Mod severe sped grade 2, three, and four or five need to be placed in classrooms with the closest proximity to the building's exterior student bathroom and grade level. We explained our needs to the DO and proposed possible on-site solutions that fit our needs. Rooms that already have class class bathrooms and for the older elementary closest proximity bathrooms to the grade level. Our student population have support needs to identify body signals. They often start undressing on their way to the bathroom. We brought a visual of string. Miss Erica's in the bathroom, so she can run and bring her string. This was the length of string from Lane View's bathroom to the front door. This changed to this size string. We have been placed on the opposite side of the building to the bathroom. And Erica also has a similar and Miss Shanti has a string when she never had one before.
Um, but if there's anything else you'd like to talk about, um, we would love to take speakers on items from the floor now. I don't see anyone, so we'll move on. That said, the next item is the consent calendar. Does any member of the board wish to pull an item from the consent calendar for further discussion? Anything need to be pulled by staff? Okay. Um, in that case, is there um a motion regarding the consent calendar or is there public input regarding any items on the consent calendar, I should say? No. Okay. Um, do we have a motion regarding the consent calendar? Mr. President, I move we um approve the consent calendar. I'll second that. Very good. We have a motion from member Robinson and a second from Vice President Conkin.
If you can meet with triumph and disaster and treat those two impostors just the same. If you can bear to hear the truth you've spoken twisted by naves to make a trap for fools. or watch the things you gave your life to broken and stoop and build them up with worn out tools. If you can make a heap of all your winnings and risk it on one turn of pitch and toss and lose and start again at your beginnings and never breathe a word about your loss. If you can force your heart and nerve and senue to serve your turn long after they are gone. And so hold on when there is nothing in you except the will which says to them hold [Music] on. If you can talk with crowds and keep your virtue or walk with kings nor lose the common touch. If neither foes nor loving friends can hurt you.
Good afternoon everyone. families, friends, teachers, and most importantly, the graduating class of Pine Creek High School. Isn't it strange how four years can feel like forever? And now we're sitting here at the Cloon Arena wondering how much longer we have until we can finally walk across the stage. And if there's one thing I've learned over these past four years, it's that high school is the kind of place where we ask, "How much longer do I have?" at least twice a week. As a freshman, we wondered how much longer we have until we could actually leave campus for school lunch. As a sophomore, we wondered how much longer we have until we get our license finally. As a junior, we wondered how much longer we have until we became the top dog seniors. And as a senior, we're wondering how much longer we have to use e-haul pass for.
He will say hi to his teachers, communicate with them about what is on his shirt, and say, "This is my water bottle." He answers what questions, generates three-word sentences, and uses present progressive um ing verbs uh to describe a picture. He is one of the hardest working speech students and is a great role model in speech therapy. He's a hard worker and always perseveres even when he's feeling down. He's a joy to have in class. He's an awesome role model. Congratulations, Ricky. [Applause] And he's pretty cute to boot. So, all right, we have one more this evening from Simon Elementary, and that's Hudson Spear. Hudson has done such an amazing job in both advocating and communicating for his own personal and academic goals as well as helping with his peers. He isn't a student who will complete things in a bare minimum, but will wait, be patient, and ask those questions to feel successful.
Given a standardsbased skill, scholars will create real life problems that are culturally relevant and engage them in Kagan structures. They will use non-permanent vertical workspaces to create act to create application problems that are culturally relevant and also extend their critical thinking skills. AASA allstars is a thinking task that unpacks standards into application problems. By using application problems, students are able to create those deep connections that really build their learning and also um encourage them to dive deeper into the standards. Problems are designed based on the do level, cultural relevance, individual needs and interests of scholars and state standards. In these thinking tasks, scholars design application problems, connect ideas, analyze information, and justify their thinking. Okay, let's get started. So, I have two teams of AASA all-stars. Um, we have Jason, Kaylor, and Oed. And then I have another team of Julia and Kala. I have two teams of math makers, which is Alana and Amaya and Olivia and Kira.
