March 29, 2023

Machine-generated transcript — may contain errors.

Thank you. Thank you. Thank you. Thank you.

Thank you. Is this on? Hello? Okay, let's go.

All right, good evening. It is Wednesday, March 29th, and I hope everybody had a nice spring break. This thing sounds really weird tonight. Do I sound weird?

Okay. It does sound weird. Let's go ahead and start with the Pledge of I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation, under God, indivisible, with liberty and justice for all. Okay, before we get started, I just would like to take a minute and for us to acknowledge the recent tragedy in Nashville.

And our thoughts and prayers are with those families. And hopefully, I don't know, our politicians can get a hold of this gun control situation. So with that, I will go ahead and turn it over to Stacey so we can adopt the agenda. I move that the Board of Education approve the agenda as posted.

Second. Second. It's been moved and seconded. Questions?

All in favor? Hi. Hi. And now we are on to recognizing our own.

We've got some amazing athletes here tonight. So I'd like to invite Steve Hudson and Caitlin Long and the students up at the podium. Oh, Buddy's here. Sorry, Steve's not here.

Yes, Buddy. So every board meeting we take some time to recognize amazing students and staff and just give you the platform of recognition. So tonight we are here to recognize some outstanding student athletes So Buddy if you would like to start Yes thank you We here tonight to recognize Senior Ethan Faust Will you just push the button there buddy There you go. This is my first time using my phone.

You're good. Yeah, we're here to recognize Ethan Faust, a senior here at Clayton High School. Ethan had an amazing season as well as an amazing career. Superintendent, Board of Education, Proposition O, levy, agenda, motion carried.

President, Board of Education, Proposition O, levy, agenda, motion carried. And I would also like to recognize, first of all, congratulations, Ethan. It was nice talking to you as well on the Clayton Experience video. So it was nice to meet you and learn more about you on there.

But I know Buddy is very, very modest, and he would not say this, But we would also like to congratulate Buddy because he was District Coach of the Year, recognized by his colleagues. Thank you, Dr. Chow. Any opportunity to highlight you, Buddy.

Thank you for all that you've done for our students, truly. You're amazing. All right, Caitlin. All right.

My name is Caitlin Long. I'm the coach of the CHS Swim and Dive team here. Superintendent, Board of Education, Proposition O, levy, agenda, motion carried. So this is Emma Welch, and we have Kaitlin Coleman, and both of these athletes broke school records this year, longstanding school records.

So, and they were set by, let's see, swimmers who are very, very accomplished swimmers. So Emma set the record in the 200 individual medley, which had originally been Lydia Welty's record, and she was class of 2013. Superintendent, Board of Education, Proposition O, levy, agenda, motion carried. And both Caitlin and Emma had incredible seasons this year, having very substantial time drops.

And so it's really exciting. And we're just really proud and happy for them. Awesome. Did our student athletes want to say anything?

Yeah. Look how they're so excited. They cannot wait. They can't wait.

I guess thank you for this recognition. It's a big deal to be in front of the most important people in this school district. And thank you, Coach, for the last three years. We're definitely not the most important people.

You guys are. That's you guys. Well, our accomplishments would not be possible if it wasn't for our amazing coaching staff for the Girls Swim and Dive team. So Coach Long basically is the founder of our success because she trained us the entire season Yeah thank you guys for having us and thank you for supporting all of our school sports teams I know all of us really appreciate it And we wouldn be here if it wasn for you guys so thank you Thank you.

Are you guys planning on playing sports in college, too? Yes, ma'am. Yes? Awesome.

Girls? Yep, slim? Good. We still got a couple more years.

Oh, okay. Sophomore and junior. Okay, there you go. All right, well, congratulations.

Congratulations. Thank you for being here. Thank you. Okay, let's see.

Public participation, and I believe we have one comment tonight from Robin Laurie. Hi, Robin. Good evening. My name is Robin Laurie.

I have two children who attend Merrimack Elementary. I'm here tonight to request full-time security resource officers at all of the campuses in the district. The district currently has two SROs that primarily serve the high school and middle school. I've been told by administrators that some of the families don't want an armed officer at the school.

That response inspired me to hold some of the Clayton families that I know over the past 24 hours. I asked 38 families, 28 are in favor of having an SRO at all campuses, two were not in favor, one did not have an opinion because they felt it was a politically charged and controversial topic, eight have not yet responded. I would be happy to take this survey to more district families that believe this is a solid starting ground for this conversation. Claiming that the We know the district already believes in SROs being a meaningful addition to security at some locations.

We believe elementary schools should also be covered with a full-time SRO. First and foremost, SROs are trained professionals who are specifically equipped to handle a range of security threats that could occur at elementary schools. The presence of SROs can serve as a deterrent to potential threats. Knowing that there is a trained law enforcement officer on campus can discourage individuals who may be considering committing a crime or engaging in violent behavior.

This can help to create a safer atmosphere for students and staff and provide a greater sense of security and peace of mind here. There are several examples of SROs providing a safe environment for students in elementary school. In 2018, a shooting at an elementary school in Noblesville, Indiana, was prevented from escalating further thanks to the actions of an SRO. The SRO, who was on duty at the school, quickly responded to the shooting and was able to apprehend the shooter before anyone else was injured.

The incident highlighted the importance of having trained law enforcement officers on campus to respond to her. Additionally, a 2019 survey of school resource officers conducted by the NASRO found that 93% of respondents reported that they had intervened in incidents of bullying or harassment, and 94% reported that they had provided mentoring or counseling to students. These findings suggest that SROs can play a positive role in promoting a safe and positive school climate. In conclusion, my hope is that we implement this program across the district, and it's never needed in response to an active shooter.

But I would prefer to take these steps to safeguard us versus relying on hopes and prayers that our district's not experiencing the same tragedy we see at schools across the country. If this program saves one child or staff member's life, it's worth it. Thank you. Thank you.

Okay. I'm going to turn it over to Dr. Patel to do her update. Thank you.

Thank you, Robin, as well, for giving us that patron comment, and I appreciate you emailing me as well about that. And as I mentioned in the email, we will definitely be having that conversation further in our Safety Security Committee that we put together as well So thank you So welcome back everyone from spring break I hope everybody got some chance to relax and spend time Thank you And I started thinking about it along our three goals for the strategic plan. And these are just, if we were looking at it from a 30,000 foot view under each goal, what are some things that we've worked on this year? So if you look at a place for everyone, we've really started our empowerment nights this year, which were focused on our African American families.

We focused on our EL families. And now we're going to expand that to our board grant families. And I know Dr. Poole's been working really diligently to make sure that's happening.

We're continuing with our affinity groups, and then our equity committee has really been focused on looking at data, and not only just academic data, but also panorama data to see how it's impacting all of our students. So a lot of good work happening under goal one. And then when you look at goal two, we've really been focusing on empowered learning. As a leadership group, we meet once a month, and that's all our administrators from the district.

And we've really been looking at what does empowered learning really mean? And what does it look like in the classrooms? So when we do our instructional walkthroughs with our building principals, we actually go into classrooms and see, are we seeing that in action? So a lot of focus on empowered learning because if you remember last year we introduced some of that work.

We weren't, you know, it's progress, right? So this year we really wanted to see it being translated into the classrooms. Another thing we've been really working on is having the profile of the graduate in the elementary report cards. A lot of work has been happening behind the scenes to get that going so that next year it would be part of the report card and a lot of communication around it.

The digital portfolios has also been another focus. Wydown Middle School this year started digital portfolios for 6th, 7th, and 8th grade. And what we're noticing is that there's some elementary classrooms that are also starting digital portfolios. So we've put a committee together this year to start to align that work.

So we don't have, you know, different digital portfolios and the meaning behind what it is. And it's not as disjointed. So moving into next year, we want to have that conversation about how do you align the work behind that. And then this year, we also started our Teaching and Learning Advisory Council, which was brand new, to get parents on, and we have a school board member rep on there, to really learn about what we're doing with our curriculum work.

And again, Dr. Garganego leads the charge with all of that. So again, this is just like 30,000 foot view of what we're doing. And then finally, in head and heart with Dr.

Wiens, with all the work with the mental wellness, because of the board support, we've been able to hire the consultant. We're working towards, and student input, we're working towards a mental health specialist, hiring one, a space at the high school eventually, if that's what comes out of the needs assessment. But that's a direct result of listening to our student voice and our board support for that. And then, obviously, this year we had the new athletic philosophy and policy, and you can see that we're going to be competitive not only in academics but in athletics as well.

And we've been keeping – Steve Hudson has been keeping data on all of that. Like, has that made an impact on it? Because I know in the beginning we were worried that we would have fewer kids participating in sports. So he'd go season by season to keep track of that.

And he's meeting with his captain's council and community groups that he's put together to get input on that. And then finally, we've been really working on having a social emotional learning curriculum, because that was, again, from our community engagement nights, where the parents were very vocal about having something for our students. And so K through 5, I believe Dr. Weins has really started to get that going, and then we're working on the middle school and elementary eventually as well.

Besides that, obviously, salary conversations, PTTE study results that we're going to be bringing forward pretty soon. And then this year, we've really been working as a leadership team to create a data dashboard that we would like to go live in August on our website that aligns the work to our strategic plan. And so looking at data and putting that under each goal so that if any patron or community member wants to see where we are specific to an objective, they can go on our website to look at it. So we're going to be working on that.

We have been all year and then hopefully this summer we can start building it through the communications department. So a lot of work happening. And one of the main things Things that we're really starting to communicate and articulate and be intentional about is we talk about every child in this district. We want to make sure we have high expectations for the success for every child.

