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Video-1: youtube.com/watch?v=y3rcBV5scsg

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Heat. Heat. Heat. Hey, Heat. Hey, hey, hey. Heat. Heat. Hey, hey, hey. Heat. Hey, heat. Hey, heat.

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Heat. Heat. Hey, hey, hey. Hey, hey, hey. Heat. Heat. Heat. Heat. Hey. Hey, hey, hey.

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Good afternoon everyone. Good afternoon. It is Tuesday, April 28th, 2026, 4:04 p.m. Thank you for uh some grace as we start a few minutes uh late, but thank you board colleagues for joining a little earlier than normal uh for our

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board meeting. Good to see you all, Dr. Stubblefield and to all of our staff that are present. Good afternoon. Welcome. Good to see you all. Um we'll call our meeting to order today. And as we do at every board meeting, I'll read our board norms and protocols. We agree to respect differences of opinions in

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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

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business of the district. To read these norms at the beginning of each board meeting and at board workshops as a reminder of how to conduct our meetings. and to continually selfch checkck to determine if we are following our norms when conducting district business. Again, thank you so much for being

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flexible board to start a little early today. Um, with that, 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.

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>> Robert Milin Jr. present. >> Pamela Pen Hicks. >> Pamela Pen Hicks, present. >> Joyce Strickland Eaggan. Joyce Strickland Eaggan. Yes. >> And Dr. W. Dr. >> W. President. >> Thank you, board. Thank you, Miss Downing. Um, board, just before we

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approve the agenda, I just want to make a note. Miss Downing, is it letter E that's that's new that we just added or do we still need to add it onto the agenda? >> Um, >> we're going to I'm asking to amend the agenda, I believe, to add an executive session. We'll try to cover it uh before

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the five:00 time. Otherwise, we'll push it to the back of the meeting. But I'm asking if there's a motion to amend the agenda to add an executive session for attorney client. It's been moved. Is there a second? >> Second. >> Moved and seconded. Any questions or discussion?

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Miss Downing. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez. >> Randy Lopez. Yes. >> Robert Milin Jr. >> Robert Milin Jr. Yes. >> Pamela Pin Hicks. >> Pamela Pin Hicks. Yes. >> Joyce Strickland Eaggan. Lance Ricklin

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Eaggan. Yes. And >> Dr. W. >> Dr. W. Yes. >> Thank you, board. Um, now is there a motion to approve the amended agenda? >> So move. >> Second. >> Moved and seconded. Any questions or discussion? >> Hearing none. Miss Downing.

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>> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez. >> Randy Lopez. Yes. >> Robert Milin Jr. >> Robert Milin Jr. Yes. >> Emily Penhicks. >> Emily Penhicks. Yes. Joyce Strickland Eaggan. >> Joyce Strickland Eaggan. Yes.

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>> And Dr. W. >> Dr. Win. Yes. >> Thank you, board. All right. Uh, first on our agenda, board would entertain a motion to recess to executive session for the attorney uh client uh privilege um to um include Dr. Stubblefield and

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Mr. Gohane for >> Dr. Jones. >> And Dr. Jones, thank you. For 10 minutes going in at 4:09 p.m. >> So moved. Second. >> Moved and seconded. Any questions? Miss Downing.

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>> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez. >> Randy. Yes. >> Robert Milin Jr. >> Robert Milin Jr. Yes. >> Emila Pin Hicks. >> Emily Pin Hicks. Yes. >> Joyce Strickland Eaggan. >> Joyce Strickland Eaggan. Yes. Dr. Win.

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>> Dr. Win. Yes. >> Thank you, board. Hey, hey, hey. Hey, hey, hey. Hey, come on. Hey, heat. Hey.

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Hey, hey, hey. Come on. Come on. Come on. Come on. Heat. Heat. Come on. Come on. Heat. Heat.

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Come on. Come on. Hey, hey, hey. Come on. Heat. Hey, hey, hey. Hey, hey, hey. Heat. Heat.

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Yeah. Come on. Heat. Heat. Hey, I'm Heat. Heat. Come on. Come on. I'm back. Come on.

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Heat. Hey, hey, hey. Heat. Heat. Come on. Come on. Heat. Hey, heat. Hey, heat. Heat. Heat. Come on. Come on.

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Heat. Heat. Yeah. Come on. Heat. Heat. Come on. Come on. me >> done. >> Yes, sir. >> Okay. Uh motion to return to open session, please. >> Second.

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>> Moved by Miss Clark, seconded by Mr. Milin. Uh Miss Downing. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez. >> Randy Lopez. Yes. >> Robert Milin Jr.

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>> Jr. Yes. >> Hamela Pin Hicks. >> Hame Pin Hicks. Yes. >> Joyce Strickland Eaggan. >> Joyce Strickland. Yes. >> And Dr. Wyn. >> Dr. Win. Yes. >> Thank you. Uh motion to recess to executive session to discuss matters of

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non-elected personnel in order to protect privacy interests of parties involved under coma to include Dr. Lori um for 20 minutes going in at 4:33. >> Moved by Miss Clark, seconded by Mr. Milin. Any questions? Miss Downing.

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>> Wanda Brownley Page. >> Brownley Page. Yes. >> Yolanda Clark. >> Manda Clark. Yes. >> Randy Lopez. >> Randy. Yes. >> Robert Milin Jr. >> Milin Jr. Yes. >> Pamela Pin Hicks. >> Hamela Pen Hicks. Yes.

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>> Joyce Strickland. Eagle Strickland Eaggan. Yes, >> Dr. Win. Yes. >> Thank you. Come on. Heat. No, no, no. Today, Come on.

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Come on. Come on. Come on. No, no, no. Hey, hey, hey. Heat. Heat. Heat. Heat. Heat. Heat. Come on.

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Come on. Heat. Heat. Heat. Hey. Hey. Hey. Come on. Come on. Come on. Hey. Hey. Heat. Heat. Mat. Hey.

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Come on. Come on. See you in the bank. Heat. Heat. Come on. Come on. Heat. Heat. Heat. Heat. See? Come on. Come on.

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Heat. Heat. Heat. Hey, Heat. Heat. Heat. N. Heat. Heat. Heat. Heat. Heat. Heat. Motion to return to open session, please. >> So move. >> Second. >> Moved and seconded. Questions? Miss

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Downing. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez. >> Randy Lopez. Yes. >> Robert Milin Jr. >> Robert Milin Jr. Yes. >> Pamela Pin Hicks. >> Hamela Pin Hicks. Yes. >> Joyce Strickland Eaggan. Joyce Lyn

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Strickland Eaggan. Yes. And Dr. Win. >> Dr. Win. Yes. >> Thank you. Um so we're back in open session. Good afternoon everybody. Um great to see you all staff and all of our visitors present. Thank you for joining us. Great to see you all. Just a quick um um housekeeping note. If you do

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need an interpreter today, we do have interpreters available. So please let one of our staff members know and we'll make sure to have an interpreter for you. ODS. So, if you do need an interpreter, please flag down one of our staff members and we'll have an interpreter for you. Um, board, we're going to

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continue with our agenda. Um, and just a quick note, we do have a few exec sessions that we did not get through on the front end. So, we're going to push those down so that we can start with um all of our guests that are present and not keep you waiting. Um so we'll push those executive sessions down after

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recognitions and awards and um community comment. Then we will go back to executive session to cover those um those portions. Just in case you're following along on the agenda. So next on our agenda board, we have our recognitions and award. It's one of our

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favorite times of the month when we get to celebrate our students and staff. Um Dr. Jones and Mr. Leggler. I see them approaching the podium. Great to see you all. Good afternoon and uh help get us started so we can celebrate our staff.

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Good evening, President Lopez, Vice President Brownley Page, and to all of the board of education members, and to Dr. Stubblefield. I'm so happy that I get a chance to present to you uh our employees of the month for the month of

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April. We first want to start with our employee of the month who is a math teacher for certified at Eisenhower Middle School. Tell me if I'm pronouncing it cor correctly. Is it thu or two?

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>> Through. She is our employee of the month for certified. Nominated by Haley Ward. Miss U consistently goes above and beyond for her students. She stays after school several days each week to provide

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tutoring, ensuring her students fully understand the material and are set up for success. She also takes time to build strong positive relationships with each student, making a meaningful impact in the classroom. In addition, she is a

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dedicated team player, always willing to step in, whether covering a class or supporting her grade level team. Even in just her second year, Miss U has made a lasting impact on the Eisenhower Middle School community and has become an

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integral part of its culture. Once again, I present to you the April Certified Teacher of the Month, Miss Thu O. for our classified member of the employee of the month would like to

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recognize Mgalli Guzman and Denise Ross from transportation. Nominated by DeAndre Tuggle. On March 12th, an employee experienced a medical emergency in our parking lot. Maggali Guzman and Denise Ross responded

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immediately, assisting the employee and notifying transportation leadership. Concerned for his safety, they ensured he got home rather than driving himself. When his condition worsened upon arrival, their quick decision to call

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911 helped save his life. >> Yes. >> Amen. Each day, our bus drivers are entrusted with the safety of our most valuable resource, our students. On this day, Maggalli and Denise went above and

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beyond by extending that same care to a colleague. I would like to recognize you. We would like to recognize you and say thank you to our classified employees of the month, Mgalli Guzman and Denise Ross. I will now have Dr. Sarah Lucero who

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will present to us the students of the month. >> Thank you. Good evening, President Lopez, Vice President Brownley Page, school board members, and Dr. Stubblefield. I'm excited. Today is the best day of the month. Student of the month celebrating the best and most

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amazing, brightest students in our district. For early childhood, we have Alani Wright. Please welcome her up. >> Thank you. >> Alani Wright is a student at Bethl Early

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Childhood. She was nominated by her teacher, Miss Katie Miller Lopez, for her service and citizenship. She is, it's hard to even just put her in one of the categories that we have for students because she stands out in all aspects in everything she does. She goes above and

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beyond to help others and support others who need help. And I mean, look at that smile. That most welcoming smile to help and support others. So, she has mastered her kindergarten readiness. readiness and is more than prepared for her next

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step. Her future teachers will be incredibly lucky to have her in the classroom. Please give a big round of applause for Alani. Wright >> for elementary. We have Delmare Castro Flores. Delmare is a fourth grade student at

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John Fisk Elementary and he was na nominated by his teacher Mrs. Sup who is here for attendance recognition. He's only missed one day of school. One day we're almost in May. When I asked him what motivates him to

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come to school, he said being with friends and having fun. And he also appreciates what his teacher does to help him make school fun and gives him things that actually helps him learn, including things to focus. So, he is a natural leader, constantly going out of

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his way to help others. He willingly supports our multilingual students by translating and helping them understand directions. He's ready to assist classmates and his and problem solving and math. However, he said his favorite subject is science. So, and the other

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thing is he is an active member of our chess club. So, when you're out at John Fisk, you can play him in chess. He's ready for a game. So, he has when he came into kindergarten, he only spoke Spanish. But now, he's a confident multilingual demonstrating growth,

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perseverance, and dedication. He is a true joy to see growing each day in his positive spirit for learning. Let's give it up for Delmare. All right, for our middle school student, Caleb Veo in seventh grade at

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Gloria Willis. Now, Caleb's a seventh grader who was nominated by his teacher Mark Murray for outstanding academic achievement. I'm excited to announce that he is 25th out of 235 7th grader students and maintains

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a GPA of 3.7. His constant studies to high quality work is evident in how he the time he takes to produce his assignments with care and accuracy. His favorite subject is math. He demonstrates responsibility

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throughout excellence with great attendance. He has much enthusiasm, a genuine love for learning, and setting a strong example for his peers. and he is just one of those outstanding students that's reliable, positive, and embodies

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what a student of the month should have all around. Not just in academics, but in great citizenship and attendance. He's here celebrating with his mom. Let's give it up for Kayla. All right, for our senior we have Yasmi

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Leva de Santiago Yasmi is walking up bittersweet. She cannot believe graduation is just a couple more weeks. So as our senior at we dot high school, I was busy just even listening to everything she does. She is

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a leader. She's involved in so many things. She is involved with managing our basketball teams, our volleyball team. She helps with link crew. She's helped with the food uh truck festival, the alumni gala, the prep club. She's helped with the senior board to leading

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fundraiser efforts for the students. She's helped with a strong commitment to service and community involvement. She has helped with so many things in our uh it's amazing. But one of the things she goes to KCKCC

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and has earned dual credit courses in the composition, human anatomy, public speaking, and college algebra classes. That is impressive. And I asked her, that was a lot, a lot to say. I asked her, "What motivates you?" It's because she wanted her school

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to be a fun place. She wanted to be respectful. She wanted to be responsible. And the thing I said, "You're helping others. What's helped you the most in school?" She said, "Getting to having her teachers and her principal like Mr. Raz, getting to know

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her, being there for her, and cheering her on." Let's give it up for Yasmi. >> And that concludes our student of the month. Thank you, Dr. Jones and Dr. Lucero. Um just a reminder before we go to item F. Um we will take a brief

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recess afterwards to take photos with our employees of the month, our students of the month, family and staff that are here um to support them. So don't go away. We'll be taking a a quick recess for photos with everyone. Um next, I would invite Mr. Mr. Don D. Rosa, who's

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the president of the local KCK uh NEA um here in Kin City, Kansas public schools with a special presentation. Good evening, Mr. D. Rosa. >> Good evening, uh Board President Lopez, Vice President Brown Lee, Dr. Stubblefield, and the rest of the board. It is my great honor tonight, and let me

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take a moment to change out screens here real fast. I got to do a language. >> The first teacher lesson you learn is make sure your presentation's ready when you get up here. Just imagine

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see it. So want to take a moment to talk about the just imagine justice competition that we have through K&A and as you can see up here uh creativity is a powerful tool for social change and K&A has been working

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to amplify our student voices and it's an opportunity for our students to respond to the question what is racial and social justice look like, sound like, or feel like to me, and they can express it in whatever form they would like. Now, I would like to introduce a couple people that are standing up here

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with me. We've been lucky enough to have vice ka vice president Kimberly Howard come down to join us today. >> Welcome. >> And one of the lead people behind the the Just imagine Justice who's worked

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very hard for this, Miss Anne Bush. All right. So, I just wanted to let you know that we had more than 200 high school students across Kansas submit artwork this year. We had eight winners selected. Uh each student who's selected is either a first place winner or a

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runner up. We had four who received a $500 scholarship cash and four runners up who received $250. from >> uh winners were announced April 10th, 2026 at an awards banquet in Witchah where they received their scholarship, a medal, and a certificate.

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>> Very nice. >> So, uh just wanted to go over really quick some of our winners. We had Sabrina Munry from Garden City High School, Elum Hail from Garden City High School. First place spoken word um and

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video. Jada Brown from Elder High School. Becca Ibero from Tha South High School. We had some runners up. Uh Joseph Perez from Garden City High School for spoken word. Ruth Rojos from Garden City High School for spoken word. Naomi Hess from Northwest High School

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for visual arts. And then we had Mohamad Ahmed who is the runner up spoken word visual arts for everyone is human. >> We'd like to bring uh his sponsor Miss Carla and Muhammad up here to the

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microphone for a moment. I would I would also like to brag that KCK has had multiple winners of this competition through the years since it started and we'd like to continue that tradition. Uh Carla, would you like to speak about Muhammad?

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>> So, I've had the pleasure of being Muhammad's teacher for four years. Um, I am his AVID teacher and I have just seen him grow into such a wonderful young man and to see him winning this and winning

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multiple scholarships has um been the highlight of my year. So, >> good job. Oh, there. >> Hello everybody. My name is Muhammad and I would just like to talk a little bit about of what I did. So while I was creating my drawing, I kept thinking about my friends, all of us with

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different skin tones, hair textures, and backgrounds, but still connected. That inspired me to divide the face into different segments and bring them together as one whole. At the same time, I was thinking about everything going on in the world right now, the discrimination people face, the way some

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groups are treated unfairly, and how often people forget that we're un that we're all human. My message, everyone is human, comes from that mix of personal feelings and global issues. It's my way of showing that justice starts with recognizing each person's humanity,

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whether it's with the people closest to me or people everywhere. Thank you. >> And Muhammad, if you and Miss Carlo would like to come to the center of the room because we have a short presentation that they would like to present from KA. Vice President Howard

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will be presenting uh what they're receiving is a smaller version of his artwork made. >> Oh yeah. >> So for each of them >> and um I just heard today from them that uh he just won another scholarship just

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today. All right. >> So, >> so thank you board for giving us the opportunity to recognize Muhammad and the work he's done. >> All right. >> U Mr. D. Rosa, a couple of people have mentioned that they would like um a copy

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and um I can share Miss Bush will send a link where you can order it and if you purchase it, >> all of the money goes towards the scholarships for the students that they're supporting. So, we'll get that out to anybody who would like to purchase a piece of this art.

