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Good afternoon everyone. Good afternoon. We're going to go ahead and call our regularly scheduled board meeting to order. It is 400 p.m. on Tuesday, August 26th. Welcome. Thank you for joining us. Uh, thank you board colleagues, Dr. Stubblefield. To all of our staff that are present and guests that are present
in person or online, welcome. Thanks for being here with us. As we do at every board meeting, I read our board norms and protocols. We agree to respect differences of opinions and 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 a superintendent or each other when conducting official business of the district. read these norms at the beginning of each board meeting and at board workshops as a reminder of how to conduct our meetings to continually selfcheck to determine if we're following our norms when conducting
district business. Again, welcome. Thank you for joining us. Miss Smith, roll call, please. Yolanda Clark. Yolanda Clark, present. Randy Lopez, Randy, present. Robert Milin, Jr. Wanda Brownley Page. Wanda Brownley Page, present. Rachel Russell. Rachel Russell, present. Dr. W.
Dr. W, present. Thank you. Thank you, board. Um, is there a motion to approve today's regular agenda? So moved. Second. Moved and seconded. Any questions or discussion? Miss Smith. Yolanda Clark. Yolanda Clark. Yes. Randy Lopez. Randy. Yes.
Robert Milin Jr. Wanda Brownley Page. Wanda Brownley Page. Yes. Rachel Russell. Rachel Russell. Yes. Dr. W. Dr. W. Yes. Thank you. All right. Thank you. Okay. Board. Um, we're going to go right into our agenda. first would entertain a motion to recess
to executive session to discuss matters on which on non-elected personnel to protect the privacy interests of parties involved under coma to include Dr. Stubblefield, Mr. Gohane, Dr. Pigram, Mr. Hansford, and Dr. Jones. So, for I'm sorry, for five minutes going in
at 404. So moved. Second. Moved and seconded. Questions? Miss Smith? Yolanda Clark. Yolanda Clark. Yes. Randy Lopez. Randy. Yes. Wanda Brownley Page. Wanda Brownley Page. Yes. Rachel Russell.
Rachel Russell. Yes. Dr. Win. Dr. Yes. Thank you. Thank you. [Music]
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Hold on. Just um Robert Milin Jr. Yes. Thank you. Thank you. All right. uh motion to recess to executive session for consultation with the attorney on matters which would be deemed privileged in the attorney client relationship under coma to include Dr. Stubblefield,
Mr. Gohane, Dr. Jones, Mr. Hansford and Dr. Prim going in at 4:15 for 10 minutes. So move moved by Miss Russell seconded by Miss Brownley Page. Miss Smith Yolanda Clark yes
Randy Lopez Randy yes Robert Milin Jr. Mil Jr. Yes. Wanda Brownley Page Rachel Russell Russell. Yes. Dr. W. Thank you. Thank you.
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There a motion to return to open session. Miss moved by Miss Clark. Seconded by Dr. Win. Miss Smith. Yolanda Clark. Yolanda Clark. Yes. Randy Lopez. Randy. Yes. Robert Milin Jr. Milin Jr. Yes.
Wanda Brownley Page. Wanda Brownley Page. Yes. Rachel Russell. Russell. Yes. Dr. W. Thank you. Motion to recess to executive session for consultation with the attorney on matters which would be deemed privilege in the attorney client relationship under KOMA to include Dr.
Stelfield, Mr. Gohane, Dr. Jones, Mr. Hansford, Dr. Prim for 15 minutes going in at 420 or 428. So move second. Moved by Miss Russell, seconded by Miss Clark. Miss Smith. Yolanda Clark. Yolanda Clark.
Randy Lopez. Randy. Yes. Robert Milin Jr. Robert Milin Jr. Yes. Wanda Brownley Page. Rachel Russell. Rachel Russell. Yes. Dr. W. Thank you.
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session, please. Moved by Miss Russell, seconded by Miss Clark, Miss Smith. Yolanda Clark. Yes. Randy Lopez. Randy. Yes. Robin Milin Jr. Mil Jr. Yes. Wanda Brownley Page.
Rachel Russell. Dr. W. Thank you. Motion to recess to executive session to discuss matters of non-elected personnel in order to protect privacy interests of parties involved in Dacoma, including Dr. Stubblefield, Mr. Gohane, Dr. Jones, Mr.
hands for Dr. Prim going in at 4:50 for 10 minutes. Moved by Miss Russell, seconded by Miss Clark. Miss Smith, did you say 10 minutes? Yes. 10 minutes. Okay. Thank you. Yolanda Clark. Randy Lopez.
Yes. Robert Milin Jr. Mil Jr. Yes. Wanda Brownley Page. Rachel Russell. Russell. Yes. Dr. Win. Thank you. Thank you.
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[Music] Yes. All right. Motion to return to open session, please. So moved. Second. Moved and seconded. Uh questions. Miss Smith. Yolanda Clark. Yolanda Clark. Yes. Randy Lopez. Randy. Yes.
Robert Milin Jr. Robert Mil Jr. Yes. Wanda Brownley Page. Wanda Brownley Page. Yes. Rachel Russell. Rachel Russell. Yes. Dr. Win. Dr. Win. Yes. Thank you. All right. Thank you. Uh thank you all for uh your patience as we got started and just had a couple of technical
difficulties. So, thank you. Um before we continue with the meeting, if you need an interpreter, we do have language interpreters here available um in Spanish and in a few other languages. Please let one of our staff members know and we'll be sure to have language interpretation available for you during
tonight's meeting. So, if you do need an interpreter or notice somebody who needs an interpreter that comes in late, let them let one of our staff persons know and we'll make sure to make that available. Um, so as we get started um continue with our meeting, we're going to board we're
going to move a few things around just so we can get to some of the sections where we do have some guests uh present with us so they don't have to sit around waiting for us all afternoon. Um so but first um item on the agenda that we'll take on and m Miss Smith keep me honest
to make sure I don't miss things uh throughout the evening but first is the organization of the board um and we will have the election for vice president. So if you could pass out the forms election Mr. Milin, I know you are
remote today. Miss Smith will be in communication with you directly. Um, and then you can send your vote to Miss Smith. Thank you. Mr. Milin has sent a text message voting for Miss Paige.
Randy Lopez has voted for Rachel Russell. Rachel Russell has voted for herself. Wanda Brownley Page has voted for herself. Dr. Wyn has voted for Miss Paige and Yolanda Clark has voted for Miss
Russell. So, we have a tie. Okay. Thank you, Miss Smith. Thank you, board. Um we will as mentioned table the vote until the next uh regularly scheduled board meeting. Okay. Uh first on next on our agenda
board um and I'll try to keep everyone on so you're following along. I know we're a little out of order this evening um and the agenda but we will start with recognitions. I'd invite Dr. Jones to the podium um as we have a special recognition evening.
Okay. Good evening, board. Good evening. I wanted to make sure that I bring up the proper information that I have for the actual recognition. I'm sorry
for the delay. I don't want to wing it, but I may have to wing it. Um, we're here to honor Miss Dwanda Dawn, who is an educator at FL Schlaggel High School. She was acknowledged um by a colleague, an individual who nominated her for her
awesome work and the ethics that she presents and what she does in her role as an educator at FL Schlaggel High School. She is a special education educator and she uh was nominated and awarded and recognized as the Blue
Kitches with Character Award. She was the recipient of that. if you will come down. Miss Don, she was recognized for her compassion towards her students. Um the hard work and dedication that she gives every day,
day in and day out to her scholars and how she represents scholars throughout the school of FL Schlaggel High School. As a fellow alum of FL Schlaggel High School, I'm so proud to say that we have an educator such as herself who puts her heart and soul into the work. It is
about the scholars. It's about doing what is best for the scholars. And she is selfless in her work. Her students, her families would tell you that. And even her colleagues would share that with you as well. And we are so happy that the Kansas City Royals recognize
this awesome educator that we get a chance to call a colleague and a friend, none other than Miss Dwanda Dawn from FL Schlaggel High School. Yes, last week she was able to throw out the first pitch in a baseball game. I don't
know how that ended up, but I won't talk about that. But we know that she's going to continue throwing strikes and doing the great things here in KCK and doing what's best for our scholars. So, thank you so much for representing the very best and who we are. Thank you.
[Music] Is that okay? Okay, you're through. You don't have to say anything. Take a quick photo with you if you don't mind. We'll have the board step out and take a quick photo with you. Look at this. [Applause]
Thank you. And again, congratulations to you and to your entire team. Um on this excellent recognition board, we are going to continue next with the consent agenda. Would entertain a motion to approve tonight's consent
agenda. So moved. Sorry. Moved. Is there a second? Second. Moved and seconded. Any questions or discussion hearing? None. Miss Smith. Yolanda Clark. Yolanda Clark. Yes. Randy Lopez. Randy. Yes. Robert Milin Jr.
Mil Jr. Yes. Wanda Brownley Page. Wanda Brownley Page. Yes. Rachel Russell. Rachel Russell. Yes. Dr. W. Dr. W. Yes. Thank you. Carries. Thank you board. Um next board we have our community comment um section where we'll invite um folks who have
signed up. Just a reminder, everyone is welcome to sign up and give comment. You'll have three minutes. Uh please when you come forward, make sure you state your name. Um your time will start at once you begin speaking. I'll let you know when you have about 30 or 45 seconds. Um, I'll try not to interrupt you, but just let you know so you're
getting close to time. Um, and then I'll let you know when your time is up. You'll we'll allow to finish your your statement and then we'll um we'll end your time there. Um, anyone is welcome to give comment. Please sign up no later than the Monday at noon with our board clerk, Miss Smith. Um, and you will be
added to the agenda. I'll call your name up. I apologize if I mispronounce anyone's names. You can tell us uh how to pronounce it uh correctly once you come up. And then um if there is any follow-up that needs to happen, a member of our administrative leadership team will follow up with each individual to
um to see if there what follow-up is available and that will be reported back to the board um as well. So first on our agenda, I'd invite Mr. D WD Young to the podium. And if there are any handouts um that you would like to share with the board,
um please make sure Miss Smith has that and she'll make sure that there are enough copies for every board member and the superintendent. Um and she'll she'll hand those out as well. Oh, she's coming. and make sure you speak in the and I'm sorry, Mr. Young, just if if you when
you come to the podium, make sure you speak into the microphone. You can move the microphone around just so that folks online or in the recording can hear you and everyone in the room can hear you. Good evening, Mr. Young. Thank you for joining us. Okay. Good afternoon. And I know I have only a few minutes to speak on behalf of speaking for the people who live in the
community at 11th and 10th in Haskell. We have a big problem in Burcham Kathers on the map. I don't know if everyone can understand we're talking about traffic that's going west on Haskell which is a one-way street.
This picking up of kids have caused a big problem in the community. Most of the board members have came out. Some needs to come out and see what the problem is. Well, I've been working on this project for three years, but all I've get is okay, we'll see what we can
do. And then all of a sudden, they wanted to try what I had came up with. I suggested that they reroute the kids a different I mean the traffic a different way. You cannot have 72 cars coming down a one-way street that has 26 houses, 16
driveways, and having them line up in the middle of the street and want us to wait an hour and a half to pick up the kids. And then somebody says to me, "Well, what about the kids?" Well, what about the people who live there 30 or 40 years? They cannot get out of their
driveways. There have been arguments. And after a while, there's going to be more upset because we cannot move. Traffic is at a standstill. The city of Kansas City said you cannot have traffic standing in the middle of the street because you want to line up. These
people come an hour and a half to line up to get their kids. I made a suggestion that we put the kids on 11th Street facing south. No, excuse me, facing north. Okay. They tried it for two weeks at the end of the school year.
Then they tried it for one week at the beginning of the school year. Just three weeks. They haven't got the people custom of lining up in the proper direction. So I get a call last before your last school board one hour before the meeting stating Mr. Young, we going
to go back by a general name of Mr. Martin. Mr. Martin said that the school board had voted on that. One minute, Mr. Young. Okay. I said Mr. I asked him who are the school board members. He then I called the school board but they said they had not voted on it. So then I said to my I asked him again then that how did you
come up? He said he made the decision. So now I'm looking at this him and the police made the decision. This here is going to cause a problem. It was on Waverly and something happened. We know what it was. It was shooting over there for having these people come down there on Haskell is not doing us any good
standing in the middle of the street. So I'm I'm asking put it back on 11 Street. Give these people a chance to adjust. I mean they I mean you got to train them to which way you want them to do. You know they're not going to get it the first few weeks until you tell them how to love them. They come from east, west,
north, and south. But having blocked for an hour and a half and you telling us we have to wait on the kids with 80 kids per person, that's not right. I mean that's not doing justice to the community. And I'm I'm feeling like they need to resend this and have it changed back to Le Street again.
Thank you. Thank you, Mr. Young. Are there any questions? Any questions? Um, and this is a one-way. That's what I'm trying to say. When you have a one-way deal, you don't you don't get everything in and you leave us
empty. Next on our agenda, call up Mr. Harvey Lewis. How's everyone? My name is Harvey Lewis. I live on 10th in Haskell. Now, I deal with the traffic every day
except on Wednesdays and I be needing to get to work and they just block the street and they say all kind of crazy things to me and I have to sit there and wait. I done lost three jobs behind this traffic.
Something needs to be done. What's y'all suggestion? Or can we come up with a suggestion where y'all take all the traffic off Haskell or maybe just even half of it. That's it.
Thank you, Mr. Lewis. Next. Next, I'd invite Mr. Lavel Young. [Music] [Music] Hello everybody. My name is Lavell Young. I also stay on 10th and Haskell
and instead of them fixing a problem that it seemed like they push it to another area instead of them fixing it. I was even willing to to go along with uh just like a buffet. When you go through a buffet line, they have it up on both sides so
they can have traffic on Haskell and Wavely to get some of the volume off Haskell. And if they have a problem with that, they could go through alphabetical order. So many people meet in on Wavely side, so many people meet on the Haskell
side cuz like like my buddy that just was up here talking. He lost a couple jobs because he couldn't get to work and that's not I wish we could have got more people to come up here and more people will come up here if that's what it take. I mean because it seem like if we
don't say nothing they just push everything off on us. Excuse me. But that's about all I got to say. Thank you, Mr. Young. Next. Next, I'd invite Avery Norman to the podium.
Good evening, Dr. Stubblefield and members of our school board. Evening. Thank you for giving me the opportunity to speak with you this evening. I am here to inspire you to vote yes on exceeding revenue neutrality.
$8.4 million. That's a lot of money. That's what is available to us by exceeding neutrality. Think about what that means to our KCKPS community. Think of the opportunities we
can give our students, staff, and families. Think of the KCK residents employed by our district whose jobs depend on the funding. Think of the children whose lives are made better by each of our employees every single day.
Think of the programs, enhanced equipment, experiences, and chances we can give our students. Now, I'm a positive person, and I am painting a very positive picture here. This picture, frankly, it gives me hope.
It gives me hope for the future of KCK. Hope for the journeys each of my kindergarten through fifth grade students are on. I am lucky to teach in a building where I feel safe, protected, and supported. Fully funding our district makes safety,
support, and protection possible. As elected board members, your duty is to act in the best interest of each student, family, and staff member you represent. Voting to exceed neutrality shows the community you truly want what's best for us. Again, I urge you to
imagine the benefits, to think of what's possible, not what we have to do without. Thank you in advance for voting to do what's right by our students, families, and community. Thank you. Thank you. Next, I'll invite Miss Avery Gomez.