So even if a child is not where they need to be, what are we doing to help them? And how are we being very strategic about it? And so we're being very intentional, focused on it. We actually, I asked all of our building principals to attend a conference before June.

And at that conference, when they return to have an action plan outlining how we're going to help every single child in the school. So a lot of that work is with interventions. And so we're hoping to continue that into next year as well. So we talk about each and every child.

And I share all that with you again, 30,000 foot view. But I think it's good because we continue to always talk about, which is my, I do that a lot. Spervantage of Education, Proposition O, levy, agenda, motion carried. So all of that I share with you because it would not be possible without each of you as board members.

It is March. That means from one week, we used to recognize you for one week in March, School Board Appreciation Week. This year, Missouri said, let's make it a whole month. So the whole month we've been celebrating you.

But I know it's volunteering. You're giving up your time. And it's not just on Wednesday nights once a month. Board members are constantly working emails.

You get questions. You have to read things that I send you. There's a lot of work that happens and a lot of sacrifices. I know that a lot of you even miss your own children's activities because you have to be here.

I know that you've missed that. I know that when you do go to events, you probably get asked a thousand questions, so you're not even really present at that event for your own children. So really, none of this work in this district wouldn't happen without you. I put my own note for you guys in your baskets, but the schools also wanted to thank you, so they've sent the cards and they've sent you some gifts, just as a small token of appreciation.

From the bottom of my heart, I really want to thank you for your support, your perspective for challenging us and pushing us to be better, because we really, really appreciate all of you. So thank you very much. Appreciate it. And I will hand it off to Carter.

All right. So as you guys all know, we're going to be talking about the CTE division, especially as it pertains to empowered learning. But I'll let everyone here tonight tell you all about how much students love these programs and how they're going at the high school. But what I will say is that I know a lot of students, as they really enjoy these types of programs, We'd also like to see these styles of learning come into their other classes as well, where really students can be accountable for what they're learning and really feel as though what they're learning is very applicable to what they'll be doing in the real world.

And I'll also talk a little bit about this idea of empowered learning and how it's playing out at the younger schools. So, we talked to the students at Merrimack, Glenridge, and Captain, and they've all talked about how they've seen a lot of progress as it pertains to these empowered learning initiatives where students do have more choice as to what they're learning, how they learn it, and sort of like their setting in the classroom, which is a good sign. But they also talked about how it's not yet like sort of the norm in these classrooms, and it's something that teachers are striving to do, but it's not necessarily completely like the normal in their classrooms yet, which, I mean, is as to be expected as this is sort of a new change, but it's definitely, there's good indication that it's going in the right direction. And another thing that we talked about them with was maybe getting some of these sort of CTE experiences at the elementary school and middle school level.

Maybe not necessarily through like complete classes, but just getting the experience of taking what you learn in school and seeing how it could apply to the real world. Maybe through like some special days at school or clubs outside of it, which would be accessible to kids. Superintendent Board of Education Proposition O levy agenda motion carried During the year as it pertains to like grading policies and things like that and sort of how they played out at the high school So some of the things that we talked about earlier were things like school policies about retakes for tests and whether or not homework would be counted in grades and how curriculums are changing between the same class with different teachers Superintendent, Board of Education, Proposition O, levy, agenda, motion carried. We've seen that it really has enabled teachers to really just go with their gut, which, I mean, on some level can be a good thing, but it also has resulted in getting these different practices between the same class with different teachers.

So I think it would just be really helpful to sort of lay it all out there or even allow the teachers to come together and publicly say, like, these are our policies as it pertains to retakes, homework, and things like that, because I just feel like it'd be a lot more clear and fair to students. So, that's it. Thank you, Carter. And I agree.

All right, so we are on to our first presentation of the night, Empowered Learning. So, come on up, guys. Good evening, everyone. I have the pleasure of introducing two of our career and technical education teachers, and then I'm going to let the teachers introduce their teams of students that they've brought.

But one of the things that I want to say publicly is, and Carter teed this up for me, I feel like you do this a lot for me. I feel like you tee it up for me with a pretty regular basis, so thank you. I appreciate that. So our career and technical education department, so Justin Hildebrand is here with us, and then Steve Beacham and his team are here with us, and they're here to talk about two different programs that we feel like do a really nice job of amplifying empowered learning within the district.

So taking the theoretical that students learn across disciplines and being able to put it into practical application within settings that oftentimes allow students to interact in real world settings, allow them to interact with adults outside of the school setting, and really try to explore their passions. So publicly, I want to thank you all as well as your entire department because I think you are a model of empowered learning within the district. And I know that the commitment that you have to children and to the work that you do with students on a daily basis is one of the things that makes us great. So I appreciate that.

So I'm going to hand it over to Justin. He and his team are going to talk about the catalyst. And then we'll shift groups that are at the table. Thank you, Melina, for those kind words.

Thank you, Board, for having us here. So I'm Justin Hildebrand. I teach business and marketing at Clayton High School. First of all, apologies for my less than professional look.

I came from golf practice, and trust me, the hat is way better than no hat. And I also make them look a lot better. So I'm going to go ahead and start. I think it's a win-win for everybody.

Chris, are you going to queue up the presentation? So this is a pretty robust presentation about our Catalyst program. I wanted to make sure our board and our community had it so that you can learn more information about it, ways to contact us. But I'm going to go through a lot of this pretty quickly because I'm sure you don't want to listen to me speak.

I'd rather hear from our student associates. So you can see I love hearing this experiential learning, empowerment learning because that's basically our slogan, right? Pitch experience the idea of giving them real hands innovative learning And so our concept is we call it professional immersion experiential learning That basically means let have them learn by doing it And we do this in a wide variety of ways This program was started at Clayton High School when I first came to Clayton High School six years ago I mean it since grown into a four consortium So one of the cool aspects of our program is that students from all four of our consortium districts Brentwood Clayton Ladue and U City all leave their homeschools and then come to us And then then come to our shared Catalyst space down on the Hanley Industrial Complex So it about five to ten minutes from Clayton High School in traffic And so it's a pretty nice local area for all of our students to come learn. We really want them to feel like they're leaving their high school setting and now they're joining our Catalyst program.

So I'm actually going to use the term associates because that's how we refer to them, not as students. Again, we want them to feel like this is real life learning. We are part of a larger program called the CAPS Network. So we are not a, we're not, I want to say we're not a unique program.

We are, but there are a lot of sister programs throughout the country. Over 100 programs nationwide. This was began in Kansas City, but there are, I think, over, actually over a dozen just in the St. Louis area.

Parkway Spark, for example, STL CAPS in South County, St. Charles has one, Washington. I could keep going on. There's a lot of programs with similar, similar like-mindedness, but we all offer different strands and kind of approach it in different ways.

So kind of how we approach it is that we, actually, you know what, let me introduce our associates first. You know what, I'm going to skip past this and introduce you guys in a second because, oh, you know what, sorry, this is the shorter presentation. My mistake. All right, so before I kind of introduce our associates, I just want to tell you some things that we do.

So, you know, professionalism training is a really important component. We want to make sure that as we, so to speak, release them into the world to find their learning opportunities, we want to make sure that they're trained and they feel appropriate to do that, are comfortable doing that. So things like interview strategies, make sure they have proper resumes, LinkedIn, cover letters, those kind of things. And just that professionalism correspondence that I think a lot of people don't necessarily, aren't taught in high school.

They just kind of learn by doing. So we hopefully give them a good amount of training with that. And then from there, it's back to the empowerment that even Carter mentioned a little bit, which is we call it student choice. And the concept is what do you want to learn, what do you think is going to be most valuable?

And so they have the option to pursue an internship. And again, these are all things they do during their class time. We don't take them out of other classes. So they come to us and they can now pursue an internship during their class time.

They can partner with businesses and work on small projects with them. They can run an event, something like that. And so they, again, they have a lot of different options where they can launch their own business. And actually, the Clayton Education Foundation has been great about funding that.

We call it Angel Grants. And the concept is if they have a business idea, they can pitch it to one of our investors or one of our Education Foundation members. And it's basically no strings attached money. It's not like Shark Tank where they get a cut of the money.

It's here's the money. Let's see what you can do with it. And hopefully they can launch and grow a business. So, having said all that, now we can hear from our associates and some of the cool things that they're doing.

There has been a little bit of change in who's here, so I'm just going to, rather than flip slides, just introduce you to who they are, and they can tell you about their experiences. We have Sophia Mutis, we have Dylan Rossini, we have Nathan Sandler. So, take it away, Sophia. Can I just press this?

I think so. Can you guys hear me? Okay. Hi, my name is Sophia Mutis.

I'm a senior at Clayton High School, and I am an associate for Catalyst. So I kind of just want to explain how he was saying at the beginning of Catalyst, so in August and September, we start off by making our LinkedIn, by making our resumes, by learning how to interview and just practicing with other people who come in and practice with us. And after that, they kind of just send us out on our own and obviously help us get our internships or whatever we need. So I personally went the internship route.

At first, I reached out to a few of my connections, and I was able to get an internship for Sweetology. I don't know if you guys know what that is. And I was their social media marketing intern for about six weeks. I did blog posts.

I did Pinterest pins. I did about five to seven Instagram and Facebook stories for them. And then shortly after that, I kind of realized that was just not for me. So I ended that and Mr.

Hildebrand came to me and pitched me to help do the visual and audio recording studio design because we are remodeling our whole building and that was one of the rooms that needed redesigning and Mr. Hildebrand knows that I'm the podcast editor for the Globe here at Clayton. So, he thought that I would have expertise or knowledge with the equipment already needed. So, for about a month and a half after that, I researched and I budgeted and, like, brought different options of different sections of materials we needed.

