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Good afternoon. Good afternoon and welcome everyone. We're going to go ahead and call our regularly scheduled board meeting to order. It is Tuesday, October 14th, 2025, 5022 p.m. We'll call this meeting to order. Before I
continue, I do just want to share um we do have language interpreters available. If you do need an interpreter in a different language, we do have that uh capability tonight. Just let one of our staff persons know. We'll make sure that we have an interpreter for you. So, if you do need an interpreter, uh
please let uh one of our staff members know. Again, we'll call our meeting to order. Thank you so much for joining us today, board colleagues, Dr. Stubblefield, to all of our staff, and to any guests that we have present both in person and online. Thank you for joining us today um for our board
meeting. As we do at every board meeting, I will read our board norms and protocols. Oh, that got loud. Thank you. Uh, as a board we agree to respect differences of opinions in making decisions for the district. To follow best practices in managing the
superintendent and the management of the board itself. To stay on task when conducting business for the district, including while at board meetings. To never surprise the superintendent or each other when conducting official business of the district. To read these norms at the beginning of each board meeting and at board workshops as a
reminder of how to conduct our meetings. and to continually selfch check to determine if we're following our norms when conducting district business. Again, good afternoon. Welcome. Thank you for being here. Miss Smith, would you please do a roll call? >> Yolanda Clark, >> Randy Lopez. >> Randy Lopez, present. >> Robert Min Jr.
>> Robert Mil Jr. present. >> Wanda Brownley Page. >> Wanda Brownley Page present. >> Rachel Russell Russell. Yes. >> Dr. W. >> Dr. Win present. >> Thank you. >> Thank you. Is there a motion to approve today's regular agenda? >> So move. Second. >> Moved and seconded. Any questions or discussion?
Hearing none. Miss Smith. >> Yolanda Clark. Randy Lopez. >> Randy. Yes. >> Robert Milin Jr. >> Mil Jr. Yes. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Rachel Russell. >> Rachel Russell. Yes. >> Dr. W. >> Dr. W. Yes. >> Thank you. >> Great. Thank you. All right. Board. Our
first agenda item. Um, unfortunately we we were going to have some students here with us tonight. Unfortunately, due to scheduling cont uh conflicts, they could not join us tonight. But we hope to reschedu them um at a future and the October 28th meeting. Um we were going
to have a student group perform uh in honor of Hispanic Heritage Month. Um but come back on October 28th. They will join us. Uh hopefully schedules will align and we'll make that that happen. But we do have in front of us board um there is a recommendation of the Kansas
City, Kansas Board of Public Education um recognize National Hispanic Heritage Month as submitted by Dr. Lucero and as uh and doc or Mr. Hansford and is recommended by Dr. Anna Stubblefield. I'll just read what's on the memo just so we can have it out loud. It is on the
agenda for everyone to view. Um National Hispanic Heritage Month is observed from September 15th through October 15th to celebrate and honor the histories, cultures, and contributions of Hispanic and Latinx Americans, an integral part of the nation's history and identity.
Throughout this month, schools have been encouraged to highlight Latinx history and incorporate related educational and cultural activities. Um, additionally, the welcome center hosted um the Latinx leadership lunchon earlier this afternoon um here at central office, which was a great event. I'm sure we'll
hear more about that um during our board commentary later this or later this evening. Um, so just want to um for us to recognize um Hispanic Heritage Month as a as a board.
>> Yes, Miss is Dr. Estraa coming to share something. Thank you, Dr. Estraa. >> Thank you. Just a a few a few um words about uh
Latino Heritage Month. Uh first of all, good evening, Wastes, President Lopez, Vice President Russell, members of the board, Dr. Stubblefield, and community members and staff. Each year, as was mentioned, from September 15 to October
15th, we join communities across uh the country in celebrating Latino Heritage Month to honor the rich and diverse history, cultures, and experiences that make up Latinx communities across the United States, and in particular here in
Kansas City, Kansas. I want to take this opportunity to uplift two ways in which our students, staff, and community partners in KCKPS are harnessing the power of community to cultivate future leaders. Um the first
is the Hispanic Development Funds Gambio Parakamio. Uh as you know, the Hispanic Development Fund is dedicated to expanding educational opportunity for Latino students in Kansas in the Kansas City area through scholarships and community support.
Kamio Parakamo means change for change. Um, and it is a community-led fundraising campaign that unites Latino students, families, their neighbors, local businesses, and organizations each year to raise funds for college
scholarships. This campaign not only provides critical financial resources but also showcases cultural pride, leadership and community strength in our high schools. This year all of our high schools are participating in
Kamio Parakamio. These funds fundraising campaigns are studentled and provide students an opportunity to collaborate to leverage their creativity, their innovation and leadership towards a shared mission to expand college and
post-secondary access and opportunity. The second um President Lopez already mentioned which just a few hour hours ago we held our Latino our second annual Latino leadership lunchon um and some of
you joined us alongside about 120 uh students, teachers, elected officials, district staff, and community members. This is the second year, as I mentioned, of the Latino Leadership Lunchon. And just like last year, this was a truly special gathering, especially during
this time when so many lat so many in the Latinx community are starting to feel silenced, targeted, and powerless. Many of the panelists spoke truth to power, highlighting the many ways in which Latinos continue to shape Kansas with resilience, leadership, vision, and
collective power. Stu students got to hear some ch some of the challenges and progress being made at this at the legislative level in Topeka and the importance of voting and civic engagement as well as reminding them of the opportunities available to
to them through the POMO plus and the multilingual education services department. This event was co-sponsored and planned by the Department of Family and Community Engagement, Department of Organiza Organizational Development, and the Kansas Latino Community Network, and
Advocates for Immigrant and Refugee Rights. I do want to take this opportunity to give special recognition to Valeria Ivara and Dr. Lauren Ernnandez for all the work that they've put in to make this gathering a success.
As I close, u I also just want to point out the student artwork that sits in the back of the boardroom. Um this uh this uh art art display is made up of maragolds from first graders at JFK.
>> Uh fourth and fifth graders created the calaas from L Brun. And then there are also calas up there from Wet High School. So the display will be up there for a week. Uh, please enjoy. >> Thank you. >> Thank you, Dr. Estraa. Sorry for stealing your thunder if I would just uh
pay attention to the agenda. I'd have known you were coming up to do all of that. So, thank you, Dr. Estraa, and thank you to all of our staff and our schools who continue to celebrate. And thank you, board, for allowing the space and always embracing the diversity of all cultures within our school district. And this month in particular for our
Latino and Latinx students. Um, I know each one of you continues to be a great champion for all of our cultures, ethnicities within the district. So, thank you for participating um in all the events this week uh or this month. Thank you. We'll continue with our
agenda. Um next we have special recognitions. Um I would invite Dr. Jones to the podium as we c continue to celebrate um some amazing accomplishments and folks in our district. Dr. Jones, good evening.
>> Good evening, President Lopez. Good evening, Board of Education. Good evening, Dr. Stubblefield. I'm looking to see if we have Yeah, we do have our PowerPoint presentation. I am very honored to uh present to you our administrators of the month. And so we
have several categories that we're represing uh for our administrators. We're going to represent someone that is from a part of the district level administrative and then we'll look at also uh elementary childhood um middle school and high
school. We're going to start with our elementary administrator of the month and it is none other than Miss Colette Cheney. Yes, Principal Cheney is the she is the principal at Wellelburn Elementary School and she was nominated by district
leaders. They said it is with great enthusiasm that we nominate Principal Cheney for recognition as an outstanding elementary principal, a true leader and advocate for all students and families. Principal Cheney embodies excellence in every facet of school leadership. Her attention to detail ensures that every
initiative from instruction to culture building is executed with precision and purpose. A strong proponent of whole brain learning, she has created an environment where cognitive, emotional, and social development are seamlessly integrated into daily instruction,
empowering every student to engage fully in the learning process. One of her most impactful strengths is the ability to build and lead highly effective teams. With a keen sense of vision, Principal Cheney develops yearly themes that unify staff and students around shared goals,
fostering collaboration, creativity, and consistency. As a veteran educator, she brings not only wisdom and warmth to every interaction, but also a commitment to mentoring and developing future leaders in our district. Whether joyfully chiming in and singing singing
in the cafeteria or personally greeting families each morning, she sets the tone for a positive and welcoming culture uh school culture. She is a tireless tireless advocate ensuring that every child and family feels seen, heard, and
supported with an unwavering focus on students. She leads with heart, vision, and unshakable belief in the potential of every learner. She is an exemplary of every district's focus on being laser focused every day. I recognize for you
all the elementary principal of the month for October 2025, Miss Colette Cheney. Our middle school principal of the month for October is none other than Dr. Seamia Guest. Dr. Guest is the principal at Gloria
Willis Middle School. She was nominated by district leaders. She exemplifies the highest standards of educational leadership through her unwavering faith, expertise, and commitment to excellence. She leads with humility, grace, and determination. Consistently modeling what it means to serve with integrity
and purpose. Her leadership is rooted in compassion and accountability. quant qualities that have strengthened the culture and success of her school community. Dr. Guess's ability to balance vision with action sets her apart as a transformational leader. She articulates a clear and inspiring
direction for her school while actively working alongside staff to ensure shared goals are achieved. Her resilience in the face of challenges coupled with her transparency and willingness to grow with every experience reinforces a culture of continuous improvement.
Beyond her professional accomplishments, Dr. Guess's impact is deeply personal. She is approachable, supportive, and genuinely invested in the well-being and growth of both students and staff. Her encouragement uplifts those around her, fostering an environment which every
where everyone feels valued and empowered to succeed. Dr. Guess's leadership continues to inspire excellence, faith, and hope across the school community. Her steadfast commitment to student achievement, staff development, and community partnership makes her a truly deserving recipient of
the October 2025 administrator of the month award. Once again, we recognize Dr. Simeia Guest. Dr. Edward Franco, the principal at JC Harmon High School. He is our October 2025 principal of the
month for high school. Dr. Edward Franco expl exemplifies exceptional leadership, commitment, and vision. Under his guidance, JC Harmon High School has become a place of belonging, academic rigor, and high expectations for all students. He has fostered a welcoming
and inclusive environment that values collaboration among students, staff, families, and broader community. His leadership is grounded in integrity, empathy, and a relentless pursuit of excellence. He leads with humility and authenticity, earning the trust and
respect of those he serves. Through his calm demeanor, resilience, and optimism, he models the qualities of a true servant leader. His student- centered approach ensures that every decision prioritizes the success and well-being of students. By empowering staff and an
inspiring collective action, Dr. Franco has strengthened the culture of the achievement and belonging at JC Harmon High School. His lasting impact extends beyond this campus, influencing the broader KCKPS community through his dedication and vision makes him a truly
deserving recipient of the October 2025 administrator of the month for the high school level, Dr. Edward Franco. And last, but certainly not least, we want to recognize Doug Clemens, the director of physical properties.
Doug Clemens exemplifies excellence in operational leadership, his dedication, expertise, and commitment to helping whenever needed in the district. He leads with integrity, teamwork, and humility. Qualities that strengthen every school he supports. Always
available and quick to respond in any situation, Doug consistently goes above and beyond to ensure buildings are well-maintained and ready for students and staff. Principles know that they can count on him for quick solutions, steady guidance, and dependable support. His
ability to turn vision into action, paired with his calm leadership during emergencies, has earned the trust and respect of colleagues throughout the district. He embodies the qualities this recognition celebrates, making him, that's Doug Clemens, a fitting and
distinguished recipient of the October 2025 administrator of the month. Congratulations, Doug Clemens. Doug, >> congratulations. We're going to take a quick picture of all of our administrators, then we'll do a board photo with each one of them as well. So,
give us just a few moments. There we go. All right. This way. Congratulations. [Applause] [Music] was a nice did a good job.
>> Okay. All right. Congratulations again to all of our administrators of the month and for your continued excellence as you lead and guide our scholars in this district. Thank you for all your do and to your families who continue to support you as
well. We know we ask a lot of you and so thank you to your families who support you as well. We'll continue with our agenda. Next up is item three, board, our community comment. Um, just a reminder, everyone is welcome to give comment. Just sign up um the Monday at noon before the board meeting with our
board clerk um to make sure that you are added to the agenda. As a reminder, you'll have three minutes to speak. Once you hit about 30 seconds, 30 or 45 seconds left, I'll let you know um that your time is running short. Um and then I will let you know at 3 minutes when your time is up. Um you please state
your name at the beginning of your comments. Then your time will start as soon as you begin speaking. make sure we have your information in case there's any follow-up that needs to happen um with you after the community comment portion. Um and then again, just a reminder that this is a one-way interaction um with community speaking
to the board. We don't um interact um during this time with uh during committee comment. So with that, first on our agenda, Miss Louise Lynch would invite you to the podium and if you need some help, if uh we can
help her maybe with the microphone. >> Good evening. Can you hear me? >> Good. If you can make sure you There you go. That's Miss Smith is coming down to help you out. >> I can speak really loud. I probably don't need this. >> And it's for the folks online and for the recording so that they can catch you. Thank you, Miss Smith.