So, we're all apprehensive as to what we're going to do. So, we're being very conservative in that approach. Um, and that has helped us. That reserve fund was only a million dollars when Mike took over, Tomok over. It was now over $8 million that he's over the years, you know, made that made that initial funding uh much greater than it than it ever has been. So, that conservative approach works, but to what extent? People are happy with the services that they currently have. our tax rate is not the highest, but it's not the lowest. We're in between. Um, so we have to ask the town's people, what do you really want? Do you want these same level services? Because I'm looking in a year or two and we may not have the level services. We may have to cut people. We may have to cut services.
you know, a great foundational way to um set up different enrichment activities. Um you know, just recently they had the puppeteers and the animal adventurers come into school. And I mean, I picked my picked up my son from school and mom, I touched an alligator today, so you know, coming from a four-year-old, so you know, it doesn't get any higher than that. Um as well as um the PTO doing an excellent job with the staff appreciation and really doing a great job to support our staff and make them feel valued in the work that they're doing. Um, and I'm looking forward to the end of year picnic that we'll be kicking off. Um, so again, um, again, the site council is really just continuing to support and develop that school improvement plan as a as a whole and to work on kind of researching and developing, um, the different ideas and the different initiatives the school has.
Our May session is next week and we will have one final one in June before we close out with them and decide on next steps. They are also working with our restorative practice uh subcommittee who is working to implement restorative practices in the district. And then we have been focusing on that building a culture of belonging not only with our administrators but leading them in a place where they can build culture of belonging for their staff and staff can then build that culture of belonging for their classrooms and with students in their classroom. Under this uh standard as well, we've conducted six district walkthroughs. Um we as assistant superintendent and superintendent spend time with the principles and do site visits. We not only do the six official, but we spend time in their building every week. Um you will see the growth from September to March.
Our May session is next week and we will have one final one in June before we close out with them and decide on next steps. They are also working with our restorative practice uh subcommittee who is working to implement restorative practices in the district. And then we have been focusing on that building a culture of belonging not only with our administrators but leading them in a place where they can build culture of belonging for their staff and staff can then build that culture of belonging for their classrooms and with students in their classroom. Under this uh standard as well, we've conducted six district walkthroughs. Um we as assistant superintendent and superintendent spend time with the principles and do site visits. We not only do the six official, but we spend time in their building every week. Um you will see the growth from September to March.
Does that make sense? Well I thought that's what we did but well where it used to say the school right because it used to say district employee and that's now administrator which makes a lot more sense to me. And then in that next part where school principal is redlined. Mhm. Um it said the school princ before before what it said was the school principal or designate and now it says a district administrator or designate right so so you should just get rid of the designate part right ah is that what okay thank you now I get it take it out because there won't be a designate anymore yeah and then all the rest of it says district administrator on the next page so then if we just take out or design there okay so we ditch the [Applause] design. Can I ask a question about the the climate policy which is very long?
So our key initiatives as a building is around student engagement. How do we implement strategies to reduce chronic absenteeism? Will you get kids engaged and wanting to come to school? We have our seven class which Brian Bish is one of the teachers that helped create it over the summer. Kids have a class that's one of their seven courses that they go to where they are creating projects and they're finding problems and they're solving them and they're big problems. They're redoing the front of our school. They're coming up with independent studies. They're doing amazing things that give them a sense of pride and accomplishment and a leadership acumen that's going to to be something that they can rely on for years to come. Another key initiative, as I mentioned before, was professional learning. And this is including not just myself and the other um administrators in our binder studies, but this is also in teachers teaching others in an unconference type thing.
They can't share that with people. Driver's license number, social security number. They us for the payroll. So I would I'm assuming that's the main thing we're paying is the payroll. So it would be those records of the employees for payroll purposes like their routing numbers and all that kind of stuff. So the school hires there the school pays for it but yet you don't know any information coming. No we know a lot of information about it but no I'm not on the board. I can't be any more conflict of interest. Yeah I used to sit on the board. Um, but but what I'm saying is like we don't employ those people and they have their own policies and they have their rules and their policies and the things that they're doing. So if something happened, the person would have to they would have to legally file something with the with my club.
So, we're trying to reduce the length for the Northwood 23. The bathrooms are placed on the opposite side of the building. Not only is it triple the distance, it has two 90deree angle walls. Teachers cannot assist on the opposite side of the building, see the supports students need, you offer any help in the facility, offer any support to the aids that are in the space. We have IEP goals to identify body cues and planning steps. We really do need close proximity for safety and support services. We want to continue the inclusion planning which is vital. Closest proximity to grade levels with the closest proximity to the bathroom and grade grade level is a possibility. We can have visual clearance for safety. We can be very intent in our planning of what room fits the students needs best. We can set students up for success if we consider how we design the environment.
