001welcome you all to our school board meeting tonight. We're going to go ahead and start with the pledge of allegiance. >> I pledge allegiance to the flag of the United States of America to the republic for which it stands indivisible with liberty and justice for all. >> Do we need do we have any needs for translation tonight? No. Okay. Um, at this time I will accept a motion to approve tonight's agenda. >> I will make that motion. >> And I'll second that. >> Motion made and seconded. All in favor? >> I. >> Any opposed? Motion passes 40. We're going to go ahead and throw it over to our student reps for our student rep report. Okay. So, senior night for football, cheer, band, and drill team is this Thursday. And also this week is we're
002celebrating Red Ribbon Week, which is a drug awareness dress up week. And it's about being drug-free. So, Tuesday, it's only a three-day dress up. And for Tuesday, tomorrow is put a cap on drugs, which is you wear a hat or a cap. And for Wednesday, it's team up against drugs, which is you wear jerseys or anything sports related. And Thursday is red out drugs, which just you just wear all red. And like you could go during uh I think lunch and you could be like in a raffle like if you participate in these dressup days, you get a chance of winning like a JBL speaker. >> Okay. So this is have this has just been brought up to my attention by a lot of students. It's um how students are noticing changes in lunch. Oh,
003in a good way. In a good way. So they're saying [laughter] no. So um there a lot of students I feel like are getting more lunch now be just because one change which is from what I've seen is um we're getting different variety of chips. I don't know where that came from but I I guess it's a good thing. >> [laughter] >> Sorry, this is so random. [gasps] And then um I also um I saw sister Amy and Marissa at the um site visit at the OS [laughter] and I want to say sorry for cuz they had to witness like my um so for AVID that same day was binder checks. So we had to be organized and all of that. [laughter] Everything was everywhere. I was like um fixing my backpack and then they
004walk in and I see Principal Toler. I'm like scrambling to get everything together. But yeah, [laughter] [snorts] thanks ladies. Um do you guys have any questions for our student reps? I I'm curious how did you guys feel it went at the career day? For me it was awesome. I met so many new people. Um the week of the career showcase on Saturday, I went with um Classic Grillin and I was able to like um [clears throat] have a day with them for like two hours. I didn't do my full site visit with them just because I had seen your photos that day. Um and it was amazing. I met a lot of amazing people. Um I got like five site visits just to like kind of see everything. Uh I think it was very beneficial
005especially for seniors and I did sign up for a site visit at the hospital and I think it's a really good opportunity for seniors to like get an interest of like what they want to do in the future for their career. So I think it was it went really good and smooth. >> Great. >> And the fries were good from the food. [laughter] Um do you guys have anything you want to add before we move on to board member discussions? Okay, we're going to um turn it over to Director Gerber for our legislative report. >> Uh nothing major today. The WAZA elections are over and we submitted our priorities to WADA. WASDA's been um kind of sending out some stuff for how to um handle the federal shutdown which is still happening. So nothing too
006new for me on the legislative side. Okay. Um, November 3rd we have our Scutney Springs site visit. And we need to also talk about our WASDA conference. Really quickly, for our site visit, we'll be meeting in the library at 8 a.m. [clears throat] And don't forget to invite people. So for the WASDA conference, I just need to find out like who's going like in private vehicle, the district vehicle, are we car pooling, all of that kind of stuff. >> Remind me approximately which when when we leave and return with the district vehicle. >> The dates on here. I think we're leaving on Thursday morning. Mhm. And then we'll be back Saturday. [clears throat] Are we Are we leaving Wednesday? >> Yeah. >> Okay. >> We're going to Okay. >> Not to be annoying, but I
007I don't know yet if Yeah. I mean, I'll be there. I just don't know if I'm going to drive myself yet or not. We're good. Okay. Oh, no. Oh, never mind. I figured it out. Um, okay. At this time, I will accept a motion to approve required approvals. >> I'll make a motion to approve the required approvals. >> I'll second. >> I have a motion and a second. All in favor? I I >> I >> Any opposed? Motion passes 40. >> Now we have the opportunity to hear from our superintendent, direct Dr. Perez. >> Yeah, thank you. Just two items tonight before we jump into the high school report. So looking forward to their presentation. The first one is a three slide deck about a partnership we entered into with uh Pacific Lutheran University, Dr.
