Hey, hey, hey. Baby, hey. Hey. Hey. Hey. Heat. Heat. Heat. Heat. Hey,
hey, hey. Heat. Heat. Heat. Hey, Heat. Hey, hey, hey. Heat. Heat. Heat. Heat. Thank you to board colleagues uh who are
joining us, Dr. Stubblefield, to all of our staff that are joining us today. Um and to any guests that are present both in person and virtual, welcome. Thanks for joining us. Um we are going to go ahead and start our meeting. As we do at every board meeting, um I'll read our
board 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. 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 check to determine if we're following our norms when conducting district business. Again, welcome.
Thanks for joining us everyone. Um h hope everyone's having a happy holiday season. Um and we will start with our agenda. Miss Downing, would you please do a roll call? >> Sure. Wanda Brownley Page. >> Wanda Brownley Page, present. >> Yolanda Clark. >> Yolanda Clark, present.
>> Randy Lopez. >> Randy Lopez, present. >> Robert Milin Jr. >> Robert Milin Jr. present. >> Rachel Russell >> and Dr. Wyn. >> Dr. when present. >> Thank you. Is there a motion to approve tonight's regular board agenda?
>> So moved. >> Second. >> Moved and seconded. 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.
>> Robert Milin Jr. Yes. Rachel Russell, >> Dr. Wyn, >> Dr. Wyn, yes. >> Thank you, board. We're going to jump right into our agenda board. Um, we have a presentation this afternoon regarding our first quarter ka and outcome data.
Would welcome uh Dr. Conrad to the podium as he's setting up. He's going to share a brief presentation and uh then we'll allow or have time for some questions and answer for our board. Um, so please make sure make you're making notes of any questions you may have. Good afternoon, Dr. Conrad. Good to see
you. >> Uh, good afternoon, President Lopez. Uh, board members, Dr. Stubblefield. Uh, I am Dr. Conrad. I am the executive director of our technology and data departments and I am reporting on the first quarter uh, KISSA and outcomes.
Uh, so we like to start with our mission and vision uh, and our north star. You can see that we are exceeding expectations on our north star. So that is fantastic. We are ahead of schedule. Uh and as we have done in the past, we like to talk about our KISSA. Uh KISSA
has uh moved from KISSA 1.0 to 2.0 and we have officially made the transition as well. And so they have maintained the fundamentals, but we are looking at the structures and lead indicators. Specifically, we have chosen to focus on quality instruction
>> and systems of support. >> I'm so sorry. I totally forgot to do this. I'm just going to interrupt you really quick. If anyone needs any language interpretation, we do have interpreters available for today's meeting. I apologize for not starting out with that. If you do need an interpreter, please let one of our staff
members know and we'll make sure that we have an interpreter available for you. Gracias. Thank you. Sorry about that, Dr. Conra. >> No problem. Thank you. Uh and so we have developed our sixmonth and our one-year targets according to our KISSA plan uh
which uh looks at specifically district district collaboration expectations for implementing highquality instructional materials. Uh and for this uh one of the reasons that we push in this direction is because the state department is also pushing in this direction with high
quality instructional materials. Uh and we are partnering with outside organizations uh TNTP which the state department is also partnering with uh to help us understand what this looks like and what we should expect in our classrooms. Uh because of this we need
to inspect what we expect and so we have developed uh the learning implementation focus tool or lift. Uh this tool allows us to um calibrate across the district of what we
expect our classrooms to look like, what teaching highquality instructional materials looks like on a day-to-day basis. So we gather this evidence. We go through um observations. Uh the buildings are doing observations, district leaders are doing observations
so that we can see what this looks like. Uh it in it informs um our professional learning. Um what we provide to staff uh directly comes from these observations. It serves as a formative tool. It's not
an evaluative tool. So it's meant to highlight our strengths and point out some opportunities for growth and reflection. So on this we specifically focused on critical element two. It's standards align task and materials. Now we want to observe all of these elements
these critical elements but right now specifically to get this off the ground we're focused on critical element two. you could see some of uh what it means in critical element two two uh with early implementation what that looks like what scaling looks like and what
sustaining looks like. Uh so you can see we've had 1,700 observations and you can see the orange box uh highlights the standard line that critical element two and where our average score is.
Uh so with this what we are hoping uh to achieve by this is moving our students out of performance level one. Uh if we are teaching uh highquality instructional materials and our students are exposed to that uh we should see more students move out of performance
level one into the highest higher performance categories. So we do have goals for this so that they are measurable by the end of this year and by the end of 2031. Currently we have 13 buildings in that early implementation stage, 27 in the
scaling and three in the sustaining. Right? This allows us to pinpoint precisely how we can support buildings in moving from one performance level to the other and then we tie this to our outcomes. So first we look at our at risk screening
data. If we are doing these things, is it impacting the outcomes like we need them to? So looking at the fall fast brbridge uh amath we are seeing that if you are in that sustaining implementation your scores tend to be higher than if you are
in the other categories especially over the early implementation stage. So as you do these things as we see this in your classroom it is transforming into results for our students. Uh we are seeing the same thing with a reading. Now this is foundational this is an at
risk screener and that's what this data is measuring. uh we will also look at our proficiency uh district benchmark data as well. So we break it down by demographics uh by building status um for both math and ELA.
Uh we look at um students with disabilities and breaking it down for math and reading as well and looking at those trends. uh ELLL status and we also race and ethnicity for both
math and ELA. We do the same thing for proficiency screeners, our benchmark assessments. Uh now these are different. They're designed differently. They're meant to measure proficiency. Uh we know that it takes longer to get to proficiency. Uh and so some of the
results look slightly different here, especially when it comes to reading. On the math side of it, it does follow that normal trend uh where if you're at sustaining, you tend to master standards at a higher rate than if you are at early implementation. But in reading, it
looks a little different. Uh we need to go back and make sure that our observational data is calibrated. Uh this was the first time that we're using it and we need to make sure that um we are getting enough observations to make this this data reliable.
Uh and so you can go through and you can look at the disability status um the ELLL status and we are seeing those trends uh reverse for uh ELA as well. Math look normal but ELA is slightly
different and then also by race. The really important part is that we are able to really focus our efforts for quarters two and three by doing very specific things to help buildings grow in their implementation. And so
we're able to at our learning summit change the PD or focus the PD to make sure that we are helping schools where they need the assistance to improve that high quality instruction. uh we continue to uh work with the
principles and buildings to calibrate the walkthroughs and to ensure that we have enough data there. We are really focused on that grade level rigor. Um and so we are really intentional on observing and making sure that um that
is where we are assisting our students because every student deserves a successful educational experience not by chance but by design and we need to make sure that that is consistent across the district. Uh we are also focused on making sure
that day after day and lesson after lesson we are layering it so that students are continuing to get good lessons not just randomly good lessons but good lessons day after day. Any questions? >> Thank you Dr. Conrad. I know board that
was a lot of data and information to digest. Hopefully you had some time to review. Um would open the floor for any questions. just appreciate the team um you and the team's work in compiling this and making sure that we have this ready so we keep our academic data in front of us as we're as we continue to
make decisions the best decisions we can for our scholars Dr. Stoublefield and then I'll open to the board. >> I just want to because I think it'll come up. Um we still will provide the individual building profiles that we did last year for each building. It was just because of the timing, they're finishing
up their uh >> second quarter DBAs. >> DBA right now. >> Right now. So instead of giving it with that incomplete data, we'll have that before uh we should have it by winter break or shortly after. Correct. Okay. Thank you. >> Thank you. Would open the floor to the
board. Mr. Brownley Page, >> first thank you for this. I think we do have to have high expectations, but I'm bothered or maybe you can tell me more about this because if they're at
levels one and two, then they're not at grade level. Okay. So, you want them to be at grade level, but some of them are not. So, how do you work both? I'm behind and I'm
trying to catch up. So, is there more detail you're gonna give us? Because this throws me off because I want to know what tutoring are we providing? My kid is in the third grade, but he's really at maybe first one.5. So, what's
offered to him to help him get up to grade level and also meet the standards that he's supposed to be working on? I don't see that in there. and and what tutoring, what other strategies, how are we helping our teachers? Cuz when I
taught, that was the struggle. I got to get him up and make sure we work on what we currently have to work on. So, I just want to know how do we do that and all this sounds good. Don't get me wrong. It's beautiful. We need to say that. We
need to do that. But how do we help our teachers, our parents, our kids? If I'm behind, then where's the part that comes with that in addition to what I'm already going to have to do to keep them at third grade if they're in the third
and not really working at third grade? So, where's the help? Where's the strategy? So, how do we do that? >> So, so there's a few things I want to point out um as I answer the question. First, uh performance level one, two, three, four is all grade level. It's all
grade level. They only the C the state assessment only measures grade level content. Uh now could you just be basic in that knowledge? Yes. But it's still grade level. So uh our state assessment if I say that you're performance category one or two that doesn't mean
that you're offgrade level. It just means that you have a basic understanding of grade level material. I know that it's it's minor but the state really wants us to push on that. The second point is that um students are off
grade level. The state assessment doesn't identify that, but students are off grade level. You have third grade students that are doing lower grade work. They're still on first grade material, right? It's a real struggle. Uh and so what we focus on is we cannot intervene our way out of a core problem.
And so we have to focus on the rigor in the classroom. Students have to be exposed to grade level rigor. And so what you're seeing with the Lyft tool is focusing on the grade level. We also focus on tiered intervention. And so in our PLC groups uh in MTSS processes
uh we do provide tutoring and building. So there are things that are being done outside of this. What you're seeing here is that focus that intentional focus to make sure that students aren't missing out on the core instruction of grade level. >> Uh but there are behind the scenes. So
interventions and >> so to answer your question more specifically I can speak like at the elementary level. So I can go at each level at um to add on to what Dr. Conrad is saying at the elementary level they're they have intervention time and
so when they look at those specific skills that each of the individual kids may be behind um on and or if they need enrichment they put them in small groups and they're either getting in some buildings they're getting the individual
tutoring through the Ignite reading grant like that you all approved previously and other uh in all of the buildings they have staff assigned to students based off the of based off of those materials. And then I don't Kevin,
if you know off the top of your head, we do have those supplemental intervention um um materials that you have approved for both math and ELA um at all of our levels. So in middle school they have
wind time and at high school I don't know what they call it but at every level they have specific time for intervention and or enrichment. And at our high schools you know that we have the in I think the middle schools they have the live tutors that come in from
uh TPT tutoring and they also our partnership with Gear Up. They lean in and provide support. So I don't have it all in front of me and unfortunately Dr. Fernandez Flores is um at a meeting with um Kaufman, so she's not here, but we
can provide all of the additional support and intervention and enrichment that the students receive outside of the core instruction in order for them to move from the basic to the twos and from the twos to the threes. I don't remember
the specific categories right now, but they they that is a part of it. What you're seeing in this report is the end result based off of those things that we are um doing, but the interventions are
happening preK through um 12 for the students and it's built into their school day. >> Can I get like the time span? How much time are they spending with that in the tutorial sessions? What do you offer for
their parents to help supplement that they can help their children as well? >> Yeah. >> You know, we're saying these materials, what will parents be able to get so that they can help their kids? >> Yeah. So, it's a combination. They have the curriculum nights. They also have the resources that they share out at
home and so we can put all that together and provide it to the board and put it on um wherever the parents are accessing it. But that and we can get the time frames for intervention um per day or per week for each grade
level too. >> Cuz I I mean no disrespect. I talked for 30 years. That's a constant struggle and you're fighting like heck cuz you want the best for your kids. But I want to be realistic too because I'm
behind and I'm trying to catch up and that's a constant battle. And that's what I hear from kids who are in college too. trying to catch up, trying to stay up. So, just need some more because something's missing.
