in how we use our voice, our skills, and our privilege to serve others. I recognize that I stand here with privilege that not all have. But my grandpa's instilled in me that when you have privilege, you have a
responsibility to clear a path for those who do not. And that's why I'm here today. Because when public servants fail to act, they fail to serve, including those leading departments and those entrusted to hold them accountable.
It began in spring 2021 when more than 15 district school psychologists warned district leadership about ethical concerns and practices by sped department leadership. Then came the 2022 environmental scan. Then came the 2024 special education
status review. Both confirming systemic dysfunction and a culture of fear. This board has been informed through third party studies, public resignations, direct emails, HR data, and even the special education department reported in their June report, we are non-compliant
in four of 11 federal indicators. Veteran Howard Baker asked during another moment of national accountability, "What did you know? And when did you know it?" It's clear that you've known. It's clear when you've known. What's not clear is whether you
care or plan to do anything about it. Over the last four and a half years, more than 150 special education, teachers, and related service providers have left this district. That's not a staffing problem. That's a failure of leadership. The cost is being paid by
our most vulnerable students. My child's case manager, someone they trust, will now spend most of their day at another school and then arriving at her school for the last 30 minutes of the day to provide services in the area my child struggles the most. >> Do any of you do your best at work the
last 30 seconds of the day? The quarter action plan proudly states, "We welcome certified SPE teachers and related service providers. Our district continues to lead the way in ensuring students receive the services they need. But since August 1st, the district has
lost more certified sped staff than it has gained. A continuation of the exodus of qualified staff under department leadership. So I'll ask again, who are you here to serve? The kids in community or the department leadership proven ineffective by multiple measures, including non-compliance in four of 11
federal indicators. on this Veterans Day. Honor service not with hollow words and feckless slogans, but with definitive action for our kids and our community. Thank you. >> Thank you, Mr. Myers. Next on our agenda would call up Miss
Luis Lynch. Mr. Lopez, can we get a copy if they have anything written? >> Yes. If anyone who has spoken or will speak today, if you have a copy of your remarks, um if you would please leave that with our clerk um today or you can email it to us either either way. Um and
we'll make sure that the full board has a copy of your remarks and that's an invitation to anyone that's speaking today. Um thank you. Miss Lynch, right? >> Yes. >> Thank you. My name is Louise Lynch. I'm
from Kansas City, Kansas. Uh, first I do want to recognize all of the veterans and people who have served our country. I greatly appreciate it. My family also served this country in World War II and in the Korean War. My dad came back the
only person out of his battalion um to survive out from Korea. And so I thank anyone that's here on that behalf. Um, and I want to applaud the last two speakers for speaking up in regards to what they need and what's not being done
and what's not being heard and cherrypicking of what the community needs at this point. Um, I wanted to say also to congratulate all the people that earlier got an award. Kudos to them. But
I want to talk about right now um in regards to many things that have happened over the last few months. Um in regards to the foundation that serves this um district um in regards to
specifically um the executive director um in regards to how it's the processes, the people and the policies are instituted or not. Um it is fact that they are an employee of this district.
It is a fact that they stated their salary is different than what has been noted online and in publications. It is fact that they have engaged in nepotism.
It is fact. >> What I'd like to know I'm just going to ask that you refrain from me. I'd like you to hang on a second. I'd like to know who on this board approved that. I'd like to know who on this board
thought it was okay for those things to take place. >> And if we can >> because it violates statutes of the state and it violates your own policy. It violated your policy when you allow them to go online
and talk about district business. M >> which is a violation and yet right now you want to tell me about what I'm doing that violates >> if we can refrain from identifiable information. >> Um I'm not mentioning any names and I understand that's what the particulars
are and I haven't mentioned anyone's name. >> You have identified the person based on your I ask you again I gave a title. I >> miss >> I gave a title. So, what I'd like to
know is who approved this, who thought it was okay to lie to us, who thought it was okay to deceive this county and allowing lies to perpetuate that has now affected
our government. >> 20 seconds. Miss Lynch, >> this is not acceptable. the ultimate person responsible because this is also in theirou is our superintendent. You have the ultimately responsibility
and I'd like to ask you to resign because you're not able to answer these questions. Thank you. >> Miss Lynch Next would invite Miss Sarah Lynch to the podium. And as a reminder, per policy, Miss Lynch, you could refrain
from personal attacks or identifiable information on any specific personnel, students. Um, for policy, that's what we would ask. Thank you. I don't have any personally identified information and I wouldn't give that
regarding the topic that I'm speaking of. Anyway, um I also do want to recognize everyone that was recognized earlier today and say good job, congratulations and you all are very awesome. Um, I've
come in front of you today to bring back to the forefronts of your mind the topic that I spoke about in the last meeting that I was here, the bullying of children for being from either a different country or from speaking a
different language. I'm not sure what progress this body has made in regards to that issue though there are it I just want to bring to your minds that it is a multi- child issue it is multiple
situations it is multiple schools um since the last time we have received more calls from more than just those that you know of I'm pretty sure Um, and the irony of today being Ruby Bridg's
walk to school day and that the issues that are starting in schools are falling the children off property, off the school campus and to their homes as they are being attacked even as they try to
make it to and from school. Um, I'd like to know h has the body have you guys issued a statement uh condemning this kind of acts or behaviors saying that you as the school
board or as the school district do not condone such issues? Have you reached out to any of the other migrant communities and given your support there? How have you guys
handled this or how are you working towards protecting all of your students because this is a matter of student safety. >> 30 seconds. >> That's all. Thank you for your
>> Thank you, Miss Lynch. >> Thank you to all those that gave comment today. As a reminder, one of our um leadership team members will reach out to everyone that spoke and um follow up with all of you and the board will receive a report from that. We'll continue with our agenda. Our next
agenda item is our consent agenda. Would entertain a motion to approve today's consent agenda. >> So move. >> Moved. Is there a second? Second. >> Moved and seconded. Any discussion, comment,
Miss Downing? Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez. >> Randy Lopez. Yes. >> Robert Milin Senior. >> Robert Milin Jr. Yes. >> I'm sorry.
>> Rachel Russell. >> Rachel Russell. Yes. >> Dr. Wyn. >> Dr. W. Yes. >> Thank you. We're move on to agenda item five on our agenda. Board updates and approvals. Board. This is these items have come before you at least once
before and are up for potential action if it is the will of the board. Um first up we do have uh it is recommended the Kansas City, Kansas board of education approve the N rebate program that was presented to us by the unified government.
>> So moved. >> Second. >> Moved and seconded. Any questions or discussion hearing? None. Miss Downing >> Wanda Brownley Page. Wanda Brownley Page. No. >> Yolanda Clark.
>> Yolanda Clark. Yes. >> Randy Lopez. >> Randy Lopez. Yes. >> Robert Milin Jr. >> Robert Milin Jr. Yes. >> Rachel Russell. >> Rachel Russell. Yes. >> And Dr. Wyn. >> Dr. Wing. Yes. >> Motion carries. Thank you. Next, it's
recommended the Kansas City, Kansas. >> Okay. Uh next we have I'm sorry our strategic plan proposal board. If you'll remember um this was presented a couple of times and we've discussed in our retreats and previously um this is being brought forward for our strategic plan
proposal. Um and we have Dr. Selena Swillick and Mr. Hansford to the podium to give us a brief presentation so that we're all aware of um the proposal that is being brought forward. And as a reminder, um I think they're going to give us it should be in there.
The timeline board, we will um have to select um three board members to participate in the steering committee. Um that does not happen have to happen today. Um if you were interested in serving in the steering committee. A couple of you have already reached out. Please let me know. Um and we will make
sure that we um vote on who or make recommendations on who will serve on the steering committee. We'll also ensure that um those board member elects have the opportunity to express if they their interest as well. Um and those meetings are full day meetings. We will start with the strategic plan. I'm jumping
into your presentation. I'm so sorry. Um it will we'll start in December, January um and go through part or the early part of next year. So, >> thank you. >> Okay. Thanks for having us uh back here to the podium today. happy to be here to
share some of the highlights of um of the upcoming strategic planning process. Um I am uh Kevin HRA, deputy superintendent. I'm going to actually let uh Dr. Selenus Willick, she's going to start us off with the presentation uh to kind of give the overview of of how we got to where we are right now.
>> All right. Hello, President Lopez, Vice President Rachel Russell, and members of the board, and Dr. Stubblefield. As you know, here in KCKPS, we are laser focused on our Northstar Diploma Plus. It's with that goal in mind that we are launching the development of a new
strategic plan, our roadmap to the North Star. Knowing your destination is important, but having a plan for how to get there can save time, money, and pain during the journey. Just as our students are charting a course for their futures, we
as a district need to map out a clear path to our northstar. By 2031, 100% of our students who graduate will graduate with a diploma plus endorsement with no disparities in race or gender. subgroups while meeting or exceeding the average
graduation rate of the state. We're on track with diploma plus and graduation, but we still have more work to do. That's why we will be developing a district-wide strategic plan, our road map to the north. This map will guide
our work so that we can serve our students and help them find their paths toward success in their postsecary destinations. Unlike the strategic framework we currently have, this strategic plan will be complete with specific department
plans and focuses, data, and most importantly, accountability measures. We're going to focus on belonging, making sure that all of our students and staff members feel like they're a part of this community. Consistency so that all of our students have the same
experience and opportunities regardless of what school they attend. coherence, building a unified instructional program, and setting priorities that are clear to all. And most importantly, striving to be better every day. Because
tiny steps forward will equal major progress in the long term. How are we going to develop this road map? We need you students staff families and community members. KCK is a vibrant, connected community. So, let's take that
energy and pour it into our schools and our children's future. We will be conducting surveys and we want to know your thoughts. You can take on an even bigger role on a committee or action team. All of our voices are essential in
this process. >> I want to be an artist and this is my map. How I get there. >> I want to be a firefighter. This is my map to get there. I want to be a naval aviator and this is my map to get there.
>> I want to be a teacher and this is my map of how I'm going to get there. We have a long journey ahead, but creating this road map will guide us along the landmarks and milestones of our students and community's future success. We are headed towards our north
star. So, buckle up and join us on this adventure. As you can see, we're really excited to begin this process and we'll be working with our consultant, Dr. Michelle Hubard from KSSB to start this process.
So, the the first step will be gathering input. And so, launching today, just after this meeting, uh will be a survey. and we really need to hear from as many stakeholders as possible from throughout the district, students, staff, families, community members, business owners,
advocates, and more. Um, we we really need this to help our steering committee determine what our focus areas uh will be. So, we'll be spreading that word throughout our with our district website and some social media campaigns and community newsletters and signage at
schools. But we would also love for all those folks present today if you would reach out to to someone that you know in the community and encourage them uh to provide their feedback uh so that our strategic plan will accurately reflect the the wants desires and and and the in
the community that that we serve. Later this month uh as uh Mr. Lopez mentioned we will open an application for those that are interested in serving on our steering committee. And the steering committee is just that. Um it it steers the work. It'll be about 30 to
35 people with representation from all stakeholder groups, family, students, classified certified staff, our PTA, business and city leaders. Um and this committee will work to really establish the themes that we will focus on uh in the work and the strategic plan. It will
give us those areas of focus u for our work. Um once those are determined then action planning teams will be formed and each of those action planning teams will have some representation from all stakeholder groups but a large representation from
our district staff because those action planning teams will take what the steering committee has sent as as um as priorities and they will develop that into um well articulated goals and outcomes and as Dr. Stoublefield mentioned with some accountability
measures say here's our measure of success to tell us that that we are um that we are making progress and those committees will start uh meeting in February and they will take the next few months to sort of really plan that that program put those account those accountability
measures in place and there'll be a lot of ongoing collaboration and feedback between the internal teams um as well as with the steering committee to make sure that those that those action planning teams are keeping us moving in the right direction. Um, we would then bring that to the board of education for a first
read in June with the idea that we would launch and fully implement our new strategic plan beginning the next school year in August. >> All right. So, you might be asking, don't we have a strategic framework already? We do, but we want to have a
more developed plan. Just like Dr. Stubblefield said, "We're going to build this together, fully form a plan with data, outcomes, specific department plans, accountability measures, and checkpoints along the way." And as we've said, we are very excited to begin this
journey. It's going to be a lot of work, but we have a strategic plan and a framework with major benefits for our students and our community, and that is the outcome. Do you have any questions? both would open up for questions from
the board. >> Miss Brownley Page, >> we started with we're going to start with a survey. Well, we have some in-person meetings too just in case people aren't able to utilize that tool and sometimes to me my opinion. Miss
Paige, can you speak in the >> It's not always the most effective tool to use that we need to allow people the opportunity to come in and we're not trying to make it a gripe session, but at least give them the opportunity to
verbally express themselves. And because the survey, it's okay, but it doesn't get everyone involved. Well, so so the survey the reason that we select a survey is because it is the most efficient and and widest stretching uh possibility. We could certainly I
think if if there was some feedback from patrons that said hey we need to be able to come in um and and express those things and and give some thought. Now we will give the uh steering committee as well as the action planning teams will be providing regular updates to the board of education. So they'll be those
will be on the agenda and at that time patrons would hear and could then provide feedback. Um what you'll see in a survey also is not just a typical survey. It really is about setting direction for us. So it asks really big questions specifically what are the
skills and abilities that our students need most to be um to be effective in the world? What are some of the things that we need to be providing them? Um and so it is is big picture. We could do some inperson. We have not planned those, I will tell you at this point. >> Okay. Well, the the reason I asked that,
if correct me about the number, we have somewhere between 21,000 and 22,000 students. When you survey, what percentage of the parents you can roughly from all the surveys we've done,
what percentage of the parents actually take the time to do it? And it doesn't mean that they don't care. Maybe that's not the best avenue for them. So, and you said you really hadn't planned on doing anything else, but if you want
everybody to participate, then what other tool can we utilize? So, >> try to get that. >> This page we'll talk about and if we need to schedule some dates between the getting the input, we can do that. Um, and we'll reconvene and bring those
dates forward. But that it's flexibility in there. Only thing we have now with concrete dates are launching the survey and then we can look at the calendars and offer some in-person spaces. We can also work with the schools with events that they have to also provide an
opportunity for some people to collect information in in spaces where people already are at. So, we'll look at those things and bring an update. I I appreciate that, but I'm going to keep saying this that and you said you're going to work on that, but we got to
give more people an opportunity to speak cuz the survey thing is okay, but are we really hitting everybody? So, I hope and pray that we will do some of the things you just stated. >> We'll work with the schools to be in touch with the families when they are
showing up for their things there. >> Thank you, Miss Brownley Page. Miss Russell, >> I just want to say uh thank you to uh both of you for taking on this project as well as Dr. Hubard. I'm looking forward um to this update. Most
districts update their strategic plan every 5 years. And we've been doing this one, this framework long before Dr. Stubblefield got here, unfortunately due to CO. Um, one thing that I wanted to elevate is that this survey is not just
for um, parents and students in our district. This is also for business and community members um, to participate. And so I'm just going to uplift uh organizations like El Centro, um the
Kansas City, Kansas Chamber of Commerce, um W Economic Development Corporation, those individuals, very similar to what Commissioner Randy Watson did when he cast the vision for this state. Um and so just making sure that um and I know
we will that this does reach those populations because we do want um this is a plan together a road map uh as Dr. Stubblefield said buckle up and get ready because um KCKPS has a lot of
really great things going on. Um we have work still to do. I'm not naive to that. But um just really looking forward to bringing the community together and just to also mention the survey is not the only time that folks will be able to
give input. And so um I hear the request and the ask, but it also um capacity is a thing too. And so the capacity we can use the system levers that we have now to share the word and to get some
provide additional assistance. But I right now where I stand I also don't want us to overdo it in a way in which the data then is skewed because we're doing too much. So thank you very much. >> Thank you Miss Russell
>> and Mr. Lopez in response to that. I respect that. But we got too many people coming in who are asking for a voice and want to be heard. And I know we don't have all the time in the world, but they voted for us to represent them. And I
just want to make sure we do that and give them that opportunity. >> Thank you, Miss Paige. >> Additional comments or questions? Not. Is there a motion? Kansas City Kansas Public Schools Board of Education approved the KCKPS strategic plan
proposal. >> So moved. >> Second. >> Moved and seconded. Questions or further discussion? >> Hearing none. Miss Downing. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Yolanda Clark.