>> Not a problem. >> Oh, I'm going to get them later. Thanks. Um, thank you for this opportunity. My name is Mrs. Lynch. Um, I guess it's good thing we got all the warm fuzzies over with. Um, and thank you for
attempting to um acknowledge Hispanic Heritage Month. Um, I appreciate that. Um, but what I have to say is not so warm and fuzzy. Um, and it does make me wonder what it really means to this
board to celebrate a particular culture. We have many problems right now in this um school district including um the disrespect to students to their families to their parents. We have various levels
of bullying from kids to kids from staff and administration to kids and to parents that should never be acceptable. Um, but one of the bigger things that I want to speak about is that we have students
distributing drugs to other students and harming them and almost killing them. Another thing is we have students meeting up other students for the mere fact they are another ethnicity and they
speak another language especially Burmese and the Spanish language. The administration and the principles have been informed have it has been reported there has gone
months and months with no actions. um one of the families was needing assistance in helping to pay the bills that occurred from the incidents that happened in this school and um we were told no we need to bring it to you all
the board so but now I know we can't disclose um particulars so I won't do that um I can be contacted for that but that is really disrespectful especially when we know that this school
board upfront the salary to the foundation and the foundation operates in $243,000 in the red. We know that there was an MLOU that had to be redone in 2020 and
there are many statutes that it does not meet. We know that the executive director, and I won't say their name, has also dipped into nepotism by hiring their child while they're already in the
red, putting them further into the red on top of the benefits that I don't think the community knows. >> 30 seconds >> over several hundred thousands of dollars. This is despicable. And people should know who they're
voting for when they vote the board, when they vote the city, when they vote our mayoral candidate, and one who's the executive director of this foundation. >> We're at time, Miss Lynch. >> Thank you. The board needs to be
transparent to the community. >> Thank you, Mrs. Lynch. Next, I would invite up Miss Sarah Lynch to the podium. Um, this thing on. Okay. Hi, my name is Sarah Lynch. Um, just to get out of the
way, the best number to contact me at is 91379-4850. Um, that's for myself and the previous speaker. I'm here because this this month is Hispanic Heritage and I greatly appreciate the words spoken by the
previous speakers at at the start of this meeting. And it is also, as I found out in your halls, anti-bullying month. I find these both to coincide at a very peculiar time because we currently have
foreign language speakers seeming to be the prime target of the brunt of the bullying that I've heard about. the of those the prime targets seem to be Spanish speakers and Burmese speakers
though if there's any other language speakers that are watching that are being bullied and targeted for being not from a primary English- speakaking household. Um I encourage them to contact me and I encourage you as the board to help them
get in touch because I would like to advocate for them as well. Um there are there are multiple forms of bullying going on and it's not just the students but sometimes the parents as well. Um and what I' I'd really have come here to
the board to disclose is we have gone to each level of administration and now we are here and my hope is that in reaching your ears the top that one these students will find justice for their
causes and two you guys will work harder to resolve these issues within in the schools. And three, that all of the students and their families will be able to depend on you for support in the
medical bills they've received, in the psychiatric assistance they received, and whatever it is that they need to get through the traumatic experiences. Dr. Estraa mentioned earlier the hopelessness that is felt by some of our Latinos in
the community at this time and indeed across the country and the helplessness and I can guarantee and assure you that these students are no different than those that he spoke about
>> um whether they're Spanish speakers or otherwise. And so I would hope that you as the board will look into these matters and hopefully we'll be in touch. Thank you. >> Thank you, Miss Lynch.
And as we share at every board meeting, um a member of our leadership team will follow up with our community uh speakers and um information will be shared with the board on what resulted from those follow-ups. Thank you.
>> Next on our agenda, item four is our consent agenda. Is there a motion to approve tonight's consent agenda? >> So move. >> Second. >> Moved and seconded. Are there any questions or discussion? Miss, >> is there an executive session? You had
it up there. >> No. >> I didn't know if we were doing it or what was going on. >> No. Any questions on the consent agenda? There's a motion and a second on the floor hearing none. Miss Smith. Roll call.
>> Yolanda Clark. >> Randy Lopez. >> Randy Lopez. Yes. >> Robert Milin Jr. >> Robert Miley Jr. Yes. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Rachel Russell. >> Rachel Russell. Yes. >> Dr. Win. >> Dr. Win. Yes. >> Thank you. >> Thank you board.
>> Next are on our agenda item five. Um, we will have our election of board vice president, Miss Smith, if you can go ahead and pass out those ballots. Thank you. Thank you. >> He's online. >> Oh,
has the same question. How >> she take Okay, Yolanda Clark is online and she just sent her text. and she will be voting for Rachel Russell again. Yolanda Clark is voting for Rachel Russell. Rachel
Russell is voting for herself. Wanda Brownley Page is voting for herself. Randy Lopez is voting for Rachel Russell. Robert Milin Jr. is voting for Rachel Russell.
Dr. Wyn is voting for Wanda Brownley Page. Okay, thank you. So, we have four votes for Miss Rachel Russell, who has been elected as board vice president. Congratulations, Miss Russell. All right, next board is our item six on
the agenda, board updates and approval. Um, we have before us, let me pull this up. Sorry. This is a resolution that um we need to update as a board um >> Brad as the
>> to approve um and appoint Mr. Brad Isnard as interim executive director. >> No, the >> it's forer Brad is coming to tell you. >> Sorry. Thank you. I'm trying to find the
resolution within it. Thank you. appointment. >> This is a a pretty simple update. We are just changing two board appointments. At the top of that resolution, it's just for treasurer and deputy treasurer for the district to myself and Denita Robinson. >> Perfect. Thank you for pointing pointing
that out for us, Mr. Isnard. So, board, this is a resolution to update the um resolution that had been shared previously and approved. This is for item F within the resolution to appoint um Mr. Brad is nerd is treasurer and Mr. Miss Denita Robinson is deputy
treasurer. Is there a motion to do so? >> So move. >> Been moved. Is there a second? >> I will second. Any questions or discussion? >> Well, I have a question. >> Yes, Miss Brownley Page.
>> So, They've already discussed their salary and what they're going to get. >> Yeah. So, this is uh sorry, I didn't mean to but in Dr. This is um re not about their actual position within district. It's the appointment for a treasurer. Um we had previously at the
July reorg meeting when we appointed or approved this. Um there was a different person's name there as treasurer and they're no longer with the district. So, we have to legally update the resolution to make sure that we have an employee of the district who's listed as treasurer. Um, so Mr. Isnard will now be listed as
treasurer and then uh Miss Robinson will be listed as the deputy treasurer. There's no additional um >> no their um positions their interim positions were was approved at previous board meetings um with Mr. Isnor being
the interim executive director of finance and operations and Miss Robinson being the interim director. So that was approved previously. >> I know there was and I'm asking not now. >> Can we get an update on their salary and
what's the adjustment with all of that? >> Yeah, it was it was in the board agenda. I'll I can show it to you but it was in there. Yeah. >> Yeah, we can reshare that everyone. Miss Russell, >> I apologize. I think I'm having a moment of confusion because I want to make sure
we do this right. The first time I thought there were two items that we were changing on this resolution and I can't find the initial email where it was set the prior one. So I don't have anything to compare it and I don't know
if it changed in board docs but both of those documents are the same within there. And I thought there were two things that were being changed and I'm because I don't have a comparison. I'm struggling to >> Okay, that ain't it. Okay.
>> Um I >> what I see here what was uploaded was the resolution and the the two things that are changing is Brad and um >> Denita >> Denita um do you recall what the other
thing was? I want to say that it has something to do with disposition, but I can't I I can we just take a minute as so I can go to the July because the only other way that I would be able to see is the
previous one is to go to the July 15th meeting. Correct. take a look at think so >> because I thought there was a highlighted version that had thanks for bearing with us folks as we try to make sure that we get this
correctly. Correct. Are there other While we're looking for that, are there other questions on the motion and the second on the floor? Okay, we are good. Okay. Any additional questions? Are we Was there anything else there, Miss
Russell? >> Not that I'm seeing at the top of my mind. So, I think we're good. >> Okay. Uh, if there are no other questions, there is a motion and a second on the floor. Miss Smith. Roll call, please. >> Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez. >> Randy Lopez. Yes. >> Robert Milin Jr. >> Milin Jr. Yes.
>> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Rachel Russell. >> Rachel Russell. Yes. Dr. W. >> Dr. W. Yes. >> Thank you. >> Thank you, board. Motion passes. Uh, next on our agenda is item number seven. We have some reports tonight, board. Um,
this evening we will hear for a multistudio. Would invite our friends from multistudio forward um as we hear an update on the elementary school um bond um project that they have for us. So, good evening. Welcome. Thank you for joining us tonight. Thanks for your
patience as we got through some of our other business. Um, glad to have you here. >> Yeah. Well, thank you. We're pleased to be here and it's good to see you all. Um, my name is David Reid. I'm a principal with Multistudio Architect and
Design Firm. We are a new partner with KCK Public Schools and we're quite thrilled at the opportunity. Um, I wanted to introduce uh our team here uh as front end of this agenda. Um,
so with me tonight, I'm going to do the majority of the presentation, uh, is our senior project manager, Harriet Gindle, uh, and our senior project architect, Doug Hurt, who is a 21-year resident of the Argentine community, of which we are
designing this new school. Uh, also on the team are Kelly Dreer, uh, lead architect and designer, uh, Penny Lou, who's been actually championing a lot of the design and, um, helping originate a lot of the ideas. Uh, middle bottom is Dr. Michael Ralph. Michael is an
educator and um, researcher for us and has been doing a lot of community engagement with your kids. Just finished another session yesterday and is fabulous. Um, got some great uh, collateral out of that. And then finally, Lance Maine who's uh, interior designer helping us. So with that, I'll
let Harriet get you up to speed. >> So we uh, structured this to be kind of quick. um open for questions at the end, but know that uh sometimes board meetings go a little long, so we uh we tried to to be pretty quick about this. Up here, you'll see our timeline. We
started engaging with you uh back in April um developing programming and then schematic design through the summertime. Um at the end of the summer, we got a little bit of a change of direction uh in terms of the amount of students that we needed to start to consider. So, we
updated our schematic design and you'll see here that we are um at the beginning of design development. Um all targeting uh to complete design, be out for bid and start construction in summer of 2026 uh with completion uh by December of
2027. Uh so engagement uh during our initial programming and schematic design. This is where uh we love to get kind of nerdy and detail oriented. We recognize that every student um every staff has an
opinion about uh what is going to be happening within their community, but we also recognize that every school um has specific needs. So we want to make sure we hear those. So we have different groups that we've been engaging with. Um the advisory committee with district leadership, school principles, um
district facilities, uh leadership staff. We've had engagement with school faculty and staff with principles, teachers, and additional staff that are in the schools. As uh David mentioned, students, these are where um you'll see we've got some pictures. They're kind of
small in this, but um we can share those bigger. uh just hearing from them and what they see as important in their existing schools, but what they want to see in their future school. And then facilities and operations. So, we recognize that there are district standards uh that we continue to meet,
but also how can we help make sure that we're addressing with the facility any concerns that you all have. Um on the right hand side, you'll see the way that we've started to summarize outcomes. Um and that's highlighting and identifying some commonalities that we continue to
hear both through the advisory committee and faculty staff but students. Um you know I think one of the greatest things that we heard with some of the initial engagement with students was their recognition that their existing older schools are not accessible for all
students. And so making sure that all students have access to the same types of um of new classrooms. So um that was really exciting. And then thinking about not just um what does a typical classroom look like, but what are the types of spaces that your teachers want
to teach in um and teaching doesn't happen just within four walls of a classroom. So how do we consider that as we evaluate um and develop that? So, we've summarized outcomes um on the lefth hand side of this and there were some key words that started to come about through
all of those and a lot of them um are really about the community collaboration and culture that you guys and Kings DK have and how do we use that to leverage um the neighborhood and develop an ecosystem for learning. um recognizing
how ecosystem became this um key word for us early on because a lot of the conversation started to be about connection to nature. Students wanting to have access to that to the outside and not just for recess, not just for outdoor play, but the opportunity to
engage with the outdoors in a safe um and connected space where learning can happen. So, um, those started to tie into a lot of the things that we've seen, uh, within the district's own goals, um, from the board with regards to staff, um, mental health for students
and staff, um, as well as how does these continue to support the KCK mission of inspiring excellence, uh, with every grown-up, every child, every day. So, it's a lot of words we've shown you. So, you're like, I thought you were here to present to us a building in
architecture and and we're getting there, I promise. But, um, this initial work is really important to make sure that the spaces we're developing are supporting those goals. Um, and so then we start to think about not just, um, space as architecture, but
organizational strategies. What are the types of spaces that um, staff, teachers, students are wanting? um and how do we use those to create an organization uh of the project and what does that mean for space? So, right now
you're like these are bubbles on a screen. We're still not to the building. And that's true because we want to make sure we get those relationships right. How do you move from one space to another? Um what do you see from one space um to the next? Can you give us an example of what we're seeing? Because
>> Yeah. So on the top up here, um, we're looking at grade level organization. And so each of these white bubbles is is classroom. Um, blue space in this is a shared space. Um, and so and then in between uh with the orange is also some
shared space, but a little less public, a little more owned. Um, the green space is a connection to the outside. So the the white space is the classroom organization. Um green space is outdoor connection and then the orange space is
shared um opportunity uh common space that the three classrooms uh or four classrooms start to have access to for additional educational instruction but not necessarily um a classroom space. So
it's breakout space. It's space where they could go and have maybe messy activities that uh you don't want in the in the classroom. It's there's a sink out there. There's some additional space for instruction. Um, and then on the bottom is how do these grade level
organization um strategies start to relate to each other and to um to the larger uh building. And so we explored connections to outside, connections to each other. So the red arrows are
showing kind of how um spaces relate um visually, physically uh as well as um just direct adjacency. And so you'll see on the right hand bottom right hand side this idea of a courtyard became pretty prominent and um connection for all of
those grade levels to have access to a safe shared space. Um on the left hand side you'll see some post-it notes that just talk about some key things we heard about um commons is the extension of the classrooms collaborative activities space for where um not just classrooms
of the same grade have opportunity to interact but how can we get some interaction between in um multiple grade levels and making sure that those spaces are provided um with supervision and maintaining limitations to distractions.