008Dr. Meek and I uh and Amy Paris had an opportunity over the last couple of months to meet with the folks at um PLU and talk about an opportunity for students like our our uh student reps here, seniors at Oll High School to streamline the process for uh applying and getting into PLU. And so you'll see here that through a a simple uh interest survey that takes about five minutes, if you're a student at a fellow high school and you graduate with a 3.3 or higher and you've completed algebra 2, you're you'll be admitted into Pacific Lutheran University. And over the last uh few years as PLU has tried to expand their uh all those colleges are are really very competitive looking for students to attend, right? and we have not sent a lot of
009students historically from Oll to PLU. So, they made a specific outreach to our school district looking to capture uh more of our students. Now, uh what's the benefit for the kids in our community? If you're a collegebound student, collegebound eligible eligible, it's a a program that the state puts out. Um you're also eligible for a PLU bound scholarship. And for our students, that would mean about $23,000 this year available upfront to help offset the cost of what is a very um costly institution. But it makes it more in line with uh state level schools. You also get some additional supports for campus tours and to you know bring your parents over and make sure that it's a good fit for you. you don't have to complete some of the uh course requirements that are particularly
010around foreign language and some other math and science requirements uh because they they're making an assessment that the diploma from Ollo High School is valuable and that students who do 3.3 work or better and pass algebra 2 are ready for rigorous college coursework and so we're excited about the partnership and and I hope it's one of many others that we're able to establish. So, we wanted the board to be aware of that and also our our senior reps and tell your friends if you're interested in PLU and think [snorts] it might be a spot for you. There's some opportunity there. >> So, this partnership is starting like currently. So, >> yep, it'll be for this year's students and what we will do behind the scenes. I know Dr. Meek's been working to put together a
011plan for our school counselors uh to uh share our data. We had a data share agreement with PLU. They'll sort the students. They'll reach out. They'll contact you, see if you're interested, those kind of things. So, it's currently in place. It'll be for this year's graduates. >> Well, they have like an on-site like direct admissions. You know how Centure and Eastern does that? >> Yeah, they they do have that opportunity as well. It's it's very similar to that program. >> Oh, okay. >> Okay. >> Remind me where is PLU? >> Uh in Tacoma at Tatown as Dr. Meek refers to it. And then the the next one is around uh no slides for this one, but for what seems like 10 years, but I think it's more like a year and a half, we've been
012working on the Oello school district website. And so there will be a refresh of the website. There's been a lot of work behind the scenes to take our information over. Um a lot of design work that the Leo Lemus has been leading. Um we're ready to launch that on November 15th. So, we're hoping on that day that everything transfers over seamlessly and our parents and our kids and our uh community members are still able to access information there, but we're excited for the fresh look and wanted you to be aware if you hear from community members that hey, the website looks different, what's going on. It's been a long-term project and um I think when the returns, it'd be nice to have her come in and share with the board what that process was like
013and perhaps get some feedback from you all about the new website. So, that'll be coming soon. Um, so you said November 15th. At the next meeting before that, could we get just a small presentation like show us and navigating it and everything that we can >> Yeah, we can see if there's Yeah, I got you. If there's like a uh sort of sandbox way to play with the website and and look at it. Yeah, we'll work on that for sure. We'll add that to superintendentformational items for the meeting on the 10th. Okay, that was uh that was it for me this evening. Okay, we're going to dive right into our OS site visit. [laughter] >> No pressure. probably >> can you guys hear me? Yep. [laughter] So tonight we're here um you guys were with
014us last Monday and you guys heard a little bit of our story and just kind of anecdotal things that we've been experienced around facilities standards reference teaching and some of the um off-campus lunch privilege and our fencing. Tonight we're going to um show some of our data um to kind of give you some more details around the work that um we've been working on. So we have been working on systemic goal number one which is using data to implement integrated district and schoolwide systems um so that we can ensure that all students and staff are known and cared for. We've been working on that process for about a year and a half. And what that really has meant is getting my admin team and I on the same page around when we're talking about a