And before winter break, we kind of pitched our, what we've been doing all semester, and that was what I used to pitch what I think that we should bring into the studio. Superroportionate, Proposition O, levy, agenda, motion carried. Hi I Dylan Rossini and I a senior at Clayton High School And so how I started this year, as well as Sophia and Nathan, is I did all the internships, the interviews, and the resumes, and everything like that. And then I actually have been doing a lawn care business for most of my life.

And so I was on the route to pitch that to the Angel Grants to hopefully get some money and expand my business a little bit. And so I worked on that a lot during the first semester. I came, Mr. Hildebrand helped me come up with like a slogan, a logo, a name, an email and everything that I needed to really get going.

And then from there I started advertising more on the Nextdoor app and flyers and more stuff like that. And then from there I helped Sophia at the podcast room and now we're on the road. Superroportionate, Proposition O, levy, agenda, motion carried. You already heard what we did at the beginning of the year.

But I decided to go the route of the internship. And so I reached out to a couple of my connections, and I was able to get an internship at CareVet, which is based here in St. Louis, right down downtown Clayton. And I don't know what I want to do yet in college.

And so I kind of used this internship to, like, go through all the different phases of business Superroportion O, levy, agenda, motion carried. They're called CMAs, and I basically just helped CareVet analyze the area of which hospitals and vets, and basically decide whether they were, if they wanted to purchase them. And now that we're back from spring break, I'm planning on starting with the finance team, and I don't really know what I'm going to do yet, but I'm pretty excited, and I'm going to continue this internship over the summer. Thank you, three.

That was awesome. So if you want any more information, obviously we're here to answer questions as well, but you can certainly reach out and contact us, and we're very active on the socials. So you can kind of see what we're doing day to day. I did kind of skip through a few other things that we do facilitate, which are our monthly panels, speaker panels.

We bring in people, four to five people from various industries just to kind of candidly share their experiences. Superroportionate, Board of Education, Proposition O, levy, agenda, motion carried. Expose them to as many people in this industry as possible. And like Nathan said, maybe figure out some things they want to do and explore for the rest of their lives, or at the very least, check some things off that they don't want to do anymore, which these two definitely had that experience as well.

So, yeah, that's pretty much it. Thank you very much for having us. And if you have any questions, let us know. Awesome.

Thank you for being here. Does anyone have any questions? I just want to say congratulations to you kids, but also to you, Mr. Hildebrand, because I'm a huge fan of the catalyst.

And it seems every year you get more and more kids interested and can't even maybe take everybody that wants to do it. But I just think giving our kids these real-life experiences is priceless. And we actually talked about this today. I had a walkthrough at Clayton High School.

But I would be so curious to follow these kids through college and beyond and see if they did pursue the interests that they learned in Catalyst as a career or as a major in college or whatever. I just think that would be an interesting follow-up to the program. Is it really having the impact on them in life that we hope it is? Like I said this morning, we're starting to do a better job at tracking.

Yeah, that'll be really cool to see, I think. Anyway, so thank you. I think it's, we're giving our kids such an awesome opportunity to be able to do this, so thank you. Thank you.

Yeah, I agree. Go ahead. Thank you all for being here with us and not to repeat too much, but I love this program and have been fortunate enough to kind of see pretty close up the way it's worked and congratulate you, Mr. Hildebrand, and all of you for your efforts and what you've been able to do.

I think I can't overstate the importance of some of the lessons that you each touched on, or one of the lessons that you each touched on, which is finding out what you don't want to do. If you ask certain people who might be related to me, I might have harped on that a bit too much, but it's such a valuable thing to be able to try something and know that, like, no, I've tried this, and now I know I want to do something else. I think that's just a great thing that we've given our students. I would love to hear any of you if you have ideas or thoughts about something that Carter mentioned, which is how we can take the kinds of experiences and the things that you've done in Catalyst and incorporate some of those concepts into other classes or other curriculums.

Or if you have ways to compare what you've done in Catalyst versus other classes that might be helpful for us. Yeah, so I think Catalyst is a great class overall. It helps people prepare for the outside world, outside of school. So I think that's a great concept right there.

But within Catalyst, you learn how you have to get stuff done on time. You learn how to interact with other adults through the panels and everything like that. So you know how to ask a question, you know how to go to an adult and talk with them, which I think could help your teachers a lot. You know how to go to them and explain, oh, maybe you didn't finish an assignment on time.

Okay, can I get some extra time? Or ask them a question, like a simple question, like how do you do this assignment? And I think KALIS gives you a great experience for working with people that may be older than you and more experienced in the real world, and they can help you a lot in life. More specifically, based off what Dylan was saying, I think that the two most important skills that you guys should try to incorporate into middle school and probably not elementary school, maybe elementary school, is public speaking and learning how to interview.

Because I feel like those are really two important soft skills that maybe classes don't directly touch on, but are very important in building students who are able to not only get into college, but find jobs later on and build them up for success. So I don't know how that would be incorporated into classes, but I think those are two skills that younger students should learn. Yeah, that's great. And also, aside from the jobs, like, even most kids, like, try and find an internship in college, and that's, like, a great goal.

And then with Catalyst, that's our main, like, you have the opportunity to do that and pursue that, and just a great experience overall. Yeah. And you guys are kind of a step ahead, too, of most students in your position. If you're going to major in business in college, to already have a LinkedIn set up and already have a resume and experience with interviews and stuff will help you so much.

So that's great. So is this a class that you can take any year, or do you have to be a junior or senior to take it? So technically anyone could take it, but there is the transportation component because they have to leave their home schools, they have to get to where we are, And then as they're mentioning the internships, a lot of them are off-site. And often they will just sign in and then just go to their internship.

So there have been some of our associates that I haven't actually seen in weeks because they've just been off working at their internships and then they come to the other learning experiences when they feel like they're able or it's something that really interests them. And the other layer to that is that it's really hard to fit. This is a two-class period commitment. It's two full credits, but finding the time in your schedule just from a counseling perspective is really hard to do with graduation requirements.

So generally we see seniors, and now we're starting to see some juniors. Really exciting, we're starting to see juniors, and then repeat, they're repeating at the second year, which is pretty neat. We had one from last year that repeated, and we're going to have three from this year repeating next year. Awesome.

All right, well, thank you for being here. Oh, I'm sorry. Go ahead. Thank you all for being here.

I'm so excited about this program. I have a question for you first, and then for the students. Tell me about the numbers. You know what I mean?

Tell me just because I don't know. And I would just love to know how many students are in it, how many students want to be in it, what's the capacity. And then also tell me what do you do to sort of market this class because I think there probably are students that don know a lot about it or the amazing things that you just mentioned that go on in it because I had no idea all of those skills the fact that you have professionals come in and just talk with, I mean, it just seems like a lot of different learning opportunities that, you know, maybe reading on a course description may or may not capture. So I guess in addition to the numbers that you're getting, what kind of, again, we don't do marketing for classes, But you know what I'm saying, how do you spread the word about what you offer?

Right, so, well, we started kind of grassroots. We started as a semester-long class that was embedded in the middle of the school day. Just kind of like, let's rework this class and make it kind of similar to this experiential learning things. And since then, we've grown from, that was a seven-person class with just Clayton.

This year, we have 55 associates from all four school districts. Next year is the first year that we have, and these guys, it doesn't matter to them because they're graduating, but we've had them apply. They go through the application process, but frankly, we've just pretty much been accepting almost everyone because we want the program to grow. And we are also a program that doesn't accept people because of GPA.

We don't ask questions like, what's your GPA? What classes have you taken? There's no prerequisites, but it's why do you want to be here? What do you think you're going to get out of this program?

So having said that, this year we really have been promoting and just at least informing all four of our districts. I've gone to open houses for all of our districts. Superexpensive, Board of Education, Proposition O, levy, agenda, motion carried. Superintendent, Board of Education, Proposition O, levy, agenda, motion carried.

We're specifically going to be offering morning and afternoon sessions, and then we also offer multiple strands. So global business and entrepreneurship is the main strand. We also have humanities and social sciences. We're expanding to education next year with the Grow Your Own program, support from Clayton and Dr.

Arnold. And we're hoping to expand into other high demand industries, things like bioscience, things like medicine, things like engineering and advanced manufacturing. But again, those are all kind of things that numbers dictate that. So as the numbers grow, we can maybe do more of that.

Superintendent, Board of Education, Proposition O, levy, agenda, motion carried. I love that. Tell me, you basically cued me up to say, do you know, are other students talking about it? Is this a well-known program yet, or is it still relatively sort of, you know, not, do you see what I'm saying?

Are the students knowledgeable that this is there, and what actually is? Superintendent, Board of Education, Proposition O, levy, agenda, motion carried. Superintendent, Board of Education, Proposition O, levy, agenda, motion carried. And I kind of scheduled my whole classes just to be able to take this class senior year because it captured my attention and I knew I wanted to take it.

So even though there's no like prerequisites, obviously getting to know the teachers, both Mr. Cochran, or Mr. Cochran that now left, and Mr. Hildebrand was important.

So I made sure to schedule other CTE classes that had them in it so that they would get to know me and I would be able to apply And then people whenever we talk about this class oh we going to Catalyst they ask what it is And then they like oh I wish I would have known about this class Right. And I wish I would have been able to take it. That's what I'm thinking, too. Yeah.