So, um, with that, um, I'm going to turn it over to Doug to talk about how we turned these bubble diagrams into the architecture. >> Excuse me. Explain to us why concept one and concept C are outlined in an orange dotted line.
uh concept one and concept C um are the organizational strategies that staff and teachers were drawn to the most and those are the ones that started to influence how we started to lay out the building um that you'll see in the following slides.
>> Thank you. Can I dive in just a little bit? >> Yeah. >> More to that question because I think I want to understand grade level and building wide and um so grade level it was not the outdoor space but building
wide it was the indoor or the outdoor space. >> Yeah. So at a grade level, the priority became about that shared common space that the grades um they wanted those in the overall organization to have that primary learning in those shared spaces,
the blue dots here to start to have that relationship to the outdoor space. Uh over here it was most important for them to have access to that shared space. Um, >> so at a grade level level, I see concept
one through three. >> So each group got to pick out of those two concepts. >> Um, we presented them and I will say this that none of these concepts are exactly what made it into the building
because there were things from each of them that they were drawn to. So concept one was uh a primarily they en they they appreciated and liked that organizational strategy but as you pointed out the access to the outdoor space became important and so making
sure that we incorporated that in as many ways as possible um you'll start to see in the the um the building plan. Yep. >> I promise I'm gonna let you get through the presentation.
But before I lose me, was there a difference between one building to the other around the concepts? >> Um, we >> I want to make sure that folks know that we're talking about two different staffing and two different buildings coming together.
>> So, we did present these both to um to representatives from both schools and um they came to the same consensus in those in those meetings. Um and so the the >> by representatives you al that also means teachers educators in the classroom.
>> There are yeah we have been engaging with teachers and educators in the classroom as well. >> Thank you. I'm done for now. >> Okay. >> Thanks Harriet. So to orient us our project site sits at the corner of Steel Road and Hos Drive. You can see JC
Harmon High School is immediately to the east of our site. We felt that this site gave us some great benefits of managing traffic. Um it a nice site with a regular area to work with. It just gave us a lot of benefits. You can also see to the north Silver City Elementary
where it exists today which is I believe the future future home of the new middle school that's coming. Um and so we asked ourselves at the beginning conceptually how can we reimagine what a school feels like? And we asked your scholars and teachers and
staff as well the same question. And so we asked them to finish the sentence, school feels like a place blank. And what we got back was a lot of the supporting engagement that Harry mentioned earlier that they they were looking for a place of pride and identity, a place they felt like they
owned, a place that was, you know, definitely for kids. So it was filled with wonder, joy, discovery, but also safety, functionality. So all some very very great feedback that we received from the scholars. So taking that feedback we asked ourselves well how can
we you know conceptually what what can we do conceptually to craft a building and so we we toyed with many ideas of how we can incorporate nature but the thing that kept coming back was this idea of a village of tree houses. So if you think about each grade level having
their own treehouse gives them a space that they own. They can really get excited about and as they move from one grade level to the next they graduate to the next treehouse and that has great connection to the outdoor courtyard that we're going to share shortly but feels like a real community. So we were very
excited about that idea. And then so stepping back just real quick look at the site plan. So you can see our building plan, two bar scheme running north and south. Uh and the two parking lots that you see are two existing parking lots. But what that gave us is a
great kind of value added uh proposal to utilize those those parking spaces. We've got a separate car loop. I think that the length of that is about 1,400 lineal feet. So quite a bit of queuing space for those cars as they're doing drop off. Of course, that's separated
from the bus loop. So, we've got a pretty good management, I think, of our traffic patterns there. The main entry being right there on the east side. So, it kind of faces JC Harmon to the east, right off of that car loop. Uh, grass play areas, soft play, hard play,
playground areas to the north. And then our floor plan, and this is a one thing I want to make clear, this and this will show up in the 3D views, but on the left you see the first level. So just the east bar is at the first level, the lower level because our site is a
fairly steep hill moving up. So on the right you see the second level that sits above and then on the left side of that that's only one story. On the right side it's twotory with a connecting bridge. So to walk through our floor plan, if you look at the first level on the left,
main entry, as I said earlier, is on that east side, kind of centrally located. As you walk in, of course, you're going through a secure vestibule. Administrative block is on your right. Immediately to the left is the kindergarten block of classrooms. We thought that was important to keep them as close as possible proximity to the
entry as they're the youngest scholars. Uh to the right you see the cafeteria, kitchen, gymnasium. And then as we move upstairs, uh I'll talk about the bridge first. So, we've got kind of this idea and what you see highlighted there and
kind of that tan color is where we're proposing those kind of treehouse elements occur within the plan. So, each grade level has its own commons where all of those four classrooms spill out into that commons that becomes a p public shared space for co-learning,
co-eing opportunities, but also a really nice playful treehouse area that those kids can really feel like they own that they can make it their own. So, some great opportunities there. We feel we're pretty excited about the bridge element encompasses several more treehouse
elements. So, on one end, the art room. My wife's been an art teacher in Kansas for 20 years, so I'm always excited to make a nice art room. Uh bridge, which is a literal bridge, and we've got some 3D views we'll show. Multimedia and library bridging across from one bar to
the next. And then capping bookending that bridge at the end is the music space. And so with that, I'll jump over. Any questions on plan before I move on? >> When you when you say bridge and I was trying to remember what school were we
at when we had the 9:30 meeting there. It was kind of scary. >> Oh, we were at um >> Yeah, that >> um West Park. It's it's it's a different concept than that. It's not that they're >> I just want to make sure if you're
saying bridge that the kids are safe. nobody can easily fall or anything like that because we want to make sure that they're safe. >> Yeah. And I've got some 3D images show that I think will help to explain that. So, yeah.
>> Okay. So, jumping in and and back to the concept of this kind of a feeling of tree houses within a field of trees. So you can see on the left uh it's our main entry and that kind of first treehouse element that you can see above that's the art room that is the beginning of
that bridge that extends to the west but also creates a nice canopy for our main entry into the building. Uh on the right is a view inside the courtyard. So if you remember the plan, we kind of had two bars and there's a green space in between. Um, so this is looking
beautiful to the north in the courtyard and you can see that library bridge. So it's an enclosed space. It is a bridge that spans from the second level on the right side over to the ground level on the left, but it is an enclosed library space. So there's no outdoor falling
concerns or any anything like that. Uh, then a couple views inside. So on the left we're looking in that main entry lobby back towards that main entry. Up above you see the art room. Um some of the nature inspired kind of inspirational images above uh
opportunities within the school to really use the school as a tool for learning. So graphics can kind of happen throughout the school that are you know aided in teaching. Something again that I think just makes this place feel special, fun, memorable for the
scholars. on the right that is within the library bridge that we spoke of. So again, circulation on the left uh open stacks and we're still working with this. We've got like Harriet said, we have additional engagement coming up talking to your multimedia staff to make
sure we get those spaces functionally just right because we know there's certainly some some issues there. And then a view and this is in one of the grade level commons. So this would be say this is third grade their treehouse. So all of the classrooms
spill out into this space, but then that has a nice glass connection to that courtyard in the middle. So each of these spaces we feel like has great opportunity. Uh you could brand them per grade, you know, maybe by color, maybe by, you know, maybe each grade has their
own mascot, a grade level themed mascot. But I think a lot of opportunity within these treehouse elements for those scholars to make them feel like they're their own safe space and a and a cool space that they're excited about and remember, you know, 10 years down the road.
Another interior view. So on the left, this is inside the cafeteria and within that space and this is on the east. So if I'm looking out that window, I'm going to see JC Harmon in front of me. Uh but again, trying to make that a fun place. cafeteria with a treehouse
element on that end. And again, great opportunities throughout the building for educational graphics to be pulled throughout the school. Uh up on the right, we're looking at the end of that bridge towards the music room. And one idea we've been exploring that we've heard through our engagement that some
of the folks are pretty excited about is that idea that the music room could open up to that kind of open bridge area where you could have performances. is it just gives a great flexibility for the activities that could occur and that kind of a nice dual use space. So trying to maximize what we can do in those
spaces to really support the education that's going on. With that, I'll hand it back to Harriet. Any questions? >> I have one, >> Mr. Milin. >> Uh good presentation. I'm I'm looking at a lot of wood concept. So my question being with a lot of wood, so painting
will be a minimum. I'm speaking about upkeep on down the line cuz things do >> uh disintegrate and wear down and you know get older. So I see a lot of wood. So that's a good thing or is paint going to be a minimum for upkeep?
>> So we're not proposing utilizing actual exterior wood. There's so many great products on the market today that have a great wood look but are made for the exterior, do not require continued maintenance, continued painting, continued sealing. So, it's a wood look.
>> Wood look. Okay. >> Yeah. Yeah. Okay. A lot of great opportunities. A lot of great materials on the market today that we can utilize to get that look. >> Okay. So, the w the look is wood. >> Yes. >> Thank you. >> Yeah. >> Miss Russell. >> Yeah. Can you go back to slide
14? I think the library slide. >> That one. >> Um, so talk to me because I must have missed it the first time you said it, but I caught it the second time. So this is a bridge library and tell me about
where the actual library instruction takes place on a bridge like this because my thought I went back to the first picture and I went back to and I was like I must have missed that you said that. So, I guess
I'm inquiring about the instruction piece and is the intent that there aren't people walking across the bridge during that instruction. I I love this idea, but I I need you to help me get there. >> Yep. So what what you don't see yet,
what we are working on and we've working on getting a schedule with your multimedia staff to inform this is there will be an enclosed in some fashion or another for teaching in that multimedia space not shown here but we are working on that we will definitely have you know
library office library storage library teaching area that is acoustically separate and so that we don't have those distractions of circulation walking by. So, yep, that is still definitely a part of our to-do. >> Thank you. And then going back one more slide to the schematic building plan
that has everything. >> This one. >> Yes. >> What is that? What is that space right in front of the art place? >> That is so if you remember the view into the lobby that was looking back toward
the entry. So that is an opening in the floor. As you walk through the vestibule, you'll see this nice grand stair on your left. And if you look up above, you'll see up into that second level. So that is an opening in the floor where you have a nice stair leading up to
>> like an opening with rails or >> it will absolutely have rails. >> So I think that's going back to what Miss Paige mentioned was our concern. not our concern. Like it's secure, but it gives the idea that someone can jump
over >> and I guess I would just need to talk through that more of what that looks like from our point of view of >> how that maybe gives us a little bit of because it looks good in a picture but then when you walk in a building it
doesn't look >> ideal. I think there are some and sorry to interrupt. I think there are some good solutions that we could do that maintain the aesthetics how that looks nice while giving you added security of perhaps higher guard rails. Perhaps it's a screen that goes
>> I think that's what we talked about at at park. >> You don't have students throwing things over >> if it was higher up then >> a little person can't say, "Oh, I'm going to go for a jump." Not that that's ever happened, but >> No, it's it's a it's a good it's a good comment. So, we certainly address that.