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>> We also have uh t-shirts >> and they also have the t-shirt. So, we'll share the link. So, a couple of people asked about that. Thank you. >> Thank you. Congratulations. Thank you, Dom. Um, with that board um and guests, if you will give us a few moments while we take a brief recess to

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celebrate our employees and our scholars of the month with some photos. Thank you. Heat. Heat. Hey, hey, hey. Ah, Heat. Heat.

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Heat. Heat. Heat. Heat. Heat. Heat. Hey, hey, hey. Heat. Heat. Down. Thank you. Hey, hey, hey.

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Heat. Heat. Hey, hey, hey. Heat. Heat. Heat. Heat. Heat. Hey, heat. Hey, heat. Heat. Heat.

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Come on. Heat. Heat. Heat. Hey, hey, hey. Heat. Heat. Heat. Heat. Heat. Hey. Hey. Hey. Heat. Heat. Heat. Heat.

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All right, thank you everybody. And again, congratulations to all of our scholars of the month, to the employees of the month, to all of your families, and to all the staff at the buildings. Um, congratulations. We're so very proud of you and thank you um for all that you continue to do for KCKPS. There's lots

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of amazing things happening in Kansas City, Kansas. So, it's great to be able to celebrate that at least once a month and center our students at uh uh in all that we do at board meetings. So, we'll continue with our agenda. Next up is item five, board. We have our community comment. Just a reminder, everyone is

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welcome to give comment. Please sign up with the board clerk uh no later than the Monday before the board meeting at noon um to be signed up for um the meeting. Make sure you check in. Once you arrive um when your name is called, please come forward. Make sure you speak into the mic. You can move the mic

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around if you need to, just so we can all hear you and those that are online can hear you. You'll have three minutes to speak. Please state your name. Um, and then your time will start. I will let you know when you have about 45 seconds to 30 seconds left on your time. Um, and uh, then I will let you know

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when you are at time and uh, we'll ask you to wrap up your last statement and then we'll u move forward. someone from our leadership team will follow up if there's any follow-up items for you um that we need to follow up and then the board will be we will share with the board any outcomes of follow-up items.

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So um again we would ask the um speakers to um we would remind speakers that this is a one-way communication. So your um communication will be directed to the board. Um there will be no back and forth. We will not respond to your comments today. Uh but a member of our leadership team will follow up. And then

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we would also uh remind folks that um all comments should be um directed to the board um and should not be um there should not be any personal um comments towards anybody and spec specifically or students specifically um and to be

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respectful um as you speak. So first on our agenda would invite Miss CC Harlland to the podium. Hello. >> My name is CC Harland. How are y'all today? >> If you could speak into the mic, Miss

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Harland. >> I said hello. I'm CC Harland. How are y'all today? >> Great. Thank you. >> Hello. All right. >> Um, so I'm here today um to speak in support of our special education director um and to ask the board to look closely at what truly is needed to um

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strengthen the special education across the district. Special education compliance, parents concerns and student support cannot rest only on one person. Students are served every day inside school buildings. That means that building leaders and administrators and

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uh who supervise building leaders must also be held accountable for ensuring IEPs are implemented. Parents concerns are addressed and students receive the service that they're entitled to. From what I've witnessed and many other families and the community members have

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shared with me, um Dr. Lori has often um been the person trying to respond to parents concerns, hold systems accountable and make sure that students with disabilities are not forgotten. And um it seems unfair to place the blame for a larger system issues on the lead

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on one leader, especially when many of those responsibilities require action and follow through at a school level. um from um from what many family and community members have shared, Dr. Lori was

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Dr. Lori was also the person often responding to or trying to respond to parent concerns, holding systems accountable, and making students with disabilities not be forgotten. If the goal was truly to improve special education, then the focus should be on strengthening accountability across the

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entire system, including school buildings um district leadership and those responsible for supervising principles. Our students and families deserves deserve a system where everyone shares the responsibility. I respectfully ask the board to consider

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Dr. Lari's um leadership, her commitment to students and families um and the broader accountability um needed to truly support special education. Thank >> Thank you. Next would invite Avery Jackson to the

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podium. testing. You guys can hear me. Okay. Good evening. My name is Avery Jackson and I'm here to remind you about the largest but most underrepresented group of staff. Classified staff members vary from tech support to paras to bus aids

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and so much more. And with negotiations coming up, it is important that you keep us in mind because currently we have no voice at this table and no say in our wages or our compensation. And each year we are asked to take on more responsibility to make up for certified

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staffing shortages. Now, we understand the need to find and hire more certified staff, probably better than anyone else. But where are our signon bonuses? Where's our longevity bonuses or our increased pay steps? And with a lot of

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us making less than 25,000 a year, that could be extremely helpful. I often hear from the district and its board members that they are serving the community and that they have a responsibility to more than just the students, but also their families. And

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with near 83% of us classified staff living in the district we work in, we are your students and family. We are the community and I'm sad to say this district is failing to serve us. Though I should not be the one who is sorry. It is your staff who is working

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two and three jobs just to survive. It is your staff who is able to get housing and food assistance. Working in education used to be a good respectable job in our community and now it is often seen as a poor financial decision.

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Sorry. As one of the largest employers of people in our city, you have an opportunity to lift up families, families like mine, to provide for your students by providing a living wage to their parents, and to stop generational long cycles that have plagued this

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community. I have so many stories about how we are treated, looked down on, and overworked. But I don't have enough time for that here. But I will always be willing to have that conversation with any of you at any time about what is actually happening in the majority of

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our buildings, not just schools. We don't come back to work because we think this is just the best district to work for. We don't come back because we think it's the greatest pay we could get. And we don't come back because every day is sunshine and rainbows. No, we do it for the children. This district

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may be failing us, but one thing we would never do is fail our students. And that is why we come back each and every day for our students. Next, I would invite up Jill Callaway. Jill Callaway.

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Good evening. >> Good evening. >> Evening. >> My name is Jill Callaway and I am an employee at Wellbourne Elementary School. Over the past several years, our behavior team has made measurable meaningful meaningful progress in

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student behavior and attendance and the progress is directly tied to the strength of our behavior health team. In 2018 to 2019, Wellbourne Elementary School recorded

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179 behavior incidents. Postcoavid return in 2022 to 2023 that number has risen to 251 showing a growth growing need for

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support. We set a goal to reduce incidents by 25%. What follow exceeded expectations in 2023 to 2024. incidents dropped to 134,

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a nearly 50% reduction in 2024 reduction. In 2024 to 2025, that number fell even further to just 38 incidents. This process didn't happen overnight. It

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took years of building systems, trust, and true collaboration. As a team, we have strengthened our use of restorative practices, BIS, wholeb brain teaching, increase proactive planning, and worked

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intentionally together to support students beha before behaviors escalate. Now, with a fully functioning, hard-working team, we are seeing the results of that work. These outcomes are not accidental. They are the direct

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result of coordinated aligned team consistency. Supporting students and supporting staff. Reducing behavioral health staffing now would not be a ne neutral decision. It would undo the what work is

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do is done. It would increase the burden on teachers, reduce critical support for students and reverse the progress we've worked years to achieve. >> 40 seconds. If we are serious about student success, we cannot afford to

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dismantle the very system that is producing these results. Thank you for allowing me to speak this evening. Thank you. >> Thank you. Thank you. Next would invite up Tamara Barnes.

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Okay, greeting board and Dr. Stubblefield. My name is Tamara Bores. I come to you today as an active parent, community advisory board member. The family engagement through USD 500 is not the best and it's suffer and who suffers

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for that is our students and the staff. students being not being able to function properly because life is not great at home. Teachers unaware, so it causes automatic disruption for everyone's learning. So picture this when you were a student at whatever

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grade level, who was there for you? Who helped your family be aware of resources, grades, schedules, conferences, etc. Who made you feel welcomed? Whoever came to your mind at that time was part of your community.

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Whether it was a teacher, a counselor, a principal, custodian, neighborhood candy lady, cross guard, whoever. A lot of our students don't get that. When people look at our students, they see poverty, racism, and trauma. And those are the

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main focuses of our community. Our children do not deserve that. I have a podcast that has youth Monday and students have that I have interviewed truly feel that teachers don't care and they are just there for a check. There are students that feel that the school

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board should be in the schools more if they are the ones that are administering rules and regulations. The counseling system in the schools that I'm aware of are not very active and connected with the students. The majority of our children are not at grade level

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proficiency in math, ELA, or science. Is that that alarming to you? We need a mindset shift because it takes a village. A community, business, or school is the only is only as strong and pleasant as their leadership. Integrity

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plays a part in everyone's role in this situation. The main question here is who is connecting with our families? There is a program within every school called faces who are liaons to educate um educate the staff for the connectedness

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for family community and resources. For example, there is a champion in Louisa Rquinnes, I always pronounce her name wrong, is a faith specialist for Emerson Elementary. She has increased their family engagement every year she has been there. When you look at the school

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state test scores, it is reflected. Emerson is one of the few schools that has a level four percentage in math and ELA with a high percentage in level three for 2025. This is just one example of face excellence. How can we make sure

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them they are funded to increase their productivity? Our students are screaming they need help. But it takes a village and it takes leadership to realize it takes a village. My ask is to increase the funding and training for faces so

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every school gets someone like Louisa to support the children and families in their success. Thank you. >> Thank you, Miss Barnes. Next, we'll next we'll invite Miss uh Briana Connor. Can you hear me? >> Yes.

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>> Good evening everyone. My name is Brie Connor and I'm an occupational therapist in the district. I come here to offer a reminder and encouragement to the stakeholders in the district about including all special education students needs in the decisions for the new elementary school build. Last year, I

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presented a community comment about building accessible and inclusive schools for our students with disabilities. Today, I would like to encourage that these students be given equal priority to having access to this new space. There have been uncertainties shared on whether our specialized

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program students currently in the in within the sales program would be able to go to the new building. Whatever the reason, I urge all stakeholders to remember that these students are part of the student body at their building. They are part of the school community in the same way as their general education

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peers. They should not be set aside and excluded from this opportunity to be in a building that could allow them to thrive with their general education peers simply because they are an additional consideration for a building. Students in these programs historically have been tossed around in the district

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to buildings not designed to meet their needs. Our district currently does not have an elementary building equipped with the necessary features to accommodate the unique physical, sensory, and behavioral needs for students with complex disabilities. To offer some perspective on the necessity

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of creating inclusive spaces, here are some disability statistics. In the US, one in six children have been diagnosed with a developmental disability. Within that are diagnoses such as autism, ADHD, intellectual disability, cerebral palsy,

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and speech or language impairment, which are common diagnoses of students in our specialized programs. They also are diagnoses for some of our general education students who receive special education services. For autism specifically, one in 31 children by age

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8 were diagnosed with autism spectrum disorder. These statistics show the prevalence of students around us having additional needs that becomes our duty to accommodate and support. The onus is on us as a district to make it a priority to ensure that all students

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currently enrolled in attending the buildings are invited and included in the space promised to them. This priority will demonstrate to families and community stakeholders the intentional mission to build a better KCK. I close out with a final remark of a quote that hopefully will resonate

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with you all. The true measure of any society can be found in how it treats its most vulnerable members. Let's not waste this opportunity to build a space for all students to belong. Thank you for your time. >> Thank you.

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>> Next would invite Cali Baker. >> Yes, you got some Good evening, board. >> Good evening. >> All right, let me get my details up before you get a whole soap box that I wasn't trying to talk about. All right, good evening, Dr. Stubblefield, board president Lopez, all board members. Um,

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actually, in the spirit of what we're here to do tonight, I'm going to thank some more people. Um, I want to thank the board clerk, um, our district admin, IT that's here, our officers, um, everyone who really makes this meeting happen twice a month. I'm gonna even thank Doc Mr. Goheen. Thanks, Mr.

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Goheen. Good to see you, man. My name is Cali Baker. I teach early childhood special education and deaf and heart of hearing at KCKC and I'm one of the proud lead member organizers with NEAK.

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And tonight, your union is here wearing black as a part of our Mayday spirit week, a week of actions leading up to Mayday on Friday or international workers day. Our purpose tonight is to celebrate our profession and unite for

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the schools our students deserve. Tonight, our theme is respect. Respect from our state and local lawmakers, respect in the form of dignified pay for all workers and respect for public schools, which ultimately equates to

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respect for our students and their right to a great public education. Um, other actions that we've done this week or are doing this week include pajama day because we are so tired of these underfunded public schools that we had to wear our pajamas. Uh, one job

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Wednesday because we believe that one job should be enough for our classified workers in this district. An all membership open house. Um, details can be found on our social media. That's on Thursday. and Red for Ed Friday in the education union

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tradition of wearing red to stand up for ourselves and ultimately for our students. And you know, this week of action might seem a little small or a little silly, but the goals of the union organizers

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are big and serious. This is about fully funded public schools and special education. This is about counselors and social workers and behavioral mental health services for our students in our schools. This is about a living wage for

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classified workers who run this district. And this is about the justice that our student artists are striving for in a better world. >> 30 seconds. >> It's about a better world. Um and we invite everybody here to demand that

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with us. And we also invite you to come and visit us at the Strawberry Hill Art Walk on May 15th. I got flyers for you. You gonna have to take one pass to your friend. >> Thank you so much. >> Thank you, Mr. Baker. >> Next would invite uh Mr. Matt Willard to

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the podium. Good evening, board, and thank you for the opportunity to uh talk about the summoner debate and speech program. Um, I've got a daughter who started participating in ninth grade. Um,

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I just want to say that it is an amazing program. Um, and it really does allow kids to develop some skills that are going to follow them through life. Uh,

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the ability to public speak, the ability to tell a story, I think is one of the most powerful things that we can give kids. I think that will serve them well um, going forward. By way of example to

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that I counted um something that we worry about is kind of the lack of public engagement a lot of the times we've got 13 students from Sar here this evening to support the program support the coach and that includes six

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or seven um high school students who are going to get up here and speak. Um I don't know about anybody else that would have been quite a trick for me when I was that age. So summary uh it is a very

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important program. Um does a lot of good and in the interest of brevity I know that there was an accommodation made to let all the students speak past the 20 minutes. So I will yield the rest of my time. Thank you.

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>> Thank you. Next, and I apologize if I mispronounced your name, um would invite Ona O'Neal to the podium. >> Good evening. Good evening. >> My name is Uno O'Neal, a Sumar Academy student here to discuss the budget cuts

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and potential lack of a full-time coaching position for our speech and debate team. Speech and debate has been an important part of my life since the sixth grade. Back then, I was always a nervous wreck with constant anxiety, fear of chiming in on conversations, and

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being absolutely terrified of public speaking. But despite all of that, I joined the debate team. Joining was probably the first time I look forward to going to school. Having activity to be able to express myself and learn about all the things going on in the

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world has been one of the best experiences in school. The fact that so many people have showed up to showed up today to give support for it proves I'm not the only one who feels this way. My point is that the speech and debate team plays a vital role in students self- betterment. Making these changes will

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only put the team at risk of collapse as a whole, risking a safe space for countless students. I'm a full I'm fully aware that the intent of these changes are not to exterminate the Sumar speech and debate team. But we cannot deny the fact that these cuts and lacking of coaching attention will likely lead to

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watered down version of the talented, extraordinary Sumar team that we know today. The significant decrease of attention from coach Johnson by moving him between buildings for the majority of time will not only jeopardize our time for practice, but also send a message that our speech and debate team

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simply isn't important, just some afterthought. This sort of impression makes people not want to join, maybe even consider leaving it. This sort of collapse of the team ruins the speech experience for everyone, damaging the space that benefits so many people.

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People like me who have grown so much from debate are living proof of just how important this program is. Thank you for listening. I hope you have taken my comments into consideration. >> Thank you. Next, I'll Thank you. Next, I'll invite

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Juan on Even uh good evening. I am Juan Tiveros, a senior at Sumar Academy. Here to talk about the benefits of the speech and debate team and how recent changes could affect our ability to perform as a team. Speech and debate as activity has been a significant driving force in shaping

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myself as a not just as a person, but in my ability to speak and speak out for myself. If you were to ask me when I was in eighth grade, seventh grade, even ninth grade, if I to go up in front of the entirety of the school board and in front of a bunch of my peers and a bunch of other adults and representatives of

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different schools to speak out for myself and speak what I believe in, I frankly cannot in good faith say that I'd be able to do that. Allowing for the speech in the Bay community, sorry. Um, sorry. Um

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um speech and debate has given me the opportunity to gain the confidence and the ability to do something I could only dream of doing before. This is uniquely is due to my time in speech and debate. I have spent five years speech and debate. I started back in 8th grade. I joined in on a whim and I can quite frankly say is one of my all-time favorite decisions and one of the best

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things I made in my entirety in the entire time I spent at Sumar Academy of Arts and Science. I do not believe any other program within my school could have taken me to where I am today. This experience is not so unique to me. However, speech and debate as a whole is that so many people come out of come out of the shows and accomplish extraordinary things because of speech

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and debate. This all would not have been possible without the existence of debate as a course with a full-time teacher and coach position. In fact, um recently, a few weeks ago, I was able to compete at Harvard University in the Spanish speaking debate. This would not have been possible without coach Johnson being able to being able to have

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director's full attention, being able to spend his full time at Sumar Academy. Just frankly, just would not have been possible without that. I do not believe I can stress the I do not believe I can fully stress the importance of having a full-time teacher in this position to be able to coach and be able to teach uh speech and debate. Thank you.