Can you guys hear me? You can move it down a little bit. Yeah, there you go. Sorry, guys. Being four foot tall has its, you know, benefits. Okay, is that good? Uh, thank you. Um, I know that much has been said about the upcoming revenue
neutral vote and that you guys have had to look at a lot of numbers before making any decisions. There's a lot more to this decision than numbers alone. It is a decision that affects the community, my community, that is made up of people and families. Families that would be affected by the decision in
ways that you may not even know. Let me paint you a picture by using myself as an example. If funding becomes tight in the district, we have to cut programs and non-contract workers like my classified friends and I. If I were to lose my job, I would not only lose my income and my family would struggle, but
I would also lose my scholarship at WSU through the TAP program that is funded by our district. I would have to make the decision to go into debt to finish my degree or drop out. And the truth is is that most likely I would have to drop. I lose even more when you consider
the people who would no longer be in my life and the support that I would lose. But I would like to touch more on how this would affect my family personally because this isn't a little thing for me. As a classified employee, I do not make a living wage and losing the pennies I bring home would be detrimental for my family because
staying afloat is something we can barely do now. My children may have to wonder where the next meal will come from and go without the small things that make their childhoods fun, like the bubbles for their bath or new backpacks each year. When you have so little, the small things mean the
most. This is a reminder that you have a commitment to the community and that that commitment does include your staff. When we talk about cuts, we sometimes mention the missing support in classrooms and how that can affect students. But we continue to fail the mention the to mention the loss of
support when students parents no longer have their jobs in the district. When you cut jobs in the district, you are cutting jobs in the community. Nearly 80% of our classified workers live here in the district and USD 500 is one of the largest employers in the city. I know you understand how large of an
impact you can have, but I want to remind you of all the ways that if that that affects the community and then offer our perspective before you vote on this important issue. Thank you. Thank you. [Applause]
Let's now call up Mr. Dom. Rosa. Good evening, Dr. Toefield and the board of education members. Evening. Thank you for the opportunity to speak again on behalf of our students, our families, and our staff. As you prepare to vote on whether to exceed the revenue
neutral rate or adjust the mill levy, I would like to raise one central question. How will this decision directly impact our classrooms, our services our students rely on and deserve, and our educators? If the district does not
exceed the revenue neutral rate, what programs and supports for our students is the board willing to risk? Will we see a reduction in student transportation, free and reduced lunch programs, field-based learning
opportunities, or staff positions? Will the board reconsider the high cost of outsourcing services versus providing them in-house? The most importantly, how will this decision impact our much needed repairs
and upgrades that ensure safe, healthy, and uninterrupted learning environments for our students and our staff. Our community deserves clear, concrete answers to these questions from the board. And I urge the board to vote in
favor exceeding the revenue neutral rate so that KCKPS can preserve the essentials services, retain the qualified staff, and safeguard opportunities for our students. This step will also give the board greater flexibility when navigating future
budgetary challenges. We cannot allow the short-term financial limits to compromise the long-term successes for our children. Thank you for the leadership, your commitment to public education, and for doing what is best for our students future and for our
community. Thank you. [Applause] Next, we'll invite Mr. Terren Maddox to the podium. I want to recognize a few of the members that are in attendance from the NAACP
education committee. They're actually here with me. Um, good evening school board members, board president Randy Lopez, and Superintendent Dr. Subfield. I am Terrence Maddox and I'm here to address you as the Kansas City, Kansas NAACP branch president and also a member
of our NAACP education committee. First, I'd like to personally invite each of you to our annual Freedom Fund banquet happening October the 4th, 2025 at the Kansas City, Kansas Community College Tech Building. We will send emails with more details. I am here on behalf of our
educational committee who has been meeting regularly to discuss advocacy centered around education and fair and equitable opportunities for families throughout Kansas City, Kansas. Our education committee has made it a collective goal to be more active and visible with both education boards that
serve our community. You will see and hear a lot more of us this upcoming school year. All of our advocacy for students and their families will be solutiondriven. Our education committee seeks to be a liaison for the first and disenfranchised the most disenfranchised families left
out in our community and then also a liaison for the school board to the community providing information about important opportunities and available resources and activities for families and our community. We want to help bridge the widening gap that we see happening between families and the
opportunity to at a fair and equitable quality education. In the month of August, our education committee outlined three things we'd like to advocate for early this school year. While we agreed we need more knowledge centered around those three subjects as it pertains to policy and operations within our tax
funded schools, I still I will still mention two of those three areas of concern tonight. I am limited with time, so I will speed rapidly through our concerns. Concern number one, we're advocating for safe schools and facilities for students and staff throughout our school district. We are
asking all of our schoolboard members to take a safety first approach when drafting policy and during code and conduct planning. We are asking board members to take a look at the dress code standards in the code of conduct manual. We're requesting that skully mask,
hoodies during class, face mask, and any garments covering the face, halter tops, and miniscirts be prohibited from schools and classroom settings. We are requesting school members to enforce policy that prevents students from carrying book bags and fanny packs around the school building all day.
These are now garments used to conceal weapons. Concern number two, emphasis on school spirit. We are advocating for the influx and enhancement of school spirit in all of our schools. We are asking school board members and the superintendent to enforce standards, programs, and activities that promote
school pride and school spirit. We request that all of our high schools have several pep rallies and programs throughout the year that provoke positive engagement and an admiration for the school and learning atmosphere. Thank you for taking the time to hear the concerns and requests of the NAACP
branch 4033 education committee. We pray that you and all the staff and the students throughout the entire Kansas City Kansas School District will have a prosperous and successful school year. We'll see you soon. Thank you so much, Mr. Maddox. Mr. Mr. Maddox, I can anticipate and heard uh
can we get a copy of your remarks if you wouldn't mind sending it looked like you were reading or you just had a really great speech prepared in your heart. Um but if you wouldn't mind sending your comments to Miss Smith and we'll make sure to circulate that to the full board. I'll make sure I send it. Thank you so much.
Did you have a question? Next on our agenda, I'd call up Miss Pamela Pen Hicks. No, that's what I was crying. Before I get started, may I share something? Miss Smith.
So I am Pamela Penn Hicks and as a community advocate here in Wand dot people reach out to share information with me. Last school year and again this school year, I have received calls, pictures, and emails about the quality of the meals being served to our
students. So many of our families are struggling to afford food. They really count on their children receiving a nutritious meal at school, but students are reporting that the food is unappetizing and in some cases making them sick. Imagine going seven hours
without a good meal if you haven't had breakfast. Well, pictures are worth a thousand words. And those pictures that I just passed out to you confirm what the students are saying, what some of their parents are sharing with me. The comments I've received range from, "They
are feeding our children prison food to I wouldn't serve that to my dog." We know that kids don't always make the right food choices, turning down fruit, salads, and vegetables for fast food type meals. But as parents, we know we have to be creative. including
vegetables and pasta or grated carrots and meatloaf are one way to make sure that meals are balanced. Many of us eat with our eyes before we put food in our mouth. So making food attractive is also important. If the goal is to improve academic achievement, then proper
nutrition is an essential part. The brain needs to be fed and the stomach is part of the equation. The community is asking the school district to provide quality nutrition to all students and give our children an opportunity to excel.
Another concern that I want to address is the lack of a comprehensive emergency plan for when our students, teachers, and staff are displaced due to a situation like the Arrowhead fires. I want to applaud the teachers, students, and staff for making the best out of the
situation. While a temporary site at homefield was secured, there was no comprehensive plan for supplies and support to make the situation better. Students and teachers were sitting on the floor. There was no office equipment and basic supplies were not available.
At the college, while the school setup and the supply situation was better, I was able to walk in off the street without a challenge. I went there to volunteer to assist children to make sure they got to the bathroom safely. College students were able to come down the stairs because there was no signage
informing them otherwise. There was one adult I observed trying to direct students using the outdoor bathrooms, but no adults at the door to make sure they return to their classroom. An emergency plan needs to be developed that is well thought out, has supplier lists, covers the needs of students and
teachers, and reduces the stress of disruption and displacement. I hope that after having gone through this twice in less than a year that a district team will develop a protocol for emergencies that is adaptable and effective. Thank you.
[Applause] Thank you, Miss and Hicks. Just make sure next uh Miss Sydney Williams and I would um just remind um all of our commenters and any future commenters um please
refrain from um making specific comments on any specific identifiable personnel, specific students or any security measures that might um compromise security for any of our staff and students. um during open comment. If
there is anything that requires that information, we can definitely um have that conversation in executive session with the board. Thank you, Miss Sydney Williams. Good evening. Good evening, Dr. Stubblefield, President Lopez, and board. My name is Sydney Williams, and this is my sixth
year teaching vocal music at Arrowhead Middle School. I'm here today because my school community is struggling immensely after experiencing our second fire in nine months. Between last November's fire and this recent one, our students will have missed up to 13 weeks of
inbuilding instruction. When this is all over, each time we're displaced, we face a new set of challenges. We've moved from our school to a gym to three different places at the community college. And each relocation means a new schedule, new classroom setups, and staff carrying all of their supplies
from building to car to building to car to building again. Our temporary locations have lacked basic necessities like indoor bathrooms and drinking water for students or essential educational tools like chairs, uh, whiteboards and projectors. This constant disruption has been incredibly hard on our students,
especially our most vulnerable. Students with cognitive and physical impairments have been in three different buildings in two weeks, and all of our students are disregulated. Because of this, we are seeing a significant rise in behavioral issues. We as staff are teaching students we don't know without access to critical information like who
has an IEP, who doesn't speak English, or who has unique medical needs. Because of our limited space and resources, we are unable to meet required special education minutes. And we have had to cancel all of our classes like honors, direct sped, and ESL. Our students are also missing out on all of their
electives from band and choir to art and robotics to PLTW. There is simply no way to offer any of these electives without our designated spaces and our supplies for our staff. We are doing the best we can, but this situation is physically, emotionally, and spiritually exhausting.
We love what we do, but without enough rooms for each class, none of us are teaching the classes we were hired or trained to teach. This is disconnecting us from our passion and our joy, and it's devastating. Devastating. We've lost our voices from shouting to
be heard in large open spaces. We've stayed late making copies and then taught the next day without anything because of broken copy machines. We bring supplies from home and we go home exhausted with no energy left for our families, leisure or household tasks. This is an unsustainable, soulcrushing
effort and it can't be it cannot continue. Morale is at an all-time low. We all want to provide the best possible education for our students, but we cannot do that without a safe and stable environment. So, I want to ask, what contingency plans will be put in place so this chaos of moving from building to
building does not happen again? What will you do to ensure another fire doesn't happen? What is the long-term plan to ensure that all students and staff have appropriate buildings to learn and work in? What is the plan to retain teachers and staff who have made all of this work despite impossible
conditions and are nearing burnout? What is the plan to acknowledge and thank all of our students and their families for their flexibility and the sacrifices they have made to get their kids to school? And as Maya Angelo once said, "When you know better, do better." And now you know.
Thank you. Thank you. [Applause] Thank you again to everyone who has signed up to speak. Thank you for sharing. Um and as mentioned um a member
of our leadership team will follow up um with you if uh directly if there's any followup that should happen or needs to happen. Um and then we'll be reported to the board. Thank you. All right board. Next um follow me along on the agenda. Um we're going to briefly
just share the budget slides that were updated um and were shared with the full board um and just share them here. So would ask um Dr. Jones is going to pull the slides up on the projector so just so everyone
can see them. Um good evening everyone. At the last um board meeting, we did discuss um the three scenarios that the board will have an option to vote on um at the September 9th um meeting
regarding um revenue neutral. Um and there were three scenarios presented. Um scenario one was not exceeding revenue neutral. And what that would entail is um a
little over $7 million in reductions. Um our approach at this point would be um not to fill um current open positions. Some of these positions may be filled by um contract staff or others, but we
would try to hold harmless as many um as much as possible as many staff um that currently are employed. So you see um those positions. Those are current positions that are on the website. Um
since then there have been two since we pulled this together there have been two administrative openings and if that were to occur we would include those two openings on there and we will update this slide to include those openings um
for the September 9th meeting. But in in addition to that um we would also have to riff FTE and um cancel whatever contracts that we are able to contract uh cancel um given the contract
language. Um so that would be scenario one not exceeding revenue neutral. Scenario two would be exceeding um but reducing um by one mill. Um and as you see we updated most of the numbers. Some of
them that were smaller stayed the name the same but some of them we were able to reduce the number and um again we would include the two administrative uh positions that just um came open within that and as well as um the same scenario
with um rifting um staff and or cancelling contracts. I will share so there's no confusion um about um just how it works um certified um staff and that includes administrators, teachers,
anybody who has a certified contract that basically means you have either a license um with KSD or you have a contract saying that you are a certified staff member. Um each year um there is a deadline. and Greg may be able to tell
me the date that at that point um if you have a contract your contract is guaranteed for that year. So certified staff who currently have a contract would not be included in the rifting process and that's not the board or
administration given them priority. That's the law. Um so that's why that those um would not be an option. Um scenario three which there's um if you go back and look at the other slide and it shows the
adjustments that we have made like the reductions we made previously is what we have planned for and what we can um we're already have in place um for the year and that would be exceeding revenue
neutral. Um and we've um already um had adjustments um agreed on salary increases um and other things that the board has already um committed to. And that's the that would be um that's our
recommendation to continue with scenario three. The board does not have to take any action. We just wanted um you all to have that information prior um to um you actually having to vote because it was requested that um we share it and we can
answer any questions. Um if you have them for clarity, I just want to make sure because I don't want to assume everyone knows when you say riff, what does riff stand for? Riff means reduction in force. So there would be um individuals that we would
have to have a conversation with about um unfortunately we would no longer have the budget to continue their positions and um that does not include certified staff um who have um contracts because
their contracts are guaranteed by law. Miss Russell. So I have a couple of questions that were asked from the community that I I think the first question is for you Dr. Stubblefield. Um so when we have up there the numbers I think one was 50 and
one was 25 as it referenced to certified teachers or educators I can't remember what it said up there. Um does that budget for the proximity teachers? Because I if I understand the question proximity teacher are those
current vacancies for proximity teachers is do you get what I'm saying? Yes. Okay. So we if we do this we would not be able to replace the proximity teachers because they would be a part of that number. Some of them would but there are some positions that are not filled by
proximity teachers but that's where um in the contract with proximity we can end it at any time. So it would possibly impact that with that reduction because we plan for class sizes based off that. So we while we know we have some
situations where um there are some doubling up it would increase class sizes because depending on where those positions are. Yes. Okay. And then Greg I think my second question is for you. So if I'm understanding, so we talked about
certified staff contract staff. Our current contracts do not have an out clause for the district that would not exceed the the overall price of the contract. Is that what we're saying?