Thank you. Yeah. So, um just to wrap up here, um our engagement is continuing. So, we're continuing with um outreach and um meeting with the advisory committee. Um we're also looking, as Doug talked about
earlier, is setting up specific uh user group meetings with school faculty and staff uh specific to different areas to make sure that we're we're narrowing it down and getting those right. Um, as David mentioned, uh, we are this week actually back out engaging with students
again to get their opinions on some of this, um, and and what does what does connection to nature mean? What how do we bring that into architecture? So continuing to to leverage the your brilliant students uh within the community um facilities and operations
um security nutrition services additional facility staff and community um so neighborhood and school families and community those are uh the next round of engagement that we're getting set up as well to make sure that we get their feedback about this building that's going to become uh a a part of of
their their lives uh daily and making sure that it is represent to representative of of who they are and and what they want uh for their neighborhood. And then design milestones on the right hand side just um we are in design development issuing that towards the end of November right around
Thanksgiving. Um construction documents issued in the springtime uh with construction starting in the summer of 2026. >> That's our last slide. >> Thank you so much. We'll open up for questions. Miss Brownley Page. Uh,
I'm just going to ask it. I'm not trying to be offensive or anything. >> Yeah. >> I remember when we had the first B and they did the brown greing ceremony and I was a little disheartened because I didn't see that the children saw
themselves. I saw one woman and it's nice to see you here today and I didn't see any other groups. Now you're saying you're engaging with the community. is a is it possible for people in the community to get a job in construction?
We do have a lot of people. We have a school, one of their specialties at Wine Disers. They're teaching the kids how to work at I'm just asking. >> No, I I hear you. And we've been talking actually with Doug and it's on our radar. you guys have um a a great
program about students and introducing them to what architecture and engineering is as an extension of construction and building and so um you know getting drawings as we develop those uh in front of them and talk about what that means for for what that looks
like. Um just the exposure you don't know what you can't see. Um, and so I I may not look like a lot of your students, but um, making sure that we're providing access to the information as an opportunity. Um, we're working hard on that. Uh, New Kirk Novak is the
construction manager. I know that they've got um, they're leveraging and looking at at opportunities for how they do that as well as we go into bidding and construction. >> No. And I I get that, but you it's nice if there's an opportunity cuz we do have
a number of parents who work construction. >> You probably already got your staff, but if you ever thought about that, >> giving them an opportunity, you're asking what you think, what you feel, >> but what about a job? Is that a possibility?
>> I'm just throwing it out there. >> No, we hear you. And I think that, you know, we're continuing to look for ways to partner with your community. Um I think as a an architecture and engineering um you know happy to have conversations about what that looks like um as a
pathway to a profession. >> Yeah. And I think um just to add to Miss Brownley Page I I think and I appreciate the question um our and you mentioned it referenced it right the diploma plus work that we have here the real world learning opportunities with our students to make sure that they're engaged and
opportunities for architecture engineering then with our construction companies and partners like Newkerk and Macau um who are helping and supporting the the work um there may be some opportunities for engaging students and >> some jobs down the road I know for sure
had an intern in their their their offices um last year and are working I think towards that again. >> Yeah. >> A little bit. We um we had uh Cindy Thomas in our office yesterday with a group of her middle school kids visiting
Steam Studio which is a nonprofit organization we run within our office. So they were there learning about the architecture and design profession. I had about 30 of them and it's fantastic for them to be able to see uh what it's
like. Uh we're we're also very committed to diversity in our organization and often run internships. We founded helped found the Kansas City chapter of the National Organization of Minority Architects. About five years ago, Tabitha was president for a while. Tabitha just finished chairing the
national conference uh for NMA. uh she and a couple other of our um architects of color are working on a new project in the Negro Leagues baseball museum district. But I I hear you like what about your community and your kids and so we would love to continue
conversations about meaningful engagement with them. Totally. >> Because that would help. I mean >> paying a lot of money >> and I'm not saying that has to be but give something back. >> Yeah. And we do have people in our community who have the skills. Could
they get an opportunity? >> Yeah, we've uh worked with um folks at Sumner Academy and you got some great kids doing a lot of design architecture related stuff over there. So I think there's some really good opportunity. Yeah. >> Appreciate the question, too.
>> Yeah. And and Miss Paige, one thing that and I don't know what happened like previously when I wasn't here, but if you remember Macau and Gordon specifically when they started their bidding pro uh process, they held it at Sumner, they worked with us to make sure
that we were inviting local companies, local individuals to bid out those projects so they can be a part of the projects. New Kirk Novak is the construction company, but I'm sure they can replicate something like that for these projects to make sure that we are
um to your point making sure that people in the community have an opportunity to actually be employed on those projects. But I know Macau and Gordon advertised and did some things. So, we'll follow up on that. I appreciate that because I've
I've gone to some of the bidding things and they never seem to get them but it's a nice gesture but can we take it beyond everybody can bid but everybody doesn't get an opportunity and sometimes some of those companies can deliver and I
realize sometimes they can't but as much as we're paying out why can't we help somebody here our parents need jobs they need some help we have young people who are training to do all these things, but when do they get an opportunity to do
it, but I was just asking and thank you. >> Yeah, you're welcome, >> Miss Russell. Oh, I'm sorry, Dr. W. >> I just want to know, can we get a hard copy of this presentation? Thank you. >> Yep. >> Yeah, we'll make sure we print some copies for everyone. Did you have I thought I saw your hand, Mr. Russell. I
did have a question and um sorry uh the first comment was did not NMA Casey also participate on Central
Avenue this weekend. They did a project a community service project. Um, and I saw that it brought folks from across the country to down, not downtown KCK, but downtown Central Avenue to work with
Edgar. And so, um, I am seeing the commitment to get engaged and to leverage um, >> those entities and organizations that you all belong to. I personally love Tapitha um as a centurion. But uh you
knew I was going to say that. Uh >> going back to my original question beyond that thought was the conversation around it says design ends in November essentially. I don't
know if you all are following the conversation in our boundary committee around this building also potentially depending on both the committee and the actions of this board um around adding an additional staff
circle into that conversation and I know that timelines timelines timelines are important and I bet you know where I'm going with this question I if there is a direction that is different than the one that we are currently taking. I just
want to make sure that those staff that principal feel included in this process in some way without like completely having to go back. And I don't know if that has if you've ever had that experience, but I also I want to elevate
that part of this is I want folks voices to be at the table, both the families. I wasn't able to attend last week's conversation. But I think part of the if that is the direction this board goes, they want to support it, but they also
want to know what it looks like and what it feels like. And up to this point, they have not been a part of that. And so I believe it would be of you all and of us to make sure that that is a part if that is the direction we ultimately
go. So we did have a conversation after the um meeting held at New Stanley. The new Stanley principal has been a part of the last meetings and will continue to be. It's honestly a slippery slope because like while like they were
prepared to engage the new Stanley um community, but it also may send the message that a decision has been made. So our last conversation where we left it is how do we message to say if we we want you to be a part of it in case
versus not because we did get feedback from >> well I guess I wasn't implying that we should engage them before a decision is made. I don't think that's but I'm thinking of the timeline because the construction doesn't actually go out to bid till 2026.
I I know what I'm asking of you and I know that it's really hard to say yes, Rachel, that's what we can do without like it throwing everything off. But I do when I set out on this venture, I did say I wanted the community to be a part
and I don't want to get stuck in you just gave us something even though we said if we did this we wanted to be a part of it. So, >> no. And I I think I will say that it says design development ends. Um really until we issue drawings out the door,
there's some opportunity. Um I think we recognize that you guys are in a a tough position thinking about um the amount of school communities that may or may not end up being a part of this. Um and so um I think we will have um we our doors
will be open for listening I think and understanding um where how we we can bring their voices in. Um I think that that's um not saying just the am amount of um change potential may may be a
little bit more limited at that time but um depending on what we hear uh hopefully everybody will be um you know aligned but uh we we do hear that and will make an effort when that decision is made to engage
appropriately. >> And you're responsible for FFN, right? Uh so FFN is um actually been awarded to Hollison Miller uh for furniture procurement but um we are working with them about
>> that um how that that works. Um you know they've done it >> is your bond project to draft the architect but they get to pick out the FFN in your thing. You just threw me for a loop. >> Yeah. So there's um so I'm going to let Doug come up and speak to how that
decision got made. Um >> Okay. and and talk a little bit. Uh but yes, we we are working with them about uh those special spaces within our uh facility and and what that means. >> Yeah, please enlighten me. >> Well, you are correct. That's exactly
what we're doing is that was awarded as part of the Hollison Miller uh scope of work to work with the uh FFNE. They they actually uh won that bid in the previous bond. So they kind of have that history with us to put those things out to bid and have a u a uniform process through
that. But now the expectation is like Harry said they're working together with uh uh multi-studio to work on the specific uh items that are envisioned for this building but the bidding will work through Hollis and
Miller. >> Okay. So that was kind of my question. >> Yeah. >> The role of this company is to design. >> Yes. >> Okay. And then the next company does House Miller does what?
>> Or whoever. What's the next stage? >> Well, when we get to the FFN part, >> what is FFN for? >> I'm sorry. Furniture, fixtures, and equipment. Okay. >> That's that's the things that we put inside the building. The desk. >> We know the definition once you say define what the FFN is. Okay. Now move.
Okay. So yes, when Multistudio designs the building, they'll have ideas and thoughts about what the FFN for that building needs to be. They will share that and collaborate with Hollis and Miller as we're going out with all the bids. Okay. >> For all the FFN for the buildings.
>> Okay. >> What's the benefit of doing it this way? It's it's like I said more a matter of of standardization, uniformity, and uh kind of the ease of that process. >> Building got a treehouse in it. So I'm
nothing. I'mma stop my side conversation. Sorry. >> Okay, we'll see you again. Thank you. >> Thank you. Uh any additional I had just a couple of questions or comments. Um I appreciated slide eight. Um just I and I
think the intentionality and I forget who it was that kind of talked about being able to see Harmon High School um and the students kind of that campus feel. I think you've got Harmon High School, you'll have the new elementary, you'll have um the new middle school right down the road. Um, so seeing that
conceptually and I think you all building or thinking about that and and talking with the other schools and staff principles about how to incorporate like opportunities for our littles to be able to see themselves at the high school that they're going to be at, I think is
great. So, thank you for that. Um, and for having those opportunities. I I I think I really appreciated that. I think I've seen it before I but I think slide eight tonight just really helped me like visually see how that can happen and and then the the way that you've designed I think it was uh Kurt talked about like
looking out through the glass and seeing Harmon High School. I think that's a really cool um cool thing. So thank you for for that intentionality. Um I I also um appreciate the continued engagement with um with staff with community um and the thought around just safety and
security. I think that's always top of mind for all of us, right? Um, just making sure our littles and our staff are always safe and how that's incorporated in the architecture and the buildout or what the school is going to look like. Um, and being on that main street, Steel Road. I know folks are
always flying down that road. Um, so thank you for that. Um, I think just one thing that I've heard and I'll just share with uh just that I've heard as you think about those open concept spaces or those shared spaces like how do we make the best use of those spaces?