>> Yolanda Clark. Yes. >> Randy Lopez. >> Randy Lopez. Yes. Thank you. >> Robert Milin Jr. >> Robert Milin Jr. Yes. >> Rachel Russell. >> Rachel Russell. Yes, Dr. >> W. Yes. >> Thank you, board. Next on our agenda 5C,
it's recommended the Kansas City, Kansas Public Schools Board of Education approved the proposal from the AT&T plan. >> So moved. >> Second. >> Moved and seconded. Are there questions or discussion on this item?
>> And hearing none, Miss Downing. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez. >> Randy Lopez. Yes. >> Robert Milin Jr. >> Milin Jr. Yes. >> Rachel Russell.
>> Rachel Russell. Yes. >> Dr. Wyn. >> Dr. W. Yes. >> Thank you, board. Next on the agenda, it's recommended the Kansas City, Kansas Public Schools Board of Education approve the cyber security coverage.
>> Second. >> Moved and seconded. Any questions or further discussion hearing and seeing none, Miss Downing? >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Yolanda Clark.
>> Yolanda Clark. Yes. >> Randy Lopez. >> Randy Lopez. Yes. >> Robert Milin Jr. >> Milan Jr. Yes. >> Rachel Russell. >> Rachel Russell. Yes. >> And Dr. Wyn. >> Dr. W. Yes. >> Thank you, board. Next on our agenda is
item six, board. These are new items uh that are being presented forformational purposes only. No action is being requested today of the board. Um but they are here for your review. If you do have questions, we do have folks in the room who can answer questions um today
or we can submit questions and get responses for whatever we don't have responses for to the board later. So um we'll just go down the list. Any questions on new business item A? Any questions on new business item B?
I do have a question for Wayne or um Doug. And really, if you could walk me through what we're looking at here because the
first item B says the Sumar edition, but then item C says New Central. Yeah, we have those probably a little bit backwards if you just reverse C and B. But the >> So, uh, let me go say that one more time. >> We have those a little bit backwards on
the agenda. Item B is actually an amendment to the contract, which we haven't actually approved yet. That's the next item on the agenda. So, item B is their guaranteed maximum price for the construction of the Sumar edition
only. So C should be B, which is the actual contract, >> correct? >> For both Sumner and New Central, >> right? Yeah. They're allformational items. So maybe next time when we do go for action, we'll do it in the >> Well, I guess I don't understand now, if
you put it that way, why there's an amendment to a contract and not just fixing it. >> This is the way it's typically done. You have your overall writing uh your uh contract. the AIA uh uh 133 is the contract and then for each project that
they do under that contract they will bring back an amendment to set the guaranteed maximum price for each >> which is >> project that's under that contract >> which is B >> correct >> correct >> okay
>> and so they've already established it for Sumner but they'll do the other ones in the future >> right >> yeah Sorry. >> For B. >> Yeah. >> The maximum price >> price for >> B is est for Sumner is established based
on B. >> Yeah. >> But the maximum price for Central is not established. >> It's not established yet. We're still going through that process. They'll go through Sumner, they've bid, gotten the bids back, vetted those bids, and that's why they're at a point where they can bring back a guaranteed maximum price
for that project only. >> Okay. We're still that process in is in the future for all of the rest of the projects. >> And I am also noting for the board clerk that on B and C when it comes back
should be swapped. >> Thank you, Miss Russell. Additional questions on We'll just take items B and C together. Any questions from other board members on >> take them together? >> You're not. >> It's it's justformational. Yeah. But so if there are any questions on either
items B or C. Okay. No additional questions. Thank you. Board will note that um change for the next agenda item when they do come back for potential approval. Um any questions on item D, the new Kirk Novak
contract for bond projects? Hearing none. Okay. Um board, if you do have questions as you're reviewing any and all of these items, please submit those to Dr. Stubblefield and we'll make sure that we get any responses back to the full board if there are any questions. Again, these will uh
potentially come back for action uh or requested action of the board at a future board meeting. Thank you. Okay. Um next board, we have agenda item seven, a board report. We will hear from Hollison Miller regarding the new
Argentine Middle School and Central Middle School. Got our friends from Hollison Miller here as they're making their way forward. Thank you. Good morning. And as they're making their way forward, there is I'll just a reminder or plug. There is a
community informational session on November 19th at Harmon High School regarding the new Argentine Middle School. um where there where Hollison Miller will be presenting information to the community. If anyone is interested in joining, please spread the word. I know our social media team has put that
out there. Please make sure that we share that um so that we get as many community members to attend um and hear about the new Argentine Middle School. >> Mr. Lopez, can you repeat the date again? >> Yes, November 19th. And I don't remember the time. believe it's 6:00 p.m.
>> 6 p.m. Thank you, Miguel at Harmon High School. >> Thank you. >> No problem. Good morning. >> Good morning. Uh, give us one second. It looks like we're having
Okay, I see a PDF here. I'm going to try that. Okay, here I'm going to Okay, it looks like our PowerPoint is not loading. So, we're going to try and present off the PDF um and we'll scan through that. So, bear with us for that.
So, >> so why don't we do this? Let's take a quick recess, 10-minute recess for the board while we try to pull up your um the PowerPoint so we can have that ready so we make sure that you guys have the information. So, we'll take a quick recess. We'll be back here at 1119.
>> Thank you. >> Thank you. Heat. Heat. Heat. Heat. Heat. Heat. Hey, heat. Hey. Heat. Heat.
Hey, hey hey. Heat. Heat. Heat. Hey Heat. Hey, hey hey. Hey, hey hey. Hey,
hey hey. Hey, hey hey. you. Uh-huh. Hey, hey hey. Heat. Heat. Hey hey hey.
Hey oh hey oh hey oh hey oh hey oh hey oh hey oh hey oh hey oh hey oh hey Heat. Heat. Thank you all for giving us a brief recess so we can get the PowerPoint. point and stretch our legs a bit. Uh let's try this again. Good morning. We've got our partners from Hollis and
Miller with us this morning as they're going to go through a presentation with us and discussion. Uh so good morning. Thank you for being here. >> Good morning. I'm used to saying good evening to you guys. So good morning. Excited to be here and to share some additional updates on the current bond projects. So as a quick reminder, I am
Megan Barnes, client leader with Hollison Miller. I have Julia Cusco and Vatel Patel here with me today that are going to present on Central and Argentine. And then Kate's hanging out in the audience with Keegan. Uh she has just wrapped up the Sumar project and is excited to get started on construction
here um around spring break. So as a quick reminder, we're going to hit just on timeline and engagement to date really quickly and then Julia is going to provide a design development update on central. Last time we were here in September, oh no, excuse me. In August,
we shared a schematic design and programming update and then we'll do our first schematic design early design development update on Argentine and then uh give us some time for some questions and discussion as needed. So with that I'll dive right in. So as a quick
reminder obviously Sumner uh we are here on that November line. So we brought that GMP to you today. So that's the first step in starting construction. Right now, the goal is to start construction around spring break and then we'll work through that next school year to bring that addition online. Uh
for Central, we are, as I mentioned, uh nearing the end of design development. We are about eight weeks ahead on Central from Argentine. So, you're going to see kind of two different levels of development on those projects. Today, we are currently tracking to complete design on Central around February in
documents. And then same process from Sumner that'll go out to bid and then we'll come back with that GMP before construction's able to start uh late spring early summer next year. And then Argentine will cycle behind about eight weeks from there. So uh thought is tonight this will be kind of our final
design development update on central and then we'll bring Argentine back again tentatively in January to share the kind of where we're at um at a similar place on that project. And then that cycle will continue. So we'll bid that later in the spring and then construction will start after that. So did want to just
step back a little bit and um this process has been really great. We started in May with engaging students and staff and facilities groups um on all these projects to start to layer in those levels of impact to make sure that we're hearing from students, staff, the
community. Um we also had the great opportunity to go back and do a post occupancy evaluation on Carl B. Bruce and Gloria Willis to really give us a good starting point to understand what was working well there that we could continue from a parody standpoint and some small adjustments that needed to be made to make sure that we're best
supporting students and staff where they're at and also planning for those future opportunities. So, finally, most recently, we have completed um community meetings at both Central and Argentine with their current school populations. I believe the invites were also extended
to each of the elementary schools uh that feed into those middle schools. So, we have had those as well as the required city neighborhood meeting specific to Central. And then next week, we do have a neighborhood meeting scheduled for Argentine that'll be combined with the new elementary school since we'll all be joining forces on
that JC Harmon site in the future. So, we're looking forward to that opportunity. We also met with the board facility committee, believe that was last week, uh, two weeks ago, and also talked about some additional opportunities to engage some of the neighborhood organizations, Argentine community, and some of those. So, we're
in the process of reaching out to those, making sure they get invites to that meeting next week, and then also finding some additional opportunities to engage with them, make sure that their feedback's heard, and that they um are coming along with us and are supportive of the direction we're headed there. So, we're excited to continue that
engagement. We do feel like we've had a really great uh turnout of both student, staff, and building administration feedback that's really playing into all the decisions and the designs you're going to see tonight. So, we're excited to kind of get that final layer of community input as we work through
design development here. So, with that, I'm going to turn it over to Julia Cusco. She is our project lead for Central Middle School, and she's going to kind of walk you through where we're at. Um, we're at a really exciting point today, so you're going to see a lot of fun pictures and images um and really walk through that building of what kids
and staff are going to experience as we go through that. >> Megan. Um, yeah, so my name is Julia Cusco. Um, and before we kind of dive into all of the images and floor plans and and all of that good stuff, um, just wanted to splash up here, um, our
success statement. So, this was something we developed through those early surveys, um, with staff, especially and students. Um, and one thing I just wanted to, this is kind of our guidepost through design. Um, so going back to those words from all those early surveys. Um, and one thing just to
highlight here is, um, you know, it's been really important when we're thinking about a new building that this new building is future focused. Um, and so, you know, for us that means the building has longevity, it has flexibility for the future. Um, but then also thinking about each individual
student um, and what the spaces in this building can mean um, for their day-to-day, but also how that's setting them up for their future in high school and their future even beyond high school. Um so from there um we're going to go to kind of starting from the
beginning with our um program diagram concept. Um so you guys saw this um last time. Um but one thing here um you know just wanted to highlight again kind of our big overarching concept. Um and you can see um it's really about um you know
positioning all of these spaces so that they work well together. And then our big central focus for the building is a courtyard. So a central enclosed courtyard. Um and you know initially we showed several concepts to um our staff group um and got a lot of feedback and
we always came back to this one with um we love the idea of um you know having close proximity to everything. So thinking about even a principal who's in their admin suite, they can cut through the courtyard to get to the gym um very quickly if they needed to. Um, also
thinking about um, opportunities for students and how that outdoor space um, is something that really can be utilized. So, thinking about middle school, um, you know, these are kids coming from elementary school where they have recess. Um, in middle school you don't have recess anymore. So, finding that opportunity where um, staff feel
safe letting students out into an open environment um, during a class period. Um, that was um, really important and kind of a um, a key element to this design early on. Um, from there though, we're going to look at then how that concept is fitting on our site. Um, so we shared this with
you last time as well. Um, as you know, um, New Central is going to, um, be on the site of the old Bethany Hospital. Um, so very close to that Vibrant Health building. Um, and we do have two streets, 12th Street and Riverview, um, currently in that space. And then we do
have a very large grade change with a a large hill. Um so as we're kind of positioning the building on that site um we want to kind of strategically use um our program um you know the best that we can. So we positioned those community spaces like gym um cafeteria performance
those are kind of built into the hill. So those are big spaces for big gatherings um don't need windows on all sides. So we can kind of bury that in the hill a little bit and use um use the building as a retaining wall there to make the most of this very slope site. And then that kind of leaves our
academic spaces with a lot of outward views. So looking out towards our skyline and towards our field to the south. Um and then that lets us kind of fill in and weave in our art spaces. So those are those classes that kids are really getting excited about um want to
sign up for with music and visual arts. And then in between there to get daylight in, we have our courtyard spaces. And that's our um kind of an axon of our site plan. And then moving from there, we've got um another view of that site plan as well. Um and here you can kind
of see how then some of our other site elements are fitting in with the building. Um so we have, you know, separate um spaces for bus drop off and car drop off. Um trying to get as many cars, you know, on through this parking lot as we can um to get those car drop
off parents off of um 11th Street. Um but then also we've heard a lot about students walking to school at Central. Um and knowing that we're relocating, you know, not too far away and still in a a dense residential neighborhood, um we do want to really think about those kids walking to school. Um so you can
see those blue arrows are where we're starting to develop um weave in those sidewalks um for students, you know, and in community to get to the building from all sides um since we are right in the middle of that um residential neighborhood. Um and then from there, actually I'll go
back. Um we're going to look at the exterior. Um so this will be a view we're going to start with um from 11th Street, kind of right as you approach um and would kind of turn into this um parking area or if you were to approach on the sidewalk um walking to the school
uh from 11th Street. Um so this is that main view um of the of our entry. Um this is kind of in the evening so we're lit up but um you can kind of start to see how that hill kind of raises the building up and it is a very prominent feature um in the neighborhood um and
we'll have kind of that glow to it in the evening um kind of acting as that beacon on the hill um for people to really be aware that this uh middle school is here. Um and a few more images here of the exterior and entry. Um so I think since the last time we shared we
did pivot on the entry um design a little bit. um because we did hear from um our community meeting um and from staff that um really what said entry to them was the idea of more glass and more openness. Um so you can see kind of this
glass tower um is how we've kind of interpreted that is we want to have um a little bit more glass, a little bit more volume um as you enter the building and really have that be the thing that says um entry. Um, and you can see also that gives us the opportunity um to create
this really grand experience um with a graphic that you could see from the exterior um and the interior as you enter. Um we also have um we love the idea of a lot of school pride on the exterior. Um so we've got our um our bear cub uh mascot um kind of right in
that prominent position on the corner of the building. Um, and then we have our school color um with our red um red canopies um kind of drawing attention to the entry as well. And then um you know we are using mostly
a pallet of um masonry with brick um and some metal panel um you know the nice thing about brick is it is a cost-effective option for us today. Um but also um it lets us play homage to some of those brick details that you would see on your old central building.
Um so just a little this image is a little dark, but you can kind of see some of that brick relief and texture um and shadowing that you get on um some of the um central and some of your more historic brick buildings. Um so kind of playing with that in a more modern modern way with some of our brick
textures. And then moving over, this is now our event entry approach. Um so this is the south side of the building. Um but um it was really important to staff to have a um a designated um event entry that's close to the gym um that could be used
after school hours for those um after school sports um and other activities. Um and so here um you know this is secondary so we don't want to draw too much attention um here but we did want to have that school pride element again. Um, so we've got those super graphic
letters of central. Um, and those are actually embedded in our pre-cast concrete. Um, so it'll be kind of subtle with shadowing. Um, but still have those really nice big letters as a backdrop. Um, and that rounds us out for our exterior. Um, and from here, um, wanted
to share now some interior development. Um, so starting with our floor plans. Um, these are our, you know, design plans, um, that we're ending out design development with. Um, you can see I think one thing we want to have a lot of intentionality with is what classrooms are adjacent to the courtyard and who
would actually use the space. Um, so we're focused on media center art and those music classrooms having direct adjacency. And then a big one is our cafeteria commons. Um, so making sure that this feels very accessible um on the dayto-day, especially during lunch
um letting students come out and eat lunch outside um would be a great option. Um and then another layer on our floor plan um that we wanted to highlight um is just kind of the flexibility um of group sizes um throughout the building. Um so one thing we've heard a lot is um
you know our classes tend to be big um but also we tend to have a need for um larger groups to come together. So thinking about you know two classes coming together for a guest speaker u might be a situation that happens frequently. Um, so you can see those green circles. Those are our um
opportunities where we're kind of trying to build in some bonus space um for two classrooms, 40 to 60 students to come together um for those kind of special opportunities. Um and then you can see the blue that would be our um kind of full grade level um gathering spaces. So
our flexible performance space, our cafeteria, and then bonus is our courtyard as well. Um and so we we're excited to share some development on that courtyard space since we've been talking about it so far a lot. Um with this we want to keep it
flexible and open. Um you know one benefit is that from these windows of classrooms you're going to see outside and get that greenery. Um we have some sloped um artificial turf seating that can be very flexible. Um and then that kind of faces this um paved stage area
um that's adjacent to cafeteria. Um so setting us up for that big group gathering um situation but also flexible for uh moments with smaller groups as well. Um and then because this is seen by so many spaces throughout the building and it is kind of the focal
point um we see this as being a great opportunity for a graphic that represents school pride and kind of our um you know future focus for students. Um so this is still in development. This is a sketch of what that graphic could be. Um, and we're still working with um, staff and students to get more input on
the content for this graphic. Um, and from here we're going to um, start to walk through the interior of the building. Um, but first wanted to highlight um, some of our um, what we've kind of got feedback on so far on interior pallet. Um, so these were some concepts we presented to a larger staff
group. Um, we got feedback that they like the idea of bright, vibrant punches of color, um, that would really represent students and speak to students. Um, but they really also like the idea of n natural textures and wood elements and that warmth that they um,
saw in that second concept. Um, so we've combined that together for this um, mood board um, um, with our color palette and some of those kind of inspiration pieces um, that hopefully you'll kind of see the inspiration here as we look at these um, these interior images of the walkthrough.
