[{"_1":2,"_111":-5,"_112":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,75,87,99],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":56,"_74":56},"mediaId",6268099,"mediaKeyId","3058662-a7c49fac63a971d1f5a401b343d2b357","parentId",3058662,"title","Lindbergh presents classified pay study findings and preliminary budget assumptions, including plans to raise lowest support-staff wages","audioSeconds",385,"startMs",4177980,"endMs",4563690,"viewUrl","/Search/View?dp=1&key=3058662-a7c49fac63a971d1f5a401b343d2b357&start=4177&end=4563","thumbnailUrl","https://assets.pipeline.soar.com/3058662-a7c49fac63a971d1f5a401b343d2b357/thumbnail_4177980.jpg","articleUrl","/articles/6268099/Missouri/Lindbergh-presents-classified-pay-study-findings-and-preliminary-budget-assumptions-including-plans-to-raise-lowest-support-staff-wages","mediaUrl","https://secure.pipeline.soar.com/6268099-acbc965a301bf8613ad429a4ce84c1b4/orig.mp4?Expires=1770507248&Signature=kPu1jUkucAjrOZHOpB-oy3VWHhGzNhJCM9nzaBXA9JZD6HyhFKjDRg310VPHDpQr-4lBmE6WjSm9~zJ7v~~dhG1AkLo5icFOhOsbyzOccN5nogUDi3u-h3Icr~sj8tdZEXToqi4~EP6XNYgO5vKFAI8j~JTz134f~z-3g9y6QUulOj5dFB3gYRao8LnQPBKUY7trsg1PveRjKjw1Q1n2gYPOPYSCPJl9Yh4ANX39pRr4133m6hPDq7xMUvehxAoY6YPml~aKcfpa6y0P4z0CkHSldzUO6vTdBcCe349Pq5EoEhRl0God1tqlKiwd08GxVRTKzjU1Wy-7pDWVQ5N6vQ__&Key-Pair-Id=KUT5TJCACFTXG","author","","date","2025-04-19T04:59:56.337Z","article","Lindbergh Schools human resources and finance staff presented a year-long classified market study and an early look at next fiscal year budget assumptions at the board workshop. The district said most job classifications fall within a competitive market range, but several hourly support positions were below market and will be prioritized for pay adjustments.

Classified market study

- Consultant and process: Lindbergh partnered with Educational Management Solutions (EMS) and two other districts for a third-party pay analysis. EMS reviewed job descriptions, met with supervisors and matched district positions to comparable market roles using job responsibilities rather than job titles.

- Key findings: Most job classifications were within the competitive range (defined as within 'plus or minus 5% of the market median). Positions below market by 5% or more included after-school care (Flyers Club aides, starting rate noted as $13.54 in the study), building assistants (office/library building assistants), crossing guards, early childhood support staff (assistant facilitators/facilitators/early learner leads) and part-time security. The consultant also flagged bright spots: teaching assistants and Parents as Teachers roles were above market by 5% or more.

- Methodology notes: EMS used the market median to reduce distortion from outliers, then defined the competitive band as +/-5% around that median. District staff noted the study examined positions and salary ranges, not individual incumbent salaries; a schedule can appear competitive for a long-tenured employee while remaining unattractive to a new hire at the starting step.

- Next steps for classified staff: District leaders said findings will be shared with classified staff and that adjustments for the most underpaid categories are planned. The district indicated targeted increases for some categories and said staff will receive total-compensation reports showing wages plus benefits.

Support Staff Leadership Academy and employee development

Human resources highlighted the Support Staff Leadership Academy, its first cohort of 16 participants and early placement results: some participants advanced into district roles or pursued lead positions after the program. Two participants gave brief remarks describing improved confidence, leadership skills and networking across departments.

Preliminary budget assumptions and revenue outlook

- New revenue estimate: Finance staff presented an early estimate of about $4.9 million in added revenue for the coming year tied primarily to assessed valuation growth and new construction. The presentation noted that roughly 90% of district revenue is local property tax based and that assessed valuation in the last reassessment year rose 14.81%.

- Hancock Amendment and CPI cap: Presenters reminded the board that Missouri's rules limit local growth and effectively cap levy growth; the state typically applies a CPI-based ceiling (and a statutory 5% cap applies under some circumstances), which can constrain how much local revenue the district may actually keep.

- Expenditure outlook: Wages and benefits remain the largest spending category. Negotiated agreements include a two-year agreement with a 5% average increase next year (presenters described this as step plus base adjustments). The district said it will target increases for the lowest-paid support categories identified in the market study and will continue to monitor the self-insured medical fund and other non-personnel costs.

