Hey, hey, hey. Hey, Hey baby. Heat. Heat. Hey, hey, hey. Hey, hey, hey.
Hey, hey, hey. Heat. Heat. Heat. Heat. Hey. Hey. Hey. Heat. Heat. Heat.
Hey, heat. Hey, heat. Hey, hey, hey. Hey, hey, hey. Hey, hey, hey. Heat. Heat. Heat. Heat. Hey,
hey, hey. Baby, hey. Hey. Hey. Hey. Good morning. Good morning everyone. Welcome. Uh good morning to my board colleagues and Dr. Stubblefield to all of our staff and to our pre our guests
that are present this morning. Welcome. It is a shift. We're here during the day. So, welcome to our regular board meeting on Tuesday, May 12th, 2026. It is 9:36 a.m. We'll officially call our meeting to order. Um, as a reminder, if anyone needs an interpreter, we do have
interpreters available today for simultaneous interpretation. Please let one of our staff members know. Um, and we will have interpreters available to to assist you. again. Welcome. Good to see you all. It's a beautiful Tuesday morning. Um we'll go ahead and um start our meeting.
And as we do at our meetings, we um remind ourselves of our norms and protocols. We agree to respect differences of opinions in making decisions for the district. To follow best practices in managing the superintendent and the management of the board itself. To stay on task when conducting business for the district,
including while at board meetings. To never surprise the superintendent or each other when conducting official business of the district. To read these norms at the beginning of each board meeting and at board workshops as a reminder of how to conduct our meetings. And to continually selfch checkck to determine if we're following our norms
when conducting district business. again. So good to see you all this morning. Um with that, um Miss Downing, would you please do a roll call? >> Wanda Brownley Page. >> Wanda Burnley Page, present. >> Yolanda Clark, >> Yolanda Clark, present. >> Randy Lopez, >> Randy Lopez, present. >> Robert Milin, Jr.
>> Robert Milin Jr. present. >> Pamela Pen Hicks. >> Pamela Pin Hicks, present. >> Joyce Lynn Strickland Eaggan. >> Joyce Strickland Eaggan present. >> And Dr. Win, present. >> Great. Thank you, board. uh would entertain a motion to approve the regular agenda as presented.
>> So moved. >> Second. >> Moved and seconded. Any questions or discussion? >> Hearing none. Miss Downing. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Yolanda Clark. >> Yander Clark. Yes. >> Randy Lopez. >> Randy Lopez. Yes. >> Robert Milin Jr.
>> Robert Milin Jr. Yes. >> Pamela Pin Hicks. >> Hamela Pin Hicks. Yes. >> Joyce Strickland Eaggan. >> Joyce Strickland Eaggan. Yes. >> And Dr. Win. >> Dr. Win. Yes. >> Great. Thank you, board. We're going to jump right into our agenda. We've got lots to cover today. Um first is our our
our recognitions and awards. Um first off, we do um want to c we were supposed to have an uh celebration and performance for AsianAmerican and Pacific Islander History Month. Um however, they could not be here today, but we still want to recognize um the importance of this month and the
significance for all of our students um of of that uh heritage. And so um I know Dr. Doublefield has something she would like to share as well. >> Yeah. So, good morning. Um um unfortunately our student performance performing group had a conflict this morning. We tried to work it out but um
couldn't quite get there. So, we appreciate the um staff and the students trying to make the effort. Um, we also had a wonderful opportunity last week to bring together students from all of our high schools um from the AsianAmerican
and Pacific Islander um uh uh groups together with some community partners where they were able to provide um information about their experience and also to uh be among one another um to give the district feedback on their experience. So this month is an
opportunity to honor the rich cultures, histories, and traditions that strengthen our community and to recognize the important role diversity plays in education. We are grateful for the student, staff, and families and community members who experience and perspectives enrich our district every
day. And we'll um there is a art display back there. Thank you to our fine fine arts department for getting student art um that represents um all of those cultures. And again, um, next year we'll, uh, uh, make sure that, um, that
there are no conflicts, but it was confirmed and then there was a conflict. So, thank you. Um, and I'll turn it back over to President Lopez. >> Thank you, Dr. Stubblefield, and I'm sure we'll hear from other board members later today about their experience um, at that convening earlier this week. Um,
it was a great convening, so I'm sure we'll share out a bit about that. And again, we honor all the rich cultures and traditions. The diverse the diversity of this district is one of our strengths, and we celebrate all of our cultures and all of our students and backgrounds. And so, we're excited to
continue to celebrate our Asian-American and Pacific Islander students and staff and families in this community. Um, next up, we will hear from Mr. Sam Simmons as we celebrate our um, scholar athletes. >> Yay. Good morning, President Lopez, Vice
President Brownley Page, board members, Superintendent Dr. Stubblefield. Good morning. Blessed to be here this morning to to share um um some of the uh rewards and recognitions of our summer academy speech and drama team. They were very busy this spring. Um participated on a couple um a couple of events, one
national and then of course our state level um uh competition. And so we want to recognize these scholars for all their hard work this spring and wish them luck as they participate in the the next national uh event this summer. So for our first scholars we're going to we're going to acknowledge they
participated in the National Association for Urban Debate League uh nationals and this was at Harvard University um on April 10th through the 13th breaking to finals and placing top 16 with a 4 and3 record. We have two scholars. one could not be here, but we want to recognize
senior Gabriel Andrade >> and his teammate could not be here today. Jared Alvarado could not be here. We also have at this same competition again at Harvard University, we had some scholars participate. All right, coach, help me out on this one. participated in the
Date Espanol National Championship. >> Yes. >> Okay. >> These two scholars placed fifth overall and again this was a national competition so we definitely want to recognize these scholars. Um senior we had a senior scholar could not be here. Juan Anttoveros
>> junior Jonathan Sosa Santos is here. Congratulations. >> The state level competition for speech and drama took place a couple weeks ago at Valley Center High School in May 2nd. And as usual, our scholars came home with more hardware. So, very successful
day for our Sumar Academy team. We had 12 semi- finalists, four finalists, as well as one state champion that we're going to recognize here today, as well as a third place overall finishing sweep stakes. So, those scholars we're going to recognize. Unfortunately, she could not be here. But taking fifth place in
pros is senior Shireen Sadiji. Taking third place in international extent, he is here, Gabriel Andrade. and taking second place, which is a state runner-up finish in poetry. More importantly, a state champion in program
oral interpretation, junior Jacob Moses. >> And the rest of our team here all placed uh excuse me, were state semi-finalists and help again lead to our third place um overall finish in sweep stakes. We have senior Ariana Lozano Compost
Junior Alistister Reynolds, Junior Annayia Marorrow, Junior Jonathan Sosa Santos is here. Senior Silus Brown. >> And junior Lily Willard. >> All right. >> And these scholars are coached by
secondyear head coach Zachary Johnson. >> Zack. >> Good job. >> Good job, Zack. Good job. Sorry, I don't know why that's not the beginning. >> Good morning. Um, today we're going to
recognize all all our music students that have made it to state and then scored once or made it to all state. First, we're going to start with our middle school students. So, representing Argentine Middle School, we have Elizabeth Tucker Tom
Tammani. From Arrowhead Middle School, we have Lucas Stack, Javon Simmons, Esther Hung, and from Carl B. Bruce Middle School, we have Dylan Anderson. Unfortunately, the middle school students could not make it today, but we
have our high schools represented, and they will actually present themselves. We're going to start with JC Harmon High School. >> Okay. Oh, I'm sorry, Schllegel High School. Good morning board president Lopez, Dr. Stubblefield, all board members. My name is Mr. William Brewer. I'm the director
of choirs at Schlaggel High School. Today I'm proud to represent to you Mr. Jedodia Connor who earned a one outstanding rating. >> Mr. Connor sang inisco by Varity and Night by Florence Price. All right, >> our second winner or I should say person
is Mr. Jonathan Rucker who also earned a one rating >> and he performed the spiritual My Lord What a Morning arranged by Mark Hayes and Oh Mistress Mind by Roger Quilter. Thank you. >> Good job. All right,
>> we can hear it. >> All right. Good morning. >> I'm Corey Simmons, the orchestra director at Harmon High School. So, the first two we're going to present um are unable to be here because they are seniors. So, they are at the graduation practice right now. So um on the
orchestra side, Jimea Nvarez and Crystal Perez played solos and a duet and on all three of these they got uh ones. They were also involved in a small group. So kind of everything that they participated in was elevated. So for Jimea and Crystal,
good morning. I'm Weston Cook. I'm the band director at Harmon High School and I'm going to be presenting this one on Dr. Marple's behalf cuz he is has a concert tonight with the choir. So, our first student to who got a one with the choir is junior Kaylee Hernandez for her
vocal solo. >> And then this year we had one student get a a one rating and she is a freshman, Haiti Solis Bermudas, which is a huge accomplishment as a freshman. So, she come up here. Celebrate. >> I'm Becky Thomas. I'm the choir director
at Sear Academy. And I will let the students introduce themselves. >> Thank you. Come on. >> My name is John Hen Diaz and this is my first year at state. >> All right. >> My name is Z Clark and this is my second
year going to state. >> My name is Evelyn Robinson and this is my fourth year at state. >> My name is Nicholas Clark and this is my first year going to state. My name is Wyatt Schmallzes. This is my first year at state.
>> I'll introduce the groups. Um, we have when we combine our travel groups, we call them Unita Deavoi and they got a one at at state large group. Our corral got a one at small ensemble. And our Bellavoce, we divided into two groups. You can see there's quite a few of them.
So, we divided them into two groups. Legacy got a one and a perio got a one. And then um Evelyn's already up there, but she got a one at um State Solo. Z's already up there, but they got a one at State Solo. And I will let the rest introduce themselves.
>> I am Nathaniel Gray and I also got a one at State Solo. >> Oh, nice. >> Hello, my name is Winter King. I also got a one at State Solo. Hi, my name is Victoria Bever Silva and I got a two at state. >> Good job.
>> Hello, my name is Jasine Garcia and I got a two at state. >> And Jalissa couldn't be here, but she also got a two at state. >> All right. >> Good morning. I am Michelle Sweden, the Sear Academy orchestra director, and I am going to have my students introduce
their awards and their accomplishments and themselves. >> Hi, my name is Bailey Slaughter. Um, me and the Chemreszo Orchestra received a one outstanding grading at state ensemble. We also participated in solo and state ensemble. And yeah.
>> Hi, my name is Misty Vang. Good job. >> I'm Alice Bowling. >> Hello, my name is Tate Calderon. I was with the concert orchestra and also the symphonic orchestra where we both received a win.
>> Hi everyone. My name is Roelio Romo. Um, and I want to say that we when we first started playing the pieces, we got um we started rehearsing back in January. New World Symphony by um Devorjac arranged by Deborah Baker Monday and Snow Falling
in Autumn by Chris Pisner I believe. And I I want to say that those Snow Falling in Autumn was pretty easy, but New World Symphony was one heck of a piece. And um everyone put in countless hours to practicing and playing with the ensemble. And I it really felt like it
all amounted to state large group in April when we went to Altha Northwest and that's when we earned a one superior rating for symphonic orchestra. Um, and I want to say like I'm really proud of my group and the people because I mean orchestra isn't an orchestra without an
ensemble. So, it really it really was a collective effort. >> And yeah, that's it. Thank you. >> Yeah. >> My name is Liliano Portio and I played with the Symphonic Orchestra. >> Hi, my name is Katherine Serrano and I was also with the Symphonic Orchestra.
I have Elliot Ham here who received a one um at state solo and ensemble for a cello solo and he is a freshman instrument they play. >> Congratulations instruments they play.
>> I am also introducing the band um students that received um one state ratings for Mr. Kelner who is working with Miss Lawson on eighth grade rehearsal for our promotion um award ceremony tomorrow. We have Alexis
Selenus, one outstanding tuba solo. Lillian Willard and one altosac solo. Then we also had um the privilege of having a three-year um allstater. Alexis is a allstate tuba um three-year award
winner and Urezi Gano. >> Yeah, you >> on French horn. Oh, beautiful. >> Oh, and um alternate um Sarah Deetsz was also um for clarinet for state. Thank
you. Should have gotten a picture. We have a Washington vocal all state studenta Taki Tumina. >> And then we also have another Washington vocal solist Cadence Buoie getting a one
outstanding rating at state. And then lastly, we have a Washington instrumental all-state student, Walter Lewis I with a tuba solo. >> Hello, my name is Angela Jao. I am the orchestra director of W dot Symphonic
Orchestra. Uh this year we got a one which is on point because this is our fifth year. >> Awesome >> on grade level. >> Just saying. So thank you. >> We also have three students that got one ratings for outstanding uh performances.
One could not be here because he is at the senior rehearsal. So his name is Isaac Gaiton. Good morning. My name is Pablo Lopez. I am a sophomore at Wind High School and I received a one for my viola salon.
>> Good morning. My name is Alandre Zuniga. I'm a sophomore at W High School and I got a one for state um for a bass solo. >> All right. Congratulations. >> All right.
>> So cute. >> Good morning. My name is Mr. Kevin Reerford. I'm director of bands at W High School. And today I will be representing our concert band. This year we received a superior rating at the state festival and this is our second
one under my tenure. So >> they're doing a great job. We started rehearsing all the way after um the marching season in November and so they've worked really hard and we received a one rating this year. >> All right. All right. All right.
>> And so I'm going to let the leaders of the band, my drum majors and section leaders introduce themselves and their accomplishments. >> All right. >> Good morning. My name is Devonte Kajanja. Uh, and then I received an outstanding rating on my snare solo.
>> Oh, outand. >> My name is True Dods. I received the outstanding rating on my trombone solo. >> My name is Kyres Howard. I play trombone and I received an outstanding rating on my trombone solo, uh, Garnet by Vanderook.
Amazing. >> My name is Jamari Basy. I'm a junior at WA High School. >> And I got a score of a superior one and almost perfect score of 79 out of 80 for my bass vocal solo. >> All right. >> Hi, I'm Noah Phillips. I'm the choir
director over at W dot high school. Um, chamber choir is not here, but I'm representing them. They got a won it contest at Baker University this year. >> So, nice. I just wanted to say thank you for allowing us to present our students. Each year we send more and more students
to state and each year we come back with more and more ones. Thank you. >> Thank you so much and congratulations to all of our scholars and the staff who support them and coach and teach them. Uh amazing to see so many of you here and to celebrate you. So congratulations
to all of you. Um next up we will c continue celebration with our administrator of the month. We'll welcome Dr. Jones and Mr. Leggler to the podium and then once they're done um we will take a group photo with the administrator of the month um board and
then we will take our board photo um directly after that. So we'll take a brief recess to do those those two things. Thank you. Good morning, President Lopez, Vice President uh Brownley Page, and to all of the members of the board of education, as well as to Dr.
Stubblefield. I am so delighted to be able to present after following a great class act of our scholars. I know >> um takes me back 33 years ago. But uh um so proud to be able to present some are very talented and gifted
administrators uh who have been recognized by their colleagues and staff members. So we will begin with our first administrator, Zack Duncan. Zach is a sped administrator coordinator
of the central office. He was nominated by Pamela Newman, Evette Edmonson, and Caitlyn Fry. They said, "Our team would like to nominate Zack Duncan for going above and beyond in support of the sped department at Silver City this year. Zach is always willing to lend a helping
hand and consistently takes the time to answer questions and provide guidance whenever needed. He provides invaluable classroom support, advocates passionately for our special needs students, and is someone staff members can always depend on. His dedication,
compassion, and commitment make a meaningful difference in the lives of both students and staff each day. I present to you Zack Duncan. Chantel Edwards, assistant principal of Hazel Grove Elementary, nominated by the
KCKPS staff. I'm honored to nominate Miss Chantel Edwards for school administrator of the month in recognition of her unwavering commitment to supporting our entire school community. Although her background is in mathematics, she has intentionally dedicated herself to
learning as much as possible about literacy instruction in order to better serve both students and staff. Miss Edwards is open-minded, collaborative, and places great trust in teachers by valuing our professional expertise and recognizing that we know our students
best. At the same time, she is always available to provide thoughtful guidance, encouragement, and support whenever needed. She brings a positive and uplifting attitude to work each day and consistently takes time to express appreciation for the efforts of others.
Her enthusiasm, openness, and genuine care for both staff and students make her an exceptional leader and who positively impacts our school in countless ways. I'm so happy that I can read this because I hired her at King
Elementary. And to see her come over here from New York and to bring her talents here is an amazing thing at my alma mater. So, thank you for what you do, Miss Edwards. I present to you, Miss Chantel Edwards. >> Good job. >> All right.