I know that's been a conversation the board's had and some staff have had with other school buildings that have created this like cool open space but then it never gets used. And so, um, I think in your conversations with the staff and the teachers and the principles, you're probably getting a lot of information and ideas on how best to do that. Um,
but I just wanted to bring that forward because I know that's something that this board has brought up is like if we're building these cool open spaces or shared spaces, um, the treehouse idea and like having their own space like that's being intentional about how we use those space spaces for learning, for creativity, for fun. Um, and that they
actually get used. Um, so I appreciated kind of seeing that laid out in here as well. So just some comments. I'm looking forward to seeing how this continues to be played out in the next iteration for this. So thank you for sharing, Miss Brownley Page. Maybe I missed it. Is there an auditorium or is the cafeteria
like the auditorium? >> Um, in your elementary schools, you don't have a dedicated auditorium space. So, um, as we talked about, presentation space can happen in the cafeteria or smaller presentations can happen in the space outside the music room.
>> Okay. Well, I know you're saying that, but no one said we'd like an auditorium. Does it fit within the budget to offer that? it you would give up something else like so the square footage is how the budget is driven. So in that square
footage if you wanted an auditorium you're either giving you're giving up something else. They there are lots of things that were discussed and then once they it came down to it that's where it landed but you would be giving up something else to have an auditorium
within budget >> if this multi-room is what you do. Is there a stage? I don't remember seeing that. So, is it in there? If it's going to all be played back in the cafeteria, is there a stage? I've seen that in some cafeterias. >> Yeah.
>> So, there were two spaces. There was the cafeteria and then there was the presentation space. And then one of them they did have like a what would be considered a stage area. I can't remember if it was elevated or not. They're nodding. >> Yeah. So, we've got um in the cafeteria
there's what we've identified as the treehouse on the end and that would be an opportunity to bring in a portable stage. There wouldn't necessarily be a built stage that was permanent in order to leverage the best use of this um on a regular basis and making sure that the space is is serving the needs of the
students daily first and then uh when those opportunities come for a presentation and the need of a stage a piece of of temporary stage uh furniture could come come in and serve that purpose >> about an outdoor amphitheater. Look, I'm
just throwing out ideas. I'm sorry. I'll stop. So I will say that outside we do have the hill in between and leveraging that as a way for you know kind of impromptu. >> Sorry I just start thinking miss >> going back to Mrs. Pages concern because
um can you go back to one more >> where the schematic design is? Where's the gym? So the gym is up here um on the north end and then the cafeteria your kitchen here. So
>> Oh, so that's not where that music room is. >> So the music room is is upstairs at the end of the bridge and >> I thought I read it as the music room opens up to the cafeteria. >> No, the
>> Go back one most go back to the one you was just at. >> Yeah. So the music says room cafeteria and music room and it says wall open performance. >> Yeah. So this is just uh cafeteria and music room are the two images below. The
image on the left is the cafeteria. The two images on the right are the music room. Upstairs on the upper portion is when the wall is closed. >> Um that would be the classroom and there would be a breakout space. Um that wall could open and furniture could be brought in for a small presentation in
that room. This is why questions are important. >> Yes. >> And so I'm going to go back to her caveat. We as a district, while the district norm is not, that is one of the number one complaints I've heard in the survey. So when we
went when Hollis and Miller did their survey, people wanted to get rid of the caffeasium, whatever you want to call it, because they said it's not conducive because you can't set up for anything until after lunch is done. And so I'm going back to
this and I and maybe that's a the question that you take back to them because I have concerns about that because on one end we heard from students and we heard from staff that those capasiums don't work well for programming but I'm trying to figure out
the gym space and also all of those things. So >> maybe I need to look at your data but >> we'll continue that conversation. I I think uh what we've heard now is the cafeteria and gym are in this and it was very important that those two programs be separated
>> so that gym and cafeteria were um but I I hear what you're saying about that >> but then when you have families come and there's nowhere for them to sit because like at Frank Rushton we have the cafeteria and we have the gym right next to each other you open the wall and it
creates a bigger space. So I guess that's different than what you're showing here because these are completely two separate things. >> That's correct. >> So okay, thank you. >> And I I do just want to clarify when the all of that can be done, it all
is at a cost. So if those if that is the uh feedback and the adjustments or if that is the direction you go, you lose other space unless you are adding money to add those additional spaces. So you got to give up something to gain that
and that's where >> I'm going to shoot for the moon because it's going to be cheaper to do it now than to try to figure it out later. So, if you want to give me the data on how much it costs to add another, we got the land. So, I guess right now it's the
question is how much is that additional space going to cost. So, give me the number and then we can have a conversation about whether or not we can do it or we can't. >> I know. >> No, I I get that. You're right. We only have x amount of dollars. Now, if the people are complaining now about the
dollars we asked for, I that takes a lot of gall to come back and ask for some more. >> So, I'm not saying we asked for more money. I'm saying that we also >> where you going to get the money from? >> These are there are different budgets. That's like what a capital outlay budget
is for. It's completely separate than the actual running of a school building. >> Um, that's nice. But you'll see >> how is it I am seeing. >> Yeah. Yeah, I know. Yes. >> So, thank you. Any additional questions for multi studio? I'm sorry, Miss Brownley Page.
>> It is handicap accessessible, right? >> Yes. >> And is there an elevator or so? Okay. >> Gotcha. Is it more than one or just one? >> One elevator. >> Okay. Gotcha. Thank you. >> Thank you so much. We appreciate your time tonight. Thank you.
>> Appreciate it. Appreciate it. >> Thank you. >> Okay. Board. Next uh on our agenda, still on item seven, um would invite Dr. Li to the podium. Uh we'll get our first quarter sped report or >> Good evening, Dr. Lori.
>> Good evening. Let me pull this up. Right. All right. Good evening, board president Lopez, Vice President Russell, board members, Dr. Stubblefield, and all stakeholders present today. My name is Dr. Dr. Jakita Lari. I serve as the executive director of the W dot
comprehensive special education cooperative and I am honored today to share our quarter 1 progress update on the Kansas City, Kansas public schools special education 2025 2028 action plan. Our roadmap for enhancing the way we
serve students, families, staff across areas in special education. All of our work is rooted in our sped mission of Kids First and our vision of empowering all students with exceptionalities to reach their full potential not only in school but also in
the community. Our special education priorities are focused on the continuous improvement for instruction compliance staffing and accountability. This year our theme is the sped experience. It reflects our commitment
to ensuring that every interaction with our department, whether a student, a family member, a colleague, leaves people feeling valued, supported, and heard. This theme also aligns with our district's focus of better every day um
and laser focused. And together they remind us that excellent isn't achieved through one through big leaps but through consistent in intentional moments experience by experience. Our sped action plan includes four goals
and this evening I will be sharing updates on each of those. Our first goal here um centers on building a shared vision and strengthening communication and communication and visibility remains our top priorities. This quarter, our leadership team, including myself, Dana
Nelson, Erica Brown, and Mr. Dtha Henry, completed 41 school visits across the district. These visits are focused on listening and not just checking in. We're hearing directly from teachers, pair of professionals, and principles about the work, um, what's working well
and the areas, um, that need attention. still meeting face- tof face with staff to discuss successes, challenges, and needs have been incredible valuable um incredibly valuable this uh first quarter. To further enhance our department's communications, we have
expanded our updates to principles through our administrative office and now contribute regularly to the superintendent's end of the week report, ensuring consistent and transparent communications across all levels. Our
second focus area is collaboration and culture. It's really the heartbeat of the special education experience. This quarter we launched our first sped round table of the 2526 school year which includes 12 staff um representing
various levels and roles across the district including special education teachers, pair professionals, school sites and this group reflects perspectives from both our virtual and in-person staff and we collaborate and we will collaborate with um Dana and
myself through subcommittee focus um professional development on boarding retention and specialized programs this school year. We also convened our first bed advisory group meeting for the 2526 school year. This is a diverse team that
includes parents, staff, a board member, Yolanda Clark, and representatives from human resources curriculum and diploma plus. Together, we um explored ways to strengthen advocacy, communication, and family engagement across our schools. In
addition to this, um, I kicked off my staff and parent huddles this quarter and I have issued three special education newsletters to all SPE staff to keep them informed and connected. Our third area of our plan focuses on
clarity and consistency. This quarter we released updated versions of both our case managers handbook and our parap professional parap profofessional handbook. These resources clearly outline the roles and responsibilities and the lines of
support for the different staff making it easier for staff to understand not just what they do but who they can rely on for guidance. We also refined processes for our virtual case managers to ensure equity and consistency across
every building. Um, this is where the phrase of laser focused truly applies because clarity is what builds confidence. We also recognize that this is an ongoing process and we continue to incorporate feedback from staff to
strengthen these systems and when everyone understands their roles and responsibilities, collaboration improves and ultimately our students benefit the most. Our fourth focus is on people. Recruiting,
retaining, and developing exceptional staff. Last spring, we shifted the hiring process for special education teachers and pair professionals to building in leaders. My team and I remain available to support and assist as needed throughout this process.
During quarter 1, we've welcomed new sped teachers, related service providers, and pair professionals. And we continue our active efforts to recruit additional staff. And despite ongoing national challenges in special
education staffing, our district continues to lead the way in ensuring students can receive the services they need. When we encounter barriers in which we do, we collaborate, problem solve, and leverage available resources to remain compliant and provide quality
support. We also listen to the feedback from our sped staff who expressed interest in a different way to start this school year this quarter. Instead of our traditional kickoff at the Memorial Hall, this year we launched our specialed experience in partnership with
the Kansas City, Kansas Community College. This event featured a workshop style sessions led by our vendors that we contract with and there was no additional charge for any travel for their time here or anything that they
did for us. That was something that we recommended and told them we have to have this as a partnership um since we work together for staffing. In total, we've um offered 25 hours of professional development
um and it included instruction um around quality uh compliance training, instructional sessions and intentional connections for pair of professionals on Wednesdays. I just wanted to add this slide because
this is just a reminder to all of our stakeholders about our special education instructional hub. This is a 247 digital platform that provides staff, families, and partners with access to our instructional tools, forms, and
compliance resources. This hub is already being used daily across schools and represents another step towards improving access, efficiency, and alignment across the department. This is a perfect example of being better every
day and having that mindset. Um, it's small, consistent systems that make the big difference in the day-to-day work of our staff. So our commitment remains the same as we look ahead to quarter two. Our focus
remains on building momentum. Ultimately the sped experience is about shared accountability. Every adult who interacts with the student or family should strive to make that experience the best one they've ever had. We are
proud of the progress made this quarter and we remain laser focused on what's next. Together, we are building a stronger future for special education, one interaction at a time. So, this bed experience belongs to all of us, and I
am grateful for your continued support and partnership throughout this journey. At this time, I'll take any questions and feedback for our quarter 1 update. >> Thank you, Dr. Lori. Would open the floor up for any questions from the board.
to Miss Brownley Page, >> it's a comment. I know universally there's a problem retaining teachers, regular ed or sped. >> Yeah. >> So, what are you guys doing to create I know you're going through the agencies?
You have to. You have no other choice. >> But to create our own teachers, do we have parents who might be interested that we could train or get them what they need to do? >> Absolutely. We have partnered with our human resources department through our L our license. It used to be PAR to
teacher program. It's called LRL now. Um and we have continued every year to move PAR professionals to special education teachers. We currently have a few teachers now teaching in our schools that was just in a paraprofessional
position and some of those pair professionals were agency paras before they became a district hire and now a special education teacher. So we are continuing to grow our own through our um our para teacher program and we also grow our own through our waiver program.
So teachers that are already gened teachers who are very interested in becoming a special education teacher we partner together to see um to get their lensure appropriate and and continue to work with them to be sped teachers. >> Thank you Dr. Lori. Um I do have a
couple of questions. Um, and sorry I didn't send these ahead of time and if there's not an answer definitely you can share um later. Apologies for not sending sooner. Um, a clarification for me in the presentation um there was a
statement around or a comment around um u I'm trying to find it exactly hiring sped Paris teachers happening at the building level. Um, but in an email that re that the board received earlier this year, that was different than than
what we were told. So, just want to make sure that I'm clear on where where that actually happens or and so we're all consistent on like how that actually happens. >> Sure. Thank you for that question. So, when I shared today that recruiting and hiring sped teachers and paired professional transition to the school
building in the spring, that means that they are the ones that are out there recruiting. They're interviewing and recommending to hire. That is something that they weren't doing for the first three years. And so we've transitioned that back to them. But then the
difference is the posting of positions. So the posting of positions are still in a staffed type of pool position postings on our district website unless it's a specialized program and that those particular programs are only in certain
buildings throughout the district. those are the programs or the schools that have their names associated with it. Um, so I think that's where there might have been a disconnect with the email that you're referencing versus what I'm stating today. So the difference between
hiring and um placing staff versus how it's posted on our district website. >> I see. Okay. Thank you for that clarification. Um, and then it's a followup just since we're talking about staffing. Um do we have any or number of
virtual um staff that within our sped department that we're working with? Are we fully staffed with people like in the buildings or do we have some still some virtual support? >> Yeah, we still will have virtual support. The virtual support that is coming from our special education
department is around case management. Those are the virtual staff that we have. And then we have virtual school sites where they um they uh do the cognitive assessments and things of that sort. But when our students need tested around academics, there is an in-person
person that comes to the school and evaluates them. And so, yes, we are not fully staffed. I believe in the HR report recently, we were about 78 79% staffed, including our agency staff. Um, but that's currently where we are and we
will continue to recruit and fill those positions. Um, but of course this time of the year is very challenging and as we need staff because one thing about special education, we we have to find staff. So if we have to use agencies, if we have to to do what we got to do, we have to to stay compliant.