015kid struggling with attendance, we're talking the same language. um as well as classroom teachers have been feeling um or the culture at the school has been. I h I'm a student. I'm struggling with attendance. I'm struggling with academics, but it's all been placed on the teacher. And this has really been our journey the last year and a half has been trying to go from a disorganized model where we can throw a bunch of things at a student and hope that something sticks so that we can keep the kid engaged in school to a more streamless process where there's teacher support and student support and we're looking at our data to really align. Okay, we have this bucket of kids who are struggling with behavior things. let's get these resources and supports available um to the
016students. If they um manage to hit in several different categories, then it's how do we work together to make sure that the kid has one point of contact to be able to have the academic support um or behavior support um available or we could even say attendance cuz attendance still is um a little bit of an issue. But we've been doing a lot of things and Josh will go ahead and talk about that a little bit later. Um so each administrator um has we call it a focus area. You may also hear us talk about it as a garden. Um, and so each of us are going to kind of talk to you about our focus area, um, and what we're seeing in our data and, um, also talk about a little bit more in
017depth around what does a success team, um, process look like and how we're using that data to drive some of our conversations. So, first thing we had to do is find a common language. So whenever we're talking about our students uh who are in red, green or yellow, we had to look at thresholds. We had to have our groups and this came um we had um [clears throat] feedback from teachers, from the sit team and our behavioral um leadership team. And as you can see there in academics um what we want to do is how do we encourage our students to stay in the green? We don't want them to have any failing classes. um one to two they go to yellow, three or more they're in red. And this is kind of aligned with
018what uh Cat had said earlier. What resources do we have? So if they're in these categories, we already have those resources ready. So we already know what to pull and try to get support for those students to get to um get their grades up. And then we'll also be looking at their credits. Attendance. Uh we look at here we started with a four-week and then we were talking about looking at a twoe span but based on four weeks we were wanting 90% attendance to stay in the green 80% attendance to be in yellow and anything below that you would be in the red which means um when we pull our data it's colorcoded and we know who we need to reach out to and give those supports. Tardies also, we're going to be looking at
019that. It's also tardies for a 90% 80% and below. Um behavioral. So are any referrals. So this is any referrals that the student gets, whether it's the phone referrals, whether it's um just anything that a teacher may do a referral for or we may have to write a referral for. Um one or less, you're in the green. And then it goes from there two to four and then more than and a suspension any suspension is automatically a red cuz we want to get support to those students as soon as we can. This also um is what our sports is looking at also for them to be eligible to play with our thresholds. Um not only has it been a partnership with the admin team and us getting clarity around our work, it's also been and
020our um department chairs and all of that. It's also been bringing in our counselors and other resources that we've had to really get clarity with them so that we're when we're talking about academics and failing classes or credits, we're speaking the same language with our counselors. Um, and they're a key player when it comes to our success team as well. So, the thresholds and all of the system has couldn't be done without our our counselors. >> Can I ask a quick question? Sure. Where would where do parents find out if their kid is in the green, yellow, or red? >> Brenda will be hitting on that a little bit later. >> Sorry. >> Um I'll talk a little bit about academics right now. And I I want to draw attention to when we talk about
021kids being in buckets or green, yellow, and red. It's not about labeling kids. It's about a way for us to keep score. How's the health of our system at the high school so that we can find trends in what's happening with our student body so that we can align the supports that they need. So while we do have individual student names in all of these different fields um we look at it at a bigger level and then provide the support to the individual student that needs it. So we have two graphs up here or two charts. One is on track to graduate. So that means that 91% of our seniors right now at a fellow high school are on track to graduate. Um, so if everything stays the same and the school year ends today,
022we actually assume that we're going to pick up probably another 3%. So our graduation rate is looking pretty good. We do have 5% of our current seniors that um need a little extra support. So we're working with them on credit recovery, things like that. Um, same thing goes for our our juniors and our um sophomores. I would highlight this year our sophomores historically have been around Thank you. have been around um 60% on track to graduate after their freshman year. That was one of the reasons and Scott will talk about this. Actually, I'm going to save this. I'm probably stealing your thunder, so I'm going to let you talk about it. Um but you you can just see where each of the grade levels is at. The next level we go to is our F