>> So, we'll provide what we're doing and then that'll allow you to ask more specific questions and or um for us to see where there might be gaps from your perspective. Y >> thank you, Miss Brownley Page. I'm going to go Dr. Wyn and then Miss Russell.
>> Thank you, Mr. Lopez. And thank you, Dr. still because that was my first question because I am looking at the third quarter update that you all provided us in May 2025 and and it does have the individual school uh results. So look
forward to being able to add them to this this report. Help me understand in the third quarter report we used installation, initial implementation and
full implementation. This report we're using early implementation, scaling and sustaining. Where do they go together? Where do they fit? I mean these 25 buildings who were at the installation level in May 25
where are they today? >> So we we changed the language to match the state's language. So when the state was doing this work with TNTP uh they came out with this language and these documentations and so we matched that.
uh we did not do a crosswalk between the two because last year we were looking at different variables. This year we were very focused on our highquality instructional materials and so they don't necessarily overlap or match
because we changed what we were looking at and the observational tool that we were using. So this is very specific to the high quality instructional materials uh where our KISSA is focused >> and the reason we changed was based off the feedback that we received regarding
KISSA and the accreditation process. Last year when we started that, they hadn't settled on that. And so in order for us to not to be doing something different from the accreditation process, we aligned what we had um with that based off the feedback from our
KISSA school improve improvement day. So from that standpoint, um Dr. Wyn, if you look this year, it shows based off of that specific data we have, and I'm just saying this for the public. I know you have this 13 ear uh schools that are in
early implementation, 27 that are at scaling implementation which is the mi middle one and then three that are at sustaining implementation and because it's aligned with um accreditation process which is a I can't remember how
many years this you'll have a more um solid comparison from year to year moving forward. >> Okay. Thank you. And these three buildings that are sustaining what level? >> What are you asking? The who which what
are the three buildings? >> Correct. Well, you have to have by name, but elementary, middle, >> high school, middle, or uh >> elementary. >> They're all there. All three of them are elementary. >> Okay. And my last question, so the lift uh tool is brand new this year.
>> It is. >> Yeah. And at the beginning of this school year, remember we shared that we were no longer continuing our contract with Digi Coach and we were building out our own own tool. So it it's a walkthrough tool that we built out
specific to align with what we're doing. But if you were going to have a comparison, it was we used to use Digi Coach for to gather the feedback. >> So we do have something to compare it or this is beginning of baseline. This is the beginning. It's the baseline.
>> Okay. Thank you. >> Thank you, Dr. Wyn. Miss Russell. >> Yeah. I just had a couple of thoughts. Uh my first one is um I appreciate this work and I appreciate the continued refinement, but I continue to struggle
for the last four years. Every year we're always starting with a new baseline which makes it really hard to track or tell the story of progress. I understand all of the things that you had said. I understood all of the reason
things change and yes, we're in a changing environment every day. But I think it's very very hard to for me to look at one thing, understand it, ask questions, and then come back and be like, well, now we're not doing this
thing. And and it it is it's detrimental because it makes it hard to tell the story of of the growth. Um, we know there's growth and there's other metrics we can use. Um, I will get off on my tangent about this, but I will
continue to advocate that we may need to be advocating to the state as well that it makes it really, really hard if every time we are doing something else. Now we got a new state assessment. Now we can't even use that data like this is an
ongoing problem in education. Um, the second thing I wanted to say and Dr. when I know you mentioned quarter 3 was the quarter 4 to quarter 1 comparison. I saw that there is almost none of that
comparison from the end of last year to this year which in our last almost a year and a half ago update. There was some comparison data for the full year from the year prior to the
quarter one which like we looked at the data from a point of this is where we're headed but we don't have a full year data like we do now. And so I'm just interested and I'm saying this because we also offer summer enrichment. And so
like are we seeing gains in specific buildings or specific um groups where the summer enrichment is actually helping f facilitate some of that continued learning from the year prior.
Um and I'm may be asking a complicated question. Yeah. Um but if we can track that to make the case for summer enrichment programs or just the continued conversations that we have around how do
we value because we know summer that four weeks it flies by and kids don't remember it but over the course of the first quarter does it come back and do we see gains there? like is the gains not in the do you remember it from the
time you left to then but from the end to then the end of the quarter one. Does that make sense what I'm saying? >> It does and I think that this year was um more difficult than most years because the change in the state assessment scores
and then some of the things that were on your guys' plate uh that you were dealing with at the start of the year and so some of those reports uh got pushed and moved. Okay. um reasonably so. Uh but we do have those reports. Those are things that internally
uh we have and so I'm happy to put that in a Friday update on the summer learning reports that traditionally you have. >> Um and then some of the other data points if if you're able to >> get those over to us, we can definitely >> Yeah. And I think the only other thing
that I wanted to add was also the the personal experience. So I have a and someone correct me if I'm wrong and I don't have a problem with it if you do, but I have a child who has an uh an IEP
in this district. So every quarter from the parental side, I get a notification quarterly progress report that says your child's meeting progress MPG or whatever the initials are. And so if I
understand, a third of our students all have IEP. So about 8,000 families are getting some version of hey this is where your child is on grade level or not on grade level and would that be part of that
communication strategy for what parents should be working on? Like I know my child's behind in one thing and so we don't focus on that because he has to get a certain concept before you can even look at those things. And so when Miss Paige was talking to you, what is
the communication to parents? Like is that a tool that is across the district used to communicate >> for students who have an IEP? That is a requirement. So and Dr. Lauri, if I'm misspeaking, please interrupt. They do
get their quarterly update on their individual goals and it's specific to their individual goals. So, it looks different for every student, but it is giving parents specific feedback around the goals that are identified in their
IEPs that um in order for them to make progress. So, yes, that >> get to that grade level goal and I'm sorry, I might this may be a very case by case. >> It is. Yeah. So, some of them if the goal is around grade level, but it also can be on a skill, it could be on the
behavior, it could be social or emotional. So it really just depends on what their grade what their goals are for their IEP. Yeah. >> Okay. I was just trying to put a com like because then the data that you show around we're seeing this many successes
for our students with IEP. Is that specific to grade level or that's just specific to um their specific IEP? I guess >> um the data that I share is specific to
um the state assessment data. Okay. >> Because every student is very individualized. So we don't report on individual data in that in that in that area. >> Okay. Thank you. >> Thank you, Miss Russell. Miss Brownley Page. >> And then I have a question about the two
goals. The one that says by 2026 we will reduce the percent of students scoring at level one by one student in each classroom. Is that really high expectations? You're just saying one in every classroom. >> Can you tell what percentage that
equates to? >> That's about 11% jump. And so statewide it's very rare that you see a 2 or 3% jump. So it it is ambitious when we look at the percent. Uh but when you break it
down to the classroom level, it seems attainable for us to be focused on that. But statewide that's not what you see. >> Why can't you write it then we're expecting to have an 11% growth? Cuz when you say one, I took you literally to mean one. So couldn't we write this
better so parents can have a better understanding? It's saying one. That's what I see. and help us now you're the expert. Make it where people can really understand it. If one represents 11%, why can't we say 11%?
>> I think we can say both. I think when we broke it down to one, it was as a teacher, you know, if I went in there and said to you, we expect you to remove 11%. That's overwhelming. That's So, it it really aligned with our whole 1% better every day. I understand what
you're saying. We can say both but it really was to make it so people can understand that is uh attainable in that but is also ambitious when you look at the trends around how data is moved. We
can say 50% right but if that's not realistic we really were trying to make it realistic to those who are in the classroom to say you we can do this you can do this. So that's where that came from. But it it translates to 11%.
>> But isn't that respect the opinion, but to me it's conflicting. Now either we going to shoot for 11, we may not get 11. What if we get eight? To me that's growth. But I just wish we could be more realistic
with it and not mislead because they don't know that this meant that >> the again somebody might be like me. I took it literally. It said one and I thought, "Wow, we got high expectations and we're just saying one."
>> So, I I I would like to see us be clear so everybody's on the same page. >> And we can do it. I think it's important for us to we say both because I think it makes it more realist realistic to people saying we could say 11% which
equates to about one student per classroom. But that helps people to understand like what 11% really is or what whatever percentage is. So we can play with that. Yes. >> On the other goal, it says by 2031 we
will reduce the percent of students scoring at level one to match the state average. Well, what's the state average? >> I'm asking you what is the state average? >> I think on that report it shows the state average.
as the bottom bar, but let me let me So the state average is the lower bar. So it says state of Kansas next to it. So the top bar is USD 500, Kansas City. That's us where we are. And then the bottom bar is the state of Kansas
and that's their average is 28% right now currently. >> Thank you. >> Yep. Thank you, Miss Brownley Page. Additional questions, thoughts. Appreciate the information uh Dr. Conrad. I know that was a lot to to
share in a short time. Um excuse me. Board would just share. Um please continue to to review that information. We'll be getting the um building profiles once those are prepared. Um I also took note that we will be receiving from administration a list of some of
those support um services initiatives um that students and scholars and families are getting both for the scholars and also for parents or guardians um to help support their scholars. So those are a couple of things that we'll be receiving from from staff um from our leadership team um moving forward. And I know there
were some additional questions that we took note of um as followup. So, thank you board. As questions come up, as you continue to dive into the data, because it was a lot, um, please share those questions with Dr. Stubblefield and we'll make sure we share with the the entire board.
Okay. If there are no other questions on that item, we're going to move um into our next agenda item, item three, would entertain a motion to recess to executive session to discuss matters of non-elected personnel in order to protect the privacy interests of parties involved under KOMA to include Dr.
Stubblefield and Mr. Gohane for 10 minutes going in at 4:40. >> Second. >> Moved and seconded. Any questions or discussion? >> All right, Miss Downing. >> Wanda Brownley Page.
>> Wanda Brownley Page. Yes. >> Yolanda Clark. >> Yolanda Clark. Yes. >> Andy Lopez. >> Andy Lopez. Yes. >> Robert Milin Jr. >> Milin Jr. Yes. >> Rachel Russell. >> Rachel Russell. Yes. >> And Dr. Wyn. >> Uh Dr. W. Yes. And Mr. Lopez, do you have a link? >> Yes, I emailed that to you a little
while ago, Dr. W. If you can't get it to work, um, text me or or Don, and we'll we'll get get that to you. >> Thank you. Heat. Hey, Heat. Heat. Hey, Heat.
Heat. Heat. Hey, hey, hey. down. Heat. Hey, Heat. Heat. Heat. Hey, hey, hey. Hey, hey, hey.
Hey. Hey. Hey. Heat. Hey, Heat. Heat. Heat. Hey, hey, hey. Heat. Heat. Hey, hey, hey.
Come on. Come on. Heat. Heat. Come on. Come on. Heat. Heat. Huh? Come on. Heat. Heat. Come
on. Come on. Heat. Heat. Come on. Come on. Heat. Heat. Come on. Come on. Heat. Heat. Come on. Come on.
Heat. Heat. N. Heat. Heat. Nah. Heat. Heat. Heat. Heat. Heat. Heat. N. Hey, no. Come on. Come on.
Hey. Heat. Heat. N. No, no, no. Heat. Heat. All >> right. Um, >> motion to return to open session, please. >> There a motion to return to open session.
>> Second. >> Moved and seconded. Any questions or discussion? >> Miss Downing. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez. >> Randy. Yes. >> Robert Milin Jr.