Miss Ashley Campbell, assistant principal of Arrowhead Middle School. >> Nominated by Shea Williams, Miss Ashley Campbell has been a dedicated member of the district for many years and consistently gives her best each and every day. Her commitment to serving
others extends far beyond the school setting and reflects her deep passion for making a positive difference in the community. Outside of her professional responsibilities, Ashley volunteers with the Kansas City, Kansas alumni alumni chapter of Delta Sigma Theta. Present to
you, Miss Ashley Campbell, >> stallion of forever. Last but not least, Dr. Brian Gullifford, principal of Wot High School, nominated by Leslie Hornberger. >> That's right. >> He's here. Come on, y'all. But clap for him. He's not here. He's got a big
school. Dr. Brian Gullifford has demonstrated outstanding leadership and dedication while supporting teachers and maintaining high expectations for both staff and students. Despite the challenges of being new to the district,
uh the school and the state, he quickly stepped into his role with focus, determination, and a strong commitment to student success. Dr. Gulifford has worked diligently to build relationships, provide meaningful support to staff, and foster a culture
of accountability and growth. His leadership, professionalism, and willingness to take initiative have already made a positive impact on the school community. I present to you Dr. Brian Gullifford, principal of WOT High School.
Thank you, Dr. Jones. Congratulations to our administrators of the month and your entire team. As we know, it is a team effort, but you are outstanding at what you're doing. So, uh, we're going to take a brief recess so that we can take a photo with our administrators of the month and a group photo with the board. Thank you. And our
>> state champion, uh, Mr. Simmons. Thank you. Heat. Heat. Heat. Heat. Hey, heat. Hey. Find Down. Heat. Heat. Okay,
>> thank you all. Um, thanks for giving us a quick break so that we could celebrate our administrators and our scholars. Again, congratulations to all of them and their teams, their staff and the families um for all the great work that they do to support our scholars. Lots of
great things happening in KCKPS and we love to celebrate them. So, we're going to continue on with our agenda. Um board, we are on agenda item three, community comment. As a reminder, everyone is um everyone can participate and give a committee comment. Please
sign up with the board clerk prior to noon, the Monday before the board meeting. You'll have three minutes. Please come to the podium. Um speak into the microphone if you can. Um and um um we will um give you three minutes. Please state your name. your time will start once you begin speaking. Um I'll
let you know when you have about 60 seconds or 45 seconds, 30 seconds or so. Um so that you can finalize your comments and then I'll let you know when your time is up. Um and we'll let you finish your sentence or sent sentiment so that we can um then move on to the next comment. a member of our administrative team, leadership team
will follow up with those that require follow-up um and then all of that information will be reported back to the board um if there were any action items or follow-up that needs to be reported to the board. Um again, everyone is welcome to give comment. We would just ask respectfully that comments are
directed towards um are not directed towards any specific individuals, staff or students um to maintain privacy um and um be respectful. And this is a one-way communication to the board. And if there are handouts, please make sure that there are enough or we can make copies um with our board clerk um can
make sure copies are sent to given to the entire board and to the administrative team. So with that, I see Miss Downing that we do have a few comments. First up, I would invite um and before you leave, make sure that we do have your contact information um so that we can reach back
out to you. Miss Jacqueline Anderson who can't reach the And if we we can move the mic or if there's a handheld receipt or Miguel if there's a handheld mic that we can grab um that'd be great. Thank you.
Apologies for not asking that beforehand to see what she holds. Good morning. >> Good morning. >> A brief presentation to you. Presentation of knowledge and a place.
>> Kansas National Nebraska Act repeal compromise. actions that led to bleeding Kansas civil war and congressional senator from Maryland Charles Thunder advocated to set. He worked with President Abraham Lincoln signing of the
13th amendment. His actions and the 1954 Brown versus the board decision. In 1905, Kansas authorized something that was already taking place, the segregation of high school. Sumner opened in 1905 at 9inth and Washington
Boulevard rebuilt this new Deco Art building still in use and it opened in 1940 on 8th Street. The first building in Kansas dedicated to Negroes colored black African-Americans. Da da da da da. Several names I choose not to use. To
Summer High School alumni and northeast Kansas City, Kansas, this was our Mount Rushmore. We were adamantly encouraged to show the world freedom, strength unfurled and the freedom to obtain knowledge. We dedicated to continue to march our
victory knowing closed doors opposition only led to more opportunities. We climbed mountains. We fought streams. And this cornerstone of education special one moment
special over 120 years graduates you know of district court judges Cordell Mix Jr. Another graduate you know of Pastor Ethelia Banks community leader Elder Irvin Sims
Mount Cormal Senior Apartments Wendo Maddox whom you how honored earlier this winter break great expectations and community involvement heritage is still being practiced by Sumar Academy. This past
weekend you worked with the school worked with special needs Olympic the individual we saw here working and receiving awards for carrying on the heritage that was established by Sar High School. My request the Clarence
Owens alumni room is artifacts and documents be an integral part of the Smer Academy learning exposure base. Sar's history from which it came well
enough alone. Please don't touch it. Maintain it. It doesn't cost the school district any additional money. In this case, well, enough is good enough. A recent student of Sumar Academy was asked, "What do you know about this school? What do you know about Sumar?"
Uh, I think black people went there. No, that's not enough. It should be an integral part of their education. We continue and we didn't have a school song. We had a school pledge. We pledged to high school alumni a note, a song of
not fight but a pledge of we will sing its name throughout the land. The name of Sar. Dear old Ser. And yes, we won award state in every
academic that you can think of. that was present at that time. Southern High School from where many of us I'm sorry >> grew in knowledge and expertise in our chosen fields. Thank you. >> Thank you so much.
>> Thank you. >> Thank you very much. All right. Thank you, Miss Anderson for that. Um, and for that you win a one in vocal as well today as we celebrate our scholars. You also did amazing. Great
job. Thank you so much for sharing. Next up, we'll actually um going to switch and have Miss Sarah Lynch um come first, I believe. >> Yes. Good morning. >> Good morning. >> As you know, my name is Sarah Lynch. Um,
before we proceed, I just want to say I do not get permission to disseminate my information. Um, I've written a letter this morning and I'd like to read it to you all because I believe it's something that we could all sign on in support of
students. Um, and as you know, there have been ongoing issues in the various schools of USD 500 and I think it could afford cooperation amongst all of us. So, if you will,
to the students, parents, families, educators, and community members of our USD 500, we want you to know something clearly. We see you. We hear you. And we believe your voices matter.
To the students who have spoken up about fear, violence, stress, uncertainty, or feeling hurt, unheard, thank you for your courage. And to the parents who continued sending your children to school while carrying
worry and unanswered questions, we see your pain and your frustration. To the parents who had to see their child in a body bag, our hearts go out to you. and you have our deepest condolences.
You didn't send your kid to school to come home in that bag. And while our leaders of this dis district deal in the way that they deal, let's plan a wide a communitywide
memorial for your children because they matter. All the children of the school district matter. and to the teachers and staff trying every day to support our students while navigating difficult conditions. We recognize your efforts and your
commitment. And to every community member who has stepped forward, shared experiences, preserved records, attended meetings, tried to organize, signed petitions, or simply refuse to say silent thank you.
Real change only begins when people are brave enough to speak the truth out loud. This movement is not against students but for the students. >> Thank you. It is for every child in
USD500 struggling academically, facing violence or instability, who feel overlooked, who are living in poverty or not, immigrant students and families,
multilingual students, students with disabilities and special needs, and every child who deserves safety, dignity, support, opportunity, and respect. No family should ever be shamed for struggling and poverty should never be
treated like a moral failure. Schools are supposed to uplift children, nurture children, and help students rise beyond barriers and not make those barriers heavier. And every student deserves to feel safe,
respected, supported, protected, and valued. to every student that's listening to this. You are worthy. Your life matters and your achievements mean something. >> Thank you. >> Thank you.
>> Thank you. >> Thank you. Next, we'll invite Miss Luis Lynch to the podium. And Miss Lynch, if you would like the handheld mic, we can make that available for you as well. Thank you for giving me the mic because all the times I've come to speak, not
once has this option been offered to me as I had to hide my body behind this podium. So, I thank you for accommodating at least one time out of this school year for that option. So, good morning to everyone. >> Um, I also want to just remark before I
get started, I too do not wish for you disseminate my personal information. I do not give anyone in this administration that right. the general blurb that's given is not a formal consent for anyone
to be obligated to do that. So I I just want to get that out of the way. There are many things that I wanted to talk about today and I've rewritten and rewritten and rewritten and I don't go by script. So um here's what I I am
going to say. Um, I'm here because we have children dying in this community, physically dying, emotionally dying, and academically many already
dead. The adults here have been charged to protect these children. You've all failed with grades 71% below reading in the fourth grade.
You failed them before they even get out of the gate. We've heard many excuses. No longer acceptable. Nobody sends their child to school to get educated. Nobody sends their child to get beat up.
Nobody sends their child to come home dead or find their child having committed suicide because of the bullying. The violence in this district is horrendous. The academics is deplorable. The salaries are beyond
belief. You all talked about this past weekend that the event was successful for who? Who was it successful for? >> 60. People with ADA couldn't get in. We were blocked. Couldn't have a parking
space. Doors were locked. And then we had a board member disrespectfully attack community. Why it was allowed by this board and the administration. We have a petition. We are organizing.
We are growing in strength. We are demanding a forensic audit be done. We are demanding and be done now. There are too many conflicts of interest. There are too many other issues, the
education, the the violence, the pay for plays that are going on with dollars. We have salaries above 342,000 as paid to our superintendent. And these kids are kids are falling further and further behind. You called it community
unity. That's not unity. When you disrespect the community in their face, that's not unity. We are tired. We see the problems. We hear everyone. There are too many nonprofit
organizations and those who claim to be nonprofit profiting from our tax dollars. >> We're at time. >> No more. So, with three demands. One, we want the forensic audit. Two, we would
like the administrator and the HR director put an administrative leave until it is finished. Three, we do not want anyone, >> Miss Lynch, >> destroying evidence, >> any communications. I understand. I'm
going to finish my sentence and then I will go. This is very important for our entire community. >> Miss Lynch, we're over time. >> So, I would like you to grant me another minute and a half. >> I cannot make that. Ask the board if they can do that. >> Miss Lynch, we're at time. I'm sorry.
>> I understand. But can you ask the board if they can allow me that? >> Lynch, we're overtime. I'm sorry. >> Okay. >> So, everyone, um, you can email me at give737gmail.com. We are going to take back our district. >> Miss Lynch overtime
>> profitable. Thank you. >> Thank you. Thank you to all who have given comment. As a reminder, a member of our leadership team will reach out um to you to follow up and if there are any action items and then we'll be reported back to the board with anything that came out of those conversations. Again, thank you um
for those that's that um signed up to speak today. Um all are welcome to come and speak. Um just reach out to our board clerk to sign up um for that. We're going to continue with our agenda board. We are under board item action agenda item four
board. Today we have with us members of our leadership team from our different um buildings and um board we've had um access to the building needs assessments um and hopefully I know there's a lot a lot of them and there's a lot of information within those. Um so today
the purpose of today um as we've done in years past is to give us an opportunity to be able to ask specific questions that we might have of those levels um whether it's elementary secondary um high school um ask those principles or EDS that are coming to present. They're
going to give a highle overview of the needs assessments as a collective and then we'll open the floor for the board to ask questions um specifically of any building um or of the principles that are here. Um we're going to try to keep a time limit for each level just so that
we can um get through all of the levels today. Um and then we'll um allow for additional time afterwards just to make sure that every all the principles that are here that are presenting have time to present to the board and then we'll give time for the board um after that if there are still additional questions. Um
I know there's a lot of information so I'm anticipating there will be several questions. Um we'll try to get through as much or all of them today as we can. So anything else Dr. Stubblefield that I need to share about this. Um >> uh no just um some points of
clarification and additional context. Um given the time of the year, all of the levels have representatives here. A lot of the principles had conflict. Um so we'll plan differently next year to try to put it on the day when the principles are here for a meeting. Um the questions
that were received yesterday, some of the principles have started to respond back to those questions. We'll share out all of the questions and the responses to the board um as we collect it over the next few days. Um hopefully by the
end of this week or early next week and then I think Mr. Hansfer is going to just start with an overview and then the principles um will come forward and share an overview and then for each level offer space for questions. If the
representatives or the EDS of schools cannot answer it, we'll capture those questions and give them back directly to those principles. >> Thank you. >> And Mr. Lopez, just a comment and >> I'll I'll apologize to bugging
>> Miss Downing, but there were some glitches with that Google form >> and it's it's a great way to get the organized questions in one area, but we've got to work out the glitches before because it's uh
>> it's it wasn't user friendly and I had to inter interfere with her Mother's Day. So, >> yeah. Thank you for that. >> It's not working. >> And if there are specific pieces that you can make sure and hopefully you've already shared those with Miss Downing so that we can fix those glitches and
moving forward that we make sure we don't have those, but thanks for letting us know and apologies um for those. >> Easiest is that if and and guess and I guess I here's a question for technology. If we have a Google form, do we always have to have access uh permitted? We have had Google forms and
surveys where you could just go on in and fill out Yeah, we we can clean it up. Um, with some of the um security breaches across the um country from Canvas and those s our security levels have been um
increased. So, we'll just make sure whatever we do that it can be the most simplified. >> Just a notification. Yes. Here it is. You must request access knowing that don't wait till two days before it's due and then have to struggle with a holiday to bug. Yes. Requesting something.
>> We we received the feedback and we'll make the adjustment. >> Thank you. >> Thank you, Dr. Wyn. >> Good morning, Mr. Hansford. >> Uh good morning board. Um so I just to begin um I have uh Dr. Stubblefield as we were talking through some of the the
board agenda items asked me to start working on a a um a way to sort of help the board see how all of the various um programs and and uh resources how they fit together. And I will will tell you um I will share this with you. Now
notebook LM is how I've put it together using a narrative but it is still missing some pieces but I think that it can be helpful and so I just wanted to um um I don't know if we could put that graphic up. So I guess there we go. So um so this is sort of um so this is the
beginning of the graphic and as I said there are some missing things but to really show how that our learning journey sort of starts with the Kansas state standards who determine what it is that that we're going to teach and then we articulate those through our
guaranteed viable curriculum. We use instructional models like SCOP um within the classroom and then it sort of weaves itself through our various um uh academic resources uh where we address um the academic skills outlined in the
Kansas State standards. Also showing those digital learning platforms um things like Infinite Campus and Canvas um uh where we use to both track information and then to also deliver some of that content. And then it also, if you'll notice the yellow portion of
the road, it goes back into where we're teaching the um social skills and social behaviors um using things like conscious discipline, restorative practices. Um and the second step, AVID folds in there as we start to help students practice um
those some of those academic behaviors they need to develop to be successful um over the course of time. And then we hope ending at the portrait of a graduate. And so I will share this one with you, but we're still working to work out the narrative so it gets everything in there. While notebook LM is limited, it's better than my graphic
design abilities. And so we'll keep working in there. But it was just a first attempt to sort of give you an idea of how all those things lay out together from start to finish since you happen to see them in >> single um single approval uh status. So to see how they connect and we'll
continue to work on that. And if you have any feedback um as you look at this and we share that with you, I'd love to hear it and I'll try to get it to feed into here and we'll work on a good graphic. >> I'll give you feedback right now. Could you add a glossery? >> Absolutely. >> That has then a link. >> There is a narrative that goes along with this as well that will
>> Well, depending on the limitations of this platform. Yes. Add a glossery of all the software we have, all the the programs and so that then there is a link to further uh discussion and and actually usage. >> Yes. And there will be so there's a
narrative that's attached to this that's how it's sort of generating this which I will attach along with this that says this is the resource for this this and so that is I do have that narrative as well which I'll share with you as well >> and so >> if you ever see any limitations then add another document otherwise
>> we'll ask you a question >> for sure for sure all right so I won't take any more of your time if there's no questions but I will get this to you and like I said we would appreciate some feedback to just to so that the board has that clarity as you see these things coming in bits and pieces to be able to put them together in a way so I won't take any more of the time >> your timeline.
I so um I just keep feeding it into notebook LM with new um and so I'll share with you as I as I as I get new but I will share the narrative with you which is pretty complete I think um the narrative with you I can share that with you as late as early as today. >> Thank you.