I'm I'm not sure what contracts you're referring to. So for administrators, so in an administrator contract, there is not a clause that allows the district to resend the contract
with a number that exceeds. So if I have a $100,000 contract and I say, "Hey, we don't have the money." like in a worstc case scenario in order for us to do that it's my assumption that it would exceed
the cost of the contract to be able to do that but the question being asked is it not less than so for administrators and for certified teachers those contracts are governed by the continuing contract law so it's not
really a contract language question. Those contracts um are entered into by the district and are automatically renewed if not non-renewed by the non-renewal date, which I think is the
third Friday in May for the district. And so any contract that was not non-renewed was automatically renewed for a one-year term. um you could still terminate the contract for cause um for any employee, but that would have
to go through a cause provision and you'd have to to move forward on that basis. So I I guess I'm I'm still not So I'm not talking about So I don't think we're talking about union people. I think we're talking about people outside of union union folks, not the
certified teacher contract, talking about like central office staff or like principles, right? But those administrators are certified employees, too. They're not under the union contract, but they're governed by the same statute. Okay. It's not a contractual issue. I I guess
I'm just trying to make sure. And yeah, I yeah, I think you answered it through the clause or the cause process is what you're saying would then be a part of that process, right? I think the the question is there's no
way for us to get out of contracts. That's what I think the question is. I mean, there I'm not going to say there's no way to ever get out of a contract. Um, okay. I and I think that's the the
response, but I think it then gets there are other things and I think some folks believe that we are saying that there's no way for us to get out of certified contracts and I want to be clear that there probably is a process but it would be be more re we'd have to use more
resources in order to do that. Yeah. Yeah, from a legal perspective, there would be there would be legal impediments to getting out of those contracts. Correct. Thank you, Dr. Win. Right. Let let me follow that same line of thought.
RIFF means reduction in force. Once the RIFF policy is invoked, does that not override a contract under if those conditions are met?
So well and it would depend upon the contracted issues. So for example, there is a there's a reduction in force provision even in the negotiated agreement for certified employees whether that would be um triggered or in effect and and what the outcome of that
would be. There's too many variables to tell you one way or the other how that would go, right? But along the line that Ms. Russell was noting that a reduction in force could result in one having a
contract also be um for lack of better word let go. They could be let go. The question would be what would that cost? Would we have to pay the whole contract out or would it or would it Okay, so depending on the terms of the contract, but but
depend on terms of the contract. RIFF could overwrite a contract. I mean, there's specifics for every contract. Yeah. I mean, I don't know if the RIFF would overrule a contract. It doesn't I mean just because somebody has a contract doesn't mean we can't end the employment. That's the question that if if reduction
in force is proclaimed I have a contract that position may no longer exist. Right? And then the question would be to what extent would we have to pay that person for contract? Okay. And the second question is for you Dr. uh Stubblefield on scenario one and
scenario two. You're talking about um a certain amount of certified teachers ex Well, let me ask you this. Explain that that figure. 50 certified scenario one reductions, 50 certified teachers, 3.6 million.
Um we take the average teacher salary of $65,000 and like benefits. Yeah, that's where it comes from. Okay. But we have, and correct me if I'm not wrong, between 147 and 200 vacancies. Correct.
Correct. But what we tried to do, um, when we looked at it, we did not include special ed and ESL and some of those things that are mandated federally or by law in those numbers. And we also try to
account for as much as possible um the um some of the contracts that we do have in place so that uh it would be the least um harm harm done. Yes. So but perhaps within
those 200 there could be 50 certified positions that would not be fulfilled. So what is that cost? that would still be a 3.6 million. 50 is 3.6. There were some that we didn't include like we looked at it. So
we have 41 sped openings. That's not in that 50 number. Okay. So we would still work to and I don't know if that's the right number. I'm just saying that so nobody won't quote me. Right. And I'm just saying could there be a situation where you do not fill 50
and it doesn't cost if if 50 out of these 200 you could find that doesn't do harm. I mean everything's speculative here at this scenario but if you don't harm you don't touch those real vulnerable populations
are could there be 50 vacancies that are not filled that don't cost 3.6 million? No, it'll cost 3.6 6 million because that that's the average teacher salary and that's you're not going to fill them anyway. We I mean we run at 100 vacancies.
So we have substitutes, we have um proximity, we have contracted like so we're back filling that way and it's making sure that the class sizes stay at a reasonable amount and that sort of thing. So we're while they're open there
there's somebody or something that we are filling it with. So, for example, with the sped positions, there are sped teachers who have additional case loads and that kind of thing, and we're compensating. Well, best case scenario, you would want all filled, correct? But if they're not filled, then you
know, again, our are you're you're you're making you're the numbers are, as you said, you find how you came to that number 65,000 average 50. But there there could be other numbers, just other situations. That's all my point was. Yeah. like when we did it, it would be
real numbers, right? Like Yeah. Yeah. Thank you. Thank you. Additional questions. And again, this is this information was to share uh with the board um that you would be aware nothing's being asked of the board tonight. Um we'll have continued conversation on this moving
forward. So, there are no other questions. We'll continue with our agenda. Next on our agenda, um and thank you for your patience. Um we will have an update on our Kansas City, Kansas public library. Would invite uh Miss Laura Hunt and our team um from SAP
Design who have an uh presentation and information and update for us on the library update. And again for context just historical purposes while the team comes up and prepares board. If you recall, um we've been having conversations about our downtown main
branch library and whether we want to um build new, renovate, uh remodel, whatever we want to look at. Um and I forget the exact date. This board at one point we've done an assessment previously. This board had voted to um
build a new downtown main branch library. Um, however, new information came forward around historical tax credits that we might be able to take advantage of. So, we pushed pause um and then also commissioned this board commissioned um and requested an additional assessment to see if those
historic tax credits might help with the cost of a downtown library. Um, the previous assessment did not necessarily take that into consideration um and some of the new information that came forward. So, um, the board and district hired SAP design, SAP architect, and,
um, to come and do an assessment, um, in a very short time period, uh, very quick turnaround, but they've done an amazing job of getting community input, um, doing their assessment, and they're here to give their first update. Um, really, again, it's, uh, they're doing an assessment. Um, they will have another
update for the board. They'll come before us again, uh, in about a month to share, um, their findings. Um, but tonight is just an initial update on their assessment. So Brad, good evening. Thank you for joining us. Uh, and thanks for your patience as we got to you tonight.
All right. So I'm Brad McKenzie with SAP Design Architects. We do have a lot of information in the presentation. So we're going to talk really fast, especially me um here in these initial slides. We're going to talk to you a little bit about uh physical assessment. Some of it you already know, but we're going to touch a couple of new things.
Um, possibly talk about our public engagement process, the historical significance. um and the tax credit process. So on the schedule, we've gone through all of the meetings, the stakeholder meetings, community meetings. Um we're now presenting a summary of that to to you all and then
we'll spend the next month or so refining some of the options that we've been developing and present that to you hopefully um at the September 23rd meeting. Um so talking about physical assessment in general, the physical condition of the building is actually really good. Um our engineer has taken a
great look at it. um can do additions and modifications to it. HVAC upgrades were done back in the 2010s, so the system itself's pretty good. May need some replacement for uh just the end of lives of some of the equipment, but it's pretty good. Electrical infrastructure
is good. It does need some plumbing updates. Um the envelope, we do have some concerns with that. The insulation and the air barrier um are not up to current um energy codes. Uh the window frames are not thermally broken. The roof is actually in pretty good
condition. It's still under warranty. Um but uh the insulation again does not meet um energy codes and there has been some abatement of asbestous but there's still a little bit left in the building and there is a report on that. Um one of the big things is from a code
perspective in order for the building to be um compliant with the building codes and function as a library a fire suppression system has to be added. Um there are some issues with the stairs with some things that are not up to code with some railings and you can see in
the bottom middle picture that's one of um our summer interns where he's almost bumping his head. Um so that doesn't quite meet code. Um one of the things that we did look at is that central stair that's in the building can come out. It's not part of the egress. So that could help with things depending on
what option we go through. We also need to look at some of the occupancy and there's some signage that we need to deal with. Um ADA, um in general, the building does meet the minimum codes for ADA, but there are plenty of areas where it doesn't. Um some of the bathrooms are
sized ADA, but they don't have uh handrails. Some of the door clearances are not quite right. All of the door hardware has to be replaced. It's all the knob type, which does not comply. It has to be changed to levers. um the uh boardroom dis is not accessible. So
there are some accessibility issues uh that need to be addressed. Um the sighting arrival and the parking as many of you that have been there know there are some issues with that. The main library dedicated parking is on the back of the building and the entrance on that side is employee only. So there's a path
around the building on either side. Uh many people in um have told us that that doesn't feel safe. Um, and there are some things that we could maybe do to help with that. The best ADA parking is a public ADA parking on the street. Um, the ADA parking in the back is not
technically compliant because of the path that you have to take. Um, and some of the landscaping is what we call an attractive nuisance. It looks good, but it gives opportunities for things to be hidden and people to hide and things like that. Um, security is also an
issue. Um because the front has two doors, one of the doors isn't used. The stairs are open, there's there's some issues there. Um the upper floor is restricted use and you have to have a key in some areas. Some of the staff noted that if they go downstairs, they
have to go outside back around to the back door to use their key card to get in. Um so there are some key card issues as well. Um and then some of just the sight lines in the building are not great. Um, this is a big thing that we spent a lot of time looking at and Steve
is going to talk to you a little bit about some of the community or some of the stakeholder input and we'll probably touch on this. Um, the building has a lot of inefficiencies from a library perspective. Um, again, because of the open front stairs that are not controlled, there's multiple checkouts
required for it to be a library. Um, the core in the middle of the building makes it a very inflexible space. Um, so if you want to expand a little bit, it makes it much harder. Again, it also blocks the views and a lot of the adjacencies are not ideal in the current
library. Um, tech services, which is where all the materials are processed, is on the third floor on the opposite side of the building from the elevator, which is undersized. So, it doesn't work very well at all. Um, it's very inefficient. And, and I'm pointing out some of these things. Keep in mind,
librarians are known for making do with what they got. So, you kind of have to draw some of these issues out of them because they just have a great attitude. So, um but there are definitely issues with the tech services. Um also, I've
got some pictures here of signage. Um you can see that there's all kinds of signs. There's no standardization. Most of it's not ADA compliant and most of it is English language only. So, there's definitely a lot of improvements that need to be um done with the
signage. Um, I went through that really quick. If there's any questions, I'm happy to take them now or we can do it at the end. Um, and then I'll pass it off to Steve Potter. That's okay. Uh, President Lopez and members of the board and superintendent
Stoublefield, I'm Steve Potter. I am the principal for Potter Training and Consulting and I was brought on board to help with the um community engagement and learning a little bit more about the demographics and the sort of the environment in which the library
operates. Want to click on the arrow. Okay. And so to start off what I did is I did a bit of a deep document dive and demographic dive. And a lot of this is not new to you. Um but it was I think it was very important for us to kind of be
working from the same script know the same reality. And so we started off by looking at um information from the Mid America Regional Council. And a lot of what um well I'll give you some of the examples of some of the things that we were able to pull from the most recent Mid America re regional council uh
report that Kansas City Kansas is a very diverse community and certainly more converse uh more diverse than the rest of the metro about 65% of KCK um is is bipac with only 32% being the the number for the rest of the Mark region uh
population increase Kansas City Kansas is going to increase by about 11,000 th000 people between now um and 2050. It's a multilingual community which Kansas City, Kansas has about four times the households with limited English proficiency versus the rest of the Mark
region. It's a younger population. The median age in Kansas City, Kansas is 2.7 years younger than the rest of the Mid America Regional Council uh region. Housing. Kansas City, Kansas has almost twice the amount of unoccupied
uh housing compared to the rest of the Mark region and median housing values are about $120,000 less than the rest of the Mark region. Transportation. The average KCK resident doesn't live close enough to work to work in order to walk
um and is more likely to commute between 10 and 34 minutes to work. However, a higher percentage of KCK residents live in households without cars compared to the rest of the Mark region. So, you're set up with a real interesting um uh
well, that'd be catch 22. Um, additionally, KCK has almost twice as much developed land compared to the rest of the Mark region. KCK has 54%, the rest of the Mark region has 28%. Finally, workplaces are changing. By
2050, retail will drop from the second most common industry for employment uh and with the greatest amount of change meaning a lot less retail jobs and a lot less sales tax revenue. It's going to be the going to be the impact. So this is the type of environmental scan that we
that we gave uh to everyone um as we started um reviewing the community. So there were three phases of community engagement. community stakeholders, internal stakeholders and the general public. And this was the first first
phase our community stakeholder engagement. Uh there were two meetings. We discussed the mark data uh in much greater detail. Took about almost two hours uh discussing that information. We did a small SWAT analysis that's strengths, weaknesses, opportunities,
and threats. We visualize the ideal community and then determine the library appropriate responses so the Kansas City, Kansas Public Library can do their part to build the ideal KCK. Um through those meetings, we found a pretty consistent uh vision and input um that
the library is and can be a transformational hub that can help people sort of get over that next hurdle in their life. Uh but the feeling amongst the community leaders and the community stakeholders is that the current building could be lacking and a new library could end up being a
catalyst for um additional uh growth for for the greater community. So then the next phase in our input were our internal stakeholders, another word for staff. Uh we met in hour-long sessions with eight department-based
groups. the they identified several issues with the infrastructure, environmental systems, problems with workflow proximities, and safety and security concerns. Workflow proximity is one of my favorites because one of the things that happens there, they receive all their books at ground level.
Obviously, that's where the trucks come in. Uh, but where they actually process the books are on the third floor and on the opposite side of the building, which creates a huge bottleneck. And uh you know how you actually fix that is um is a pretty big challenge. But there were
lots of those sorts of proximity issues um that uh the back office sort of grew as it grew and now there are problems in trying to get it fixed and and better aligned. The third uh input was the general public and we had two input
tools that were part of the public general public. one, we had a questionnaire and the questionnaire was both in English and Spanish. We ended up with 701 total responses, 33 of which were in Spanish. Uh we also hosted two public forums uh for people to answer
open-ended questions about the library and to vote on their favorite library services. Generally speaking, the people wanted the following. They wanted to balance tradition with innovation. Uh not unusual for libraries. uh they um they identified social equity challenges
and realized that the library could be a place that could help address that for the community that they identified multigenerational needs so it's not just for kids not just for old folks not just for the people in the middle it's everybody they saw that you know all y'all were the ones who
needed to take care of this and that everyone saw or lots of people saw that this was a vision that there could be a vision for a community hub that could handle a lot of different opportunities for the community using the library as that platform and lots lots more. We had
a lot of interesting um input from the public as you might suspect. And so um in conclusion, the stakeholder interaction really did indicate the following responses that the public library is an ideal third space. You know, not your home, not your place you work, but the third place that you can
go and do a lot of different things in order to improve your community. It's can be an organizational support hub, a place that you can go not necessarily to city hall, not necessarily here to central office, but a place where you can go to get social services, uh that you can uh that you can work with 501c3s
and other support organizations and and kind of come into that neutral territory that is the public library that it can supplement uh long-term and lifetime uh lifetime learning. And with the shifts that's happening in the economies and where the jobs are going to be, that's going to be critical because people are
going to have to continue to, you know, sort of level up throughout their entire lifetime. And the public library is a great place for that. And of course, community infrastructure. The public library can be a thing that the entire community can get around and and can identify that this is us and this is
what helps to identify us as a community. But the one thing that I think I' I'd be remiss if I didn't mention, it was very clear that most people seem to have some serious doubts about whether the current building could meet the types of needs that were being identified. So, um, I'm going to yield
right now. Um, save questions for the end and move to our next part, which were our historical findings. Thank you, Steve. Uh, my name is Justin Roth. I am a project architect with SAP SAP design architects and I'm going to talk a bit more about the details of
what exactly makes this building historic. Um the build the building is part of a contributing factor to the downtown historical district. Um and obviously looking from the outside in uh the one of the more publicly accessible
portions of that is the front facade that faces Minnesota. Um there's a bit of a revision as we've discussed this a little bit further that actually that um it might actually wrap around uh the corners to see this uh pediment up on top of the third floor. Really that that architectural motif wraps around the
corner. So really that seems to be one of the more um one of the more important uh visible aspects of the building. We have a bit of a a stoplight color coding uh going on with this presentation where uh green is it's fair game. We can make modifications with very little effort.