Any discussion on the consent calendar. Uh seeing none. This is our first vote of the day. We will ask for a roll call vote starting with member Olsson. Olsson I. Conan I Lando I. Hesai. Robinson I. It is unanimous. Thank you. The consent calendar is passed and we'll move on to the meat of our meeting. If I can find among my many pieces of paper here where we're going to start with it. We are on to item nine. Right, the board workshop. Um, this is anformational only item regarding our work supporting atrisisk students and the uh effects of block scheduling and alternative education programs on those students. I got the high school secondary team up here. So, we're gonna give you a lot of information. Before we get started, I do want to say thank you to our two board members that facilitated this uh workshop are um starting from left to right, my left, uh Erica Sheridan uh from Chico High School, Damon Whitaker from PB High School, Mr.
If all men count with you, but none too much. If you can fill the unforgiving minute with 60 seconds worth of distance run, then yours is the earth and everything in it. And which is more, you'll be a man, my son. Class of 2025, your future is filled with endless possibilities. So stay curious, be resilient, and dream big. I am confident that you will shape our world in remarkable ways. And as a D20 grad, we welcome you back to share about your future adventures. So let's give it up again for the class of 2025. Thank you, Miss Habber. Students, class of 2025, you made it. I'm glad you're each here for one last time. We're all in this together for one last time. I've told you in the past that graduation's my favorite day of the year. It's not because of the drip. It's not because the outfits.
The answer is never, by the way. Now, these moments we couldn't wait for have become our past. They became the same stories we'll be laughing about in the future years. The chaos, the heartbreak, the tears, they are now in our history and they were just the beginning of our stories. And I wouldn't trade any of them in a heartbeat. You know why? Because beyond the noise and the drama, high school quietly taught us something bigger. Perspective grows. Story are still being written. Like that one day in Gracia's AP bio when my friend Zoe quietly said my name and I turned around confused and said, "Who said that?" And somehow, despite it being the beginning of the year, Ava convinced the rest of the class to that that I was hallucinating and no one said my name. That weird yet silly inside joke stuck around all year, beguning a close classroom environment, and it reminded me that sometimes it's the most random, ridiculous moments that make the deepest memories.
Hudson is also someone with a very kind heart and will try to problem solve any misunderstanding or disagreement with his peers uh so as to keep a positive class environment. For these reasons, Hudson is very deserving to be the student of the month. [Applause] Congratulations. We will take about a 3 to five minute break. So if you want any pictures or those of you that don't want to stay for the rest of the meeting, you're welcome to leave. Thank you. Are there Um, our next one is 5.5 governing board um members. They can report on anything that they uh have done. So, anybody have a report? You do? Yeah. Okay. Well, let's hear it. Yay. Okay. Okay, I got to go to the Combmes Educational Foundation uh two events, an awards uh recognition of excellence which was just it was awesome. Um it was a great experience.
Right now, you are observing differentiated instruction and action for my fifth grade math scholars. um based on their consistent growth from a 7% preassessment to 80% just within a three-week period, I've really seen a mastery of the standard which has allowed me to design this uh these two activities really intentionally. Um one group is tackling rigorsbased standards application problems at DK level 4, which is really pushing them to connect the math to their community. Um the other group is demonstrating their understanding by creating their own standardsbased application word problems. You might hear them asking questions like, "What's the common denominator? What are the key words that you see?" Um, they're also making connections between the math and their own personal lives. Um, this differentiated instruction allows me to meet them at their level while giving them the agency to enjoy the learning. I know my scholars bring a wide array of assets and they bring them at various depths of understanding.
And that to me is not a way of keeping a lifestyle that people are accustomed to. Uh, they pay taxes. Their their assessments in their homes have gone up. So the value of their homes have gone up as have their taxes as a result of that. So they want to make sure that they get their best bang for their buck right now and we have to make sure as a board and with the finance committee uh you ask for what tools. I don't know what they have available to them. I really don't. Uh they're their own separate entity. We they do what they have to do. Uh I know Mike is in contact with them with respect to that. Uh we don't have a representative uh to the to the finance committee. Maybe that's something that we should entertain down the road is putting a a board member uh as a representative to see, you know, what they can do or be part of that discussion from from the get-go and not, you know, Johnny come lately, you know, at that, you know.