>> Robert Milin Jr. Yes. >> Rachel Russell. >> Rachel Russell. Yes. >> And Dr. Win. >> Dr. Win. Yes. >> Thank you. We've got somebody on your laptop's not muted. If we could
>> Rachel Russell. >> Are we better? Is that better? >> No. I think it's >> maybe Miss Paige. >> While we're figuring that out, um >> test test. >> Okay. Is that That's better. Thank you.
All right, we got it. Technology. >> All right. Um before we continue on, just a reminder, if you need interpreter interpretation for today's meeting, please let one of our staff members know. We have uh interpreters in Spanish and other languages. Please let one of our staff members know.
Thank you to our interpreters who show up at every board meeting. Um appreciate you being here and uh helping us out with that. So, we'll continue with our agenda board. Um, we'll jump back to item four on our agenda. It's one of our favorite parts of the um meetings when
we get to celebrate our staff and scholars uh with our awards and recognition. So, um would invite Dr. Jones to the podium as we celebrate our staff. Um and as a reminder as he's coming to the podium after all of the presentations of our staff and scholars,
we will um take a quick break so that the board can take a photo with um the individuals and the the scholars first and then their family andor administrators that are here with them to celebrate them. So um we'll take a quick recess after we recognize folks.
Dr. Jones, good evening. >> Good evening, President Lopez and good evening to you, the board of education and Dr. double field. Uh I am so proud and honored to be able to present to you not only our employee of the month as well as administrators of the month as
well. So we will begin with our um our first person that we have here with our administrators of the month. We have uh Lepita Ambrosio, principal secret I'm sorry, let's start there. That's not there. Administrator
Leidder Collins, Director of Alternative Learning and Special Program of Student Services. Come on down. >> Mr. Collins is a student centered, disciplined, and highly intentional leader whose influence extends well
beyond his department. He is a strong advocate for students and staff, consistently encouraging others to grow as leaders. His integrity, professionalism, and deep care for people make him a powerful role model in
KCKPS and in the community. He supports his team wholeheartedly, offers guidance without expectation, and reminds grounded remains grounded in his faith, which drives his commitment to service. with whether mentoring youth,
strengthening disciplined practices, or engaging in difficult but necessary conversations, Mr. Collins leads with clarity, purpose, and compassion. He exemplifies the very best of KCKPS and is truly deserving of this nomination. I
present to you Mr. Leereer Collins. Mr. Roffus Black Rufus, >> assistant principal and athletic director of we do high school as nominated by KCKPS district employees. Mr. Rufus Black deserves recognition as
a district administrator of the month because he embodies the highest standards of educational leadership. With 50 years of service to KCKPS, he has created meaningful lasting impact for generations of students, staff, and
families. Mr. Black's daily presence sets him apart. his he starts each morning at 6 o'clock a.m. greeting students with a smile and often stays past 900 p p.m. to ensure everyone is safe after events. His consistency, work
ethic, and servant leadership inspires all who work with him. As both as assistant principal and athletic director at we do out high school, he manages countless responsibilities while maintaining approachable and deeply
invested in students and staff. He his mentorship changes lives and he is an extraordinary administrator. I present to you the one and only Mr. Rufus Black. >> One and only one and only. >> Bulldog.
>> Oh, bulldog. Stacy Chapman, principal of Carl B. Bruce. Principal of Carl B. Bruce Middle School. Stacy Chapman has served in multiple KCKPS roles, including teacher, instructional coach, assistant
principal, and principal. A proud Ward High School alumna. who gives back to her community. >> Mrs. Chapman is the best principal, approachable and deeply connected to students, knowing each by name. She is visible in the halls, active in the
classrooms, and a strong advocate for staff and students. Her leadership has brought meaningful changes to Carl Bruce uh middle school. She is transparent, supportive, and has cultivated retention because she listens and leads by
example. Our halls and classrooms are safer, more productive, and teachers feel valued and stay. She leads with professionalism, kindness, and high expectations, building strong connections with students and the community. I present to you Mrs. Stacy
Chapman, >> Dr. Denise Deckard, principal of Morris Early Childhood Center. As a group of educators with many years in KCKPS, we agree that Dr. Deckard is the best administrator we've worked with. She respects and supports her
staff, understands the importance of our roles, and is always available for questions, needs, or guidance. She reminds us that family comes first. She also works tirelessly for our community, staying engaged with families at every event. Under doc Dr. Deckard's
leadership, Morris Early Childhood Center has become a joyful, thriving community where staff and families feel supported every day. Her leadership and heart make Morris a place people want to be. She consistently goes above above
and beyond bringing new experiences to students, anticipating staff needs, and prioritizing everyone's well-being. She truly embodies the PAL or PAL in principle. And KCPS would be fortunate
to have more leaders like her. I present to you Dr. Denise Deckard. Our employees of the month for the month of December. Emily Perry, teacher at Kurthers Elementary School,
nominated by Katherine Reeves. Emily has been such a support to me as a firstear teacher at Kurthers. She has selflessly mentored me, answered questions, provided support, and has been an amazing role model.
>> All right. >> I am so thankful to have her as my teammate. Nominated by Katherine Reeves, I present to you Emily Perry. Last but not least,
Lepita Ambrosio, principal secretary at Frank Rushton Elementary School, nominated by San Juanita Lopez. >> That's my secretary. >> Leita consistently goes be above and beyond in her work, showing exceptional
dedication, reliability, and teamwork. Her positivity and commitment to excellence make her a role model for others. She ensures every day runs smoothly and contributes meaningfully to our team's success. I present to you
Miss Lupita Ambrosio. Thank you, Dr. Jones and Mr. Leggler. And congratulations to our administrators and employees of the month. Next, we will celebrate our students of the month. Good evening, Mr. Hansford. Good evening, board and guests. I am
very happy to be here tonight to uh present our students of the month. And we start with early childhood. M was nominated by her teacher for service and citizenship. The teacher shares that Em is a shining
example of kindness and service in the classroom. She arrives each day eager to help, consistently offering support to classmates and assisting the teacher throughout daily routines. This past week, when a peer was feeling upset and missing her parents, M stepped in with
genuine empathy. She encouraged her classmate to share her feelings and even offered a personal story to help her feel understood and comforted. With her bright smile, caring heart, and natural ability to lift others up, M brings warmth to every space she enters, she demonstrates maturity well beyond her
years and has no and has no doubt she has a wonderful and impactful future ahead. Congratulations to our early childhood student in with all the cameras in prefers not to be at the front of the of the board meeting today. Our uh our ele elementary
student of the month is Aiker Alejandro Anteon from Kurthers Elementary. Nominated by his music teacher Kaden Matany. Aker stands out as an exceptional student whose dedication, talent, and character shine both inside and outside the classroom.
>> All right. >> He consistently puts forth his best effort and naturally motivates those around him to do the same. Academically, Aiker is outstanding. He approaches every challenge with curiosity and determination, and his strong work ethic allows him to excel across all subject
areas. His enthusiasm for learning is contagious, inspiring his peers and reflecting his genuine love of knowledge. Beyond academics, Aker's passion for music is remarkable. He is an active member of the orchestra, all city choir, and the Bobcat band, and he
generously shares his musical gifts by playing viola at his church. What truly sets Aker apart is his heart. He fosters a welcoming and supportive environment wherever he goes, making sure no one feels left out, especially during group performances. His leadership, kindness,
and positive energy make him a role model for his classmates. Aker is an exemplary student, musician, and friend. It has been a joy to watch him grow, and there is no doubt he will continue to accomplish extraordinary things in the years ahead. Congratulations, Aiker.
Mr. Hansford, can we proceed on the Thank you. >> Yes. >> You beat me to it. >> Read your mind. Our middle school uh student of the month is Kellyina Garcia Sanchez, a student at Eisenhower Middle School,
nominated by her teacher, Marott Bishop. It is my pleasure to nominate Kelly Garcia for student of the month. Throughout this month, Kelly has demonstrated exceptional dedication to her academic work and her contributions to our school community.
Academically, Kelly consistently excels. She approaches every assignment with focus, curiosity, and a strong work ethic. Her performance in class reflects not only a solid understanding of the material, but also a genuine desire to learn and grow. Kelly is also a model of
good sportsmanship. Whether in physical education or during team activities like girls volleyball and basketball, she shows respect, fairness, and encouragement toward her peers. Her positive attitude helps create an uplifting and inclusive environment for
everyone. One of Kelly's most impressive qualities is her consistently positive demeanor. She comes to class prepared, engaged, and eager to participate. Her enthusiasm and is contagious and has a meaningful impact on those around her.
Additionally, Kelly has demonstrated excellent attendance, reflecting responsibility, reliability, and a strong commitment to her education. Her consistent presence sets a wonderful example for her classmates. For these reasons, I am proud to recommend Kelly for student of the month. She truly
embodies the values and expectations of our school community. Congratulations, Kelly. And our high school student of the month is Juan Pablo Gimenez Reyes, a student at Weot High School. Bulldogs well represented tonight.
Nominated by Preston Piles, Megan Scott, and Patrick Thompson. Juan Pablo is an exemplary student who consistently demonstrates discipline, leadership, and a commitment to excellence both academically and personally. Multiple staff members have highlighted his
outstanding contributions. Preston Piles as teacher and coach says Juan Pabu has demonstrated incredible discipline, determination, and character throughout the past month. As a key member of the Windot Bulldogs football team, he leads by example both on the field and in the classroom. His
dedication to his academics and his positive influence across the building make him highly deserving of student of the month recognition. Patrick Thompson's teacher says, "This year, Juan Pablo has been an invaluable asset in both the classroom and the kitchen. He consistently serves as a
role model for underassmen, giving 110% in everything he does. When asked to complete a task, he goes above and beyond, anticipating additional needs and taking initiative. His leadership within the classroom and lab has been exceptional, setting a high standard for
his peers. And finally, Megan Scott's teacher says Juan Pablo demonstrates kindness and support for all classmates. During a recent entrepreneurial project, he not only completed a significant portion of his team's work, but also assisted every other team to ensure
their success. He encouraged his teammates to support other groups as well, fostering a collaborative environment. Additionally, Juan Pablo volunteers for extra support at events with without complaint or expectation of recognition, consistently showing
himself to be a true team player. It is difficult to select a single category for Juan Pablo as he excels in multiple areas. He attends school daily and less participating in activity, serves as a captain of the football team, and consistently offers help wherever it is
needed. His leadership, dedication, and willingness to go above and beyond make him a remarkable candidate for student of the month. Congratulations, Juan Pablo. >> Well done. >> Thank you, Mr. Hansford. Congratulations to all of our scholars of the month.
Before we take a quick break to um take our photos, remember we'll take a picture with employees and scholars, then uh staff and family members that are here to represent them. I want to take a quick moment while we have everyone here. Um, and I know I shared something at the last board meeting, but um, she's not through for the night. She
still has to stick around, but we want to publicly acknowledge Miss Rachel Russell, board vice president. Um, as this is her official last school board meeting, um, with us again, we're keeping you till midnight. Um, >> no, I'm kidding. Uh but uh we just
wanted to say thank you to uh Miss Russell for your four years of service on the board, for your continued commitment, dedication, um passion and engagement on the board and helping all of us to be better um individually individually and collectively as a team.