Um, so first we're going to start with what you would see when you enter the building. Um, so our top left is that um, experience as you enter um, into the main vestibule space. Um you can see that large double volume. Um on the lower left is um as you would walk
through metal detectors facing the reception here. It was really important to really embrace the warmth there and make students feel invited um in this space. Um then we've got our reception area and then our um bottom right corner
image is that kind of landing space as you enter into that um entry zone and you're seeing the media center there. So the media center has that opportunity to be used after hours by the community as well. Um and one thing to highlight here, this
is our main vestibial space. So that is that that large space that you're going to see interior and exterior. Um one thing we wanted to highlight here was we heard from district leadership that they we really like when we've been able to bring historic elements from the older buildings and incorporate them into new
builds. Um it does just give some character and history. Um, so we've got, um, our central brick bear, um, is definitely a highlight. Um, and so we're looking at salvaging that and relocating it to this prominent location in the new entry. Um, we also, um, are looking at
some of the, um, wood detailing, like the wood frames around our doors at Central and salvaging those to, um, incorporate and create seating nooks, um, with that, um, really nicely detailed, um, wood from the old building.
Um, and as you can, um, one big kind of graphic moment we'd like to embrace here at the entry, um, is something we heard from a lot of staff and students was we want to embrace, um, our different cultures that we're representing at this school and across the district. Um, and
so, you know, one thing that we have great data on at um, here at your district is languages spoken, and languages do really can represent culture. Um, and so since we we have that, we want to represent that in this kind of graphic artwork piece. So these
would be acrylic elements. Um, and each would have that language that represents a student who spoke that language at this school um on it. And then we would have um kind of a little um homage to that that kind of explains the significance of this this graphic art
piece. Um so from there we go down our Bearcup Boulevard and this is um kind of our next zone of the building where lots of activity is happening and happening and a lot of opportunities for hands-on learning. Um so we have our media center, we have our maker space. Um we
heard um that the student store is very popular right now um and is a great program um that a staff member is involved with. So we're bringing that student store to the new building. Um and we have a learning stair. Um and the intention with the learning stair is very um specifically designed for that
guest speaker um situation. So when we are having those diploma plus activities, that guest speaker can come and speak to a larger group of students. So from here we're going to look through some pretty pictures. Um so there's that Bearcup Boulevard. We have some representation of um colleges and
universities. Students were excited about that in their current diploma plus classroom. So, we want to bring that to the new building. We've got Cub store and then learning stair. Um, and then looking at the interior of the media center, um, we've got some connection to the maker space, um, with some overhead
doors. Um, and then moving all the way around our kind of full circle. Um, we're at our cafeteria space. Um, so here, um, you know, keeping it large, open. This is where a lot of kids are going to be gathering. Noise is going to be loud. So, we've got, um, good acoustic
treatment here. And you can see in that top image, um, we've got that opportunity to, um, open up this space to the flexible performance space, um, to just give you kind of a full open floor area, um, for any kind of event
that needs, um, that larger space. Um, and then moving from here, we've got then interior views of our gym on the left, and then interior views of that performance space. um set up more for your kind of typical theater performance on the right. Um here it's all about
school color, school pride. Um we loved having that big um bear cub on the wall of the gym um and some text there about home of the bear cubs. Um and then from that we were moving upstairs um to kind of our academic main
core academic neighborhoods. Um so you can see the plan. Um this is you know intended to be kind of the same um same layout for all three neighborhoods. So you know sixth, seventh, eighth grade all get kind of the same amenities here. Um and then you can see some images of
the spaces right outside the classroom that would be those kind of open collaboration spaces. Um and so as um Megan me mentioned from our um post occupancy survey and then some tours with staff of Carl Bruce um we got a lot of feedback on these spaces and how they
could be more usable for teachers, you know, day one. Um and so one thing we heard was we want more intentionality with these collab spaces. So Carl Bruce has, you know, some tiered seating built-in elements. Didn't love that, but we really love the idea of big counters.
So big counters that kind of divine define the space. Um you could picture bringing kids out with you know large poster board activities, larger format things, hands-on learning and using that and that would kind of drive the use of the space. Um, one thing we also heard
um, from um, when we had kind of this community meeting at Central, um, a former student mentioned that she saw these and and thought, you know, actually that looks kind of like college and and that's kind of cool because, you know, when I went to college, I didn't really know about study groups. That was a new thing. Um, you know, that you
would just pair off with with your own um, you know, other students and work together. Um, and so she could really envision, okay, that's how this could work in middle school. and and man, wouldn't that have been cool if I had had this in middle school. So, that was exciting to hear hear that little bit of
feedback. Um, and then from there, um, you know, our kind of core space, um, throughout the building, this is the space that is going to be, um, you know, a home base for a lot of students and teachers, and that's the classroom. Um, so here, um, I
think one thing to highlight is, um, you might have noticed we do not have lockers throughout the building. Um, so that's been a big move. Um that is definitely staff driven of we just don't use lockers. It's a waste of space. Um but kids still do have backpacks in the coats. Sometimes they like to keep them
with them. Um but we do want space in the classroom for backpack coat storage. Um another thing that staff um really um latched on to early on was the idea of kind of a small cubby space inside the classroom. Um, so you can see we've got a window seat here, um, with the intent
that a student could kind of, you know, when they need a moment to kind of separate from the rest of the class, they can do that on their own, still be within the classroom, and still kind of have that, um, participation in the larger group. Um, and then the last piece to share on
central um, is our specialized programs. Um, so this is kind of moving back to our lower level of the building. Um, and this is something that we've met with um some specialized program staff kind of throughout the design and gotten a lot of really good insights and feedback of how to make these spaces work um for
this potential um you know flexibility and future program. Um so with this we've got two classrooms that kind of work together um providing different amenities um that would support the um those students whether it's life skills um or if um it's you know more behavior
needs. Um, we've moved the kitchen. Um, that was a feature at Carl Bruce and Gloria Willis. Um, we moved that more into the classroom so that it is a little bit more usable on the day-to-day. Um, and then we have a third classroom that's really flexible that can be um, you know, flex into being for
a specialized program or it can be more for encore as well. Um and then Cub store is positioned here as well um because we did hear that um you know with different goals of students that could be a really nice feature um that they could be a part of as well.
And yeah, I think that wraps us up for central. Um here's just a quick overview of our schedule. Um so we are just right at the end of design development right now and and going into the documentation phase. Um but with that I'll pass it over to Vatel and he'll share Argentine.
Thank you >> guys. Any questions on central before we roll into Argentine? Do you want us to keep going and ask questions at the end? >> Are there any questions popping off right now for any board meeting board members or >> Okay. >> Not. Let's go ahead and keep rolling.
Yeah. Thank you. >> Uh good morning board. Uh my name is Vel and I'm really excited to share the >> Make sure you speak into the mic. I'm sorry. Move that mic around. Yeah. Thank you. >> Oh, I'm a bit of a mumbler so I apologize for that. Uh I'm really excited to share the update uh schematic design and a little bit of a design
update uh for the new origin middle school. So similar nope similar to uh central we also engage in uh engaging stakeholder to be able to get that useful data to understand what the students and staff uh and the community wants to feel in
the new school. And what we heard was we want the students to feel safe and supported excited and energized accepted and welcome. Similarly, we want staff to feel supported, proud, inspired, and excited. Uh, and finally, we want the community that is going to be engaging this new middle school. We want them to
feel welcome and invited. Uh, we want them supported and safe, and we want to make them feel successful and proud. Um, above all, similar to central, we also uh had this uh data that we compiled that into this uh what we call the success success statement. Uh and the
big picture that uh was truly uh our northern north northstar for the new origin middle school was we want the new school to feel safe and inviting for all learners. We want this school to meet the needs of all learners and as well as be able to celebrate the proud history
of the school. Uh with that uh I'll jump into a little bit of the overview of where the new middle school is going to be built. So the new blue school is going to be uh built on the existing uh Silver City and JC Herman site. You can kind of see the context here uh with the
existing middle school existing Argent middle school to the north. Uh just to orient you guys uh the property is to the south of property is the steel road. To the west of that is a house drive and to the north is Lawrence. Zooming in more into the property itself. uh the
north uh portion of this uh site that is currently the existing Silver City uh elementary school is going to be used by the new middle school. Uh given the site constraint, the middle school is going to be built right behind the existing Silver City School uh after uh which that will be demoed. So uh thinking
about the R and overall access to the building uh the building is going to have uh access from the west from the house drive for the its main car loop and you can see the car loop kind of loops around from the south and goes to the east side. Similarly we will have a bus loop from the north uh that loops uh
to the north of the building. Uh you might be wondering why the shape of the building. So uh that's kind of how we come about came about uh for the concept of the building. uh the concept of the building really relied on using strategically the site that is available to us. You can see from the context here
this is the existing silver city and you can see the on the right side is the Lawrence Avenue as well as a house drive. Uh so given the constraint of the site we were uh we were needing to use the the ridge portion of the site as much as possible. So we placed the first bar there. Uh and the second bar we
started using uh this side as it was dropping to put the heart of the space the emotional and social core which will be the comments of this building uh at the center of the building so that everyone has access to it public or students. And then finally the third portion of the site that is academic uh portion as well as the admin portion of
the building. This is where the building starts becoming a two-story. And as we developed that further, we realized we could uh open that up a little bit to create an entry space as well as an outdoor learning space in between those uh all those pocketed space. Uh so here's a quick rendering of what it
starts to lay out. You can see the drive from the south leading to the car loop to the east of the building and the bus loop to the north which that creates is a plaza space uh and an inter experience for all students to have that similar uh whoever gets dropped to the school or if
they're walking from the Lawrence Avenue to have similar exact experience for all students going back to that having the experience uh similar experience for all learners. Uh here's a quick concept of what that building is starting to shape as just a broad view. uh we very strategically thought about putting all
the uh village classroom spaces on the south side. So we are able to get the beautiful views that is off the property as well as the natural daylight and then have all the public spaces to the north uh because we have the opportunity to have athletic field up there so that you know have the gym have the direct access
to the outdoor learning uh outdoor field uh spaces as well as have the performance and common be the core. So you can see how it's starting to lay out as the north uh west portion of the building becomes the public while the south u east portion of the building starts becoming more private more public
spaces. Uh here's a little breakdown of how those spaces are starting to lay out. You're still in an early iteration. We just wrapped up SD. We're just starting out DD. So this is still in flux but you can start to see how those spaces are starting to lay out as well as thinking about where uh if there's a
potential need in future for future editions where they would go. Uh zooming back a little bit about the education spaces itself. Uh you heard great deal great uh stuff about from Megan about the engagement. Uh so we engage uh staff uh through uh
collaborative sessions to understand what are the needs of those staff to give them the perfect uh spaces that would function for them from that collaboration needs. And what we learned was they really wanted those project labs right in their academic neighborhoods those messy space those
maker hands-on learning space lounge spaces so that there has a space for kids to retreat and have those individual focus spaces as well as have those presentation spaces. So the diploma plus we've talked about so those uh uh teachers and uh presenters can come into those academic space and
provide that learning experience as well as have those breakout spaces so that uh kids who need have a one-on-one or want to collaborate with other students have those opportunities. Uh finally jumping into the neighborhood itself or village itself. Uh all three villages sixth, seventh grade are going to be similar uh
in terms of layout but this is how it's starting to lay out providing all four opportunities for those collaboration that were designed with the collaboration with the staff and students. Uh jumping on to the classroom. This is going to be something uh in similar amenities similar to
central uh from par standpoint. So south side is going to be your teaching wall. The secondary wall on the north uh is your secondary teaching wall. And then have some space again for some case work as well as have that cave space that cubby space inside the classroom to have
some a students be able to uh have a sense of retreat inside the classroom itself. Uh here's a very quick early rendering. U I apologize it's not as pretty as central but we'll work on that. Um uh so from that we'll jump into the interior
design language. Uh so similar to central we also embarked on understanding what would be those interior character that this school really wants to focus on. And uh what we heard was we wanted that bright vibrant colors to represent the vibrant community that is Argentine and as well
has the have those soft pallets warm pallets that allows more calmer spaces. So a blend of those two and what that ended up resulting is overall this mood board this pallet board uh that we call camaraderie. Uh and we this is a very early on first
iteration of some of the spaces how we're applying those ideas of what it means to uh be a a camaraderie what it means to be at Argentine in this new middle school. This is that space as you enter the uh school right after the vestibule secure vestibule. Uh there is
a place for the history of Argentine. Uh on the right side you're seeing the uh students tour. And then you're seeing a little bell there that is part of the Argentine history. There is a great tradition at Argentine and we are thinking about how can we bring that and make that a central moment for students
to have that pride. Uh another uh image a little closer to the commons. You can see the commons being that heart of the space. all spaces open up to it as well as have that beautiful view to the media center and the outdoor uh classroom spaces that has beautiful views of the trees, nature beyond. On the left side
you are seeing uh some of the traditions uh that bell that uh Argentine uh has. So we bring thinking about bringing that to the new school. We are also thinking about how can we have uh representation because this is going to be a comments for all. So how can we make sure that it
represents the Argentine? you're thinking about a graphic uh this is still in works but a graphic that represents the map of Argentine that is abstracted to bring out the culture in different colors and the ethnicity of of of the place so that the place is
represented in the new school. Um similar to central we uh also worked on uh having a central space that is a learning steer where you will be able to have uh you know that presentation space uh even beyond just the chemic spaces that everyone can uh use and everyone is
able to hang out. On the right you're seeing that art corridor and beyond you're seeing a little bit of that outdoor classroom space. We are still developing that further but you can see how beautiful the natural views uh the potential for natural views is. Uh and then finally uh this is uh first iteration of uh the gym concept. Uh so
we are still going to be working uh through different iterations but this is starting to how it's going to lay out. We want this uh you know the gym to be all about the school pride. So having the large graphic as well as breaking down the space into with the different acoustic panels. Jumping now and zooming
out to the outdoor. Uh before I uh talk about the exterior, I just wanted to orient you guys really quickly with this axon and how the uh car drop off and bus loop and service loops are lighting out. And you can see on the bottom uh portion here, this is that entry plaza that I had talked about earlier. This would be
that entry experience for you guys. Uh so and that that's the main event main entry and the event entry. Uh so some of the things uh again back going back to that stakeholder engagement, some of the things we heard was we wanted the mix of material and textures. We wanted warm and welcoming uh entry and we wanted
sleek and modern lines. We also wanted to make sure that our entry spaces are open and visible to makes people make students uh proud. We wanted to give that sense of pride. We want that uh modern yet fun and innovative spaces. So with that uh I'm going to jump into the
material pallet that was selected by uh the staff and the leadership. Uh we they felt this cool uh could use a ri rich neutral and natural tones, brown, ivory bricks, uh cherrywood tones and overall dark bronze metal textural uh metal
panels for textural. Uh with that uh this is that entry experience, the entry look of the new Argentine Middle School. On the right you can see a little bit of the event entry. On the left you can see the twotory uh academic villages and at the between those two are the that large
entry uh space that is uh standing as their as a proud uh breaking it down into more details more uh how the things are resolving. Uh we have what we call the portals on the left. Uh they are all about expressing what's happening on the inside of the
building. Those collaboration spaces on the outside to represent what the school is standing for from the inside and outside. In between the windows, you're seeing metal panel to break that scale down of the building and provide some textural depth to it. And finally, you're seeing those cherry tones on that
canopy to bring that sense of warmth into the entry. uh with that uh only uh I will uh share the the real the final experience of the entry that you every student in every community we want them to experience and feel that sense of
pride uh going around the building. Uh this would be uh in a way a little bit of the first view uh if you were to uh come to this new middle school with with a car this would be something that you would experience uh as a first impression of the building. So we wanted to share that as well of how those
materiality that we talked about is getting applied to the different parts of the building and every part is being resolved. So this is how with that courtyard space uh that uh is uh that inside outdoor learning space all the classroom are facing to get that beautiful daylight as well as the
beautiful views. Um and with that uh I'm going to open up for any questions uh and just share the timeline. >> Thank you Vatzel. Thank you Julie and Megan. Um we'll go ahead and open the floor for questions from the board or thoughts, feedback. Um I'll just start
by by sharing board. Um the the facilities committee did meet and and um saw a preview of of this presentation. We also gave some feedback about utilizing the NBRs and the neighborhood resource centers and some other community groups to gain feedback. I know we've got some folks here um that
represent some of those organizations. So, we did share email addresses and things of that nature to help just make sure folks felt engaged and could have um um a presence and be able to give feedback or thoughts um to the group. So, thank you for starting to reach out.