>> And how many of those are virtual case workers? >> The virtual case managers. I don't have the exact number. >> That's okay. I didn't send to but I can I can give that to you. So you want to know what again >> that the number of like the virtual versus
>> the virtual case managers correct >> because we don't we don't have virtual the only virtual teachers we have are the virtual teachers that support Greenbush virtual learning. >> Perfect. Yes. Then the case workers >> and then the virtual case manage. Okay.
>> Um and then I I guess just an overall and I I apologize because I missed the meeting back in June when you presented and um so I went back and watched that. Um, I guess I I just I want to make sure and and I appreciate you talking about the sped experience because I think that's something that um we heard that
there were positives and challenges last year and thank you for the work cuz I know you've it's been a heavy lift that you've have had to take on and bring us to where we're at now. Um, and it is slow and it is incremental at times. Um, so thank you for that. Um, I just want
to lift up though, um, that sped experience like I I I appreciate you you all focusing on that because I think and it's not just sped, it's in all of our departments and as a district. I want I I agree. I want our families, our scholars, our staff for their experience
when they interact with any of us to be that of professional and um that of like where people feel heard and valued. Um and so particularly in sped we're which we've had some challenges and I think that's why we're continuing these
conversations more frequently. Um and I want to lean into this a bit more just because I know people have reached out to me specifically on challenges and and things. And so I I I just want to make sure that we continue to work and support our scholars and our
families and how they're heard and how they're valued and our staff and how they're um the interactions that we have. And I know that's something we need to continue to do do districtwide. Yes. Um but just how we how we lean in lean into that experience for our
principles for our students and the families and the parents guardians um >> and what their experience is because there there's already a lot of challenges around having a student with an IEP or any any kind of you know extra support that need
to needs to be provided. And so how do we make sure that we're doing everything we can in an empathetic way um and with our staff as well. So, I appreciate you lifting that up that that sped experience something that we need to highlight. I mean, I think that was called out in the KU um what was it
called? The K >> environmental >> environmental scan and the recommendations and kind of that um the independent oversight and the increased communication. So I think the next time around one one piece that I would love to hear a bit more is just those
outcomes those um like how are we like act the metrics that we're tracking around how we're doing that um and maybe even as you all have gone into schools you've been into 41 schools this first quarter like what are some of those things that you're hearing both the
positives but also still the challenges right and then how do we measure the progress whether it's incremental or giant leaps that we're taking in those student outcomes in progress for um that have been recommended by the KU work
group. So, appreciate that um ahead of time because I think that'll be helpful for us as we're learning more about how we're working with our families. >> So, what are you asking again, President Lopez, for me to bring next time? So I think that this time around there was a lot of hey we've done this in this first
quarter we focused on getting out into the buildings and talking with folks. Um I think how do we start measuring that? What are the metrics that we're looking at for like student outcomes and for some of the things that KU recommended that we start tracking? Um what are we actually doing and then what are those things that we're tracking to make sure
that we're progressing through those K that environmental scan from KU that they said hey these are some of the things that we're recommending that you all start doing. And I I know like the newsletters you're doing and some of the other communications and things, but some of the outcomes that and metrics that they've recommended from that scan
um for us just to bring back some some of those outcomes. >> I will take a look at that to see more specifically of what you're asking and what metrics that they outlined in that document. I'll be happy to bring that forward. >> Thank you. >> Thank you, >> Miss Russell. >> Um I just have a followup to that. I
think uh and I was going to go find the link where we in August updated it. Had has the website been updated from that quarterly update or that's a part of this quarter one. >> So this is after I
>> and I apologize I stepped out. >> No, that's okay. Um after I pres what I presented today will then go to the website to be updated for quarter one. >> Thank you. Um, and then I didn't submit this question before and so I'm happy to send it in a followup, but do want to
publicly ask it. Um, there was concerns or questions around the group that was created last year. Um, and then that group is now back together, but the folks are different within the group and
many of the concerns were around the length of time that some of the folks within that group had been a part of the um previous group and then how they got selected. And so I guess if we could just follow up on the conversation and
just being transparent about how that I understand hearing from different voices, but I also understand that people also want to see continuity and being able to be a voice and there was some conversation about what the group should have done differently in the
midpoint last year. And so I can follow up in an email and I think Mr. Lopez, if you would follow up in a email as well, so that we can all as an entire board get the responses. Um, that would be greatly appreciated. So, >> and if you can send those questions to
me so Don can put it in the share document, then we can send it to the full board so that it's not multiple emails going back and forth. That would be great. >> Additional questions or comments? >> All right.
>> Yes. I'm sorry, Mr. Brownley Page, >> we know we don't have enough staff. So, how is the state because I know you have to do certain things when they don't fall into play, we get dinged or whatever. Are they trying to help us or
it's just our responsibility to make it work? No, I believe the state has been very supportive and um they are um uh approving many universities and colleges to offer programs shorter programs to
allow staff to or not just our staff but to allow anyone who wants to go into special education to get into those programs and meet the minimum requirements and get them to to districts so that they can work. So I do believe the state is doing the best that they can under their circum their
situation to support districts and um I have nothing um I I have nothing but praise for how the the state has really supported me. >> Thank you. >> There's no additional questions. The co-op Piper left this past year, right?
Um so right now it's just the two that you So it's us and Bonner Edwardsville. >> That is correct. >> Okay. Thank you. >> Okay. Thank you so much, Dr. Oh, I'm sorry, Miss Brownley Page. >> I don't have another question. Okay. Can we take a restroom break? >> Yes. I was gonna do that after we were done here. Thank you, Dr. Lori, for your
information. Appreciate you. >> Can I I'm sorry. >> Yes, Miss Clark. >> Uh, Dr. Lowry, if you don't mind, can if anyone were listening and they wanted to know when our next listening advisory meeting was taking place. Do you have that date in front of you? >> I don't have it in front of me, but I
can get that out. If you can send it to me, then even in my comments, I can say it. Thank you. I think that's important to call out. >> That's great. Thank you, Miss Clark. >> Okay. Uh board, let's take a quick 10-minute recess and we will reconvene at 6:58. Thank you.
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Hey, I got Hey, hey, hey. [Music] All right, >> thank you for giving us a quick moment.
Um, we'll keep continue with our agenda. Next on our agenda, we have a third presentation tonight on um the Neighborhood Revitalization Act. Um, good evening and I apologize that I didn't catch your name ahead of time.
Jud My name is Judnap is my name. >> Good evening. Thank you for joining us. >> All right. Uh I'm here tonight representing the unified government uh economic development department to get a renewal of the NRA program. Uh this
program needs to be be renewed every five years uh and it expires at the end of this year. Uh I'm here to get uh to present you the changes that we've came up with with the program and then get an interlocal agreement signed between the UG and the school district to perform
this tax rebate. First I'm going to go into what is the tax rebate. It is a property tax rebate that encourages investment and revitalization and new construction. I'll give you a little example. If somebody wants to rehab their home, they
first have to apply for the NRA program. It's not every rehab gets this. You'd have to apply for for the program to get it. Uh you invest money in your home, and the amount that your home increases in value is the amount of the rebate that is given back to you. So, we're
incentivizing people to invest in in the community and their neighborhoods. Uh the program's been around since 1999. It's used for residential and commercial buildings. Uh, and approval is needed from all taxing jurisdictions in the county. And that's why I'm here tonight.
Some benefits of the program. We have long-term revenue growth. Uh, without the NRA, homes are not incentivized to be built or maintained. So, many lots stay vacant. Uh, with the NRA, uh, the lots are are developed. Um and then once
the rebate period ends, schools receive the property tax from a higher value property. Uh we're going to stabilize the tax base. We encourage investment into neighborhoods, reduce blight and vacancies and no loss of existing revenue. I want to focus on that word
existing part because that is the uh the schools keep collecting the base amount. So this is how the program works. Uh we're going to start at the bottom with the base value. This is the value of the property before any improvements are made. Uh this is what uh they already
pay taxes on. Uh this is the amount that uh you will keep receiving dur during the rebate period. The increment amount is the amount of value your home increased because of your re rehab or new construction. This is the part that
is re rebated back to the person. Uh and then future appreciation. So if the value of the home increases after year one, those are not taxfree. Those are not a tax rebate eligible. Give you a little real world example of
this. Uh this is a 95% tax rebate for a a residential rehab. Uh the home value before the rehab was $90,000. So that's our base. That's the amount that you're going to receive taxes on for the next five five years in in this location.
After the rehab, the home went to 170,000. So you take that 170 minus the 90 and you get the increment value. How much that house increased in value because of that rehab was $80,000. Then we take 95% of that 80,000 and rebate it
back to the homeowner. Uh so in 2022, the rebate amount for this house, they got a $1,500 check back. Uh they paid $1,600. So that 1600 part, uh I know the school district doesn't get all that 1600, but you would still get that base base amount.
Um now here's the real changes to to the map. Uh we have different areas. Uh area one's boundaries got reduced. It used to go all the way down to KUmed. We brought that to the river north. Uh that area is
a 95% rebate for residential rehab. Uh it's we're reducing the uh no wrong I said that wrong. Uh it's a 95% rebate for new construction also and that is a 10-year rebate in that area.
Area two uh we are keeping the rehab to be at 95%. And we are reducing the incentive for area two for new construction is going to be 50%. And that 50% only lasts
for five years instead of 10 from area one. Uh that was a very short presentation about it. I have a longer one back behind it if if I have any more questions, but uh that's that's my presentation. >> Thank you, Mr. Nep and board. The I think the longer presentation is
available for you on the agenda, so you have access to it uh on screen. Dr. Wyn, >> thank you. um go back to slide four and explain your future appreciation where you said if the property increases after
one year the amount is not rebated. >> Yes. So when the uh property owner rebates their home remodels their home sorry uh that initial value increase is rebated for five or 10 years. But if the house goes up in value the next year and
increases in value, uh that part is not rebated. So we're just rebating the amount the home increased because of the re rehab that that was done. >> Okay. So I get that. But then this says if the property increases, the amount is
not rebated. >> So >> I'm confused. >> Let's let's go. Year zero is the rehab year. >> Okay. >> All right. So that's the one your rebates of applied to. And if your home increases the value in the next year, that new value is not rebated. Like uh
for instance, if it was the other way around where your taxes would be exactly the same for five years. Um because if your home is increasing in value, your taxes won't I'm lost.
>> Yeah. Because our it the trend is always upward. each year. >> Yes, that is correct. So, it's just the value that your home increased because of the rehab is rebated only. >> Okay. And that's only and that's for
five years. Five years. >> Area one in those areas, right, >> is 10 years, >> right? And area >> area two is five. >> Five years. Okay. And how do you how do you um the process in presenting the
amount of rehab with the application >> that is based on the appraiser. So the application you have to have it in before you start your rehab. >> Okay? >> And the appraiser goes out to your house and appraises your house. >> And then you tell the appraiser when
you're done with your rehabs and they come back to your house and reappraise it. And that's how they get that increment amount of how much your home increased in value. >> Okay. Thank you. >> You additional questions, Mr. Knap. >> I do have a technical question and I
don't know if it's a Mr. Gohane question or for Mr. Nap. So you said you um the UG is asking for taxing entities to approve these changes. Is that right? Yes, that is correct because we are giving you're rebating your tax revenue.
>> Okay. So, you need this body to formally approve the changes. Um, what is the timeline to make that? Does that need to happen soon or can it typic and the reason I asked typically the board is presented information once takes some time to digest and we'll bring it back
for approval at the next board meeting which would be October 28th. But I don't know if you all had a specific timeline and I just want to check with Mr. Gohane to make sure that that's correct um with our process and what we formally need to do to approve. >> Yeah, that that would be our normal
process to have an action item at the next board meeting, but is there a deadline that you're operating under? >> There it does expire at the end of the year. We've had conversations at at the UG that it's okay if we let it lapse until like February or March.