Board communications and timing

District leaders said classified staff would receive a summary letter the day after the meeting. Officials said specific pay adjustments will be finalized in forthcoming budget work and that staff should expect to know changes before the July 1 start of the fiscal year.

Votes at a glance

- Approve agenda as presented: Motion to approve the workshop agenda passed 7-0 (mover Andrew; second Chin). The district recorded the procedural vote at the start of the meeting.

Ending

Presenters emphasized the market study is a first step in targeted pay adjustments and that the budget presented is still conceptual; more detailed budget documents and the district's formal budget will be presented in June.","mediaType","Video","parentTitle","Board of Education Workshop No. 1614","oneSentenceSummary","Lindbergh Schools presented a classified pay study and preliminary budget assumptions showing most job classifications near market but several hourly support roles below competitive wages.","taxTitle","LINDBERGH SCHOOLS, School Districts, Missouri","taxId",38789,"location","Missouri","headline","shortSummary",{"_33":76,"_35":36,"_37":38,"_39":77,"_41":78,"_43":79,"_45":80,"_47":81,"_49":82,"_51":83,"_53":84,"_55":56,"_57":58,"_59":85,"_61":62,"_63":64,"_65":86,"_67":68,"_69":70,"_71":72,"_73":56,"_74":56},6268104,"Lindbergh technology staff propose device lifecycle, ClassLink and stronger cybersecurity in Compass plan",606,2590030,3196050,"/Search/View?dp=1&key=3058662-a7c49fac63a971d1f5a401b343d2b357&start=2590&end=3196","https://assets.pipeline.soar.com/3058662-a7c49fac63a971d1f5a401b343d2b357/thumbnail_2590030.jpg","/articles/6268104/Missouri/Lindbergh-technology-staff-propose-device-lifecycle-ClassLink-and-stronger-cybersecurity-in-Compass-plan","https://secure.pipeline.soar.com/6268104-017cad91c87ea2cf2d45dd5521f46983/orig.mp4?Expires=1770507248&Signature=ZtZ8t6Q4eI1aMwN2oHHtI-JtSBMsrW-fIqeS~2A~YTChVnRiyA0694UgexWeBuqaofA6UtqfG0fM7DGEWvaOCtKVfWZESTlMexZVi54fLjeScwXmyrNNRg-HsufJF6GRFpFsI8u8SJa9grvK27FuGasVEzLOIywBY5ar~HpdRS-BFKfyMtjVmFf-m2KQObIZfBxgF9gLFCvFy7xWBgapRtUHDAnbt0nsgyyY2epKlRV4TvRniNHPawvxHkP7nIHMoS~5678hzeUYMGAJKn4IdCUr-Oo49w442cMOGp4uQ67~1Co8ngwzbBw3BHAsAAHZ6dRgYOmnbZ38HYxGMHzI2A__&Key-Pair-Id=KUT5TJCACFTXG","Dominic Jagie, the district's technology lead, presented how technology will be woven into the Compass goals, describing three strategies: foster a future-ready learning environment, enhance operational efficiencies and ensure secure technology solutions.

Key technology strategies

- Four-year device lifecycle: The district will continue a four-year refresh schedule to keep devices reliable, citing battery failures as evidence that a shorter cycle supports instruction.

- K'12 AI and curricular software: Technology staff and a teacher evaluation team are piloting AI and curriculum-focused software that includes K'12 standards to reduce teacher setup time and improve classroom uptake.

- ClassLink and authentication: Jagie said ClassLink will create a single portal for students and staff, and can provide two-factor authentication tailored for younger students (picture-based login), which could broaden secure sign-on to lower grades.

- Data and filtering: The district will extract more actionable data from existing Securly products, provide professional learning so staff can use those data, and evaluate staff skills and cross-training to support tools at scale.

- Cybersecurity and onboarding: Plans include expanding continuous cybersecurity training (phishing simulations, staff meeting content and posters), extending exercises to students and automating user provisioning/offboarding tied to HR systems.

Security incident and lessons

Jagie reported a recent student-account compromise that allowed malicious emails to circulate; the district plans phishing exercises for students and staff and said ClassLink with two-factor authentication would reduce account compromise risk.