Um and that meeting on the 19th is for the middle school and the elementary as well. Multistudio will be there. So, that's on the 19th at 6 p.m. Just wanted to make sure folks knew were were aware about that since I didn't mention the elementary school portion of that. Um, so we'll open the floor for thoughts,
questions from board members. Miss Brownley Paige, I saw you had your hand up. >> Yeah. On the gyms, is it the new trend? There's just one side. I guess I'm used to the traditional gym where you have one side, the other side. >> Yeah. So, that is typical with what um
was done at Carlby Bruce and Gloria Willis. Uh, there is some space efficiency to that in terms of the size of the gym. when we put bleachers on both sides that does increase the circulation space around it. So um we also have the constraints here of those are the storm shelters. So there are
maximum distances we can span with the reinforced concrete structure. So we're a little bit limited with that. Um so we have worked with uh the district athletic director and the principles and I think everybody feels comfortable with um trying to maximize the amount of seats we are getting and the space and
the cost of the gym. putting them all on one side is the most economical solution and everybody felt like functionally that would work. Well, >> Miss Russell, >> yeah, I think I want to just extend a little bit more on this conversation
because there was a conversation about um uh and Mr. Simmons probably knows it better than me. The game schedule and whether these facilities can be used
for high school sports if we build them out that way. Is that a yes, they can? Okay. Because the conversation that I also was a part of talked about like for instance at our football stadium we only
have bleachers on one side and we should have them on both sides for that camaraderie from one team to another. So are the spaces specifically designed in this middle school? So like there's a visitors section. Uh
>> so they would be need to be designated. I do believe uh with one of the buildings we did talk about whether we did color code some of the sections that we could distinguish either by grade levels or um designate some of them as visitor seating. I know that's very typical for a high school setting to
make sure that we are separating visitors and home um a little less typical medical middle school just again from that size constraint and trying to balance um flexibility. >> Okay. And I guess my other question is, and I'm assuming because this is
Argentine, you've talked to Argentine, about the capacity to sit all of their students in those seats. >> Correct. We are currently targeting 750 minimum seats in there, which would um hold either of the student populations at Argentine and Central currently.
They're in I think the 500 and 600 student capacity right now or enrollment, excuse me. >> Okay. Thank you. And then we can also double check, but I believe court sizes do uh facilitate high school requirements as well. >> I don't know all about that, but I was a great question. I wanted to ask it
because you only get one shot. >> Great question for flexibility. >> And one last comment I had. So going back to central and what you are presenting today for Argentine. I don't see a lot of the school pride or the AGT
or um those the blue and the yellow. So, is that part of the next phase when you confirm when you firm up those things? Because I mean, I like what she said about the glass ceiling and or the glass
window and you could see from outside in. The only other feedback that I have about Pride is that backside. So, that backside that you showed me, it's beautiful, but I have no idea that it's a school. It reminds me of our downtown public library. I have no idea. It's the
public library. It was beautiful, but the backside, I definitely think if we could incorporate some design elements, that would be great. >> And that was honestly one of the distinct differences we've heard between Central engagement and Argentine. The feedback at Central was they did want
some of those school colors and pride on the exterior of the building as well as bringing that into the inside. Whereas an Argentine, the conversations have been that they were really looking for more of a a neutral kind of timeless building feel on the exterior and were hoping to do more of the pops of school
colors and pride inside. So, I think what the team has started to do is kind of with that entry piece of blending a larger color palette and then finding those moments to really splash the school pride throughout there, but not necessarily doing yellow and blue every
single space to give it a little bit more of balance and diversity through there. So, I think you will start to see a lot more of that school pride. I think for me I'm more or less just thinking about identifiable as a school building because right now based on some of the
suggestions none none of those options said this is a school building. Um especially if like school buildings are the central hub. I shouldn't be wondering is it that building or is it that building especially since there will be three
buildings right there. So, um I think just that clarification, not it doesn't have to be like central if that's not what folks want, but I do still believe that it needs to have that intentional welcome to our school or outside signage
or something that ensures that folks know this is the middle school. So, >> we can absolutely take a look at that and see what we can layer in there. Appreciate the feedback, >> Mr. Milin and then Miss Brownley Page. I I have a statement and then then I have a question. First of all, I'm very very
impressed in you all's presentation and the homework that's involved in all of this amenities and the resources and the uh updatedness and the attractiveness of it is so very beneficial for the community and the and the school
district as well. Uh uh my question is what did you all what what uh how did you all use the uh if I want to get it all out right the bus loop was a is a stickler with me because oftent times with the congestion that is in many
schools that are already already in place been constructed what method that you use to make sure that it's a smooth transition and accommodating with both bus loops and both both uh both schools and both schools are very impressive and
I see you have the bus loop. You might want to elaborate on that a little bit. >> Absolutely. So, we know traffic flow, getting kids safely to school, whether they're walking, riding a bus, or being dropped off in a car, um is really critical because not only is it just that first appearance, but it's also a
safety matter. So, we've done some extensive research with our civil and engineers. So with that bus loop, uh really the first thing about kind of site educational design is trying to separate that bus loop and separating that parent drop off so that we do have
two safe secure routes and getting as many cars off that street as possible. So the engineers have run uh basically radiuses of buses, trucks for deliveries on that site to ensure that we can um cleanly get buses there stocked for drop off pickup and then they can do that
separate from the cars. Um, we just recently had some conversations where we actually maxed out how many buses we could put there. Believe right now, for example, at Argentine, sorry, I'm going to say that at Central, I think there are six or seven buses currently that are serving that school.
And we actually are accommodating between 10 and 12 for future flexibility. So, with the buses they currently have, there should be more than adequate clearances and space for that along with car drop off. >> Thank you. You say one key word. You said the engineers were involved in
doing that. Not downplaying. That's that's so very important. Absolutely. >> So they can see how it runs had and other in past experience to make it smooth and less congested and convenient. Thank you so much. >> Absolutely. Thank you. >> Thank you, Mr. Miley. Mr. Brownley Page. From a historical perspective, I didn't
see it in here at either school in terms of when they have their trophies to connect the past with the present to show the history of the school. Is that in there or where is it going to be? >> There is some of that in there. I think on Argentine, you kind of saw a nod to
that in a couple of those first images, some display cases that we'll be able to bring over some of that along with the bell from Argentine, that brick uh bear from Central and some of those different elements. So, we are working with them. We've also had conversations with Edwin and other folks to make sure that we are
uh pulling some of those things that are really uh embracing that history to make sure we can pull those over and still celebrate that. And I asked that because at Summer Academy when they switched to an academy until the microphone is people online can't hear it didn't
account for that where they just jammed all the old stuff in a room and it doesn't give the feel that there's a disconnect because you have alumni that are still proud of their schools and want to connect the two. And then also
when you did the surveys, what you did is nice, but they seem to be on the same plan. Maybe it's just me, I don't know. Were there both buildings are the same and the uniqueness and did the parents, students, whoever else you interviewed,
did they want that historical part connected to it? >> I think yes. We've definitely have heard both from the the neighborhood meetings, the community meetings, some of that history. uh when we had the Argentine one most recently, uh we got to hear some really great stories about both Argentina as a middle school and as well
as a high school and some of those stories um I know the auditorium has recently been named so we are planning to bring some of that over as well based on the feedback from those buildings. Um from the overall plan standpoint, we did start with a similar program to make sure uh the classroom spaces, the
curriculum spaces are uh equal and uh there is some parody between the buildings. And then some of the main differences you saw from the feedback as we just talked about with the exterior in terms of the amount of color kind of the neutral. The other big thing from just a plan orientation, you saw at central that central courtyard is kind
of that defining feature where everything is working around that whereas at Argentine that common space is really serving as the heart of the building. Um so there are some similarities with those classroom wings and that is intentional to provide those learning opportunities that are equal between both buildings and then trying
to personalize throughout there. So there are definitely some similarities. Um but the hope is with some of that history and then some of those other feedback in terms of materiality um and how those spaces can get used that we are personalizing those. >> And then you wouldn't want a common space in each building.
>> There is one in each building. That's correct. They're just in kind of different locations and both of those do open to that performance space. So we know that was one thing that was feedback from Carl B. Bruce and Gloria Willis was that opportunity to create even more large public gathering spaces. So we will have that operable wall
between those between the commons which can serve as a cafeteria during the day. The performance space gives you that second opportunity then you can open that up an evening or for activities you there are no additional questions that are um top of mind for board
members. Please review this was a lot of information. Thank you for sharing the presentation board. This is there for you to view review. Um please if you have additional questions submit those to Dr. Stubblefield so that we can get those questions um answered responded to and we'll share with the full board. Um
this was just kind of a a first another review of the the upcoming buildings. Really exciting to see this moving forward. Um thank you board for your support um as we continue to push these bond projects forward. Um and thank you to the Hollis and Miller team for joining us today. >> Thank you guys for your time. We
appreciate it. and they'll be back in >> I think probably January or February with a with an update on Argentine that'll look similar to what Central shared today. >> Okay. Thank you. >> Thank you. >> Next on our agenda board, we will um
hear from um our team from RSP regarding the boundary committee um and the work that they've put together. I'll just uh like to start as they're coming forward. Thank you to RSP, to the entire team, Rob, Jenna, um, and their entire staff who have worked to facilitate our conversations and meetings. Miss
Russell, Miss Brownley, Paige, uh, myself were on that boundary committee. Um, I know a couple of other board members joined um, periodically as well. To all the community members who served on the boundary committee, thank you for your time, your effort. Um, and thank you to all the feedback from folks that we've received both during and since the
boundary committee meetings. Um, Miss Russell, is there anything you want to add um as the chair of the boundary committee before they start? Okay, thank you. Well, good afternoon. We have come into the afternoon now. So, good afternoon. Good to see y'all. Thanks for joining us. You bet.
>> And for those that are giving comment, we will invite you after the presentation um so you can fully hear the information then. Thank you. >> Good afternoon. We promise we won't be saying good evening when we're done. Promise you that. Um I want to give some context um before we get into the
slides. Um there's I think like 47 slides that you had lots of data. Um we don't intend to go into a lot of detail on those slides so you can take a sigh of relief there but I wanted to amen to that right um but I wanted to to beyond
just acknowledging you as the board members that participated in this process. Um, we also had um, Miguel that was really working hard with a lot of information. So, I want to lift him up. He did a wonderful job trying to help us
understand some of the nuances of the buildings and programs and stuff. So, so thanks Miguel. I know you're out there. Um, the other is we have committee members and I think there's some that are still held on um, here. So, um, again this was a longer process. We'll
talk about that. My point in this conversation is to really help highlight how did we get here right that what we have in the report is the data and that's interesting and needed but we got here because your community supported a bond referendum right so we are building
these wonderful facilities and that's providing some change. We know that with where students live and the capacity of our buildings we have capacity challenges. So we want to we want to neutralize that. We want to provide a better experience for
buildings to not be overutilized. We also have heard from the community that we have a fiduciary responsibility and so that's requiring us to look at how do we program our buildings? How do we align our students throughout our system? We also know that we want to
enhance our program services and opportunities for the students and for our professional staff in the buildings. We want to continue to plan for a better tomorrow and we ultimately want to get back to what we started this day on and
that is focusing on students, right? And so with that, I know that we have to honor the past. We have to show empathy for the students that are impacted, the families that are impacted. And I fully acknowledge the plan that you're being presented to today is not a perfect
plan. So with that, a little bit about RSP. Today's our birthday, too. So, we celebrate 23 years purposely because I also served and Veterans Day is a great day to celebrate a birthday. So, thank you, Mr. Milan. Um, also with me is
Jenna. Um, she's been the heart and soul to everything. So, those of you board members, committee members, she's been the one that's poured into providing you all of the details to understand why we're making some of these changes. This page is to help you understand that,
hey, we've been in business 23 years, but we only work with school districts. We've worked with your district for over 10 years. So, um, pretty incredible to see the progress that, um, we've been able to make with our buildings, programs, and educating the community
why we make these changes. The talking points in our process are outlined here. Um, I'm just going to talk to you about the overview, and then Jen is going to get into all the details. And I again high level if we have to go deep we'll go deep. Um really to begin with the
process um if you notice there's many different colors. Those different colors are important to get us here. We started back in April. Um we started with you with the board. We started with some data sets. We'll talk about some of those data sets. We had a committee that
has met seven different times and yes, we went over every single time. We'd say we only are going to meet for 90 minutes or two hours and the committee was very committed, very dedicated and we had a great environment for them to talk about
many different aspects of what goes into a boundary plan beyond just the numbers. And so you can see how this all laid out from April to where it now brings us to November 11th um to um be presenting
what that work is. We have lots of objectives that we try to address in this approach. So, first off, it was comprehensive and we know that we had to address things that related to our facility condition assessments to new buildings coming
along additions and we were almost like on icebergs jumping here and there is you heard the architects try to bring you up to speed with what's happening with the designs. We also were trying to work with that, work with where sites were or could be to make sure that as we
created this plan, it made some sort of sense at least from a perspective of geography and all the things we had going back to May of 2025. You, the board, provide us these guiding principles. So again, there's five of
these guiding principles to set the framework. Um, we knew there were specific challenges that had to be addressed. um specifically with the Silver City, Noble Apprentice Elementary, New Build Sites, overutilization at Carl B. Bruce Middle
School, and what we started to talk about in this committee, an imbalance of enrollment at We dot High School, what number students should we have at W dot High School, and how does that relate to our other high school buildings? So, again, we had other considerations as
well that are listed here. really wanted to highlight that last bullet point about programming because the programming drives what capacity is or is not or how those students receive services each and every day in those buildings as we move forward and that
was an important piece to how we looked at the numbers right the numbers drive things but the programs are very important so the three key elements we looked at was the facility planning so what's happening enrollment balance as we look at demographics graphics
enrollment where our buildings are at and then how do we start to make some of those adjustments again started back in April you in May provided us some framework and then listing off our bond project so this is where it's exciting we we weren't just like hey we're going
to move kids from one building that's maybe not as awesome as we want to another building not as awesome as we want but we were planning for future buildings but then also with the existing buildings how that space maybe creates better opportunities for those students. So, you may not have a new building or
an addition, but how do we improve what that experience is for the students in each of the buildings regardless of new, renovated, or existing? We have this enrollment balance and a lot of conversation at the committee about what is the ideal number of
students at W dot high school and how that creates some opportunities for our other high schools to have signature programs or expand on their signature programs to attract students in to buildings. And so we had lots of
conversation about the programming, what number of students, how it changes from reside to attend, where those kids are that come to receive the services in each of those buildings um throughout our district. Our criteria that the board provided is
um shown here how you um chose which criteria based on each of the the five board members at that time. How did that weighed out so that we were understanding when we look at any plan what is a starting point to know is it a good plan. So the first is feeder
system. We wanted to try to align uh the buildings that if you go from an elementary you could go to a middle school and then on to a high school. We'll talk about that in the plan. It's it's not a perfect plan and and some of that's related to where our buildings are and where um the students are projected enrollment building
utilization. Again I mentioned programs are in the building. So number of kids and how does that match up to the programs and how does that uh allow allow for some enhancements um as some programs may um increase particularly our dual language and then transportation considerations. We just
didn't want to ship students all around um our district. We wanted to try to concentrate them where we could have more walkers, bikers um to the buildings and not create long um bus routes or bus drop offs or car drop offs.
existing visuals to help you understand what our current situation is at each of the grade levels are shown in the packets and then where our current feeder is or think of our houses of how the students move through the system from the elementary into the middle
school and then on into the high school. The point of this visual where we have our exclamation points, those are buildings where we have challenges with too many students, not enough space. And so we want to make sure that we um correct that.