Um you have helped us to continue to grow and make sure that students are centered in every decision that we make. So, um, tonight we just want to say thank you publicly and there's no more appropriate time to do it during our awards and recognitions which you helped lead to make sure that we had a space in
place where we could honor our students, our scholars and employees of the month. So, um that is part of your legacy that you will leave as as well as some of the other initiatives that you helped to continue to build including our dual language um initiative which you stood behind um fiercely as as a supporter,
our welcome center which you continue to help lead our uh support our faces and our entire welcome center. You helped us pass a successful school bond that will be uh here for generations um and will educate uh young folks for generations. and um you helped us to make sure that
we always center students in every decision that we make. So we are better because of you Rachel and I just wanted to personally say thank you for your commitment um to this board. Um it is not easy. We all know that. Um but you have given everything continue to give everything and I know you'll continue to
be giving everything even even though it's not from the DAS. We know that you will be out there working hard. So we really appreciate you. we thank you and uh we're excited to see the next iteration of what engagement looks like for you uh with the board and district. So on behalf of our board and board, if
anyone would like to share anything, we do want to just say thank you and uh for for your commitment and uh we'll we'll miss you, but we know you'll continue to be engaged. So thank you for all that you've done for us and with us and more importantly for our scholars. So um be
proud for all that you've accomplished with us. And Dr. Stubblefield has something. Um good evening everyone. Um a tradition we've started since I joined the district is to present any board member leaving um with a piece of
student art. And tonight we have um a ceramic um piece of art from one of our students. Um in the center of it is a heart and has multiple colors. The heart represents the care that Miss Russell has led with in every decision. And the
colors represent the beautiful diversity of our district, the many backgrounds, identities, languages, and stories that make up who we are throughout our time on the board. She has been unwavering in centering student voices. I hear it in
my sleep at night. Um, deepening family engagement and advocating for teachers. She didn't just speak up about these values. she made sure they showed up in her in our priorities and our conversations and our actions. And this artwork is a gift to her. And we just
want to say on behalf of the board and the district, thank you for your time, your service, and your unwavering commitment um to doing making our district better. We really appreciate you. Thank you. >> Okay. And >> you all said it all. There's nothing
more to say. I have appreciated Rachel and getting to know her. Um, Rachel's passion when she first came on the board. I was like, yikes, I don't know what we're going to do with all this. Um, but as everyone has said, she settled in. Her heart is in absolutely the right place. You are a friend for
life. Rachel, I appreciate sitting by you and working close to you. Thank you. In >> the two years that I've been a part of this of the uh district board, been a pleasure. You've been a joy. You're a fire plug. you you speak well and your concern. Uh when I when I became a
member, you you showed a lot of care and concern for the district and the students and it exemplified in your in your in your festiness, which is good because it's all positive and I appreciate that and I've learned from you and your speaking and how you handle
things in a great way. So, it's been a pleasure and a joy to work with you and to be part of you and not including work, but just to be part of what you have exemplified on this board. So, thank you very much. >> Thank you. Well, anything you want to
share, Miss Russell, before we take a break for pictures? >> I'll save it for the comments because I feel like I'm going to cry and I'm not a public crier. >> All right. Uh, allow us a quick recess while we take photos with our staff and scholars. Thank you.
Hey, hey, hey. day. He Heat. Heat. Hey, hey, hey. Hey, hey, hey. Heat.
Heat. Heat. Heat. Hey, hey, hey. Come on. Come on. Hey,
hey, hey. Hey, hey, hey. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Hey, heat. Hey. Heat. Heat.
Heat. Heat. Heat. Heat. Heat. Heat. Okay. Thank you everybody. Again, congratulations to our scholars, their families, felicades. Congratulations to our administrators and employees of the month. And thank
you to everybody who makes this possible. Um it's always great to celebrate um our students and keep keep our students and staff focused in the work that we do. All right, we're going to continue with our agenda. Next is item five on our agenda, community comment um section. Just a reminder,
everyone is welcome to give community comment. Just make sure you sign up no later than the Monday at noon before our board meeting. Sign up with our board clerk and we'll make sure to get you on the agenda. Um, a member of our team will follow up after you give comments today. If there's any follow-up or action item and then the board will be
notified of what any action items. As a reminder, this is a one-way communication. You will communicate to the board. If there's anything you would like to leave behind or share with the board, make sure that there's enough copies or we'll get copies to the board or you can email to the the board clerk and we'll make sure we get that out to the to the board. Um, you'll have three
minutes. Please come to the podium, state your name. Your time will start at three. Once once you state your name and start talking, I'll give you a heads up when you have about 30 seconds, 45 seconds, just to let you know your time's running down. Um, and then I will let you know when your time is up. So,
um, with that would welcome, and I apologize if I don't pronounce your names correctly, um, Amy Gow to the podium. Miss Amy Good evening. >> Good evening. >> Um it's fortuitous that I happen to be here because um it actually relates to
some of the information about the um KISSA the the state testing data. Um I am here to ask again for the district to give access to um is a math program. Um that is hugely beneficial. It's so beneficial that
there are many districts where that is their entire curriculum. Um, I've been asking since the beginning of the school year. Um, I'm sure Mr. Hansford is a little tired of me bothering him. Um, but I it's a resource that I believe in and I want to fight for our students ability to have access to the resource.
Um, it helps students develop fluency, comprehension in math from preK to college level math. Um, Miss Brownley Page, you asked earlier about how we would um, help students who are below grade level reach up to that grade level. Il is an excellent way to do
that. Um, I know we want to focus on using our high quality instructional material, but is a resource that can be used at home. Um, it's a good resource to give to parents and guardians and families at home. We can give them information to say, "Your student is struggling in this area. Here are the
things they can do at home to help them in class." So, we wouldn't lose instructional time in class because students would use their school device at home to um improve their skills that they need. Also um students are able to self advocate
for themselves. So whereas I ready which is the curriculum we currently use um a teacher has to initiate the resource to the student a teacher has to provide that information or provide the resource to the student. Il a student can go out on their own and say I need help with
this and they can go and they can find it on their own. So that uh promotes student advocacy um and gives them more independence in deciding what they need to work on. Um I do have a few students
already who have asked for additional practice. I have gone through all the I Ready opportunities that they have. Um and so I would just really like the ability to give them um all the resources that we have available. It is free. The state of Kansas purchased it.
Um, and so I would really appreciate the opportunity to give that resource to my students. Thank you for your time. >> Thank you. Next would invite Alvarez to the podium.
No. Okay. Next, I will invite Abbyel Estan Esteani. Nope. Okay. Next, uh, Amomar Horn to the podium. Nope. Yes. No. Okay.
Next on our list, Aldo Diaz. You could help move the mic down for him, please. Thank you. >> Good evening. My name is Aldo Rosco Diaz. Thank you to the board members and my superintendent for letting me speak about my school,
New Stanley. In November, I asked if you would close new Stanley. At the meeting at Harmon, you said I would go to a new school. I said I don't care about a new squad. I care about my school, New
Stanley. I feel protected. My teachers make me feel protected by being nice and knowing what activities to do. And when I need a break, you told us the new school will be bigger.
At New Stanley, my class size is small. My teacher, Miss Spencer, has time for me. If our class at the new school has 25 kids, they might cause more problems. More kids. more problems in a big class. A ton of kids are trying
to get my teacher's attention when me and her are talking. A new school is not good for my new sty family. You told me that that only some of my teachers might go to the new
school. I won't see my teachers again. Not Miss Hennessy, not Miss Quas, not Miss Shley, not Miss Mar, not Miss Spencer. That's not good. My best friends might not go to the new school. I don't want to lose my friends. You
told my mom that that new selling was safe. But what does that mean? Does that mean new selling might get added back in next year? Does it mean you will close my school when the school when the new school opens? Please do not ever close my school. Thank you.
>> Thank you, Aldo. Mr. Well, can can we get a I didn't hear the beginning, so >> Sure. >> get a copy of his speech and thank you, young man. >> Thank you, Aldo. We can make sure we >> Sure. Um, Miss Downing, would you grab
that? We'll get that a copy to every all the board members. Thank you, Aldo. We'll make sure we'll get a copy of his speech to the full board and superintendent. Thank you. Is Miss Monnique James present? Okay. Um
board would entertain a motion to um recess to executive session. Yes. Um to recess to executive session for um attorney client privilege to include Dr. Stubblefield, Mr. Gohane
and Miss Monnique James for 5 minutes to go in at 5:53 just to give us time to transition. Um, is there a motion to do so? The and board, I'm sorry, the contents of the remarks need to be in executive session. So, that's why we're going into executive session.
Um, so is there a motion to recess to executive session for attorney client privilege for five minutes going 553 to include Dr. Stubblefield and Mr. Gohane and Miss James. I'm sorry. >> Second. >> Moved and seconded. Any questions? >> Miss Downing. >> Wanda Brownley Page.
>> Wanda Brownley Page. Yes. >> Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez. >> Randy. Yes. >> Robert Milin Jr. >> Robert Milin Jr. Yes. >> Rachel Russell. >> Rachel Russell. Yes. >> And Dr. Wyn. >> Dr. W. Yes. >> Thank you.
Hey, hey, hey. Heat. Heat. down. Come on. Heat. Heat. Hey, hey, hey. Heat. Heat.
Hey, hey, hey. Heat. Heat. All right. Come on. Come on. Hey. Heat. Heat. Thank you, board. Um, is there a motion
to return to open session, please? >> Some move. Second. >> Moved and seconded. Questions? Miss Downing. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez. >> Randy. Yes. >> Robert Milin Jr.
>> Milan Jr. Yes. >> Rachel Russell. >> Rachel Russell. Yes. >> And Dr. Win. >> Dr. Win. Yes. >> Thank you. Uh, next board. Our next agenda item is item six. Um, it's our consent agenda. Is there a motion to approve tonight's consent agenda?
>> Move. Mr. Lopez. I'd like to set aside H >> H and I I just want to make sure we're talking about the same thing, Dr. W. So, give me one second. This is the out of district travel, >> correct? >> Okay. Thank you. Um Okay. Is there a
motion to approve the consent minus letter H? It's been moved by Miss Russell. Is there a second? >> Second. >> Seconded by Mr. Milin. Any other questions or discussion? >> 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. >> Rachel Russell, >> Rachel Russell, yes. >> And Dr. Winth, yes. >> Thank you, board. Um, item H. Dr. W, you had a question?
>> Yes. Um, I have two questions, please. One is concerning the innovative school summit. Is USD500 still um part of the innovative school organization? Um I
I don't know if we're part officially a part of the organization, but you can still attend the conference. I would have to um confirm that. Um but I don't think we are like members of the organization, but I'll have to confirm that.
>> Okay. And then on the H.B.CU legacy B careerf um have we attended that before? Yes, I believe we have. Is Miss Middleton on
or Dr. Jones the H.B.CU legacy bow career fair? I know they have attended an H.B.CU see you uh career fair, but specifically this one. Did you all attend it previously? Oh, this is the first time they're attending it.
Okay, you can go to the mic. >> I believe this is probably the first time that we have attended that particular event. Have you uh investigated the makeup of the event as well as if education majors
are um a group that attend? >> Yes. Yes, we have investigated that as well. We know that it's more than just education majors uh that are a part of that event. Um, but that is something
that was definitely investigated before our team took that trip, our recruiting train team. >> You mean plan on taking it? Have they taken it yet? >> I believe that that is I'm sorry.