023list. Um and that's real time. We pull that once a week to see how many students are failing and what what classes they're failing. So to be in the green, you're passing all your classes. In the yellow, it's one or two classes that we're struggling with and more than three is um put you in the red bucket. So again, it's about aligning supports, not about labeling students. So you can see we have some um one of the focus areas right now is on our sophomore class getting them caught up in their classes. It just gives us and those eb and flow as we go throughout. I think if you were to look at this again in two weeks because we just had parent teacher conferences, those grades will all of a sudden start to pick
024back up. Um so that's kind of where it's at with with that. And like I said, if you saw our spreadsheet, which I can't share with you tonight because it does have student information, but you'd see a student name and then each of the classes that they're struggling in. So, we find patterns within classes, too. Like, for example, if there was a US history class and they had a big project and students were struggling with it, then we'd throw extra supports there to say, "Okay, talk to me about this project. What can we do to help get the kids through it?" Um, so >> quick question. Yes, sir. >> You mentioned credit retrieval. So once they do fall behind in credits, what's their best avenue for catching up in that? >> Um, our best avenue
025that we've had historically is doing online classes as credit retrieval or summer school. Um, summer school does help students pick up a lot of credits, but we also have students that go in and now we work on the edgeneuity program through um, Miss [clears throat] Jones or Mrs. Jones at at our our hub over at the high school. So they can go in after school. They come in on Monday mornings sometimes and work and and they just work outside of school. They come in to take tests. And since it's a credit recovery class, they only have to they test in each of the different areas for the class. And if they pass the preassessment, it goes on to the next one. It only targets them to work on the areas that they're struggling with. So,
026if it was an algebra 2 class and I got everything but like the last two units, it's going to focus me in on those last two units cuz I already know the top part. So, it's trying to help accelerate. They've already sat through the class once. We don't want to make them just sit through and learn stuff that they already know. Again, let's focus on what they're struggling with and get them the supports they need there. So, I I just wanted to step back for a moment to Director Prow's question, and I don't need to answer it now, Brenda. It'll be it'll be for for Director Prow, but where would you want to be able to find whether or not your students in one of those what what bucket they're in? Well, I know that
027um since Parent Square became a thing, that's where I go for all my information. That's how I communicate with teachers. That's how I find out. Um I do jump over to Skyward to find out their grades, but honestly, I mean, even on Parent Square, they'll say like, "Here's a midterm report." And send me a an overview of like my child's grades. So, I rely on Parent Square a ton to get information. So, if I logged into parent square and it said your child is a, you know, in a red situation or there was a red icon by her name, I would know like, okay, she she's in trouble both at home and school. But, [laughter] so, some celebrations I'd like to to talk about. Um, we started doing an intervention program on Saturdays after and
028after school last year, specifically with our freshmen. It worked pretty well. So, we kind of piloted it this year and now are pushing it to 10:12 as well. So, we have those systems and a new one this year for everybody actually came from one of our counselors. She's like, "We have late starts and we have a bunch of kids that just sit here in the corridor waiting for school to start. What if we got them some help and they did some homework out there?" and we said, "Well, duh. I've been working here for 10 years and that never crossed my mind. That's a really good idea." So, we got that put in place and we had 40 students show up this morning to get extra help for a Monday morning intervention. The first week we
029did it, we had two. So, it is um it's growing. [clears throat] It takes some time to build that culture and it's hard for students sometime to say, "I'm struggling in this class and I'm going to admit it by going to this." So, we've been reaching out to parents and saying, "Here's the deal. we can get you transportation. And I have to give a huge uh shout out or thanks to our transportation department. I send them the list of students that need transportation on Fridays and they pick them up in the morning on Mondays and drop them off. So, we couldn't do this if it wasn't for Marian and the team out there. So, um really want to thank them. Another celebration point is we have started or we decided this last year that the
030high school is going to move towards an ACT testing environment and we had 1100 students at a fellow high school on October 14th take the preac or the ACT. So everybody took it in the school at the same time. Seniors took a little bit longer cuz their test was longer. And they can talk to you about how grueling it was and they were all pretty exhausted when they were done. But was it the smoothest? No, it was the first time we did it, but we learned a whole lot and we're pretty proud of the fact that we were able to get that done and had so many students that really engaged in the process. Well, I guess I can click it. So, um, next steps for us, like some areas that we still have room