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>> Thank you. >> Thank you. Next would invite up Silus Brown. All right. Um, hello, uh, members of the board and our community. My name is once again, Silus Brown. I apologize for my voice. I have a little bit of a cold right now. Um, and I'm a senior at Sumar

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Academy. Like those that have spoken before me, I'm here to talk about the future of Sumar Academy speech and the effects the budget cuts will have on our team. I specifically want to look at our middle school debate team. By only offering our coach a part-time position, there might not be enough time allocated

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to allow our team to reach its highest potential. With this happening, things like our middle school debate team will be the first thing to fall through the cracks. This is not something that we can allow to happen. As a student who has had the fortune of doing speech and debates since 8th grade, I can confidently say that having this middle

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school team is extremely important to helping students find their place at summer. It has also allowed me for the past four years to assist in coaching our team. Doing this has given me a passion for education and motivated me to pursue education in the future. And

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I'm not the only one. I currently know of two past coaches that are getting a degree in education right now and several going into other leadership oriented positions. So I'm here asking you to understand the repercussions that will be faced with these budget cuts. Having the confidence to speak in front

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of classrooms, audiences, and even individuals was something gifted to me by the team. I'm not going to be here next year, so I am not here for me, but because I understand the importance of passing this gift down. Thank you for your time, and I hope everyone can understand the true impacts this team

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has had on hundreds of students over the past several years. >> Thank you. Thank you. Next, I'll invite up Shireen Sadi. And I apologize if I mispronounced your name. >> All right. Hi everybody. Just to

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reiterate, my name is Shireen Sadiji and I'm a senior at Sumar Academy. And today I'm going to be talking about how speech and debate impacts Sumner students in the long run. So again, I'm a senior at Sumar Academy and I've been here since 8th grade. I've also been a part of the speech and debate team since my freshman

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year of high school. And today as a senior, not only am I the captain of our speech and debate team, but I'm also the validictorian of Summer Academy. All right. I've um I've also recently just committed to my dream school on a near full ride scholarship. And when I was applying to

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college, speech and debate was the number one activity on my common app application. But beyond the obvious benefits of speech and debate, like fostering a love for public speaking, networking, political activism, and building a competitive mindset, the connections I've made on the speech and debate team have laid the foundation

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that got me where I am today. So to tell you a story, when I was a freshman on our speech and debate team, I had three senior captains, Andrew, Edwin, and Carolina. And on dur when they were also applying to their colleges, much like me, they also ranked speech and debate

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as their number one activity. Today, Edwin and Andrew are both studying at Stanford University in Carolina. Actually has a privilege to continue to come back to KCK and assistant coach on our speech and debate team. She was also on a full ride to K State. Um, but the

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point of this story is not to brag about myself or many successful alumni. It is to show you that I am not the exception. I am the rule. And I am dedicated to highlighting how beneficial speech and debate is to breeding success within its students. This forensic season alone, our team has earned 28 state

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qualifications, 11 national qualifications, and over 80 medals seasonwide. We have also regularly won sweepstake awards, hosted several fundraisers and home tournaments, and consistently placed exceptionally well at both the state and national level. Just a couple weeks ago, like Juan said,

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our speech and debate team placed within the top 16 debate teams at NATO nationals at Harvard University. And we cannot continue breeding success if we do not have a full-time speech and debate teacher. A large portion of our team is comprised of eighth graders and freshmen we've recruited through through

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our speech, debate, and theater classes. So having a full-time teacher should be a priority. While I understand that our concerns are ultimately a matter of federal funding and that much of this is out of the district's hands, I truly believe that our team has consistently brought forth success stories and we

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cannot continue to do this lest we have a full-time coach. So to reiterate, when I was a freshman, my senior captains inspired me to chase greatness. Today, as the current captain of the team, I want to be able to pass the torch on to younger grades so they can continue to create success stories. And this is not

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possible without the backing of a full-time coach. Thank you. Thank you. >> Thank you. Next would invite Alistair Reynolds to the podium. Uh, good afternoon board members. Once again, my name is Alistister Reynolds

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and I'm a junior at Summer Academy. Um, I've been a member of the speech and debate team since my freshman year and I plan to continue going to tournaments next year as well. I love having the privilege of going to a school that specializes in the arts since that's one of my um, main interests and it allows myself and others to express themselves

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freely. But because of this year's decision to cut the speech and debate coach down to a part-time uh position due to budget cuts, it limits the amount of planning and coaching that they can do to help us and also the recruitment that we get from um lower classmen like freshman or eighth grade people like

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other of my teammates have mentioned. Um uh this also sets the president for how other performing arts programs are handled due to the budget cuts like orchestra or band. This also sets the pres or whoa um to just the general public. The arts don't seem as important

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as math or reading, but the forensics team is something very important to Sumar and also something that we have a lot of success in. Having these programs is what makes Sumar special and what gives people the confidence to speak to others and speak in front of the board as I am doing now. Um and what makes

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people participating in them feel seen and important. So thank you. Thank you for your time. >> Thank you. Thank you. Next, I'll invite Jonathan Sosa Santos to the podium. >> Good evening. My name is Jonathan Sosanzos and I am a student at SER

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Academy as well as an active member of summer speech and debate program. I am here because the proposed budget cuts affecting um our coach Johnson are a threat to one of the most successful student programs this district has. Sar's competitive speech and debate team has brought KCKPS statewide recognition,

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national finalists, and championships, something that hardly any other program in the state can say. Our program has earned over a dozen state titles and continues to place among the top teams in Kansas year after year. It's important to understand that this success was built through daily

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instruction, mentorship, recruiting curriculum, tournament preparation, and the nurturing of confidence in students who often wouldn't find their voice anywhere else in school. That is where Johnson's full-time role matters. We understand that he has been offered a

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part-time position, but part-time coach, but a part-time coach cannot continue teaching this the speech, debate, and public speaking classes that actively train future competitors in an effective manner. Those classes are the foundation of our success. It's where we get the most recruitment for the program. It's

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where students learn argumentation, research, and critical thinking, public speaking, and advocacy. Without these courses being taught by someone with Johnson specialization, the district cuts off it cuts off the pipeline that produces the very achievements this board claims to proudly celebrate. As a

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student, I could personally say that this program has taught me how to be in rooms like this one with confidence. If you told me eighth grade that um who who if you told eighth grade me who was the quietest person in the room

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that one day I'd be here speaking in front of you all for what I believe in. I wouldn't even be able to begin to to believe that. But because this program creates articulate young people who embody everything this district ought to want

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to see in its students. I am here today asking you all why choose to weaken the one pro the one one of the few programs that repeatedly proves what district excellence can look like. Why harm a program that gives us a reason to believe when a program is succeeding at the state and national level. The

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response should be to in to invest not to hurt it for the sake of budget efficiency. Please do not allow short-term cuts to create long-term damage. protect this program, protect the classes that sustain it, and protect the opportunities it creates for students like me. Please reconsider this

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budget cut. Thank you. >> Thank you. >> Thank you. Next would invite Zelda Cover to the podium. Hello. >> Uh, evening. >> Hi. >> My name is Zelda Cover and I will be

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going over the budget cuts that are currently going to affect our speech and debate program for next year. The upcoming budget cuts to schools in Kansas are going to affect students a lot more than anyone's going to realize. The budget cuts are going to cut staff

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members um money towards uh resources for students and money for activities that students are actively participating in such as the speech and debate program. The budget cuts are going to cause a lot of issues with fewer uh teachers in

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schools. Specific um electives would be passed passed on to or pushed on to other teachers who were never taught such subjects or might be cut entirely. An example of this would be my school's speech and debate program and classes.

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These classes are very important for students uh growth and education. They allow students to improve their public speaking skills and communication skills to succeed in life. These skills are used daily, but they are are only will

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improve if they are practice. Speech and debate allow students to practice these skills to be able to uh speak as I am doing today. So when they are once they graduate and once they are ready, they'll be able to

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succeed in life. Education is about preparing students for the real world. But the best way to do that is to try and fail with support with a full-time teacher and with qualifications and experience.

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Cutting classes or having teachers teach un uh unfamiliar subjects would decrease the amount of support and the quality of the support that the students would be provided. This also applies to the coaching as the support for students as

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speech and debate would be cut in half as the time the coach would be available will be only um during after school. If these budget cuts go through next year, the best this is a major issue along

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with a lot of different activities that could possibly happen that could possibly be cut such as orchestra or other arts that they would see as they can move to after school and the teachers will only be paid half time.

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>> 30 seconds. The best way to avoid these issues would be for the board to reassess the budget cuts to give the students of Kansas the support that they need. Thank you. >> Thank you. >> Thank you. Next, I would call up

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Karolina Perez Losano to the podium. Good afternoon board and Dr. Stubblefield. My name is Karolina Perez Losano. I am a Sumar Academy alumni and the assistant coach for the speech and debate program at Sumar. As a community, we pride ourselves on preparing students

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not just to succeed academically, but to thrive as thoughtful, confident, and engaged members of society. One of the most powerful tools we have to achieve that goal is our speech and debate program. Yet that very program faces the threat of budget cuts. Cuts that would impact more than just the program, but

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the students. Speech and debate is not just an extracurricular activity. It's an extension of the classroom. Students learn how to think critically, communicate effectively, and engage with different perspectives. These are life skills that prepare them for college,

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careers, and civic engagement. But beyond that, speech and debate is a vital part of our culture and our community. It gives a voice to students who may have never felt like they had one. It allows them to speak on issues that impact their lives every day, both locally and on a national circuit. This

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program doesn't just teach students how to speak. It gives them a reason to. It also creates something just as powerful, community. Speech and debate is a space where students come together to support and advocate for one another. It is a community built on encouragement,

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respect, and understanding. Students don't just compete, they uplift each other, they listen to each other, and they grow together. That sense of belonging is something many students don't find anywhere else. And just as importantly, this program begins in the classroom. Speech and debate courses

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should be offered more often because they meet state communication requirements while doing so much more. The classroom is where students are first introduced to these skills. is where we prepare them for extracurricular success, where we build confidence, and where we do most

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important recruiting. None of that is possible without a full-time teacher dedicated to this program. Without that foundation in the classroom, the entire program begins to disappear. And for me, this program is deeply personal. As someone who is a multipletime state

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qualifier and national finalist, speech and debate shaped who I am today. It helped me find my voice, built my confidence, and gave me a sense of purpose. Because of this program, I want to become an educator, and I want to come back to this very district and give

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back to the same community that gave so much to me. I stand here as proof of the impact this program can have. And I am not the only one. For many students, speech and debate is a place where they feel seen, heard, and valued. The budget

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cuts can impact this program and take away opportunities for growth, for connection, and for success. If we are truly committed for to preparing students for the future, we cannot afford to undervalue programs like this. Speech and debate doesn't just teach

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students how to speak. >> It teaches them that their voice matters. Thank you. >> Thank you. Thank you to everyone that has given comment today. Uh as a reminder, someone from our leadership team will follow up

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with everyone that has spoken today or has signed up to speak. Um and then a report will be given shared back with the board. Again, thank you to everybody who shared and especially to our students for coming and speaking tonight. We really appreciate and value your voice. So, thank you for coming today.

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Next board. Um, as a reminder before we go to consent agenda board, I would entertain a motion. board would entertain a motion to recess to um executive session to discuss matters of non-elected personnel in order to protect the privacy interests

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of parties of the parties involved under the Kansas Open Meetings Act to go in at 6:27 for um 15 minutes um to include Dr. Stubblefield, Mr. Gohane, Dr. Jones

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>> and uh possibly Dr. Lori um for 15 minutes going in at 6:27. >> So move >> moved and seconded. Any discussion or questions? Miss Downing. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes.

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>> Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez. >> Randy Lopez. Yes. >> Robert Milin Jr. >> Robert Milin Jr. Yes. >> Pamela Pin Hicks. >> Pamela Pin Hicks. Yes. >> Graceland Strickland Eaggan. >> Strickland Eaggan. Yes. >> And Dr. Win. >> Dr. Yes.

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>> Thank you. Yeah, heat. Come on. Come on. Come on. Come on. Come on. Come on. Come on. Heat. Heat. Ah, heat. Everybody.

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Hey, heat. Hey. Heat. Heat. Come on. Come on. Yeah, yeah, yeah. Come on. Come on. Hey, I'm going to keep

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Yeah. Yeah. Yeah. Hey, hey, hey. Yeah, yeah, yeah. Ah, hey. Yeah. Heat. Come on. Come on.

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Heat. Heat. Come on. Come on. Heat. Hey, Heat. day. Good morning. Heat. Heat. Hey, hey, hey.

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Heat. Hey, Heat. feeling. Heat. Heat. Come on. Come on. Okay, heat. Hey, hey, hey.

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Joyce Strickland Eaggan. >> Strickland Eaggan. Yes. >> And Dr. Win. >> Thank you. Motion to extend executive session for >> 10 minutes. Moved. Is there a second?

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>> Moved by Mr. Milin. Seconded by Miss Strickland Eaggan. Miss Downing >> Wanda Brownley Page Yolanda Clark. It's >> kind of hard for me to hear. Randy Lopez, >> she said yes. Uh Randy Lopez, yes.

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>> Okay. Robert Milin Jr. >> He said yes. >> Pamela Penhicks. >> Pamela Penhick. Yes. Joyce Strickland Eaggan. >> Joyce Strickland Eaggan. Yes. >> And Dr. Win.

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>> Thank you. Heat. Heat. Mat. Nah. Hey. Hey. Heat. Hey, heat. Hey, heat. Come on. Come on. Come on. Heat. Hey. Hey. Hey. Hey,

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hey, hey. Hey, hey, hey. Heat. Heat. Hey, hey, hey. Heat. Heat. N. Heat. Heat. Heat. Heat. Heat. Heat. N. Come on.

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Come on. Heat. Heat. Heat. Heat. Hey, heat. Heat. Heat. Nah. Heat. Heat. Heat. Heat. Strickland Eaggan.

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>> Strickland Eaggan. Yes. >> And Dr. W. >> Thank you. Motion to extend executive session for 12 minutes. >> Moved by Miss Brownley Page. Is there a second? Second. >> Seconded by Mr. Milin. Miss Downing.

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>> Wanda Brownley Page. >> Yes. >> Yolanda Clark. >> Clark. Yes. >> Randy Lopez. >> Andy? Yes. >> Robert Milin Jr. >> Yes. >> Pamela Pin Hicks. >> Pamela Pinhick. Yes. >> Joyce Strickland Eaggan.

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>> Strickland Eaggan. Yes. >> And Dr. Win. >> Thank you. >> Thanks. Hey, hey, hey. Hey, hey, hey. Mat. Hey.

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Heat. Heat. Hey, hey, hey. Heat. Heat. Hey. Hey. Hey. Heat. Hey, heat. Hey, heat. Hey, hey, hey. Heat. Hey, heat. Hey, heat.

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Hey, hey, hey. Hey, hey, hey. Heat. Heat. Heat. Heat. Heat. Hey, heat. Hey, heat. Yeah, heat. Come on.

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Huh? Hey guy. Heat. Hey. Hey. Hey. Hey guy. Heat. Heat. Heat. Hey, heat. Hey, heat. I'm a Nat.

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Heat. Come on. Come on. I'm a Nell. I'm a Yeah. Yeah. Yeah. Come on. Come on. Come on. I'm a Nell.

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Heat. Heat. Heat. Heat. Yes. >> Okay. Yolanda Clark. >> Randy Lopez. >> Lopez. Yes. >> Robert Milin Jr. >> Pamela Pinhicks.