We then had some information um to try to tie what capacity is to enrollment. So we have the H&M which is Hollis and Miller. what was the capacity for each of those buildings and thinking about where where do we have space within our existing feeders to set the stage of we
just can't simply move some of the boundaries around and get where you're receiving the plan today. We we have to do some different things um based on the programming and where we have space and how the number of buildings may start to
impact. Can we actually accommodate moving students through the system in a complete alignment? When we look at how well um the projections match up, I think we're at 99.9% of what we thought last year would
happen this year. But what I wanted to highlight like, hey, that's great. Um, and we're giving you a plan and we're working on what next year's enrollment will be. We also still with the data know the buildings that we were concerned with with either too few of
students or too many students still hold true. And so that's the value of data. This is we know that we're um still needing to correct some of these situations in buildings. Outlined here is the progress that happened with each of the committee
meetings. um two or three bullet points. A lot more happened there, right? So, um a lot of good conversation, but can show you the pathway. How did we get here today? There's a lot of sense, there's a lot of purpose, and it was driven by first the committee members, but then
second, when we had public input opportunities, what some of their thoughts were on how do we try to again make these changes, but still have empathy for what those changes may mean for their impact. We then had um with our survey um what
was the community thinking? We had about 150 respondents and what we were trying to hone in here was what would be an ideal size of we do high school and so the majority of the person said less than 1,700 students would be ideal at we
dot high school. Um we then also um considered hey what do you think about meeting the boundary criteria and guiding principles that you provided into this process. You can see the majority of those that took the survey thought that was taking place. We also
had of those surveys a majority um approving of the boundary concept at the elementary level. And when we asked them if they didn't support it, what were some of their reasons for why it wasn't supported? And you can see um beyond
other which um um we provide in the next slide what they were talking about there but the majority was their their their kids their families were impacted and so that's that's a huge value to know okay we're being impacted um how does that then translate into um what their
reasons were and so you can see a list here about 20 different bullet points of what some of those thoughts were. So again with the survey what do you think metric and then the ability to provide some feedback in some narration so we know what are you talking about if it
was something that you said other to um we talked about the middle school again you see the majority of them supporting it um and again the reasons where if they didn't support it the majority of they're being impacted by it right so what what does that start to
tell us I'll get into that after this conversation at the high school same thing majority supporting the high school. Um those that were in the majority of saying why they maybe didn't support it fully um it was because they're being impacted. So what does this tell us? Um as RSP tells us that
whatever the plan looks like, we need to do a good job of communicating what that impact will be and how we're addressing what their concerns are for the success they hope but what we know will happen when they go to different buildings.
So again, open-ended uh comments summarized here for for you to understand the the four themes that we kind of categorize those in. So you can read those to fully understand that element. This gets us to the recommendation. I'm going to turn it over to Jenna to walk you through that.
Um hopefully this helps you understand the context of how in the world did we get here today. >> All right. Thank you, Rob. Um I'm going to go through the committee recommendation. This was validated at our last meeting number seven. It
includes some slight changes post public input. Um but for most of the details of the maps, they stayed consistent from what was presented at those October public input sessions. And so this first visual gives you a sense of the committee support. At our
final meeting, we went through a similar presentation. They received the comments from public input and then went into some different voting activities to support what was then called the committee considered concept moving into the committee recommended concept. And
so at um each of our levels we did receive 100% support from our committee as well as the recommendation aligning with the foundation that you as the board set for them. And so elements of the recommendation
here, we are proposing that the boundary change would be implemented in the 2728 school year in line with the new um school buildings coming online with those construction timelines. For the elementary level, the um major change
within our boundaries would be the combination of the Silver City, Noble Apprentice, and New Stanley New Stanley boundaries with the new elementary school opening. We also have the new adjusted boundaries for both Argentine and Central Middle
that would also go in line with those new schools opening. There are some minor adjustments within each of the feeders to improve enrollment balance. And then the primary feeder adjustment is the task of decreasing Wandot while
increasing Schlaggel High School. So what we're proposing in this recommendation is for the Quandereo elementary boundary area. They currently feed into Carl Bruce and Wand dot. And in this case, we'll be proposing that
they now feed into Gloria Willis Middle School and Schlaggel High School. We'll show you what that looks like on the map. Additionally, a main topic that came about in multiple committee meetings was the Grant Elementary boundary area. It currently um feeds
south into the Harmon boundaries and what we would be looking at is a swap between Grant and Whittier Elementary. Grant having a more of a natural boundary and neighborhood connectivity into the W and Dot cluster and then Whittier moving south into um
the Rosedale and Harmon high school boundary. So reducing y and dot through quandereo and then swapping between grant and wittier for that neighborhood connectivity and that transportation. And so how we're landing on this
scenario and why it was presented to the public and why really you're seeing it tonight comes down to really this graphic of when we received the tasks from the board as well as the target enrollments that we were trying to hit. What is a way that we can decrease Y and
dot to 1600 students or less? How do we increase Schllegel to over a thousand? How do we maintain and prioritize that cluster system? And then how do we disrupt few as few students as pro possible? And so this table goes through
kind of these six different discussions that we went back and forth on on multiple meetings. Do we look at the Quandereo area? Do we look at Whittier, New Chelsea, Grant? and then landing on what we are presenting tonight is the only way that we checked all four of
these boxes. And so like Rob said, it's not a perfect plan, but it does line up with really the primary conversations that the committee was having over these um seven meetings. This slide just goes into the slight
changes that were made post input. So Rob went through the survey, we received that majority support um over those boundaries that were were uh proposed there. We made some slight changes between public input and meeting number seven. One of those went into in the
Harmon cluster some new information that was working in tandem with the boundary committee process was the design and the location of the new elementary school. So, as that was solidified with how big the building could be and the location of it, we were able to reinstate the
original New Stanley and Emerson boundaries and so more of a um clear combination of the New Stanley Noble Apprentice and Silver City boundaries with where that school is now located. And so from public input to now, it's
more so back to those current boundaries and a clear combination with Emerson staying the exact same as the current boundaries. The item number two that was a slight change between the middle school level was between Central and Carl Bruce. And
so in this case, we had some different comments that you'll see in the survey as well as what was spoken in person was, is there a way to have the Douglas feeder alignment? And then similar, we made some slight moves there so that Douglas would have a complete feeder
alignment um up into Carl Bruce Middle. So then getting into the map here, this is your committee recommendation for the elementary map. The solid colors are those new boundaries that are being proposed. The dotted line is the current
boundaries. So where some of the color extends past the dotted line is where we are seeing some change. You can see in the yellow in the south part of the district, that's the proposal for where the new elementary would combine the new Stanley Noble Apprentice and Silver City
sites. um using all of that yellow area, that purple in the middle is the Emerson boundary that would stay the same. And so you can see there's some slight changes just improving that balance in some of the other zones. The largest change being in that Harmon cluster
for the middle school perspective, a couple of major changes here. So if you're looking at the yellow area, that's going to be the Carl Bruce Middle School. And so the Quandereo elementary boundary where they used to be yellow, they're being pulled into that green
which is the Gloria Willis boundary. So this starts into that cluster side. We want to take them out of Wandot. We're going to take them out of Carl Bruce. So we continue having the Gloria Willis to Schlaggel feeder. And then if you're looking along the
Whittier and Grant elementary boundary, there is an adjustment between the Central and Rosedale where currently Grant would feed into Rosedale and come south into Harmon. That's now being proposed to feed into Central and
Wandot. And then Whittier now feeds into Rosedale and Harmon. And so you can see those lining up very closely within our high school boundaries. The pink being our new Y and Dot boundary. So the relief from W and
DOT is coming from where the Quandereo area would move into Schlaggel. And then the flip between Grant and Whittier ensures that we target the um Y and dot enrollment where we like it as well as reinstating the Grant neighborhoods into
the Y and DOT neighborhoods. And so this is the new feeder or cluster system for this concept. And so starting there with Y and dot we do have a complete feeder from elementary up. You can see here where Grant would feed up
into central and then Wand dot and all those schools feeding directly forward. Harmon as well having a complete feeder from elementary up into high school with that new build. Um there the numbers I I will say that before I get too far into
this those italicized numbers are the projected students in 2728 to reside in the boundaries. So we know there's some fluctuation between reside and attend with some of your special programs but this gives you a sense of the students that live in those neighborhoods that
would feed upward. We do have some slight feeder breaks between our Schlaggel and Washington clusters. And this was I would say probably the biggest um challenge with the committee because we had feeder systems as our top criteria. Um but
where we're really limited is within that or that middle school capacity where Schlaggel having only Gloria Willis as the middle school that feeds up into it. If we want to increase Schlaggel without overloading Gloria Willis, we were needing to look at some
feeder breaks within the Eisenhower middle school boundary. And so talking through this with the committee, we do feel like this aligns best with that projected enrollment and balance of our schools. Um, it does have some feeder breaks, but where we have the feeder
breaks, we try to be very strategic and to follow major roads and ensure that schools in neighborhoods that are really in that periphery of the school that they can see it from where they live that they would go to that school. And so that does result in some breaks, but
um in a very logical way. And so then getting into the data here, you have the 25, 26, and 26, 27 projections. And so those were completed last year. Like Rob pointed out, we were at that 99.9% accuracy year 1. So really
looking at this as a good tool to plan for those next five years. Starting 2728 is where we're proposing the new boundaries would be implemented. And so the challenges where we have that orange where the buildings are above their
capacity are all addressed with these um new boundaries and then green where we have some slight underutilization. We improve that in some cases but there are still some bu buildings when we move out to 2728 that would be slightly underutilized.
Same thing for your middle school and high school buildings here. 27 28 the new middle schools opening having an imbalance between our different middle school zones Carl Bruce and central both being um below their new capacities as
that starts in 2728 and then lastly for that high school perspective with these boundary changes we're looking at Y and DOT's boundary now serving about 1550 total students so a change from over 1900 students down to
1550 which aligns with the committee feedback as well as those community targets that they asked for the ideal enrollment at Y and DOT. And so overall for this estimated impact, we're looking at about a 15% impact on students. And
so most of these students would be moves to the new buildings. And so elementary having the greatest percentage of impact and that comes into um all the different elementary schools coming together into the new elementary school. But overall
about 1,225 students impacted. And so with that, we're going to open up for any questions or discussion that you guys have. >> Thank you, Rob and Jenna. And before we get uh to questions from the board or discussion, I'm going to go ahead and
invite our community um commenters or community members who have been patiently waiting. Thank you so much for sticking it out and waiting with us. Uh and also hopefully the presentation was helpful as you prepare to come up to speak. Um and so we'll let you all come forward, give your comments, and then
we'll open up the floor um to the board so that you can ask questions or have discussion regarding the boundary committee um presentation. So, first on our agenda would invite up Miss Emily Ridma to the podium. Again, just a reminder, please state your name. You'll have three minutes. Um, I'll let you
know when you have about 30 seconds or 40 seconds and then tell you when you have time. And if you do have comments that you have written or prepared, if you would like, um, we would invite you to share those uh, via email or if you have copies, we can make copies as well. Um, please leave those with our board clerk and we'll make sure that the full
board has access to those. So, with that, Miss Redma, good afternoon. Thank you for patiently waiting um with us. >> Thank you. Thank you for the opportunity. >> And if you can make sure you speak into the microphone just so we can hear you clearly. Thank you. >> All right. Thank you board members. U my
name is Emily Ridma. I have been a parent substitute teacher, neighbor, and volunteer at New Stanley for more than a decade. I served in PTA leadership for 11 years up until this school year, working closely with teachers, staff, and families. And during that time, I've
seen how deeply this school supports our uh our students. I speak today, though not out of sense of nostalgia or resistance to change, but because I believe the best future for our students is in the preservation of our neighborhood school. I am deeply concerned about what we stand to lose if
New Stanley is consolidated into one large mega school. Our small school is powerful because of its web of relationships, trust, and shared investment that hold us all together. Our students and families need our schools to be places that can feel safe,
secure, and known. Our school does this. New Stanley students and caregivers have dignity, agency, and belonging. These kinds of metrics aren't going to show up in an efficiency study, but they are just as important as the number of bodies in a building.
I was surprised and disappointed that during this process um no one from the boundary committee reached out to parents to ask for our input about this potential change. Closing new Stanley is not what I voted for in the latest bond and I was shocked to go to the boundary
meeting in October to learn that our school was on the chopping block. I feel duped. I've never met Miss Black who spoke earlier, but I actually came with the same message. nothing about us without us. Our only opportunity for
feedback um as we saw in the presentation came through a five question survey. Only 154 people filled out that survey to represent 21,000 students. That really feels like about us without
us. And while I appreciate empathy, we want collaboration. New Stanley doesn't need to be included in this. Our building meets the metric of capacity. Um, if New Stanley closes, it is not
just a building that's lost. It's the everyday supports that students and caregivers depend on. We truly value students well-being. We must consider the power of trust, belonging, and human connection. We need to protect the relationships
that enable students to thrive. Please vote to keep our neighborhood school. Thank you. >> Thank you, Miss Rita. Next would call up Mr. Kurt Ridma to the podium. >> Kurt Ridma. Thank you, board. In 1915,
Stanley School was one of just four schools Mexican-American students could attend in KCK. What was first intended as a tool for exclusion became a pillar of strength and pride in a city that was often hostile to immigrants, New Stanley became a place that didn't just tolerate
but celebrated the culture, language, and traditions of families. Immigrant parents knew that no one would ask about citizenship, that language wouldn't be a barrier, and that their children wouldn't be given a second rate education. Similarly, in 1905, Sumar High School
was opened as a racially segregated high school for black students. It too was born from exclusion, but in the shadow of Jim Crow, Sumar became one of the only places where black Kansas cians didn't have to explain themselves, where parents didn't have to worry if their
children were being treated differently, where a wrong look or a stray whistle wouldn't lead into trouble with the law. Sumar became that safe place where teachers looked like the students, talked like them, shared their music, their fashion, their dreams. In 1978,
federally mandated integration, though well intended, threatened that unique ecosystem. But what preserved Sumar's excellence was continuity, a strong black community that kept investing its highest hopes and dreams for its youth into a particular place. A building that
still holds the memories, traditions, and culture that made Sumar what it was, its future bound up with its past. That's what we're talking about with New Stanley. Not preserving a past, but protecting a future. And this kind of flourishing isn't portable. And like
Sumar, it's academic success requires continuity, trust, and deep roots in a particular place by a particular people with particular vulnerabilities. New Stanley is not just surviving, it's thriving. With the only dual language
program in the district, it's creating one of the most culturally rich and academically promising models in KCK. In a time when immigrant families are under constant pressure to assimilate or be disappeared by federal agents, new Stanley says stronger than ever, your
culture matters, your language matters, your children are a gift. Closing the school is well-intentioned, but it would cut short a future already in motion. A future where bilingualism is power. Where cultural heritage is a strength, not a liability. Where students succeed
not in spite of who they are, but because of who they are. >> 30 seconds. >> I don't come from these traditions, but I've been changed by them. My own kids glean from the edges of communities, not their own. Every every time I see a mom or aa walking a child to New Stanley, I
see the same communal ritual I watch for years in a small Mexican village. It's a tethered home at a time when it can feel dangerous to walk anywhere, but not here. Please have mercy in this moment. Don't close the school. Don't bust these
kids somewhere else. Don't pick this up. >> Thank you. >> Thank you, Mr. Ridma. Next would call up Erica Godino. Sorry if I mispronounced your anyone's name this afternoon. >> Um, my name is Eric Gino. I am a mother
of New Stanley since 2005. I am here for members of my Hispanic community that don't feel comfortable to speak. I'm not representative in the eligible body population. I am trying to understand the board boundary proportion
and I was expect to have a good change when I attend to the meeting last day and the new Stanley I was disappointed. I was expecting a positive change for the community. I heard that you want to make a big school from three small schools. We are not just new Stanley
Elementary. We are a new Stanley community. We are family. The new Stanley community is mostly imi im immigrants without a close family near us. We have view on new family through the teachers st parents and childrens. My culture touch me to take care of all
my family. I don't want to see any part of my family suffer by joining that school. My whole family will suffer or principal teachers and staff are going to lose the jar the job. The our new Stanley teachers working their close 20
years that is going to what is going to happen with them not only with the old teachers what is going to happen with old or new Stanley staff. The love they give to our childrens is something unique and incomparable.