Ending

Board members supported expanded cybersecurity training and the proposed operational changes. Technology staff said teacher-led pilot work and cross-training will continue as they evaluate vendor options.","District technology leaders outlined three strategies to support the Compass priorities: a four-year device refresh cycle, piloting K'12 AI/standards software, greater use of ClassLink and expanded cybersecurity training including ClearPass and phishing simulations for staff and students.",{"_33":88,"_35":36,"_37":38,"_39":89,"_41":90,"_43":91,"_45":92,"_47":93,"_49":94,"_51":95,"_53":96,"_55":56,"_57":58,"_59":97,"_61":62,"_63":64,"_65":98,"_67":68,"_69":70,"_71":72,"_73":56,"_74":56},6268109,"Lindbergh teaching-and-learning team adopts a Compass document linking priorities to measurable success measures",528,1962030,2490080,"/Search/View?dp=1&key=3058662-a7c49fac63a971d1f5a401b343d2b357&start=1962&end=2490","https://assets.pipeline.soar.com/3058662-a7c49fac63a971d1f5a401b343d2b357/thumbnail_1962030.jpg","/articles/6268109/Missouri/Lindbergh-teaching-and-learning-team-adopts-a-Compass-document-linking-priorities-to-measurable-success-measures","https://secure.pipeline.soar.com/6268109-1cca2f7a87ef30da0db862fbcade929e/orig.mp4?Expires=1770507248&Signature=H3~fukJvnsMWQBbXWO98sQgMHUKva~-lGf70G6S4RQvyGL5IQuNM431YEgCkvSSAFbitQ6vHGnGviF7emzRmNXy6hRwRxBuuBne39QWFtje06JFYTWgmQ6NcTfezXtu58Nn~jTLzgATbMfo6zcaPSTKvVlV0EDQk2qvpzErt0FPRGg1bkz1X~tJ8cc2IoQc~YvOdR~NXW-WvUEm10WOpo6UBM8BZZw2ggGgTmVYpwpP6cQvhunGJHoQeBjbtgWIrdPO2dou7r~PaZ7vDbPOBnFrqRQXhglH-RZBE7mh0woLMUSSgmk88GpMSAHyWmjguqnx-7i74-rygQrqC523tdg__&Key-Pair-Id=KUT5TJCACFTXG","District teaching-and-learning leaders presented a redesigned Compass document that maps three priorities to specific strategies and success measures meant to align building- and district-level work.

The document organizes district priorities into three areas: (1) safe, supportive and collaborative environments tied to social-emotional learning and attendance intervention, (2) professional growth and instructional leadership, and (3) guaranteed and viable curriculum and academic achievement. Presenters said the Compass ties strategy to measurable outcomes so buildings can align their action steps and scorecards to district targets.

Examples and measures

- Priority 1 (inclusive environments): The team described a tiered attendance intervention and listed a success measure of building attendance rates at 95% or higher. Leaders said attendance will be tracked in teaching-and-learning meetings and used to decide adjustments.

- Social-emotional screening: The district will use Panorama for grades 3 through 12 and set success measures that include achieving the 40th percentile or better on Panorama benchmarks and 90%+ student participation in fall and spring administrations.

- Priority 2 (professional growth): The Compass documents strategies for instructional models, collaboration, communication and sustainable professional learning. Success measures will include both data points and artifacts to show measurable professional development outcomes.

- Priority 3 (curriculum and achievement): The Compass links guaranteed and viable curriculum to academic achievement targets. District leaders said they will measure progress with iReady for grades 3'8 and NWEA for ninth-grade English I and algebra. The document also highlights a blue asterisk to flag strategies that principals are required to include in building plans.

Real-world learning and scorecards

Leaders said the district will track enrollment and retention for real-world learning opportunities (client-connected projects, internships, capstone experiences) and noted that some initiatives are high-school specific. Each building will maintain scorecards to monitor progress against district goals.

Ending

Presenters said the Compass is a working document and that buildings will replicate the district structure locally to provide clearer alignment between action steps and expected outcomes. Board members praised the alignment and the emphasis on measurable success indicators.","District leaders described a revised 'Compass' document aligning three priorities (inclusive environments, professional growth, guaranteed and viable curriculum) to measurable success indicators including attendance targets, Panorama social-emotional screeners and curricular scorecards.",{"_33":100,"_35":36,"_37":38,"_39":101,"_41":102,"_43":103,"_45":104,"_47":105,"_49":106,"_51":107,"_53":108,"_55":56,"_57":58,"_59":109,"_61":62,"_63":64,"_65":110,"_67":68,"_69":70,"_71":72,"_73":56,"_74":56},6268114,"Lindbergh task force outlines priorities to expand standards-based grading for grades 6–12",1855,22080,1877540,"/Search/View?dp=1&key=3058662-a7c49fac63a971d1f5a401b343d2b357&start=22&end=1877","https://assets.pipeline.soar.com/3058662-a7c49fac63a971d1f5a401b343d2b357/thumbnail_22080.jpg","/articles/6268114/Missouri/Lindbergh-task-force-outlines-priorities-to-expand-standards-based-grading-for-grades-612","https://secure.pipeline.soar.com/6268114-db8d82646d16d1971d5e5c9e47a5b311/orig.mp4?Expires=1770507248&Signature=VgJ2QCYHoZvRhfiAvhT59goRaVPWrKng42gUD19Z4wZKFGh5q2gIkBOEM0blWhdRHJQC-xzGeg2t-4CUlqwwzx3RxsHfwYUJzTlPyx9HJL0YJ8WnrneJDpOygu3uYySs0Ul6CaL1ZitsxFfM7eLpngENlewB5HJIDE358z29rYu45Mkdr1aKGE8T1yTFkb~7swq6TNf1ie2ty~-8rF1pVjZ4lNOZ2kLVCOEWYnbHUNOZsE1XdgI83EncyV4ngoJdWbll2ZL49pz~2sehk-DcIE~2Eq1e0pYT0Z7HeVEQbqLRf3wDfK11HRzBv5KljSueTDvK9DJ8OBLG6J3PIv8G5g__&Key-Pair-Id=KUT5TJCACFTXG","At a Lindbergh Schools board workshop, members of the district's secondary standards-based learning task force described work to date and preliminary recommendations for grades 6 through 12. The task force presented survey results, lessons from a site visit to Hancock Place High School and a set of priorities that would keep a traditional semester course grade while moving classroom practice toward standards-based learning.