And then for me, I have two younger brothers. And they know about this class and they want to follow in my footsteps as well. And all of their friends, they just keep talking about it. Good, good.

It's a word of mouth, especially around the junior class. Yeah. I know like a lot of my brother's friends know about it and they're hoping to take it next year. Awesome.

Awesome. All right. Good job, guys. Thank you.

Thank you for being here. Thanks for having us. Okay. You want a break?

No. It's here. Okay. Yeah.

What? All right. Everybody get a seat. While they're getting settled here, thank you for having us.

My name is Steve Beecham, and I am our Career and Tech Ed curriculum coordinator, and I teach our engineering and computer science courses at the high school. And tonight we're here to talk a little bit about our Global STEM Squads program. And so before we turn it over to the kids, I'm going to have the kids do most of the presentation tonight. But I just want to kind of give you a little bit of background on how this came about.

So this is a program that we decided to pilot this year. I came across this program in August. And the organization is called Global Brigades. And, you know, we've been talking a lot about empowered learning tonight.

What's really interesting is Global Brigades, their whole mission is empowering communities. And so they do this through a holistic approach. And I apologize, I don't have this on the slides, but their main website states, and I'm just going to read this, save lives through increased access to health care, change lives with clean water and in-home sanitation projects, Superroportionate, Proposition O, levy, agenda, motion carried. All right, so we'll start with some introductions here.

So we just want to, actually, I'll have them introduce themselves as they go, if that's all right. Okay? All right. All right.

So to give some more information on global group brigades, like, hi, my name is... So we don't need to eat them. Yeah, you're good. Just talk.

Okay. Thank you. Okay, so my name is Henry Shook, and to add some more information to what we just learned, Global Brigades is a non-profit organization that seeks to improve access to health care, clean water, and economic opportunity in under-deserved communities around the world. The organization was founded in 2004 by a group of university students who wanted to make a positive impact in the world.

The organization has chapters in universities and schools like us across the United States, Canada, and United Kingdom. These chapters organize volunteers who travel to partner communities to work on various projects. In addition to providing volunteers with hands-on experience, Global Brigades also offers educational programs and resources to help volunteers develop the skills and knowledge they need to make a meaningful difference in the world. It's a unique organization that seeks to empower communities and individuals in developing countries to improve their lives and create a better future for us all.

So um oh um so this we our like section is more like CAD where it more engineering rather than some of the other groups that may be doing something else Um so our purpose with this specific project is to improve the quality of life um for the President Board of Education Proposition O levy agenda motion carried Subcommittee Members Meeting We are working on local materials where we're also trying to limit the impact that we have and try to keep it as sustainable, but just make sure it can last for a long time and isn't causing more damage than benefit, I guess. Our goal is to design a system that will serve the community for at least 20 years and will amount for the projected growth of the community. Working together with the community members, we want to create a reasonable price range and a working solution to deliver clean water to each house and the school in that community. Thank you.

We will meet the needs of the community and develop a budget and our presentation. And yeah, that's basically what we did. Community info. So the community that we built the water system for is Cerro de Agua, and it's a small community in Nicaragua.

There are 23 houses, and this tank will benefit 85 people. The Global Brigades, the organization that we partnered with, did a baseline survey to get more information about the people, like the name, their age, and like the occupation. So around 43% of the individuals work as housekeeper, and then 39% are like working in agriculture. They either own the land or they rent it from other people.

Thank you. Thank you. Those who carry the water spend an average of one hour per day carrying said water to and from their home. Then they store the water in bottles or buckets in their house for usage throughout the day.

They're not filtered, not purified, just taken straight from the water source. In regards to sanitation, most people have a pit vitrine with a slab, which is a kind of makeshift toilet, with the occasional resident owning a flushable toilet with a septic tank built in. To wash their hands, they use buckets filled with water, or pias with plastic bowls, which is makeshift sink. To bathe, they either have baths outside their house or none at all, and few having one located inside their house, two or three members.

Installing a community water system will improve the quality of life and overall health of Cerro de Agua, because then they'll have access to filtered water. So, hi, my name is Helen, and based on the assessment we mentioned above, the current population for the Cerro de Agua right now is 85 people, and using the formula provided for the projected population, we estimate that the population of Cerro de Agua after 20 years will be around 200 people. Thank you, everyone. Will be around 62 to 63 liters.

And the table below shows the calculation we did from using the formula they have provided. Based on our calculations, the total amount of water the community needs, including the school each day, is 16,000 liters of water. We want to make sure that the community has enough water each day, and with the amount of water that the spring provides, the tank needs to hold About 5,600 liters of water to have enough for everyone. So this is a map of the community.

The tank location is marked with a C. It's the highest location in the community. And the tank, the water will be distributed to the homes Using gravity, and there will be 24 houses that are connected to the water system. So this is the tank that we designed.

It is a cylindrical tank, two meters tall with a diameter of one meter. It has an input pipe, and then an output pipe, and a vent pipe. In addition to a ladder and an access on the top for cleaning the tank, because the tank has to be cleaned. And then it also has a fence surrounding it to keep the tank safe from people.

Yeah, these are more views of the tank where you can see the pipes. And then also, the capacity of this tank is 6.2 cubic meters, which is more than the, which is a little bit more than the 5,000 liters per day that we projected that the community would need. Yeah. Test results.

So in order that the people could actually drink the water, we had to test the water. Spervantage, Bord of Education, Proposition O, levy, agenda, motion carried. The total budget for the project will be around $2,800. Spervantage of Education, Proposition O, levy, agenda, motion carried.

Superintendent, Board of Education, Proposition O, levy, agenda, motion carried. Money using both a donut sale and an online fundraising website. It was our goal to fundraise about $1,500 for the cost of the tank. In the end, we have fundraised $926 as of...

Go ahead. Sorry, we've fundraised $951 as of March 15th, 2023, and I have not... I think it's still at $920 a year, yeah, whatever. It's around that, yeah.

They done a good job And it is our hope that this fundraising effort will help the community with the cost of the tank All right, so that's basically been our process throughout this. One thing that I would like to add, so this is the presentation that they did to the community and presented their solution to the community. But what they didn't tell you is I had them present it in Spanish. So they did present this out to the community in their native language, which was really cool to see.

So I'll take any questions you got. So is this a formal class at the high school or a club at the high school? How are you guys resourced? Is this the entirety of the club, and how often do you meet?

This was organized as an after-school club. We would meet semi-weekly. I don't think it was weekly. It was weekly, Wednesday nights.

Yeah, Wednesday nights after school, going until about 5.30 or 6. And during those meetings, we would collaborate with the community, Sierra de Agua, and we would also spend time learning the programs that we could use to design the tank And we spent time collaborating on efforts like fundraising. Yeah, so this is the first year we've done this. The organization has a couple ways that schools can get involved.

The first way is through a virtual component, which they actually started when COVID hit, just like a lot of things. But they also have an in-person component. And so since we were piloting it this year and we wanted to kind of like see what the experience was like, we had talked to some other schools about their experience and they all had amazing experiences. So we decided to go ahead and implement the virtual component this year.

Right now, because we were, again, piloting it and wanted to see how it went, we decided to put it in as an extracurricular activity. And we just put it out to the school and whoever wanted to join. So we had eight students, seven of which are here tonight. One student wasn't able to make it tonight.

And they were all very committed and did a fantastic job with all of it. So I'm very proud of this group. But as far as moving forward, we're still kind of figuring out, I mean, we know that we want to continue this, but we're trying to figure out, like, where this fits, like, where we're going to put this. If we're going to try to put it into, say, one of, like, the civil engineering class, for example, might be a good fit.

But again, we're just trying to, like, figure, still working it out. But it will continue, but we don't know if it's going to be extracurricular or if it's going to be in the curriculum at this point. Well done, all of you. I mean, for a first-year program and for you guys to have accomplished this and the math and the CAD-based engineering and the language component, I mean, talk about an interdisciplinary kind of learning opportunity that's at the high school.

I mean, I think it's amazing. So, well done. Thank you. Any more questions?

I'm so sorry if I missed this. Where is this in Nicaragua? Cerro de Agua. Yeah.

So it's like, I'm trying to think, was it central? It was kind of like a northern central Nicaragua. And so we, you know, we were able to, like in one of our, I think it was our second meeting, we went into Google Earth and we plotted it and we were able to kind of see All the surrounding areas and it was interesting. And then we were able to meet with the actual community via Zoom, which they don't have.

So you guys, where were they? They don't have internet. So they had to go to a nearby town. And so they were doing this Zoom call in a restaurant.

So it was really loud, but it was neat. I'm just like blown away by you guys. This is really, really cool. I mean, you're changing the lives of real people that need it.

And I just think it's, I hope you all feel really great about that. I mean, very cool. What is the timeline to getting this actually up and running? Do you have any idea?

So what do you mean by? Like the getting the water, is that? Oh, so it's like you're talking about getting the system installed. So what has to happen now So basically the plans are done and you saw the test results We were actually the engineers in Nicaragua had done tests on the water but they have to send it off to the government And it just so coincided with we were presenting our plan to the community And Julio who is our guide said this literally just came in I'm going to let you guys tell the community that they've passed the water tests.

And so we shared that information with them. So basically everything is in place. It's ready to go. What they're waiting on is they have to be able to fund it.

So they, Global Brigades has, I mean, obviously, like, you know, we've done some fundraising. The community will have to kick some money in, and then they'll either look at grants from other NGOs or whatever. But once they have the money, the funding, the construction will start. Thank you so much.