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>> Hicks. Yes. >> Joyce Strickland Eaggan. >> Joyce Strickland Eaggan. Yes. and Dr. Wyn. >> Thank you. Motion to recess to executive session to discuss matters of non-elected personnel in order to protect privacy interests of the parties

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involved under the Kansas Open Meetings Act to include Mr. Gohane, Dr. Stubblefield, Dr. Jones for one minute going in at 7:34. Is there a motion to do so? Somebody motion >> moved by Miss Clark, seconded by Mr. Mil

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Downing. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Yolanda Clark. >> Yolanda Clark. >> Yes. >> Randy Lopez. >> Lopez. Yes. >> Robert Milin Jr.

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>> Jun. Yes. >> Pamela Pin Hicks. >> Pamela Pinhick. Yes. >> Joyce Strickland Eaggan. >> Joyce Strickland. Yes. >> And Dr. Win. >> Thank you. >> Thanks. Hey,

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hey, hey. Heat. Heat. Heat. Hey, heat. Hey, heat. I'm going Yes, I did with Miss Hicks and Miss Strickland Eaggan. >> Yes. >> Okay.

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>> So, Wanda Brownley Page. >> Wanda Page. Yes. >> Yolanda Clark. >> Yes. Oh, yes. >> He said yes. >> Randy Lopez. >> Andy Lopez. Yes. >> Robert Milin Jr. >> Jun. Yes.

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>> Pamela Pin Hicks. >> Hicks. Yes. >> Joyce Strickland Eaggan. >> Strickland Eaggan. Yes. >> And Dr. Win. >> Thank you. Motion to recess to executive session to discuss matters of non-elected personnel in order to protect privacy interests of all parties

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involved under coma to include Mr. Gohane, Dr. Stubblefield, and Dr. Jones for one minute going in at 7:36. >> Moved by Dr. Win, seconded by Mr. Milin. Miss Downing. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Yolanda Clark.

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>> Wanda Clark. Yes. >> Randy Lopez. >> Randy. Yes. >> Robert Milin Jr. >> Jun. Yes. >> Pamela Penhicks. >> Pamela Penh. Yes. >> Joyce Strickland Eaggan. >> Joyce Strickland Eaggan. Yes. >> And Dr. win.

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>> Thank you. Heat. Heat. win. Uh, Miss Downing. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Dolanda Clark. >> Clark. Yes. >> Randy Lopez. >> Randy Lopez. Yes. >> Robert Milin Jr.

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>> Mil Jr. Yes. >> Pamela Pen Hicks. >> Penh. Yes. >> Joyce Strickland Eaggan. >> Joyce Strickland Eaggan. Yes. >> And Dr. W. >> Thank you. Motion to res recess to executive session for attorney client

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privilege uh to protect the privacy of all parties involved under coma to include Mr. Gohane, Dr. Stubblefield, and Dr. Jones for five minutes going in at 7:40. >> Moved by Dr. Wyn, seconded by Miss Pen

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Hicks, Miss Downing. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Yolanda Clark. >> Yolanda Clark. Yes. >> Brandy Lopez. >> Andy Lopez. Yes. >> Robert Milin Jr. >> Jun. Yes.

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>> Pamela Pin Hicks. >> Pin Hicks. Yes. >> Joyce Strickland Eagans. >> Joyce Strickland Eaggan. Yes. >> And Dr. Win. >> Thank you. Hey. Hey. Hey.

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Heat. Heat. Heat. Heat. Hey, hey, hey. Hey, hey, hey. Come on. Come on. Yeah. Come on.

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Heat. Heat. I'm not Heat. Heat. Come on. Come on. Yeah. Come on. Heat. Heat. Heat. Heat.

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Come on. Heat. Hey. Hey. Heat. Heat. Come on. Heat. Hey, Heat. Hey, hey, hey. Heat. Heat. Come on.

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Hey, hey, hey. So moved. >> Second. >> Moved and seconded. Thank you, Miss Downing. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez. >> Randy Lopez. Yes.

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>> Robert Milin Jr. >> Robert Milin Jr. Yes. >> Hamela Pen Hicks. >> Hame Penh. Yes. Joyce Strickland Eaggan. >> Joyce Strickland Eaggan. Yes. And Dr. W. >> Dr. W. Yes. >> Thank you. Is there a motion to approve the hearing officers report?

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>> So moved. >> Second. >> Moved and seconded. Any discussion? Miss Downing. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Danda Clark. >> Danda Clark. Yes. >> Randy Lopez. >> Randy Lopez. Yes.

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>> Robert Mullen Jr. >> Mil Jr. Yes. >> Pamela Pen Hicks. >> Pamela Pen Hicks. Yes. >> Joyce Strickland Eaggan. >> Joyce Strickland Eaggan. Yes. Dr. W. >> Dr. Win. Yes. >> Thank you, board. Is there a motion to approve um the second hearing officer's

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report? >> So moved. >> Second. >> Moved and seconded. Any questions? Miss Downing. >> Wanda Brley Page. >> Wanda Brownley Page. Yes. Dolanda Clark. >> Dylan Clark. Yes. >> Randy Lopez. >> Randy Lopez. Yes. >> Robert Milin Jr.

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>> Milin Jr. Yes. >> Pamela Pin Hicks. >> Pamela Penhick. Yes. >> Joyce Strickland Eaggan. >> Joyce Strickland Eaggan. Yes. >> And Dr. Win. >> Dr. W. Yes. >> Thank you board. Um, next board we have the consent agenda. Um, is there a

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motion to approve the I think there are a couple of items. Dr. Wyn, you had mentioned. >> Yes. I'd like to set aside L like lemon, N like number, P like pocket, and Q like quail. >> Okay, I'm just going to confirm that they're the same ones I'm seeing. So L

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is the zello, >> correct? >> Um N is the canvas. >> Correct. >> P is staff devices. >> Correct. >> Q licensing of MOSIL. >> Correct. >> Okay. Thank you.

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set. >> Yes, Miss Pennix. >> I'd like to set aside E, E, S, and T. >> Okay. So, item C, again, just confirming that they're the ones I'm seeing. Item C

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is the HR report. >> Yes. >> Item E is the grant report. >> Yes. >> Item S is the um HDFOU. And item T, you said T. The parents as

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teachers. >> Yes. >> Okay. >> Mr. Lopez. >> Yes. Miss Brownley Page. >> I would like to add fast bridges. >> Which number or letter is that? >> Okay. Hold on. >> I just want to make sure for the minutes

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we have that correct. >> Is that all? I think it's >> Yeah, it's O. >> Oh, >> okay. O yes. Fast bridge. Okay. So, >> is there a motion to approve the consent

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agenda minus letters C, E, L, N, P, S, Q, and O. >> So, move. >> Second. >> Moved and seconded. Miss Downing, did you get those letters? >> Yes. >> Okay. Any questions or discussion?

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Miss Downing. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez. >> Randy Lopez. Yes. >> Robert Milin Jr. >> Milin Jr. Yes. >> Pamela Penhigs. >> Pamela Penhigs. Yes. >> Joyce Strickland Eaggan.

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>> Joyce Strickland Eaggan. Yes. And Dr. Win. >> Dr. Win. Yes. Thank you. Is that okay? >> It's fine. >> All right. Okay. Thank you. Um, let's take up item E.

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Who had a question on item E? >> I did. >> Miss Pennix, >> I just needed some information um to kind of clarify >> on the monthly grants report. Um, we have a listing here of

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the W dot health foundation which I believe that you are the CEO of as making a donation but I did not understand the reasoning behind the donation and I wanted to get more information about that. Um it's $125,000

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for do uh to student services >> and I want to do more and more about the the multifaceted support and aligning work of various divisions. >> So um this has been a grant and if is Dr. Lucer still in here or someone from

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her team if not. This is a grant that has been um awarded to the district for since I've been here probably the last >> um seven years. Um and what that supports is the trauma informed um

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um um work around what students do. This year they also expanded it to include some family engagement work and some other parts. But the actual approval of like the grant application and those sorts of things I can get to you. But it

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is it is to student services specifically for the trauma informed um care curriculum that all of our staff takes a part in. as well as this year they have expanded it to um family engagement and also um some some

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components around alternative to suspension. Um we can send you the specifics um for that. >> Any additional questions on item E? >> I just needed more information. Okay. If

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not, we'll um move on to item L. >> Okay. My question on L for Zello. Um, first Dr. Stfield, I'd like to see I think

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once before we had a either a request or we had a form that identified all of our software and kind of how they interact with each other and how they're used. But the Zello

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um question I have is the uh data the usage data to quarter three and it's clear the significance of it

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especially with the individual plan of study but on could could you is there is there some strategy that the district is looking at to improve approve the program

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completion of 11th and 12th grade. >> I'll let Miss Martinez or Dr. Wright. >> Sure. So, thank you. It was a great question. Um we are this summer going to work collaboratively um as a team to think through how we intentionally plan

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around and build some supports for our family advocacy period um to strengthen the not only the completion of those tasks and modules within Zello but also offering some additional supports through our success center staff to those juniors and seniors as they begin

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planning for their post-secary transition after high school. Um, so we'll begin um Dr. Wright and myself alongside some other staff looking at how we can set up um some more intentionality and structure around

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those family advocacy periods that those students interact with. Um providing those teachers with some resources and supports to have those um just meaningful discussions about what possibilities lie outside of um post high school. and then leveraging our

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success center staff to really um sit with those students and and plan out that post-secary. So hopefully that'll ramp up those task completions. But we do notice the uh the data and the dip. We've noticed that for a couple cycles now and so we are beginning to put some

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structures and supports in place to to target that. >> Yeah. What what do you think? What have you thought about explains that? >> Part of the um part of I think usually

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during third quarter you're entering spring break. Um there's a lot of activities going on. Um but we want to make sure that our students complete the task. Um I know especially you'll see sometimes you'll see a dip in fourth quarter. sometimes they think when

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they're done with third quarter they go on to fourth quarter and don't think they can go back and complete third quarter things they can there's just a lot of things that take place in the high schools um seem like after spring break with testing that we have to make sure that they stay on track with Zello

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and get it completed >> so we'll get data on the fourth quarter >> yes um >> you will get end of the year data >> May May June when you think >> yeah so I run that completion report um at the end of fourth quarter which would

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be the last day of classes for students. So we can provide that full year completion report for the board if they like. >> And you've seen in the past that trends up. >> Um we have we have um we see the last kind of that last push in students going

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back into that the previous quarter task to get those last minute things done. Um what we would like to see is some structures that we can supports we can put in place where those are happening within the actual quarter >> um versus them >> waiting to the last minute to get the things done. So we're just trying to

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figure out how we can support our students as we know the dips happen and we can be more targeted so that we're completing them on pace with the pacing guide that we have scoped out. >> So help me understand we how long have we used did I pronounce it right? Zello.

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>> Okay. How long have we used Zello? This is our third year. >> Third year. And we have over the past three years seen the dip in the third quarter. >> Yeah. I would say it's happened like probably the more last year than it has previous

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>> but and I'm not trying to be negative or anything, but we haven't we haven't proactively designed any strategies until you're saying just now to >> No. No. We had Okay. One of the um things we wanted to make sure we had the

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Zello team come out and provide on the job training with our uh success student with our staff in the success center. And so they came out last year and they came out again this year to provide that one-on-one training. We invited uh principles and assistant principles as

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well so they understand the full scope of Zello, how to use it, how to help support students. So when we seen that dip, we wanted to make sure that I staff fully understand how to use Zello when they are working with students and how to pull the data and support our

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students in other ways. >> And did you see any any change from your use? >> Their level of understanding has increased. um did it show up in the data >> and their level of understanding has increased and um they are able to pull

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those reports to see which students are completing Zello and which students are not and they are targeting those students during the FA time. Um but we do know that like fourth quarter it gets very very busy and we make sure that we remind them to make sure Zo task is

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completed. >> Okay? >> Because the goal is we want all our kids to have that 100% completion. >> Okay. So you'll hear me say this a lot because the data shows that there seems to be and I guess this is for you Dr. Stenfield as well. There seems to be I

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mean there seems to be a a dip we can use that word a decline in in completion and so I don't know I don't know what is that my question is asking with now the data that you see a

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dip what are we doing about it? So, and as they share, they're going to go back and talk to the principles and those who oversee FA and they are looking at the data and then um they'll be able to compare it um next year when they did see a dip last year. Some of the

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feedback was around the training and usage and they provided that. So, they'll have to go back and see what it is because they couldn't predict that it was going to dip until they actually saw the final data. Although the FA teachers can pull the data, they don't see it

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like in completion. So they're having those discussions and they'll um share the overall data with the principles and those FA teachers to see how they can improve the completion. >> Yeah. I guess my generic question then

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do we have a standard practice of of constant re-evaluation constant um correction >> yeah that's what they're I mean when they show you >> one example I mean

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>> yeah so when they're sharing that information with you and sharing the data like when they are saying they they're talking to the um people over the successmies the principles and that's when they're reviewing and analyzing and looking. So they do that

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regularly in their PLC's or in their professional development time. Um and then the building leaders when they have their building um uh professional development days there there are specific things that they're looking at and they're looking at the data. Okay,

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>> that's the regular cadence of it. >> Look forward to more success. So thank you. Thank you. Additional questions on item L from other board members? If not, we'll move to item um N. This is the canvas.

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>> Correct. >> Okay. So once again, I would like to hear from whomever is Canvas. Are are we keeping Canvas? Do we have

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multiple learning management systems? Uh the data says why is there 11,000 students impacted only 750 teach 52 teachers using it. >> So um Dr. Fernandez Flores or nor any

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member of her team is not here. Um Canvas was the learning management system that the district adopted during um20. Yeah. And um so they um that I I honestly I can't speak to that. I do

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know that some teachers elect to use um Google classroom and that's a part of our package system and some have classes and courses built out in Canvas and then there are also like um district leaders

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and others who provide courses to staff members that also use Canvas. I will say this is an internal conversation that we have had about do we move away from Canvas and have everyone use Google

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Classroom. But in order to do that, you need a year so that the teachers can export those who do have it and the staff that do have it, they can export their materials to Google Classroom, make sure they have the proper supports and those sorts of things. But um we've

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had a highlevel conversation about that. We're just you got to give them an off-ramp and it takes about a year for them to be able to move their stuff over. >> So why would we enter a three-year contract if it takes if >> there is a and Mr. Carell can probably say there's always an out. We just have

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to give them certain notice. The three-year contract gives us a lower price. >> Yeah, >> we only have about a third. How many total teachers do we have? 20 2,000 2500 >> teachers >> teachers >> I don't know off the top of my head it's

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less than 2,000 >> 700 is what a third >> it it may >> could be anything less than >> so but for for um 530,000 um perhaps

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is there a plan to phase this out is there I mean what's the result Yeah. So that's a we just started the conversation when um we actually are looking at lots of systems and duplication.

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>> The thing about it is you have to give people time to correct get off of. But we are. So next year before um um this comes back up, we will have conversations and by early fall know if

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we're exiting from Canvas and moving everybody to Google Classroom. I don't know if Infinite Campus has a learning management system, but we have some systems that we may already be paying for, but we have to provide the training to the staff so we can give them a

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timeline to export it from Canvas, the 750 that may be um using it. So I guess my my statement is perhaps we're not ready to

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commit ourselves to a one year at this point. I mean it's >> if you do not teachers will not have a PL those 700. >> I understand that I do Blackboard so we know and we've had a full discussion on what Canvas is. I'm not sure everybody knows what Canvas is, but still it's a I

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mean there's a great explanation that you're it's it in your in your cover letter >> that it provides everything. uh learning management system. It's a very clear significance

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of what it is. But but and and to those 752 have to have time to you just said and we understand that. But to say, you know, maybe by next fall we decide whether we're going to do it. Maybe we

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need to speed that conversation up. I'm saying in the fall of 2026, the teachers are not here in three weeks. We can't really engage in that conversation until they return and we give some um context

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around it. So that's why I'm saying we would not know until I'm not saying fall of 27. I'm saying fall of 26. >> Um and that will be the earliest. just thinking about their capacity and focus and the things that they are closing out

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for school this school year. We would not spring this on them, nor would we expect them to engage in the summer around that conversation. So that that's why I'm saying the earliest we will know would be the fall 20. So, we would need to know that you can sign a one-year

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contract >> in the contract there. As long as we give them a certain number of days, which the fall would we would fall into that, we can say we're ending the contract and there is that component.

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Yeah. >> Okay. Thank you. >> Any additional questions on item N from the board here, Miss Pennix? I was just looking at the contract items and each of year pays

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for a different specific use. Um the first year was the canvas user license and then you had your building specific youth support and the third year would be virtual professional development. So I would suggest that we look at this closely to see whether or not we already have those supports in place and whether

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or not we're duplicating services. So I agree um with uh Dr. Wyn that we should look at that more closely. Okay, we'll have an answer in the fall. >> Additional questions?