>> Is on there for approval? >> Yeah, I believe I believe I believe that's one that they do plan to take. I'm sorry. >> Right. Because when you research a lot of the athletes show up, NFL teams
appear and it doesn't seem to be um well, I'll leave it at that. So, is this during the time of Migra? >> The the I don't know the date of Migra. The uh February it's February 20th,
2026. Um, I honestly don't know the date of Migra, but last year, I just pulled up the information, there were 1500 H.B.CU students from 58 different HBCU who attended. Um, and they often not
only just for education MA majors, we also recruit for our fellows program. That's correct. That um you that get you on the path to teaching. But uh Dr. when I don't know the date of Migra honestly. >> I mean I also researched the H.B.CU
career bowl career fair and it it it it does not seem to be I just wonder how good of event for us to uh be successful in recruiting. So thank you. >> Thank you. Any additional questions on item H?
>> Yeah and just for clarity Migra is the Tuesday February 17th and the fair is the 20th. just for transparency if people are asking. >> You additional questions on item H.
>> How much is the total cost for the trip? >> I we can get that to you. I don't have it in front of me and I don't think Dr. Jones has it in front of him. He doesn't. >> Okay. Okay. Any additional questions or
comments, discussion on this item? A motion to approve item H tonight. >> Moved. Is there a second? >> Second. >> Moved and seconded. Any further discussion or questions on this item?
>> Hearing none. Miss Downing. >> Wanda Brownley Page. >> Wanda Brownley Page. No. >> Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez. >> Randy Lopez. Yes. Robert Milin Jr. >> Milin Jr. Yes. >> Rachel Russell. >> Rachel Russell. Yes.
>> And Dr. W. >> Dr. W. No. >> Motion carries. You board. Okay. Next item on the agenda. Rolling here.
Uh board. We are at item number seven, board updates and approvals. um board. These items have come before the board at least once um and are up for potential action if it is the will of the board. Um first we will welcome up um our we will have a presentation from
RSP. Jenna is with us tonight um from RSP and she will give us an update on the boundary committee recommendations. As Jenna's coming forward, I do uh again just want to say thank you to the boundary committee, the boundary team, everyone that was involved in the boundary committee discussions,
proposal, uh Miss Russell was chair of that committee and um to Miss Miss Brownley Page and myself were on the committee as well as other staff and parents, community members. Um thank you for the time and the work that you all put in. Um we definitely don't take your recommendations lightly um and
appreciate what you have shared with the board. We also want to thank um Aldo and everyone um who has subsequently since the first presentation um given us feedback on boundary recommendations um uh that's something that we also take
into consideration um to staff, families um and uh scholars from our community. So, uh Jenna, good evening. Thanks for joining us again. I hear you have a presentation for us tonight. So, welcome. >> I do. I do. Thank you, board. Good evening. Jenna Wallace with RSP. I'm
here tonight to go through the second read of the boundary recommendation. We um came to you guys last month with the first read of the public comments as well as the final committee recommendation. Tonight, between that time, there were some slight revisions
at the elementary and middle school level. So, most of my time tonight is going to be walking you through those slight revisions and then open up for discussion of this um final recommendation. And so, I'll jump down here. So our talking points, I'll very briefly just
kind of go over that foundation. We were more in depth with in depth with it last time, so it'll be pretty brief and then focus on the different revisions. The high school recommendation tonight is as presented last meeting. So most of the focus will be at the elementary and
middle school level. And so our boundary process kicked off last spring. We have had five board meetings now that walk through the foundation building the framework as well as a first and second read. This process included seven committee
meetings as well as three public input opportunities. And so you can see we are at the tail end of this process. A lot of hard work um from your team, from the committee members, from everybody involved to get us to this point.
Some of the key objectives that we set forward with this process included these guiding principles, objectives of rightsizing the district, focusing at all levels, as well as having some specific challenges to address with our
new builds of the bond projects as well as a imbalance at the high school level. So why were we here? Why did we start this process? Like I said, we had some facility planning and so we're looking at some new buildings, wanting to open
them up with adequate number of students as well as improve our balance of schools with the capacity of our buildings. So right sizing all grade bands so we have a functional capacity and utilization of our space and then looking at the boundary adjustments
through a geographic and proximity lens. Where can we make enhancements that would help transportation as well as um the network and student location between where students live and what buildings they attend. You can see on the bottom of this slide
the board guiding principles that were approved back in May. This always sets the stage as um really the pillars of the entire process. And then we had our boundary criteria. And so you as a board went through the activity to prioritize these 10
different criteria landing on the feeder system, projected enrollment, building utilization, and transportation being the top criteria. And so at our first read meeting, you can see we went through a lot of information. You guys received an update
on that enrollment data as well as the 2425 projections and the 2526 actual counts. You guys received the committee progress at each of those seven meetings. You received the survey results and the community input that led to the final
recommendation. And then we talked through some concerns with that recommendation and the overall committee consensus. And so if you want to dig back into that, you have all those slides. I'm just going to jump into these different revisions now.
All right. So since last meeting to this meeting, there were um some small adjustments made to the elementary and middle school boundaries that more so address some of the community concerns. At the elementary level, there was the
reinstation of New Stanley Elementary back to its original boundaries. So within the Harmon cluster, all of the current zones would remain as um they currently operate with the consolidation of Silver City and Noble Apprentice. So
when we were first showing the combination of three boundaries, it's now back to the combination of two schools with New Stanley maintaining online as it currently operates. That is your only change on the elementary um concept.
for the middle school concept. There's um a little bit more change of looking at how we can better utilize our schools as well as maintain some of the community connectivity into Central Middle School. So, some of the feedback
that um the district had been hearing was about the Whittier Elementary feeder and maintaining Whittier Elementary at Central Middle School. So in this revised concept, we moved the Whittier Elementary area back into Central Middle
School. And so this created a need to shift the boundary slightly between Carl Bruce and Central Middle School. This would then include where Central and Carl Bruce become more balanced and we do have all of Whittier and Grant
feeding into Central Middle School. And so what these different changes achieved was our different primary community concerns that we heard from public comment as well as some different survey feedback. We're able to preserve the wittier community. We still maintain
W and DOT's enrollment target that the um community and the committee really gave feedback on of that 1600 number and we balanced Central and Carl Bruce within 25 students of each other. So really improving the two middle schools
that would feed into Y and dot high. Some of the implications of these adjustments because no boundary is ever perfect and there's always pros and cons. Some of the cons here is we do create a slightly more fragmented feeder system. So in this case, Central Middle
School would now become a split feeder where Whittier Elementary boundary would go to Central but then come south into the Rosedale um high school. and so or the Harmon High School. And so this would become the break within
Central Middle School. Additionally, the area that we needed to adjust to balance between Central and Carl Bruce is an area that attends Grant Elementary. So along I7, we would be creating a Grant Elementary split. North
of I7 goes to Carl Bruce. South of I7 goes into Central. So let's look at this on a map here. This first piece here just goes into these different elements. And so what I put in red are the revisions based on
that first read. So you can see at the elementary level the revision would be new Stanley remaining online. And then for the middle school boundaries, the revision is Whittier stays at Central Middle School and then Grant becoming a
split feeder between Carl Bruce and Central. These different revisions continue to hit the primary committee feedback. So a lot of this information on this slide goes into the primary objectives and the really the discussion points that the
committee have through their seven meetings. How do we decrease y and dot? How do we increase schlaggel? How do we have a complete feeder as possible and disrupt fewer students? In this case, these revisions still continue to check all these boxes. All of the changes um
at the middle school level reduce the number of students impacted. So, we do bring um our total impact lower at the elementary and middle school level with these revisions. And so here is the map of your revised elementary recommendation.
You can see where it's circled at the bottom of the map, which would be area A as the revision. In the second read, New Stanley comes back online with their current boundary. And we have the future elementary, including Noble Apprentice
and Silver City existing boundaries. All other zones on this map are the same as what was presented for the first read as well as went to public input and committee recommendations. For the middle school map, we have the
two areas labeled A and B that are the proposed revisions. Area A, if I come down here, is the Whittier Elementary boundary. So, south of Central Avenue in the first grade, we had this proposed
coming down into the Rosedale Middle School boundary, and in this case, we reinstated it back to where they currently attend at Central Middle School. Area B is the area that currently goes to Grant Elementary, and we are
proposing that if you lived north of I7, then you're in that area, you would then go into Carl Bruce. This allows Central to take back the Whittier area and still be balanced with Carl Bruce. Without it, we have an imbalance between those two middle schools.
And then for the high school zones, this is as recommended. This is the same map that went to final committee approval as well as public input and your first read. So, no changes here. And so the feeder system for these
different revisions is reflected here. Some of the changes here. So Grant Elementary becoming a split feeder between Central and Carl Bruce. It's about a 50/50% split of the students. So 50% of Grant students live north of I7. 50% live
below. And that's how they would feed into either central or Carl Bruce, but they would all feed into W and do high. The other change is within the Wii Whittier up to central. So you can see Whittier down here in the green because
they still continue to be a Harmon feeder school, but they would first go to Central and then they would go to JC Harmon. So this creates where they maintain their middle school assignment but we have another avenue to reduce Y and dot high enrollment which was one of
those primary objectives of the process. Here you have your elementary revised projections and so proposing that the new boundary implemented in 2728 um adequately solving our orange. So that would be the schools projected over
their building capacity. So in this sense, your only adjustments are within the new build. In that case, we're reducing the number of students projected from your first read because we have new Stanley back online with
their about 220 students residing. And so the new building would have about 440 students projected to reside in that boundary. And then for your middle school and high schools. So your high school table is
the same as what what has been presented where we drop Y and do high to below 1,600 total students increase Schlaggel to over a thousand. The middle school table is what shifts a little bit more from last time. So Carl, Bruce and
Central with these new uh revised boundaries um both enroll about 775 to 780 total students. So you can see in 2930 a six student difference between those two zones. So a really stable similar um
area of students between our two middle schools. Rosedale in this case is the is the school that decreases as we now remove um both Grant and Whittier out of the Rosedale zone. And so that enrollment um does decrease to about 370
students for Rosedale. And so in this case, you also have down at the bottom the number of students impacted. So we're looking at about a thousand students impacted. And this is a reduction from the first read recommendation as we move some of the
students that were impacted like the new Stanley families and like the Whittier families back to their current attendance reducing the number of students impacted at both elementary and middle school level. And so that goes through um the slides I
have for tonight. Um, we are at the tail end and so I just want to open the floor for any discussion or questions that you guys may have with these adjustments from the first read. >> Thanks again, Jennifer, for taking in all the information, guiding us through the process and making sure we got to
tonight um to have a second read. I know it's a lot um of back and forth and communication between administration, board um and committee. So, appreciate you you all um making changes um as appropriate and bringing this back forward. um would open to the floor the floor to the board for any questions um
or discussion for Jenna. Miss Russell, >> um I don't really have a question. Um I think I just have a couple of uh thank yous. Um, I want to thank uh the members of the boundary committee who um agreed
to six meetings and I think we ended up with seven meetings and just the really detailed questions, the um deep dives from historical information to help me understand how we get these numbers. Um,
and so just really want to share my appreciation for the committee. Um, as as it has been presented, the board is potentially moving in a direction that differs from the community or from
the committee's recommendation, and it is a recommendation. And so, this is within the the rights and the privilege of the board. But I also want to acknowledge um just the time and the commitment and the thoughtful conversations that the committee had um
board and I know that there is no easy answer. Um and so I just wanted to say thank you to the committee. Um my second thank you is to the folks from New Stanley. Um I will say being on this das
is never easy. Um there are decisions that are made that always impact someone. Um and this experience from the disagreement to this moment today with the new Stanley staff and family has been completely pleasant. Um I will say
that we all wanted to achieve the same goal. um whether it was um the togetherness of the community or understanding the district's fiscal responsibilities and understanding the efficiencies, everyone was very respectful, came
together as a community, advocated, um asked questions in a way that was not belittling to one side or the other and it was an experience that made me really really proud because I don't often times get that experience on this side, it's
oh my gosh, you guys are doing this. Um, and so I just want to extend my gratitude to them for their advocacy, their organizing that's like at the core of my heart, uh, is community organizing, but also just the the way in
which it was approached and the individual reachouts and wanting to be very intentional. And so, thank you to the new Stanley families and community for uh just your respect throughout this process. Um,
with that being said, I will say um that I don't want to mislead or misguide anyone. Um, I think the purpose in changing is to take an intentional pause. I think there are things that
both sides advocated for that need to be addressed that need to be resolved. I don't want this to come up a year from now or two years from now and say the board voted to not close new Stanley. I want to be clear that like this is a
moment to hit pause and um there are continued things that this district needs to do and things that um or people that need to be part of conversations. And so this is a pause. It's not to say that we won't be here having this
conversation again, but we'll be much more intentional and much more um inclusive. Um and so I think from on on my behalf, I want to make sure that we're not giving the sentiment that this means it's open for forever because
there are efficiencies and I'm a strong advocate that our students deserve wonderful facilities. um and not ones that have band-aids on them. And so I think we all could agree and come to that commonality. I think just the approach and how we move
forward really matters. Um and so I just wanted to get those few things off my chest, but thank you Jenna and Rob who's not here tonight on my last night, but thank you guys. Um, I had the experience of working with you all before I was a board member and now working with you
all as a board member and just really grateful for your guys' partnership, your commitment, your honesty, your transparency. So, thank you for all of the experiences that you've provided to me, but also to the KCKPS family. Thank you. >> Thank you, Miss Russell.