>> So we have Okay. Vote on it. Okay. I just wanted to make sure you didn't need it like tomorrow. So, that gives us time to then come back and do a formal approval um for that at at our next board meeting. I just Thank you. That helps. Thank you, Miss Brownley. Page. >> Is that in writing? The February and
March. >> You said it. It is in writing somewhere that we have until February or March to do it. >> That was this conversations we've had in internally at at the UG. That that's not in writing. >> Thank you.
Okay. Additional questions for Mr. Knap. Okay. Um I would just ask I I don't know if there's a formal like um agreement or something that that we need to review. If there is, if you wouldn't mind and I'll have our board clerk follow up with you if there's a formal appre approval
or something that you need a signature on. If you can make sure we have that um so that when if and when it's approved, we can take care of everything for you. So >> you will have it very soon. >> Okay. Thank you, Mr. Nap. Thanks for hanging in there tonight uh for after all the presentations.
>> Is it possible to get that in writing? That last part what you said that they conversated about it, but what's the official deadline? >> I believe we don't have an official deadline. We were just >> Okay.
>> So, well, I think it laps it expires at the end of the calendar year. So, yeah. Okay. Thank you, Mr. Knap. Thanks for being with us. Okay, we will continue on with our agenda. Next on our agenda um
oh uh item eight um is under board discussion. Board, we need to appoint um a voting delegate for our school district um for the upcoming um KSB delegation. Um last year I think it was Dr. Wyn and then we um it was Miss Drew
didn't ask ahead of time. Is there anyone who would like to be volunteered to be appointed as the voting delegate? Um, if not, I'm happy to. I'm planning to attend KSP this year, but I wasn't sure if um anyone else wanted to
volunteer or be appointed. >> If not, >> is you. >> It sounds like it. Uh, if not, is there a motion to appoint me uh Randy Lopez >> as voting delegate? Thank you. Moved and seconded. Further discussion. Can I say
nay? No. Uh, Miss Smith. Roll call. >> Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez. >> Randy Lopez. Yes. >> Robert Milin Jr. >> Marlin Jr. Yes. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Rachel Russell. >> Rachel Russell. Yes. And to answer your question, yes, you can say nay, but it
sounds like you're out voted. So, >> Dr. Win, yes. Thank you. >> Thank you, board. Um, all right. We'll make sure we get that into KSB um so that they have that miss. Thank you. Next agenda item is uh something new on our agenda. Board policy. I feel like we
haven't done these in a while. So, Greg, we might need a refresher on some of these. No, I'm kidding. Um so, first we can go through there are several board policies. There are third read or second read, first read. So, Mr. Gohane, I'll pass this on to you um to walk us through these. So the the first two um
policies that are on here are acceptance for third read which is policy DFH and policy. Uh this is really a housekeeping item more than anything else. These were adopted for first and second read uh
last spring and um for some reason they they fell off the third read when we did the third read in the spring. So they just need to be adopted. They're just not in the policy book right now. So those are clean up. These were um the one is for uh pilot projects that are
operated by the the district and the other is for um fundraising activities and both of them are um were recommended by KASB last spring. >> There a motion to accept for third read
policy DFH and A. >> So moved. >> Second. >> Moved and seconded. Questions or discussion on either of these? Miss Smith. Roll call. >> Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez. >> Randy. Yes. >> Robert Milin Jr. >> Jr. Yes.
>> Wanda Brownley Page. >> Wanda Brownley Page. Yes. >> Rachel Russell. >> Rachel Russell. Yes. >> Dr. Win. >> Dr. Win. Yes. >> Thank you. >> The next U grouping so to speak are the ones that were approved for second read
at the last um board retreat. And this includes uh policy G A um which is the uh modifications to the attendance, absence and leave and vacation uh policies mostly reflecting changes to
bereavement pay and the designation of what we've previously called disability leave or sick leave uh to designate that as health leave. Um, and then the other remaining ones on here for second read
are uh modifications based upon KSB's uh recommendations relating to non-resident enrollment um and uh military students. So those would be um policies G A
policy JBCC and policy JBC. And we'd recommend those for second read. So moved. >> Second. >> Moved and seconded. Questions? Miss Russell? >> It's not really a question. It's a statement that I would like uh noted
that we discussed also the policies that were not coming forward to still have those um be presented. And so making note um to circle back to those recommended but that the board are not following up with. So thank you.
>> Yeah, I I'll get you that. I apologize. I should have had it included in the back of this month. >> I don't know what you call it in the agenda if we're not, but maybe it's just like KSB no recommendation. I don't know. But >> we could I could I could just do it as a list with the um actual proposed changes
from KSB just so it's anformational item. >> Okay. Thank you. >> Any additional questions? Been moved and seconded. Miss Smith. >> Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez. >> Randy, yes. >> Robert Marlin Jr. >> Marlin Jr. Yes. Wanda Brownley Page. >> Wanda Brownley Page. Yes.
>> Rachel Russell. >> Rachel Russell. Yes. Yes. >> Thank you. >> The next um three items are up for first read. I don't know if you want to take them individually or not. I'll go ahead and tell you what they are. Um these are the uh acceptable you amendment to the
acceptable use uh policy uh to address uh device loss language. Um the uh next one is for uh the student voice policy and the third one is for uh board community engagement. So those are
those are all up for first read those proposed changes tonight. So we can take them one at a time or all at once however you guys want to do that have a preference on there's no preference. We can take them all at once. There's a motion to approve
>> policy AUP student voice and BCE for first read. >> So moved. >> Second. >> Moved and seconded. Are there questions or discussion on any of these policies? Hearing none. Miss Smith. >> Yolanda Clark.
>> Yolanda Clark. Yes. >> Randy Lopez. >> Randy. Yes. >> Robert Milin Jr. >> Milin Jr. Yes. >> Wanda Brownley Page. >> Wanda Brownley Page. Yes. Rachel Russell. >> Rachel Russell. Yes. >> Dr. W. >> Dr. W. Yes. >> Thank you. >> Thank you, board. Thank you, Mr. Gohane.
Okay. Next, uh board, we will hear from our superintendent of schools, Dr. Anna Doublefield. >> Okay. Good evening. Um I have a few announcements. I actually need to pull them up. I did um for this I'm going to start um and I think it may be attached.
If not, we'll get it attached to the agenda. Um, something we're doing different this year, at least I'm doing as I try to get better every day, is to highlight a few things at the end of each quarter. The quarter did end last week. Um, and our students will have um,
family advocacy days next week. Um, but just a few things to highlight um, as we continue to reflect on um, several areas where we can improve, but also highlighting um, where we are making improvement. So, regarding attendance,
27% of our students currently have perfect attendance. 58% have missed fewer than 5% of the attendance days. And 96% of our elementary buildings had 92% or better attendant attendance averages. And 100% of our middle schools
had greater than a 90% average um attendance rate. >> That's good. That's good. It is really good and it's something that we are hoping that we can continue to do um for the remainder of the year. Um regarding discipline, the use of restorative
practices has increased in a number um of our schools um uh as a percentage of resolutions. 138 restorative just resolution circles or rooms have been used in the first quarter compared to 96 during the first quarter last year. Um
so this use of alternative uh to suspension and helping um to make sure that our students are actually here um our staff is really starting to uh utilize that. Also um regarding HR um
not just HR but um our um fill rate for subs has been at 80%. That is something that we're working to continue to improve um by continuing to recruit subs. Um this um week is nutritional
service uh national school lunch week. I did serve lunch yesterday at Central Middle School to sixth graders. Um and really enjoy the time with the staff and the students. Um I was invited if people were wondering how Central got picked. I
was walking through and the manager was like, "Will you come back and serve lunch during National School Lunch Week?" And I said, "Sure." And so I made it back over to serve lunch. I've been invited back to run Meadows uh metal detectors by their SSA. So I'm have to
learn how to do that, but I told her I would come back. But in the first quarter, nutritional service served over 4,000 breakfastes, um 665,000 lunches, and nearly 25,000 suppers. The district was nationally recognized and
locally praised um for its diverse menus. We will be featured on My KC Live during National School Lunch Week this Friday. So, they're featuring us for our diversity of our lunch. Um, our TIS department has closed nearly 5,000 uh
tech support t tickets and 95% of all tickets submitted in the first quarter. Uh, transportation um has transported 12,695 students. Um, and they have that have used our district transportations or
resources to get to and from school. And after one year of um I already classroom mathematics implementation, more students are starting a school year ready for grade level math skills compared to um last year. We'll give more specific data around that when we
do our academic report. And there is an additional slide that talks about our number of internships, client connected projects and such. But I do want to say just in first quarter we our students are already have earned over $321,000
in scholarships and that's not including two of our um schools and we'll continue to tabulate that. But I just wanted to share the first quarter by the numbers and as we continue to have this conversation we'll do a better job of sharing this information uh publicly.
Um, one last reminder, this Saturday is the marching band festival at W dot high school. I think it starts at two o'clock. I have to get the right 3:00. 2 o'clock if you want to see. They're starting at 3:00 on time. So hopefully you can come out and support them in the
marching band festival. Thank you. >> Dr. Stolefield, you gave us the numbers. Is there any way to get information what worked? I mean, how did we get the attendance? Yes. >> Where it is, what happened. >> Yes. So, we'll give that in our academic
update and also at the academic committee. I just was sharing the numbers, but yes, we'll get you that information. Yeah. >> And >> on all of it, I mean, what's working, what's not, how do we get it better? >> Yes, we'll get it to you. And if you
want the numbers for reference, it's in the um on the agenda. I actually attached the PowerPoint with the information. Thank you, Miss Smith. Thank you. >> It'll be on the 28th. >> Thank you. >> Academic meeting 28. >> The academic committee meeting um
meeting October 28th. What time? >> Uh >> 10 a.m. What time? >> 10 o'clock. >> 10 a.m. >> 10 a.m. >> AC the first academic committee meeting is 10:00 on 10 a.m. >> Thank you, Dr. Steblefield.
>> Um just a couple of things on my end. Um, I do just want to again give a shout out to everyone that was involved both from the school district, the welcome center, um, all of our partners, um, who helped put together today's Latino lunchon, um, over 125 students who were
present, board members who were present, um, staff, um, Dr. Stubblefield gave some remarks, our elected officials, um, that were there. Um, thank you for all the work. It was so great. such great energy, good music, good food, good people, great conversation about uplifting our students and how they can
continue to um show up and and and bring hope um to to our community. So, thank you to everyone who helped organize um today's event. Thank you to everyone who continues to lift up um the diversity within our school district. It was a great event today. Um and thank you board members and staff who who
participated. Um if you couldn't be there, I know you wanted to be there, but it was it was a great event and we'll see you there next year. It was a second annual, so I'm looking forward to the third annual one next year. Um, shout out to the foundation for their breakfast, which was a couple of weeks ago. It's a great event as well. Uh,
Miss Watson does a great job organizing. And I think if uh, one of the things that I heard a lot of positive feedback was just the centering of students. We had bands performing, we had students performing. It was all circled and centered around our students and our
scholars. And um, it was just a great event. and a great way to lift up what's going on and the positive things happening in our school district. So, thank you to everybody who helped make that happen as well. Um, I want to also lift up uh two of our schools. I see principal Dr. Williams is here from
Schlaggel. Um, one of his student groups received a a grant this past week um from the Hispanic Development Fund, Animo um and they're doing a great job of doing some mentoring for students uh at Schlaggel. They received a grant for that work. So, thank you Dr. Williams
for your support of that that program and that work and that mentoring program. I know you've got a lot of other great student centered work happening over there. And then Sumner also received a grant um for their LSU, their Latino student union as well um for the work that they're doing there. So congratulations to those students on
the work you're doing. Um we have a boundary committee coming up this week um this Thursday um evening. Um, so hopefully we'll have folks there ready uh to have conversations on our boundary committee and then we'll bring back information to the board as well. Um,
and I think that's all I had for us today. So I'll open it up to any other board members who want to share. >> Mr. Russell, >> um, I just wanted to say happy National Principles Month. I uh didn't mention it earlier to our three principles, but
just immense amount of gratitude for all of the principles in KCKPS and just appreciate your continued partnership and um taking care of our scholars every day. Um there was something else I was going to say. Um
I'm excited and I hope board members will join me for the college fair next week. So, we have the foundry meeting on Thursday. Um, open to anyone who wants to attend the college fair on Thursday. I'm also going to Grand View High School
where they will have um on display the 3D program. Everyone should have gotten a email about it. Um so excited to go see one of our former KCKPS principles building, but also um excited to see our
kids in action and have our district represented at that. So um I think that's all for now and thank you. >> Thank you, Miss Russell. And that that college fair is on Tuesday from 10:00 to noon at uh Homefield. So hopefully um if you have a chance to come check that
out, I know they work really hard. Uh Miss Martinez and the entire team organizing that does a great job. So hopefully you can make it out Tuesday 10 to 10 10 to noon at Homefield. >> Miss Clark, >> earlier today we talked about the next uh sped advisory meeting. It is November
the 13th from 5 to 6 here um at the central office in room 333. So again, that's November the 13th. Um, the other thing I will add is it's really nice to see the amount of people that are celebrating a milestone graduation year.