>> All right. Thank you Mr. Hansford. >> You bet. >> All right, Kevin. >> Okay, so we'll invite the first group. I'm not sure who's going first. I'm not sure. Is it high school or elementary? High school. >> Um, >> all right. Let's start with high school,
Mr. Malone. >> High school. >> I'm wearing my Sumar blue for Sumar today. >> Um, and the high school principles um all are at graduation rehearsal. Sumar had rehearsal yesterday and I think someone else. So, Mr. Malone is
representing them. So, Mr. Malone. >> Yeah. Uh, again, uh, good morning uh, board president Lopez, Vice President Brownley Page, Dr. Stonefield >> and board. Uh Rick Malone, the principal at Sar Academy as you stated. Um I think uh the overview I actually I've worked
on the questions I received yesterday for my specific needs assessment. So if you have specific questions, we can discuss that. That was kind of my focus this morning to be prepared for that. But um I know Sar is a little unique compared to the other uh traditional high schools in our district. But um one
thing that I think all of our high school my high school partners would agree on is really appreciate uh the dedication to our high-quality instructional materials. I think that's making a positive impact in our CAP uh scores that allows a more robust uh comprehensive instructional resource for
our teachers to be able to implement those things in connection with our district's participation. Our AVID that provides a a nice common framework a common language again for our teachers. Uh our cap scores actually just came out this week. I just pulled them yesterday. We've made some significant gains uh
from last year. As you know, last year they made a cut uh score change. So there was some gains last year from the previous year uh year. But um the the benchmark changed on those a little bit from the state, but preliminary reports show some significant gains and of course I can attribute that at least at
my school is probably going to be our uh connection to those high quality instructional materials. Um, additionally, uh, you know, supporting our social emotional health through our social workers, uh, in that department, helping support the trauma that our students come with us, uh, to be able to
support those students to help navigate what school looks like despite the environment they're in and continue to provide, uh, support. I think, um, in our building needs assessment, uh, the summarization, we talked a lot about continuing to focus on, uh, staff salaries and staffing. We know that as
we can continue to attract highquality staff here in Kansas City, Kansas to our schools, uh that's going to be meaningful for our students as well as hopefully lowering class sizes to ensure we have uh really good uh uh feedback and completing a feedback cycle with our
with our students. We know um we have to be very creative in the classroom. Uh school doesn't look like it did maybe 20 30 years ago. how we're continuing to adapt uh using uh stations differentiation within the classroom uh so providing lots of training uh for our
staff. Um I might have missed a few things but uh happy to answer any questions that you might have or anything I can talk specifically about or if you want to talk specifically around the questions posed in my needs assessment as well happy to do so. >> Great. Thank you. Mr. Malone would open up the floor to the board for questions
um for Mr. Malone, whether it's at the high school level or specific to Sumar since he's here. Dr. >> I just want to offer a point of clarification. The principal the principles and administration have the preliminary cap scores. We they're not finalized until late uh summer, early
fall, which so you won't get the actual cap scores for this year until the start of the school year, but they do see the preliminary ones early on. There are some things that the state have to do on the back side. So, if you're going to ask specifics about that, I do not want
you sharing like numbers because they're not official. I was just sharing that part. >> Thank you. >> Thank you. My apologies. >> No, you're good. No, you're good to say that you looked at them. I just didn't want like specific percentages shared publicly because they might shift. Yeah.
>> Thank you, Miss Brownley Page. >> Okay. Thank you. >> I didn't know if Are you speaking for all the high school people? that that is my goal. But I know unfortunately Sumar is such a unique model that I'm going to try to speak for all the high schools. What I did share about some of the
general things around uh staff retention that was pretty uh conclusive for all the five or for all the high school principles. Yeah. >> Here's my question. >> Yeah. >> Uh you put on yours for tutoring, you do it during school and after.
>> Yeah. And I know everyone was consistent about saying that they wanted to increase de well make sure that we had the ones and the ones and twos went up by 3.1%. Now what kind of threw me a curve if
we're going to do that a lot of people said and you didn't say that about having summer school and the way we ran summer school last year it was limited. It really wasn't open to everyone. But for those who were really struggling and
if we have 50% in that one and two category, you got to open to me just my opinion. I know funding is an issue. You really got to open it up to everybody. And then do you have any other suggestions on how you would provide
tutoring? You said during the day and after school. So, I'm assuming when I retired, they were doing more pullouts during the day. Is that what you're doing? Or is that what they're doing at some of the other schools? Because a lot really just said summer school. And then
there were a couple other high schools that said Monday and Tuesday we tutor. But it seems like we're going to have to offer more tutoring than what we presently do. And then there's the issue of transportation. if they stay, how do they get home?
>> Yeah. No, you brought up some good points. I know in our other schools, they have the AVID elective. They do have tutors through that AVID elective as well to help with uh some of that. We also I know all of our high schools leverage our family advocacy time to include some of that academic support time in there as well. Sometimes at
Sumner, that's that's a a time where FA we do a lot of activities. So, uh sometimes it's when we have our student showcase as well. So managing time after school used to be I know I think I would speak for all of our high schools we used to have an activity bus after school precoid uh that didn't come back
after co uh that was a nice option to allow some nice tutoring with that transportation on the way home. Uh right now tutoring uh can be limited after school in unless we have a program in that's helping supervise the kids because we still have our athletic bus
that comes much later um or if they have their own transportation and can stay with the teachers. But I think increasing opportunities for tutoring uh especially maybe opportunities for transportation a late bus is good. I think also to go back to our high quality instructional materials, a lot of that stuff provides a lot of that
tier 2 support within the classroom, which is also a goal for our teachers to take care of a lot of those uh supports within because we know tutoring is nice. Tutoring sometimes is an opportunity to have a safe space to do the work, but the most meaningful feedback for our students is going to be in the classroom
from their classroom teacher as well. So, it's a both end. I think there's lots of opportunities, but um summer school of course at the high school level is going to a lot be for credit recovery to ensure graduation. I think uh you bring up a good point of opening up to to providing support for those
that maybe aren't completely credit efficient, but looking to raise uh their academic attainment through summer school, but there's always limits to uh the number of students that we can serve over the summer. For sure. And then my second question, I'll stop because I know there's going to be a but it's in
regard to parents and communication. You know, some I'm over academic committee and the parents that are coming, they insist that they're not being informed. Now, I'm not saying they're wrong. I'm not saying you're wrong, but we're getting
conflicting things. So, how do we better communicate? And I looked at a lot of the things that were listed and maybe I'm a dinosaur. I know people don't like when I say that, but I like the oldfashioned way. Do we still call them on the phone?
>> Do we? You know, I didn't see a lot of that >> cuz you got And it's a different time cuz people are working more hours. They're doing things. We just got to figure out how do we communicate and some of what we're doing, I don't know if it's working.
>> And then I think we're smart enough. We got smart people out here that I think we're creative enough that we're gonna have to do a little bit more if we really want to increase and make sure we move our kids from one and two to threes and fours.
>> Yeah, I think you're right. I mean, we use bright arrow uh you know, as a school system to really in in in parent newsletters. Well, as Miss Chapman has said, you know, um I think one of the things that I've seen from my parents, it's just my personal is understanding
the way grade books can look for a parent. So, parents trying to understand, well, my student might have this missing score, this zero, but even providing parents some of that training. We try to do that at Sumar Academy during our FA times and I know the other principles do as well when we bring them
in to try to understand what the grade book looks like. How can we interpret that grade or how does it what does it mean when it's a test compared to a homework and the different weights and the different point base and how that will affect the grade. Um but um I do
think we probably in today's age have an over reliance on email as well as our infinite campus and our parent portal kind of logging into that. uh that maybe you know we got to consider if >> I noticed everybody was pretty consistent about saying that KU did the
research and we heard that from elementary on up that the research says that we're sending too much communication and there has to be and there has to be because I think we all go through that. You get texts, you get emails and you got to figure it out. But
I I hate it when I hear parents say, "I didn't know." You know, what are you talking about? And things have changed. And I like the fact that you said you're teaching them how and maybe we need a one-on-one how to communicate with your school and interpret the information
that you're getting. >> Yeah. >> That we almost need an academy. I don't know if they'll come, but at least you offer and you try. And you said that you all were doing that as well as some others. But we got to figure that out. >> Yeah. And I know that's an expectation
for all of our schools during FA to really provide some of that guidance. And but you know, I I think you bring up a good point. If that's still an area of concern, that's an area that we'll continue to work on for sure. >> Thank you. >> Yeah. >> Thank you, Miss Branley Page. Miss
Penhicks. >> Thought I saw you. Well, I thought I saw your hand up. That's why >> you did. So um for me being the first time I really and thank you for the presentation um I really wanted to get um a better understanding of the high
school's needs and the opportunity for that presented particularly in question number four which was about education capacities and across the board they all agreed that they were providing those capacities but there was no narrative to
express how those capacities ities were being reached. What were the inputs into that particular aspect of it? So, it was kind of hard for me to get to know you if you don't share information uh a little bit more deeply and create those narratives for us to understand exactly
what are you doing, what your inputs are. Um I would like to see that. And then the other thing I was I noticed was that there was a lot of copy and paste and you know the the information was very similar. Again, it may just be meeting um the state board education um
guidelines for that particular information, but again, there's no breakout to find out just exactly what input you're using in your school that you're finding success with. Okay. Sumar is unique, but we have the you know, four other high schools and the
alternatives and I would like to get more information. So for the next time I was just going to make that request and more demographic information as well so we can know how the individual groups are shaping up with that and I thank you. >> Perfect. Thank you.
>> Thank you Miss Hicks, Miss Pennix. >> Hello. >> Hey, how are you? >> I too appreciate you standing in the gap for all the administrators. I know that you mentioned and I saw that it was mentioned on several um about our students social emotional needs and it
is it is imperative that we meet those needs but um in your report you said that you have do that on Mondays. Can you tell us how that happens on Mondays and is that uh connected tied directly to your social workers and counselors?
>> Just explain that. >> Yeah, you bet. And uh um if I mentioned Monday, I meant Friday. So, but on Monday, Tuesday, Wednesday, and Thursday, our social workers meet with our counselors for a morning huddle every morning. And that's just a 10-minut quick meeting to make sure
there's no immediate emergency. So, that might be a student safety issue from the night before or something that's perpetuated that needs to be handled in the moment. Uh it's a standing meeting purposefully. Uh but Friday is when and I know every school has you know different time but when our behavioral
health team meets that is driven by our counselor social workers and admin as well as our nursing staff and our faces joins a part of that too. Uh that's where restorative justice coordinator uh in a building as well and that's where we talk a lot around the social emotional needs of students as well as
attendance uh all the wraparound services that our students need. So, particularly at Sumar, we have a running list of students of concerns. Uh, that's where we talk about if we have outside providers like PACES coming in, where are they going to meet? Make sure we have a time schedule for that if there's
a conflict based on instructional times. But I would say that is the the most important meeting once a week. And I'm pretty sure that time frame is going to be consistent our other schools to make sure at least we are trying to uh meet students needs and and take a look at uh
any issues. Now one thing we used to have a little better data around social emotional needs. We have the my sabers and the sabers through our fastbridge assessment suites. Uh unfortunately they have to opt in. So since the opt-in change our numbers of students participating in that are much lower.
Now it still gives us a good indicator but we understand that that's a small portion of students that are opting in. We still utilize that data as really immediate need concerns. As well as at Sumar and I know most schools would follow something similar. We have a a Google form that we use that's a
submission process if there's anything um that doesn't get caught up based on an academic need. Actually, our competitive speech team was here. Uh there was a need a couple weeks ago that came after hours, right? So, um the coaches know they have a process that they can submit that. So, then in that
morning huddle, it's being addressed. >> Yeah. >> And then the help me app. Thank you, Mr. Chapman. And the bullying button as well. So, we have I I think what we've done a pretty good job of as a district is we have multiple ways for students that have concerns whether it's
reporting through our staff and then after hours students can report uh we have students to help report on situations from other students as well. So, lots of avenues to to try to get immediate notifications so then we can be in a response mode as well. >> Oh, I love all those answers and I
really love that it's prescriptive for each student and not just a blanket. Yeah, >> I appreciate that. And then uh all the social workers and counselors we went to training a couple weeks ago um around kind of a new structure that's going to help manage some of the process. So both
on the identification as well as a step-by-step process. So if you have a specific to threat or or suicide uh you know you know more individualized and gives some steps to make sure that we are uh making sure we're filling in all the gaps and and and nothing's missed.
>> Thank you. >> Yeah. Just a point of clarification when uh Mr. Malone shared that students have to now opt in for those who are wondering why that happened. That was a change in the law. That was not something that the district moved to. I'm just want to make sure that
everybody understands that. So across the state of Kansas, it changed the opting in not um just opting out. So that's why the numbers have decreased across the state. It was a change in the law a couple of years ago. Thank you.
>> Thank you, Miss Clerk. >> Good morning. >> Good morning. >> Um, this is not necessarily a question because I don't want to put you on the spot. It may just be a statement, but as I think about like our policies and the things that we are working through, um, I often wonder is there anything that
you think like you're limited in certain ways and think if the board were to make this change, it would really really help us. and just making sure that's being commun back communicated back maybe through your principal meetings or anything like that. Um because if we don't know we don't know and I think
we're very open to making sure we have the right policies in place to make you effective or make us effective. And so that would be my comment um back today. Thank you for being here. >> Thank you. I appreciate that so much. >> So I have a maybe probably more of a
statement um or and maybe a question. Mr. Malone, Dr. Chapman, thank you for coming up. Um, I think one I just I appreciate you bringing up the and I didn't send these beforehand, so I apologize um to for not submitting these to you ahead of time. Um, but I just
wanted to dig in. You mentioned transportation, Miss Brley Page mentioned transportation, that after school bus that limits some students who don't have their own transportation. Um, and I know fund funding is limited um, at the district level and as we prepare for any potential further cuts from the
state, I think that's just something for us to continue to consider. But I I appreciate that we have that on consistently have that on our radar as a challenge and limitation for some students um, and an opportunity for maybe to think creatively on how we might be able to address that. Not that
you need to answer that necessarily now. Um, but I think just how we continue to think about supporting kids at not just at Sumar but all across the high schools because that's something I hear often is we wish we could do this program but I can't stay after and and or we don't
have that that early late bus and we'd have to stay until 5:30 until that activity bus comes. So, I just I appreciate you bringing that up and Miss Paige asking that question because I think it's something for us as a board as we go through our budgeting and as we think about our priorities and and as we find
opportunities, where can we help support the school level with some of that and think thinking creatively around that? Second, I just I wanted to to to remind us and Dr. Stubblefield has done this um well several times in like the community cafes and um world cafes that we've done. Um Mr. Malone, I know you said
Sumar is a little different and Sumar is a little different. Um and Sumner students are our students, right? They've for the most part have gone through our elementary schools, our middle schools. So they are KCKPS, KCK uh community students, right? And so I
just want to remind us that like um all of the students even if they don't go to Sumar because not everyone has that that opportunity and we do have limitations, right? That that they all are all of our students, right? that metriculate throughout the entire elementary and middle school program. So while yes,
Sumner has a little bit different programming andor you know the IB program and and some unique opportunities, the students that attend Sumar are KCKPS students and not all of them attend Sumar and they're going to the other high schools where they're
also exceeding and and excelling and and and being successful. So I think that's just a reminder for us. Um I think um just to to to remember that they're our kids. They're not special kids that we're shipping in from somewhere else. I'm sure maybe a couple come in every
year from out of the district, but they're KCKPS kids who who are doing great things. So, >> um just remembering that and I think that that's something that this board has talked about at the high school level, that consistency. How are we cons doing things consistently across all
high schools? And Sumar's no different, right? in terms of how we hold ourselves accountable, how we hold our staff accountable, how we hold our scholars accountable um to to to being excellent students. And that shouldn't be any different whether you go to Washington,
we do DOT, Schlaggel, Fairfax, or Sumar. Um we should have those same expectations of our staff and our students. And I think that's what makes all of our high schools and kiddos unique and special. Um is that we should be holding them um to that to that standard. So, I appreciate that Sumar
does have some uniqueness to it. Graduate of Sumar, so I get that. Um, and they're all our kids and we should expect excellence from all of them regardless of what what high school they go to. So, thank you >> and and thank you and and
>> I would uh uh good opportunity just shout out district on uh providing a lot of opportunities for all high schools principles to collaborate together in a lot of meetings. So, uh, we have a good group of of high school principles and we're really able to collaborate around those and secondary. Yeah, I better not
leave out. >> Thank you. >> Thank you. >> Oh, Mr. Lope. >> Yes, Miss Bradley Page. Sorry, >> that's Miss Chapman is here. Just wanted to ask her some questions. you you were saying in your report in terms of needs, language,
>> uh, large enrollment, and I know you've been battling that for a while, and I commend you for your effort because I know it's not easy. That's right. >> When you have about a thousand, and then you look at the others, they may be anywhere from four to five or 600, right?