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If not, we would take up item O. >> That's okay. >> Oh. Oh, I'm sorry, Miss Brownley Page, did you have a question? >> No, no, no. Okay. >> No, cuz I >> item O thinking canvas and they already answered it. Okay, that's okay. >> That was fine. Okay. >> Uh, we'll move to item P.

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>> P like pumpkin. >> P like pumpkin. My generic question is um you're requesting 400 staff devices and 20 and 4,500 warranties. Um

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how do you determine who gets the new device? >> Dr. Conrad is coming forward. I'll just remind you when we pushed paused on everything, we did say there were some devices that we know that are not functioning and there will be some that

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we know will break down. So, everybody will have their current device. And this is really based off of the numbers each year when devices break down or crash. so that we would have a replacement while we're deciding if we will continue

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with the MacBooks or move to the Neo, which was um a little less expensive. But we shared that we'll we would have to have replacement devices on hand because we already know some of the staff devices um are not operating properly.

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And and before you answer, are the warranties for the student devices or staff devices or 4,500 of them? >> Student devices. >> Student devices. >> Current current student >> current. So currently on the student

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iPads, we had three-year coverage on them. Since we're keeping them the fourth year, >> we're adding the coverage for that fourth year. >> Okay. And then do you have anything to add to Dr. Double's answer? just just

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that we do have staff devices out there that are M1s and are six years old and we are stretching them um and we know that some of them are going to have failures and so we are purchasing those devices to replace uh the ones that we

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know are are stretching their limits >> and that 400 number was derived in what manner >> uh because we know how many M1s that we have out there and It's a percentage of those. >> Okay. Thank you.

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>> Additional questions on item P. If not, item Q. >> Q. >> Mosle. >> Right. And that was just a um similar kind of question.

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Just discuss that um purchase $243,000. just discuss general >> $243,000. >> Yep. So, uh Mosul actually uh is the software that we use for inventory for our device inventory and management uh

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of all of our Apple devices. And so our iPads, MacBooks, that's where we keep our inventory. And that's where we're able to uh push things out to devices as we get curriculum uh to lock lost devices or stolen devices. So Mosul is

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what manages all of that >> and 27,000 covers all of our devices. >> Yes, it does. >> Okay. Thank you. >> You're welcome. >> Need clarity. Thank you very much. >> Any other questions from board members on item Q? Okay. Item S.

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Miss Penhick. >> I like women. Is that mine? No, I got it. >> Miss Ben Penhick. >> No, >> that's me. So, I just wanted to get some information and get some clarification on this. And this is mainly because when I look at theou

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um that you have with the Hispanic Development Fund, there are there's an indication that we are paying for their services for the FCPP, which are the family college prep program, but

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they were actually paying them to perform services for each of the high schools. And there's three high schools listed as a current payment, right? with 15,000 and I saw that those funds were coming out of of um diploma plus I

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believe for the ones through this year. Okay. >> When I read the board reports and not the board reports the grant reports I saw that HDF is making a contribution to the school district to SAR and to

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Washington I believe it is. So I was wondering how are we paying them and also then how are they donating money back? Now it's going to a different but I think these organizations basically say ser serve the same purpose of

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helping to um assist Latino students to go to college and get theirelves their paperwork done. But I'm curious is how do we do that? When I looked them up, I thought that they were a nonprofit, but I couldn't find any information about them as a nonprofit. So, who are they

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and what do they do? >> Sure. >> You you can you can >> go ahead. You can share what they do and then I can fill in the gaps are. >> Um, so just about our partnership with the Hispanic Development Fund, they

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support our students in the college access space. Um so they provide uh through our partnership a staff member that supports our students and our families in the collegegoing process which would include campus visits uh

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college applications, family engagement support around FAFSA and financial aid resources as well as um scholarship support. And that support isn't just for our Latino students. they actually open up their support services for any student within um our schools that

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engage within their programming. Um and so that is a little bit about our partnership with the family college prep program. Thank you. So the second part of my question is how do we give them money and then how do they donate money back

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to our system um back to the district. So why are we paying them 15,000 per school no matter where the funding comes out of whether it's out of the general fund or out of diploma plus then in our board grants they are making a donation

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back to the school and I still don't know where they come from. Um I know what they're doing with the school district but I couldn't find an EIN number on them anywhere. So can you all explain to me who they are? >> So I can share about their EIN number.

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Um, HDF is actually under the umbrella of the Greater Kansas City Community Foundation. Um, they're housed there. Um, currently they are working on establishing, they actually have approved or filed the paperwork with um, the state of Kansas for um, to have

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their C3 status in Kansas, but they've been around for over 45 years serving the metro area supporting students um, and the greater Kansas City community housed under the Greater Kansas City Community Fund. They are a sister program of the Black Community Fund,

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which is also housed under the Greater Kansas City Community Foundation. Um, and they provide similar programs and services to the Kansas City metro area. So, that might be why you wouldn't find a specific EIN on HDF currently, uh, because they use the EIN of the GKCCF,

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but they have applied and have established their own uh, C3 status in the state of Kansas that they are moving through. Um, should have it established by this summer. So, Thank you because I was looking for that. I'm trying to figure out how do we pay them and then how do we get money

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back from them. That didn't make sense to me if you follow. >> So some of And I don't have it pulled in front of me. So they have like so we pay them for a service but they also provide scholarships and things directly to

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students. So the grant side may be what's going directly to students regarding specific scholarships or experiences or that sort of thing. But for the services that Miss Martinez described

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it that's like a different uh not a different umbrella but they are have a multiacet um what they're offering but they still invest directly into the students but it comes through >> yeah and I can I can also share from the

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receiving end of things HDF also they have an endowment and they through the investment returns of that endowment like any other fund within the community foundation, they receive a percentage interest from those returns and then they reciprocate that through grant

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making in the community and give back roughly around 5% of those investment returns to the community through grant making. So the the the grants you're seeing or the donations you're seeing are actually grants from HDF to um a couple of schools. I think

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Sumar was one of them and Schlaggel was one of them for specific programs to support Latino students. I believe Sumar received 10,000. Schlaggel may have received about the same amount, but it's through their grant making efforts that we receive those donations. So, they have a few different arms. one is where they

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provide those services for FCPP where they provide those uh services to all students and then they also have a grant making arm which um they give grants to around 100 to $200,000 total in grant making in the Kansas City metro area.

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>> Thank you for clearing that up. Okay, >> I have a generic question. Theou says uh we are going to um renew it in the amount of 30,000 And then the

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I'm sorry the approval letter says 30,000 and then theou says 75,000. So is help me understand those two numbers. >> Actually it's 30,000

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>> um that our department is helping with those schools. The other thou the the other 30,000 will be from the schools themselves. So, we're paying 30,000 to support the schools who do not have it in their budget. And then the schools uh that do have it in their budget. That's

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they're paying it out of their budget. But I will say the great thing about HDF, they are hitting all of our high schools and all of our kids in those high schools. And all of the high schools, they're getting anywhere from 500 to $5,000 in scholarships every year. So, it can be anywhere from seven

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to 10 kids or more. So, what's the total amount and why are they in two different places? >> It's 15,000 per high school. And so, if you um add up the total, I believe the total is 75,000. What Dr. Wright is

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saying is the schools are some schools are paying out of their school budget part a portion of it >> and then the 30,000 is coming from diploma plus for those schools who can't find it in their budget to pay the 15,000. >> So, what is the total? >> 75. Yes. Yes, ma'am.

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>> Thank you. >> And to clean it up, next year it'll all be on one. >> Yeah, >> that was my real question, right? Why are we >> Yeah. >> two different. >> Yeah.

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>> Thank you. Thank you. >> Additional questions on item S? >> Okay. Item T, >> Miss Pen Hicks. >> Yes. Thank you. I've always uh enjoyed supporting parents as teacher program

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and the question that I had when I read through the information of their application for um their uh grant >> was that I didn't see anywhere where they mentioned having services for unhoused

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individuals who may also be in need of the parents' teacher services. And secondly, I was looking reading through the application and did not see a secondary source of funding listed. But then later on in the

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grant report, I did see that they had just recently received the grant for 455,000 from the KDHE maternal infant early childhood home visiting program grant. And I wanted to know how is that going to help expand their services to make sure that they do not have a

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waiting list and why? Well, they just they just recently got it. I don't know when they submitted the application, but so it might not have been included at the time, but would that help to replace money because it's a 50% match on the

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money received from the state? Um, or will that be additional money that will go to expand their services? I can share a little bit of information on that. Um, yes, the KSDE grant does require a 50 uh cent match for every dollar the state

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gives us and that is local funds. So, we receive 600 about $660,000 and then we're required to match locally at 50% of that. So, that's what the 330 roughly $330,000 is. and that's our uh

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requirement as a district in order to get the state funding. Then on top of that, we do apply for the MCV grant. You're correct on that. And we are expecting um that we've had a little bit of an increase. We don't have that in yet. We've had it just verbally, but

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we're expecting around 540,000 on that. Okay. >> So, we'll have about $1.6 $6 million to support the 16 staff members in the parents as teachers program that pays for salaries, benefits, uh the training

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that they're required to do, and then any materials or supplies. Um I can talk with the director of parents as teachers to uh explore what our process is for making sure that we're supporting any families that are um you know, seeking

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housing as well. Um, we certainly do want to have an inclusive process and they do have a process in place for serving families that meets the requirements of the grants, but we can get those details and send them to you. Yeah, I was just concerned because I saw that they did reference that they had

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had waiting list in the past >> and if we were going to get that extra dollars, you know, to make sure that we expanded whether it would support more staffing or provide more services that we engaged in that to make sure that we serve the community as we like to stay.

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Currently, the number of staff that are supported align with the funding and then the uh ratio for the number of families and children that can be served. So, we're right within that. If we wanted to serve more families, we'll need to continue to seek additional

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funding, which we do. We're always on the lookout to see if there are additional funding streams so we can expand. Um, but we do have to work within the ratios that they require uh with the funding. >> Thank you. >> Yep. You're welcome. additional items on

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question T or item T. Okay. Um hearing none, um we're going to say going to save C for just one moment, but we will go through uh each individual item. Is there a motion to

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approve item L? >> Second. >> Moved and seconded. You're right. Um moved and second on item L. Any questions? All right, Miss Downing. >> Wanda Brownley Page. >> Yes.

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>> Yolanda Clark. >> Clark, yes. >> Randy Lopez. >> Randy Lopez, yes. >> Robert Milin Jr. >> Robert Milin Jr. Yes. >> Pamela Penhicks. >> Pamela Penhicks. Yes. >> Joyce Strickland Eaggan. >> Joyce Flynn Strickland Eaggan. Yes. Dr. Win. >> Dr. Win. Yes. >> Thank you. Is there a motion to approve

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item E? So move >> item what? >> E >> second >> moved and seconded. Any questions? Miss Downing. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Yolanda Clark.

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>> Yolanda Clark. Yes. >> Randy Lopez. >> Isra Milan Jr. >> Robert Millet Jr. Yes. >> Pamela Penhicks. >> Pamela Penh. Yes. >> Joyce Strickland Eaggan. Joyce Strickland Eaggan. Yes. >> Dr. W.

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>> Dr. W. Yes. >> You should have said okay. Is there a motion to approve? Make sure I get them all right. Here we did. L item. We'll take item N.

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>> So moved. >> Second. >> Moved and seconded. Miss Downing. >> Wanda Brley. Page. Wanda Brownley Page. Yes. >> Dolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez. >> Randy Lopez. Yes. >> Robert Milin Jr. >> Milin Jr. Yes. >> Pamela Pin Hicks.

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>> Pin Hicks. Yes. >> Joyce Strickland Eaggan. >> Joyce Strickland Eaggan. Yes. >> Dr. Win. >> Dr. Win. Yes. >> Thank you, board. Is there a motion to approve items? Going to take a couple at a time that I think are okay. Items O, P,

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and Q and T. Is there a motion to approve items OPQ and T? >> So move. >> Second. >> Moved and seconded. Miss Downing. Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Yolanda Clark. >> Yolanda Clark. Yes.

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>> Randy Lopez. >> Randy Lopez. Yes. >> Pamela Pin Hicks. >> Pamela Pin Hicks. Yes. >> Robert Milan Jr. >> Robert Milin Jr. Yes. >> Joyce Strickland Eaggan. >> Joyce Strickland Eaggan. Yes. >> And Dr. W. >> Dr. Win. Yes. >> Thank you, board. Is there an an a

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motion to approve item S? >> So move. >> A second. >> Moved and seconded. Any questions or further discussion? Hearing none. Miss Downing. >> Brownley Page. >> Brownley Page. Yes. >> Yolanda Clark.

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>> Yolanda Clark. Yes. >> Randy Lopez. Robert Milin Jr. >> Milin Jr. Yes. >> Emily Pin Hicks. >> Emil Pin Hicks. Yes. >> Joyce Strickland Eaggan. >> Joyce Strickland Eaggan. Yes. >> And Dr. Win. >> All right. Thank you, board. Um board,

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I'm going to just because I'm looking at the clock here, going to move um I know we have a guest with us uh today, so I'm actually, if you all are okay with it, going to jump to item 8A. Um Mr. Knap is back with us today from the unified

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government um land bank. Um this was a request to bring back from a few board members. Um I believe there was some confusion or just some misunderstanding about what was being presented and asked of the board at the previous board meeting. So wanted to give the board an opportunity if there were some

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clarifying questions for Mr. Knap today. I don't think he has a different PowerPoint to share with us. Same information just if uh board members had any questions for Mr. Mr. Nap today wanted to make sure you all had the opportunity to ask tonight. So would open the floor up to any board members

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for clarifying questions. >> Miss Brownley Page. >> Uh Mr. a nap. I attended the commissioner's meeting and I was really disappointed when there was a gentleman there and it wasn't you, but the commissioners approved that he get I

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think over 300 lots and it was brought up that he was banned in Missouri for getting these lots >> and why would we? That's where I have an issue with this. We're approving people and they're not doing things in good

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faith and what they it just didn't make sense. Why would we approve someone to get these lots and these people are not doing he had to get them in somebody else's name but he's still a part of it and he had abused his privilege in

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Missouri and Missouri banned him. That's a land bank issue and not like a this an NRA issue, but I could I could answer that for you. Um, he was we asked him about that. So, we just didn't assume something. We asked the person

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what what happened here and he said it was one of his subcontractors that did it and not him. >> Miss Clark and then Miss Pen Hicks. I'll make a motion. >> Okay. Miss Pen Hicks. I remember that art, the decision made

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by the in Missouri concerning that particular developer. Um, and they found that there had been a violation. They went through a process. They didn't just ask a question and accept an answer.

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There was an investigation. There was a hearing and there was a decision made about that particular developer. And then that developer came over to Kansas and attempted to go through the land bank and made a presentation at which I was present when that was done um and

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spoke about the issue at the standing committee meeting because that individual did have a ban in the state of Missouri. So, I don't find it rational for Kansas to

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ignore when there is a problem with a developer and then turn over so much of our valuable land. >> That's true. >> That individual with the expectation that they will not do the same thing here that they did in Missouri. So I

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would like for you to address that beyond we asked him >> question and he said it was a subcontractor >> again that this NRA program is not linked to that at all. >> Yeah. So I I want to clarify I think um

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we're talking about a couple of different issues here uh tonight. Mr. Knap is here to bring back the NRA rebate program that we voted down at the previous board meeting. By voting it down, residents and commercial properties in our jurisdiction in our

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area are not eligible to receive the rebates through this NRA program when the district said no. I think uh there was some confusion there. Um, this is bringing back being brought back forward specifically for the rebate program so

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that the board can if we are interested reconsider approving the rebate program so that our residents in our area can um benefit from the rebates being provided. The land bank issues are absolutely an issue that need discussion. Mr. Knap is

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not here or nor I maybe not the expert necessarily on those land bank issues that we're referring to >> and it's a different conversation and topic um than what's being presented tonight if I'm not mistaken. >> I don't >> is that correct?

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>> That is correct. >> I I get that. >> Yeah. But there is a mistrust and that's just from me and others who live in the community that people have misused and it really doesn't get to the people who would really need to benefit and we're

442
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just giving stuff away. That's just my opinion. I respect him but I just have an issue. >> So before you make your motion I have to Mr. Nap when have you changed positions? Are you no longer with the land bank? I

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actually have changed positions. >> Okay, that would help. So, you are now where >> in economic development. >> Okay, so the land bank properties that we're talking about when you're talking about on the NRA, you have on here vacant lots. Yes. >> And those vacant lots are coming from

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majority from the land bank. Am I not correct? >> Yes. There's like 10,000 vacant lots in Wok County and uh 4,000 of those are in the land bank. >> So, you would be the person who having been in that position who would have that information to share with us even

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though you have a new title that you do understand what we're talking about here that those uh that the NRA will give an opportunity for the development of those lots but they are still coming out of the land bank and we are still dealing with developers who do not come into the

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community with a stellar record. Just wanted to share that with you >> Mr. Milin and then Miss Clark. >> Yes. My question is I I was feeling what Miss Paige was saying, but let me state it this way. Isn't there some documentation of ownership signed?