So I don't think it's possible to overstate how amazed we all are at hearing about this. I mean, it's an incredible experience for you all, but it's probably an even more important experience for the people that you're impacting. So thank you for that. And I'm sorry if I missed this because there's probably a lot of things about this process that I didn't understand.

Superintendent, Board of Education, Proposition O, levy, agenda, motion carried. Superintendent, Board of Education, Proposition O, levy, agenda, motion carried. The test is kind of on the raw source water. Yes, it's a lab test.

Okay, not the, I was picturing like what the treatment that the tank provided or the filtering system provided, and I just wasn't quite, I probably just didn't listen well enough. So if you want to break it down, basically what will happen is there's a spring. It's literally, it comes out of the ground, and kind of, it literally flows down the hill into a little stream. Superintendent, Board of Education, Proposition O, levy, agenda, motion carried.

Spervantage of Education, Proposition O, levy, agenda, motion carried. Thank you for explaining that. It's incredible. Thank you.

So how can the board support this program? That's a great question, and I will let you know. Okay. Be sure to, because I think you are hearing that there is a lot of support for this, and this type of opportunity for students and the experience you guys are having is, it's incredible that you can have it outside of the classroom.

I would love to think of ways that we can incorporate that into the engineering programs in the classroom. To increase participation. So, yeah, let us know what we can do to help support these types of programs and efforts. It's very impressive.

Yeah, right now we're, like, our hang-up right now is we're kind of waiting on schedules. So what my fear is that we have multiple civil engineering classes run and then how do we do that across multiple classes So like I said we working out some logistics We definitely had an amazing experience Thank you They did a fantastic job. Thank you all for having us tonight. Thank you.

Do you all speak Spanish, or did you need help from Spanish teachers? So me and a few other people kind of worked together collaboratively. We had a few parents who spoke fluently, so we were kind of going off of that, Though there were some variations in the dialect, so that was a bit challenging, but it was mainly a few of our students who spoke the language, and then we were just relaying off of what our parents corrected, I guess. Because I was thinking that's a cool opportunity to, you know, between the Spanish classes and you guys to work together on the communication piece.

Thank you. How did you guys choose that location? We did not choose, so when we signed up, they basically have like projects lined up, you know, so they had recently, I had mentioned earlier that like the way that these, that Global Brigades makes contact, so they initially make contact within a community, usually through like free medical screenings. Superintendent, Board of Education, Proposition O, levy, agenda, motion carried.

Thank you. So, we're going to be working on that. We're going to establish that connection and then we work from there. So next time we do it, we would be with most likely another community and maybe even a different type of project depending on the need.

Male Speaker 2, what's the origin of Global Brigade? Like where are they from? Who are they? Who is this?

So, yeah, it's a nonprofit that I think originated by university students. So a bunch of university students started in 2004 and it's grown ever since. And if you talk to people in the medical profession, especially if they're connected to the universities in any way, like when you say global brigades, they'll be like, oh, we've worked with them before. Like a lot of our students will go and do medical type stuff with them as well.

Yeah, it's interesting because this also integrates public health and I don't know how much you guys actually spoke about that because so much of what you're doing is engineering and all of this scientific stuff, but in general it also is a public health service that you're providing and you're getting to learn about what that is and what that looks like in a community. So, yeah, if you guys have had any interest in public health, this is, you have this, you know, now they have this actual real world knowledge of what that would, oh, maybe I want to major in that. So, again, just all these ways that our students are able to see what they may or may not like. And now that we all know so much more about public health because of our recent history, it's amazing to see students actually seeing what public health is in action.

So, that's very exciting. And again, a way to integrate into our biology. We're going to continue to be as a nation and as a globe needing to really be experts in public health in general and all of us as a community being aware of what that means. So this is one small but really mighty example of what that could look like.

So kudos to all of you. And if it was something you are passionate about, I would say take some classes in college. I hope I'm not cutting off any questions, but one thing I would like to add as a student who was part of this group that stuck out to me about this experience as opposed to other extracurriculars that I've done in the past was how student-led it was. We showed up for the first session and we were put in touch with the community and from there it was essentially entirely student-led.

I mean, we got to ask the community representatives questions. We received direct answers. There was no middleman for communication. Mr.

Beecham was in the back of the room just making sure we didn't veer off topic, but other than that, there was almost no mentor intervention in many parts of the process. Superintendent, Board of Education, Proposition O, levy, agenda, motion carried. In case any of you are still on the fence about supporting this program, I think this is an incredibly important opportunity for both the students and for outreach as a whole. I don't think so either.

Well said. And when we think about the portrait of the graduate, think about all the competencies. You guys are literally like modeling every single competency in this one project. We're so proud of you.

And I'm so glad the board got to hear from them. And thank you, Steve, for guiding them and bringing these opportunities to them. It truly means a lot. Thank you, guys.

Thanks for being here. Thanks for being here. Appreciate it. I guess let's take a five-minute break.

Thank you. Spervantage of Education, Proposition O, levy, agenda, motion carried. Thank you. Thank you.

Thank you Thank you. Thank you. Thank you. Thank you.

Thank you. Thank you. We're back. We're back.

Okay. So we are on, we're going to talk about our policies right now. And I think we are on our DB, our annual budget. MSBA has submitted some recommended changes to this policy regarding our budget.

Most of it's driven by changes in regulation or legislation. Specifically, it updates the policy to align with M6 regulations. It adds a section regarding Title I funds and how we compare spending between buildings. This is very critical on federal funding where they expect to see schools that need to be funded.

Multiple schools, they have the same grade set up to have equal spending, so we have multiple elementaries. And so as we prepare the next budget, we're looking closely at how spending is equalized between those buildings. It removes some language for a hearing that was never had a legal requirement, and it modifies some budget experiences to match statutory language. So that's the gist of that.

If you do pass this budget, you'll see right behind this there's a policy regarding fiscal year. That language has been moved over here as we would be rescinding that policy. This is a first reading only. Okay does anyone have any questions on this policy So my only question is it references a budget officer in place of what I think used to be the superintendent in the policy Does that need to be a defined person That I guess I asking both our legal counsel and I asking John Like who is the budget officer for the district if it not named the named superintendent or the CFO So that the only language change that I just wanted to make sure that that not you know there no ambiguity there And that's my only comment on, you know, the policy.

And I understand that it incorporates the other, and so you don't need the other one. But that's my only question. Fair comment. Typically, our policies stipulate the superintendent or the superintendent's designee, and that would be completely acceptable here.

Or it would also be acceptable to appoint the CFO. And in this one, it says the board designates the superintendent to serve as the district's budget officer. So you or the designating? So I'll do designating you, John.

To be consistent, I would suggest superintendent or designating. So it's not an extra person because I was confused a little bit too about going back and forth in the language. I think consistent presentation, superintendent or superintendents. I thought before in the past we discussed there was going to be somebody else in a position like that or something else that was similar in finance.

Well, I think if you have it as a defined term, right, if you capitalize the B and you capitalize the O, then you can have it as a defined term legally on the bottom. And then you can say superintendent or designate. Because I noticed that you got rid of most of the superintendent and it just says budget officers. That would be my recommendation, as long as that passes the sniff test again with the lawyers and the intent of the language.

Yeah, I would give that feedback then. Yeah, because I mean, otherwise, who's the budget officer? Yeah, I think it's just that. The janitor?

Right. I mean, I just don't want there to be any confusion that, you know, the buck stops with the superintendent or the superintendent's designee. Some other person. Yeah, it does say in that first sentence of the second paragraph under budget planning and adoption, I think that's what you just read, Nisha.

The board designates the superintendent to serve as the district's budget officer, and then it goes on to talk about the budget officer will direct, which is the superintendent, you know, because it just, you know, specified that. So I don't, I didn't, I knew when I read it, but I can totally understand why it does. I think the consistent approach is elsewhere in our policies. It's superordinate or superordinate designate.

Yeah. Okay. Very appropriate. Okay.

And then policy DBB. We can cover that. We've covered it. Oh, sorry.

Okay. I kind of covered both. You covered both. Sorry.

It's going to be rescinded. That was the one that was rescinded. So where are we? We're on 7.03 now.

Okay. JFCL. Good evening, everyone. Tonight I'm bringing forward policy JFCL for its first reading.

This policy outlines good citizenship for schools that offer the A-plus schools program. This is a new policy for district consideration. It is not required by any state law, but MSBA does recommend that districts who do have A-plus programs have a policy in place. We usually have anywhere between five and seven students each year who participate in the A-plus program.

And so MSBA has created this initial policy just based on feedback that school districts have received because often districts have received appeals related to the citizenship component. However, in our school district, historically, some of the appeals the building has fielded have been more related to the attendance requirement as part of A+, and not necessarily the citizenship one. After perusing the policy a little bit more since I posted it I think there is a little bit of language in the citizenship component that I could probably rewrite to make it feel a little less what the right word Punitive That the word I would use Yeah it got a firm hand to it right now with some of the word choice and I think there some synonyms that I could probably flip into there I have to say, it did seem a little antiquated, this whole thing. Like, we have a culture of community members that let their kids drink, let their kids do a lot of stuff, and they're good kids.

Superintendent, Board of Education, Proposition O, levy, agenda, motion carried. What is it? Why do we have it? Become eligible for additional funds to go toward their education.

So this is really a needs-based program? Yes. Okay. And so I kind of agree with Jason.

It seems like there might be a bit of an unspoken double standard for this needs-based program based on the requirements for good citizenship that are currently reflected here. Yeah. I was more concerned with the out-of-school suspension piece, too. Mm-hmm.