>> And and the different groups that you have to deal with. >> You had that. How can we help you help your students? >> I think what's important is that the needs assessment, the HQIM, which is a high quality instructional material and
things that we have in place must be taught with fidelity. Um, we need to continue to align everything that we say and do towards the kids. And I think that's what's making a difference. Um, and I think that was what continue to make the difference. I think the other thing is not making excuses. Uh, we just
we have what we have. Um I think um the ESL department Jackie just presented some things to us to help us with the translation so kids are no longer confused in their native language and we are able to articulate in English and then they'll get it in their native language. So that hasn't um trans that
hasn't come forth just yet but it should be on board for next year I believe and so I think by having that um we have amplify which will go on board full next year fully next year we have open sad we have um math I ready and using all the
tools that are embedded within those pieces will make a difference and that's what we're training our teachers to do the key is is that we all have to get in and roll our sleeves up and do the work um no person can sit beside themselves and be satisfied with where we are whether it's a state assessment or a
district assessment or a common assessment that a teacher is giving. So I think that's the key is just trying to find people who the right people on the bus and ensuring that all students are having the same quality instruction delivered to them at the same rate and not using their language as a barrier. And I think that's what we're learning
over time. That's why you have SCOP. That's why you have AVID. Those pieces are consistent in our system. um by having HQIMS that is consistent in our system and I'm hoping that you all will see the change not just the community but the students will also feel the change and understand their data and
have um the ability to move forward where no matter which high school they attend and that's where I press on my students you don't have to go to Sumar you have to go somewhere but you have to also excel in that process and that's what we're trying to offer >> and thank you for that because I wanted
to mention it earlier myself and Dr. winner in the House of Representatives and they beat us daily with you know you got all these programs you spending all this money and the end result and this doesn't mean that people aren't trying.
So, as you said, we we know what our problems are, but still we have to work hard and do everything humanly possible that we can do to help these kids. And and they're they feel like we're given excuses, but we do have more to deal
with than most. And we got to make it work wherever they're at. Got to meet them where they're at and work up and keep and I please keep saying that. And this is not to say that people aren't doing that. We got a lot of work to do because if we're really going to meet
that bring them up 3.1%. We got to do more than what we're doing. And and it's not going to be easy. No one said it was. And I know you're not getting the money you deserve, but it's what we got and we got to make it work. >> It's just consistency around the systems
that have been placed in our system. And as an administrator, you it's your job to sit in the PLC. It's your job to lead through those four critical questions. It's your job to ensure that when you walk into the classrooms, the thing that you've talked about in the PLC is happening in the classroom and then it's translating into all the observations
and things like that. And also, it's those conversations with parents. It is a matter of picking up the phone and having that conversation with a parent and then bringing the parent in and helping them to understand what is actually occurring in your child's educational process. So, it does go back to some old school things, but also um
developing relationships with kids is critical. I think that's one of the biggest pieces. >> Um, and if you don't know who's in your building, that's a problem. That's what I'm gonna say. I'd make it my mission not to be in my office. And a lot of times people say, "I couldn't find you." I know cuz I was working. I I don't ever
want to be seen as that principal, but I always want to be seen as a KCK student myself. And as a product of this district, you can make it and you can do very well out of this district. And I'm not the only one. So, I'm just a testament. I'm a vessel, but I know my purpose for why I'm here, no matter how
many kids I'm servicing. >> Thank you. >> Thank you for that >> Mr. Milin then. >> Thank you, Mr. Malone, for your presentation what you're doing. >> Miss Chapman, since Miss Paige brought you to the mic,
>> I have a question for you. with your school being the largest uh in the capacity uh attendance-wise in the district and I'm glad she asked that question is and how the board can help and assist and this is for me and others
is staffing a major or is it an issue with you uh to get what you need to get done to enhance and just to get your your product done how your your your you know students in a great way to you know get them educated and taught and all
that. So, uh, how can we help? Is is is it adequate? Let me say that. >> I'm a little bit blessed that I've been able to keep the same staff, I think, Lisa, for the last two to three years we looked at. And so, I've had the same people on the bus and I'm seeing the changes. And I think that's the key. Um, as Shalita has told us, you got to
quarter court them to keep them. And that's just day one since HR. Um, Shalita has been talking to us, Dr. Bilbo has been talking to us. How are you courting people? How are you, uh, educating them? How are you keeping them a breast on the latest research and what are you doing to support them? And that's the key. You cannot sit back as
an administrator and not pretend like these things are not happening in the classroom. That would be a lie. So you got to acknowledge it first, understand that there is some empathy that needs to happen with the kids. But at the same time, as a kid who was acis was high, trauma was high as well. I cannot make
that an excuse for why I cannot perform. And so that's the key of helping people understand get past the sympathetic habits and get to the empathy but get to the teaching that needs to occur so our kids can make progress. >> Thank you. >> Right. Thank you. Thank you. >> Thank you. >> That's good. Thank you, >> Mr. Mil Chapman.
>> Dr. Win, >> appreciate you. >> High school and then I'll come to the middle school. Um kind of fold, you know, feeling uh leading off of what um Ms. Brownley Page said um and and the the board has
different opinions and I don't know how you are directed to your the administration is directed to fill out these forms but the the ultimate goal of these forms are to be specific to say what you need so that we can then
consider them in the budget process. And so when kind of what Ms. Um Pen Hicks suggest said if you if you notice my questions they're more specific. You know be specific. Do you have documentation of
this? That is a selling point to establish and and you know here's my quirk coming. We may not need another vehicle but you need another uh set of resources for academic performance or
trauma. Um, so, so >> my generic question I to I think Ms. Walker usually answers it. What column was pre-populated? The first column or the second column? >> The first column. >> First column. Okay.
>> Okay. So, so we had that conversation last year. So, we know now, Miss Hicks, why there is just the similar answer in them. Okay. So, but from that if you remember my questions
is like okay so and this is this is for most of actually middle school and and high school how many foster care students do we have? Um, so I try to look at that information. I actually asked my registar and and I know at
Sumar it's very limited. Um, and for a lot of privacy I'd have to dig a little bit further for that, but I think >> the same for Yeah. Um, but typically I think the follow-up question would be what support specific do foster students? >> Right. Right.
>> What what support what support do you provide? And then are there issues that we can't you haven't been successful that we need to know about that maybe we can provide the resources that you can
provide the support. >> Um at least in my personal experience we haven't had anything that doesn't get provided just in our general support for general population students. You know what I mean? Obviously, uh temporary housing or transportation, those things
um usually are are supported specifically within the agency. Now, I've had I wish I could remember a name, but we had a company, a Wai County local nonprofit that works specifically uh with foster care kids, specifically if
they're living with grandparents to help grandparents uh which they consider as kind of foster, but um and I know that's a wide range of defining that, but providing support for grandparents just because um almost like Miss Brownley Page, you were saying the the technology
is a lot different now. How do we help grandparents that might not be within as comfortable with some of the new tech devices or you know uh >> Okay, so you guys can do tandem. You've got the same question on the middle school. >> I was just going to say most of it comes
from our social work department because those social workers typically know who those students are and they don't say you're a foster student, you're this, you're that. They typically let us know what the plan is in in motion. And if there's a plan, if there's an IEP, that IEP is expected to be followed uh
followed at um at the highest level. If they are um MLL and they have a ILP, which is an individual plan of study, individual learning plan for their language, those things are incorporated. But then there also may be additional information that we may not be privy to. And the social worker would then uh at
Liberty may say, "Here's some other things that you need to be aware of." At that point, that's what drives that data drives your next step of support that you might provide to that student. >> Okay. So, over the past year, here we are at the end of the year. Are there issues or topics that you were not able
to address that would would um provide us with a with a a a additional social worker or I don't know that the the solutions, but your people know the solutions. You're representing the middle schools. You're representing the high schools. Did you have this
conversation before you filled this out or did you just >> We usually go through it with the building leadership team which includes a social worker which includes different people that represents the entire building. So that makes you aware of what's going on in the on the campus so
that you have all those different aspects before you feel that. >> Okay. So there's no issues with my >> not not as I know. I can ask some general context from the D district perspective and the state protect perspective. A lot of times their privacy is protected and sometimes they
know because the student may disclose it or others but sometimes they have no idea and that is for the protection of those students. the student services department, the McKini Vento, um and then um our we have uh specific
individuals for students who may be living independently and not with adults. They go out, they meet with those students, they support those students, they make sure that they have financial support for those extra things like prom, homecoming, athletics and
activities. Um, they also make sure that they have the tutoring and the structuring of the support, but most of that comes from looking at all of our students. All of our middle and high school students have individualized plans of studies. Some of them have other things, but there may there's a
lot of district support that may be coming, but they're not necessarily saying to the principles, here's this group of foster care students, but they're making sure that those things are connected um to those students based off of what they need and what whomever
their advocates or others may be sharing. Some people absolutely know who they are. Um some don't. Even if you looked on the Kansas State Department of Education, it doesn't it's very difficult to find the total number like
in a district or in a state and a lot of it is for those students protection. We probably do I can probably um get the total number but we typically don't identify the number at the school and that cuz sometimes it could um >> create information.
>> We all understand privacy for all students. I understand that. So So thank you for the explanation for the public. Right. >> We all understand that. But again, if there were so, so could a as you say, we're covering all our bases.
>> So there's no resources needed. >> Yeah. One thing that's nice also with foster students to help is the state provides an educational uh advocate with the students. So in both the cases that I'm remembering that this year there's another staff member from the state
coming in as well as our social workers. So they get a pretty good wraparound support. Uh right now we've been able just like Miss Chapman said through you know if they do have an IEP or anything like that it's usually just within the same supports we would offer all kids really support our foster >> right but I think I you said about
relationships in those relationship situations they would know and and also the interaction with the the the independent students so it's good to know that make we cover those bases. Um I think we asked before uh ma'am you
came up did you want to add something >> just in the notes um that the principal started to fill out the forms. Uh one principal did note and I and this is uh for the majority that a lot of students in our foster care system don't stay in our schools very long. So it's mentioned
um one of the principles said that they they do they are transient and so we don't have them in our system very long and they going from school to school um that the information does travel but we don't have them particularly a long
period of time. So that was noted also in the information that some of the principles submitted >> and it could then lead to other >> you know help or it could be um again I probably it goes probably the
communication >> and and the the relationship. So >> so there could be something that we need to do but unless it unless somebody tells you then you tell us we don't know. Okay. Thank you. Thank you. Um I
think I asked before the Zello data. How how do you do you guys complete it? Does high schools complete it? >> Yeah. Yeah. You know, it's a real important for the uh the IPS or what the state's looking at for the graduation. I know typically I actually just ran my numbers this morning. You know, this is
the last week for >> You came prepared, didn't you? >> I I did. I did. Um and you know, seniors and our sophomores are the two classes. They got some work to do. But taking a look, there's lots of tasks. So at the bottom, my eighth grade, they're 99% complete for the year already. So they've got everything done. That eighth
grade, they're they're a little more on it a little bit, but um there's just lots of components right now. I think uh most schools would say is like sometimes >> at the end of third quarter, participation may be low or some of the completion may be low, but our students at least seem to get it by the end of
the year. Sometimes that timetable at those measurable quarters look a little different just based on time. we use our FA time. Uh that's also when we do tutoring and student showcases. So, it's just a matter uh finding that time. But our high school success centers and diploma plus personnel utilize that
data. Um you know, if it's going to look at college of interest, that's where we're going to gear our field trips to different colleges or maybe lunch visits by colleges. So that data provides number one an experience for or the the platform provides a nice experience for
kids to take a look at college and career expiration as well as our staff can use that to tailor how we're supporting kids. >> Okay. But the real question is how have you performed in the last three years? >> Um I mean high percentage. We're above 95%. >> How about your other high schools?
>> Yeah. Um we uh I don't want to speak for all the other high schools, but uh we we give out lots of awards for completion of Zello data. I'm pretty sure every high school is well above >> by the end of the year 95% for all tasks. But again, I'm I don't want to speak for anybody else, but I do have my
data. >> Okay. Next time look at everybody else's data before you come. Okay. >> Yeah, you're right. You're right. My apologies. >> All right. um you know a lot of a lot of um the pre-populated is beautifully written. Give us some
examples of your robust learning experiences some specific examples. Now again Sumar is going to be different because you have those projects >> but can you speak to the some of the other high schools? >> I think uh the biggest things we have of course through our CT and diploma plus departments with our career tech a lot
of robust learning experience is going to come from >> how many your students >> what's that? How many of the high school students uh are are enrolled >> in a career teched course? Uh 100% of our students are going to take at least one >> 100% of Sumar. >> H that's going to be across the
district. Yeah. >> How about just high school? >> Um all students will engage in a career teched course. That's part of uh the path to to graduation in KCK. Yeah. >> Yeah. So through that what I was going
to say through our career teched courses uh that's where they're going to get a lot of experience real world experience service learning >> example give us an example. >> Yeah. Yeah. You might have saw in the news we had uh engineering students uh just go and do an assisted kickball to be more inclusive for field day for
elementary schools. I think KCTV 5 did a report on it on Friday and KBC9. Uh our teaching pathway kids they they're in our uh elementary schools as well as working with learning club. So a lot of our career pathways partner with some kind of organization provide a lot of
experiences. I think the robust experiences on the academic side. So the non-career side um really AVID is kind of our framework we're leveraging as a school district to provide some of those experiences. It starts getting kids engaged a little more with the academics. I think our high quality
instructional materials have our kids really start to develop a conceptual understanding. >> Are there any needs for resources? What's that? >> Are there any budgetary needs? >> Uh, no. As long as uh we continue to fund curriculum and instruction, I think they've done a pretty good job of of our
high quality budgetary additional budgetary needs. >> Not for when it comes to materials and resources because you have to that those high quality instructional materials provide a very robust program. At the high school, we have our Carnegie uh math learning that includes an
opportunity for likel math, something very similar. So it provides a lot of platforms both for remediation uh support practice as well as the actual delivery of the content. So >> that's at middle schools any any resource needs any money?
>> I believe I believe it's the same thing. We have a this the same m some of the same materials but like I said before many of the platforms offer opportunities to adjust what students are in need of and those things just need to be taught with fidelity. And then we do use the Zello data to decide
which kids go on which field trips when they have we had Judge Martinez this morning. So some kids who are interested in law will get to hear him speak this morning. So we do use that data and extract that data to give those kids the opportunities that they're looking for. So when they choose a um a platform or
they choose not a platform but they choose a pathway in high school, they're really selecting what they want to do and not what their friend is doing. So we do have those opportunities through Zello as well and they do have to have a completion rate and we're over 95. All middle schools have always gotten all
the awards every year and that's one of the things we've thrived on since Dr. Scott has left. Dr. Bilbo has carried that torch and carried it over and expectation is still there for us to complete those pieces and utilize that data. >> Good deal. Um some of your high schools say they have site councils.
>> They all >> Yes. >> Yes. So, uh, uh, that is probably an area that I need to grow on at Sumner. We've had a site council before. Um, we have a PTSA. We have lots of opportunities, but I, uh, we haven't met this semester. Um, I have a new AP
that's really good at community engagement. Um, so she's going to help me lead that work going into next year. >> Do they keep minutes? Do the parents know when they're meeting? >> Uh, we have not had one scheduled this semester. >> Okay. How about the other high schools? >> Um, uh, I cannot speak to that.
So at schools where we do have uh site councils, you will um in the principal's weekly message that goes out to to staff and parents, you would see that information. I can say for sure that u meeting notes are collected. Um what I
um when I see the information on Twitter, um I'm reposting to make sure that we can get more traction for families to see, but I can't say that the meetings are documented with u minutes at every single site. Is it your job to distribute that information or whose job is it?
>> The school's job, the principal's job to um inform the parents, have the meetings. Um I know that at Schlaggo uh last year um he sent out messages every time and he did not have uh people show up. This year he does. And so um it's a
work in progress and different at every single campus. >> Okay. And why why is that? Why why do you think that is the case? I think you mentioned the word inconsistency for I think was it teaching miss you talking about if there's
consistency so why don't we have consistency in in different things what what do you think what's the >> I think it's systematic um if it's systematic it's intentional and it's consistent and we hold people accountable that's what works that's how I thrive at my school those four key terms are important to me u when Dr.