031to grow is we still need to continue to expand our intervention support, still build that culture of students coming in and getting that, particularly our afterchool and our Monday morning programs. Still continuing to grow that. Um, the next one is to expand our alignment of real-time supports for our students. There's always a slight lag in data because you have to gather the data and then identify the students. So, we're working on streamlining those processes so that when the need is identified that we're closing the gap on how quickly we can get the supports to them. So, um, it just takes a while again to build those systems and to get used to how we're doing things in this new way. Um, and the other next layer for me in my area is sending the data
032out to the teachers, which we do once a week, but then getting perception data from the students. Like, I know this student isn't read yet, but I think they need a little bit of extra help. So, getting that perception data and that feedback from the teachers to just increase our real-time support is uh the next biggest key, I think, for moving that system forward. All right. So, next we have the current reality of our current freshmen. Uh, in that second column, you can see their attendance. We have 90% of our freshmen that are in the green bucket. Uh, yellow, we have 58 students that are in the yellow bucket and we have 39 of our students that are in the red bucket. And I'll talk in in just a little bit about celebrations as far
033as attendance goes and academics. our behavior. We have 98% of our students that are doing what they're supposed to be doing and have zero or one referrals and you can see the numbers even below that are very very small. We have 1% are in yellow and 1% are also in red. Uh academics, we are currently at 59% of our students that are passing all their classes or may possibly failing one. We have 111 that are in the yellow and 37 that are in the red. And again, I want I want to mention academics and um attendance here in just a moment as far as a celebration. Wrong way. So, this has been mentioned a little bit before our academic supports. Um we do have Saturday school. Next Saturday school is November 8th and then our
034last one for second or sorry, first try is on November 22nd. Um, somebody had also mentioned that right after conferences, we'll have a big push for our students coming into Saturday school. I want to say last year we set a record of about 74 75 students showed up on a Saturday school. So, they were coming and making up a lot of classes, making up a lot of assignments and really helped out pushing them from either uh red to yellow or from yellow to green. Made a huge improvement. Um, we also have improve uh tutoring in the library from 2:30 to 4:30 in uh we have gear up tutoring. We also have a certified teacher there every single day. Um after school with teachers until at least 3:00. A lot of our teachers do spend a
035lot of their time um after school as well. Some are there till 4 and some are there until 5:00 working with students. And like David said, we also have our Monday morning uh corridor intervention which is starting to pick up numbers. So, usually in the celebrations, we don't talk about students in the red, but I'd mentioned that a couple times. And last year at this time, we had a little over double the amount of students in the red freshman than what we do this year. So, I I think that's a huge success, a huge celebration. Um, attendance has also increased. Um, part of that is due to our leadership students helping out with CBE and trying to uh show other students how what that vision is at the high school. Um, also with our our
036lunchtime privilege has helped increase that as well. Um, we have had 118 freshmen bring credits from McFarland to the high school anywhere from a half a credit to three credits. They're off to a very good start at their on their high school career. um Priscilla Tovar who is the freshman counselor and I have been meeting with students in small groups of about 8 to 10 and we've been talking to them about graduation and what it means to graduate, how many classes that they need and how many credits that they need just so that that they're aware and the students that we're meeting with are currently failing two or more classes. So, we're trying to get that information out to them so that way they know exactly what they need to do to be able to
037graduate. Um, as far as next steps go, freshman students, uh, we're going to be I'm going to be meeting with Priscilla Tovar, uh, individually and we're going to be having a meeting as far as looking at individual attendance and their behavior and their, uh, academics and trying to align them with some more supports that can help them in all three of those areas. and um also continuing with our uh academic supports with that meeting and and again trying to get more students in the different supports that we have at the high school. >> Can I ask a quick question? You said leadership was helping students with CBE. What What's CBE? >> We're gonna we're going to answer that in just a little bit. Okay. [laughter] >> You're two for two. I I have a question.
