Well, thank you so much and welcome. We're excited to have you and and ready to get you to work. Okay. Thank you. So, take a quick five minute recess. sister. She told Go Okay, look at me. 6:42. I said five minutes at 6:37. Here we are. Okay, we're moving on to 4A, student outcomes, focused governance. And hopefully I'm doing Miss Cardio proud by reading all this information that we're going to go over when we um do our mindset a little bit before we get into this uh topic every uh board meeting. So if this is your first time, we welcome you and enjoying this part of our presentation before we get into the rest meeting. In the fall of 2023, the Kraton School District adopted student outcomes focused governance, the student outcomes focused governance framework to ensure a focus on improving student outcomes. This framework is grounded in six research informed competencies investigatoro ees.
Uh for all of us being absolutely relentless in in pushing kids into courses that they can excel. Uh which leads to a whole one of the things that Tableau does. Uh Thursday over a thousand kids will walk across the stage uh with college credit uh either dual credit, AP credit, uh international balorate credit, uh advanced placement credit. Uh and that's a huge change over the last five years. uh starting in 2018 when we started collecting the AP data there were 1,400 kids that uh took AP classes uh today there's 5,454 kids who are taking AP classes uh and that's through the efforts of every campus every uh instructional coach every instructional specialist Tia myself uh all of us that work tactfully relentless on some of these things. I'm a reading and literacy fanatic. I believe that the the one thing that we can give our kids is the ability to engage in difficult complex text.
So the information at a board meeting is includes a summary of what did we prioritize this year and why what did we do and what have we seen from that and what's the data and a similar update is provided to staff on a semester basis. Tom I was going to kick it over to you at this point um in case there's any other context related to this. Sure. So, um, board, I know you're aware that, you know, we had our presentations that were done in November and December by both the buildings and then the district team respectively. Um, and actually based on the feedback after that first round of presentations, that's why we've set up uh set aside special meetings for next week and then in June right after our regular board meeting. And those are the opportunities when you take a look at our uh updates, those are the those monitoring updates that'll be provided so that when at the building level, our principles and their SLT teams are talking about the goals they had set out and how they went about trying to accomplish those and how did they do and report back.
Uh Dr. White agrees. So I guess the suggestion would be uh does the board wish to maintain this expectation outlined in policy and would you like to include it in board policy 5120 under the heading nepotism? My immediate thoughts are it's a good policy. So it yes it's kind I I think it's probably a good thing. I think this certainly um if our lawyers were looking at it would also probably be frowning upon us if we did allow some of this to happen. So that's a good thing. Um I also had a suggestion that there should be a hyphen or a slash between supervisor subordinate relationship but that's minor minor details. I do like the idea of sticking it in a policy generally on topic and that keeps it updating so that we'll know that this is our policy. The rest of it is under it.
If we could take a vote on that amended language with just keeping that bottom paragraph and changing the date to no later than the February board meeting. Jason Jansik. Yes. Bridget Sandlin, yes. Darling, yes. Mindy Hartman, yes. Katherine Potter, yes. Stacy Salt, Julie Jetty, yes. And that motion is approved. Next up, we have close session. This for the appointment, employment compensation, discipline, performance or dismissal of specific employees of the public body 5CS120-2C1 and also for student disciplinary cases 5 ILCS120-2C9. May I have a motion to adjurnn to close session? So moved.
So, thank you. So I do want to mention that uh I think the clean energy center sees us as one of the leading uh trainers and becoming quickly one of the experts in clean energy uh arena. So last week the clean energy center did a summit where they've invited over 250 experts in the construction industry, clean energy industry and Susan was one of the keynote speakers of that because of the work that we've done and the respect that clean energy center has for the school and footwork the relationship building that has gone on over the last three or four years with them. uh they asked her they invited her to be uh keynote speaker at that summit last week. So goes to show you that uh how important this work is extremely important to us that it impacts every one of our our careers careers here at GLTS and we just want to make sure kids are well prepared to to uh for the future in this particular area.
communication and collaboration collabor and continuous improvement evolstante. Guided by these six competencies, the board created a set of goals and guardrails and the goals reflect the community's vision for student success. The guard rails reflect the values and set boundaries for leadership. competences. Progress monitoring is what we're going to discuss next. And that's what we're doing tonight. We have some progress monitoring reports to go over within this framework. One of the most critical components is progress monitoring. between the board and superintendent where we ask the following. One, does student performance match our goals? Is there evidence of growth towards these goals? When done well, monitoring supports by the uh monitoring supports the district by the following. Modeling effective leadership [Music] clarifying strategies and next steps. Setting clear priorities across the system and providing continuous feedback for improvement retro. This is how we hold ourselves accountable to the outcomes our students deserve.