Comments, questions, discussion, questions for Jenna or RSP. >> I'd just like to say thanks to boundary committee as well. Change is always change can be difficult at times. That doesn't mean it's a bad thing or negative thing, but you know, you will
have some apprehension and and some disagreements along the way, but that comes with it when you're trying to progress. But I want to say thank you. I think you all did a well good job. Nothing's perfect, but it turned out to be as sufficient as as it can be uh to
to you know feed the the uh the small excuse me the middle schools and the elementary schools to feed in and do it. Nothing's perfect, but it it it's workable. I want to say thank you. I know it it's it's been it's been can be
difficult, but uh in reorganizing, but let me let me say that, but just thank you. And dto what what uh uh I appreciate Miss Russell saying that uh I want to say thank you that the community we listen and we we have to listen. I
say we, that's all of us included. Uh and it goes back and forth to dialogue with new Stanley. So it's workable and and it's nothing is done in an intent. It's just always for the I can speak for myself and the board. It's for the betterment. Always for the betterment.
We strive for the community and the district. It's not done anything personal. So often times you have to through through change you have to take a step back and look at things and revamp. So I'm glad we did that and you all respected that and we respect we
respect each other and I want to say thank you with that. I'm done. Thank you, Mr. Milin. There are no no other questions. Would entertain a motion to approve the boundary committee recommendations as presented. >> So moved. >> Second. >> Moved and seconded. Any further
questions or discussion? >> The I should have friendly page. I'm sorry. Go ahead. >> I just hope we continue to work on our communication. uh surveys are okay, but I think we're smart enough and with the help of the
community and others that we can come up with some other ways to gather data. >> Thank you. >> Thank you, Miss Brownley Page. Any other questions, comments? Hearing none, Miss Downing. Roll call, please. >> Wanda Brownley Page.
>> Wanda Brownley Page. Yes. >> Yolanda Clark. >> Wolanda Clark. Yes. >> Randy Lopez. >> Randy Lopez. Yes. >> Robert Milin Jr. Mil Jr. Yes. >> Rachel Russell. >> Rachel Russell. Yes. >> Dr. Wyn. >> Dr. W. Yes. >> Thank you, board. Um, and again, I know
Rachel said it, but thank you to the staff, Doug, Miguel, everyone else who was involved, uh, Dr. Pigram that was involved in helping us uh, with the entire process uh, and the extra meeting night that we had. So, um, thank you. All right, we'll continue with our agenda next on our agenda. And thank
you, Jenna. Tell Rob we missed him tonight. Um, next board on our agenda, it is uh recommended the Kansas City, Kansas Board of Education approve the district calendar for the 2026 2027 school year as submitted by Mr. Hansford and recommended by Dr. Stubblefield.
>> So moved. >> Second. >> Moved and seconded. Any questions or discussion 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. >> Milin Jr. Yes. >> Rachel Russell. >> Rachel Russell. Yes. >> Dr. W. >> Dr. Win. Yes. >> Thank you, board. Next, it's recommended the Kansas City, Kansas Board of Education approved the proposed AIA-133
construction contract and supporting documents for Macau Gordon Construction to serve as a construction manager at risk CM for the Sumar edition and the new Central Middle School. for a motion to do so. Some >> moved.
>> Second. >> Moved and seconded. Any questions or discussion? Miss Downing. >> Y'all had Luke back there sweating. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Yolanda Clark.
>> Yolanda Clark. Yes. >> Randy Lopez. >> Randy Lopez. Yes. >> Robert Milin Jr. >> Milin Jr. He is >> Rachel Russell. >> Rachel Russell. Yes. >> Dr. Wyn. >> Dr. Win. Yes. >> That was intentional, Luke. >> It wasn't. >> Kidding.
>> I was up here shaking my head. No. >> Next board. It's recommended the Kansas City, Kansas Board of Education approve the contract between USD 500 and CHWC to transfer land for the construction of the new Central Middle School. >> So moved. >> Second.
>> Moved and seconded. Are there questions or discussion? Hearing and seeing none, Miss Downing. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez. >> Randy Lopez. Yes. >> Robert Milin Jr.
>> Milin Jr. Yes. >> Rachel Russell. >> Rachel Russell. Yes. >> Dr. Wyn. >> Dr. W. Yes. >> Thank you, board. Next board. It's recommended the Kansas City, Kansas Board of Education approve the the resolution to formally begin the process of dissolving the Bonner Springs
Edwardsville School District's membership and the Special Education Co-op and dissolving the Special Education Cooperative as submitted by Dr. Lori and recommended by Dr. Stubblefield. >> Some moved. >> Second.
>> Moved and seconded. Any questions or discussion? >> Mr. Lopez. >> Yes, Dr. W. Are we asking to terminate or are they asking? >> They are requesting um to terminate and
if with their separation we will no longer have a we do county special ed cooperative. So each district will just oversee special ed independently. So that's why the portion is in there about
dissolving the we do county cooperative. So if they wanted to separate, why didn't they request a termination? >> They requested it. >> Yeah. The resolution that'll end up going to the state will be a joint
resolution because it has to be because the entities resolving rather than just one district leaving a multi-dist um co-op. So, they're making the request that we do this and they've staffed up to be
able to have their independent special education uh department in the district or in their district and provide services independent of a co-op. But because there's only two districts left in the co-op, that ends the co-op. So, both districts have to pass a resolution.
>> Additional questions. Miss Russell, >> correct me if I'm wrong. Their board already voted on this or >> last night. >> Okay. Last night. Thank you. >> Thank you. Additional questions on this item >> hearing. Seeing none, there's a motion
and a second. 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. >> Rachel Russell. >> Rachel Russell. Yes. >> Dr. W.
>> Dr. to yes. >> Thank you. Motion is approved. Uh this is >> this is a different one. >> Okay. I just want to make sure. Okay. Um it reads
>> it it reads the same. >> I just want to make sure we have the right >> the documents are different. Like if you look at the documents closely, it's still okay. >> Correct. Yeah. >> Board uh recommended Thank you. Just
want to make sure I'm reading the right one. Recommended the Kansas City, Kansas Board of Education approve the proposed AIA- A133 construction contract and supporting documents for Macau Gordon Construction to serve as the construction manager at risk CM for the
Sumar Edition and the new Central Middle School. >> So moved. Second. >> Moved and seconded. Are there any questions or discussion on this item? hearing. And seeing none, Miss Downing. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes.
>> Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez. >> Randy Lopez. Yes. >> Robert Milin Jr. >> Robert Milin Jr. Yes. >> Rachel Russell. >> Rachel Russell. Yes. >> Dr. Wyn. >> Dr. W. Yes. >> Thank you, board. All right. Next agenda
item. Board. It's recommended the Kansas City, Kansas Board of Education approve the AIA-133 contract and supporting documents for Newkerk Novak Construction Partners to serve as the construction manager at risk the M for the new elementary school
and the new Argentine Middle School. >> Some moved. >> Second. >> Moved and seconded. Any questions or discussion on this item board? >> Hearing and seeing none. Miss Downing. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes.
>> Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez. >> Randy Lopez. Yes. >> Robert Milin Jr. >> Mil Jr. Yes. >> Rachel Russell. >> Rachel Russell. Yes. >> And Dr. Wyn. >> Dr. W. Yes. >> Great. Thank you board. All right. Um we
will continue with our agenda. Next agenda item board is new business. This these items board are forformational purposes. Only no action is being requested of you tonight, but they're here. um for you to review. And if you have any questions, you can sub ask some of those now or we can you can submit
those to Dr. Stubblefield and we'll make sure that we have responses to you. These items, as a reminder, may or may not come back uh before the board for action um at a future date. First item on the new business agenda, item A, the nutritional service vehicle replacement.
Are there any questions on this item? >> Mr. Lopez. I don't know if I've read it clearly. Now, we're getting something new. We're not going to try to sell what we have at all or we we'll trade it in and get some discount.
>> Mr. Martin is going to come forward to chair that. Good evening everyone. So, yes, to answer to that question, yes, we will be disposing of that vehicle once we're able to res get a replacement vehicle. We'll go through our normal disposal
process where we'll post that um through the auction through Gov deals and hopefully be able to get a good price for it. >> Okay. Thank you. >> You're welcome. >> Thank you, Miss Brownley Page. Any additional questions on this item? Not the next agenda item, the US Soccer
Foundation mini p mini pitch grant. Any questions on this item? >> Thank you, board. Next item, the summer 2026 capital. >> I'm sorry. >> Nope, Miss Russell. Go ahead. >> I'm apologize. Um,
so in my experience, this takes up a good chunk of um the space. And so I just want to make sure that this um pitch does not impact the
building's current activities that happen. Like I know that they have field day out there and they're already in a very small enclosed. And so I guess I'm not really asking a question. And I'm just making sure um that this is
completely vetted and that there aren't any unintentional frustrations or things that come about. I know they utilize that space for parking when they have their events just because of the neighborhood and the way. And so just really making sure that this is the the
um the best fit. So that was it. No questions. to make sure that our leadership team notes that. Yes, Miss Brownley Page. >> And in lie of what Miss Russell was saying, uh there's a piece of land that's directly across from the school
when we were having trouble trying to figure out which the walkers go on Waverly or the buses go on Hassle, all of that. Would that grant allow them to purchase the land across the street to create the pitch thing?