038Um, so there's a lot of conversation about the Husky Pack and and uh some of the new systems in place for tracking student performance and supports that kids need. You had the Husky Pack last year. What are what are you all seeing or what are the staff seeing around our sophomores? How are they doing? >> You can go for it. >> Okay. [laughter] We we are noticing that they are struggling a little bit more because there is a little more freedom for our sophomores. Um but we think that with the off-campus lunch privilege that's kind of toning things down but we are seeing that our sophomores are struggling a little bit because we held on to them so much freshman year and really helped them learn the processes that they are we are seeing that
039they are struggling a little bit. One thing that I noticed with my sophomore is that as a freshman in Husky Pack, there was a lot of supports around um I don't know if babying them or or what do you whatever you want to call it, but she um really just was I don't know what else to say, but some someone held her hand along the way, I guess it felt like. and she would go long periods of time um slacking off and then pull it all together at the end and be like and this year you can't do that. And so I have seen her struggles with well I turned in this assignment and my teacher's telling me it's too late. I can't even though I warned her and I think ma many of the
040students knew things were going to be different this year. You got to there it's going to be on a tighter leash. You got to you know get your stuff done. But I think maybe that's just information from a parent who had a freshman in Husky Pack and now has a sophomore that I don't know if she was underprepared or just isn't taking it as seriously cuz she really got the helps last year and so is struggling a little bit more now sophomore year. >> I think a lot of our our it's not just sophomores, it's a lot of our students are adjusting to the and our student reps are shaking their head like, "Yeah, it's everybody." because we're allowing the teachers to say after 2 weeks you don't have to take anything. Um because it
041was so loose and we kind of tighten that system up. So students are having to learn a little bit of a different lesson now where there are deadlines and you need to meet them. So it's not just sophomores, it's everybody that's kind of adjusting to that. And what you had mentioned that our Husky Pack teachers had noticed that as well and so they were kind of hoping to tighten things up a little bit so that way they wouldn't have that I guess sophomore I'll say withdrawal for lack of a better word. >> Yeah. Yeah. Great. >> So good evening. Um relevant to attendance. Um this is the a snapshot of the last two weeks when we put this together. Please keep in mind this data changes every week. Uh but the last time we ran
042this on the very top I gave you guys a total of the number of students that we had um enrolled in how many kids were in green as an entire school. We're sitting right around 3/4 of our uh student population that are missing two or less days in four weeks. Uh when you look at this diagram, I'm not going to go through each one of these, but we were talking about sophomores. Sophomores actually had the best attendance. more most students in green uh during that last two week period of time. But again, this does change. So, it kind of goes in phases uh depending on what's kind of going on in in in in our school at the time. So, again, when you look at all grade levels, again, it's three 3/4 of our school
043is in green. And I know that we're encouraged to focus on the greens and we have a lot of systems that we're putting in place to keep kids in green. But I also live live in a world of red where I look at who these kids are because we try to put systems in place to let uh to to help these kids not fall between the cracks and you'll kind of be hearing a little bit about some of those systems, but this is our uh attendance. Um and again, we we do a really effective job. I didn't put it up here as a celebration, but obviously this is my first year at the high school and I commend them for the work that they're doing with collecting data. The first few weeks it was it
044was it was confusing. It was a lot of work. Um Jesse Reyes, my secretary, had to go to David a lot because we our dates have to line up in order for it to to uh all make sense. So the collecting the data is one thing and then putting um pieces into play for the work as what are we going to do which is the action steps and I just kind of want you guys to know what are we doing differently in the area of attendance. Uh because I know that the community often asks you and often asks us, hey, what do you guys do? So if a student is not coming to school, I call it step one. What are we doing? We do the automated phone messages through parent well parent square. We