Uh ACT measures it. Uh and part of that is uh taking core courses. And when we first started this, about 40% of our kids were taking core courses. Today, over 70% of our kids are taking core courses. As I said, our AP numbers have doubled over that time. Uh we have systems in place where we better monitor our graduation rates. We have counselors who work tirelessly uh to make to track our kids. Tableau does that is one of the tools we use for that. Mosquite High will tell you that every three kids is 1%. That's the level of detail counselors have gotten to on the campus. My job is to keep it in front of the principles all the time and their leadership teams and their instructional leadership teams uh so that school life doesn't take over. as a principal for a long long time and when we would get into school improvement we'd start at the beginning and maybe we look at it at the end and say wow what happened from July to to June uh because every 45 days we meet with every campus uh we are relentless and we uh expect that they're going to pursue their goals and their action steps uh and They do.
Um, you know, that's one component. The second component then is at a district level supporting the uh specific board goals that will be discussed later. you know, how how have we done as an entire district and that'll be our presentation? Um, and then if you take a look on that slide, you know, you so dcc meetings typically occur once a month and it's on the Monday before the Tuesday regular board meeting. Um, the staff updates are, you know, that conversation I just had right with you right now where we're we're presenting to you twice a year. And then um the subcommittee meetings, those are the committees you're currently sitting on, you know, and that's where the work kind of comes down and flows through all of our committee structures that are outlined in our collective bargaining agreement. Just making sure I provide clarity for that.
So 5120 sounds great. Is that like an official We're not voting tonight, but I I would certainly back it. No, I meant like the hyphen. Oh, yeah. That's That's a mean nitpicking. I like it. It doesn't mean everyone does. It must have been left off of the off the notes because it did exist in 515. So, there was a hyphen there and 5:15. Um, so yeah, we'll make sure that hyphen, if the board decides to move forward in that way, that that hyphen between supervisor and subordinate is there. I didn't even notice that that I didn't know you had a printed one, but no problem. You know, I like being extra, right? Thank you. I support it going to 5120 also. Okay.
Any discussion? Hearing none. Take a vote. Bridges Sandlin. Yes. Darling, yes. Mindy Hartman, yes. Katherine Potter, yes. Stacy. Julie Jetty. Yes. Jason Jansik, yes. Motion to approve. Open session ends at 7:28 p.m. Forgot to um we're upstairs. Yes.
Any other questions? So, I'd like to thank you very much again. It's good to hear from you. Know we've been a long one question. So, before you leave and I know it's going to be a big number because you do a fantastic job for us. Can you tell us how much grant money you brought in this year and name the program fiscal or or calendar? Okay. Well, I say fiscal year. Give me a synopsis. I want I do know and I just want everybody else to I would have to go back and look. It's that you know our grants. So our grants are are in different categories. One thing we have the entitlement grants that um Melissa was talking about that are audited every year. And so that's grants. They call it entitlement grants because it comes to our our school. Um we just have to put in the application and we will receive it.
This is how governance truly serves our community. And with that, I'll go ahead and turn it over to Dr. Dupin to get us started on our progress monitoring reports. Thank you, Vice President Gibson Mlan, members of the governing board, Superintendent Mound, uh members of executive team, and our community members who are with us tonight. As mentioned, the governing board has adopted four student outcomes focused goals. Tonight, the focus of our progress monitoring this report is goal one, which is about decreasing minimal proficiency in math for our eighth grade students. Goal one is that the percent of eighth grade students that score minimally proficient on doubleASSA math will decrease from 73% in August 2023 to 48% by August 2028. Our annual target for this year, which we are awaiting data on, is to decrease from 77% last August to 71% by August of 2025. Tonight, we'll be reporting on two uh measures.