We have all our trust on them. They know all our kids. They know what is happening in our family. I know if I have a problem they are going to be there to help me. But not only to me for all new Stanley's family. They have be all they have they have been and are
mentoral to our children. They spark generations and generation of new Stanley kids. I am not going to sit back and re resign myself to lose part of my family. We are a great team. Our children will suffer greatly when they are separated from the teachers and
classmate. New Stanley is their new second home and their safe space. As a im immigrants community, we work a lot. Our children spend more time with the teachers than with us. They become the second parents. And this moment we immigrants are suffering from the fear
of having our black family separate and now being separated from a school family. I know opposed to a change are good but not a cause to sacrifice our family. Every among parents we feel these strong
bonds, bonds of trust, friendship, belong, love and confidence that unique us at the big family we are like new Stanley. >> 30 seconds >> a new school but also we want our family together. We
need quality of care, no quantity of care. It is not the same part is is not be the same. It's not the same to be part of a small school where everybody knows one another. To be part of B school where you fight to survive and be noticed. We ask that our small school
community be left alone because our new Stanley community matter. Thank you. >> Thank you, Miss Godino. Next would invite Amanda Dereia to the podium. Good morning. My name is Amanda Dere
Cibia and I am a lifelong resident of the Argentine community, a graduate of JC Harmon High School, and now the executive director of Argentine Betterment Corporation. I chose to stay in this community because I believe deeply in its people and its potential.
Through my work, I've dedicated my career to ensuring Argentine continues to grow in positive and equitable ways. But today, I'm not just speaking as a community leader. I'm speaking as a parent. My son attends New Stanley
Elementary. He's autistic and has ADHD. And the relational foundation he has with his teachers and staff is what allows him to succeed every single day. These relationships are not casual or replaceable. They are built on trust,
consistency, and compassion. For kids like my son, those relationships aren't just important, they are essential. The teachers and staff at New Stanley are unlike anything I've ever seen. Many have been there decades, and they've created something truly special, a
family. They know every student, every parent, and every story. They go far beyond what's required to make sure each child feels seen, supported, and capable. You can feel that the moment you walk in the doors. That's why the
proposal to close or consolidate New Stanley is so devastating. Moving our children, especially our special special education students, into a 600 plus student school would be detrimental to their well-being. We know from experience and data that children thrive
in stable relational environments. At New Stanley, those relationships already exist. They are working. Disrupting that is not a logistical issue. It's an emotional and developmental one that could have lasting impacts on our students. From a community development
standpoint, this also raises real concerns. Both New Stanley and Argentine Middle School are cornerstone institutions in our neighborhoods. If these buildings are closed, there needs to be clear, transparent, and responsible planning for how they will be repurposed. The Argentine community
has worked too hard to rebuild and revitalize itself to watch key parts of our neighborhoods fall into neglect. What's also deeply concerning is how New Stanley was treated as an afterthought in this boundary process. We were not aware that our school was to be affected
until just a couple of months ago. The survey used to gather input didn't even include specific questions about New Stanley. >> The only place we could respond was in a general comment box. On top of that, the boundary documents have changed multiple times in just a few months, creating
confusion and frustration for parents and teachers. If the district truly believes that New Stanley's current building is no longer financially stable, then I ask that the dual language program remain as a standalone school with its own building and leadership. The program is unique and the relationships built within it are
crit critical to its success. In closing, I want to remind the schools are more than just buildings. They are ecosystems of relationships between teachers, students, parents, and the community. New Stanley is proof of what happens when the relationships are nurtured. Please don't take away this
from our schools, our teachers, and our community. Thank you. >> Thank you. Um, thank you to everyone that spoke. Thank you for your patience today for remaining until we got through the presentation. Um, a member of our leadership team will reach out to follow up with everyone who has spoken today.
Um, and then we'll report back to the board um, with any additional information. And so would now open the floor for a discussion on the boundary proposal recommendations, the presentation that was shared um and the conversation to board. Miss Brownley Page, >> can we also get a copy?
>> Yes. And I would invite you um everyone that spoke, if you have a copy, you can leave one here uh with Mr. Hansford at the front table. Um and we'll make sure that our board clerk will make copies for everyone and get a copy to the board. You can also email them. If you don't have a paper copy, you can email it to our board clerk and we'll get it
to all board members. Okay. Uh, so board members would now open the floor to the RSP presentation, discussion, questions, feedback on the recommendations. Miss Russell. >> Yeah, >> Dr. Rodriguez, if you would come to the
stand. And I didn't send these questions beforehand. Um, but I think it's important that we all have a a vision of where we're headed, especially as we talk about New Stanley and we talk about the dual language program. And so I
guess my first question for you um is can you walk me through the programmatic changes that are happening at New Stanley? So it is my understanding that K through 2 are dual language program.
There are no set aside classes for K through two because as we grow out the program, those neighborhood students don't attend New Stanley anymore as it currently is. Is that correct?
>> Um, not entirely. So, um, we have dual language at both Francis Willard and New Stanley. Um, the initial idea was to have a strand, which means a school within a school. Um based off of some of the data that we've seen um presented
around enrollment, New Stanley's enrollment holistically is declining. Um so then when we were to look at what a kindergarten cohort would look like, it wouldn't be a full cohort of kindergarteners. It would have been a
one-teacher model. Um, and in order for us to plan for attrition, we um, bump those numbers up to the largest we can get. Um, typically in a dual language program, we see about a 15% attrition rate as the students go through. Both
Francis Willard and New Stanley have not lost students in the programs. We've actually increased New Stanley's enrollment by bringing in other students. So based on the size of the building and the enrollment of students
coming in, we've made a programmatic shift that kindergarten, first grade um are dual language only. Um with students having the opportunity in those two grade levels and any other grade level to go to Emerson. I believe it was a
total of four kindergarten or first graders that went to Emerson that elected not to be in the dual language program. And then there were some siblings that went along. Other than that, all of the rest of the students in the building, including the students that trans including the families that
transport into the dual language program, have elected to be in the program. Second grade this year runs the strand, which is a a traditional track and a dual language track, but based on the size of the building, it's not feasible to run that model all the way
up. Does that clarify that question? Dr. Stoublefield if I missed anything please add. >> No so yes that um answers it but I do want to just separate that from anything that happens with the boundary as the um
if new Stanley remains open. >> It will just be a dual language schools um basically a two section school one >> with dual language a Spanish speaking portion and an English speaking portion.
And can you say the year that that will phase out completely? >> Um 2028 2029 would be the last year that we would have a traditional track and it would only be fifth grade. So that second grade group will move up as a
traditional track until they completely phase out. So then the 2029 2030 dual lang new Stanley would be a fully dual language building with the the co uh two two section model like Dr. Stubblefield says. So that means a Spanish teacher
and an English teacher with their group of kids. >> And I do just want to um add a caveat to that. That's assuming that that host group of traditional kids stay there or other kids moved into that cohort
because if it ever got too low where we could not justify having a class similar to the K1 this year, all of those students uh would more than likely attend Emerson. That's what our plan has been. So, I just wanted to clarify that
so that if New Stanley does remain open, if for some reasons um that group of second graders as they moved up dropped too low, it could happen before 28 29 that >> it doesn't exist like that. So, um just
wanted to clarify >> and that that is hard to predict because that becomes um based off of the the families and what their decisions are. There isn't a trend that we could pull from. Um, and we couldn't look at any other school district or anything like that because it's very unique to the
individual. So, yes, uh, we would love to have a plan in place, but like Dr. Stubblefield said, it's really going to depend on numbers each year. >> Okay. The only other thing I do want to add to that, just so we can clarify it all. Um, as those groups move up, it's
difficult to jump into a dual language program unless you're coming from a dual language program and or if you I I guess there could be some ways to say, "Hey, this student can jump in and be be okay." Um, so it's not like it's a lot
of opportunity for growth as they grow through. Not to say that there aren't opportunities to on board after K1, but it becomes more challenging as they advance in the languages. >> Yep. The content changes and the language changes as they grow. So,
>> yeah. Off the top of your head, do you have an ideal of how well I guess she said you said all except for four are neighborhood. 70% of the student enrollment is from
the neighborhood and 30% is from other from other. We are not at what we would say would be full capacity in the classrooms. Um but that I mean that's just an enrollment thing. >> Okay. Mhm. >> And does
New Stanley staying or the dual language staying at New Stanley improve the lottery process andor opportunities for more students to participate in the program?
>> Um, that's really hard to predict. uh either way like as the program continues and what we see from other programs is that the as the the results come in and the program is effective we will always see the lottery increase. We've seen that um through the last three years
that as more people hear about the program they're more interested in the program. Um but the program itself could go in any building realistically. >> Okay. Are there any educa and this my last question then I'll let other people talk and then I come back to another
part of the boundary conversation. Are there any educational components um that create barriers from staying in the current building versus going to the new building? And I'm thinking of things
such as the crime lab that originally was scheduled to go to another middle school, but unfortunately because of the electrical or the wiring, whatever that whole behind the scenes experiences, those students, we couldn't do it
because of the age of the buildings. As this program progresses, would is there anything that currently presents itself as a barrier in the current building that would be different in a newer building? >> Um, not specific to the program. I mean,
we're using the same curricular resources. It It's the same thing. The kids are just doing learning in Spanish, I think. Um, Yep. >> Yeah. >> Awesome. Mr. Milin, >> I had one quick question. Thank you for your >> absolutely >> explanation. uh you specified there's a
drop in in enrollment. Okay. What's the specified date that you're using to get to the point where you are now when you speak about the drop of enrollment? What where do you what's that beginning date from to where we are now? >> Um it's based off of uh if I understand the question that you're asking it's
based off of the rolling enrollment. So it's that incoming kindergarteners every year. Um it it's the same data that is being presented in the slides that that you guys were just presented. Um HR uses the same information. So we collaborate
with human resources as they allocate teachers um to each building. >> So the drop that you see was begin last year and the year before as well. >> I >> it's been decreasing each year. What I'm saying goes from 2023 24. That's what
I'm asking. Um, I don't know that answer from the top of my head. That would be something for HR to be able to answer, but I >> I'm not going to throw out a guess, but it it's several years. >> Okay. Several. Okay, that's that's good. That's Thank you for the answer. >> Yep. >> Thank you, Dr. Rodriguez. Additional
questions, thoughts, m Miss Brownley Page, >> for the boundary committee. Again, it goes back to what I mentioned earlier. 152 people responded to the survey. What other mediums did you use
to get the feel? Cuz just listening to the parents that are here today, they kind of found out once we were going through the process. >> Yeah. >> I mean, did we go to New Stanley? >> We we did go to New Stanley. Um we did
have a a meeting specifically at New Stanley with the staff in the um parents um regarding that. We also sent it multiple times to multiple people and and I don't disagree with you, some people respond to surveys, some people don't. What we found in just
conversations with building principles and others is um some people uh didn't feel like they were going to be directly impacted, so they didn't weigh in on it. But we sent it multiple times, multiple languages and um did go to New Stanley
and to um and had a meeting for staff and then one for the families and encouraged them to put in whether they support it or not. Whatever their thoughts were, we asked them to put it in the survey um as well. Yeah.
And then the boundary committee meetings, the two community meetings that we had here um two nights were open for we had those in addition to the new Stanley meeting. So there were individuals who came to both uh evenings
um that were here um that provided feedback. what we did find live and in action. Some people they gave the feedback verbally but they didn't choose to fill out the survey. So the survey represents those who actually physically went and filled it out. Some of the
other commentary and the adjustments were made based off of what people said publicly that RSP gathered. But there was not a matrix to say, hey, there were 50 people here and 25 people said this.
If people said stuff, it was shared with the full committee at the follow-up meeting and based off that there were some discussions and some adjustments that um were made. There also was some discussions that things are not reflected in this report cuz this was
the report that the full boundary committee voted on. But after that, we did have conversations or maybe we did talk about like adjusting it so Whittier and Grant could go to Central and not have to go to Rosedale but then go to Harmon. Like those were some things that
came up afterwards that we've talked to RSP about based off that feedback. What would that look like? And we can bring those updates to the board. I don't I may have been lost because I've heard lots of things. The other thing that we talked about was adding an addition to Emerson because knowing and
understanding that whether New Stanley stays open or closed, those students who don't if they move into the New Stanley neighborhood and they can't get into the dual language, like say if a family moved in in fourth grade and that's not their background, we're going to have to
have the capacity for them to go to Emerson or the new school, like just depending on where the boundaries fall. And I don't think that was reflected in this particular uh program. And then just as we were talking about growth because of the opportunities for
development on the south side, we just need to be prepared for growth so that we are not in a position where we're looking at capacity um within the next 10 to 15 years. If we have room to grow, we'll be able to accommodate the growth. And and for
clarity, I just want to make sure that I'm understanding you clearly. I get the capacity to growth. I was there when they did the presentation and showed the numbers and how the population is going to change. So, we're adjusting for that.
But because of the dual program, do we will we still allow the school to be open because of the program and its uniqueness and what it offers? So the dual lang I mean yes the dual language program will exist that's what is
presented to the board to make a decision on do you want new Stanley to remain open then then you would be adjusting what the recommendation of the committee is if you says the new new Stanley will merge um with the new
elementary and Emerson then the boundaries will be adjusted and the dual language program will actually move to the new elementary it then would look more like a the Francis Willard where you have the dual language track and a traditional track. But that's what's
being that's the decision the board uh would make in December. Um after you've had a chance to hear it, give more feedback when you come back in December. That's what you would be voting to determine. >> Okay. Thank you. And and I appreciate
that and I appreciate the gentleman who came up. I know when Sumar was closed and became an academy and the feeling in the community, people were really hurt. And I understand what we're trying to do,
but I think we got to be able to work with people. And sometimes I know we've believed the survey is the instrument, the tool of tools. But we got to figure out another way to do things. Just my opinion, so we can get more people involved. Do I have the answer? No, I
don't. But I think we got to come up with something that 50 152 people out of 21,000. I'm just saying parents with students. I don't know if that's a good representation to do that. Just my opinion. I respect
what we're trying to do. >> Thank you, Miss Brownley Page. Um I and a couple of things. one on the presentation and and for clarity I think uh the recommendation is to start the 2728 school year that may be pushed to
28 29 depending on when the new schools are opening. So I know that was initially what was brought up but that might change to 2829 depending on when the new schools when that um implementation would happen. Um, and then I did want to >> Lopez, I just want to clarify that that
would only be true for the buildings that are being impacted because there are other boundary changes that can happen without the new buildings. And so just wanted to clarify. >> That's that's important. Thank you, Miss Russell, for clarifying. That is
correct. It would happen that would be for the new builds, but the other recommendations for boundary changes would be could be implemented sooner. um 2728. Um the other piece I I did want to um share because I don't know if it came out exactly but I think at the beginning
of the process I do want to state like new Stanley was not on uh on um the in the conversation and I think the boundary committee members who were here can share that right it wasn't uh we were going in with the intent to close any closed new Stanley it was through
the process and conversations happened um and unfortunately as that information got out we weren't on the front end to communicate to your point, Miss Brantley Page, early on with parents and students and staff about, hey, this may happen.