447
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So when it's sold, the individuals that that the name is under will get the rebate. I mean, is it a is it a track record? Is some kind of record sign? >> The rebate does transfer to the new owner. So >> Okay, that's so the documentation is signed so you all know who who the owner

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was. There is a special form that they fill out when they transfer it. >> Thank you very much. That's that solves a lot of me gray area on the rebate. >> So, one of the things I just want to make sure I'm not putting words in your mouth by us not approving the rebate

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when you presented to us previously. So, originally we approved at a 95% tax rebate. And if I'm saying anything incorrectly, I would like for you to correct me. That was what we approved originally. When you came back to us, you were proposing

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um a 75% tax rebate. By not approving the 75% that at that point would, this is where I really need you to correct me, cancel the rebate program entirely for we do county residents. Is that a true statement

451
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>> for I think for our Kansas City, Kansas area res school district. I want to be >> area not not all of W dot. >> Thank you. Is that is that correct? >> So there's some different rebates. The 95% is just for rehabs of existing

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structures. New construction move to 75%. >> Okay. Here's where you may want to do us a favor and just make sure like we understand ex in exactly what it is that we're approving. So we have your slides. I am reading slide 29. That's where I

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got my information. But then you're correcting that. And so that's where my misunderstanding was when I voted no last time. And I want I want to make sure we do what's right by our residents this time as we vote on this. So if you could just maybe be a man of just a few

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more words for me, please, so we can make sure of what it is that we are approving and you walk away with what's needed tonight. >> Thank you. Thank you, Yolanda. Because right now what's not clear is if we don't if we vote this down then we

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don't have a rebate program. No matter how it's being used that's a separate conversation that pro that integrity is a whole another conversation. So I can't speak to that. No matter how it's being used there's not even an opportunity if this does not pass. >> Yes. If it does doesn't pass the rebate

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program the NRA rebate program is not in district 500. And slide 29 is for residential new construction >> only. There's some other slides in front of it that say what what the rehab percentages are.

457
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>> Okay. So, can I ask you just to say two to three lines on what that is for our community as well though please? >> I could show you. I'll bring up the presentation that I have for tonight and I will go >> and I think you can make it very brief.

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04:45:36.320 --> 04:45:52.480
And I also know Monica from we do economic development is here. I know you're having a a moment, but um who also shared some information on this rebate as well. Um if she has any insight um to help answer some of that question, please feel free.

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So this is the terms of the NRA rebate. Uh area one, uh we actually shrunk this area from like count county line road up to north north of the river to make it smaller. Uh, area one is a rehab is 95%

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rebate. New construction for residential is a 75% rebate. It was it was in the last plan 95% so we reduced that rebate. Commercial is at 50%. The last plan had that number at 95% so we reduced that

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rebate also. And for area one is 10year rebate period. Area two and three is basically the same percentages and no these same percentages but it has a fiveyear rebate. >> So your your I will I will make a motion

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if I don't say it all. Randy, you have to correct me. Um I'll make a motion that we accept the NRA NRA residential proposed change of 75% rebate program. Somebody will have second.

463
04:47:03.440 --> 04:47:18.160
>> I would just want to make sure that the language is correct because I don't want to limit what the actual I just want to make sure that the motion is reflective of what's being asked of the board to approve

464
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the motion was very specific to 75% rebate. Is that what is being requested? >> Um >> well go ahead >> there. >> Good evening. Wendy Green, deputy chief counsel for the unified government. What we're asking you to approve is the plan

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itself because we'd have you be signing a um interlocal agreement which um you would be signing that says you're accepting the plan which means that you would be accepting that 75% and the 50%. In essence, you're accepting the terms of the plan.

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>> So we would I would make a motion that we accept the terms of the NRA. No. >> Well, I just want to make sure because there's a motion and a second on the floor. So, uh, if we can rescend that motion and second. Okay, we've rescended that motion and second. Thank you. Now, we can make the motion.

467
04:48:05.840 --> 04:48:21.920
>> So, making a motion that we accept the NRA NRA residential terms that are being proposed to the board tonight. Is the motion >> just just the NRA program? >> NRA program. >> NA program.

468
04:48:21.920 --> 04:48:37.360
>> I second. >> That was Rocky. >> That's all right. We're getting there. >> Uh, okay. Okay. So, there's a motion and a second to accept the NRA program as presented. Any further discussion? Dr. Wyn >> on Good evening on um

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Mr. Lopez made a comment that you said the look at slide 31. So that the land bank lots that are in these two areas

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are eligible under this slide 31. Does slide 31 suggests that land bank properties are eligible for this program? It says without NRA with NRA

471
04:49:14.000 --> 04:49:29.520
Wendy Green, deputy chief counsel. Yes, land bank lots are eligible for the program. Um the applicant would still have to apply just like anybody else, but just like a land bank lot, all lots um any property within USD 500's

472
04:49:29.520 --> 04:49:45.280
boundaries would be eligible. So, a homeowner who wants to rehab their program, if they meet that threshold, their property would be eligible. a vacant lot that somebody buys from a private a third party that lot would be eligible as well. So yes, the land bank

473
04:49:45.280 --> 04:50:01.280
lots are eligible, but other lot all other lots are eligible as well. It's not just restricted to land bank property. >> I just thought Mr. Lopez, you said something about land bank wasn't in this discussion. >> No, no, what I was referring to was Mr. Knap's position is not over the land bank.

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>> Oh yes, >> sorry for clarifying. And help me remember what's the threshold >> they have to the percentage increase in the value of their property from the um improvements that they make has to increase the value by at least 15%. 15

475
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>> correct >> based on >> current appraisal previous year. >> Right. So they get a base when they when they apply they have to apply before they begin the approvements or the program. The appraisers's office establishes that base value

476
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>> would be when they apply what it is when they apply. >> Correct. And then after they finish their approvements then the appraisers's office m um values the property again to make sure that they have achieved that proper increase. >> Okay. Thank you. >> Additional question.

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>> Can I bring up one more point? Um, >> development is good. It helps, but there's always a back end to the development. Okay. And that's what's going to happen in area one. You're going to get people who are buying or building or rehabbing their homes.

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They're going to get the rebate, but because that that property has been improved, the people around it are going to get an increase in their taxation. And that's why why I brought the issue up about the land bank because the majority of that property that you

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talked about, those 10,000 are located in area one and area two. So I just want to be mindful that there's another side to that story as well. Thank you. >> Thank you. Additional questions? If not, I think we're ready for a vote. Miss Downing.

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>> Wanda Brownley Page. >> No. >> Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez. >> Randy Lopez. Yes. Robert Milin Jr. >> Milin Jr. Yes. >> Pamela Pen Hicks. >> Pen Hicks. No.

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04:51:50.400 --> 04:52:05.680
>> Joyce Strickland Eaggan. >> Joyce Strickland Eaggan. Yes. >> Dr. W. >> Dr. W. Yes. >> Motion carries. Thank you. Thank you. >> Thank you for coming back. >> Okay. Board. Um, stay with me here. We're gonna We've got a couple guests

482
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that are still hanging with us and we thank everyone for your patience. So, we're going to jump to item F. On our agenda, it's recommended the Kansas City, Kansas Board of Education approve the proposed guaranteed maximum price GMP amendment one to the A1A-133

483
04:52:23.440 --> 04:52:42.638
prime construction contract with Macau Gordon Construction for the construction of the new Central Middle School in the amount of 57,68,521. Is there a motion to do so? >> So move. >> Second. >> Moved and seconded. Questions or

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discussion? Miss Downing. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Yolanda Clark. >> Yolanda Clark. Yes. >> Brandy Lopez. >> Randy Lopez. Yes. >> Robert Milin Jr. >> Milin Jr. Yes. >> Joyce Strickland Eaggan.

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>> Joyce Strickland Eaggan. Yes. >> Dr. Win. >> Dr. Win. Yes. >> Thank you, board. Um, next we're going to jump to um the next item. It's recommended that the Kansas City, Kansas Board of Education approve the A1A B13-2019

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04:53:17.200 --> 04:53:32.638
agreement with SAP Design Architects for the architectural services related to the main library and Parker renovation as submitted by Mr. Clemens. Uh Dr. Pagram and Dr. Stubblefield. >> So moved. >> Second. >> Moved and seconded. Questions,

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04:53:32.638 --> 04:53:49.200
discussion? >> Miss Downing. >> Wanda Brownley Page. I'm sorry and I apologize. When are they going to begin this project >> and I know it was said I just forgot. >> Sure. Yeah, absolutely. And I see Mr. Clemens coming to the podium.

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>> I see you walking fast now. >> I'm hungry. >> Good evening everybody. Uh I think the question was when is the project going to start? Well, we got a lot of work to do before we actually >> Yes. >> do any digging and get in the ground. We've got uh uh probably a year worth of

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design and then actually sometime a next summer we'll actually start seeing some construction. >> Okay. >> Thank you. >> Right. >> Thank you. Additional questions. >> Good. >> Okay. Miss Downing. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes.

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04:54:23.040 --> 04:54:38.878
>> Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez. >> Randy Lopez. Yes. >> Robert Milin Jr. >> Robert Milin Jr. Yes. >> Hamlet Penhick. >> Miss Penhicks. just uh I know you were walking in. So we are on item 8G um approval of SAP Design Architects

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Services. Okay. >> Pamela Pinhick. Yes. >> Joyce Lyn Strickland Eaggan. >> Joyce Lyn Strickland Eaggan. Yes. Dr. Win >> Dwin. Yes. >> Great. Thank you board. Okay. Um we are going to move back. Don stay with me. Um

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04:54:54.080 --> 04:55:10.560
board stay with me. So board again looking at the time. Um you have an item seven. Um, and I know we still have one consent agenda item. We will get to that. Item seven, the KCK library report. You have that report there with you, Miss Hunt, if you're okay. Um, we

493
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will uh hold your presentation for a future board meeting. But board, please, you do have the report in front of you. Hopefully, you had the opportunity to review the report. um would entertain a motion to um that the Kansas City Kansas Board of Education accept as anformational item the public libraries

494
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director report as submitted by Miss Hunt and recommended by Dr. Stubblefield. >> So moved. >> Second. >> Moved and seconded. Questions? Okay. Miss Downing? >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Yolanda Clark. >> Wanda Clark. Yes.

495
04:55:44.000 --> 04:56:07.080
>> Randy Lopez. >> Randy Lopez. Yes. >> Robert Milin Jr. >> Robert Milin Jr. Yes. Pamela Pin Hicks. >> Hamela Pen Hicks. Yes. >> Joyce Strickland Eaggan. >> Joyce Strickland Eaggan. Yes. >> And Dr. Win. >> Dr. Win. Yes. >> Okay.

496
04:56:07.280 --> 04:56:26.480
All right. Um, next on our agenda, we are going to jump to item 8B. Um, it's recommended that the Kansas City, Kansas Board of Education accept the low bids from the Aspire from Aspire in the amount of $30,755

497
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and Certa Proing in the amount of $243,411.84 totaling $274,166.84 84 cents for the summer 2026 painting projects in accordance with requirements of board policy DJed as submitted by Mr. Carell and Dr. Stubblefield.

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04:56:44.958 --> 04:56:59.760
>> So moved. >> Second. >> Moved and seconded. Questions? Mr. Downing. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Yolanda Clark. >> Wonder Clark. Yes. >> Randy Lopez. >> Randy Lopez. Yes. >> Robert Miling Jr. >> Miling Jr. Yes.

499
04:56:59.760 --> 04:57:16.400
>> Emily Pen Hicks. >> Hi. >> Joyce Strickland Eaggan. Joy Flynn Strickland Eaggan. Yes. >> Dr. W. >> Dr. W. Yes. >> Thank you, board. It's recommend Next item. It's recommended the Kansas City, Kansas Board of Education accept the low bid from FDC contract flooring in the amount of $21,95

500
04:57:16.400 --> 04:57:34.798
for summer 2026 flooring projects at various locations in accordance with requirements of board policy DJed as submitted by Mr. Carell, Mr. Clemens, Dr. Pagram, and Dr. Stubblefield. >> So moved. >> Second. Moved and seconded. Questions?

501
04:57:34.798 --> 04:57:51.520
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. >> Pamela Pinhicks. >> Pen Hicks. Yes.

502
04:57:51.520 --> 04:58:08.718
>> Joyce Strickland Eaggan. >> Joyce Strickland Eaggan. Yes. >> And Dr. Win. >> Dr. Win. Yes. >> Thank you, board. It's re Next item. It's recommended the Kansas City, Kansas Board of Education accept a low bid from Burn and Jones Construction in the amount of $168,280. Uh total of all projects is $168,280

503
04:58:08.718 --> 04:58:28.718
for asphaltic concrete repair projects uh summer 2026 at various locations in accordance with requirements of board policy DJed submitted by Mr. Clemens, Dr. Prim, and Dr. Sofield. So move >> second.

504
04:58:28.718 --> 04:58:44.718
>> Moved and seconded. Thank you board. Any questions? Miss Downing. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez. >> Randy. Yes. >> Robert Milin Jr. >> Milin Jr. Yes. >> Emily Penhicks. >> Emily Penhicks. Yes. >> Joyce Strickland Eaggan.

505
04:58:44.718 --> 04:59:00.320
>> Joyce Strickland Eaggan. Yes. Dr. Win >> Yes. >> Thank you, board. Next item. It's recommended that Kansas City Kansas Board of Education accept the low bid from Lawrence Pest Control for Pest Control Services contract in accordance with requirements of board policy DJed as submitted by Mr. Carell, Mr. Clemens,

506
04:59:00.320 --> 04:59:16.958
Dr. Pigram, and Dr. Stubblefield. >> So moved. >> Second. >> It's been moved and seconded. Any questions or discussion? Miss Downing. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez. >> Randy Lopez. Yes. Thank you. >> Robert Milin Jr.

507
04:59:16.958 --> 04:59:32.160
>> Mil Jr. Yes. >> Pamela Pen Hicks. >> Pamela Pen Hicks. Yes. >> Joyce Strickland Eaggan. >> Joyce Strickland Eaggan. Yes. >> And Dr. Win. Yes. >> Fantastic. Thank you, board. Next item. Board. It's recommended the Kansas City Kansas Board of Education approve the recommendation from the naming committee

508
04:59:32.160 --> 04:59:51.760
of changing the name of the mascot from the Bearc Middle School that is slated to open for the 2028 2029 school year. Um and just for the record, this has gone through the naming committee. You'll see the explanation, the process, the review uh

509
04:59:51.760 --> 05:00:08.878
or the review, the survey. Um so there has been some uh leg work done by the naming committee per our board policy and processes that the board has laid out for that specific committee. Um so there's that recommendation. >> So move second. >> Moved and seconded. Any questions or

510
05:00:08.878 --> 05:00:28.480
discussion hearing? None. Miss Downing. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. There'll always be Bearcups. >> Yolanda Clark. >> Yanda Clark. Yes. >> Randy Lopez. >> Randy Lopez. Yes. >> Robert Milin Jr.

511
05:00:28.480 --> 05:00:44.000
>> Milin Jr. Yes. >> Pamela Pinhicks. >> Go Bears. Yes. >> Joyce Strickland Eaggan. >> Joyce Strickland Eaggan. Yes. >> And Dr. Win. >> Dr. Win. Yes. >> Congratulations. Go Bears. Uh, thank you board. Thank you to that naming committee. Next agenda item similar

512
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coming from the naming committee board. This is a recommendation from the naming committee um that the Kansas City Kansas Board of Education approve the recommendation from the naming committee of Woodland Hills Elementary as the name of the new elementary school which is the combination for a reminder of Noble

513
05:01:00.798 --> 05:01:16.240
Apprentice and Silver City Elementary Schools that's slated to open for the 2728 school year. It is here for recommendation for approval. Um, >> so moved. >> Second. >> It's been moved and seconded. Any

514
05:01:16.240 --> 05:01:38.480
questions or further discussion? >> Hearing none. Um, Miss Downing. Roll call. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez. >> Randy Lopez. Yes. >> Robert Milin Jr. >> Mil Jr. Yes. >> Pamela Penhicks.

515
05:01:38.480 --> 05:01:55.040
>> Pamela Penh. Yes. Joyce Strickland Eaggan. >> Joyce Strickland Eaggan. Yes. >> Dr. Win. Yes. >> Congratulations to our new elementary school. Miss Clark, I know you uh chair that committee. Anything you'd like to share? And thank you to the committee members uh Mr. Milin, Mr. Glenn Eaggan

516
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for all your work and to everybody who had put so much work and effort into getting those two items uh to front of the board. Miss Clerk, >> I could not have said it better. So, thank you to all of our staff in our community that put the leg work in. So, you made our job a lot easier.