Uh yellow is some a place where we need to take some caution and red is uh spots where we really probably should leave it as is to maintain its historical fabric. Um so utilizing that that logic for stepping into the
interior again the more public facing elements are the areas that we really need to pay attention to. So this uh the big red box on the lower right corner is the first floor. This is the main reading room, the main stacks. It's the most publicly accessible uh space in the building. And that's the spot where
there we really have to pay attention to the historical character of those of that zone. Going upstairs, you go through the main stair um up to the upper levels uh to the second floor, that main main stair lobby. Uh these areas in yellow uh are a bit more of a
of a um a functionally historic element. they're less less about the physicality of the building, less about the materials and how it was constructed, and more about what happened in those in those rooms. Uh so on the second floor, uh the upper right corner, uh the northeast side is
actually the original uh uh library director's office. Uh just south of it, this bit of a triangle-shaped room is an auditorium space uh where um things were presented over time and um and is still utilized today actually to to have have meetings and show uh uh show movies and
whatnot for the public. Uh again, going back up that that central stair, which is a a a historical element that we need to maintain, you go up to the upper floors where you have the original boardroom uh where meetings like this took place uh in the past. And so again,
it's a bit more more of a functionally historic room. Uh the the room itself is um it's a room. It's it's it's uh it's not necessarily architecturally significant outside of a few of the paneling and that kind of thing. Uh but really it's um it's what happened inside
that space. And then again, uh the upper left corner, the the uh northwest corner was the former uh superintendent's office. And again, it's more of a um that one has a bit more character to it with wood paneling and those sorts of things. So, it's a bit of in the middle. So, another key word to remember here, a
key phrase is the cumulative effect. We have this uh red, yellow, and green color coding. Now, say we want to go in and modify one of these red areas or one of these yellow areas. Um we need to we need to um come up with a plan and and discuss that plan with the organizations
that be uh the state historic preservation uh uh shipo and and the landmarks commission to discuss with them if that modification would be appropriately uh appropriate for to maintain the historical significance. Uh so for say for instance we wanted to move a doorway over to another spot if
okay if we did that would it be possible to maybe remove this wall over here and uh these sorts of things. It's a bit of a negotiation and it is somewhat subjective. Um so in our next phases as we're developing these scenarios we'll get into those uh kind of situations.
So moving into some greater detail, I mentioned uh the f the stair and the first floor lobby is where that stair really initiates with the marble walls that are are full height marble wato floors. Um and these glazed windows that have a bit of original stained glass we
believe uh separating it from the circulation desk. And uh the front entryways are some really beautiful uh stainless um windows and doors that are of historical nature. Uh moving into the building, we have the
circulation desk. Uh the upper left photo is actually a photo of uh I believe in the late 60s, early 70s of what the original desk looked like. And in one of the previous renovations, the desk itself and the sophet above it was renovated. So that gives us a little bit
of leeway there because the original fabric has already been modified. However, there are some elements with the wood paneling with the circulation room behind the desk uh that we need to uh we need to uh pay attention to and work with. Um the decorative aluminum screens are really interesting,
wonderful architectural details um that we would want to work work with to re rehabilitate that zone to uh a better desk or a different use even. Again, the reading room being one of the more larger significant spaces.
Uh the upper upper picture is a historical photo of uh actually the the grand opening pamphlet uh was what this photo was from and see you can see the lower picture is is today very very little has changed and so we'd want to preserve that historic fabric. The things that are are unique about it um
they don't really seem unique because we have drop ceilings and and lighting in in a rectangular pattern in this room but they are that is that is one of the primary significant elements in in that room. Uh also the wall cladding uh the wood paneling and the u uh exposed
masonry on the interior. Going up the stairs uh uh on the north side wrapping around that elevator core, we have the the marble wings coat and aluminum railings that we'd want to preserve. We would need to update those railings to to meet uh modern uh ADA standards, but we can we have some
tricks up our sleeve to help us do that. Then getting up to the second floor, as I mentioned, um the corner office was the former library director's office and and this is uh the library director there. And as you can see some of these existing photos, very very little has
changed. Uh the desk was replaced with with with uh with bookshelves and it is now serves as the Kansas room. Um the auditorium itself, um it's not an auditorium with with theater seating or anything theatric. It's really just an elevated stage with some wood paling,
not unlike this room here with with the DAS. Um, but it is uh because of what occurred in there, uh, it is somewhat that is is significant. The lobby itself on the second floor has been updated in one of the previous renovations. However, majority of the wood paneling on the north side is still intact and
there are some really interesting details with uh, marble behind the water fountains that has repeated around the building that we want to maintain. up to the third floor. I mentioned we have the boardroom. Again, another photo from the grand opening. Uh it looks like you've all met in a round table uh in
the 60s instead of in a semicircle. Um uh to the right is a photo of the artist that developed um these uh three-dimensional relief sculptural murals that are clatted on the third story lobby there. Uh so we would want to certainly preserve those in
regardless of what what situation we end up with. Uh but they are something historically significant of that the lobby itself and the corridors around that third floor again the wood paneling the glass the reliefs uh are those um ceiling pattern those those are things that are consistent uh throughout the
building and I'm going to hand it off to Kristen to discuss a little bit about the tax credit process. Thank you. Good evening. Good evening. My name is uh Kristen Mcparen. I'm with Heritage Consulting Services and we were
brought onto the team to help inform conversations about the historic tax credits and the building's historic fabric and significance. So, the building is located in a um a state historic district. The downtown
Kansas City Historic District is listed officially listed in the Kansas Register of Historic Places as of uh February 3rd of last year. That um it is a contributing resource to the district and that means that you all have access
to state historic tax credits um should you want to use them. The district is also in the process of being nominated to the National Register and that um document is still being fine-tuned and we're not sure when it
will be officially listed, but it should happen within the next year. And then you would be eligible for federal credits too if you want, but that's trickier. So the the state historic credit is available to nonprofits and government
entities. Um as well as uh for-profit and private entities. Um it is not the federal credit is not available to nonprofits or government entities. So the state credit is worth 40% of
qualified rehabilitation expenses QRES. So the QRES are the permanent improvements that are made to the building within the building footprint, whether or not it's historic fabric or not. So kind of think of the building as
a box and if you turned it upside down and shook it, things that fall out are not QR. So furnitureures, furniture fixtures, things like that are not you would not get credits on that. but
everything else you would MEP structural uh finishes. Um so that's pretty significant. Um the credits are certificated which means they're transferable. So you obviously don't have income tax and so
at the end of the project when you receive the credits you can sell them um and get that money back. Um, we do have a little blurb on here about the federal credits, but I I don't know that that would pertain to you all.
You would have to create a for-profit entity in order to access those. Something to talk about later if you think it's something you're interested in. So, there is a uh a process to getting the the tax credits. Um the state historic preservation office which we
call Shipo administers the program and there are three parts to the application. Um part one is easy. It just determines that the building is a certified historic structure that can use the tax credits. Part two is the meat of the application and that you
would need about 70% design development set of plans to submit the part two and that's when you describe what is in the building now and what you're planning to do with it. That goes through review at the at the shipo
office. takes about 30 days for them to comment and um if they approve it then you're good to go with your project and and do the work. The part three comes at the end of the project where you document your costs, document the uh
completed work and then you get your credits. Um, so Kansas also has a Kansas preservation law. And even if you're not using historic tax credits, buildings that are certified structures
in a historic district still have to go through a review. So, if you were looking at demolition or major changes that impact in a negative way the historic character of the building, um demolition or that renovation are going
to be not entirely straightforward. you're going to have to go through review at um at landmarks here in the city and um there's a whole process and I ultimately I think you would maybe be able to get to demolition but it's it
becomes a political process um and one that I'm not entirely wellversed in because most of our projects don't go in toward the demolition route. We're in the in the business of rehabbing historic buildings.
So, um just a a couple more points about um the program. The credits are all or nothing. So, you can't pick and choose what what things you want credits on. Everything has to meet the standards and you either get all the all the credits or none. Um you only have to spend
$5,000 to have a viable project. So, this isn't the tax credits aren't a onetime deal. Um, you can use them for this major project, but then going forward in the future, if you have a roof replacement, if it's $5,000 or more, you're going to get 40% of that
cost back in a tax credit. Um, if you have to replace um MEP equipment, you can get the use the tax credit for that. Um, the state program does not have a recapture period. So, as soon as you get those credits, um you're free to do
anything you want with the building within reason. Um but like the federal pro the federal program does have a recapture period and the it it's a rehabilitation program. We use the secretary of the
interior standards for rehabilitation um which is a set of 10 guidelines that the reviewers use to evaluate the scope that you're proposing. and um determine how that work impacts the building's historic character.
So, it's not a restoration program. It's geared toward more toward um adaptive reuse. So, that is a brief overview of historic tax credits. I'm sure you might have some questions about
the details. So, uh, real quick in closing, one of the things that's really important for you guys to think about with the information we just presented when we're back next month, we're going to be talking about options. And we're going to be talking in more detail, how the
historic aspect of this building impacts the pros and cons of each option, how you can take advantage of tax credits, maybe options where you decide not to take advantage of tax credits. So, this is a this is a really good preface to what we're going to be um showing you
next time. So, with that, are there any questions for any of us? Sure. Thank you, Brad. Dr. Wyn, thank you. And um I enjoyed attending one of your public uh community meetings. Let me ask you um you said you
had a meeting with stakeholders. How did you identify stakeholders? You know, I don't need no name. We don't need no names now, but how did you identify stakeholders? So, there were um three different groups of stakeholders. I mean, the the middle one's the easiest one. The internal
stakeholders were identified because I'm sorry. I'm sorry. Yeah, I understand internal and understand the questionnaire. The first uh the the community leader stakeholder group. So, those were identified by the library. The library helped us identify who those folks would be. And they were
it was supposed ideally it was supposed to be a very broad group including um community service groups, faith community etc et members with um uh with a history with the library uh public safety any number of different groups.
Now with our short uh lead time it made it a lot more difficult for us to get uh all the people ideally that we wanted but we did end up I believe with eight people in in the meetings. Yes. So with with respect, can I ask the librarian how you
identified these stakeholders? Um what was the date of how you notified them and how did you uh publicize? Sure. Um so these were invitation meetings. Um we identified them through a list that we had of community leaders
from our branch manager, um our foundation, and a few of our board members who contributed. We emailed out the invitations to the so for the first session it was just a week lead time and it was two weeks lead time for the second session. But these were really
intended to be the focus group that kicked off the community engagement to identify some of the needs and gaps in the community. So not necessarily then the responses but more like what's going on in our community currently that really needs to be addressed. Okay. Thank you.
Sure. and and thank you for the presentation. Um, what sounded music to my ears was the fact your your opening statement that the building is sound. So, thank you.
Thank you, Miss Russell. Yeah, I just had one clarifying question for our heritage and I apologize rem sorry on air trying to figure out your name. Apologies.
Um going back to that slide. I think it's one slide back. I just want to clarify. So this process, regardless because we're now in a district, regardless of what choice we
make, we still have to go before the landmarks commission and before the state. And those are two different groups of folks. So we're going at the local government option. The landmark commission is governed by the local
government. So, the unified government and then the Kansas Preservation Act and I'm trying to read that second bullet point um that goes before the legislature or that is a group like who was reviewing it at
the state level. So, it's my understanding that the process is when you apply for a demo permit or a rehabilitation permit, it it triggers a review by landmarks at Kansas City, Kansas landmarks, and
they may they they can opt to defer and pass it off to the state historic preservation office or they may comment and and also pull in Shipo for their review, which is why that Last bullet point says
and or and doesn't say and it says or. So you could go just to the landmarks commission but depending on their recommendation that could send you to the Shipo state people. Right. So the Kansas City Kansas
Landmarks is a certified local government. They're certified by Shipo to review um historic issues and which falls under the Kansas Preservation. Right. Okay. Yeah. Gotcha. Yeah. They they kind of speak on behalf
of Shipo, but they they at a local level. Yes. Okay. But they can work together on things, too. And if they don't feel like they have enough information or something, some given reason, then they would say, "Hey, we're referring you to this." Right. Okay. Right. That's my understanding.
Okay. Thank you. And and they also review um because it's a government entity um inside and outside of the building. The landmarks commission. Yes. Yes. Okay. Yep. Okay.
M Brownley Page. Okay. First, thank you and popular belief. I grew up going to the library every other day because my mother couldn't afford to buy books. So we learn to use the library and I think
it is vital. We do need something contemporary, up to-date, but my main concern is always cost. And I came also to the meeting that you had where you invited the public. And I
thought I heard, and you can correct me if I'm wrong, that you interviewed the staff that work there. And I guess I'd like to know how many of the people actually live in this area. And and again, it's nothing against anybody who
doesn't live here. I'm just asking that question. Do you have the numbers? How many of the people who work here actually live here? Because they're the ones who are paying the taxes. No offense to anyone who does not because
we're been, if you're a taxpayer, you own property, you've been hit by a lot. Not to say that we don't need it, but we do have to consider that. So, I was just wondering, do you have that data? So, I I did not ask specifically the
geography of of the staff, but I did speak with I'm going to guess 80 to 95% of the staff of that main building because they just came in one at a time. Um, it wasn't it wasn't part of my study to figure that out, but I I suspect that
staff could determine that information, but I it wasn't part of my study. Okay. I was just wondering, yeah, if you had that data. I I don't because you know, you ask people what they want. We want the moon, the sun, the stars, but when it comes to actually
paying for it, it's a different story. I'm I I'm I'm a former library employee myself. Um I'm semi-retired and and I'll echo what Brad said. Um library staff are incredibly resilient. They don't want the moon, the sun, and the stars. They they want a place that's relatively
comfortable to do their job and to be next to the places that they need to be. They're not looking for a Taj Mahal. They're just looking for a place to do good work. Okay, that's excellent. I like that. And then my next question has to do with, again, no offense to anyone, but the
current national administration is cutting so many different things. Will this historical society, you think it's going to be here by the time we apply for it to get that? I I I don't know because they're cutting everything.
Yeah, that's a good question. We all wonder that, too. But so far, the historic tax credit programs at the federal level have um remained consistent. This they have cut staff, the reviewers, but the process remains
the same and their their timelines remain the same. Um the state programs were threatened. The historic preservation fund was withheld by the feds for a while, but it was released. Um and that can affect staffing at the
SHIPO level, but um so far everything's holding. Thank you. Thank you, Miss Russell. I just want to come back to the survey respondents question. I believe that you said 703 folks responded.