Um, and so at that point, the committee, Miss Russell, Miss Paige, Dr. Stubblefield, we decided to host a meeting at New Stanley, and that's where we had two, one in the day for staff, one in the evening for families or parents or community members. Um, there was some attendance. Was it everyone?
Absolutely not. Could we have done more um to better communicate? to your point, Miss Brownley Page, um there are other methods that we could have done, but I did want to just state that it wasn't from the beginning. Um that it was not on in consideration to close new Stanley. Um it was through the
conversations with the boundary and the other adjustments and the potential to be in a new build. Um that that came forward as a recommendation. >> Miss Russell, >> Mr. Mr. Mil, >> I'm I'm glad you explained that. Listen
to you and Miss Paige and what you just said. Unless it's brought to us now, you just stated who's on that boundary committee, you know, until the individuals come today and what you said until that's brought to us for understanding so I can understand as a
board member, you know, to to see and give my input on it. So, it's all about understanding brought back collectively to us from the boundary committee and hearing the individuals today. so we can gather the information and know where we might miss it at, what we what we need
to do, how to pursue it, and how not to pursue it. That I'm just leave it right there. >> Yeah. Thank you, Mr. Milan. Mr. Russell. >> Yeah. Um I was just going to add um also that I want to acknowledge while the committee did have um the two meetings
at New Stanley um I want to acknowledge um the language in which was used to talk about that meeting. I know that is something that has continually come up. um it was not our intent to um make it
feel like it was a secret or to not be honest or that there was a decision already made and I wrestle with that um as someone who cares deeply about community input. Um, however, I will also, as I am making my departure, also
put some of the onus back on the community because I do feel like this and not in this specific situation, but in community engagement overall. Um, and I've shared this with folks. Um, yeah, surveys are not the best way to get
information, but I will tell you in my time on this board, 150 folks responding to a survey is the highest I've seen when we've had lots of survey opportunities. And then when we host in-person events because that's what people say and we bring food and we have
all these things, we get the same folks and we get um a very small crowd. And so my hope is is that like yes, we can continue to do the things. Um but I also feel like in the last four years we've
tried and we've just not reached people and I'm not afraid to say like tell me what you need. I don't want us to be fighting. I want us to figure out a resolve. Um and so how we do that like completely open to it. We have a board
community engagement policy that like drives how we engage with the community. We've revised our community comment to make sure that you can speak it in your native language. And so I think for me my ask just in general um is to tell us
um what that engagement looks like um what does transparency look like and not just saying the word but tell me what that looks like. um because I feel like we are throwing darts at boards and sometimes we're hitting it and sometimes we're missing it. With that being said,
I also want to be very um blunt and say that I also have lots of financial concerns about um keeping New Stanley open or keeping many of our buildings open that are underutilized.
Um and so I guess one of my asks to Dr. double field between now and the next time that we meet is um title three and title 4 dollars. Um what buildings does that primarily impact? Because that is going to be a reality for this district.
Um as diverse as we are um while we got those dollars back now because agreements and commitments were already made, there is a fear that the way it's currently in the Fed's budget is we won't have those dollars. And so how does that impact buildings? Because as
much as I'd love to say yes, I want to keep that culture together, there is a higher power than me and the seven of us on this seat who is saying no, you can't do that. And I think that is a critical piece that this board is going to have to look at. And then lastly,
um my good friend Doug, um I'd also just like to look at the maintenance. I have heard many comments before. Um we heard it from Argentine like we continue to put band-aids on these very very old buildings and what does
that do for staff? Both your health, your well-being and your ability to walk and play and run in these buildings just as though you have a new building. And so um those are things that I think should be a part of this decision. I again I agree empathy is good but
collaboration is so much better. Um and so I look forward to continuing to have this conversation with you all to be candid with all of the folks in the community to really hopefully get to a resolve where we all feel like we're on a positive path forward. So thank you.
>> Thank you Miss Russell. Yes, Miss Brownley Page. >> Just a short response. I think we got to continue to work on trust. You know, we're putting blame on the community. I don't think that's all on them. It it goes around. So, we got
to do a better job of building trust so that people will want to come in and and and work with us. I'm just saying we got some of the blame, too. And I'm not going to put it on all on the parents, but we have a responsibility. It works
both ways that once we can work on the trust that hopefully people will come. >> Thank you, Miss Brownley Page. I do have a another question for boundary. Um, and maybe Dr.
Stubblefield, Mr. Martin can respond. I think Dr. Stubblefield can respond around it. and you mentioned it and I think it was in the presentation just around the grant and wittier conversation um having both of those schools at um central and not splitting
>> grant to central and wittier to roed that's something we're still we're considering looking at >> so we did late share that with RSP after we had gotten the this presentation so in the December 1st presentation we'll have that updated and what that looks
like so the board can vote we'll get it to board members prior to the meeting so you're not seeing it the night before but we'll just say this is what it means for like the um Douglas Banaker that whole corridor um so um who goes where
so we'll share that as well >> so I'm just going to uh utilize this as a teaching moment for ourselves and so what this means if we were to go this route where Grant and Whittier both go to central means that one of them is
going to a different high school. Correct. >> Well, it depends on where they live. >> So I So I guess my non because here we have now made it through this entire process and that's not what we talked about. And so how do we engage folks and
making sure that they don't feel like we change something after we've already seen this? And so I I'm just trying to make sure we do our due diligence. So this doesn't become a spiral of well >> now now you've changed.
>> So currently in the proposal Whittier would go to Rosedale into Harmon. We did hear and currently Grant goes to Rosedale into Harmon. It they were flip-flopped. So, we did hear from it maybe not be captured in the survey that
the wittier community which the right now sits right next to Central and when the bond was passed there was an assumption. It didn't say they assumed that their students would be going to the new middle school. So, based off of
that feedback, we're saying, "Okay, if we adjust the boundaries, they go to the new middle school." depending on your address. There's no because the bigger other collective was to keep wine dot under 1,600 or whatever the number is.
Somebody has to go to Harmon for high school. So >> that somebody if that somebody is only >> if that somebody is only the grant students who would originally go to Harmon and those somebody's aren't the
wittier students who would think they would go to Central and then to >> like yes >> then that would that would be the group that I would want to make sure got the if it would change from >> and I don't know if it'll be holistically Grant or Rittier. I think
it will depend on >> an address. Like I don't cuz we they haven't done that. So it's not necessarily all of Grant or all of Whittier or I don't know if it's all of Grant. Like that's what we'll find out between here and now. The other gift
that we have like before the December 1st is none of this would go into effect until the 2728 school year. So the board has options on the first. You can say pause on this, move forward with this,
don't change this, but you still in a year can come back and say you're going to change it because it's 20. We need next year to be able to communicate to say this is how you're impacted. But that caveat, we can have that information. And you may say, "Hey, we
don't Whittier's going to um Rosedale and then Harmon and the Whittier community may come and say, "Hey, we know it was on there, but you didn't explicitly come and tell us we're not going to Central." Like, there are just a lot of moving parts to that. So,
that's where we are. Yeah. >> Thank you. >> Thank you. Additional questions, thoughts. See Rob coming to the podium. I and I'll just sum up a little bit of what I heard too. I think one of the lessons learned that several board members have shared is how do we make sure that we
communicate um all of this information to those that are being impacted especially but just to the community as a whole so that everyone has an understanding especially when we're taking surveys or having conversations of what that actually means because I think sometimes some of that gets lost in technical jargon and uh that's kind
of what I've heard right is that if we can be a little bit more explicit on how people will be impacted how communities are being impacted um so that we all have the same understanding. And so whatever decisions the board makes, not today, but in the future, making sure that we are finding ways to effectively
communicate whether it's in person or and or in other ways so that everyone has a solid understanding of how we're moving forward. So Rob, >> well said. And just for the benefit of those tuning into this um presentation,
what was presented tonight or this afternoon was to honor what the committee had done. So that the ask that Dr. stubblefield you as a board or what you've heard this afternoon what I would bequeath to you is go back to the guiding principles boundary
criteria and then if there's some things that have changed on hey how we want to do the programming or whatnot we explicitly state that so then it helps communicate to those persons that maybe were looking at things a little bit differently they understand that and so
I just wanted to circle back of why you received what you received this afternoon. But just like through the process, things were changing to adapt to the different changes. You guys are moving really quick on things. We we tried to move that process, those
committee members that way. Now we're at that point with you, the board. Hey, here's some other considerations. All good. We've seen this before. We'll work to try to address everything that you just said. >> Thank you, Rob. >> Mr. Lopez, I'm sorry. And this is not
specific to this. So I I just want to make sure I say that out loud to those that are here with us. Um I think Miss Russell talked about it a little bit. We have this moving target about communication and it's again not specific to this. So we have received feedback from this board within this
board. Don't do surveys. We need in person. We have in person that doesn't work. So maybe as a board we need to start talking through either when changes are coming, how we as a board collectively want to make sure those are
communicated and or some type of recap come back to us because I feel like we continue to accommodate the various ways and then when we do that you have this moving target. Now you didn't do it this
way. Now you didn't do it that way. Now you and I think the movement target needs to stop. >> Thank you, Miss Clerk. >> Thank you. >> Okay. Um >> I would say my comments. >> So um again, thank you to RSP, Rob,
Jenna, to everyone that spoke. Um board next steps, this will come back potentially at the December 9th meeting um for potential action if it is the will of the board. All right, we will move on with our agenda. Next up is our item eight board policy. Mr. Gohane
get to him here. >> We have three policies. We have three policies are up for third read today. Um two of them have changes from the second read so that you can consider those changes. First up is AUP which is the acceptable
use policy. Uh you recall at the last meeting when we adopted for second read we had received some uh proposed uh language suggestions from uh the uh teachers union that has been uh included in or a version of that has been
included in the um draft policy for third read for consideration by the board. And you'll see that down on I think it's the third page of the document in red. >> Gohan board. This is up for third read. Is there a motion to accept for third
read policy a >> accept what's in the red? Right. >> Correct. Yes. To accept what's >> sir. There a motion to accept for third read policy AUP. >> So moved. >> So >> moved. Is there a second? Seconded by Miss Russell. And then Miss Russell, go
ahead. >> The one that I Where did you say the changes from NEA were added >> on the third page under lost or andor damaged assigned devices? >> Lopez in the red. Keep scrolling down.
Page page three. It's Rachel. You got it. >> Additional questions. I want to make sure you have the time to look at it. Additional questions on policy AUP.
I can I ask a question real quick >> and I'm sorry I did not send this ahead of time. Um several >> um let's see how do I want to say this. >> I have been asked a few times and Dr. Stubblefield maybe this is since this will if this passes as our policy like
what's best practice some staff members have mentioned we understand personal devices should not be used but not everyone has access to district um equipment and I don't know if that's true or not. I'm I'm not here to say yes or no, but there have been questions that have come my way around like how do
we engage? We know that photography is a big part of today's world. And so and and I and I'm not the person to say it's needed here, it's not needed here, but just thinking about that if this policy passes for >> so it was discussed when the policy originally
passed and we talked about those groups that have iPads and those sorts of things. And then there was even discussion around like the whole point of it is for the protection of the individual. Great. And if you're using your personal device, if something happens, your personal device can be
confiscated core and all of those things. So, it's something that school districts navigate all along. But that is something they probably should if they are running into unique um circumstances, reach out to their administrators or um the EDS of schools
or our team and we can navigate it. there are things and devices available to different individuals just depending on the capacity of their job and yeah >> I think that's what probably will have to be reiterated continuously to staff as people are coming in to the doors
>> but what we discourage people for doing on their personal devices is community communicating directly with students taking pictures that are not related because those are the things that will put staff in compromising positions. So those are the things that we're saying
we have avenues platforms to do that and here is how and if you choose to do it and something happens there are um things that they'll have to navigate around that. Yeah. >> Thank you. >> Miss Brley Page.
>> Will staff have to sign off on this? >> They do. Uh I mean they signed the acceptable use policy annually and they and we've n the only thing this policy has passed staff has been signing it. It it was the additional language around
loss or damage because the district was incurring thousands and thousands of dollars hundred thousands of dollars for lo because we didn't have any policy on it. So it's to say to staff we have policy for students and their fees. We didn't
have it for staff. So if a staff member lost a device, we were just paying for it. If if it's so th that's the only part that is added to it and we'll continue to navigate unique circumstances like if it was stolen and was out of their control. We're not
necessarily saying you like somebody breaking your car and steal it, but if you like threw it across the room because of something, you need to pay for it. Not to say that's happening, but those are extreme examples. >> Got it. So, we'll go back and they'll
have to resign on that part that's not on the original. >> This would we haven't talked about that, but I think we've been communicating to staff for a while that this was coming to the board for approval. So, I don't honestly I don't know the ins and out
about the updated component whether they sign or don't sign. Signing is is acknowledging that you aware. Not signing it does not exempt you from being aware like you don't sign it doesn't mean that's what I was concerned because >> yeah we'll push it out and we'll say
>> they didn't know >> right but we'll make we'll share it with building principles they'll share it out if you choose not to sign it doesn't exempt you from any of the board policies or laws that exist. Yeah. >> Thank you.
>> Thank you. Additional questions. Miss Russell, >> there was something that she said that just made me think um not a hill I'm going to die on, but you said staff don't have to pay for replacements for accidents.
>> I I I may be speaking out of I was giving there are some unique circumstances. So, >> well, I just wanted to advocate that we wholeheartedly make our students pay for damaged devices or charger replacements. So, I think that's saying >> it would be consistent. I'm saying like
if a student was walking down a street and somebody robbed them, we would not make them pay for it. Similar to staff, but if you lose it or is it just carelessness, we would do the same. Yes. >> Yeah. >> Thank you. >> We'll be consistent.
>> All right. If there are no other questions on this, there's a motion and a second on the floor. Miss Downing. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Yolanda Clark. >> Yolanda Clark. Yes. Randy Lopez. >> Randy Lopez. Yes. Robert Milin Jr. >> Milin Jr. Yes.
>> Rachel Russell. >> Rachel Russell. Yes. >> Dr. Wyn. >> Dr. W. Yes. >> Next policy uh up for third read is the student voice policy. There are no changes from the second read on this one. >> So moved.
>> Second. >> Moved and second to accept for third read the policy on student voice. Any questions? Discussion. Miss Downing. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Yolanda Clark.
>> Yolanda Clark. Yes. >> Randy Lopez. >> Randy. Yes. >> Robert Milin Jr. >> Robert Milin Jr. Yes. >> Rachel Russell. >> Rachel Russell. Yes. But I also want to say that I'm so glad and so grateful that uh I was able to bring this from
one of my learnings. and just to really hit on the fact that this district is committed to hearing from students um and really look forward to what this policy a has already started but things we've done long before this and then
what we will continue to do to engage our students. Thank you >> Dr. Wyn. >> Dr. W. Yes. >> Thank you. And then the last policy we have up for third read today is policy BCE which is board and community engagement. Uh this
is the one where we made the change uh to make it clear that uh the the two special meetings per year is a minimum not necessarily a limitation. So the language added from second read to third
read is at minimum. >> Thank you. Is there a motion to accept for third read policy BCE? >> So moved. >> Second. >> Moved and seconded. Any questions or discussion >> at a minimum. >> All right. Miss Downing. >> No. >> Wanda Brownley Page.