I'm not sure. We can take down these questions. I don't know if D uh Mr. Clemens have any answers tonight and I don't know exactly where the pitch is going, but we can look at it and when we bring it back for approval, we can have that information or
>> because that is a problem, you know, in terms of parking and having the space and so they already use some of it for something else to make room. Yeah, >> I didn't know if they would allow them to do that. >> I just wanted to I don't disagree with
you, but for clarity and to make sure that it's noted. I want to make sure that the full board is okay with Doug exploring that option so that if it comes back with that option that we all are in agreement. like if he goes and
pursues it and then it makes sense and he brings it back with that option, I want to make sure that we all feel okay with that or that we're all good with that. Again, it'll still be an option at that point, but just want to make sure
that we give clear direction because I also know this is a grant competition too or whatever it said. So, not hearing any opposing. >> Yeah. >> Okay. Well, it said they were awarded
>> the grant, so that's not the issue. The question is, can you use that money to purchase the land across the street? And you're saying, are we clear? We just want to know what can >> Well, what I'm saying is that like when it is
>> to go ahead the money the the that money is specific to create that if it goes anywhere else that wouldn't come from that money. The money is to put the pitch there. And um I don't know I and I
don't Doug, do you know exactly where they're thinking about? I don't know where they're >> I do and and if I could I just want to come up and clarify that this is not a grant necessarily for money. The US Soccer Foundation and Musco Lighting and there's another uh uh sponsor will
install the unit. So the district doesn't receive money that we might apply someplace else. Okay. So, and they're looking at putting this, if you can picture, uh, Kurther's the souththeast corner. >> There's a gaga pit.
>> There's a gaga pit. Um, is a gaga pit there? I think it's on the other side. I could be wrong about that, but there's kind of an open area. I do know that the one they use at Baker, they use it all the time. They love it. I do know parking is an issue. If you want me to look at the property across the street, which we've looked at
before, that might be I might suggest better suited for parking rather than taking the kids across the street to go to and and there's a time constraint on the uh the uh mini pitch. So, but if you want to look at that, we can sure look at it. >> Well, I was just concerned and I've been
down there. I went to school there, so I'm old. It's been there a while. But my concern, you don't have a lot of space. So it just I don't know how they going to pull that off. >> I have a question >> with the parking and everything. >> We can look and if we bring it back and
if that's not the will of the board, we will move on. We'll get the additional information. Yeah. >> I have a question for myself personally. So the grant was is it designated for Kathers only? >> Yes. >> Okay. And same way with Baker,
>> correct? >> Both were designated. So though both of those schools, this is for clarification for me, clarity for me. >> Yes. >> The grant was designated the mini pitch for both of those schools. It's not for any other schools is designated and earmarked for both of those schools.
>> Correct. >> Okay. they they have their own process how they look at demographics and what offering students have and they really try to target um where students may not have access to that to introduce it and
that sort of thing. So they do a lot of research and then they approach the school districts with the location. >> Exactly my question. Thank you very much. >> Okay. Thank you. Good night. >> Thank you. >> All right. I know he said good night like he's leaving. Uh
I'm kidding, Doug. Um, if there are no other questions or as questions arise, good questions. Thank you. Make sure I think we've noted those. Make sure we send those to Dr. Stubblefield. These will come back before the board at a later time. Um, the next item, item C, any questions on
the summer 2026 capital projects that are in that are to bid? >> I got a question for Doug. No, I'm just kidding. Don't do it like that. >> All right. >> Should have let him walk all the way up here. >> Don't do it like that.
>> There are no questions. Again, uh submit any questions that do come up. Board to Dr. Stubblefield. All right. Next board, we will hear from our superintendent of schools, Dr. Stubblefield. >> Good evening, everyone. Um I just have a few things tonight. First, um I want to
remind everyone um our parents and our families. We did send direct communication as well that the Unified Government Public Health Department will host a free immunization clinic for students on Wednesday, December 10th. Um, that's tomorrow between 8:30 a.m.
and 4:30 p.m. We again, we did communicate with families directly, but just in case anybody is watching, they are offering that. The clinic will be held at the health department located at 619 an Avenue. Students must bring an updated immunization record. Without the
without it, vaccinations cannot be provided. Um just wanted to share that. Also want to say congratulations to two um of our district um leaders and administrators here um in the department of family and community engagement. Um,
the Latin X uh, Education Collaborative hosted its annual change maker ceremony last week where they honored Naomi Talentino as the administrator of a year award and Martha Adela as the mentor of the year. Uh, these awards honor
exceptional Latinx individuals who work tirelessly to uplift the voices and experiences in their community. And both of those individuals will were nominated by their peers. Um, and they recognized um se
several Latinx educators across the greater Kansas City metro um area, but we had two of them. So, congratulations to both of them. Um, and then I just want to highlight a couple of things again. Um, KCKPS is proud to announce
that we had a historic achievement. students have earned over officially $321 million in scholarships from the 202526 academic year. That's the highest total ever recorded through the district's postsecondary scholarship initiative.
And congratulations to all of our students and the staff that supported them um in applying um for these scholarships. So um thank you and I want to wish everyone a safe um holiday break. We this is our last um our only
official regular board meeting. Um and um students will staff our offices will be closed um starting Tuesday uh December 23rd at 2:00 p.m. and we will open reopen Friday, January 2nd.
Yes, we will reopen on Friday, January 2nd. So between that time um our entire district is shut down for all employees. So, thank you and have um a wonderful break. >> Thank you, Dr. Stubblefield. Just a few notes for me. I hope everyone had a
great Thanksgiving and time off. Um and I hope everyone has a great echoing what Dr. Stfield said, has a great holiday season, some time off, time to relax and re-energize and get ready for um the next semester um in January. So, thank you to everybody for all the work that
you put in um in this in this first half of the year. Um, I do also just want to uh um make sure that we note um um the inauguration for the mayor, the new mayor, uh Crystal Watson, and the new commission will be on December 15th. It is an open invitation um for the
community. I know it's open to anyone, so hope uh some of you can join as we uh swear in a new mayor, uh someone that we all know and are very familiar with, Crystal Watson. Again, congratulations to Miss Watson, to Mayor Elect Watson um and to the entire commission um who were
um elected. So, if you have a chance, come out and check that out. I also want to lift up um Dr. Stfield me mentioned the Latinx collaborative and the nominations or awards that they gave out. They also put out a study recently which um I was able to speak at an at an event that they had a press release
around the educators of color, particularly Latino educators, Latino teachers, and they've made a concerted effort to increase the number of lat Latinx um teachers um across the districts metrowide. Um and they have seen gains um since the last year when
they first published um this report um including in KCKPS. And I know we continue to work to retain and recruit um talented staff, all staff of all racial and ethnic backgrounds. Um but it was great to see um see that report that
highlighted um the efforts across the metro to continue to recruit um Latino Latinx educators and they highlighted again our district being um you know 60% Hispanic Latino students um and the need to make sure that we are reflective of
our student population. So, it was great to to see that to to review the report. They also highlighted one of our firstear educators, teachers at Washington High School, um Jonathan, who uh is going through one of their programs as a first year um teacher at Washington. So, thank you to Jonathan
for the work that you do there. Um again, thank you to everybody for your work. Everyone have a great holiday season. Can't wait to start January with you all. We'll open the floor for any other board members. >> I can miss Clark >> give a bit update. Um the spedit advisory there was a sped advisory
meeting that was held November the 13th. Um an update was provided to the parent subgroup about their various plans. Um and just making sure that our parents and our families feel empowered in this in the space of special education. Um and then the parent subgroup met
December the 4th. um discussed communication plan, how to get more parents and families um involved in the events that this sped um department has has scheduled and planned. And then lastly, our next bed uh parent meeting
will be January the 8th at 5:00 is here at district office. Um and then the SPED advisory quarterly meeting will be February the 5th. So I know a lot of people have been interested and continue to ask questions about SPED. This is a really good way to get involved. um in a
very small group setting where you're able to get your questions answered. Um and so I just encourage anyone that has people that have asked questions or have an interest to please show up and be involved. This is that's what this time is set for.
>> Thank you. And thank you Dr. Larry for everything you do. >> Thank you, Miss Clark. Miss Brley Page. >> Yes. Uh myself and Dr. Excuse me, Mr. Mil. >> Not no doctor yet. Okay. >> We work with the academic committee.
We've had the opportunity to meet. I want to thank Mr. Hanford as well as Dr. Wright and they've done a phenomenal job. Uh our parents who are on the committee are excited along with some of our retired employees from the district
who I beg to come back and help us. And they want everyone to know they're concerned. They're not here to hurt anybody. They just want their children, their grandchildren, anybody to get the best possible
education they possibly can. We'll be meeting next week. It's a virtual meeting and we're going to try to meet once a month and we're going to bring in people because we have a lot of programs people don't know about. Now, some would say, "Well, they ought to know." They
said they didn't know. So, we're going to meet them where they are and we're going to provide them with that information. And then we're going to brainstorm the second part of the meeting to try to come up with ways to get our parents involved, see what we need to do to help and help the
teachers, everybody, because in order for us to make it, it's going to take all of us. And I think we have good programs, we have good people. We just got to find a way to get all the information out. So again, thank you Mr. Hanford, thank you Dr. Wright, as well
as people like Linda Murray, uh, Miss Hall, and some of the others who have been here who know. And this meeting next week, we're going to focus on attendance and behavior policies. So, we got to get them here, and we just got
to figure out how do we do it. We're not experts, but we got a lot of intelligent people in this room as well as in the community. So, please uh check with our board clerk to get the link. We'll start at 5 on time and we do try to get you
out on time. Everybody's excited and sometimes they don't want to leave, but we got an hour. We're going to make it work. Thank you so much. >> Thank you, Miss Brownley Page. >> Just just I want to press forward a little more what Miss Paige has said. Uh I want to first of all just thank the
board for this semester that we we've uh shown and worked and collaborated on many issues uh the pro progress and the process we've been going and and all our superintendents assistant superintendents and so our growth and our function nothing's perfect but we as
we work together to improve as Miss Page said to involve the community get us involved we stay connected to make the se next semester even more prosperous if you will as we progress best to just make the district just the best it could
be. But I as we stay we stay focused and and move ourselves out of the way. I'm just saying that for me and think about the good the the the the sole purpose of of the district and the children to make it the district the best uh school district we we can make it be. But as we
go forward, our challenges are there and the academic boundary budget committees. We we can always do better, but all the things we can do is to do the best we can. And I just want to stay encouraged and look forward to another great semester for next year coming up. Thank you.