701. 701. I apologize. Thanks for correcting me. If I'm wrong, please always correct me. Um I guess my question there, do you know what percentage of those survey respondents do live in Wandot County? I
would I would presume I I didn't look at that specifically because we didn't ask them specifically for their address, but I would presume that they all do because we distributed the survey through the library. So, um actually the the library was the one who sent out the link and
said this is where so okay they're library users. They have library cards. So I would maybe defer and Laura you don't have to answer this question now but maybe the followup and um is the question around the percentage of our
staff at the main branch library that live in the county and then um I know that there's a percentage of uh library users that are not we do county residents because of the versatility or programs or whatever is offered and so
maybe also just provide that data for this is who the audience group was it was sent to um based on that data and then we can kind of go from there. Um so I appreciate that. Thank you Mr. Milin.
Yes. I want to first of all just thank all who presented and I'm very impressed and enthused. I have been listening by what has been uh presented uh as concerns the library library and what I
what one a stickler with me is always safety and you all address that in a great way uh in times like these is always uh great to have a uh something that's safe and beneficial and I'm looking forward to what's coming down
the pike later on with the the uh the tax credit and how it's going to uh we can benefit from that. But uh saying that I just feel it's going to be very beneficial on the record for we do county in Kansas
City, Kansas. Uh uh something that's needed and necessary and for all ages and um um I'm I'm just this way. I'm going to say what I have to say. We can get excited about uh Margar
Margaritavville in Kansas City, Kansas and Wok County. We sure enough can get excited and should be excited about uh something that's educational. It's beneficial from uh in all phases of life in this library uh library uh concept
and the instruction and the uh building of it. So I want to just say thank you for all that you've uh presented. you all can present it. Look like you done your homework with safety and tax credits. One of the things I look at as well and and and make sure that they uh
we on on queue with all of that. So, thank you all so very much for your time and your effort. Thank you, Mr. Milin. Miss Clerk, Mr. Lopez, I want can I understand next steps? So, we had the presentation today, which by the way, thank you so much for the information that you
provided. I would like to understand next steps. Okay. Uh good question. So what we were ultimately tasked with is to present some solutions to the board um for possible ways to move forward. Uh these
are not like design ideas. They're more like programmatic option A, B, C, D. We're trying to kind of narrow that down. So, what we will do is we'll we'll have a presentation for you on I believe it's September 23rd. We'll talk to you
about different possible solutions, how certain solutions will take advantage of tax credits, what the pros and cons of those solutions are, how certain solutions would not take advantage of tax credits. We'll include budget numbers. Um, so definitely uh you know,
we work with public funds almost exclusively, so budgets are a big deal to us as well. Um and we'll give pros and cons on the way the facility operates. Um the cost um and we have
identified about five specific things that need to be addressed from what the way it currently operates. Um and how each of the options could address those five different problem areas. Um, and then our idea is that we will have a
presentation to you that is a a pretty thorough overview, but it's not as detailed as a a final book that we will turn over to you once you guys um have asked all questions and we've made any changes to it. Then we'll give you guys a booklet that has full historic reports, you know, an 80page report on
all of the all of the community engagement and all that stuff. So, you'll have a a ton of data. Okay. If I can take that, thank you for that answer. If I can take that question one step further that say September 23rd I think that's it. Yeah.
The date in September you will provide us all of the information. I am curious on what it is that you would like to accomplish from that meeting like what is that meeting if you had your pie in the sky? What would you like to accomplish from that from that meeting?
So I I think from our perspective is we hope to give you guys enough information that you can comfortably say based on cost, what's going to work the best, the pros and cons, and the idea of the historic
issues, this is a clear decision on what we need to do to move forward. And then you guys, I I assume you won't make a decision that night, but perhaps at the next board meeting, you guys could make a decision. Um, we would also come back and and be happy to come back and answer questions if you're not ready to make a
decision. Um, but at some point, this information is designed hopefully to give you guys the ability to make that uh clear direction on how to move forward. Just one point of clarity, the September 23rd meeting is a day meeting at 9:30
a.m. Just as anybody is watching and they were making plans, that's a day meeting at 9:30 a.m. Thank you. right here. Thank you. Stay tuned. Thank you. Thank you. I am just one board member. Um but I would just say this
conversation continues to happen happen in my opinion we move on the fly for this com for this topic and I don't know if there is an outline or an actual like stepbystep timeline so that way we have something to continue to move. So we
know on September 23rd here's what we would like to accomplish. here's what's going to be provided. If we needed to move that date or push that timeline back, we just know what it is. That's a recommendation from me. Um, other board
members can have their own opinion, but I just feel like you you bring the information and I appreciate it. I just would like to see us come up with an end date or have something visual in front of us that says here's our goal and we
know what we're moving towards. Yeah. Thank you, Miss Cler. And I'll just share on slide three I believe um they have the the schedule that they've followed so far and the projected next that next next scheduled meetings um including the 23rd um so at the like as as Brad mentioned on the 23rd they'll
come and present their assessment and findings allow time for the board to ask questions have conversation uh we don't have to make any decision that day we can digest all that information but uh to your point I think um the following
board meeting in October would we would be when we bring this back the the final assessment information and ask the board to to come to a decision based on the assessment and they'll send the assessment findings to the full board.
Mr. Lopez, I did see that one. What I think is probably missing is the actual goal. So, I just I I think understanding what it is that is expected from the board during that meeting and if that expectation continues to move with the date, I think that's fair. But right
now, it just continues to be topics and conversations. And I just would like to get to a point where a decision is made. I think we've been through like two to three boards at this point with this conversation. And to me, that's not fair to anybody. Yeah. Thank you, Miss Brownley Page. I hear what you're saying, but I would
like to see us set the dates. They're giving us the information and we can meet and set the dates. I just would like to see us do that. No offense, but they're providing the data and we're
paying them and I think we should set the dates and we can. Thank you. All due respect, I don't care who sets the dates. I just would like to see us have dates and goals. So, no, no, no. I'm just saying I think that should come from us. We're the board. We should set our dates.
So, I was going to say with respect to that that I do think the um suggested dates was based on what we identified in the RFP as part of the part of the process. And so, um, when we both had the RFP out and we also had a very long
conversation about getting to this point, we talked about how we were going to go on this journey and then we were going to make a decision shortly thereafter. I think to all of the points that have been raised, I am also in
support of of the current schedule um because I do remember that being part of the conversation. But I think the two things leaning into what Miss Clark said um that come to the top of my mind of things that we've talked about and we've
kind of spun around the hamster wheel is a what is our what is the max number the financial part that we are willing as a board to invest in a downtown library. So that's our first question. And then the second question for me based on our
conversation is how are we going to get there? And so I think based on this assessment, there's the like actual building piece, but then there is the actual based on the number question, how are we financially going to get there? And I
know that there have been lots of conversations about that. And so what I guess I'm asking for the staff between now and that 9:23 meeting is to clearly outlay the I won't say a recommendation but a starting
point for us to be able to say okay this is how we answer this question and here are the ways we can do it. Here's how we answer this question and these are the ways. I don't want to say prescribe something for us, but based on the history, based on the information we
have now, we've got to Miss Clark's point, we've got to put a nail in this. And I think we've had lots of time. And can I I can say we can bring financially what how much um is available based off of the um taxes
that's have been collected to go towards this project. And then you would have numbers on the scenarios and that will give you like here's what we have and based on the scenario you'll see what um you would have to do and then what we
can do because we'll see the numbers is say if the if what we have is not um more than what the numbers are we would say here's how the gap can be closed but if it all aligns then it's just you making a decision based on what's happen
and we can have that correct um um on the 23rd. We can have both of those things um available. Yes. And I apologize. I also wanted to note that I also think it's important we're hearing this midway point now on 7
days before 9:23. This entire board will have access to their presentation. It would behoove us to not wait until the day of the presentation or two days before to look at it. I am going to say that we oftent times say we didn't get
the information but in this case we're getting the we have a precursor now so there's lots of data lots of information look it over ask your questions but then on that date before 9:23 we need to make sure that we're looking at the questions to me is irresponsible for us to
continue to say that we didn't have enough time and we actually have the time we have to make it so thank you so they are going to give us that information a week 23rd or a week. Well, I know they said the 23rd. That's the first time we will get it.
Okay. No, the week before at board prep meeting even with this presentation. This presentation was available. Only time the public will have us discuss this publicly. So, we it would be irresponsible for us to make a
decision on the 23rd. And I did not say that. I didn't say that. I said it would be irresponsible to make the decision on the 23rd when the public is the first time that they would also get this information and hear our public questions and their their very informative answers.
Yes. And I don't disagree and I think the way the process has been the reason the public does not is because the board does not like to be caught off guard which I respect and totally understand. If this board wants to decide today, we can make the information available to
the public before that seven days before when it when the agenda goes live. That's true. But until you have the public meeting, it is not official. We can make it official. We can I mean this is right now. I think what we'll what we'll do just to keep us move forward end
well and I and I know we've got one more another important presentation tonight. Um so couple of questions this issue. Yes, I'm getting to you. We we'll get to the questions, but we'll continue moving forward. Um, as I know we we have another important presentation. Um, no
decision is being asked of the board on the 23rd. We'll have additional information. Once the assessment is completed, that will be shared with the full board so that the board has time to review it. We'll have a public presentation on the 23rd. No decision is
being asked unless the full board is ready right then and there to go ahead and decide. Otherwise, um the recommendation is to come back at the following meeting would be the first opportunity for us to make a decision or act on the recommendations the
assessment brought forward. So, Dr. Wyn, I have just a generic question. When you made a comment, Miss Russell, about the surveys based on the question of who lives in weak county, I have a question for is is Brad here? He just stepped out.
Okay. Who pays for the library construction? Is it districtwide or is it countywide for like construction or for whatever we do with this library project
who pays the So it's the taxpayer and the Kansas City Kansas public school district district that that it's the it's the district not the county. So therefore, the question about the surveys, there was not a question of of residency on
those surveys. If if I remember filling it out, you're correct. There was no question about residency. So to find out to to comb through those those surveys or ask for new surveys, it would it would be more relevant for
those who live in the district because those are the taxpayers. Secondly, did you have a comment? No, I was just going to say after you see the options, there's nothing that prevents putting out the options to those who live in the city to get their feedback
if you wanted their feedback. So that at that point would give you some real data between the 23rd and when you I was just addressing the comment that she made about. So I think my my if I can respond my response me asking that question is a I
don't want to demonize our staff. That was part of my qu reason for asking the question, but the question was we were asking people for feedback who maybe potentially don't live in the district or don't pay the taxes and that survey
based on current you users was sent to users within Yeah, I know completed one, right? And so I'm saying if you look at the demographics of the users who that survey was sent to, more than likely survey data will tell you that the
demographics of who actually answered the survey isn't going to be any different. So that was the rationale. All the air judgment calls you. Secondly, um and I don't want to again I'll ask you Dr. Phil, do we have a li
Do we still have a library advisory board? There is a library advisory board. Yes. Was it officially convened by and we've already had this conversation convened by the board? It's not my understanding it was. I don't I don't think so. I think it's
been in place four years and it is evolved and but we've always had board member some form of a board member to uh attend it but it was not like our other advisory. So then my question goes to you Greg with the newer legislation. If it was
not convened by the board then it's not an official board advisory board. If it were then the meetings had to be publicly announced. Um so so if it I guess my
question to you it's not a question to you. It's it's a a question of clarity. Is does your memory um and we'd have to look at the record suggest it's an official board library
advisory group. Yeah. I I don't remember how it was specifically convened or created, but my my advice would be to treat it as a as a committee subject to the open meetings act just like any other board committee
regardless of how it was officially created. It's it's clearly uh related. It has functioned that way. Yeah. However, if it was not a legally convened advisory group, I think the functioning has been and I'm getting
confused between the advisory group and the foundation board because I think they have I and there's actually there's I think there's three different boards that float around there separate from our board which is technically the library board. Um but my my thought process for
whatever it's worth is is that all of them are effectively um Not the foundation. Not the foundation. No, the found the foundation would not be the foundations of they're 501c3, I believe, are a different designation of the IRS code, but but the ones that are tied to the to the
the elected governmental entities, which would be either this um board um and if it's an advisory committee to this board, then it would be a subcommittee, which would be governed by the open meetings act or the there's there's the weak county. Yeah, that's
which is which is which is different but it does have some play and and by the same token it would also be governed by the open meetings act if that's the question. No, the question is I think we've been in fairness to you your your group and in fairness to
you when you I question your um first group of stakeholders as being and and no respect legitimate because they are they're there. Um I'm not sure if
the information was wide enough but still um it you know we've been operating as when a group comes and says one two three this it appears that this body has accepted it full full-blown and
that's what I'm suggesting that uh they it may be fine it is fine great people but they don't um they don't they're not officially serving in the proper role that they claim to be. So that's just for clarification. Thank So I just want to
clarify that that initial group of eight only two of the me so there that net that was cast for that 30 to 34 people I think that was initially the invitation to those first two meetings only two
representatives of the friends of the library board were invited to participate and so that commi that group was no different than a public forum group outside of those individuals UG officials, commissioners, um parks and
wreck, uh livable neighborhoods, that group was a separate group of stakeholders, completely separate than the friends of the library board, which is why in my interpretation, in my ask to to Angie at KSB,
that group is not actually providing um providing direct guidance. They are supporting an RFP that was already solicited by the district. Okay. So, thank All right,
Mr. Lopez, I just want to respond to a statement Miss Russell made. I'm not trying to vilify the people that work there. I think it's a fair question because I often get questions like that from taxpayers. Who are these people?
They want to know who voted and that's a fair question. That's not trying to vilify. It's just trying to get an understanding. So when I'm asked I can explain to them and that is okay and I will not carry this out any longer. My remark by making
that statement is by vilifying it was almost as though we were saying or you were saying one perception my perception is that you were saying that their voice is not valued in this conversation because they don't live here. So if you are a said main library
employee and you don't live here then somehow your voice is invalidated because you don't live here. So what I'm also saying in that response is is that um our library staff as mentioned by experts both one in front of us today
library staff do a lot with a little and what I don't want to do is create this narrative that we don't value them and they are working their tails off on behalf of the residents who do live here and so that is what I was saying and that was my intent and my perception is
to be clear that you do not have to live here, but if you work here and you love the community the way our main library staff love them, then you're you are just as valuable as anyone who lives here. And I didn't say they were val invaluable. You said that. I did not.
But it is a legitimate question that should be answered. They do work their butts off. They're the best that we have. But we still if someone asks the question I need to because I'm on this board should be able to answer their
question. Thank you board for good conversation. Thank you to SAP and all of the work that you and your team have done. Um we're going to take a brief recess just to give folks time to stretch. Promise we're getting to our next pres presenters. I see you back there. Thank
you for your patience. Um so we'll take a quick six minute recess. We'll be back um to reconvene and continue with the meeting. Thank you.
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uh past what I originally said, so apologies, but thank you for your patience. We're going to continue with our agenda. Next on our agenda item, item nine, our board updates and approvals.