Bilbo gives us a challenge or a charge, we have to follow through what her expectation is and she follows through by checking in on us and seeing if we've completed that. If not, that's a follow-up conversation between the principal and executive director. So, uh trying to get parents engaged like we
just had a success night um the other night and it was to launch into next year already. We had a very low attendance, but we still entertained and still provided those parents with some information for next school year such as the district calendar, some resources that they need to keep in mind over the
summer break that we were offering summer school and those types of things and trying to get ahead and not wait and be reactionary in nature. >> Okay. So, so how do you suggest to >> you have to have consistency? >> I think that it's finding out what
works. Um, every set of parents, they're different. what works with your work schedule? Are we doing opportunities for parents to engage with us during the day, in the evenings, on the weekends? It's it's finding the sweet spot about what works. A lot of parents, they may not show up in person, but they are
heavily communicating on social media, through our district platforms, what they need and what works. I think that our principles have been flexible to meeting the needs of all of our parents and meeting them where they are in terms of communication. you may not be able to
attend uh the you know the site council meetings but you're heavily engaged because you email the teachers and the principal regularly because you you contribute when you can and so I think that our principles have to be aware of that and make sure that they're continuing to reach out all of the
platforms that they use not just site councils um a lot of times when you think about um you have to be willing to want to engage with more people because site counsel is just not me talking to the principal about my child is me talking about all the kids and depending
on where the level of involvement is for parents and what's what they have in their space. The opportunity is I just need to be able to talk about my kid in this moment. And so then principles have their doors. They're always open. You can always call. You can always show up.
And and so we're principles are going to meet parents where they are in terms of what I need for my child in that moment. And that may not be on the site council or with PTA and it depends on the level of engagement >> and and in with respect how do you know
that happens? >> Well, I will say that I receive a uh I receive a lot of parent calls um and I talk to parents. I meet parents at the school. I send emails between the parent and the principal. Hey, I'm trying to get assistance here. Can you connect me
with someone? So I I know that that's happening by the number of uh interactions that I have with parents, the conversations that I have with principles when I'm in the school building, the number of parents that I see that attend the afterhour functions and that are there during during the day
um having uh parent attendance 101 meetings. We have a lot of parents who will come into the schools for attendance 101 meetings. So the the activity may vary um but the engagement and the interaction is there. Okay. >> Can I interrupt? What's attendance 101?
We saw that sprinkled out. Nobody really gave a lot of details about it. So, those are meetings of our student services department, the A2A program. They help our schools to combat the uh truency and chronic absenteeism that we
have. we bring those our parents in during the day to talk about uh you know childs are not attending school and not attending classes and what we can do as a district to support those parents. So all of our schools are having attendance one-on-one meetings and those happen during the day and um at a lot of our
schools we see a a lot of traction with our parents being there and so again it's about the what's important to you the level of engagement when you will attend. So, I've been at W dot and there have been 200 parents there during the day for attendance 101, but I've also
been to a PTSA meeting at W dot where there's only been five or six parents. So, it's it's where and how parents choose to engage. >> Pen Hicks, >> I got one more. You know, we hear like today we've we
were asked about security. Now, you have one of your high schools that says gated. Um, speak to a a general concern about security at high school and middle school, please.
>> And take whatever >> path you want to take. >> I'm sorry. Did you say gated? >> Yeah. >> Yeah. >> My dad >> said they they they were concerned about security. >> Okay. Okay. >> And so, >> I didn't hear I didn't hear the question. So I I and they can speak, but
I do just want to caution around security to not necessarily expose things that need to be talked about in executive session, but you can talk about it broadly. >> Okay. Before you speak, we'll ask legal
to phrase it so that you'll know which path to take and which path to avoid. >> Thank you. >> Right. what what we don't want to disclose or talk about in open session are specific security measures that are being utilized or being requested and of
which the disclosure would compromise the security measures if that makes sense. So for example, we don't want to discuss security plans. But if there's um needs or concerns that you can generally discuss, I think that's what the board's looking for. Does that make sense?
>> If it's clear as mud, then then just tell me. Uh I just think as a district we use our standard response protocol. The important thing is to understand that when it comes to security, follow the instructions of the officer that or whoever is on the on duty and just follow those protocols. As simple as
that. Um be mindful of what the expectations are in terms of not keeping doors and things like that propped open. So, we just try to follow the basic rules that have been in in place for a long time and then just following that standard response protocol and being knowledgeable when the officer says,
"Hey, there's some activity going on in the neighborhood. We need to go on a lockdown." The first thing we do is do what we have to do as terms of locking the school down and notifying um Dr. Bilbo and anyone else at the district office in the event they um something is occurring in our neighborhoods. But
that's our basic measures um that we have to keep in place. >> I got one statement want to jump in there. >> Yeah, I I don't think I would add anything except uh uh I think we've already emphasized uh how important security is. So, we've done a pretty good job as a district with our police
force. Uh we have our standard processes as well as upgraded equipment like our new uh uh epic safe system that we've installed with our audio enhancement. Um just creating uh more opportunities to make sure that we can be proactive and very quick on the reaction of those
events. So um I I I think this is a safe question. >> Yeah. >> In an ideal world as we are right now. Yeah. Right. Um could we is there a need for more additional resources devoted
for security whatever that means. So yes no just yes no. >> Yes. I mean we can always have additional staffing to help support that work. >> All right >> ma'am. >> Yes. Because every campus is not new. uh 2020 building. So for Argentine and what
it looked like at Central and the different uh buildings and shapes and the way they're shaped and built is a little different. So the security measures could be different at every area at every campus. >> Do you want to add anything? >> Okay. Thank you. That was safe enough, wasn't it? >> You're safe. >> Good.
>> Miss Pen Hicks has been waiting patiently and then we'll go to Mr. Milin. >> Patiently. Yes. I have a question. on the the summary analysis of all the inputs from all the schools um high
schools indicated that they had a 60% 60% of the principles I should say um sorry to wake you up >> had some concerns about >> student trauma impacting instructional the
instructional day but it was a very high percentage of the middle schools 85.7% who addressed that issue as interfering with the ability to reach um instructional levels that you would like to and to get to um
I want to I want to know really what the what interventions do you need? Yan, you've got a lot of agency work. I saw that you've got a lot of uh support services and interventions that go into that. and how to help our
children address their social emotional needs. But if those numbers are that high, that indicates to me that there is some room for growth, some real input that needs to happen. And I would like for you all to speak on that as a high school and middle school particularly. I
see different programming. I see the social workers, all of that. But if that's keeping us from getting to proficiency and causing teachers and other staff to leave our district because of those stresses, I would like to know your input on what we could do
to help you. >> Well, I think you know, unfortunately that's not going away, right? High traumas, we're always going to have students come with us, right? And and so I think the question rather becomes >> how can we continue to support that? We know that social emotional needs of our
students is always going to be high and it's going to be ever changing. I think uh this is year seven sitting in the principal seat since co I've seen students have a lot more anxiety right than it was pre-COVID. It's a different type of student since that time and that's only going to shift as as as
things change I'm sure. So I think to respond we just have to continue to keep staff updated around professional development of how to interact. I mean really some of the roadblocks I think the principles are speaking on is is sometimes it can take a big team
approach to deregulate emotionally regulate a student or to get them back to make sure learning can happen. It takes a lot of resources. Now we're going to respond to that student every time because we know what that needs but often when you're hyperfocused on one or a few then that's where we can have uh
maybe a reduction in some of the success we're having with the rest. So, I think it's it's navigating because those problems aren't going to go away. We just have to make sure we're getting more and more efficient of how we navigate that and hopefully be proactive uh just like we're doing with our behavioral health teams to try to meet
with kids early before they get deregulated before it becomes a distraction to others. So, I think continue to work with the staff we have and then professional development around the everchanging lives of students that we have. Well, may I ask you one thing about that? Because >> it was expressed to me that you can have
a hundred students who are having those social emotional issues in in the school and it affects the other,00 for example who are not being able to get the instruction they need because we have this cohort that needs more has more
needs. Okay. Have you ever do we have in place an effort to deal with like the tier three students that need more comprehensive intervention? Um how do we separate them out to help them specifically learn how to emotionally
regulate? And then at the other levels, tier one and tier two, how do we support them so that they're not impacted as much by the need to pull all the resources to helping >> young people regulate? >> Yeah. So I think for tier three that supports there are typically in in
separate classes. Uh it's been a while since I've been experienced with classes like that. Uh but it is it is more those two tier supports right that happen generally that nine out of 10 times the students do them pretty good in general population but when they're deregulated
then it can become a distraction. So I think it's really focusing on kind of those tier 2 students usually and there's a lot of opportunities in secondary especially as you get to high school where then there becomes a lot more choices and courses that kids could take. So then you start to be able to separate from those that might be
performing more academically or those that might need additional uh academic support that we can tailor courses to better fit the needs. Uh but I might see if Miss Chapman has anything to add about tier three support. Well, middle school deals with a wonky age. Um,
adolescence by itself. Uh, you'll see them from when they are very small to when they grow up and the makeup or whatever else is getting ready to start occurring. So, it's a little bit of a wacky age, but it's also an age where you have to do your research and understand who's in your building and who are the kids. Um, I think it's about
acceptance and teaching them to uh I would say Summoner is like a melting pot. My daughter went there. I feel like everybody who goes to Sumar is accepted. If we can teach our students to have more empathy for each other and stop name calling and shouting things out of that nature where we can control the
environment a little bit more and teach them retach them behaviors which is what our code of conduct calls for. U restorative circles things like that having those restorative conversations because what I often say to students is I can disrespect you on the cell phone but I don't see your feelings in person.
And so a lot of times kids don't understand if I've called Yolanda out of her name on the on the platform and I've done all these things, I'm not seeing the hurt that I cause. And so teaching kids to have conflict resolution is really honestly what we need. Um we we don't have enough time to do it every
day, but we try to help people understand when you bully a child, these are the things that you're saying and doing. If I have to sit across from you and I have to hear Miss Paige say to me, you know, you made me feel like this, that's different from talking through a cell phone. So cell phones a lot of
times mask a lot of the things that are actually occurring with our students. So I think just continuation around the panorama lessons uh restorative circles and things like that that we have uh will be wonderful. We really need more of that. >> Thank you.
>> Have one more >> Mr. Mil. Okay just one second. Mr. Millet had a question. >> I want to circle back a little bit what been said few moments ago. President Lopez mentioned the importance of involving and the importance of all students, you
know, holistically in in in in the district. But I want to say this and we we we realize in the community, Amen, that uh you know, Summoners here, okay, on on a scale, one to 10, it's nine and a half, whatever.
10. Thank you. Okay, that you saying it's perfect. Okay, >> I know it. But but let me say this as as as uh it's been mentioned as all of these are our students and I want to make sure and I'm saying this from
you know what we hear and what I hear that to make sure that the energy the effort the engagement the interest the communication be consistent over the board and not necessarily place all the interest on some or certain school uh
when you when you speak about council here and that there that the importance is is is is widespread and and it goes to all the students because that student at Washington and I know it might be a broken record and Harmon
uh wind out they they're just as important and they need the the the might might need the consistent effort and the energy involved in them although they might not be in Sumar but it goes to about Miss Pay said a while ago communication we've got to try and I say
we've got to try to make sure all the communication that we need to uh emphasize be be uh tried and looked at uh we talking about emails cell phones and all that getting information in students hand to take home to the
parents and collectively continue to it's it's difficult but it but I feel it needs to be done to make sure that same interest that that no child they say get left behind. So just the same interest for all students will make it just that more better. That's that's my take on
that. Amen. >> Thank you Mr. Milin. Agree Dr. Wyn >> and this is this is from these assessments and I don't know if you can answer or not but three-part question.
There were requests for 3:30, four o'clock bus uh for some said 35 staff, some said 25 staff. You've seen the the you've seen all the high school, middle school requests, right? Right.
>> We have seen a consolidation, not the >> the indiv. >> Okay. >> Well, to remember >> raw data does tell you everything. I guess we had the raw data. Nevertheless, um, and then there's requests for some repairs. So, just if you know, have the
requests been made? I mean, again, the all the comments as well as these are are designed to give us info for the budget, which means finding money to do it. And I know you know that.
And the request's been made. And what's the reply? plumbing, leaks, evening bus, 30, 40 staff. Do you know if the school leaders have requested it? >> Yes. No. Is that a question for you? >> So, uh, and Dr. Irvin can chime in.
>> So, yes, if it's on the needs assessment, the school leaders have requested it. Have they received a reply back? I can't say that. Okay. At this moment, but I know whatever is there on the needs assessment, they have requested >> in our court. Yes, that's all I think.
>> And just to add some context, those things that could be addressed have been addressed. Staffing, we've they've done all of their staffing. We looked at the ratio. We've made adjustments to certain buildings based off needs and gaps um just because that stuff has to happen so
people can be hired. Um, as far as maintenance and those sorts of things, if they were submitted, they're being addressed and or they're following up with the principles because some of them may cause need some additional layers
and or the timing of when it can be done may not be when school um kids are actually on the campus. We have had the conversation since I've been here about the 3:30 and the 4:00 bus and um Mr. Miguel or someone from his team can talk
through there. There are a couple of challenges, not just money, drivers, and because we tier and have so many routes, um you can't get we have uh we have our latest school gets out at 4:30. We also
have several four o'clock schools and then we have activities and athletics that are going on um year round. So between all of those factors, it has impacted the ability to offer that late
bus. But I think they evaluated every year and they can evaluate it again looking at this year. So, can I request that we have you provide us the board this information at one of the budget meetings? Maybe not Friday, but one of the budget meetings so that we can
consider you all's recommendations and weigh them with >> for the buses and the maintenance and repairs. >> Yeah. Staff bus unless there other requests. That's all we have right here. >> Yes, we can do that at a future meeting. Yes. >> Thank you.
>> Thank you very much. So, we're going to take Thank you to our secondary schools uh board. We're going to take a brief 10-minute recess and then when we reconvene, we'll bring Ask Elementary to come forward. Um our secondary schools um if you're sticking around, we reserve the right to ask you another question.
Um but um we'll take a quick 10-minute recess and then we'll have our elementary schools present. Um and then we'll continue with our agenda. Thank you. Okay. >> Thank you, Mr. L. Hey, I got Heat. Heat.
Heat. Heat. All right. Heat. Heat. Heat. Heat. Heat. Hey, heat. Hey, heat. Heat. Heat. Hey, hey, hey.
Hey, hey, hey. Hey, I got Hey, hey, hey. Heat. Heat. Heat. Heat.
Heat. Heat. I need you. Hey, hey, hey. Come back. Hey hey finger.
Thank you board. Um thank you staff. We're going to reconvene um and continue with our meeting. Um again just to come back again. Thank you to our secondary principles and um staff um and executive director of secondary for the earlier
presentation board. I know there's still a lot. If there were additional questions that you didn't get to, please submit those um to Dr. Stubblefield and we can continue to share those and involve that share the information that is um requested, asked um and shared by the principles as well. And I know Mr.
Hansford is going to share the document that he's prepared um to the board as well. So, we'll continue to get more information, but any questions you do have, please submit those to Dr. Stolefield. Next up, we will hear from our elementary um team. So, good good morning still. Welcome. Good to see you
all. >> Good morning. >> We'll have about 25 or so minutes and um in and Q&A or presentation Q&A um if we need additional time, we can kind of do a time check. I know we've got board members that do have to leave at a certain time and so we've got some other agenda items to get through board. Don't
want to cut off our conversation, but um so we'll start start out with 25 minutes or so total with Q&A. I'm sorry to interrupt you. >> No, you're so Thank you, President Lopez, Vice President uh Brown. Pay Paige and uh Dr. Stubblefield for um you
know participating in today's session and really listening to the needs that our elementary principles have presented. So we appreciate that. I'm Lynn Dykes. I'm the the principal at Douglas Elementary. >> What she forgot to say is she's a first year principal. >> That's right.
>> So congratulations to her being here today. >> My name is Cindy Cop and I am um the principal at TA Edison Elementary. And I do want to say that I am proudly serving my 35th year in the district. >> Oh, good. >> I love it.
>> What questions do you have for us? >> Okay. So, we'll open it right up to the board. Any questions for our elementary schools? >> Could I ask first before I start? >> Do you have are have you seen the the the summary of what was presented? Okay.
So, you're speaking you can address perhaps all all of the >> we will do our best to speak for the whole. Okay. Um if there are specific questions then we will say we don't know that information and you'll get back to us. >> Yes. And um we will we have seen the summary though. We do have a summary.
>> Thank you very much. Thank you. >> Great. Thank you Dr. Wyn. Miss Brownley Page I think you had your hand up there. >> Well I want to start the same way I did on the secondary level. Now I'm gonna be biased. Even though I taught on the secondary level I always want to applaud the elementary people.