Task force lead Dr. Tara Sparks said the district is proud of current instruction and student achievement but wants to \"keep moving towards\" improvement. She told the board the group formed in the fall to examine current grading and alignment across secondary classrooms and to develop recommendations for implementation.

The task force's work matters because it would change how teachers report learning and how parents and colleges read student records. Dr. Sparks and other presenters said the change is intended to give clearer, actionable feedback to students and to align grading practices across departments so expectations are uniform.

Key findings and next steps

- Surveys: The task force reported 335 parent respondents and 1,646 student respondents. Task force members said parent responses were more negative at the secondary level, often showing confusion or a preference for traditional letter grades. Student responses were mixed: some students described standards-based grading as clearer and more actionable, while others found it confusing and stressful.

- Site visit and examples: Task force members described a February visit and presentations from Hancock Place High School. The Hancock Place delegation emphasized a culture-first, multi-year rollout and consistent professional learning for staff; task force members said they valued seeing teachers, students and parents use a common vocabulary about learning targets and assessments.

- Priorities and guardrails: The task force identified four priorities to guide recommendations: (1) preserve an overall course grade by semester so transcripts remain interpretable, (2) establish clear, consistent universal expectations during rollout, (3) promote academic rigor with clarity about what constitutes \"exceeds expectations,\" and (4) ensure feedback is actionable so students know what to do to progress from one performance level to the next.

- Communication, technology and time: Presenters emphasized the need for stronger communication with families, a technology tool that accurately communicates standards-based information, and significant time and professional learning for teachers to implement the changes well.

- Timeline and process: The task force planned to return recommendations to the district's Teaching and Learning Board Advisory for feedback, and members said they plan further work at a May 12 meeting. Sparks said she expects the task force to leave the next phase with \"big ideas\" and a smaller steering committee to carry forward operational details and continued stakeholder engagement.

Quotes from presenters

\"We are extremely proud of the work and the learning of our current instructional practices, our grading practices,\" Dr. Sparks said when introducing the task force's goals, adding that the group's work is about continuous improvement rather than replacing effective teaching.

Process and concerns raised

Board members and task force participants asked about college admissions and transcript translation. Task force members said most districts with standards-based systems provide a matrix or legend that translates standards ratings into a 1-to-4 or GPA scale for external use and that some higher-education institutions have processes to interpret varied transcript formats. Presenters also acknowledged the particular challenge of communicating what \"meets expectations\" means in a high-performing district where many families expect \"exceeds.\"

The task force said its recommendations will try to address transfer students and families who enter the district midyear by preserving a clear semester-level grade and by providing school profiles and legends for external translation.

Ending

Presenters asked the board for continued patience with a phased rollout and for support for the professional learning time required. They emphasized that the next deliverable will be a set of concrete recommendations informed by teaching-and-learning advisory feedback and further task force meetings.

","A Lindbergh Schools task force presented its findings and next steps for standards-based learning for grades 6–12, citing mixed survey results from parents and students, a site visit to Hancock Place High School and a plan to keep an overall semester course grade while improving consistency, communication and feedback.","actionData","errors"]

Article not found

Lindbergh presents classified pay study findings and preliminary budget assumptions, including plans to raise lowest support-staff wages

Lindbergh technology staff propose device lifecycle, ClassLink and stronger cybersecurity in Compass plan

Lindbergh teaching-and-learning team adopts a Compass document linking priorities to measurable success measures

Lindbergh task force outlines priorities to expand standards-based grading for grades 6–12