And then I was also concerned on paragraph four, last page, was, not paragraph four, last page. Yeah. It reads, I'm going to read this out loud. If the coordinator determines that a student who has submitted a participation agreement has violated the terms of that agreement or district policies or procedures regarding A-plus participation, The coordinator will notify the student in writing and may put the student on probation or expel the student from the program.

I don't like that. That's a bit rough. It's subjective. I mean, I don't want to suspend this person.

So the probation piece is certainly a piece that a lot of school districts follow, basically putting students on notice. We noticed that you're not necessarily meeting the expectation in its fullest sense. I agree that the expulsion expel piece makes it feel like this is this huge disciplinary process, and I think there's some other language in there. I would recommend saying something like removed from the program.

And, of course, again, the probation step is in there to give students a chance to turn things around. And then the appeals plan, appeals part is also an important step. So in the event that a student feels like they, you know, have redeemed themselves and would like to be further considered, that they can appeal at the building level. And then it can also, after that decision-making process, similar to some of the other appeal processes we have in place, could appeal then to the board as well in closed session.

Last question. So what's the etymology of this A-plus program? Where does it come from? Who came up with this?

Well, MSBA has drafted this policy based on what the state has put together as the problem. And I'm happy to, yeah, it's a state-funded program to help students access higher education. And we don't have to do anything with this at all? We don't have to pass this policy at all.

How long have you been participating? I am not sure I will have to look that up. But the whole time it's been without a policy. Correct.

And if we don't... Is it you that does most of this? Do they handle it at the high school? They do.

Yeah. So if we don't have the policy, then we don't have the program? No. No.

No. It's a distance already. There's no policy. But they just recommend that you get a policy.

They recommend a policy so that way we have an appeals process that's documented and board approved. Yeah, this seems like it comes from something that I'm not feeling it. Well, what's your experience? Do you feel it?

Tell me from what you know with our students that are in it. Do you like it? Do you think it's great? I would, in terms of the program or just this policy?

The program. I think the policy meets a need. The program does? Yeah, the program meets a need.

Okay. Creates an opportunity for students who may not otherwise have access. Great. Yeah.

Does the absence of a policy meet a need? Oh. I was like, maybe this is a double negative. We can continue on with the program without the policy.

That's right. Yes. Yes. Yes.

It is not required. Yes. Yes. Yes.

Yes. Okay. Is it on? No, no, no.

It won't turn on. Oh. Did you bring it? Your question was actually really good.

It doesn't mean anything because there may be something to it on a state level, on a legislative level that we don't know about. I understand why they're suggesting it, though. It's a valid suggestion because they're saying if the student wants to appeal, then there needs to be something in writing saying that they can't. Like, what are they appealing?

Yeah, exactly. And also, I think the spirit of it is to help support even application of the program and the review process. Yeah. I guess my concern too was if we put these, what they're suggesting in place, are we harming the, like, is it unfair to the very kids that are going to need this?

Yes. We already have a disparity in suspensions, you know, amongst certain groups of our students. For example, and, you know, other things on this list that I worry about are those that consider speaking this out. So I don't want to make it any more difficult for any of our students to access the book.

So I'll just... You never know. So I don't disagree with any of the comments that are... Wow, that got loud.

That have been... Sorry, Chris. That have been made here. I'll just say, if we're going to participate in the program, which we should because it does meet a need, we need to provide the administration with some guidance on how some guardrails and how it should be implemented because the absence of a policy, I think, leaves them in a really difficult position.

So to the extent that we say, hey, we don't want to have a policy, I would be against that. We do also mention FAFSA. FAFSA. I never knew how to say this.

All right, which is government funded money which means if we don't have that policy, could they then not be, are they not able to receive that BASFA money? No, those aren't related. Down the pipeline. Yeah, those aren't related.

BAPSA is federal and A-plus is state. Okay, gotcha. Okay. Gotcha, all right.

Gary? Thank you. Thank you. So I just want to, along the lines of what Jason was saying, because we're kind of doing a little bit of a popcorn thing, but just to clarify, this is a program that we do participate, which is initiated by the state saying there are guidelines that you have to meet to participate in the A-plus program.

Is that right? Yes, for students. And there's things that they have to have an application, they have to submit that to us, and they have to demonstrate that they've done the things. Yeah, done the service hours, that they got the right score on or fell in the right categories on their math EOC, and they have had a certain attendance rate.

And if they do that and we provide the certification of that, essentially, then they're able to access financial aid. Yes. Basically from the state funded, not us funded, but state funded. Correct.

Right. So I think what we have seen MSBA do is say, oh, that's a thing that's happening. Do you have a policy that clarifies how you administer that? And the answer for us is no, right?

So they're saying, hey, do a policy. Is that right? Yes. I think they probably did do a policy that feels a little dated, but we could probably make it a policy that doesn't have quite as many, what sound like kind of punitive and maybe arbitrary and hard to objectively administer.

So I think that probably makes sense, but I just don't want it to get muddied what is happening versus what could be happening or continue happening. Does that make sense? Yeah, and so I think based on your feedback tonight, what I'd like to do is go back through with a more fine-tooth comb around the language and the tone and bring it to a more supportive place and less of a punitive place and have you guys take another look at it. Yeah and we I mean obviously there's a lot of policies that just get served up and like what do you guys think they're not finished.

That's why we do first readings we need to like think about what are the ideas here and then what do we want our policy to look like. And that puts a lot on you but I think we appreciate you being able to help us come up with language that we can we can follow So I mean I I don want this kids to get this money to not get this money in the future because we don like the language here But you are saying that even without the policy they can still That's correct. That's what I heard. Yes, because where the tension for school districts across the state has been is around that definition of citizenship and where some districts have been in positions where students and families wanted to contest their child's ineligibility Right.

Related to not meeting the citizenship requirement. And so they are encouraging districts who do have the A-plus program to have a policy that's board approved that outlines that a little bit more clearly. Board approved. Yeah.

Good. Carter. I'm just wondering, like, how frequently are kids who, like, pursue this opportunity, like, not accepted into it? Like how often do people in Clayton have to go through the appeals process?

Not very often. I can get more specific numbers for you, but based on the information that I have collected, it's been more related not necessarily to citizenship, where students' absences may be their freshman year because it's built over time. Earlier in their career, they have held them back a little bit from being able to meet their requirement. And again, they've been able to appeal at the building level and the conversations that go through that process to make determinations.

And like sort of how frequently would these types of criteria make a difference and if someone would get approved? Not sure. Yeah, I can see that being a problem. Like, you know, oh, I didn't know this was going to be a PDF.

I'm just going to play dry slightly on accident. Yeah. Freshman year. Like a teacher comes up out of nowhere like, oh, they were in my class.

Yeah. Yeah. Okay. So you're going to do some tweaking and bring it back to us next board meeting?

Yes. Okay. Okay. Okay.

That sounds good. Thank you. Okay. I've got a lot of papers here tonight.

Okay, so we're on to our financial action item. Sorry. Go ahead, Stacey. I move that the Board of Education approve policy JHG regarding the reporting and investigating of child abuse and neglect with the proposed changes.

Second. It's been moved and seconded. Are there any questions? All in favor?

Aye. Any opposed? Go ahead. 8.02.

I move that the Board of Education approve policy GBLB references. Second. It's been moved and seconded. Questions?

All in favor? Aye. Any opposed? And now we are on financials.

I think we could get a motion. Yeah. I move that the Board of Education approve the 2023-2024 and 2024-2025 teacher salary schedule as presented. Second.

It's been moved and seconded. Questions? Okay. All in favor?

Aye. Aye. Any opposed? Okay, very good.

It passes, and thank you for your work on that. You bet. Thank you. 9.02.

I move that the Board authorize a contract for the purchase and installation of an outdoor scoreboard and sound system at Gayfield, the purchase and installation of an indoor scoreboard at Stuber Gym, The purchase and installation of scoreboard control equipment upgrades at Adzick Field from Digital Scoreboards LLC pursuant to the NCPA Cooperative Purchasing Agreement in the amount of $750,577 and further increase the fund for capital improvement budget by $750,000 to provide for project costs and further authorize ancillary project costs for installation of related electrical fiber components required for the scoreboard installation. Second Yep it been moved and seconded Are there any questions I love that we doing this Yeah so John this is the and Steve if he was here I would tell him this is much needed as far as the scoreboard upgrades Does this also incorporate the ability to add additional digital components like recordings of games so that students can do student recordings and broadcasts of games Or is that a component that can be added at a later date? I'm just thinking of, you know, some of our, some of the other schools that we're surrounded by, like the LeDoux School District, Lindbergh School District, where not only do they have, you know, better scoreboards than we do, they have better, like, production media booths at some of their facilities where the students are then involved in the production of the, students that are not the athletes on the field or on the court are involved in the production of the live game broadcast. Spervantage, Stream anything in there.

Yeah, that's exactly what I'm thinking because, like, what I've seen at some of the other schools is, you know, the video production departments the students are working on will showcase, like, the senior athletes, and there will be a video program of that that can be projected onto the board, or just more basic, like, live game streaming. So, you know, students that are involved in the journalism program or they're involved in communications program Spervantage, Propriety, and Equality. I think that will be great for the students that are both in the sports program and outside the sports program as well as the community. Handed out some mock-ups of what this might look like in our space.

And the timeline for completing this is this summer, hopefully by the end of June, actually. I had a question about, I know the cost, when I looked at the cost breakdown you gave us, it does not include like the fiber and electric, but do you have any best approximate cost of that extra piece? It's only at the football stadium, and we already have that equipment in the ground. It's unsure.