>> Come on. Oh yeah. Well, I'm I'm I think they do a phenomenal job. >> Yeah. >> And this is not to say the secondary doesn't, but I I I think on the secondary level, we could have done better at reaching out and doing stuff. My opinion, you don't have to agree, but
I love what I see that goes on on the elementary level. >> Me, too. >> Now, my question is, like the others, everybody wants to improve the ones and two to the 3.1%. Mhm. >> And I saw a variety. I saw a muffin day,
uh, a this kind of day, and and those are all good things, but I'd like to know more. And, and a lot of people put down summer school, but considering the way that we run summer school now, what are we doing for extended care to help
bring those kids up? >> We're going to fight over who gets to speak first. Um, one of the things that we have implemented within our schools, well, I'll speak for myself. Is that okay? >> Okay. >> Um, is that is really getting to know
the students and with the um, platforms that we have now, we are given more specific data about each student. And we are able to then group those students together and know prescriptively
exactly what they need. So we're able to give that to them throughout the day. We have time in our day for math intervention and reading intervention and we are able to focus on students specific needs every day. Um we at my
school we personally have seen those level one students our preliminary scores from CAP showed that the students we moved students out of that group one into group three four two three and four. And so we see that the things that
we are doing are working. We need to continue at a strong pace, 1% better every day, bringing those students along and bringing our teachers along at the training because again, as you guys have already discussed, students are bringing
a lot to school with them and we need to be addressing those things. So it takes all of the team members working together to accomplish that. moving the students from the level one >> and then how do you communicate with the
parents? I saw the things that were put down and I think most people would say we got to do more because you got to figure out how do we get them back in. >> Correct. We are my school is constantly talking
to parents about that same thing. How do you hear? I then I have parents saying I don't hear. We at TA Edison have a very high percentage of parents that come to family advocacy events. Our second um family advocacy meetings time that we
just had. Our percentage of parents that were involved was 92%. Typically, you see a lower percentage at the second time that you meet with parents. Um but we call we ask parents to come in. We will do whatever it takes to get a hold
of those parents. And 92% of our parents, we are talking to those families specifically about their child and their child's growth. That happens several times throughout the year on the family activity nights. Um we walk our students that are car riders out to the
cars and that's another opportunity to have those conversations. So just by the nature, elementary opens itself up so much more because there's so much so many more opportunities to meet with the parents. And in addition to that, I mean, I would
say that that does represent all of our elementary schools, what's happening as far as communication goes. I know something that I've just recently started doing is really embedding um time for phone calls. So, we would start
our um PLC's 15 minutes later. In those first 15 minutes, they've already identified parents they're calling to u specifically address to calls of encouragement, calls of uh concerns, whatever it might be. And so then we
have this rotation so that all parents are hearing from teachers on a consistent basis. And um I feel like that that's been really important. We've also rotated between our PLC time and then also our PD time to carve that out
so that teachers because when they have their plan time they need to be planning and so I'm trying to give them that opportunity to really make sure that that happens. >> Thank you. >> You have you shared this with other this is just at your school correct. >> Yes. That experience.
>> Well I I'm sure I'm not the only one doing it. Um others I know I know I know that others are doing it as well. Yes. Is it a one or two others or I mean we have a lot of elementary schools and >> well this was initially I'm sorry
>> if it's work is do you feel it's working >> I feel like that more parents are being contacted and so the communication does increase >> okay take a step further can you see a correlation between communication and student
>> behavior performance outcomes etc etc I I can't say that for sure that it's connected to their academic outcomes yet, but I can all I can say that having that personal relationship um students
come to school knowing that the parent and teacher are working together in collaboration. And so that uh in itself um helps the student know that you know we're all on the same team and we're supporting you. So, as far as raw data,
no, I don't have that. But I do know that um >> anecdotal data, >> anecdotal data, yes, because we log everything in our PL and when we have our conversations, you know, we're um we're seeing the progress because it's
not just us reaching out to them. When we're reaching out to them consistently, they feel comfortable in reaching back out to us. And so when we're hearing more from them, not just for, you know, a concern, but also appreciation. That's
right. Um, this last week, I can't tell you the number of teachers who receive notes, emails, things from the parents and guardians because they appreciate the work that teachers are doing and staff for their children.
>> So, you believe it is working? >> I do believe it's working. And have you shared that with other principles just as a strategy, tactic, tool to in increase communication?
>> I should do better. So, thank you for that. >> Have you Well, do you have the opportunity? >> Yes. >> Um, I can take the opportunity. I can make the opportunity. So, thank you for that challenge. >> Question. Are there any additional resources you could um have to make that
a consistent first day orientation presentation? >> Maybe no answer now. Just think about >> I probably need to think about that. Thank you. >> We're here. >> Yes. to consider budgetary items that based on your assessments. Now, you know
the reason for these that then we build it into the budget to elevate those students out of one out of two. Okay. >> Thank you. >> That's and that wasn't my question. >> Miss Tricklin Eaggan.
>> Okay. >> Hello. First of all, I have to say I have had the pleasure of working with both of you. Um, and I just want to say that publicly, but I I have two questions. And one of them is just because um, one of our goals in our um,
strategic plan is to empower families and communities. So I noticed that a lot of the elementary schools did not have a PTA or um, PTO. And so I'm curious as to why that trend is like that now. Have you done anything to um create that
space for parents to have ownership and leadership in the building? And um if you can speculate um why that I know TA Edison doesn't have a PTA. We do not. But I want to tell you that the steps that we've taken um over the past few
years um I had um two years ago um several interested moms that helped us do a lot within the school and then this year they branched out to a couple more moms. And so we've sent home letters saying, "Hey, how can you help us? How how what do you want to do to support
us? What can we offer to you?" And um just this morning I received an email from that group of moms that started two years ago with conversations um and we are starting with a carnival next fall and um they've already got a group of
moms that have already met and they're ready to meet with me about their ideas. And so our our plan was to start small, get a couple of moms, get a couple of families, not just moms, I say moms, but I mean anyone that is in that. and um
now we will be able to more bring people in with just this light-hearted event and um and have that grow. So that is really really exciting. That's good news. >> Yes. And we will be able to turn that in then to a PTA that is supporting the school rather than having just one or
two families running the whole thing. Now it can be a group of people. Yes, I appreciate that because I know the value of having had a PTA president as a mom and how that's some one way we can have our parents in schools without the pressure of you're coming here for
trouble or you're coming here because we have to talk to you about some things you might not even understand, but you're coming here to help and support. >> And the schools that I've been in previous to TA Edison had had that. and I grew up with that as a mom that was the PTA mom and all of those things and
the support that I had from that community as a child. And so that was really important. Um it was a little bit harder to develop at TA Edison, but we've got it going. So I I agree that that's a huge step. And so the other question I have is for you, Mrs. Dyes,
just because I know that um we're looking at our reading scores, our reading data, and we're wanting to be better in that area. And one of the things you mentioned on your needs assessment was your writing curriculum needs because we know that if our students are to be literate that includes writing that's reading and
writing. Um when we take the assessment there's grammar and there's a space for um how well our students write. Um, and I noticed that you put there, um, you can talk to me about it, but what resources are teachers using right now
um, for writing and does the curriculum support that? And so within our resource that we are currently using, read writing is embedded. It's not as explicit as you know what we had previously known but um
it does provide the opportunity for writing. >> Do you think is adequate? >> You know I heard that um Miss Stacy Chapman spoke a lot about rolling up our sleeves. I think a lot of what we need
to do is get in and know our resource because what we need to focus on, excuse me, is teaching standards, not a curriculum. And so if we know our standards and we
spend our time in our PLC's looking at standards, um, we won't need to rely on that a resource. We need to know the standards and teach the standards. And so if we do know those and are or when we do, I feel like our teachers are
becoming very familiar with them um well enough that they can go in the classroom and uh demonstrate uh and effectively deliver lessons. >> If they know the standards and how to utilize a resource,
that's that's what all they need. And so it's not necessarily about needing more. It's knowing what how to utilize what we have effectively. >> Okay. And I I like that especially teaching the standards because that's what we want to meet with that assessment. Um and I also know that uh
I wanted to just hear if the students are having enough practice with that with the curriculum. Uh but if they're using the standards to plan their lessons, then teachers can create that practice. So that makes perfect sense to me. Um, and the last question is, and I
think we might have answered this earlier because you also mentioned, Miss Dykes, that you needed some playground equipment fixed. Are students using that playground currently? >> Students are using the playground. Um,
I can say they are using it. Yes, it is quite old. >> Oh, but is it dangerous? >> Um, currently we've made some repairs to it. I believe last year they made some repairs, added a slide because they're they didn't have a slide for a while.
Um, so things keep coming apart. We just put it back together. So we're making it work. >> I'll add Miss Strickland Eaggan. Um, so I think you're on facilities committee with Dr. Wayne and myself. >> No,
no, no, that's not what I'm saying at all. >> No, but we We have a facilities committee meeting this afternoon and on the agenda and at the previous meeting we actually talked about doing a playground assessment
because that's something that's come up as a need and Mr. Martin and his team are working on what would an assessment look like? Um I think we've done some initial work in the past around assessing our playgrounds and making sure that they're accessible for all students with all needs. Um, we know it
costs money, but the first thing is to start and understand where where we're at with our playgrounds. And so on the agenda at our facilities committee today at 2:00, I think, or 2:30, 2:30. Um, on the agenda is to discuss the the playground assessment or potential for
that. So, I'm glad you brought that up because that's something that Mr. Martin and I have been talking about as well, and he's been great to help us work through that. So, >> yes. >> And I can't speak for other schools. There may be other schools that have needs. So, I don't want to be selfish, but we definitely do need a playground. Thank you for that. >> Oh, yeah.
>> We just want to know what you need. Thank you for helping us. >> Good question. >> I would assume. So, Dr. Snider said other schools are in need of a playground. So, >> thank you. Yep.
>> What other questions board? >> Well, I'll intervene. You can ask him. Have those requests been made? because we don't know if you don't ask. >> I've never known an amp I didn't like. So, thank you for inviting me up to answer your question.
>> Absolutely. Every year when we do the building uh budget on the second sheet, there's a space in which you can write capital improvements that you're interested in in your building and you can list those on there. in the past two years because my first year I was in CNI
and I've been ED the past two years we have had schools put in there when there are needs listed around our playground equipment so we do consistently communicate that yes >> and thank you and then my question Dr. before. Do we see those those those forms?
>> It's a part of that. It may be a link or tab that you need to click, but I think it is a part of that. She Yeah, >> it is. And typically what I've also known is that our finance department gathers all of that together and utilizes that for planning. So, I know that Denita this year has talked a lot with our principles about taking this
information, synthesizing it, and helping support the way for us to future plan around these opportunities in our schools. >> Okay. Thank you. >> Thank you. I've got a question, >> please. Um, >> excuse me. I would like to think that by
the time kids get to middle school and they get hit with their hormonal changes that that's when they start to exhibit their social emotional learning issues, but that is not the case. We know that our children start from a very early age being exposed to issues that can cause
that. So one of the princip the assessments that's been shown here is that there's a high concern about that in elementary school as well. So my question is are you receiving the kinds of supports that you need in order for us to address this at the earliest
possible time in children's lives early childhood and then on to kindergarten and so on. Do you have what you need to address help address those issues? >> I believe so. Yes, we have um utilized a lot of the trainings and a lot of
support from our um supports here in the district. Um we do have to go back and retrain ourselves on some of those things. Um we're seeing a lot of behaviors coming into kindergarten that we hadn't seen before and we do have the supports we need.
>> We just have to utilize those supports better within our building. I'm asking mainly because one of the reports in one of the schools that they they said that they had a different lack of differentiated resources from the district and so that means they're
looking for different things and how to address different issues with the children. So in your case, you may receive what you need, but I wanted to know how is yours structured so that the children that are coming in kindergarten
with the high level of needs, what give me an example of how you handle that. That's what I'm guess I'm asking for. I suppose I would also want to hear the inverse of what the other person is not so that we could kind of compare
>> what um what they're >> they weren't specific. That's why I'm asking for better narratives next time. >> Um I'm I'm trying to formulate um >> you can't answer. >> My assumption is that all schools um would
Oh, okay. Go ahead. You go right ahead. Yeah. >> Okay. Help me please. >> Happy to. Every child comes into school presenting opportunities for growth and opportunities that we have to address early on. Kindergarten is the biggest
gap in education children will have because you have kids that have preschool and kids that have no experience with schooling at all. >> So you'll have students come in that have an understanding of how to traditionally school versus children that have never been in the place. Additionally, when you consider cultures
uh that may not have traditional United States experience around schooling. So, we have to do a lot of work with partnerships with families and supporting our kindergarten students. When I was a kindergarten administ when I was an elementary administrator, what was really challenging is the frontal loes are not developed in
kindergarteners. So, you can't reason with them compared to when I was a middle school principal. It was a little bit easier for me to sit down and have a conversation about how we function in a classroom. So when our kindergarteners come in, we're trying to love them. This is their first opportunity in school and we want to make sure that it's the best
experience they have. And because they are little, they present behaviors that we may not be prepared to always respond to. And that's where the behavior health teams in the buildings have to come together and really work and problem solve. >> Okay. when you also have exposure to
school. Sometimes when we think about special education and wanting to refer students for additional support, they have to have enough exposure in education before we can start even considering that because that's part of the federal law. So there might be times where we wish we could get more supports
in in place faster, but we have to give children a chance to get into school and learn. With that being said, it is exceptionally challenging in a classroom when you are working really hard and children are still not meeting expectations and so it can be frustrating at times. So it's also our
job as principles to support teachers around that too. There will always be cases that we will not be prepared for because humans are humans and they show us with different opportunities. We do have systems of support in the district that are there to help us, but they have to be ever evolving and changing because
we have opportunities every day that are new to us. One of the things we are looking at is our SIT process and how we're supporting our students who may need additional support. So, that's a great kindergarten example. So, that could be different for a newcomer that comes into the United States that's in
fifth grade or fourth grade that may not have had traditional schooling like the United States has. How do we help acclimate that student and that family to support them so they can be successful in our classrooms? And different schools have different populations of students that need support around that.
>> Thank you for helping create that scenario for me so I can kind of see what is necessary to address our children's needs. >> Excuse me. >> Additional questions? I've got some um and I've asked these questions before.
Do you all do do your teachers use Canvas or what learning management system or none? >> Um if you're asking if do they use Canvas for students to access access learning um at the elementary level? We
do not. >> Okay. Do you use any learning management system to communicate with the parent on grades, attendance or anything >> through Infinite Campus? Grades are posted through Infinite Campus. >> Okay. Um
and and just for clarity, Infinite Campus is the student information system prek through 12. Canvas is the learning management system primarily used at secondary. There are a few elementary classes or individuals that use it, but
it's not widely used at the elementary school. >> So, it was pre-populated on the elementary school form, >> right? Because there are some who do use it on the prepopulated for those individual buildings. They have the opportunity to go and customize it. So
if you see it, it's just because it is used and it's available, but most elementary schools don't use it because a lot of their interaction is hands-on and forward facing and that sort of thing. So they're not putting a lot of
uh elementary assignments in a learning management system. >> Thank you. Um do you have a lot of afterchool tutoring or you don't? >> We we do not. >> Okay. Some of these said that they wanted to start after school tutoring.
What would we need to know to budget for them to have an afterchool tutoring plan? We know bus. >> My assumption would be to pay teachers um for their time after school and
buses. that that would be the only two factors that we would have to >> um they would probably >> we need if if we were to >> snacks from nutritional services. >> Yeah. If we were to respond and we would do you have the budget >> has it been cost
>> it it so there are several schools who actually do offer tutoring during the day and after school when um we've talked the schools that I've talked to who wanted to offer it they often even though they pay the teachers they can't hire people to necessarily do it
>> but that's a different question as far as if we were going to establish a budget >> that's one thing that >> there there's a bublish Right. So most of them can establish a budget and they can do it. So we the individuals that may be saying that we just need to wrap
back around to see where the gap is because >> numbers. >> Yeah. For their individual schools. They they there are some schools who actually do it and there are some schools who have tried to do it and then so I I think the gap is is who may be putting it and what's the barrier because it's
not necessarily budget. Right. Yeah. Yeah. Step one is what's the budget for it? >> So title one is where we budget a for after school tutoring. So that's in our title one funding. Depending on the school and the focus in which building needs assessments, the building teams
come together at their BLT level and decide how they want to allocate those funds. There is a specific line for tutoring inside the title one budget for every school. Some schools elect to budget for it and then they cannot get staff and so they're not using it. But
there are schools that consistently do budget for it. And then there may be some schools that decide, you know what, I haven't been able to hire anybody. I'm going to look at allocating that funds differently for family involvement. >> You carried it throughout the whole process. Yeah. Step one is the how much
does it cost? So you're telling me us >> obtain that cost in where >> title one is where it is currently >> where schools have already allocated. Now, schools always allocate the same?
>> No, it's based on student need and by school campus. It's not always the same. And then the pay would be the contractual rate that's inside of our negotiated agreement there. >> So, how would we budget for it >> with those as a board? >> Yeah. with those uh different factors
coming into play. >> That's a really great qu well. I think it's it's it's layered because as a principal, I'm going to look at my local funds that are allocated to me in my budget and I'm going to attempt in my own budget to prioritize it through
title one. Now, in a previous district I was in, it was district allocated. So, it's all depending on on the system. If they're looking one can assume if they are looking to add they've already utilized the title one funds that they have. >> Yes ma'am.