Uh there are some just amazing teachers on campuses. I've had the good fortune, as Tia said, through learning walks to be in a lot of classrooms. Uh, I've worked with every every school uh with their teams and uh at the junior high we recognize that this next year we'll have a a seventh grade reading class because we know that there there are gaps in our our learning and uh we're prepared to to address that. Uh the see if I how did I do can I stop you and ask a question? Sure. Um, you double the AP kids. Just a just curious how do you go about identifying them and then monitoring them um to get those numbers up. That's a great question. Every uh October kids take the PSAT and that generates a list called AP potential. Uh that and we monitor their grades uh starting in eighth grade.
So when we talk about collaboration, that is one of the essential value core values that is in our strategic plan. that, you know, was something that was um heavily brought up during the strategic planning process and, you know, we heard that being alluded to today by uh Drew in his um uh BEA update. So, that collaborative process, heavy ELA and reading material work going on, uh a lot of focus about how we're going to implement that successfully next year. And that's just one of those key examples of how there will be some good opportunity for the board to monitor that progress and data next year. All right. Uh so now let's get into the meat of today which is the measurable goals. We talked about strategic plan implementation structures and systems and your role in it. Um and now talking about measurable goals. in your strategic plan aligned with each of the three strategies is what I'd call a fairly long list of metrics that um could be used to track progress on these goals.
Any questions or anything else? Okay. Um 5100 is uh staff development program. I was just going to ask if the board would consider adding the additional training requirement for lunch supervisors to at the very least review the technique for Heimlick maneuver um prior to supervising students um in the cafeterias. And I just believe that this I know it's not a state requirement, but I do believe it is the community's expectation that the people in the cafeteria supervising our students know that training. But um Dr. white. um let me know that this is the pol all the requirements that we're seeing in the all the trainings that we're seeing in policy 5100 that those are state required trainings for staff and um so he was recommending that it just be written into the AP manual and the AP manual um is out of date but it'll be updated because it's already in um the district has already decided to implement this training.
So that's probably about a million dollars right there. And then we also have grants that are um you're going to call the skills capital grants and those are ones for um infrastructure. It's building or equipment. And so this year we were disappointed. We only brought in 750. Um the previous our previous grant was 4 million. Um so you know it depends and I can't remember we have other so other equipment grants like I mentioned the 750. Um, and then there's a number of grants that are for our um, day program and I work very collaboratively with all our other administrators to get those applications in. And I'd say that's probably a couple hundred thousand every year. And then the workforce development grants, you know, we probably it's a million dollars that we bring in a year. And, you know, it depends. Sometimes there's more funding.
Our current measure 1.1, which utilizes our DNA math benchmarks, and interim measure 1.2, which also uses our DNA math benchmarks, but focuses on fifth grade learners. This table focuses on current measure 1.1. Highlighted for you are the percent of eighth grade students scoring minimally proficient in math. We have added to this uh per governing board member request detail about the number of students in each of the uh in the all student subgroup for each school so that you have a reference for the number of of students that are there. So in our analysis of our benchmark uh performance, the May 2025 rate of eighth grade students scoring minimally proficient was 80% on the post test and it is a little higher than in 2023 2024 but lower than 2022 2023. The rate of eighth grade students scoring minimally proficient decreased by 13% overall in 2223.
If you're getting an A or a B in in a a social studies or English class, we're going to recommend you take human geo as your first AP class. And that's had a profound impact that getting that first AP class as a freshman uh sort of gets rid of some of the anxiety. We uh uh we ask counselors to be relentless in taking biology, chemistry and physics as their core courses in science. Uh initially we got a lot of push back on that because you know kids couldn't do the math and chemistry or physics was too hard. Physics and chemistry are our lowest failed classes across the district today. uh we have uh exponentially changed the trajectory of lots of kids just by being aware of uh courses they could take and as a result of that our IP numbers have gone up our IB numbers are dual credit all the way around.
And um the reason that I'm a big advocate for a short list rather than a long list of metrics is when you have 10 things you're looking at to tell us are we making progress on this goal and you see in those 10 things we made progress in three, we regressed in three and we stayed the same in three. The seven of you might have very different ideas of whether or not we were successful. But if we have a short list, one or two that we say these are the things that we believe by improving these everything else will raise with it and there is some very uh there's evidence out there around what those should be or could be. Then we can say if we're measuring progress in these areas and we're breaking that out by subgroup, by population, by the things that are important to us and valuable to us, we can actually get a really good sense of are we moving the needle for all students in the things that we uh really care about.