We're going to have to retest it and potentially upgrade it. Not sure of the cost yet. We're still going to have to test that all out. More questions?

Okay. All in favor? Aye. Any opposed?

Great. Motion passes. I move the Board of Education to adopt the amended flexible benefit plan as set forth in the formal record of action resolution. Second.

It's been moved and seconded. Are there questions? Okay. All in favor?

Aye. Aye. Any opposed? Okay.

Okay. I move that the Board of Education approve January 2023 disbursements in the sum of $1,939,455.79. Second. It's been moved and seconded.

Questions? All in favor? Aye. Any opposed?

I move that the Board of Education approve February 2023 disbursements in the sum of $7,974,307.80. Second. It's been moved and seconded. Questions?

All in favor? Aye. Aye. I move.

Oh, sorry. So let's see. We're on our consent agenda. Before we start that, I just want to acknowledge the generous donations we received that we are about to approve and consent from Mrs.

Jennifer Bierman and John Bierman. They made a very generous donation to the robotics program. Thank you very Wilson for their also very generous donation towards the purchase of a trailer for the robotics program So thank you very much We appreciate it So, Amy, before we get to the consent agenda items, can we bring John up just one more time for financials that I want him to share some information with the board? Oh, yeah.

So, I think everybody at the board table for sure and the community at large is aware of, you know, the kind of banking emergencies that we've experienced here at the federal and national level starting with SVB. I guess it was just last week. It seems like a lot longer than that. So I wanted the board to be aware that, you know, John has taken proactive steps to make sure that all of our deposits for school district funding are secured.

And so, John, you just want to kind of recap what you reached out to me kind of the Monday after the SVB crisis and the decision that you and Nisha have made, which I fully support as a BOE treasurer. And I just think that the board and the community should be aware of because I think it's an excellent decision that you guys collectively made. As required by law, our deposits are required to be collateralized so that you have no risk of loss. And typically, historically, that was done by having the bank put up government securities that were held by the Federal Reserve, a third party, so that we could collect those if the bank failed.

This bank that we have, when we began with them, used a different procedure through a third-party bank called Intrify, where they would technically make it appear as though our deposits were scattered across many banks, so that we had FDIC protection for all these receipts. Superintendent, Board of Education, Proposition O, levy, agenda, motion carried. Turns out, when this SBVB thing happened, that was one of the banks that they were scattering deposits to, and they sweated out getting those deposits insured. So we had already backed away from that process.

This is the year we go out for banking bids, and in our new bank bid, we will require deposits to be collateralized in the old-fashioned way. Securities held by the Federal Reserve so that in the event of bank failure, we are 100% protected in that mechanism. The reason for that is the bonds that we currently hold through insurance companies, insurance companies fail too. So we're going to make that, we're going to strengthen that up as we go forward.

Our new banking contracts will start in July. But in the meantime, we've completely gotten away from all that InterFi concept. Yeah, so that's really good news. I mean, and I want to thank John and Nisha for being proactive and calling that to my attention and then sharing that with you guys.

So we will probably look at different banking relationships going forward starting in July. So, it's one of those things where, you know, nobody expects the banking system to fail until it fails, right? And there's a run in deposits like there were on SVB. So, anything that we can do to try to make sure that we mitigate the risk of that happening for any funds that we have for the school is a good thing.

So, thank you. You're welcome. Thank you. Go ahead, Gary.

So thank you, Kim, for calling that up. And John, can I just ask a couple questions? In terms of our obligation, legal obligation to have deposits in some way secured, would, if they were deposited only in an amount up to FDIC insurance, does that qualify? That qualifies.

The Entify or whatever this was, was their concept, we've got it spread around in less than $250,000 with each bank, so therefore it's covered by the FDIC. Right. Is that the concept? Okay.

So the bank maintained custody of the funds, but electronically it was posted as an account in another bank. Okay. At $245,000 apiece. Thank you for explaining to us.

Well, it was smart until. Yeah, it was smart until it's not guaranteed. Right. Yeah.

So, yeah. That was smart. I agree. I totally, yeah.

Bankers are crafty. All right, cool. Thank you very much. Appreciate it.

Okay, I move that the Board of Education approve the consent agenda for items 10.02 through 10.09. Second. It's been moved and seconded. All in favor?

Aye. Aye. Any opposed? Okay.

So we are now on to Board of Communications. Any updates? Anyone? Anyone?

Okay. Buehler. Buehler. Buehler.

Okay. So he... Go ahead, Chris. Oh, no.

Okay, you guys, I'm going to start. I think we should go back to calling on people. So every... So I just, I think it works better, and that way everybody can, everybody's voice is heard, and everybody gets a chance to talk.

So I'm just going to go around, and Chris, any updates? Yes, there's been equity committee meetings since we last were here. Everything's still going as planned. And I've also went to the SSD Governing Council meeting.

There were some elections for some new board members there. A couple of them went through. One of them did not. There will be another election because there was never a quorum that voted yes for one of the positions.

And then, oh, I wanted to say thank you to Nisha and Kaika for doing all of this for us. That's really sweet of you. We really appreciate it. It feels really good.

These are incredible. They make a big difference because, yeah, we do a lot of not getting to talk to the students, right? And so this is really cool in addition to the beautiful things. And then the last thing I will say on a serious note, I really appreciate that the parent was here to make the comment that she did today.

I actually had the exact same comment to my principal at Glenridge when my boys were in first grade when the Sandy Hook Promise tragedy happened to a classroom of 21st graders. Pandemie Thank you Thank you. And I think that's all. Okay.

Awesome. Jason, any updates? Stacy. Yes, thank you.

First of all, gosh, we haven't had a meeting in a long time, I feel like, so I do have a few updates. Jason, Groh, and Chris and I had a really nice walkthrough at Clayton High School today. And saw some really cool classes in action. It's really amazing.

And I do feel like we see components of the profile of a graduate in every room we enter. And in particular, I'm remembering Chris and Gary and I did a walkthrough at Whiteown before spring break where there was an art class that like literally had the profile of a graduate plastered like on the board. And they were doing art projects around the different competencies. It was just really neat to see in a discipline like art, you know, even taking shape.

So we had a Monday with Robin. We had a SEL wellness committee meeting. And we did hear a little bit about the new SEL curriculum that's starting in elementary School. But most of the meeting we heard from Jessica Colvin, who's the consultant that we've hired, to talk to explore an opportunity for a Wellness Center.

And I hope that at some point the board will have the opportunity to hear from her because it was great. And she has set up Wellness Centers Thank you A really an opportunity for I think she said prevention intervention and there something else I don remember the third word But really to meet those mental health needs of our students And it can be anywhere from just them needing a five to ten minute brain break to leave class to making an appointment to a crisis situation So I think that it just sounds amazing if we could make this work at Clayton. And she's right now assessing what we do have in place to come up with suggestions of what we maybe need to put in place. As part of the process, we're getting the district, I should say, not me, we, but we are getting input from various stakeholders.

Dr. Moore at the high school has already, I believe, has already met with students or is going to be meeting with students and has a meeting set up with parents later this month, I believe, to get input into what we want out of a wellness, what we would want out of a wellness center should we choose to make one. And let's see, what else? I took a bunch of notes on it.

But what I also liked is she kept calling it, she calls it a safe and brave space. And I think that like really encapsulates what students would use it for. And there's confidential ways of actually referring friends to it, which I think, and peers, which I think could be really helpful. She said one of the things they do in a lot of the schools is they just put all over the building, Spervantage, I asked what's the timeline to maybe put this in place, and she did say like a full school year to really get it implemented.

Like I want it like, you know, to open tomorrow. But I realize if we want to do it well, it will take time, and I'd rather it be done well. That's the thing. But I look forward to everybody hearing from her because I think she brings a lot of experience and knowledge and great ideas that will be specific to Clayton High School for what we could use it for.

That's it. It does feel like it been so long but we definitely miss some things So I don have any specific updates but I will just highlight the legislative advocacy groups that are still meeting I guess it would be two Fridays from two days from now the next time There still a lot of things pending both Senate and House bills and all kinds of stuff going on I think a lot of the stuff is not settled that going to affect education I just want to encourage everyone to keep paying attention to it DISTRICT OF CLAIRTON BORD OF EUCATION PRODUCTION EQUITY AND COMMUNICATION COMMUNICATION I WOULD ENCOURAGE EVERYONE TO KEEP PAYING ATTENTION TO IT I WAS ABLE TO BE DOWN IN JEFFERSON CITY TODAY. THERE'S JUST A LOT OF THINGS IN FLUX STILL. SO WE ALL NEED TO BE PAYING ATTENTION TO IT.

I HOPE THE COMMUNITY IS AS WELL. I'M NOT ABLE TO GIVE VERY GOOD UPDATES ON EVERYTHING, BUT THERE'S A LOT OF THINGS GOING ON. So that's the main thing I wanted to highlight. I'm sorry, can I just add something to what Gary said?

Yesterday was the MSBA advocacy day, and I just have to apologize because I told everybody I was going to go, and then something came up with my daughter that I couldn't go. But I'm wondering if, Nisha, if you've heard how that went, because it was open to school board members across the state to kind of gather together to lobby. Have you gotten any feedback on the day? They sent out actually, they sent out like a newsletter type thing and it said that it was very well attended.

They didn't give any more specifics than that, but they just appreciated everybody that came. So they'd had quite a few student groups and parents as well, including board members. I wasn't there yesterday either. I was actually there today with a different group.

But I did talk to a couple of the legislators and ask them, did you see some of our people yesterday? And they talked about good turnout and a lot of attention around it. There were, yeah, so I think it was well attended. No, I don't have anything.