>> And then of course we don't know if they're going to shrink d. Right. >> So what I'm assuming by asking this you're looking for outside district funds to add to >> it would appear that they do not they have exhausted their resources through their building budget and they would need to look for other funds. Yes, I
understand your question. Thank you. Thank you. Yeah. Last but not least, please. How do you handle your absenteeism? Some are upwards of 30%. Uh what what's what's the plan? What's the
our plan at our school is to um this year and continuing we call every family every day and we ask um why are you not here today? What can we do to support you? We follow the A2A procedures that they were talking about earlier. um the
guidelines that are set out. Um we also do have some incentives built in quarterly which we are adding to next year um celebrations even for students that are um improving their attendance. Um this year one of the things that we did at our school was um to take look
take a picture of all of the students that were chronically absent. the teachers kind of memorized that and each of each teacher picked a student to when they saw the student at school that day to be talking to that student, to be having conversations, to be encouraging that student to come to school. Um, my
social worker and counselor work endlessly with families trying to take away part of the burdens and I know that's districtwide. Um, what can the school do to help you get your child to school? So, there are multiple layers that all the schools are implementing um
to reduce absenteeism. It it is a very very serious something that we all take seriously and something we know that's important that students be at school. >> So are there additional resources that are needed to to um I don't know the
word I'm looking for but to help you in implement those activities those actions those that plan. Um again I want I want to say that within our title one budget is where we have found support for that. Um also
this year the um the attendance um office um did um award some grants for next year to increase some of those activities and some of those opportunities for students um and for recognition within the buildings. Um, so I believe that those are there that we
have the opportunity already to take um >> Okay. So, so resources already being provided for next year. >> Correct. >> Okay, good to know. Thank you. >> Advantage of Oh, and >> the principal >> we are. I wasn't aware but um all of the
elementary schools have already have reduced this year their chronic absenteeism and I think one of the big highlights of that is when you draw attention to an issue and everyone focuses on that issue as a whole as a system I think that shows the care that
crosses KCK we will address those things. >> Okay. Thank you very much. >> Good job. I would also like to add that um student services is a huge support specifically our multilanguid uh lingual
department. Um I recently want went with uh someone who supported our school on a home visit. The students were frequently absent. We've called call no answer no answer since that visit because of the
support from that team and the team members specifically because I didn't speak their language but I don't want that to be a barrier for our families. I don't speak their language. They're not speaking mine but I don't know theirs either. And so to support them uh we had
a porch visit. It went very well. The students they're both coming to school now. And so it's really it's our whole system working together. So when you keep asking for, you know, hey, what can we do? What can you do for us? I really feel like that so many things have
already been provided. Um sometimes we just don't always know what those are. >> So communication about what's available I think is really important. >> Do you engage in surrounding neighborhoods? >> Communication. >> You're engage with the surrounding neighborhoods.
Do we engage with them? We attempt to um neighborhoods have neighborhood associations, >> right? And so I've been invited. So no, I have not attended. >> Where are you again? >> I'm sorry. I'm in Douglas. >> Douglas. Okay. >> Douglas. Yes. >> We'll make we'll make sure that changes.
>> Can I piggy back on that just a little bit? Something Kevin said earlier, Mr. Hanford said earlier about providing that roadmap for us to understand all the inputs that are going into our educational system. That would be very helpful because and the reason I asked
that question because I don't know I've not um been a teacher. Okay. And I haven't been in in sitting in a classroom to understand all the different inputs that come in. But I know they're there. I just don't know what they're called. I don't know, you
know, how much they cost. you know are there ways in which we can support and add to that process in order to make it more efficient for you and more effective for the students. So those are the reason I asked for that picture you know to know what exactly do we have
within the district that supports what you're doing. >> So I know we're Thank you. Um I know we're running up on time. Yes. And I've I've got just something as well. Dr. Wyn, go ahead and we'll close it. Well, no. I just I just think, you know, I think the appreciate the conversation
around communication and community engagement. I think that's super important, as you can tell, both at the elementary level and second secondary level to this entire board. Um, and I think we all want to see us um, engage in our community, and we do that in very different ways and communicate in very different ways. And every neighborhood's a little bit different and unique and
how they engage with their schools or parents. And and I think that's where we have to continue to work to find that sweet spot to make sure that parents feel like they're welcomed and parents and and grandparents and aunts and uncles whoever of the family unit feels like they can participate. And so I think that looks a little bit different.
I think it's we need that feedback from you all and as principles and edies to let us know like here's some different things that we could do at the different level and make it systemic, right? Um I know we have our faces um that are great help at the at the schools. um they can't do everything either, right? So,
it's it is a team effort, but I think as you can see, community engagement is something that's very important to all of us as we think about um how we can continue to support our students, our scholars, our staff at the schools. Um so, I I just bring that up. I say that for our board to continue to think about
how we invest our resources when we're thinking about budgeting. What does that look like? Where are we prioritizing our dollars? How are we I know there are some different buckets that of funding whe whether it's title one or other that can help us do some of these things but um where there is flexibility or where there might not be um how do we get
creative if this is a priority of ours to support the elementaryaries the secondaries in different ways um to find those dollars to support our faces um and when we think about attendance you know um let me be careful about how I say this when we think about staff who
take care of some of the attendance like our attendance clerics, our registars and some of those folks, right? They're um making sure that we're paying them um at a reasonable rate so that they stay because I know that's part of the issue is that we see turnover in some of those positions that are hourly. Um but
they're some of the most critical ones because they're taking care of the data. They're inputting all the attendance data, the the the daily data. Um, and so how are we taking care of those staff um and supporting the principles who who have them and are supporting them to
make sure that they feel supported um and that we're paying what we need to pay. And again, that's a board conversation um as a district and maybe we are um doing the best we can. Um, but just wanted to share that perspective around how we prioritize um, what's
important for the board when we look at the budget, where are we putting our dollars? Um, and if this is something that we obviously all of us care deeply about, um, how how do we do that knowing and I can hear, you know, Miss Brownley Page, and and you know, you you remind
us and it's very true, the state is looking to cut cut funds, you know, and and and we're always a target. So, what does that look like for us and how we prioritize dollars and and I know you you say, you know, you've got resources currently. Um, but things continue to get expensive. Things continue. So, we
think about resources. How do we budget for those needs that we don't anticipate either at the elementary and secondary level? So, just wanted to share that piece. Dr. W. >> No, M. Joyce Eaggan has a question. >> Oh, I'm sorry. Oh, we wanted to know how
AVID plays a part at your school and both of you can answer this please um daily and has it had an effect on the culture and uh academics. So for uh I can speak for Douglas, our goal was around communication, parent
communication and so we implemented um daily communication folders and so it was around increasing awareness so parents are aware of what students are learning and helping make sure that they're informed of what's happening at in our school. So it was just another
way of communicating and so we've been keeping data uh you know as far as a percentage of students that are returning theirs um you know how what does that look like as far as parent involvement in the things that are occurring in our school. So that was our
goal and so I do believe it has been very beneficial. We're going to continue that. We're upgrading that but then we're we'll be adding additional goals. Ours will be around um writing for next year. >> Good. So, just let me clarify. So, the
daily folders, they contain homework, notes about what's going on at school, and do they require a parent signature when they return are returned? >> We request, we don't necessarily require. >> Thank you.
>> I would like to say that um AVID um has, I think, been a very beneficial piece to our district. um because it's brought the different groups together. >> Um when we were at AVID last year, our um my school feeds into Rosedale and the
Rosedale team was also there. So my team sat with Rosedale for a while and we said, "What do you see our kids needing when they come there? What gaps do you see? What should we improve on, especially in fifth grade as they're making that transition to sixth grade?"
And so, um, Travis's team was fabulous giving us some ideas of things that we were able to implement now and then take down to the kindergarten level. And again, it's something like she's talking about um that communication is um the way of organizing. So, that's a piece in
middle school that we're lacking is that organizational piece and how to teach our kids to come to middle school with that. And then we break that we broke that down how they can how we can implement that in kindergarten to build each year to be ready for um when they
go to sixth grade. >> Thank you Dr. >> My question is about letters training and reading. Um how many of your teachers in the elementary school are um trained? Are they finished? Are they
first year, middle, second year certifi with the certification? And have you seen any well what are the student outcomes of reading scores and reading performance and just comfort in reading? >> I think a comfort in teaching reading. >> Okay.
>> I've been in the district long enough that um when I was hired um there wasn't a curriculum and there wasn't really an outline of what to do. Um, now our staff is coming in and here is how we're going to teach reading. >> Um, and it was not necessarily taught to
us in college unless you're graduating within the last few years, but the district brought forth this, the state brought this forth to teach us the science of how people learn to read. Um, I believe that it's going to take several years for us to see the um,
results of our efforts. Right now at my school, um, I have very low turnover with staff. So, I have um a new teacher this year who's going through the training and a teacher who is her second year who has just finished the train. I believe she just finished the training. And so, um we the district continues to
support the training. >> Just had two reading teachers. >> Oh, I'm so sorry. The rest of my staff is trained. >> Oh, great. >> I'm sorry. That was an assumption that I assumed you followed there with me. I'm sorry. >> Sorry, I lost you. >> So, my staff is 100% trained. >> Great. other than my new staff and they
are the district is continuing that training um within as staff from every building is brought on. Okay. >> And so there are cohorts that are going through that training right now. Um I also know that um there are more teachers being trained within our district. More um instructional coaches
are being trained on how to train teachers. So that that continues. We will continue to see the benefits as we progress as years go by. >> And maybe this is your question to what what extent are we trained um percentage wise?
>> So um when we started it just the um we started in 2021. So anybody that was hired from there moving forward if they've been with us the whole time they are trained. I don't have the exact number in front of us in front of me, but it's her example is the same at
every elementary and several of our middle schools. When new staff come on, it's a required training that they're a part of. So, anybody who's been with us two or more years, that group is 100% trained. If you're new, it just depends
on when you were hired and you'll be completing your training. Does training completion mean certifi cert >> it meets the requirements of the KSD >> right does it get the certificate does that come from additional training >> no if you completed and pass the
assessments or take the assessments that's what the requirement is and whatever certification or certificate that comes with that that's what um they receive >> since I think the funding is going to get funny >> do we have then an additional cost we
need to cover. >> We probably do need to plan for that. But what we have done is what um Miss Cop spoke to is we're training like our instructional coaches and some of our staff so we can provide the training um
either during district PD time but sometimes it requires us to pull staff for subs and that will that's a cost that we'll we always factor in when we're looking at the um professional development budget. And so that's where
you would see that at is in those department budget requests because it's um a district initiative not an individual building. >> And is there a cost for taking the test? I mean if I if you train >> No, once we pay for the C like it's a part of the course. So you have
assessments built throughout that you take um throughout the the training course to go like you have to pass a portion to go to a next portion that sort of thing. So it's built in. That's where the cost is. >> Yes. Whatever it costs to be enrolled and those costs would show up in like
professional development um plus those budgets would reflect that cost. Yes. >> Have you seen any outcome in in your student performance? >> Don't speak at once. >> Well, you know, being new to Douglas, um you know, trying to look at last year's
um scores and being aware of those. Uh yes, I'm seeing uh I'm seeing teachers being more effectively >> okay >> you know implementing the how to teach students reading effectively and so yes
students are growing in their reading along with our intervention time where we're utilizing that whole science of reading within their um the intervention time with a different resource but it's honing in specifically to the individual
needs. of students. >> Where were you last year? >> I was uh the assistant principal at Emmy Pearson. >> So, and how how long were you there? >> I was there four years. >> So, did you see anything with your teachers? I mean, not to compare I'm not asking you to compare the schools, but
you said, you know, you say you're new to Douglas. Okay. Well, reflect on where you've been and your experiences there >> with letters, >> right? as far as letters go, as far as how instruction occurs, >> however you want to answer it. >> Okay. So, I see that uh teachers are now
equipped with how we teach reading to students. So, we are more aware of how students understand how to take in language. And so, because of that, we know more effectively how to interact with them. And we have to be able to
assess them where they are to identify their specific needs. So it it's a whole gamut of things they're learning within this uh system and so within the training. Um so I I mean I definitely feel like that our students are reading
better because of it. >> All right. Thank you very much. >> I want to point back to the road map. This is where the road map's critical because you're taking in SCOP Avid letters high quality instructional materials and putting that all together. Right? And when you place that and layer
it on top of each other, that's when you start seeing the outcomes. So the programming and how it works together in tandem is how we continue to see the results in our classrooms. And to Mr. Lopez's point, human resource, human
capital, our staff is the most critically important individuals. And that continues to be where we must focus our time and energy on building them up and providing them a professional development. But I wanted to just add that component like all of those
>> with that in mind. So you with that knowledge and you are >> another tier administrator, right? How do you >> how do you get that outcome with a human being on a consistent level? That's an
absolute excellent question and it is my goal >> and that's my goal as an executive director of schools. I support 14 elementary schools, okay? And my job is to support our principles. How am I equipping principles with the skills and strategies they need to then support teachers? And there is nothing better
than being a principal's support. How am I coaching when I'm on the site? How am I developing when I pull them out for professional learning? when we go to each other's sites and see the great things the others are doing and how am I reinforcing the strategic plan in my actions every single day when I'm at a
campus. So to me that's my work and you should hold me accountable to it. >> How are you doing it? I I need resources. Come on. You know that's my word. >> I I think it's more about how do we get intentional about building systems and
mindsets. Our goal is always how are we building in mindsets for the people to reinforce the systems our district is reinforcing with funds with adoptions with staffing >> for what >> for instructional programming increasing
salaries for instructional staff all of the different areas that are focuses within our strategic plan and how do we take that strategic plan and make it applicable to our school improvement plans so then the actions and behaviors can become part of the process. process in our district. For me, it's really
critical. For instance, I have a first year principal and then I have principles that have been in our district 20ome years. How am I differentiating my support >> right >> to make sure everybody's getting what they need and their time is being empowered, not wasted. So, those are the things that I'm constantly churning in
my head is how is my position supporting principles to support teachers, to support families, to support our kids. >> You have enough resources. I have the right people. >> I have the right people, the right positions. Yes, ma'am.
>> Thank you so much. >> So, I'm looking doing a quick time check. Um I think board, if you're okay with it, um we can pause with the elementary today. We've had um a couple hours with each both secondary and elementary. Um, and if you have further
questions, I know they're not all principles were here, but if there are questions on specific buildings that you didn't get answered or didn't get a chance to ask already, send those to Dr. Stubblefield. Um, we can use the Google link or Google doc. We'll make sure to get those things worked out if they
haven't been already. Um, and we'll share those questions. But thank you so much, um, to all of our principles. Thank you for sharing. Thank you, board, um, for your questions today. >> And I'd like to say thank you. and hopefully we won't just make this one time a year. And secondly, we'll leave
before I invite you to uh the neighborhood. >> Thank you. >> Visit our building anytime. >> Most definitely. >> Thank you. >> Thank you both. >> Thank you. >> Okay, board. So, we're going to continue with our agenda. We are on agenda item five, the consent agenda. Is there a motion to approve today's consent
agenda? >> Sorry. Set a couple things aside. I'm going to set aside item E. I J. I >> think that'll do it.
>> Item E. So it J >> E is in the human resources. I I just want to make sure that all the letters are correct. Conscious discipline. >> Um J is CPI deescalation. >> Right. >> Okay. Is there a motion to approve consent agenda minus items E, I, and J.
So moved. >> Second. >> Moved and seconded. Further questions? >> All right. Miss Downing. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Andy Lopez. >> Andy Lopez. Yes. >> Robert Milin. >> Robert Milin Jr. Yes.