>> Thank you, Mr. Milin. And before I let Rachel take the floor, I do just also want to say thank you to our Mckin Vento team, uh, who does a tremendous job, um, to support our Mckin Vento students. Um Jessica and her entire team, that entire department really um works hard to make
sure that our uh McKenna Vento students have transportation, have the resources that they need, have the supports. We talked about academic supports earlier, Miss Brownley Page, and and they do a great job of making sure that our our Mckenn Vento students have those resources and supports. Um, and also
making sure that during the holiday seasons they have um the families have uh access to be able to make sure that the kids have a wonderful holiday season with gifts and food and other items. So, thank you Jessica and your entire team
um for their work. I know this week they are going to um celebrate with those families and have them coming to district office to pick up um food and other items that that they may um need. Um, so just want to give a quick shout out because sometimes everyone's doing
some amazing work in our district, but um, we don't always get to get to hear about it and and this is one this week that I got to hear a little bit about the work that they're doing um, this week and so thank you to that that team. So >> no, I was just going to echo that and
thank all the staff members who adopted families from the McKenna Vento and also our community partners. Um, they um, were able to help. I think Jessica told me over um 400 families um this year. So, thank you to staff members,
departments, and community um partners who uh made sure that those families received um gifts and all the things for the holiday season. >> Thank you. >> Awesome. >> All right. So, of course, I have my
little speech, so I don't be talking for forever, but um I just wanted to say, be quiet, Reverend Johnson. Um my final farewell from the dis um serving on the USD 500 board has been one of the most
meaningful responsibilities of my life and walking away leaves a beautiful heavy space in my soul. Over these past years, it has been a privilege um engaging in this work deeply um around what matters most right here in KCK,
shaping outcomes for our kids, and strengthening the future of this community. I've also enjoyed opportunities like serving on the KSB board, attending the national convention, an advocacy conference as a minority delegate
representing our state, and presenting at conferences and bringing back best practices, ideas, and structures. All sharpening my understanding of what is possible right here in KCKPS. But most importantly, my favorite thing
is showing up for the kids. I enjoy the events like graduation, the moment we are all here for, but even going um to Are You Faster Than a Fifth Grader and kicking the walkers off and um all of the events in between. I could talk
about always dressing up for Halloween, always um showing up at a party um with goodies. I really really have enjoyed every building, every classroom, every school that I've been able to be a part of this during my time. Every
opportunity has expanded my voice and every room has reminded me why we do this. Our students, Dr. Stubblefield, thank you. These four years have been a lot. Most of it good. I wanted to make
sure I said most of it good. literally fires. But um your leadership, steadiness, and commitment to KCKPS have meant more than you know. Your leadership, your listening to my wacky ideas and saying, "I think I can remove
that barrier." It has been an honor serving alongside you and having you lead our district. To my fellow board members, thank you for listening to this young buck, as Mr. Milin says um for
saying yes to my ideas and even for rethinking your approach when we didn't quite agree. We have accomplished so much together. This work is never easy. But we pushed, questioned, stretched and succeeded in ways that matter. As I step
away from this DAS, I leave you with these three things. Center students always. Every decision should begin and end with one question. Is this good for students? V number two, value our people from the
superintendent to teachers to support staff. Find innovative ways to celebrate those who are here and attract the brilliant talent yet to come. We lead by example. And finally, and probably the
most important question, what would Rachel do? I thought I was funny. Y'all are supposed to laugh. >> No. >> Thank you again for this community. Thank you again to this community for the opportunity to serve, to lead, to
advocate, and to learn. I am forever grateful for this chapter, and I look forward to staying connected, involved, and engaged in the years to come. Lastly, our students deserve the world and I'll always be cheering for them and all of you. Thank you.
>> Thank you, Miss Rachel. >> Of course. >> Be quiet, Mr. Milin. You so silly. But one thing I did also want to say in the spirit of community and in the spirit of the future of our district is tomorrow
is the deadline for the survey um for our Northstar 2031 vision. I want to make sure that everyone uh completes this survey. This is my ask to comes to make sure that we share it out again across the district to make sure that we're hearing from a
variety of voices. I don't know what the data looks like now. how many folks have responded. Um, but I'm excited for this next chapter for KCKPS and I'm excited to continue to get on your nerves um, in under three minutes. And so, uh, thank
you guys for serving and thank you guys for letting me be a part of it. >> Thank you, Miss Russell. With that, um, board, we have come to item 10 on our agenda. Again, reminder, we already took care of item A, Miss Downing. Um, so
would now entertain a motion to recess to executive session uh to discuss matters of non-elected personnel in order to protect the privacy interests of the parties involved under KMA to include Dr. Stubblefield, Mr. Gohane,
Dr. Pgram, Mr. Hansford, Dr. Jones um for seven minutes to go in at 705. >> Yeah, I need it. >> 705 moved. >> Second. >> Moved and seconded. Discussion. Downing.
>> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Yolanda Clark. >> Yolanda Clark. Yes. Randy Lopez. >> Randy. Yes. >> Robert Milin Jr. >> Milan Jr. Yes. >> Rachel Russell. >> Rachel Russell. Yes. >> And Dr. Win. >> Dr. Win. Yes. >> Thank you.
Heat. Heat. Ah, heat. down. Down. Come on. Heat. Heat. to heat. Heat. Heat.
Come on. I'm a Yeah. Heat. Heat. Heat. Come on. Come on. Heat. Heat. Hey, hey, hey.
Hey, I'm Nat. Heat. Moved by Miss Russell, seconded by Miss Clark. Any questions? >> All right, Miss Downing.
>> Okay, hold on one second. >> So sorry page. Hold on. >> Did you hear her done? >> That was good though. I'm trying to see is this still loud. How's that?
>> Sorry. We're trying to figure this out. >> You're fine. >> Sounds better. >> All right. >> Okay. I'm ready. >> All right. Uh there's moved by Miss Russell, seconded by Miss Clark. Go ahead, Don.
>> Wanda Brownley Page couldn't >> quite page. Yes. >> Thank you. Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez. >> Randy. Yes. >> Robert Mil Jr. Yes. >> Rachel Russell.
>> Rachel Russell. Yes. >> Dr. Win. Yes. >> Thank you. >> Thank you. >> Okay. Motion to recess to executive session for consultation with the attorney on matters which would be deemed privilege in the attorney client
relationship under KOMA to include Dr. Stelfield, Mr. Gohane, Dr. Jones, Mr. Hansford, Dr. Prim for seven minutes. Uh going in at 718. Is there a >> motion? >> Moved by Miss Russell, seconded by Mr.
Milin Don. >> Yolanda Brownley Page. >> Brownley Page. Yes. >> Yolanda Clark. >> Yes. Yolanda Clark. Yes. Sorry. >> Randy Lopez. >> Randy. Yes. >> Robert Milin Jr.
Junior. Yes. >> Rachel Russell. >> Rachel Russell. Yes. >> And Dr. Win. >> Dr. Win. Yes. >> All right. Thank you. >> Thank you. Nell. Come on. Come on.
Heat. Heat. Heat. Hey, Heat. Heat. Heat. Come on. Come on. Heat. Heat. I don't know. Heat. Heat. Heat. Heat. N.
Heat. Heat. day. Come on. Heat. Heat. day. Come on. Um, motion to return to open session, please.
Moved by Miss Russell, seconded by Mr. Milin. Done. Hey, Wanda Brownley Page. >> Brownley Page. Yes. >> Yolanda Clark. >> Yolanda Clark. Yes. >> Andy Lopez. >> Randy Lopez. Yes.
>> Robert Milin Jr. >> Milin Jr. Yes. >> Rachel Russell. >> Rachel Russell. >> Yes. >> Dr. W. >> Dr. W. Yes. >> All right. Thank you. A motion to recess to executive session for consultation
with the attorney on matters which would be deemed privilege in the attorney client relationship under coma to include Dr. Stubblefield and Mr. Gohine >> and >> Dr. Jones for 10 minutes to go in at 7:32
>> moved by Miss Russell seconded by Mr. Miss Downing >> Wanda Brownley Page >> Londa Clark >> Randy Lopez >> Andy. Yes. >> Robert Milin Jr. >> Yes. >> Rachel Russell.
>> Rachel Russell. Yes. >> And Dr. Win. >> Dr. Win. Yes. >> Thank you. Hey, hey, hey. Heat. Heat. Good morning. Hey, hey, hey.
Heat. Heat. Good morning. Hey, hey, hey. Heat. Heat. Good morning. Hey, hey, hey. Heat. Heat.
Good morning. Heat. Heat. Good morning. Yeah. Hey, hey, hey. Heat. Heat. Ah, keep it. Good morning.
Hey, hey, hey. Ah, hey. Yeah. Heat. Ah, hey.
Yeah. Heat. Hey. Hey. Hey. Heat. Heat. No concession, please. >> Good. >> Moved by Miss Clark. >> Seconded by Mr. Milin.
>> Done. >> Wanda Brownley Page. >> Page. Yes. >> Yolanda Clark. >> Yolanda Clark. Yes. Randy Lopez. >> Randy Lopez. Yes. >> Robert Milin Jr. >> Milin Jr. Yes.
>> Rachel Russell. >> Rachel Russell. Yes. >> And Dr. Wyn. >> Dr. Win. Yes. >> Thank you. Motion to recess to executive session for consultation with the attorney on matters which would be deemed privilege and the attorney client relationship under coma to include Dr.
Stubblefield, Mr. Gohane, Dr. Jones for 12 12 minutes. >> Um, going in at Sorry. Going in at 4:49.
>> At what time? 7:49. >> Yeah, I'm sorry. 74 >> 7:47. >> 7:48. >> I'm giving us trans I'm giving us transition time. They They did it, Miss Paige. They did it.
>> Going in at 7:49. >> All right. >> How many minutes >> or 12 minutes? >> Moved by Miss Clark. Is there a second? >> Move. Seconded by Miss Brownley Page.
Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Yolanda Clark. >> Clark. Yes. >> Randy Lopez. >> Randy. Yes. >> Robert Milin Jr. >> Mil Jr. Yes. >> Rachel Russell. >> Rachel Russell. Yes. >> Dr. W.
>> Dr. W. Yes. >> Thank you. Come on. Come on. Come on. Come on. Heat. Heat. Come on. Come on.
Heat. Heat. Heat. Heat. Heat. Heat. Come on. Come on. Hey there. Come on. Come on. All right. Come on. Come on. Come
on. Come on. Ah, heat. Heat. Heat. Heat. Heat. Come on. Come on. Heat. Hey, heat. Hey, heat. Heat. Heat.
Come on. Come on. Heat. Heat. Come on. Come on. Do Heat. Heat. Okay. Motion to return to open session, please. >> Moved by Mr. Milin, seconded by Miss Russell. Don
Brownley Page. >> Yolanda Clark. >> Yes. >> Randy Lopez. >> Randy. Yes. >> Robert Milin Jr. >> Robert Mil. Yes. >> Rachel Russell. >> Rachel Russell. Yes. >> And Dr. W.
>> Dr. W. Yes. >> Thank you. Motion to extend executive session for 12 minutes. Moved by Miss Russell, seconded by Mr. Milan Don. >> Wanda Brownley Page.
>> Wanda Brownley Page. Yes. >> Yolanda Clark. >> Clark. Yes. >> Randy Lopez. >> Randy. Yes. >> Robert Milan Jr. >> Robert Milan Jr. Yes. >> Rachel Russell. >> Rachel Russell. Yes. >> And Dr. Win.
>> Dr. Win. Yes. >> Thank you. Hey. Hey. Hey. Ah, heat. Seal down. Come on.
Come on. Hey, hey, hey. Heat. Heat. N. Hey, hey, hey. Heat. Hey, Heat. Heat. Heat. N. Come on. Come on. Come on. Come on. Come on. Come
on. Come on. Come on. Heat. Heat. Heat. Heat. Come on. Come on. Ah, hey. down. Come on. Hey,
hey, hey. Nah. back down. Hey Heat. Heat. Hey, hey, hey. Heat. Hey, Heat. down. Thank you.
Hey. Hey. Hey. Heat. Hey, Heat. Hey, hey, hey. Come on. Come on. Heat. Heat. Ah,
hey. Heat. Heat. Heat. Hey, heat. Hey, heat. Heat. Heat. Heat. Hey, Heat. Heat. Hey, Heat. I'm going. Motion to return to >> Motion to return to open session,
please. So moved. >> Moved as second. >> Seconded. >> Miss Downing. >> Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez. >> Randy Lopez. Yes. >> Robert Milin Jr. >> Robert Milley Jr. Yes. >> Rachel Russell. >> Rachel Russell. Yes.
>> Dr. Win. >> Dwin. Yes. >> Miss Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> All right. Thank you, board. Um, just a reminder, we do have our budget board budget meeting on the 19th at 1:00 uh on
Zoom. So, you should have a link for that. Um, and then I know there's an academic committee. Um, but other than that, board um I don't think there's any other um board meetings um in the near future. So, everyone have a great holiday. If we don't see you before then, board, I'll see you on the 19th. Um and with that, this meeting is
adjourned. Miss Russell, do you have a good night? Heat. Heat. Hey, hey, hey.