517
05:02:10.000 --> 05:02:25.040
Appreciate you. >> May I add, between the names that were submitted, it was a joy to work on that committee, that name fit very well. It's a wonderful name compared to some that were, you know,

518
05:02:25.040 --> 05:02:41.040
little step down. That's I like the name. >> Oh, I don't know why you telling me that. No, I'm glad >> you like the bear cub still. >> I worked there for five years. The Bears were they were good. But

519
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>> all right, congratulations again. Thank you, Miss Clark, and to our board members and everyone on that committee who's helped out to our community. And we're looking forward to opening those uh new buildings. Uh board, next on our agenda are a couple of new items, new business items. They're for information.

520
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Please review. If you have questions, um submit those questions to Dr. Stubblefield. No actions being requested of you on items 9A or 9B tonight. They are here for information only. Okay. And then um board under item 10 um

521
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we've got a couple of reports. Um I know the strategic planning update is here. I believe there's a brief um presentation that is uh under this item. Not sure if there's a present an actual presentation tonight that's being shared. Um I know

522
05:03:30.480 --> 05:03:53.840
there's a PowerPoint or PDF for the board's review. Um, we can >> it's really just an a timeline. We'll be back in front of you after we meet in June July.

523
05:03:53.840 --> 05:04:10.240
>> Okay. So, if you haven't had a chance, please review the packet that's in the U. Thank you um to everyone who's helping all the action team members. It's made up of staff, community members, volunteers, and other folks, students, um are a part of that as well. Um so, please take a take a look at that. Um that's being presented to

524
05:04:10.240 --> 05:04:26.718
steering committee next week and then it'll be back before the board um again in the future. But if you have questions on those on this item, it is an important item for the board to take up. Um so, please submit any questions that you do have um to Dr. Stubblefield. Um, we can always bring this back up at a

525
05:04:26.718 --> 05:04:43.200
future board meeting before the summer if we really um if there are some questions or things that you all want to discuss that we want to discuss further. Okay. Um, Dr. Rodriguez, I know it is late in the evening and I really we really

526
05:04:43.200 --> 05:04:58.560
appreciate your patience and we want to do right by you. So, um, the floor is yours board. We do have a report from our dual language uh program. Um, again, we really, as she makes her way to the podium, we really appreciate your patience and flexibility. Um, but we

527
05:04:58.560 --> 05:05:12.958
definitely wanted to make sure you had the opportunity to share the work of the dual language program and your entire team, which is more than just a dual language program. Um, so good evening. Thank you for being with us. >> Um, I thought it was on here and now I

528
05:05:12.958 --> 05:05:28.958
don't see it. >> We get some help to get the presentation up, please. >> Oh, I found it. I think I've got it >> and I can keep this brief. Um, it's it's just an update. I can give some of those

529
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big highlights as as we walk into. Um, good evening board. Uh, President Lopez, Madame Vice President, Dr. Stubblefield. It's always a pleasure to be up here with you all. Um, there is it bigger. >> It's projecting. >> Okay. Yeah,

530
05:05:44.160 --> 05:06:01.120
>> it's just weird shape size. Um, I do want to just say April is um, multilingual, bilingual advocacy month. And now more than ever, we really require some advocacy as it comes around our programmings that we have here in the district as well as um, just in

531
05:06:01.120 --> 05:06:17.200
general as we look at what's coming out of the federal. It's zero funding for our bilingual programs and our multilingual learners. So, just want to plug that in. Um we'll be grounded in theme 2, three, and four um around this kind of update that I'll offer. Um and

532
05:06:17.200 --> 05:06:32.480
then we know that our students in the dual language program are already getting that diploma plus access because they'll be able to hit that syllabi literacy well before they get to high school. Um so just a grounding us in in where we're going with our north star.

533
05:06:32.480 --> 05:06:47.760
Um, we always ask get asked what is the dual language program and really the the gist of it is we want kids to be bilingual and biiterate. Not just be able to speak, but that they're able to read, write, um, listen in multiple languages.

534
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We have a privilege here in our district where some of our kids are adding a third or fourth language that are in our bilingual program. And that's really cool to see them navigate between um, two to three languages within the classroom. Uh, and then we're working towards a K5 trajectory now, eventually

535
05:07:03.840 --> 05:07:18.798
being K12, but we'll really focus just on that K5 um, for now and then connecting it to the syllabi literacy. When you step into a classroom, you can definitely hear the languaging happening at all levels. Um, we are in our third

536
05:07:18.798 --> 05:07:34.878
year of onboarding of this program. So, we have a kindergarten, first, and second grade cohort. I know there were questions in the past as to why we were only adopting third grade materials. Well, we don't have third graders yet. We'll have them next year. And we'll continue to build out every year at our

537
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two schools, Francis Willard and Silver or Francis Willard and New Stanley, our two elementary schools. Um, big highlights around our program is that we've been um working really hard around our strategic partnerships. We have the opportunity to work with Omaha Public

538
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Schools. They have a dual language program that's in their 25th year. Um, they're celebrating that this year. and we were able to take uh our dual language teachers and principles to Omaha to kind of see what it looks like in their five elementaryaries. They have five elementaryaries, two middle

539
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schools, and a high school there. Some aspirations for us probably in the future. And then we also are part of a Midwest dual language um alliance team in which we work with regional leaders specifically in um Midwest school districts. uh that's included

540
05:08:22.798 --> 05:08:40.160
researchers as well as um practitioners, teachers, other um superintendent and things that we meet with quarterly to talk through best practices and strategies. Um we have been working really closely with human resources this year to make sure that we're able to

541
05:08:40.160 --> 05:08:56.480
attract and retain um staff and really look for highquality candidates. We um participated with HR and a couple of their uh recruitment um fairs in Texas looking at Hispanic serving institutions. We did not start our

542
05:08:56.480 --> 05:09:12.000
school year 100% fully staffed, but we did um end up finding a teacher that onboarded in October. We are 100% fully staffed now, and we project to be fully staffed for next year. We're um still needing an English teacher for third grade and a Spanish teacher, but they

543
05:09:12.000 --> 05:09:28.798
they happen to come and we have a plan in place if if we were needing to wait and and we've did that this year and the kids are doing just fine and our teachers really integrated really well. Uh we also hosted our first ever dual language teacher mixer which exceeded our expectations. We did this in

544
05:09:28.798 --> 05:09:45.200
partnership with HR and um the foundation um to bring together our current dual language teacher, prospective dual language teachers. We had um several current student teachers and then prospective candidates from outside of our district come together.

545
05:09:45.200 --> 05:10:01.600
It was about a group of 30 that were able to um mingle with each other, get to ask questions about the programs. And then through that process, we were able to hire two of those student teachers that attended the event into our dual language program. So that's really exciting and something that we will

546
05:10:01.600 --> 05:10:17.920
continue to replicate in the future. um we intend to have it um earlier in the year rather than as late as we did, but it was kind of a lastm minute idea that we had as we were working work workshopping with HR of how to increase that um visibility of the program. And

547
05:10:17.920 --> 05:10:32.638
then this year we've worked with We dot High School, their teacher pathway teacher, um Miss Bowers to invite students in the teacher pathway to come visit Francis Willard. They spent an afternoon, a morning at the school in the classrooms getting to know what it

548
05:10:32.638 --> 05:10:49.120
is to not just be a teacher, but also um what it could look like to be a dual language teacher. And so the kids did express that was one of their favorite visits that they had. They weren't so fond of the middle school visits because they didn't get as much hands-on, but at elementary they were able to really integrate. And we had one of our English

549
05:10:49.120 --> 05:11:06.638
teachers doing a science lesson that was really fun that all of the kids got to participate in. And then we um brought them lunch and uh they are looking forward to that visit again next year. Um we are really excited to share that from year 1 to now we actually have a

550
05:11:06.638 --> 05:11:24.080
lottery weight list. We have um over 96 families um on that list um waiting to have a seat in the dual language program. We are um have sent out all of the information to the parents that are currently on the list, but also as seats

551
05:11:24.080 --> 05:11:39.840
um if families move or whatever that may look like, there are still opportunities for their families to get in. We have also had two high engaging parent nights um one held last week uh and then one in February in which we have prospective

552
05:11:39.840 --> 05:11:56.080
parents come ask questions, get to know what the program is. We also set up an opportunity for the parents to enroll and at both events have had parents partake in that part uh enrollment. And then um we also have parents that are planning two years ahead. So they've got

553
05:11:56.080 --> 05:12:12.160
current uh kiddos that are going to go into preschool that they're wanting to kind of get ahead and that has happened at both of our events. Um and then we are still our enrollment is still open. So if somebody wants to be on the wait list that is an opportunity for them. we

554
05:12:12.160 --> 05:12:27.440
strongly encourage it uh just in case there are any fluctuations in some of the enrollment at either one of the buildings. And then last year I was up here sharing about New Stanley transitioning to a dual language only model. We're successfully on that

555
05:12:27.440 --> 05:12:43.440
pathway. We were able to bring um last year's kindergarteners that weren't in the dual language program and bring them into first grade. Um we had a few bumps as that's the grade level that we didn't have a teacher at the beginning of the year, but we haven't seen any indicators

556
05:12:43.440 --> 05:12:59.520
that the students aren't uh thriving in the environment now that we're towards this time of the year. Our data doesn't show anything that we would be concerned about. And then we're continuing to follow that um current second grade student uh into the next grade, which

557
05:12:59.520 --> 05:13:15.680
would be third grade. And then um just a little bit of data for you all to see. We have our early reading composite scores. It is separated between our dual language and then students that are non-dual language. Uh some of the things I want to highlight is our former L's.

558
05:13:15.680 --> 05:13:33.200
Um in three years time, which language takes about 3 to seven years to acquire, we have a higher number of former English language learners, meaning the services that we're providing for our ESL students is working. they're exiting much quicker than um those that are in a

559
05:13:33.200 --> 05:13:48.560
traditional pathway. There really isn't a big distinction, but we are starting to see some um indicators that our dual language students are pulling ahead is which we would is something that we would expect. Um we don't have trend data yet because we don't have three

560
05:13:48.560 --> 05:14:03.440
years worth of the same grade levels. Next year we will um be able to look at kindergarten from year to year. we'll be able to look at first grade from year to year and then start making some predictions for um second and third grade. Same is true for math. There

561
05:14:03.440 --> 05:14:18.400
really aren't any distinctions between our non-dual language and our dual language students. I will add um math is taught 100% in Spanish for the students and it's not having a negative impact at all. As a matter of fact, our um former

562
05:14:18.400 --> 05:14:34.560
ELELs and our ELS are starting to trend up which is positive. Um, one of the things that historically happens in a dual language program at the initial inception of them, there is typically a dip that will that we're waiting to see that can happen within second or third

563
05:14:34.560 --> 05:14:51.120
grade. It's not uncommon. It's not something that as we work with DRA to kind of look at that would alarm us. Um, but we're not seeing it. So, that's really positive um for us to kind of continue to look at. And then um also comparing our dual language to our non-dual language. um we are not seeing

564
05:14:51.120 --> 05:15:08.080
those same trends that we see with our non-dual language students when it comes to absenteeism or um the number of days missed. The teachers um cultivate really strong communities. That's one of the pillars of dual language programming. So again, we're seeing that the intention

565
05:15:08.080 --> 05:15:24.080
of the program and the model is working for us. Um we do use the cow institute guiding principles for dual language to assess our program. That's kind of the the guidelines for all high level programs. And we ask our teachers, our principles, and our instructional

566
05:15:24.080 --> 05:15:41.440
coaches to kind of self-rate a couple of areas of a strength by literacy. Um that focus leadership and family communication more so in terms of the parents feel more connected to the school, those that speak Spanish because they're in a Spanish- speaking environment. um areas that we're

567
05:15:41.440 --> 05:15:58.000
developing in and we anticipate to develop in these areas for a while is curriculum alignment until we have a full K5 program. We're going to have to align our curriculum every year as we build out instructional practices. Um our teachers really focused on that professional development in their

568
05:15:58.000 --> 05:16:13.280
feedback. They want more of it. There's only so much time. It's going to be something that we just have to continue develop. And then resource access. Not every material that we have adopted yet is in Spanish. And so that's one of those things is we build out, we adopt

569
05:16:13.280 --> 05:16:29.360
new curriculum, we ensure that there's some e access and equity in that space. And then um through that perception, there are growth areas which is the family and community engagement structures. I will add when talking with principles, one of our dual language

570
05:16:29.360 --> 05:16:46.560
schools did not have a PTA. They have just um started one and that was initiated by their dual language parents. The other building had a PTA. It has grown and they are really active in the second school. So I can I can make lots of inferences as why the

571
05:16:46.560 --> 05:17:02.958
teachers maybe felt that family and community engagement wasn't strong. Um but our principles indicate differently. Um professional development like I said it's just one of those things. There's not enough time. Um and we've got a lot of PD to offer teachers. So, we are trying to find innovative ways and

572
05:17:02.958 --> 05:17:17.920
getting into PLC's. Um, the trip to Omaha was an opportunity for professional development and then just staff capacity and alignment across roles. We're building a program from zero. We're going to have to increase staff capacity every year. So, the

573
05:17:17.920 --> 05:17:33.280
things that we're looking for. Um, and then something related but also unrelated to our dual language program. Uh, those uh devices that the teachers have in their classrooms that are those amplifiers. So the the little black microphones that they wear um that

574
05:17:33.280 --> 05:17:48.400
company audio enhancement has an addition that you we piloted at Arrowhead and Schlaggel. This is in partnership with Deerra and TIS. We um piloted during around October to February of what the device would sound

575
05:17:48.400 --> 05:18:06.638
like in a classroom. And so it allows us the the white box which is a bridge allows the teachers to use their amplify device and students to plug into their iPad or their laptops and hear instruction in real time in whatever language they select. Um in January they

576
05:18:06.638 --> 05:18:23.120
released the two-way. Uh I was a little skeptical of how it worked but when we saw it in practice like we felt like we needed to bring it to you all and that was approved in February to purchase. And so um the two-way then allows a student to talk into their student

577
05:18:23.120 --> 05:18:39.120
device and it comes in the classroom amplified system in English. So then everybody in the classroom can hear what the student said. Um we are in an initial phase with that and doing training right now with our front office. So faces um registars and

578
05:18:39.120 --> 05:18:55.680
attendance secretaries have all been trained on how to use it. Its intention is not necessarily for parents but we know that we also have to bridge communication there. And then we're creating a really robust um catalog of professional development for teachers that would go to principles,

579
05:18:55.680 --> 05:19:10.718
instructional coaches, and then the classroom teachers that would use those boxes. And we'll be dispersing those between now and um August so that in August they're ready to use in classrooms. But we do have front office staff using it now and giving giving us

580
05:19:10.718 --> 05:19:26.000
feedback on it. Um I do believe that some of the build some of the rooms in this building um the boardroom is one that we're considering putting the audio enhancement. So as you guys see we have interpreters here. That would be um a need that would go away and parents

581
05:19:26.000 --> 05:19:42.320
would scan a QR code and they would be able to listen through their own device to the board meeting in real time. So we're really excited about that addition as well. And with that I'll keep it short and sweet and take any questions. >> Thank you, Dr. Rodriguez. I know that was uh fast uh to go through. um do have

582
05:19:42.320 --> 05:19:58.798
a a couple of questions and then I'll go to Mr. Milin. Um thank you for for sharing. I would encourage um I know you had to go quickly, but I would encourage all board members and our newer board members if you haven't had a chance to visit a dual language classroom. And I know it's been a little bit since I've gone, so I need to go back uh since

583
05:19:58.798 --> 05:20:15.920
we've added some of the classrooms um do a tour and get get in there. It's great to see the students engaged in the multiple languages um and the teachers engaged there. So, just um if you haven't had a chance to get out there, please do so. Um and I will make it a priority to get there. Uh Dr. Rodriguez,

584
05:20:15.920 --> 05:20:31.120
curious if you could share a bit about um the translator and interpreter student program that wasn't necessarily in here, but I know it's a a pride that the district has as well. If you could share a bit about that. And then you touched on the bi the biiteracy. Maybe if you could hit a bit on the seal of

585
05:20:31.120 --> 05:20:47.600
biiteracy and how we're progressing with that since that's a has been a priority as well. >> Sure. Um so we have our translator interpreter program. We um love we uh very uh endearly call it tip. Um that is