>> Pamelan Pin Hicks. >> Pamela Pin Hicks. Yes. >> Joyce Strickland Eaggan. >> Joyce Strickland Eaggan. Yes. >> Dr. W. >> Miss Clark. >> Yolanda Clark. Yes. >> All right. Thank you, board. Um, Miss
Penhick, let's start with item E. >> Well, I was interested to know that one of the teachers that we were hiring, actually two of the teachers we're hiring were
being assigned to Resurrection Catholic School. I was not aware and I just wanted to get information about how we support them um with our hiring. >> Yeah. And Miss Walker is coming, but I may answer it before she gets there. We are responsible for the um special
education services and other items for um our private and parochial schools and there's money um that we receive directly to title that we have to um flow to them. >> So that's why
>> that is correct. We we have seven non-public school districts that receive title one funding. non-public title one funding and we are the pass through for those school districts. And so we meet with them regularly like we do our own schools and plan budget meetings and
then if they choose to hire teachers with their title one funds to serve their non-public title one students. We are the agency that hires the teachers for them and works with them to support that because they don't receive their money directly. the federal requirements
are that the money flows through a public um local education agency, which that is what we are for those seven non-public schools. So, from time to time, you'll see that there will be a teacher hired to serve in those non-public sites. >> Thank you for clarifying that because I
wasn't sure whether we were pulling that out of our funds or but you're saying it's a pass through from the federal. the pass through and and they get their allocations based on their total enrollment and the number of students who participate in national school um meal programs. So they get their funding
just like we do based on their residents which they would normally attend, you know, one of the USD 500 public schools. >> Thank you. >> You're welcome. >> Any additional questions on item E? If not item I
get there. >> So the question that I had about conscious discipline when I read the background information um it says that we're entering our eighth year of implementing it and that this is a new program or a new portion
to that program for the summer launch. Um >> um >> I wanted to to the launch academy and I wanted to know how that complements what we've already been doing with conscious discipline. >> So Dr. Cook, you can chime in. So
historically, it's only been at our early childhood centers. Um and as a part of our um expansion and um addressing our significant disproportionality, um we are expanding it to um some
elementarymentaries and we're just going to continue to add it um throughout. So the expansion is moving it up to our elementary schools for continuity. We um got a lot of feedback from parents, students, and staff um requesting that
it is expanded to um elementaryaries. >> This is an expansion. Okay. Thank you. >> Thank you. >> And on >> item J. So I want to really focus on um the fact that we have a serious as
defined by the principles at all levels serious issues with seal with social emotional learning and we also have a police department. So I wanted to see how this particular piece um will help
to provide scaffolding around how we help our children, how we help our adults in the school system, the staff and so forth because this is a particular deescalation process here and I wanted to know how
that all fits together if we already have people who are professionals at providing those kind of services u training to our staff why this particular piece was necessary. >> So we use CPI and deescalation
um primarily initially it was for um our special ed um some of our special ed staff. Um what we have come to know and understand that all of our staff could use um more training around deescalation so that students are not put into
positions where you are responding to them being escalated and making choices they may cause more severe consequences. This also too um was approved by the state um which we have to do for to address our significant
disproportionality around suspension. Um so this is expanding that um to be more intentional about including the deescalation portion for um m all of our staff or as many
staff as we can. While there is a portion that um teaches specific um employees on what our um requirements are if you have to restrain a student and we have to have those things in
place um in order for us to remain compliant um with some state and federal guidelines. >> Thank you. >> Any additional questions on this item? If not, is there a motion to approve um
items EI and J? >> So moved. >> Second. >> Moved and seconded. Any additional questions or discussion hearing? None. Miss Downey. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Yolanda Clark. >> Yolanda Clark. Yes.
>> Randy Lopez. >> Randy Lopez. Yes. >> Robert Milin Jr. >> Milin Jr. Yes. >> Pamela Pinhicks. >> Pamela Pinhick. Yes. >> Joyce Strickland Eaggan. Dwightlin Strickland Eaggan. Yes. >> Dr. W. >> Yes. >> Thank you, board. Next item. Board. It
is recommended the Kansas City, Kansas uh Board of Education approve the purchase of a commercial transit van through Farber Specialty Vehicles under Omnia Partners Cooperative Contract number 177718 in the amount of $280,168.94
in accordance with board policy DJed as submitted by Miss Laura Pelgrino director executive director of libraries and recommended by Dr. Stubblefield. Is there a motion to do so? I will make a motion to approve the requested purchase of transit van for
the mobile library services. Is there a second? >> Second. >> Been seconded. Any questions or discussion on this item? >> I have a question, Mr. Lopez. um we had um last time we were we were told
um let's say the reserve does this um negatively impact the reserve that we're using for the I'll just say for the the bond or not for the bond for the new library facilities. No, this does not.
Um I it doesn't. And look, Miss Pelgro had to step away, but it does not. It is one um because some of the I think she shared previously um some of the one of the uh mobile libraries is getting older. And then as
you think about like the transition when it's Parker when the things are happening it'll be an additional resource um to the community to continue have access or um books and things during that transition but it does not
impact that reserve um they have money set aside for the replacement. Yes. >> Thank you. Thank you. >> And Mr. Lopez Mr. Will they trade that? Do they get trade this in or sell keep the old one as well as the new one?
>> I can't. >> Dr. Selena said she will I think I heard her correctly. She will ask Miss Hunt Pelgro um and put it in the end of the week. >> I will ask Dr. Pelgro. She had to step away for another meeting, but we'll put it at the end of the week. Thank you.
>> Additional questions from the board? If not, um, there's a motion to second on the floor. Miss Downing. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez. >> Randy Lopez. Yes.
>> Robert Milin Jr. >> Milan Jr. Yes. >> Pamela Pin Hicks. >> Pamela Pin Hicks. Yes. >> Joyce Strickland Eaggan. >> Joyce Strickland Eaggan. Yes. Dr. Win. >> Dr. Win. Yes. >> Thank you, board. Um, next item, board. It's recommended that Kansas City, Kansas Board of Education accept a bid
from H Heartland Seating for the replacement of bleachers at Sumar Academy, the main gym, in the amount of $256,637, plus $7,700 for a potential 3% price increase scheduled to go into effect May of this year, 2026. Total request for
approval is $264,337 as submitted by Mr. Doug Clemens and recommended by Dr. Stubblefield. >> So moved. >> Second. >> Moved and seconded. Any questions or further discussion? >> Yeah, Mr. >> Mr. Brownley Page. Yes.
>> Okay. Now we're doing Sumner. Do we do a different group each year? Is everybody else up to par? >> I see Mr. Clemens coming to the microphone. Yes, >> the answer is yes. The short answer is yes. >> Thank you, sir. >> Yeah, we've done actually all of the
other high schools over a course of period. We have been doing some middle schools. This uh summer will be done October, November when there's a break between basketball and volleyball. So then next year we'll have a probably a couple other uh arrowhead for example
will come back next year. >> Okay. >> Yeah. >> Thank you. >> Thank you. >> Thank you. >> Thank you. Any additional questions on this item hearing? None. Miss Downing. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Yolanda Clark. >> Yolanda Clark. Yes.
>> Randy Lopez. >> Randy Lopez. Yes. >> Robert Milin Jr. >> Robert Milin Jr. Yes. >> Pamela Pen Hicks. >> Pamela Penhicks. Yes. >> Joyce Strickland Eaggan. >> Joyce Strickland Eaggan. Yes. >> And Dr. Win. >> Yes. >> Thank you, board. Next item. Board. It
is um recommended the Kansas City, Kansas Board of Education approve the service support agreement with CNC Group for necessary technical support of our building automation system BAS which controls heating and cooling for all buildings. There a motion to do so.
>> So move. >> Second. >> Been moved and seconded. Are there any questions or discussion? >> Hearing none. Miss Downing. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez.
>> Randy Lopez. Yes. >> Robert Milin Jr. >> Milin Jr. Yes. >> Pamela Pin Hicks. >> Pamela Pen Hicks. Yes. >> Joyce Strickland Eaggan. >> Joyce Strickland Eaggan. Yes. >> Dr. Win. >> Yes. >> Thank you, board. Um board. Next, if you
all are okay with it, um just while we have um Miss Clark still with us, we are going to move executive sessions up um as the next items and um do those executive sessions first before we get to the rest of the agenda. There's not a whole lot after that, but um that way we make best use of our time and if anyone
I think other board members may need to exit at some point. So to be respectful of you, um if you all are okay with that, I'd mo entertain a motion to recess to executive session um for consultation with the attorney on matter matters which would be deemed privileged
in the attorney client relationship. Are we doing that first negotiations? >> I'll move. >> I'm sorry. Um thank you for the attorney client relationship under the Kansas Open Meetings Act for we said
seven minutes. um starting at 1:00 um to include Dr. Stubblefield, Mr. Gohane, Dr. Jones, M Dr. Pigram, and Mr. Hansford >> and Miguel and Doug and Miguel. Doug Clemens and Miguel Martin.
>> So, second. Is there a second? >> Second. >> Seconded by Miss Pennix. Thank you, Miss Downing. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Yanda Clark. Yanda Clark. Yes. >> Randy Lopez. >> Randy. Yes. >> Robert Milin Jr.
>> Milan Jr. Yes. >> Kimla Pin Hicks. >> Emma Pinhick. Yes. >> Joyce Strickland Eaggan. >> Joyce Strickland Eaggan. Yes. >> And Dr. W. >> Yes. >> Thank you. >> And staff, you are Come on. Come on.
Hey, hey, hey. Heat. Heat. Nah. Heat. Heat. Come on. Hey. Hey. Come on. Come on. Come on.
Come on. Heat. Heat. N. Nah. Ah, hey. Yes. Can you hear me? >> Okay, there you are. All right. Um, motion to return to open session, please.
>> Thank you. Moved by Miss Stricklin, seconded by Miss Brownley Page. Miss Downing. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez. >> Randy. Yes.
>> Robert Milin Jr. >> Jun. Yes. >> Pamela Pinhigs. >> Yes. >> Joyce Strickland Eaggan. >> Joyce Strickland. Yes. >> And Dr. >> W. >> All right. Thank you. Thank you. Is there a motion to recess to executive
session to discuss teacher negotiations pursuant to the exemption for employer employee negotiations under the Kansas Open Meetings Act for seven minutes going starting at 111 uh to include Dr. Stubblefield, Mr. Gohane, Mr. Hansford,
Dr. Jones, and Dr. Prim. >> Moved by Miss Brownley Page. Seconded by Mr. Milin, Miss Downing. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez.
>> Randy Lopez. Yes. >> Robert Milin Jr. >> Junior. Yes. >> Pamela Pin Hicks. >> Hick. Yes. >> Joyce Strickland Eaggan. >> Joyce Eaggan. Yes. >> And Dr. W. >> Thank you.
>> Thanks. Hey, heat. Hey. Heat. Heat. Come on. Come on. Heat. Heat. Heat. Heat. Good morning.
Hey, hey, hey. Come on. Come on. Huh? Heat. Heat. is coming. Can you hear me? >> Yes, I can hear you now.
>> Okay. Is there a motion to return to open session, please? Moved by Miss Strickland Eaggan, seconded by Miss Brownley Page. Thank you, Miss Downing. >> Wanda Brownley Page. >> Yes. >> Yolanda Clark.
>> Yolanda Clark. Yes. >> Randy Lopez. >> Randy Lopez. Yes. >> Robert Milin Jr. >> Jun. Yes. >> Pamela Pinhicks. >> Penh. Yes. >> Joyce Strickland Eaggan. Joyce Strickland. Yes.
>> And Dr. W. >> Thank you, board. Is there a motion to recess to executive session to discuss matters of non-elected personnel in order to protect the privacy interests of the parties involved under the Kansas Open Meetings Act for three minutes starting at 119 with Dr. Stubblefield,
Mr. Gohane, uh Mr. Hansford, Dr. Jones, and Dr. Prim. >> I move that we reset. >> Been moved. Is there a second? >> Second. >> Seconded by moved by Miss Stricklin Egan. Seconded by Miss Brownley Page. >> Miss Downing. >> Wanda Brownley Page.
>> Wanda Brownley Page. Yes. >> Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez. >> Randy Lopez. Yes. >> Robert Milin Jr. >> Yes. >> Pamela Pinhicks. >> Pamela Penh. Yes.
>> Joyce Strickland Eaggan. >> Joyce Strickland Eagles. Yes. >> And Dr. W. All right. Thank you. Heat. Heat. N. Come on. Come on. Heat. Heat. N. Come
on. Come on. Heat. Heat. N. Mr. Lopez. >> Yes, you can hear me. Okay. Mot. Is there a motion to return to open session, please? >> Moved by Miss Brownley Page. Seconded by Mr. Milin. Miss Downing.
>> Wanda Brownley Page. >> Wanda Page. Yes. >> Yolanda Clark. >> Clark. Yes. >> Randy Lopez. >> Randy. Yes. >> Robert Milin Jr. >> Pamela Pin Hicks. Joyce Strickland Eaggan.
>> Joyce Strickland Eaggan. Yes. >> Dr. W. >> All right. Motion. Is there a motion to recess to executive session for consultation with the attorney on matters which would be deemed privileged in the Attorney Client relationship under the Kansas Open Meetings Act for 7
minutes uh starting at 126 to include Dr. Stubblefield, Mr. Gohane, Mr. Mr. Hanssford, Dr. Jones, and Dr. Prim. Moved by Miss Brownley Page. Is there a second? >> Seconded by Miss Stricklin Eaggan. Miss Downing.
>> Wanda Brownley Page. >> Yes. >> Yolanda Clark. >> Clark. Yes. >> Randy Lopez. >> Randy. Yes. >> Robert Milin Jr. >> Jun. >> Pamela Pen Hicks. >> Penh. Yes.
>> Joyce Strickland Eaggan. >> Joyce Strickland Eaggan. Yes. >> Dr. Win. >> Dr. Win. Thank you. Heat. Heat. Heat. Heat. Come on. Come on. Hey, hey, hey. I'm
not Come on. Come on. Heat. Heat. N. Come on. Hey, hey, hey. Heat. Heat. Number one.
All right. Is there a motion to return to open session, please? >> Moved by Miss Brownley Page. Is there a second? Second. >> Seconded by Miss Clark. Thank you, Miss Downing. >> Wanda Brownley Page.
>> Wanda Brownley Page. Yes. >> Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez. >> Randy Lopez. Yes. >> Robert Milin Jr. >> Jun. Yes. >> Pamela Penhicks. >> Pamela Penh. Yes.
>> Joyce Strickland Eaggan. >> Joyce Strickland Eaggan. Yes. >> Dr. W. Yes. >> Thank you. All right. Motion to recess executive session for consultation with the attorney on matters which would be privileged in the
attorney client relationship under co 135 to include Dr. Stubblefield, Mr. Gohane, Mr. Hansford, Dr. Jones, and Dr. Proest. >> Moved by Miss Strickland Eaggan. Is there a second? >> Seconded by Miss Brownley Page, Miss Downing. Wanda Brownley Page.
>> Wanda Brownley Page. Yes. >> Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez. >> Randy. Yes. >> Robert Milin Jr. >> Yes. >> Emilyn Pin Hicks.
>> Emil Hick. Yes. >> Joyce Strickland Eaggan. >> Strickland. Yes. >> Dr. W. >> Thank you. Uh-huh. Come on. Come on.
Heat. Heat. Hey, hey, hey. Good morning. Hey, hey, hey. keep it. Come on. Come on. back.
Come on. Come on. Hey, hey, hey. Get that. Good morning. Good morning. that seek. Good morning.
Come on. Ah, hey. Come on. Come on. See if I was Good morning. Come on.
Hey, hey, hey. Uh-huh. Come on. Come on. Ah, keep it. Come on. Come on. Yeah.
Heat. Ah, heat. Come on. Come on. Heat. Heat. That's Ah, heat.
Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Yolanda Clark. >> Wandy Lopez. >> Randy. Yes. >> Robert Milin Jr. >> Marlin Jr. Yes. >> Emily Pin Hicks. >> Emila Pinhick. Yes. >> Strickland Eaggan. >> Joyce Strickland Eaggan. Yes.
>> And Dr. Win. >> Dr. Win. Yes. >> Thank you, board. Board, after consulting with Miss Brownley Page, we're going to go ahead and forego the remainder of the agenda items. those are items that are impressing that we can add to a future board meeting including our communications. I know y'all are busy people doing a lot of amazing
things. Um so you can share that out um via email or um we'll share that out next time we meet. But um if there's no opposition to that I know there's facility meetings meeting at 2:30. So um with that we will adjourn. >> Oh yes, thank you. Um thank you for
that. We do have one item. Is there a motion to uphold the hearing officer's report? So moved. >> Second. >> Moved and seconded. Discussion, questions. >> Not Miss Downing. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes.
>> Randy Lopez. >> Randy. Yes. >> Robert Milin Jr. >> Milin Jr. Yes. >> Pamela Pin Hicks. >> Pamela Pin Hicks. Yes. >> Joyce Strickland Eaggan. >> Joyce Strickland Eaggan. Yes. >> Dr. Win. >> Win. Yes. >> Thank you. And then just a reminder, graduations are this week. Congratulations to all of our graduates.
Board members, you should have received your uh cab and gown for the graduations and the um instructions on where to park and you've got parking passes in your in your spot and which um graduations you're assigned to be sit on stage with and pass out diplomas. Um you're invited
to join all of the graduations. Um it's such a fun time. So, hope to see you there. If you have questions, please reach out to Miss Downing and we'll get you the information. >> Other than that, thank you so much. This meeting's adjourned. Have a great afternoon. >> Thank you. >> Thank you.
package. I picked up everything. Hey, hey, hey.