First on our agenda, it's recommended the Kansas City, Kansas Board of Education approve the proposal for purchasing security components for use at W dot High School football as presented. So moved. Second. Moved and seconded. Questions or
discussion? Hearing none. Miss Smith. Yolanda Clark. Yolanda Clark. Yes. Randy Lopez. Randy. Yes. Robert Milin Jr. Milin Jr. Yes. Wanda Brownley Page. Wanda Brownley Page. Yes. Rachel Russell. Rachel Russell. Yes. Dr. W. Dr. Win. Yes. Thank you.
Thank you, board. Next, it's recommended that the Kansas City, Kansas Board of Education approve the AIA B101-2017 agreement with SAP Design Architects for the structural assessment and feasibility study related to the main library submitted by Mr. Carell, M. Dr. Pgram, and Dr. Stubblefield.
So moved. Been moved. Moved and seconded. Any questions or discussion? Hearing none. Miss Smith. Yolanda Clark. Yolanda Clark. Yes. Randy Lopez. Randy. Yes. Robert Milin Jr. Marlin Jr. Yes. Wanda Brownley Page.
Wanda Brownley Page. Yes. Rachel Russell. Rachel Russell. Yes. Dr. Win. Dr. Win. Yes. Motion carries. Thank you. Next item C. It's recommended the Kansas City, Kansas Board of Educa Public Schools Board of Education approve the purchase of services with Lighteed Systems.
So moved. Second. Moved and seconded. Questions or discussion? Miss Smith. Yolanda Clark. Clark. Yes. Randy Lopez. Randy. Yes. Robert Milin Jr. Miler Jr. Yes. Wanda Brownley Page. Wanda Brownley Page. Yes. Rachel Russell. Rachel Russell. Yes.
Dr. W. Dr. W. Yes. Thank you. Carries. Thank you. Board. Next. It's recommended the Kansas City, Kansas Board of Education approve the proposals for civil engineering and landscape services by MKEC as presented. Some move. Second. Moved and seconded. Questions or
discussion? Miss Smith. Yolanda Clark. Yolanda Clark. Yes. Randy Lopez. Randy. Yes. Robert Milley Jr. Millet Jr. Yes. Wanda Brownley Page. Wanda Burnley Page. Yes. Rachel Russell. Rachel Russell. Yes. Dr. W. Dr. W. Yes. Thank you.
Thank you. Next board item E. It's re recommend the Kansas City, Kansas Board of Education approve the publication of the notice of hearing for the revenue neutral rate and 2025 2026 budget. So moved. Moved and seconded. Questions or discussion? Question. What's the publication? What
are we using? Uh Mr. Isnar will come forward and share. It's the one that was approved by the board during the July 15th meeting. Good evening everyone. That's the record news. Thank you.
And I know that was approved, but does that really reach everybody that particular paper? I'm not I've asked that before. So this so at the next organizational meeting or Greg can tell um you if you want to
change it for the future if there's another paper that you would like for it to be you can do it at that time. That's just what standardly this board has used for several years before my time. And additionally additionally I believe
and correct me if I'm wrong uh this will be shared um via our social media our website and other other platforms. cuz I I just want to make sure we're utilizing every means to let people know. Yeah, for sure. And this doesn't do it. Yeah, we are required to keep it on our
website as well. We publish it the same day and it must be published at least 10 days before the hearing takes place. And as far as the newspapers, we're open to suggestions if you know of any that we could consider at the next reorg meeting. There's just not very many out there that exist for legal publications
and things like that. Um, so I think two years ago we had this conversation and part of it is accessibility. Um, so some of those newspapers charge in order for you to access something and I think that's the this record we pay
the fee or something and it's not then put off on the subscribers. I'd have to go back but I think it's in a end of the week like two years ago. Yeah. Well, I know they said all that but I'll bring it up again. This to me is
not the best source. Yeah, if we can. It doesn't reach that many people. Maybe if there's some legal requirements or what are those requirements, Mr. Isnard, that need to that we need to have for that publication? Um, if you want if we can circulate that there there's some legal requirements for it.
I know um at certain points in the past the board has published in the legal record and then also in other additional news uh letters or papers. I can't remember what all the legal requirements are but the record news is one of the
few ones left that actually complies with all the legal requirements for the notification. So that almost has to be the one that is the official um newsletter or the official publication, but that doesn't mean you couldn't also
publish somewhere else if you wanted to. There's cost associated with that, but that's that would be an option as well. And I'll say that having a a newspaper that understands the importance of accuracy for this type of information because we're held legally to what gets
published, not necessarily what we intended to be published. So an error can be very costly for us. Um you just it's not just any newspaper you want to use. So that's not to advocate for this one individually, but No, no, I'm everything you're saying. I
respect that, but I'm just saying it's a limited source. Yes. Agreed. If you can give us other suggestions, we there are other suggestions that we can take them. What's the date of that hearing? I I can't open that attachment. September 9th. Okay.
5:00 p.m. at the boardroom. That's correct. Any additional questions? All right. Miss Smith. Yolanda Clark. Yolanda Clark. Yes. Randy Lopez. Randy. Yes. Robert Milin Jr. Milin Jr. Yes. Wanda Brownley Page.
Wanda Brownley Page. No. Rachel Russell. Rachel Russell. Yes. Dr. Win. Yes. Thank you. Motion carries. Thank you. All right. Board. Next, uh we'll go into executive session. Oh, I'm kidding. To our friends. I won't keep you waiting any
longer. Um board, we have before us uh item 10 on our agenda, our board reports. Um tonight we will hear from an update on our bond from Hollison Miller. So would invite Hollison Miller and team um to come forward. Thank you so much for your patience as you make your way
forward. Um, lots of important things for us to get through tonight. So, we appreciate your patience. Uh, and look forward to the report you'll share tonight. So, good evening and welcome. All right. Good evening, Dr. Stlefield, board KCK community. We're excited to be here tonight to present the first of
several bond updates on the p part projects we are partnering with your team on currently. So I think I know most of you um over time but I am Megan Barnes client leader with Hollson Miller. Um I've got the honor of presenting our first three projects this evening. With me, I've got
Keegan Jackson, partner in charge, Kate Wanick, who is our Sumar project architect lead, and Julia Cusco, who is leading the Central Middle School project. Um, not with us tonight, but will be joining us at the next board meeting is Batel Patel, who's leading the Argentine project.
Tonight, we're going to focus on a few things. We um started on these projects back this spring and are excited to share um a little bit about the timelines, the engagement that happened to date. And then we're going to focus tonight on a detailed Sumar Academy
update as well as a summary of the programming efforts for both the new Central and Argentine Middle School and then a schematic design update on Central Middle School. And then we'll talk a little bit about what's to come. So to step back a little bit, uh we were
hired in end of March, early April this spring to partner with you on these three bond projects and we hit the ground running in May and our first thing that we tackled was programming these to make sure that we really knew what we were doing and could balance budget and scope as we started the
process. So Snar Academy since it had a pretty clear scope of what needed to happen there, we were able to start on that one immediately and have been working through design and documents since May and we're excited to share a design update tonight and then our goal would be to come back to you in November with bids for that project so we could
start um as early as next spring on that and get going for the kids and community at Sear. Similarly, at for the two middle schools, we were able to start a combined programming effort for Central and Argentine in May that extended through June. Um, this was a little bit
of a challenging timeline because we were up against the end of the school year trying to engage students and staff before we lost some of them for the summer. Um, but we're excited to have everybody back now so that we can continue that engagement. Um, we have completed schematic design for Central Middle School project and we're in the
process of doing a pricing exercise with our partners CM partners Macau and Gordon and we'll have more information to share on that in the coming months as that effort completes and then we are starting to move into the design development phase on Argentine. Um, based on some of the site constraints
and working through where these new buildings are going to go, we've staggered these schedules about six to eight weeks. So, we're about eight weeks behind uh the central schedule on Argentine. We did finish that programming um effort together for both of them from a parody standpoint and
then are now um in the middle of schematic design on Argentine. So, we won't provide that full update tonight. Um and we'll come back with to you guys when we get to that same completion point as we're at on Central. Um overall we're looking at completing design and documents in February of next year for
Central and then in April of next year for Argentine with the hopes of starting construction um pretty close after there. And we're still working through some of those construction timelines with our partners based on the site procurement um and some different different factors, but should be able to
share more finite schedules on those over the next couple months and here through the end of the year to really talk about what that's going to look like from a construction and opening those new building standpoint. So with that, wanted to step back a little bit. One of the first conversations we had after we were hired
was how do we want to handle engagement on these projects? Obviously they're very specific building communities. Sumar central and Argentine. Um, and as I mentioned, we were in a little bit of a odd timing spot with when we started in May. So, we obviously started with district leadership, the cabinet, and
went through some different high level visioning for what these projects would look like based on some of the long range plan efforts. And then we did work with district leadership to identify both building leaders and some key staff to connect with on those early schematic and programming efforts at each of the
building level. And then we also had the opportunity to start to engage some students through some surveys right before we lost them in May. So we did were able to um engage some of the students at Sumar Central and Argentine through some surveys and we're excited to find some additional opportunities here this fall now that everybody's back
to further engage each of those buildings in the communities further. So we are working through that defining what that looks like here over the next couple months and can share more. Then with that I'm going to jump into the summer academy update. Um, one of the things we started with since we did have
that window of time was we talked to students and staff about what do they want their experience of learning to really look like. So before we talk about the building and the architecture, what do you want that space to feel like both as a staff member and a student. So what we heard was from staff that learning should feel collaborative,
comfortable, inclusive and open. I think that all resonates with all of us. Students said they wanted it to feel calm and cozy, comfortable, bright and airy. So that was just kind of a starting point to understand what do we want these new spaces to look like? We want them to blend in. We want them to feel like Sumar, but also we can also
start to modernize them a little bit. We also asked building admin and leadership and some of the staff what does a learning belief look like for your team. We really wanted to understand what it was like to educate and be a student at Sumar Academy. And
what they shared was that um they could see this project instilling a sense of supportive engagement, collaborative learning environment that inspires students, educators, and the larger community to strive to something greater. We kept hearing um that these kids are really special and they really
deserve that space to be something really amazing to look forward to going to every day. So with that, um if you orient yourself to the Sumar Academy site here, um up to the north is New Jersey Avenue. We are looking at building a fivecl classroom
addition on that northeast corner. Um right now the mobile classrooms that were the goal of this project are sitting where this parking this new parking lot is shown. The goal with this addition is to uh replace those mobile classrooms. Uh there are currently eight classrooms in the mobiles. So we knew
that our task was we had to replace those eight classrooms. Um but we also identified through that early visioning that there were some other programmatic needs at Sumner such as a new wait room. Um the current wait room is only about 700 square foot which is very small not conducive to a high school. Um so that a
new safe and supportive space was really needed. So to do that we had to balance budget and scope. So we had to find some spaces and get a little creative in the building. So working with building staff and admin we're able to repurpose a few spaces within the building to get some
program space for two classrooms so that they could build some of the new program spaces. We also were identified through an audit that um a lot of the media center or library right now there's a lot of old shelving that's not being used as they've paired back some of the
actual physical collection. So we did identify a space within the library that could be converted to a new classroom uh to take on that third classroom to allow us to uh rightsize that addition a little bit more. Um a couple other things that are going to be a really good benefit of this project. Right now,
doc access is right back where that addition's going. It's not the greatest from an operational and access standpoint. So, with this addition, we're actually going to be able to improve that situation, create a little bit better dock access for deliveries. Um, we are going to have to relocate some parking and lose some parking down
low, but we're actually going to gain a net of 12 parking spaces once the mobile classrooms go away and we're able to add parking up there as well. So to zoom in a little bit on the new classroom addition, um as I mentioned,
we do have a need for five classrooms. So we programmed those to be right size for the current student population. Uh staff did identify that currently those would be kind of general core classroom spaces. So not specialized for a specific program, but really flexible
kind of general classroom spaces. As I mentioned, we were able to fit a weight room on the lower level. It's about 1,700 square f feet, so more than double what they have to work with right now. And then we are able to pocket in within there through some of that circulation, find some different spaces um for some
large and small group collaboration, also some of those focus spaces for pull out if there needs to be some one-on-one instruction, somebody needs to step out to take a test. Um you'll also see up here, um if you're familiar with Sumar at all, there is a pretty good grade change or slope on the back side of the
building. So, we're kind of splitting the difference and uh setting the new addition at the midpoint of that slope. So, there will be a couple ramps within there. Very nice wide accessible opportunities to kind of tear us down to help with some of the site costs and limit that working with the slope there.
So, you'll see those as we walk through the images here. And then we do have one additional office space that's kind of getting slotted in there. Um, one thing I didn't mention was based on the new codes, this shel this addition is required to be an ICC 500 storm shelter. So, it will be
pre-cast concrete um and the full addition with the exception of that little uh corridor where you see the green collaboration on the lower lay of the off that is um a structural separation due to the foundations but everything within uh the classrooms and weight room space will be a um rated
storm shelter. So, as we started to design these spaces, I mentioned we got we did also engage students on how they wanted this building to look and feel. They also gave some input on some different images that resonated with colors, finishes, materials, things that they um wanted to
see there. So, we came to a really nice color palette that obviously a lot of Sumar blue, but we're also starting to uh sneak in a little bit of those old hints of orange from some of the historical colors there, too, because that was important to pull a little bit of that history, but also modernize it as we walk through there. So, I'm going
to start kind of walking through the lower level. We're connecting to where the cafeteria and commons is right now. As I mentioned, that ramp, we've got a good opportunity for some graphics and branding to really personalize the space. So, as we walk into that new addition, come down the hall to the left is going to be that new wait room. Um,
we're able to put a few windows in there to get some nice daylight into that space. And then as we walk out of the wait room, we are looking over at the collaboration space. And in that first classroom, one of the things we also heard from the building was um a need for a space for alumni to come after
hours. So, as we looked at this space, we were able to put kind of a frosted um sliding partition between that classroom and the collaboration to allow it to open up and double in size. So, after hours, if the alumni needs a space to meet um right there across from the wait room or other clubs and activities,
again, when we working with kind of a small footprint, we try and do as much flexible space to maximize that as possible. So, that's going to be a great opportunity there. As we start to walk upstairs, you'll see some of those kind of collaboration spaces pocketed in through the circulation, trying to take
advantage of some of that space we need to give additional opportunities for students. And then as we come upstairs, we walk into one of those new classrooms. And then as we continue down the upper level, um that connection back to the existing commons, which they call the
multi-purpose space. I know they mentioned that was a space where kids uh meet in groups and after school and things. So we were able to connect there to create some additional opportunities as well. And then as we step outside the building, one of the goals here uh was to try and blend into the building but
also provide a little bit of a um feature to know that we are uh entering here and we do also have that nice view of the field off to the east. Um as you guys heard a little bit earlier tonight, this this project um the existing part of the building is on the historic
registry. Uh the part we're touching and adding on to is not. It's a later addition to the building. Um, but we do have to go through the landmark commission through the unified government as well because it is a historic building and we are working through that process right now. Um, we've submitted into the planning
commission and landmarks. Uh, they did say because it is an addition and we're not touching the uh historic portion of the building. They are going to go through that in an administrative review here over the next month. So, we do expect some comments back, but we did share early images and they were very um
receptive and thought that um did a nice job of taking into account some of the materials and language of the existing building. And then, as you can see here at those entry points, you'll see that kind of blue um feature. That is where that connector is. And then everything beyond that is that storm shelter pre-cast in brick. Nice durable
materials for some longevity there. Okay. So, as I mentioned, um, we are deep in the throws of design and documenting here, working with facility staff on district standards and some of those details and with the construction manager to get moving forward. Our hope
is to complete documents, send those out to bid here in September and then come back with bids to the board for your review in November. Um, a couple things we're still working through with the city. We do need to move a transformer, so we are waiting to hear back on lead times. That's going to have a big impact
on when we can start and complete construction. We're hoping in the next 30 to 60 days, we'll have final answers. So, when we come back in November, we'll be able to share a more firm construction schedule as well. Mr. Milin, did you have a comment?