586
05:20:47.600 --> 05:21:05.280
accessible to every high school student um across the district. We start with our sophomores. Um they're all invited. We're on the recruitment now. Um we have about 45 kids that are in our program right now. They come in um and it they

587
05:21:05.280 --> 05:21:22.240
it's a client connected project for them. They then are sort of hired by our district and they come and support at um family advocacy. We have a handful of students that will be at kindergarten roundup um acting as interpreter translators. um they were at several of

588
05:21:22.240 --> 05:21:38.638
the um meetings around the the new schools and that development as well um to be uh servicing in that interpretation seat. And so they go through a couple of modules that um tell them best practices

589
05:21:38.638 --> 05:21:53.840
of how to interpret and translate um and then we put them into the field at our different schools for different events. And um they we have students that earn anywhere from 60 to 120 hours um allowing them to then access that

590
05:21:53.840 --> 05:22:10.080
diploma plus uh at graduation. Syllabi literacy I do not oversee holistically. I think last I looked at numbers. There were about 209 students that did get the syllabi literacy. Um right now in our district um there is a process for

591
05:22:10.080 --> 05:22:26.958
students to um if they are in a world language classroom, Spanish, French are the two that we have at our high school level, they can take it through that way. We also encourage our ESL teachers to um consider students who may be able to access that and then um any I do

592
05:22:26.958 --> 05:22:41.440
believe it's open to any student that would like to take that. Kansas does require an assessment. So, you have to take a test in English to show you're proficient in English and then you take another test um in the language that you choose. Most of our students do take the

593
05:22:41.440 --> 05:22:59.040
Spanish assessment, but we have seen um requests come through my department for Burmese. I believe there was a hakachin and um some of our um African languages. I want to highlight those kids specifically. They don't learn those languages in school. they're coming into

594
05:22:59.040 --> 05:23:14.718
school with it and they're taking the test and they're able to acquire either that silver or the gold syllabi literacy. So that's really exciting for for us to celebrate those students. >> Fantastic. Thank you for that, Mr. Milin. >> Yes. Briefly, thank you for your presentation. I'm a stickler with when

595
05:23:14.718 --> 05:23:30.000
the numbers decrease for in a positive way. >> Yeah. And what I want to say it asked an uh explanation I see the the decrease in absenteeism and days missed for 24 and 25. What what do you credit that to and

596
05:23:30.000 --> 05:23:47.200
is that is it going to decrease in 26 and how what what do you credit the the decrease in folks not showing up and being days miss? >> Yeah. So for dual language programs specifically there's a couple of pillars that they focus on. One of those is socioultural competence, meaning um

597
05:23:47.200 --> 05:24:02.400
where do I live or exist in society? Who am I? And then who am I in my community? For our littles, that's community of home and then community of school. And so that's embedded within just the foundations of what a dual language

598
05:24:02.400 --> 05:24:20.080
program is. They are cohorts of 50. So they are a family of 50 in the classroom. um the teachers because they have to um engage students on with an English teacher and a Spanish teacher put in a um some structures that support

599
05:24:20.080 --> 05:24:36.480
um students like commitment to the classroom. We also ask our parents to sign a contract every year just a commitment form to us um init just saying like it is a K5 commitment um where I'm not going to learn Spanish in kindergarten. I'm going to need to take

600
05:24:36.480 --> 05:24:52.000
several years of it. And so I do think the commitment forms help. I think the things that the teachers do in the classroom and because one of the pillars of dual language is that socioultural competence, it helps increase that as well. Um I'm sure there's other things that are happening in the classroom, but

601
05:24:52.000 --> 05:25:07.840
the kids just love each other in those rooms. >> Okay. >> Relationships. >> Thank you, Miss Brownley Page. >> Thank you. I >> I didn't know if I heard you clearly. What is your student teacher ratio? Mhm. We have um we start with a cohort

602
05:25:07.840 --> 05:25:23.120
of 50. So that's split between two teachers. We have a two-teer model. So we have an English teacher and a Spanish teacher. And we split that 50 to 25 in each classroom. Kindergarten and first grade, we have an instructional aid in that room that's bilingual that goes

603
05:25:23.120 --> 05:25:37.520
from each classroom. Second grade, the students no longer need assistance from an aid. Um but um yeah, we we try to start with 50 just to plan for attrition as the program continues. And then I'm just curious what

604
05:25:37.520 --> 05:25:54.000
do you offer Spanish to non-speaking parents after school or somewhere to help them? >> Not yet. Um we that is not something that we've um been asked of yet. What the teachers do do is they talk about

605
05:25:54.000 --> 05:26:08.400
what does literacy mean? Um and how do I help my child in my L1 and then how do we bridge into that L2. So, as a former Spanish teacher myself, um bringing the students into the community where the language exists is a really strong

606
05:26:08.400 --> 05:26:25.040
thing. So, um we offer to the teachers like watching TV in Spanish. Um having the kids go to the grocery store, walking through the Spanish aisle. And so that goes back to what I was um sharing about the socioultural competence where where does language

607
05:26:25.040 --> 05:26:42.160
exist for me and how do I exist in my community um as part of that piece as well. But it is something that we could definitely explore. Um it's just not something we've done yet. >> And I don't mean any harm, but do you mainstream? Do you take uh sped

608
05:26:42.160 --> 05:26:56.638
everybody? >> Absolutely. Our sped students are doing really well within the program as well. Um it has been created to be the most inclusive space. Um that was what we heard from the beginning when we started planning this and we continue to

609
05:26:56.638 --> 05:27:12.160
maintain that and and want to continue to maintain that. >> Thank you. >> Yeah, absolutely. >> Thank you. Additional questions. >> Thank you so much for your patience, Dr. Rodriguez sharing. And if you have further questions, board, I know that

610
05:27:12.160 --> 05:27:27.520
was quick. Please reach out to Dr. Stubblefield um around questions for our dual language program. Um, next board would uh let's see where are we entertain a motion to recess to

611
05:27:27.520 --> 05:27:44.160
executive session. I want to get this correct uh to discuss matters on attorney client relationship under coma to protect privacy interest of all parties involved under coma to include Dr. Stubblefield

612
05:27:44.160 --> 05:28:05.600
Mr. Gohine Dr. Jones and Mr. Hansford for 13 minutes. Um, going in at 9:27. >> So, >> and no. >> So, move. >> Moved. Is there a second? Seconded. Any

613
05:28:05.600 --> 05:28:23.280
questions? Miss Downing. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez. Yes. >> Randy Lopez. Yes. >> Robert Milin Jr. >> Milin Jr. Yes. >> Emily Pin Hicks. >> Emily Pin Hicks. Yes.

614
05:28:23.280 --> 05:31:28.680
>> Joyce Strickland Eaggan. >> Strickland Eaggan. Yes. >> And Dr. Win. >> Win. Yes. >> Thank you. >> Um Heat. Heat. N. Heat. Heat. Come on. Come on. Heat. Heat.

615
05:31:35.840 --> 05:35:38.280
Hey, hey, hey. Hey, hey, hey. Ah, heat. see down. Heat. Heat. Heat. Heat. Come on.

616
05:35:43.440 --> 05:42:08.200
Hey, hey, hey. Heat. Heat. Come on. Come on. Heat. Heat. Come on. Come on. Heat. Heat. Come on. Come on. Number one.

617
05:42:09.680 --> 05:45:36.040
Come on. Come on. Number one. Come on. Come on. Come on. Come on. Come on. Come on. Come on. Hey, hey, hey. I'm going to

618
05:45:39.520 --> 05:50:35.000
Come on. Come on. Heat. Heat. N. Come on. Come on. Heat. Heat. Heat. Heat. N. Come on. Come on. Heat. Heat. Thank you.

619
05:50:36.798 --> 05:53:02.360
I'm going. Come on. Come on. Heat. Heat. Ah, see. I'm going Come on. Come on.

620
05:53:08.000 --> 05:54:05.920
Heat. Heat. to um return to open session, please. >> Okie dokie. >> Moved by Miss Clark. Is there a second? >> Seconded by Miss Pen Hicks. Thank you. Um, Miss Downing.

621
05:54:05.920 --> 05:54:22.878
>> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Yolanda Clark. >> Yes. >> Randy Lopez. >> Randy. Yes. >> Robert Milin Jr. >> Jr. Yes. >> Pamela Pin Hicks. >> Pamela Pin Hicks. Yes. >> Joyce Strickland Eaggan.

622
05:54:22.878 --> 05:54:38.958
>> Joyce Strickland Eaggan. Yes. >> And Dr. W. >> Yes. >> Thank you. A motion to recess to executive session to discuss matters of non-elected personnel in order to protect the privacy interest of all parties involved under coma for seven minutes going in at 953 to include Dr.

623
05:54:38.958 --> 05:54:54.958
Lori. >> Moved by Miss Clark, seconded by Mr. Milin. Questions? Miss Downey. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Yolanda Clark. >> Lopez. >> Randy Lopez.

624
05:54:54.958 --> 05:55:10.440
>> Randy. Yes. >> Robert Milin Jr. Junior. Yes. >> Pamela Penhicks. >> Pamela Penhick. Yes. >> Joyce Strickland Eaggan. >> Joyce Strickland Eaggan. Yes. >> Dr. Win. >> Thank you.

625
05:56:15.600 --> 06:05:41.400
Come on. Hey. Back down. Come on. Hey. Hey. Come on. Come on. Heat. Heat. Come on.

626
06:05:41.840 --> 06:10:28.798
Come on. Come on. Heat. Heat. Come on. Come on. Heat. Heat. N. Come on. Come on. Heat. Heat. Come

627
06:10:50.320 --> 06:14:25.320
on. Come on. Come on. Come on. Come on. Hey, hey, hey. Hey, hey, hey. Come on.

628
06:14:30.240 --> 06:17:17.080
Come on. Hey, hey, hey. Heat. Hey, heat. Hey, heat. Mat. Hey. Hey, hey, hey. Heat. Heat.

629
06:18:08.718 --> 06:18:23.920
session please. >> So moved. Second. >> Moved and seconded. Miss Downing. Wanda Brownley Page. >> Yes. Wanda Brownley Page. >> Yolanda Clark. >> Yolanda Clark. Yes. Randy Lopez. >> Randy Lopez. Yes. >> Robert Milin Jr.

630
06:18:23.920 --> 06:18:40.080
>> Robert Milin Jr. Yes. >> Emily Pen Hicks. >> Emily Pen Hicks. Yes. >> Strickland Eaggan. >> Strickland Eaggan. Yes. >> Dr. W. Yes. >> Thank you. Is there a motion to approve the HR report item C? >> So moved.

631
06:18:40.080 --> 06:18:57.718
>> Second. >> Moved and seconded. Questions or discussion? question. >> Miss Brownley Page, >> I would like to remove the item about Dr. Lori and table that to Thursday till we have a meeting Friday.

632
06:18:57.840 --> 06:19:22.240
Um, give me one second. >> Would um any >> other questions Is that an amendment? >> And I I would just request that we um not give specific individuals or

633
06:19:22.240 --> 06:19:38.798
>> personnel. >> Well, how do you do it without doing that number on line? >> Okay. Well, what's the number? I'm sorry. >> You're all right. >> It's okay. Um >> item C. >> Item line.

634
06:19:38.798 --> 06:19:54.558
>> Yes. So, there's a request. The motion is to approve the HR report. Um, there's a request to remove item 57. Um, I don't know if there's an amendment that wants to be made to the motion or

635
06:19:54.558 --> 06:20:09.120
if we want to vote this current motion up or down. Um, how you want to move forward? Those who made the motion. The current motion is to approve the HR report. Are there other questions? We heard from Miss Brownley Page. Other

636
06:20:09.120 --> 06:20:28.480
questions on the HR report item? >> I think the procedure would could allow a substitute motion that takes priority. >> Yeah, it could. There's not been a motion yet. I think

637
06:20:28.480 --> 06:20:44.958
that's what I'm trying to figure out. So, I think right now you got a motion, a second. You're having discussion. And I think there could be a substitute motion if that's what would happen and then you'd have to vote on the substitute motion before you'd vote on the final motion >> because Ry's motion wasn't wasn't

638
06:20:44.958 --> 06:21:01.200
seconded. That's what you're saying. >> No, the the motion motion. We got a motion on the floor. Miss Paige has asked a question about removing one of the line items from the HR report. >> Yes, >> I think she could make that as a substitute motion. If it gets a second,

639
06:21:01.200 --> 06:21:16.958
that gets voted ahead of the actual motion. Um, and if it >> Okay. Then can I rephrase it? I make a motion that we remove item 57 and that be decided on Friday.

640
06:21:16.958 --> 06:21:33.280
>> I second. >> There's a Mr. Gohane. Just want to make sure we're good. There is a Does that count as a substitute motion? >> I think so. Okay. Any questions or discussion on the

641
06:21:33.280 --> 06:21:53.120
substitute motion? >> Second of the It's been seconded. Any questions on the substitute motion? >> Okay. Hearing none. Um, Miss Downing. So, we're voting on the substitute motion first. Uh, Miss Downing. >> Wanda Brownley Page.

642
06:21:53.120 --> 06:22:08.878
>> Wanda Brownley Page. Yes. >> Yolanda Clark. Yolanda Clark. Yes. >> Randy Lopez. >> Randy Lopez. No. >> Robert Milin Jr. >> Milin Jr. Yes.

643
06:22:08.878 --> 06:22:24.958
>> Pamela Pin Hicks. >> Pamela Pen Hicks. Yes. >> Joyce Strickland Eaggan. >> Joyce Strickland Eaggan. No. >> Dr. W. >> Dr. W. Yes. >> Okay. The substitute motion carries. Uh, Mr. Gohane. Do we >> now? Now you're voting on the HR report

644
06:22:24.958 --> 06:22:40.558
with the one line removed. >> Okay. We don't have to make an additional motion or anything. That >> I don't believe so. >> Okay. Um any questions on the current motion? Okay. Miss Downing. >> Wanda Brownley Page.

645
06:22:40.558 --> 06:22:54.798
>> Wanda Brownley Page. Yes. >> Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez. >> Randy Lopez. Yes. >> Robert Milin Jr. >> Milin Jr. Yes. Emily Pinhicks. >> Emily Pin Hicks. No. >> Strickland Eaggan.

646
06:22:54.798 --> 06:23:12.480
>> Joyce Strickland Eaggan. Yes. >> Dr. Win. >> Dr. Win. Yes. >> Okay. Thank you, board. Um before we leave board, we do have a budget meeting on Friday afternoon 1 p.m. That is via Zoom. Um because we are taking up a couple of items that we didn't take up

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tonight, including the um HR report item from tonight. We'll need an executive session on attorney client. We'll need an executive session for uh negotiations. We need to amend the notice um or redo the notice for the special meeting or for the budget meeting. Mr. Gohane, can you make sure

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we get uh do we need a motion to actually um approve amending or changing the notice for the meeting on Friday or how best should we move forward with that? We'll need to add again two exact sessions. one on attorney client privilege, one on uh negotiations, and

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then adding the um this item from the HR report to Friday. >> The clean the cleanest way to do it, it's probably just a motion. Technically, three board members or board president could could do it, but I think it's cleanest just to vote to do

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it >> to so vote. So, need a motion to >> amend the notice of the special meeting for Friday to include the three additional items. >> Okay. So, is there a motion to amend the notice for Friday's budget meeting to include for Friday, May 1st, thank you,

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of 2026, 1 PM. Um to include an attorney client, executive session on attorney client um an executive session on negotiations. There's already an HR report on Friday, so we don't need to add that. Is that correct, Craig? Or should we?

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>> Tech technically you would have. >> Oh, we have to because there was a motion. Okay. and to add um item 57 to the HR report and conversation for Friday. Is there a motion to do so? >> So moved. >> So moved. >> Moved and seconded. Questions?

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>> Yes. My question is we're scheduled from 1 to 3, right? Saturday, uh Friday, I believe. So >> I believe 1 to 2:30. And so I just want to make sure I can tell you it's whatever the end time is scheduled, that is when my that is my end time for that

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meeting. We will plan to end at 2:30 on Friday. >> I just heard so many things added. So, I'm just making sure we know I will. >> We will prioritize those things that need to be prioritized. >> Done. >> Any other questions on Friday's on the motion

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>> hearing? None. Miss Downing. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez. >> Randy Yo. >> Robert Milan Jr. >> Yes. >> Emilyn Pin Hicks. >> Emil Pin Hicks. Yes. >> Joyce Strickland Eaggan. Joyce Strickland Eaggan. Yes. >> And Dr. Win.

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>> Dr. Win. Yes. >> Thank you. Um with that board, I know it's late, so we'll save our comments for another day. >> Thank you everybody for sticking with us. Have a great night. This meeting's adjourned. >> Thank Hey, hey, hey.