>> Wanda Brownley Page. Yes. >> Yolanda Clark. >> Yanda Clark. Yes. >> Randy Lopez. >> Randy Lopez. Yes. >> Robert Milin Jr. >> Robert Milin Jr. Yes. >> Rachel Russell. >> Rachel Russell. Yes. >> And Dr. W.
Dr. Williams. >> Right. Thank you, board. Okay. Next, we will hear from our superintendent of schools, Dr. Anna Stubblefield. >> The morning and afternoon are well spent. The only thing that I will share is as we engage in the strategic
planning process. I do encourage um everyone to participate um in the survey that staff, students, community members, parents, whomever is an opportunity for us to address some of the things that may have come up today as well as to
build on those great things happening. One of which you will hear um about in our maybe in our next academic report. We did um get our final graduation rate from last year and it is 80.6%. 6% which is the highest that has been since
graduation rate has been recorded within the district. So, thank you to all of our high school principles and all of the eds of schools and our elementary principles and our middle school principles for making sure that we're doing things to keep our students
engaged. Thank you. >> Thank you, Dr. Stubblefield. Just a couple of items for me. U clap. >> Oh, yeah. Let's that's great. Thank you. 8 Z. >> Hey, I'm done. >> Maybe.
>> Thank you. Um, just a couple of quick items. Again, I just want to recognize and thank say thank you to all of our veterans out there um for your service. Um, so really appreciate and thank you for everyone who is giving and uh also special shout out to our students, many
many of whom we see at graduation who sign up to enter one of the armed uh services. And so thank you and uh to our students and their families and to all who serve. Um thank you for what you do. Um I did just want to give a quick shout out to those who help with the college fair that took place a few weeks ago.
Thank you to everyone. It was a lot of work. It's great to see those students coming through and getting information about college and what's next for them. Special shout out to Lisa Martinez. I know she works super hard on that. Um and to the entire team. Um great job. It was great to to see and to feel the
energy in that room. Um, I do just, you know, I know this meeting was filled with emotions. I I want to bring back um and continue with the positive emotion that we started with at the beginning of the meeting. There's so much to celebrate in Kansas City, Kansas public schools, and I want to continue to make sure that that's front and center. Yes,
we have room to grow. Yes, we have room to do better. Um, but there are some things that we can continue to celebrate, points of pride that we lift up and that we should celebrate as a district, just like our continued increase in our graduation rate, our continued increase in our diploma plus rate, and so many positive things that
we're doing both here and out in the community, celebrating our veterans who we can give honorary um, degrees to, celebrating our students of the month and our scholars and our employees and their families. I just want to make sure that we as we continue to move forward, we remind ourselves of why we're here
and why we make decisions that we make is for our students, for those scholars, for those kiddos that we serve, those 21 22,000 students um that we we we lift up and we celebrate those successes because there's so much that can drag us down. But if we can remember to celebrate
those moments where we do make some achievements, um again, I'll be the first to tell you we've got room to grow. But we should also celebrate those points of pride. Um, and then I do just want to say congratulations to all of those who were elected this past election cycle, Miss Brownley Page, and
to our two newly um, elected board members that will be joining us in January. To everyone else, and thank you to everyone who ran. We need more people to run. Uh, we need more more um engagement in the democratic process. And so I I applaud anyone who decides to
run. um whether you win or lose at the end of the day, you have already won by signing up and putting yourself out there to run. So, thank you to everyone who has run. Congratulations to those that were elected, Miss Brownley Page. Um and then on a personal note, I was going to save till December, but I do just want to say thank you to Miss
Rachel Russell um for your service and we'll you're not gone yet. Um so, you've got a lot of work to do, but thank you for your work and uh congratulations to you. And on a personal note, I do just want to say like I am a much better board member because of you. And I just want to thank you for continuing to push
us to keep students front and center and to make sure that we're doing making decisions that are best for our kids. So I appreciate you. I value you and I'm a much better board member because of you and we've been able to accomplish a lot with you and as a team. Um the six and seven of us at one point um we continue
to work together to make sure that we um are doing what's best for the district and for our scholars. and I just wanted to make sure to say that publicly for you um because I do feel that I have grown as well as a board member and as a person because of you. So, thank you, Miss Russell, for all that you have done for our district. So,
>> we'll open up to any other board members who want to share anything, Miss Brownley Page. >> Uh I want to say first of all, thank you. Thank you for those who voted for me and even those who voted against me. It makes me work harder to try to do
better. And then secondly, I attended the governor's budget meeting. I thought she did a phenomenal job and the fact that she made sure that residents of Kansas who received SNAP, they were able to get theirs and that's important and
that's something we can all if you can give or contribute somewhere, we need to help if you can. I realize people are struggling. And then on Thursday the 13th, the academic committee is meeting from 5 to 6:00. So if you have some
time, please come out and support and we need to hear from you. And we're trying to make parents aware of the different departments that we have and how we are doing some good things. We still have issues, but they need to know. A lot of
people say they don't know about diploma plus still or they don't know about the welcoming center. So that's something we're trying to work on. Make them aware, have presentations, and then whatever else we can do to help our
students be the best because every school can be Sar. It just doesn't stop there. Thank you. >> Thank you, Miss Brownley Page. Miss Russell. No, I will keep mine very short and brief today. Uh, next month I'll be
longer. I may need 15 minutes. No, but um I just wanted to offer my sincere thank you um to be able to be in this position um be in this role and all of the folks who have been a part of my journey. Um I know I'm a fiery hot red
head sometimes. Um, but I just appreciate people being willing to open up um their experiences and their minds to do things differently. Um, but I also want to publicly notate um that I'm just
really really grateful for all of those who reached out, who shared kind words um and who have really been inspired by my leadership because um I think that's a part of the journey is um knowing that you can do hard things but also knowing
that there is a crowd of people behind me who support me and love me. Um, and so it didn't go the way I had hoped or wanted. Um, but I'm excited to hold my head up high and finish this time um,
with lots of exciting things as we wrap up this semester of the school year. Thank you. >> Thank you, Miss Russell. >> Okay, if there's nothing else, I I she could just come in doing a backflip at any moment. So, I also just want to say
congratulations to Mayor Elect Crystal Watson. um for your election as well. Um we are very excited for your leadership and to see you move forward um into that. You've been a great part of the district and the leadership here. So we are excited for you. With that uh board,
we will um go into executive session. Dr. Wyn, I know you're online. I've emailed you a link for executive session. So it should be in your email. If you don't see it, let me know and we'll make sure to um email it to you again or text it to you. Um so now I would entertain a motion to recess to
executive session for personnel to discuss matters of non-elected personnel in order to protect the privacy interests of parties involved under coma uh with potential action to follow to include Dr. Stubblefield, Mr. Gohane, Dr. Pgram uh Mr. Hansford and
>> Dr. Prim. >> Dr. Prim. >> Mhm. >> For 5 minutes going in at uh 142. >> So moved. >> Second. >> Moved and seconded. Miss Downing.
>> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez. >> Randy. Yes. >> Robert Milin Jr. >> Milin Jr. Yes. >> Rachel Russell. >> Rachel Russell. Yes. >> And Dr. Wyn. >> Dr. W. Yes.
>> Thank you. Hey, hey hey. Heat. Hey, Heat. Dink. Day. Heat. Heat. Heat. Hey, Heat. Hey, hey hey.
Come on. Come on. Hey guy. Heat. Heat. Yes, I can. >> Okay. Uh, motion to return to open session please. >> Okay. Hold on a second. >> Moved by Miss Clark, seconded by Mr.
Milin. Sorry. >> Okay. >> Are we good? >> Yes. >> Okay. Seconded. Uh, Miss Downing. Go ahead. >> Wanda Brownley Page. >> Brownley Page. Yes. >> Yolanda Clark. >> Yanda Clark. Yes. >> Randy Lopez.
>> Randy Lopez. Yes. >> Robert Milin Jr. >> Robert Mil Jr. Yes. >> Rachel Russell. >> Rachel Russell. Yes. >> Dr. W. >> Okay. Uh motion to recess to executive session for cons consultation with the
attorney on matters which would be deemed privilege in the attorney client relationship under coma to include Dr. Stubblefield, Mr. Gohane, Dr. Pgram for five minutes going in at 149. >> Moved by Miss Russell, seconded by Mr.
Milin, Miss Downing >> Wanda Brownley Page. >> Yolanda Clark. >> Yolanda Clark. Yes. Randy Lopez. >> Randy, yes. >> Robert Milin Jr. >> Milin Jr. Yes. >> Rachel Russell.
>> Rachel Russell. Yes. >> Dr. Win. >> Thank you. >> Welcome. Thank you. Heat. Heat. Heat. Heat. Come on. Come on. Heat. Heat.
Heat. Heat. Come on. Come on. Heat. Heat. over here. >> Are we returning? >> We uh motion to return to open session, please. Okay.
>> Moved by Miss Russell, seconded by Miss Clark, Miss Downey. Wanda Brownley Page. >> Yolanda Clark. >> Clark. Yes. >> Randy Lopez. >> Randy. Yes. >> Robert Milin Jr. >> Milin Jr. Yes.
>> Rachel Russell. >> Rachel Russell. >> Rachel Russell here. >> Dr. Wyn. >> Dr. W. Yes. >> Awesome. >> All right. Uh motion to recess to executive session for consultation with the attorney on matters which would be
deemed privilege in the attorney client relationship under coma to include uh Mr. Milin um I'm sorry Dr. Stubblefield Mr. Gohane Mr. Hansford and Dr. Prim for
how long? >> For 10 minutes going in at a 158. um for 10 minutes with potential action to follow. >> Second. >> Moved and seconded. Moved by Miss Clark,
seconded by Miss Russell, Miss Downing. >> Wanda Brownley Page. >> I couldn't hear that. Miss Paige. >> Paige. She couldn't hear you. I'm sorry. >> Oh, yes. >> Okay. Yolanda Clark. >> Clark. Yes. >> Randy Lopez. >> Randy. Yes.
>> Robert Milin Jr. Junior. Yes. >> Rachel Russell. >> Rachel Russell. Yes. >> Dr. Win. >> Dr. Win. Yes. >> Thank you. Heat. Hey, heat. Hey, heat. Heat. Heat. Heat. Hey, heat. Hey, heat.
Come on. Come on. Hey, hey hey. Heat. Hey, Heat. Hey, hey hey. Come on. Hey, hey hey.
Heat. Heat. Hey, hey hey. Heat. Heat. Hey, hey hey. Hey, hey hey. Heat. Heat. Moved by Miss Clark, seconded by Mr.
Milin, Miss D. >> Wanda Brownley Page. Wanda Brownley Page. >> She said yes. >> Yolanda Clark. >> Clark. Yes. >> Randy Lopez. >> Randy. Yes. >> Robert Milin Jr. >> Mil Junior. Yes. >> Rachel Russell.
>> Rachel Russell. Yes. >> Dr. Wyn. >> Dr. W. Yes. >> Motion to recess to executive session to discuss matters of non-elected personnel in order to protect the privacy interests of parties involved under KMA to include Dr. Stubblefield and Mr.
Gohane for 10 minutes going in at 209. >> Moved by Miss Clark. >> Second. >> Seconded by Mr. Milin. Miss Downing. >> Wanda Brownley Page. >> Yolanda Clark. >> Clark. Yes.
>> Randy Lopez. >> Randy. Yes. >> Robert Milin Jr. >> Milin Jr. Yes. >> Rachel Russell. >> Rachel Russell. Yes. >> Dr. W. Dr. Win. Yes. >> Thank you. I'm going to keep it.
Come on. Heat. Come on. Come on. Heat. Heat. Heat. Heat. N. Heat. Heat. Heat. Heat. Heat. Heat. Ah,
heat. Heat. Heat. Hey, hey hey. Moved by Miss Russell, seconded by Miss Clark. Miss Down. Go ahead. >> Wanda Wanda Brownley Page. >> Wanda Brownley Page. Yes.
>> I couldn't quite hear her. >> She said yes. >> Okay. Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez. >> Randy. Yes. >> Robert Milin Jr. >> Mil Jr. Yes. Rachel Russell. >> Rachel Russell. Yes. >> And Dr. Wyn.
>> Dr. W. Yes. >> Thank you. >> All right. Motion to recess to executive session to discuss matters of non-elected personnel in order to protect the privacy interests of parties involved under KOMA to include Mr. Gohane, Dr. Jones for
seven minutes. 10 minutes >> for seven minutes. Going in at 221. >> Second. >> Moved by Miss Clark. Seconded by Miss Russell, Miss Downing. >> Wanda Brownley Page.
>> Brownley Page. Yes. >> Dela Clark. >> Clark. Yes. >> Randy Lopez. >> Randy Lopez. Yes. >> Robert Milin Jr. >> Mil Jr. Yes. >> Rachel Russell. >> Rachel Russell. Yes. >> And Dr. Win.
>> Dr. Yes. >> Thank you. Ah, heat. Heat. Heat. Nah. Hey hey hey. down. He Heat. Heat.
Hey, hey, hey. Heat. Heat. down. I feel Come on. Hey. Heat. Heat. Hey,
hey hey. Heat. Heat. Heat. Heat. N. Hey hey hey. discussion please. >> Okay. >> Move second. >> Moved by Miss Clark, seconded by Miss Russell, Miss Downing, >> Wanda Brownley Page.
>> Brownley Page. >> Wanda Clark. Yes. Randy Lopez. >> Andy, yes. >> Robert Milin Jr. >> Milin Jr. Yes. >> Rachel Russell. >> Rachel Russell. Yes. >> Dr. Win.
>> Okay. Motion to recess to executive session for consultation with the attorney on matters which would be deemed privilege in the attorney client relationship under coma to include Dr. Jones, Dr. Stubblefield, Mr. Goane for seven minutes. For seven minutes going
in at 2:34. >> Moved by Miss Clark. Seconded by Miss Russell, Miss Downey. >> Wanda Brownley Page. >> Yolanda Brownley Page. Yes. >> Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez. >> Randy. Yes.
>> Robert Milin Jr. >> Mil Jr. Yes. >> Rachel Russell. >> Rachel Russell. Yes. >> Dr. Win. >> Thank you. >> You're welcome. Ah,
heat. Come on. Yeah. Hey, hey hey. Hey, hey hey. Yeah. Heat. Hey,
hey hey. Good morning. Good morning. Hey, hey hey. Heat. Heat. Heat. Heat. Heat. Heat. Ah, heat.
Good morning. Heat. Heat. Hey, hey hey. Hey, hey hey. Heat. Heat. Hey, hey hey.
Heat. Heat. Good morning. Hey, hey hey. Hey, hey hey. Motion to return to open session, please. >> Moved. >> Moved and seconded. Miss Downing.
>> Wanda Brownley. Page. >> Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez. >> Randy Lopez. Yes, >> Robert Milin Jr. >> Robert Mil Jr. Yes, >> Rachel Russell. >> Rachel Russell. Yes, >> Dr. W.
>> Thank you. We are back in open session. Is there a motion to approve the hearing officer's report and recommendation? >> So move. >> Second. >> Moved and seconded. Any questions or discussion? Miss Downing.
>> Wanda Brownley Page. Yolanda Clark. >> Yolanda Clark. Yes. >> Ry Lopez. >> Andy Lopez. Yes. >> Robert Milin Jr. >> Junior. Yes. >> Rachel Russell. >> Rachel Russell. Yes. >> And Dr. Wyn.
>> There. A motion to approve uh the joint prosecution and allocation agreement with Travelers Insurance. >> So moved. >> Second. >> Seconded. Questions? Downing? Wanda Brownley Page Yolanda Clark. Yes.
>> Randy Lopez. >> Randy Lopez. Yes. >> Robert Milin Jr. >> Milin Jr. Yes. >> Rachel Russell. >> Rachel Russell. Yes. >> Dr. Win. >> Thank you everyone. Thank you board. Um and with that have a great rest of
voted on both. >> Rachel doesn't want the meeting to end. Thank Thank you everybody. With that, this meeting is adjourned. Have a great afternoon. >> Hit your camera. Hey hey hey.