I just want to say, I mean, there's probably 100 or more of these cards around the table, so you can't see them if you're watching us on video, but I want to thank each and every student and the teachers who encouraged these students to make these. It's really thoughtful and kind, and they're amazing students, so thank you. No, just want to add my thanks for all the effort for tonight, and it's very much appreciated. No, the only thing is, the one thing I didn't talk about that the captain kids are very interested in is they want to bring back dodgeball.

Are you serious? Superintendent, Board of Education, Proposition O, levy, agenda, motion carried. Board of Education adjourn.

/5 7”‘ ‘°"°°L °'‘‘'‘'" °‘ #2 Mark Twain Circle T: 314.854.6000 c|aytonschoo|s.net C N Clayton, MO 63105 F: 314.854.6093 \./ Board of Education Business Meeting School District of Clayton March 29, 2023 Meeting Minutes Members Present: Non-Voting Attendees: Dr. Nisha Patel — Superintendent Ms. Amy Rubin — President Dr. Milena Garganigo — Assistant Superintendent of Teaching & Mr. Gary Pierson — Vice President Learning Ms. Kim Hurst — Treasurer Dr. Tony Arnold — Assistant Superintendent of Human Resources Ms. Stacy Siwak — Board Secretary Dr. Robyn Wiens — Assistant Superintendent of Student Services Mr. Jason Wilson — Director John Brazeal — Chief FinancialOfficer Ms. Chris Win — Director Dr. Cameron Poole — ChiefOfficer of Equity, Inclusion & Mr. Jason Growe — Director Accountability Chris Tennill — Chief Communications Officer Jeff Puls — Director of Technology Mr. Carter Davis — Student Representative to the Board Ms. Heike Janis — Executive Assistant to Superintendent/Board of Education 1. Business Meeting - 7:00 p.m. - Information: Procedural: 1.01 Call to Order/Statementof Adequate Notice The business meeting of the School District of Clayton Board of Education was called to order at 7:00 p.m. Action: 1.02 Adoption of Agenda — March 29, 2023 To approve the business meeting agenda for March 29, 2023. Motion by Stacy Siwak, second by Amy Rubin. Final Resolution: Motion Carries Yes: Amy Rubin, Gary Pierson, Kimberly Hurst, Stacy Siwak, Jason Wilson, Chris Win, Jason Growe 2. Recognizing Our Own Information: 2.01 Student Athletes Set Records and Celebrate a Career High The Board of Education recognized Ethan Fauss for setting four district records, Buddy Sodemann as District Coach ofthe Year, as well as Emma Welch and Caitlin Kuhlmann who each set a new school record in swimming. 3. Public Comment Information: 3.01 Public Participation at Board Meetings Robin Lourie: Ms. Robin Lourie addressed the Board members with a request to add full time School Resource Officers (SRO's)at the district's elementary schools. 4. Superintendent Communications Information: 4.01 Superintendent Update Dr. Patel, Superintendent, provided an update to the Board members and the community. Information: 4.02 School Board Recognition - Month of March Dr. Patel, Superintendent, recognized and thanked the Board members for their service to the district as part ofthe board member recognition month.

Board of Education Meeting March 29, 2023 Page 2 5. Student Representative Update Information: 5.01 Student Representative to the Board of Education - Update Carter Davis, Student Representative, provided board members with an update of conversations he had with students across the district, including elementary, middle and high school. 6. Presentations Information: 6.01 Empowered Learning in the Career and Technical Education (CTE)Classrooms Justin Hildebrand, Business Teacher, and student associates presented information regarding The Catalyst to the board members and community. Dr. Steve Beauchamp, CTECoordinator, and student representatives presented information regarding the Global Stem Squads to the board members and community. 7. Policy Information: 7.01 1st Reading: DB - Annual Budget Board members received the first reading of Policy DB - Annual Budget. Information: 7.02 1st Reading: DBB - Fiscal Year Board members received the first reading of policy DBB:FiscalYear. Information: 7.03 1st Reading: JFCL - A+ Program Board members received the first reading of policy JFCL - A+ Program. 8. Action Items Action: 8.01 2nd Reading: Policy JHG - Reporting and Investigating Child Abuse and Neglect It is recommended that the Board approve PolicyJHG regarding the reporting and investigating of child abuse and neglect with the proposed changes. Motion by Stacy Siwak, second by Amy Rubin. Final Resolution: Motion Carries Yes: Amy Rubin, Gary Pierson, Kimberly Hurst, Stacy Siwak, Jason Wilson, Chris Win, Jason Growe Action: 8.02 2nd Reading:GBLB - References That the Board of Education approve Policy GBLB:References. Motion by Stacy Siwak, second by Gary Pierson. Final Resolution: Motion Carries Yes: Amy Rubin, Gary Pierson, Kimberly Hurst, Stacy Siwak, Jason Wilson, Chris Win, Jason Growe 9. Financials Action: 9.01 Teacher Salary Schedules 2023-2024 and 2024-2025 That the Board of Education approve the 2023-2024 and 2024-2025 teacher salary schedules as presented. Motion by Stacy Siwak,second by Gary Pierson. Final Resolution: Motion Carries Yes: Amy Rubin, Gary Pierson, Kimberly Hurst, Stacy Siwak, Jason Wilson, Chris Win, Jason Growe

Board of Education Meeting Action: 9.02 CHS Scoreboard Acquisitions March 29, 2023 Page 3 Authorize a contract for the purchase and installation of an outdoor scoreboard and sound system at GayField, the purchase and installation of an indoor scoreboard at Stuber Gym, the purchase an installation of scoreboard control equipment upgrades at Adzick Field from Digital Scoreboards LLCpursuant to the NCPA cooperative purchasing agreement in the amount of $750,577.00; and further, increase the Fund 4 Capital Improvement budget by $750,000.00 to provide for project costs; and further, authorize ancillary project costs for installation of related electrical/fibercomponents required for the scoreboard installations. Motion by Stacy Siwak, second by Gary Pierson. Final Resolution: Motion Carries Yes: Amy Rubin, Gary Pierson, Kimberly Hurst, Stacy Siwak, Jason Wilson, Chris Win, Jason Growe Action: 9.03 Amend Flexible Benefit Plan (Section 125) Documents Adopt the amended Flexible Benefit Plan as set forth in the formal Record of Action Resolution. Motion by Stacy Siwak, second by Gary Pierson. Final Resolution: Motion Carries Yes: Amy Rubin, Gary Pierson, Kimberly Hurst, Stacy Siwak, Jason Wilson, Chris Win, Jason Growe Information: 9.04 January 2023 Financial Reporting Board members received the January Financial Report Action: 9.05 January 2023 Disbursement Report Approve January 2023 disbursements in the sum of $1,939,455.79. Motion by Stacy Siwak, second by Gary Pierson. Final Resolution: Motion Carries Yes: Amy Rubin, Gary Pierson, Kimberly Hurst, Stacy Siwak, Jason Wilson, Chris Win, Jason Growe Information: 9.06 February 2023 Financial Reporting Board members received the February Financial Report Action: 9.07 February 2023 Disbursement Report Approve February 2023 disbursements in the sum of $7,974,307.80. Motion by Stacy Siwak, second by Gary Pierson. Final Resolution: Motion Carries Yes: Amy Rubin, Gary Pierson, Kimberly Hurst, Stacy Siwak, Jason Wilson, Chris Win, Jason Growe 10. Consent Items Action (Consent): 10.01 Consent Agenda 10.02 through 10.09 Resolution: That the Board of Education approve the consent agenda for agenda items 10.02 through 10.09 That the Board of Education approve the consent agenda for agenda items 10.02 through 10.09 Motion by Stacy Siwak, second by Gary Pierson. Final Resolution: Motion Carries Yes: Amy Rubin, Gary Pierson, Kimberly Hurst, Stacy Siwak, Jason Wilson, Chris Win, Jason Growe

Board of Education Meeting March 29, 2023 Page 4 10.02 American Lung Association — Approval of Memorandum of Understanding 10.03 Department of Elementary and Secondary Education Feminine Hygiene Products Grant 10.04 PreventEd — Approval of Memorandum of Understanding 10.05 BidAward: Replacement of Electric Panel at Captain Elementary 10.06 Surplus Property Declaration 10.07 Donations to CHS Robotics Program 10.08 Personnel 10.09 Minutes 11. Board Communications Information: 11.01 Board Calendar, Committee, Community and Liaison Reports Ms. Chris Win provided an update regarding the Equity Committee and SSD Governing Council. Ms. Win thanked Superintendent, Dr. Nisha Patel for showing support to the Board members for Board Recognition Month. Ms. Stacy Siwak provided an update regarding her walk-through at Clayton High School earlier in the day and the Social/Emotional Learning Committee meeting Mr. Gary Pierson asked everyone to stay current on legislation in the Senate and the House affecting education Ms. Kim Hurst thanked everyone for the recognitions for Board Recognition Month. Mr. Jason Growe thanked everyone for the recognitions for Board Recognition Month. 12. Adiournment Action, Procedural: 12.01 Adjournment The meeting adjourned at 9:10 p.m. That the Board of Education adjourn. Motion by Stacy Siwak, second by Gary Pierson. Final Resolution: Motion Carries Yes: Amy Rubin, Gary Pierson, Kimberly Hurst, Stacy Siwak, Jason Wilson, Chris Win, Jason Growe 1/ «7fvxac/9’ Amy Rubin, Board President Stacy Siwak, oard Secretary Date: March 29,2022