Um, coming out to the games and celebrating and kind of reconnecting with the district. I've had several people come ask me questions and then I've seen several celebrations online. So hopefully we can figure out a way to keep the momentum. >> M clerk,
>> Dr. W. >> Uh, thank you. Um the finance committee met and it should have been on this agenda but it will hopefully be on do we have the budget meeting on Friday? >> Yes. >> So uh we passed out the criteria um that
um Mr. Carell uh developed from our our input and so uh we passed out and we will recommend to the full board the criteria for the evaluation tool. Uh the next finance committee will be on November 7th virtually 1 to 3:00 p.m.
And that's that. >> Thank you, Dr. Wyn. Miss Brownley Page. >> Uh again, I just want to invite everyone to the academic meeting. It'll be on the 28th at 10:00. We're excited and hope that we can help in some kind of way.
And I also attended the Latino Heritage program today which I thought was excellent. They really did a good job. The speakers were phenomenal and hopefully that will motivate and it is important that children see themselves. It doesn't mean that other people don't
care, but you need to see yourself and that's important for your own self-esteem. So, and and I would encourage us for our Asian students. we didn't do anything last year that we do do something for them as well as the
other international groups that are here to let them know that we value them as much. I'm not saying we don't and that no one cares, but if we're going to do it for a few, we need to do it for all and and the foundation breakfast was
good as well. And it's good to have Arrowhead back open and it seems like it's running pretty smoothly. and want to thank them for what they went through, how they endured, and we're survivors.
>> Thank you, Miss Brley Page. Yes, Miss Clerk. >> I do want to call out our listening tour. We put a lot of time and effort in into an advertising. So, I want to call out that we did have a listening tour on Monday um for those that were able to make it out and then we will announce the next one. I don't remember the but
whenever there's a next one. But I just want to encourage our our community to come out and hear um what is being said. There's always a lot of questions, a lot of misunderstanding, a lot of confusion, and it's just a really good time to truly understand what is truly
happening. So, I do want to call that out. >> Great. Thank you, Miss Clark. >> I was just going to echo that um both this tour and the last tour have focused on the financial components of the school district. The PowerPoint
presentations are both available on um the diligent website, our internal meeting website. So if folks weren't able to attend, you can go and look at um that. I think there's this thought
exchange is still open. Um so if people have additional questions or feedback there, that's a outlet um to give that feedback. And then lastly, just looking at my calendar, I also want to shout out um the Enough is Enough event that's
happening on October 22nd and make sure that if folks um are able to stop by JC Harmon from 2 to 7, I believe, um to make sure to do that. Say that one more time.
>> I thought it was 1 to 7. >> I think it changed in the last hour. I don't know. not the last hour here but on the last update it said 2 to 7 I thought >> and the only thing I will add there will be um opportunities for vaccinations
at that event and we'll continue to share the information I think I'm accurate on that >> Mr. Milin thank you uh Mr. President, I just want to go on record to uh I really enjoy and I think the listening and learning session that we had 8 days ago
is very very informative and the facilitator did an excellent job in presenting the information as he presents it not only to us but the community and my desire and hope and and wish and prayer whatever narrative you
want to use uh for uh more engagement from our community uh because that's information that's given, questions that can be asked. Uh it's a comforting environment uh uh uh
that we can discuss and it's much needed information that's given. Um I know I'm I'm a realist. I know that that night wasn't uh a great night maybe to have it because the Kansas City Chiefs were
playing. And I'm just for real and I know that probably had something to do with the attendance, but saying all of that when we have things of that when we have not things when we have something of that nature that's a part of what we're doing. I think we have what three
times a year or something like that. uh how we get it the word out, the information out when uh the information is needed to present to the community because I get asked questions
uh in the community uh in the inocation that I'm in and and I share that we do have a agenda like this set up a platform let me say that
setup where we can come and participate and ask question and we can know they won't be folks won't be fishing around and saying well we heard this and we didn't see that so as we can do a better job with that I don't know how but there's always a way and my desire is
for the listening session which I feel is very important to get the information out and uh to the community so folks can know and you get the feedback all right that's That's all I have. >> That's great. Thank you, Mr. Milin. Yes, Dr. Wyn. >> Well, I'd like to add that we used to
have a lot more time for open mic. Yeah. >> And I remember Miss Russell uh participating in and I learned about a glow party. So, you know how many years that was ago. >> But, uh we need to have more time for open night mic and not so structured.
And so, I'm I'm okay. I hope the next one and we can make it known that, you know, >> it may be a complaint fest, but >> if if there are concerns, we need to be able to address them. >> I don't disagree. It can be a complaint
fest, but my >> but everything is not a complaint. We >> But I think there's positives. >> It could be a concern and it should it depends on what window you look at, how you looking at it. >> Well, we just haven't had the opportunity to have an open. That's what I'm saying. Yeah.
Thank you. Thank you, board. Um, and I, Mr. Milin, you just nodded something. Um, I did also just want to say congratulations to all the scholar athletes at Washington football team. Coach Cam is doing an amazing job. He's getting some recognition out there. Um, doing a great job again, not just
coaching the young men in football, but also in uh in in in everything else off the field. So, he's doing an amazing job over there. Hopefully folks have a chance to support not just Washington and coach Cam doing some great things, but all of our coaches and scholar athletes doing some great work. So,
shout out to Mr. Simmons back here um leading our athletic department um and to all the coaches out there for the work that you do for our scholar athletes. Um but in particular this week, just wanted to give a a shout out to Coach Cam out there. Um and then also just wanted to say congratulations and thank you to Dr. Rodriguez today who
shared at the Latino lunchon and just reminding us of the work and the journey that we've been through our dual language program and just how critical it is for that support of that program. Uh we started out a few years ago with just a couple of kindergarten classrooms. we're K through two right
now and that that program will continue to grow and we've seen some amazing successes and she reminded us of that story today and I just appreciate that and her leadership in that work um because that is a highlight something that we should lift up in this district and I know we'll get more information in our translation interpretation program
that we have for our scholars that are doing that work here as well. Um so thank you for sharing that today and and we'll continue to hear more. So um just want to lift that >> Did you say Dr. Rodriguez? >> I said Dr. Tora Rodriguez. >> Just making sure for those of us that speak English.
>> That's right. Yes, >> doctor. >> All right. Thank you, board. Uh, as active as always. Um, so now I would entertain a motion to recess to executive session for attorney client um for matters for consultation with the attorney on matters which would be
deemed privilege in the attorney client relationship under coma to include Dr. Stubblefield, Mr. Gohane, Dr. Pgram, Dr. Jones, Mr. Hansford for >> Doug and Miguel. >> Uh to include Doug and Miguel. Um for
seven minutes for seven minutes going in at 7:36. >> Couldn't figure out. Oh >> moved. Is there a second? >> Second. >> Seconded. >> Questions. Miss Smith. >> Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez.
>> Randy. Yes. >> Robert Milin Jr. >> Milin Jr. Yes. >> Wanda Brownley Page. Wanda Brownley Page. Yes. Rachel Russell. >> Rachel Russell. Yes. >> Dr. W. Yes. >> Thank you. >> Staff. [Music]
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>> Seconded by Mr. Milin. Miss Smith. >> Yolanda Clark. >> Clark. >> Brandy Lopez. >> Yes. >> Robert Milin Jr. >> Wanda Brownley Page. >> Rachel Russell. Dr. W. >> Thank you. Is there a motion to recess
to executive session to discuss matters of non-elected personnel in order to protect the privacy interests of parties involved under KOMA to include Dr. Stubblefield, Mr. Gohane, Dr. Jones, Mr. Hansford? >> That's it. >> For 10 minutes going in at 7:49.
>> Moved by Miss Russell, seconded by Miss Clark, Miss Smith, >> Yolanda Clark. >> Randy Lopez, >> yes. >> Robert Miley Jr. Wanda Brownley Page Rachel Russell Dr. W.
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to return to open session. >> Moved by Miss Russell. Is there a second? >> Seconded by Miss Brownley Page. Uh, Miss Smith. >> Yolanda Clark. >> Yolanda Clark. Randy Lopez. >> Randy, yes. >> Robert Milin, Jr. >> Wanda. Yes. >> Wanda Brownley Page.
>> Wanda Brownley Page. Yes. >> Rachel Russell. Russell. Yes. >> Dr. W. >> All right. Motion to recess to executive session for consultation with the attorney on matters which would be deemed privilege in the attorney client relationship under coma to include Dr.
Stubblefield, Mr. Gohane, Dr. Jones, Mr. Hansford for five minutes going in at 808. Moved by Miss Russell. >> Seconded by Miss Clark. Miss Smith. >> Yolanda Clark. >> Clark. Yes. >> Randy Lopez. >> Randy. Yes.
>> Robert Milin Jr. >> Junior. Yes. >> Wanda Brownley. Page. >> Brownley Page. Yes. >> Rachel Russell. >> Rachel Russell. Yes. >> Dr. Win. >> Thank you.
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motion to return to open session. >> Second. >> Moved and sec. Moved by Miss Clark, seconded by Mr. Milin. Um, Miss Smith Clark. >> Clark. Yes. >> Randy Lopez. >> Randy. Yes. >> Robert Milin Jr.
Wanda Brownley Page. Wanda Brownley Page. >> Rachel Russell. >> Rachel Russell. Yes. >> Dr. W. >> Thank you. Uh motion to recess to executive session to discuss matters of non-elected personnel in order to protect the privacy interests
of the parties involved under KOMA to include Dr. Steelfield, Mr. Gohane, Dr. Jones, Mr. Hansford for 10 minutes going in at 8:16. Moved by Miss Russell, seconded by Miss Clark, Miss Smith. >> Yolanda Clark.
>> Yolanda Clark. Yes. >> Randy Lopez. >> Randy. Yes. >> Robert Milin Jr. >> Wanda Brownley Page. >> Rachel Russell. >> Dr. Win. >> Okay. Thank you. >> Thank you.
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[Music] Open session, please. >> Second. >> Moved by Miss Clark, seconded by Mr. Milin. Miss Smith. >> Yolanda Clark. >> Randy Lopez. >> Randy Lopez. Yes. >> Robert Milin Jr.
Wanda Brownley Page >> Rachel Wel >> Dr. W. >> Thank you. Um motion to recess to executive session for consultation with the attorney on matters which would be deemed privilege and the attorney client relationship under coma to include Mr.
Gohine for 15 minutes. Um going in at 8:41 uh just Greg this is the >> and I'm sorry Mr. Gohane and Dr. Jones and Dr. Stubblefield. Thank you.
Hold off for 15 minutes going in at 8:41. >> Moved by Miss Russell, >> seconded by >> Mr. Milin, Miss Smith, >> Yolanda Clark.
>> Randy Lopez, >> yes. Randy Lopez, >> excuse me. Robert Milin Jr. >> Wanda Brownley Page. Thank you, >> Rachel. Russell Russell. Yes, >> Dr. Win. >> Thank you.
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[Music] to return to open session, please. >> So moved. Second, >> Miss Smith. >> Yolanda Clark. >> Yolanda Clark. Yes. >> Randy Lopez. >> Randy, yes. >> Robert Milin, Jr. >> Junior, yes. >> Wanda Brownley, Paige. Rachel Russell.
>> Russell. Yes. >> Dr. Win. >> Yes. Thank you. >> Thank you. Hey everybody. Thank you for tonight. Um, with that, this meeting is adjourned. Have a great rest of your week. All right. Heat. Heat. Heat. Heat. [Music]