I just have a comment to the uh effort uh the thorowness and the staffing that these individuals have presented. And with Sumar being the number one school educationally in the state and I'm just happy it's going to look like
number one school physically. That's my comment. Thank you. Thank you Mr. Milin. Yeah, Dr. Win. Thank you. Um thank you. Help me remember and understand what you said
that did you say uh in um as you found space to expand the wait room you um what did you say about old shelfing shelfing? Did you say something about
Yeah, she So, what they said was originally in that space, two additional classrooms would be out there, but when in order to provide the weight room, they're moving the two classrooms in the library, they'll add two uh renovated or new classrooms in the library space
where old shelving is and is not being used. Okay. So, my question was, was that attached shelving? No, it was movable shelves. It was not any of the built-in historic shelving in there. So, it wasn't historical uh in the original construction. Correct. So, we are we are not touching
the area that has the nice built-in wood shelves that sunken area. This is kind of back towards the back end. Um so, they were ones that actually have been kind of moved out of the way already and are sitting empty right now. Okay. And the current alumni room, you're not touching that, are you?
No. Okay. Thank you, Miss Russell. Then, Miss Brownley Page. So, I I have a question, but I also have a thought. So, and I want to be clear on the space that you're thinking about. So, the space that you're talking about
is currently, and Mr. Gunter might be able to shake his head. Yes. Is a room where there's a long um conference table. Correct. That'll now be converted. That was actually a class. So I guess my question and my thought is that's
directly related to the hallway that's in the new wing of the building. So in order to create two classrooms out of that, are you then shrinking the hallway length? I almost need a 3D image to understand where you are.
And actually I will apologize. We this slide probably only gives half the story. So within the media center and let me see if I can get this to point It's not going to point. So in the um air Oh, there we go. There's a pointer.
So this is the library right now. Um and this is the sunken area right here. So this is the extents of the library. We are actually going to take over um this I think this is the conference room you're talking about, correct? The long skinny one that goes out into the
hallway. Yes. Okay. Thank you. So that one is actually going to be converted to a classroom as well. So right now I guess years ago it was a classroom. It became their conference room. And so they said they are able to
give that up and we are going to take the northeast corner of the media center. There are some desks and a couple things in there. Reconfigure that space, make that the conference room. So there will actually be one classroom there. We're just not actually doing
anything because they've got technology. all of that kind of stuff. So, they're just going to repurpose that. And then we will be That's not going. We will be building walls in here um for that secondary classroom. And then up on the third floor, there are a couple offices and spaces that aren't being used
currently that they're going to repurpose into a third classroom. Okay. So I guess my then follow-up question to that goes more to the community feedback and the alumni feedback because um currently Sumner
does not have a designated staff space. They're very much like the library where they have all these little kitchenets and very random spaces. And as an involved parent, I know that that space is currently used when we have like
staff appreciation or those types of things. So, we're then eliminating a space where people can set up things because the kitchen in the or the it's not even a kitchen in the office isn't big enough for anyone to convene or the mailbox space. And so I'm just balancing
like the data and the information you've received versus like how far is that space that you're creating the alumni after hours to the actual alumni room or those other things that are used in
these very random spaces. Now then where do you utilize those things? And it I know it's a balance and like understanding needs versus things, but that's where my thought went with all of that. So, Miss Brownley Page,
thank you for your presentation. There's a room in Sumner currently now, which represents old Sumar and there's a lot of memorabilia. I didn't know if the young people at one time a group put together a presentation
to take it out of that room and display it through the building. Did that come up at all? Just ask. It did not that I'm aware of because it got so much in one room and they have a strong history too
and they won numerous awards academically as well. I didn't know if there was a concern to try to include that. That did not get brought up to us, but that's something we could definitely follow up on. Okay. So, I guess I want to go back. I maybe left it with a statement, but it
actually was a question around alumni engagement, and I think it follows because based on the buckets that you previously showed, there was little to no engagement with those groups unless they had students at the building. And so before we get
too far into the bidding process and the the schematic, I know that they have an association and that to me is a group that really needs to be a part of this process before we go way too far. Even though I know it's a very limited
edition, they do have opinions and I I want their voice to be at this table as well. Sure, that's something we can definitely talk to district leadership and the building leadership about. um when we identified who needed to be involved um I think that's kind of where we landed
at the time was because of the limited scope and we didn't have the space or the budget to provide a dedicated um alumni space within this addition that that didn't go further but that's something we can definitely follow up on
and make sure that's covered and just a thought so I heard four rooms but speaking to what Miss Paige also said, is there a way to fix the schedule where one of those spaces very similar
to the small space that you're creating could have that? Um, it sounds like you have a very big wait room and I believe that's deserved and all of that, but I I the alumni piece which you put in the the fabric of the marketing, I do still
think that there is an alumni piece that is missing that is not treasured in its current form that even with this small project, I would like to see that be a part of it. So, we can definitely follow up on that. Thank you. I
go ahead. Oh, I just want to kind of remind everyone they do still have another part of the presentation because I I don't know if people had looked at it. It's central in Argentine. So, I just want you all to know that. Not to cut this conversation off, but just know that that was the
portion for Sumar. There's an update for Central and a smaller update for Argentine. Yeah, I'm happy to keep going and then we can answer any additional questions at the end. Okay, please. Thank you. All right, thank you. Okay, so we're going to jump into new
middle school programming and as I mentioned, we did program Argentine and Central together. Um, and then we'll share a little bit more information on Central. So, um, you guys have a really unique opportunity here. You know, there's not many districts that can say that they've rebuilt four middle schools
in a span of 10 years. Um, and obviously that's what we're looking at here as we move forward with Argentine and Central. We know that you guys had the opportunity to um bring two new middle schools online um in the last bond through Carlby Bruce and Gloria Willis. So as we started this process, we wanted
to make sure we acknowledge the fact that um parody is a big thing and we also want to make sure though that we are continuing to improve and build upon the success of the f the past um and continue to make things better for kids and community in KCK. So as we started
this, we wanted to really reflect on um how those middle schools were operating and what we could be learned from those as we started on the new the two new ones. So we did go through a post occupancy evaluation process of those middle schools to get some feedback to understand in terms of the actual spaces
the program the basic program of the building. Did we need to start from scratch? Did we need to kind of just tweak some things um or you know kind of where did we need to start? And the information we started to get from that was overall most of the program spaces, most of the general idea we started with
on those still rang true and were um still appropriate for where we were headed as a district. So we also did know though there were a few things that we learned that we needed to strategically reprogram such as some of the collaboration flex spaces um within those neighborhoods, the general
classroom, how students and staff were using those. So, that's one of the pieces we really focused on as we started to reprogram these buildings um and make sure that we had the right spaces that students and staff could really support. So, again, we started with a survey with based on that timing
we were at both with staff and students at Central and Argentine and wanted to again understand when they think about going into a school every day, what are the things they're looking for? So, we heard, you know, we want it to be warm and inviting. We want welcoming corridors. We want some of those pockets
to, you know, sometimes school can be overwhelming. We want some of those moments where we can kind of come together, come into a little bit of a smaller space, reflect, kind of decompress. We do want some of those larger spaces, but we got to be mindful, especially of middle school kids, of where they're at in their development.
Um, very wide spectrum of what their needs are. So, we got to balance that with the spaces that we provide. They talked a lot about hands-on learning. um more and more that's important to provide opportunities to do different things and learn in different ways because everybody learns differently and
then with that survey information that kind of talked to us about how do we start this programming process so as I mentioned we brought together central and Argentine uh building leadership and staff um and we went through three programming workshops with some hands-on activities to really um dive into how
they're going to use these spaces. The first one we did was an activity card where we actually went through different types of learning and what types of spaces that would be most conducive to how they do that. Again, we heard a lot of hands-on learning. They're doing more real world learning in classrooms, so how do we support that with space? Um,
they wanted more opportunities for student presentation throughout the building. They talked a lot about peer-to-peer collaboration. Kids are learning more and more from each other and how do we support that? and they wanted to again recognize students and celebrate the awesome work that um your community is doing. And then again that
opportunity for sensory or calming spaces throughout the building definitely has come up along the way from both students and staff. The second uh meeting and activity we did is we took everybody out into the real world and we went in toward Carl B. Bruce to talk about what do you like, what do you
not like, could would you use this space, how would you use this space? Really to talk about some of those lessons learned and how we can improve on these next new middle schools and really personalize them for both Argentine and central communities. Couple things we heard some opportunities. Uh we heard a really
great statement, our kids deserve the opportunity for diverse learning experiences beyond the classroom. Whether that looks like space or opportunities educationally, our kids deserve that. Um, we heard dedicated parent act entrances is important uh for after hours. We love natural light, but
we got to balance that with security. That's been a big conversation. Obviously, security's got to be at the forefront of everything we do. They also talked about um how they're supporting kids from an administration and counseling standpoint. And they felt like distributing that those services throughout the building would help
support kids better. and then talked about good amount of staff support and collaboration spaces. How do we support staff in these buildings too? Couple of the challenges as I mentioned from that there were some concern about windows from classrooms. How do we balance um utilizing spaces keeping it bright and open with security? So that's been a big
conversation. Um the gym felt a little small from what they're used to at Argentine and Central. Um concern about space for afterchool athletics and then supervision of course is always paramount. So we moved into that third meeting after we toured that. We learned a lot from those discussions and really
talking about how space is used. So we actually did some different fun activities together and started to talk about how they would use classrooms, how they would use spaces outside the classroom um and really started to vision and develop these spaces together as a team. A few things that came out of
those again as kind of some strategic reprogramming was again that um assistant principles and counselors need to be closer to kids. maybe not in that main admin starting to distribute some of the um leadership to supervise a little bit differently and support kids differently. Um we talked about requests
for flexible collaboration space that's a little bit more secure. So less larger open spaces, maybe some more pocketed spaces that could either be used by a full classroom or that could be used by some smaller groups if we're going out and doing project-based learning. And then we also talked again about some of
those smaller spaces to support kids where they don't feel like they're in this wide open space. So with that, we uh got a very good foundation for how to move forward in terms of the types of spaces and how they were going to use the spaces. So to keep moving a little quickly here, one
of the things we did talk about was what's the capacity for these buildings? You know, that's been a big topic in terms of how many kids do we need to support both now and in the long term. So where we landed was for kind of our typical middle school, we're looking at six core classrooms per grade level, two
science classrooms, and then a flex classroom that's shared between the two teams, and then a resource room and an ESOL room per grade level within that pod or neighborhood. And then that gives them the flexibility to either function as two teams within each grade level or
to function more department-based. So what that does is that gives us a capacity of about 243 without the ESOL and resource rooms. Just knowing sometimes kids aren't in there all day. That might be more of a pull out thing. So we kind of look at it both ways. And then the other big pieces from a
programming standpoint at Carlby Bruce and Gloria Willis um those explored uh life skills or special education more as a hub for the whole feeder that would come through there. Whereas now we're stepping back a little bit and trying to make sure that we can provide different life skills and sped programs within
each middle school. So if I'm supposed to go to Argentine, I go to Argentine and can be supported in different ways. But we did scale that back and reduce the number of classrooms um from Carl B. Bruce to in about half that would support that current population. And then again elective space is staying
pretty much the same. One thing obviously computers now are more mobile than they were even back then. So, we did eliminate the dedicated computer labs to go to more flex elective classes to provide different opportunities. And then staying with that same gym and locker room um flex performance space
that can be more flexible, we are also looking at opening that up to the commons to provide additional opportunities for community events and larger events. And then as a quick summary here, so for Central Middle School, um we've been calculating 27 students per class as
kind of a max capacity of the building. So here with those core classrooms, flex classroom, science rooms, the so resource and bedrooms looking at a capacity on day one of about 859. As a reminder, concurrent enrollments 679. And then we do at the bottom here, we
are also master planning the buildings for a future addition. So, if there was to be continued growth, we could add on eight classrooms and get that capacity up to over a thousand if that need arose in the future. And we'll be um looking at that both with the aesthetics of the
building to make sure if that does happen that it would blend in seamlessly. For Argentine Middle School, same thing there. Um, the only thing we looked at here is because the population currently is lower about 140, not 150 kids less, we did look at pulling out
that flex classroom in each grade level um to balance current costs with future projections and are looking at a capacity of 783 with potential for again just right around a thousand with an addition based on that current enrollment of 530.
Okay, going to keep rolling. So with that, that was our kind of endpoint of programming. We felt like we had a good, really good handle on what the spaces needed to be and how big we were building. So we dove into schematic design on Central Middle School. I'm not going to run through all these for the
sake of time, but again, we really started with understanding from staff and students what they wanted the experience of learning to look like um in these new buildings. So we asked them about how students should feel obviously safe, empowered, valued, how staff should feel supported, respected,
inspired and excited and the community should feel connected, engaged and welcomed in the new building. We also again asked staff and leadership what is a supportive environment kind of what is your learning belief as you walk into this new building? and they noted
this should be a safe place that welcomes and celebrates each student's unique background while uniting them to be empowered to reach confidently towards their futures. So, this is something I know our team has been really excited about and are using this as a guidepost for the design of the building to make sure we're really
reaching back and trying to reflect the community of each of these buildings. So, specific to Central, I think most of you guys know this at the board, but for the public's um we are looking at a new site for Central that is to the northwest of the current Central site,
just to the north of the current Vibrant Health and Community Center. Um so, we're at between 11th 12th Street and Riverview. Uh just to the south of current Emmy Pearson Elementary School. This site um is I believe just under 10 acres which is which is a good size site
for what we are able to get in this area close to central. Um it is I will say a little bit tight for a middle school but we are getting creative and it's going to work out well here. Um we do have about 50 ft of grade change across the site that we're going to take to our advantage um with spur drainage and kind
of terracing the building there. As we look at the overall site design concept, we are looking at closing two roads um through roads Riverview and 12th to get as much of the space as we can here. We've been working with Unified Government on that and they are very supportive of that um to also help
us get traffic off these streets in this area. So going to take advantage of the north side for parking and drives and then putting twotory building there in the center and then using kind of fields as a buffer from the spaces to the south. uh we worked again with building staff
and uh building it leadership to explore different options. So we talked about different parties um we call it a party not with a Y with an I um of how we organize the building the big pieces that makes the most sense from a function standpoint and we landed on
number four quad which actually does kind of look like the number four just coincidentally. Um so where that landed and where we started to develop that um had some really cool opportunities here. So, if you look, the parking and bus loop will obviously be separated to keep traffic
and kids safe uh keeping that parking to the north um with that walking path and field to the southeast and then also some dedicated event parking at the entry there on the south to get you into the gym and commons and that for after hours. Um this this building layout also
gives us a nice opportunity for an internal courtyard to provide some safe supportive space. Um get a lot of daylight into every space in the building and then also some of that outdoor learning space um that's safe within the building there footprint.
So this is the building concept or parti. So as you see there on the top right corner walking into the building obviously our secure entry and admin. Um as you come in there we are showing that red loop. So, the other um nice feature is that we do have very clear circulation around the space. Um as you
walk in through the life schools and special education area, we've got the media center there right off the courtyard. Um and then we do go into a two-story classroom wing. So, sixth grade on the lower level, seventh and eighth grade upstairs stacked for efficiency there. And then as you kind of go around the loop, we've got the
electives, u music, art, and then we've got gym commons and our performance space. And as you can go into the next one, you'll start to see the opportunity, you'll see a very fine line between flex performance and commons. Um, we are looking at the opportunity to open up those spaces to each other again
to maximize um, kind of those larger spaces and provide new opportunities there. So, as I mentioned, one of our big concepts of reprogramming was really starting to look at how classroom and outside the classroom space could be used. We did learn that in terms of two
teams of each grade level, they are actually functioning more in a department-based model where science teachers are co-eing together or planning together. So, are looking at those pairings of classrooms surrounded by um more of those collaboration spaces. The other cool thing is as you
think about a building, typically there's a large percentage of square footage that's circulation. So, we're able to kind of just blur the lines of the circulation to provide some of these opportunities and keep square footage tight. Um, so these were some of the spaces and opportunities to provide that breakdown, but also clear circulation
and clear visibility um throughout those spaces here. And so we'll continue to develop these and start to show you what these look like as we bring back um design development here in the future. So with that, I'm going to go outside real quick and start to talk about what the outside starting to take shape.
Again, surveying students and staff, we were able to start to understand kind of what they want to see and balance that with what will fit in there on site. So, I won't go through all of these, but we heard that they want to be very proud. They want to be open, visible, fun, and innovative, but also, of course, durable
and long-term. So, here is a perspective of the site. As we mentioned, bus and uh bus and drop off will be there on the north to the right, and then we've got that main entry. So, again, we really wanted to design and collaborate with the building community. So we started to ask what
what do you want this building to look like based on that survey feedback and our team presented four different concepts to the design team the build district design team and we got some feedback that concept one they kind of liked some of the elements of that that were getting a little bit more fun and playful with some of the columns and
overlooked there at the entry. Concept four was kind of the the front runner the winner there. They felt like maybe the upper level was a little heavy but they really started to like some of the contrast and moodiness. Um, it was very clear that red brick, while historic at the current building, um, was something
we wanted to probably stray away from a little bit to give it a little bit modern feel, but also maybe bring in some of the school colors as a nod back to some of that older brick there on the lower level. So, we are just kicking off design development, but as we walk through that, this is the kind of the next iteration of that. This is not the
final design, but starting to look at um some of the massing and balance of um some accents of some of that red that is our school color and then starting to break down the scale of the building and create some welcoming environment there. So, with that, that's kind of our
central and middle school update for today. Okay, as I mentioned, we're diving into design development here over the next two months, and we'll be continuing to work with that uh building uh and district design team to move this forward. And then we'll be doing the
same on Argentine and plan to come back in front of you guys here over the next couple months with additional updates. Thank you. That was fast and a lot of information, but thank you. um would open it up to the board for any questions or feedback
for the team. I'm gonna ask my same question that I asked before about community engagement in this process. Um I have my own personal opinions about what you just showed. Um, but I also as am not an
Argentine or Central Middle School person. And so I want to make sure that the broader community has input into what these buildings look like and how they reflect the community and the neighborhood at large because you're
placing an 800 people building in the middle of a neighborhood. And so, um, yeah, I look forward to ways that you guys continue to involve the community. I know that was a strong part for me during the process and making sure that
um there are there has been some very loud feedback around some of the other um so I appreciate that you all went through a walkth through from both um a strengths but also an opportunity but want to make sure that before we get too
far again that we are uh bringing in community voices and neighbor voices in the design process. Thank you. Additional comments, questions. All right. Make sure Mr. Milin. Nope. Okay. Thank you.
Well, thank you so much. Uh and board, I know that was a lot of information. So, as you continue to go through that, as things come up for you or questions or thoughts, please share that with Dr. Stubblefield. Um, and we can get that to um to the team to bring back additional
information or answer any questions you may have. Yeah, I was also going to say, Megan, next time tell those people that looking pretty to give you a water break or something like come on now. He went and got him some water. Ain't not one conversation but got him some water. So,
Mr. Lopez. Yes, Mr. Milm. I I did have a thought. Well, I did have a question. Thank you. Uh I was hesitant. Uh in the presentation it was mentioned of uh about a small gym. So will that be
revisited cuz we're talking about uh populationwise uh 859 on central and I think that was central. So you don't want to make us that needs to be revisited. That's what I my question is that going to be revisited by the small gym. You don't
want to make a gym too small. That's that's kind of defeating your your purpose when you put up a new school. So the gym will not be small. What they shared was when they visited Colby Bruce and Gloria Willis because the bleachers are all on one side. The staff said that
it felt small. So they are exploring what that might look like to have the bleachers on both sides of the gym. But there is a standard size for middle schools and that's what they plan to do. They don't plan to make it small. They was just saying what the staff said it
felt like um when they were in there. Thank you for asking answering my question. Thank you. Thank you, Mr. Milin. All right. If there are no other questions, um next on our agenda, we'll hear from our superintendent of schools, Dr. Steel.
Okay, I will go quickly. Um, first of all, I want to thank the Arrowhead Middle School staff, um, students and families for their patience and flex flexibility as we transition to two new locations over the past couple of weeks. We could not have made these quick adjustments without the strong
leadership of the um, staff and um, administration. I also want to thank um, um, our community and board um, and those who spoke for their perspective. Um, at this time we do anticipate it
will take another four to six weeks to complete the cleaning and um restoration of the building so that um staff can go back in there. This is me off script. We did hear um we did um receive those um
emails and comments. Um we will send a survey to the staff, students and families uh offering the option to um split and go into um some other middle schools on this side of town that can
have the capacity. And if that is what majority of them would like to do, we can make that happen. I will say if we do that, they will be there until the end of the semester. It doesn't we wouldn't disrupt them two times. um and
possibly u survey them and say if they don't want to move we could leave them to the end of the year but we'll send it out get the feedback and share that with the board on what comes from that um and if that's not the direction we'll continue to improve um the environment
at Kansas City Kansas um community college they have been gracious host um and we're just um making the best of the situation um and we do have contingency plans, but when you're talking about close to 400 students, your options are
limited when you look at a long period of time, but um a couple of our middle schools have the capacity to absorb them. And we will send out a survey and see if that's the direction that the staff, students, and um families,
parents, caregivers would like to go. Um, some exciting news. For the seventh consecutive year, Sumar Academy of the Arts and Science has been named the number one school in the state of Kansas by the US News and World Report. So, congratulations to the student, staff,
and community on this outstanding accomplishment. Um, I want to give a big shout out to Doug Clemens and the entire operations team for their responsiveness to all of the unexpected situations this past week. Um we had several from power
outages to water main breaks and um the displacement of the students at Arrowhead and his team along with a lot of other staff members um including our technology team has adapted and done um responded in a timely manner so that we
can continue um to provide an education to our students. Um, I also just want to share I've really enjoyed being in the schools. Um, as schools have returned, um, it has been limited because I have spent more time in the schools that have
had a few challenges, but I look forward to continuing to visit um, all of the schools um, throughout the district. And um, that's all that I have this evening. Thank you, Dr. Stubblefield. Just echoing, thank you to everybody who's continued to work with our Arrowhead
staff and scholars. Um, and we will continue to find ways to support you. The only other thing I just wanted to mention tonight is heartfelt sympathies and condolences to our KCKPD law enforcement team who lost an officer um, this morning. And, uh, we just continue
to hold you in prayer, lift you up um, and prayers for end of violence in our community. Um to all of our law enforcement out there, all of our law enforcement agencies, including our very own um Ky, Kansas public schools law enforcement team. Um we hold you near and dear and we know that you're doing
your best to protect and to serve our community. Um and today it's a heavy heavy day as we think about um our officers, our officer who lost his life today. Um so prayers to to him, to his entire family, and to all of our law enforcement out there to continue to
work for the safety of our community. Thank you for what you do. Um and we'll continue to lift you up in prayers. Miss Brownley Page. Uh I had the opportunity the first week of school I went to Central Middle School Mark Twain and Eugene Wear. This
second week I had the opportunity to visit with the administration, staff, students, families at Arrowhead and went to Homefield three days and KCKCC1 and just want to commend them for their efforts and really all the schools are
working to make things better. It's a process and we have to continually work on it if we want our kids to succeed. And also condolences to the young man who lost his life. We got a lot of work to do just on
building a community. And it's just kind of sad that every day it's they don't miss a day someone is killed and shouldn't be. And it's sad all the way around for those who are committing the crimes and for those who are being perpetrated on that. We got to do a
better job. You miss clerk. And then Miss Russell, I would like to piggyback on that. I also want to give our condolences to the Overton family. Um Deshawn Overton graduated here in this in this district
and he lost his life while visiting um Myrtle Beach. And so his story was on the news. He lost his life to um someone being very irresponsible. It was very tragic. And so his family is a staple here in this community. So our condolences to him. his services will be
coming up here in the next week or so. Thank you, Miss Russell. Um, I just want to echo the many thoughts that have already been shared. Um, of course, this back to school year time has been very bit bittersweet, both with excitement as we watch our students
engage in learning, but also marked by challenges none of us anticipated. From unprecedented heat and unexpected AC issues to even the fire. Um I by far um as I reflect believe that this has been
one of the busiest starts to a school year um in my four years on this board. Um but through it all as many of my colleagues mentioned um I want to commend our departments, our staff, students, parents and community. Your flexibility, grace, and patience have
allowed us to continue forward despite the obstacles. Um, I know that this board is continu is committed to continuing to strategize and plan for the unexpected as we remain laser focused on our theme for this year. On a
personal note, um, today feels both bright and bittersweet. Um, as I celebrate my birthday, um, and yes, I'm going to be the board member that brings it up. Um, Travis and, uh, Taylor's engagement. Um that is a day that I will
always remember in my heart. Uh love made right here in KC as uh our communications team had a little thing on the first day of school or something. I was like what is this? But now I have an exciting moment in my um in my memory
deck on my birthday. So, um, but as I mentioned, this is also bittersweet. Um, as our community is once again grieving, um, just one month after the loss of Deputy Elijah Ming, um, we are now
mourning the passing of Officer Hunter. I apologize, I cannot say his name, last name correctly. Um, but I do want to notate that he was a dedicated public servant who um volunteered his time weekly at Banaker um in the lead to read
program. Um, and so hopefully uh, shameless plug, this is also a moment that we can also com um, remember him by all taking the time out to read with our scholars and many of our buildings through a variety of
programs. Um but uh my thoughts and prayers are with his family, of course, the KCKPD community and all of our um public service officers. Um thank you for signing up for um oftentimes folks
say this is a thankless job. Um but the job that you all carry, the badge that you hold, um just my heart has a lot of gratitude this last month for you all. Um, one is way too many. And now our community yet again um is back in that
same spot. So enough is enough. Um, and I wear that shirt proudly to say that we've got to make a change. We got to do something different. So thank you. Thank you, Miss Russell. And happy birthday, Dr. Win. And then Mr. Milin. Right. Also, my condolences to our
community members, but also to um our deputy clerk who lost her mother. and losing a mother is uh super super super difficult. Um so that that we must acknowledge that as well. Uh two things
attended the KSB uh board meeting this weekend and so we have uh the legislative regional uh listening tour on September 3rd uh 11:30 a.m. at Blue Valley and we have the addresses in 6
p.m. at Shiny Mission. So please register for one or both. Um essentially that is what the school districts in the state will advocate for legislatively. And secondly uh remember
the annual conference in Witchaw and it is being um revamped for for more participation and um actually adding a day for clerks this year. So,
thank you. Thank you, Dr. Win. Mr. Milin. Yes. Thank you, uh, President Lopez. My same sentiments and condolences for all that's been said for the officer that has lost it his life in the line of duty. And, uh, much prayers needed you
all. And it's no secret the times we live in and this is the time we live in. And this is sad, but it's true. and also for our deputy uh secretary uh clerk in her loss of her her mom as Miss W said, Dr. Wyn said that losing a mom is is
great in in your spiritual let down. But I want to say I uh on a on a great note uh also I I had a opportunity to go to JC Harmon and I do intend to visit more uh the high
schools. I think I got one to go uh to between now and uh the year is up. But uh great spirit, great energy uh in the school uh and uh teachers are doing well. Students are seeming to be involved and uh I was very very impressed of the the attitude and the
spirit that was uh exemplified at JC Harmon uh High School this past uh past week. So I I was excited and uh just uh looks like they're they're doing a great job there. That's all I I have at this time. God bless everyone. Thank you, Mr. Milin, and safe travels
back. Um, next uh would entertain a motion to recess to executive session to discuss matters of non-elected personnel in order to protect the privacy interests of all parties involved in to include Dr. Stubblefield, Mr. Gohane, Dr. Prim, Mr. Hansford, and Dr. Jones
for five minutes going in at 8:19. So moved. Miss Smith. Yolanda Clark. Yolanda Clark. Yes. Randy Lopez. Randy. Yes. Robert Milin Jr. Milin Jr. Yes. Wanda Brownley Page. Wanda Brownley Page. Yes.
Rachel Russell. Rachel Russell. Yes. Dr. W. Dr. Win. Yes. Thank you. [Music] Come on. [Music]
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Open session. Second. Moved by Miss Clark, seconded by Miss Russell. Uh, Miss Smith. Yolanda Clark. Randy Lopez. Randy. Yes. Robert Milin Jr. Junior. Wanda Brownley. Page.
Rachel Russell. Rachel Russell. Dr. Win. Uh, thank you. Motion to recess to executive session for consultation with the attorney on matters which would be deemed privileged in the attorney client relationship under coma to include Dr. Stlefield, Mr. Gohane, Dr. Jones, Mr.
Hansford, Dr. Pigram for five minutes going in at 8:28. So moved by Miss Russell, seconded by Miss Clark, Miss Smith. Yolanda Clark. Yes. Yolanda Clark. Yes. Randy Lopez. Randy. Yes. Robert Milin Jr.
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[Music] to return to open session, please. So moved. A second.
Want to go home? Is there a second? Second. Moved and seconded. Miss Smith. Yolanda Clark. Yolanda Clark. Yes. Randy Lopez. Randy. Yes. Robert Milley.
Yes. Okay. Thank you, Mr. Mile Jr. W. Brownley Page. Wley Page. Yes. Got the win. Yes. All right. Thank you everybody. Uh, have a great night. Meetings adjourned. I think we better because we can't get
no seconds around. Heat. Heat. [Music] Hey,
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