045do human phone calls as well to make sure that these kids uh maybe a parent just as an oversight, they forgot to call in to excuse them. Uh we also have uh face toface meetings with uh myself, Jesse Reyes sets up every week. We have several meetings going on in our place. Um, we have admin, counselor, teacher collaboration through emails. So, every student that we that we communicate with or every parent that we communicate with, whether it's by phone, whether it's at Walmart, whether it's, uh, in person, we send out an email to all all players, meaning all counselors, uh, or I should say the specific counselor who the student belongs to, all of their teachers as well as all as OS admin. The reason for that is that we're all in the communication loop
046with a specific student who might be going through some hardship in their life. If they're still not coming to school, we go to step two, which is where they start losing their off-campus um lunch privileges. And Lindsay, you say you're going to skyward. If you notice the black the black X, that means your son or daughter has lost off-campus privilege for one of these three focus areas. >> I don't think parents can >> Oh, parents can't see it. Oh, my apologies. I guess you cannot see that. Maybe that's coming. >> I am curious though. Will parents be >> that might be coming with the when they talk later on about the >> So, one thing parents can do is they're if they're curious, they can call the school um and our front office ladies can
047tell you or tell parents where their where their kids are if it's an attendance, academics, or if it's behavior. >> Is there plans for that to show up on parent square? We are looking at to seeing what are other ways that we can streamline it so parents can get the information. >> So in addition to losing the off-campus privilege, we also have uh student success meetings and these are held in the hub. We have anywhere from 8 to 12 students that come in at a time. These we usually have two to four of these per per uh week where we're meeting with the students. We provide them with their attendance report. We provide them with a contract that says, "Hey, this is where you're at. This is what your uh current um unexcused absences look
048like." encourage your parents to come to call in to excuse you and then we give them the next steps in case they don't improve their attendance. And oddly enough, the majority of the kids that come to the success meetings are improving regardless of their grade level. We've kind of modified this every week. We're now going by grade levels. When we don't have a lot of, let's say, freshmen, then we'll merge freshmen with sophomores for these meetings. Um, again, we also make them aware of all the of the academic successes that Scott talked about, that David talked about, and we invite them to attend uh those as well. But again, remember, we're trying to get them to show up to school first, and then we can go to the extras, but we still make them aware
049of it. Step three is we then have a parent attendance success meeting that is usually held after school or towards the latter part of the school day. And this is where the student and the parents come in and we make them aware of where their son or daughter's at. We also make them aware of the next step which is a community engagement boards where we actually file a a formal Becca petition. Again, if a student is over the age of 17, we're probably not going to file a truency petition because it's a lot of work and they're 17 already. So, we basically talk to them like an adults and try to coach them and convince them to come to school. Um, again, at the end of the day, uh, 17 and 18 year olds, it's
050it there's no purpose of going to a community engagement boards or even a a formal district court truency hearing. So, that would be step five. Uh, this year has been our best year. This is another celebration. We have yet to get to the parent attendance success meetings, but I know that I will have one either this week or next week. So, it's the first round. We're also barely getting ready to start our first community engagement board, and we're already almost in November. uh we would have had four of them by now in any normal year. So some of these processes they do take a lot of time but they do pay off and I know what you're looking at in the data but any given month the data can be 5% higher 5% lower but
051our goal is to shoot for 90% or better as an entire school. I would say that we not only would have had four CEB meetings where we have the parent meeting with a board, but we would also already have 200 kids that were needing to go through the process. So, that's definitely down because of the targeted work that Josh has been doing with home visits and having ongoing conversations with families about the supports we have available. >> Can I ask a quick question, Josh? >> Yeah. on this page with the attendance is that excused or unexcused? >> We look at unexcused. >> Unexcused. When >> Let me go back David on that particular sheet. That is >> it's >> unexcused only, right? Okay. >> Okay. >> And and the main purpose for that, Lindsay, is
052because if we started looking at the excused ones, we're going to run into problems because parents um they excuse their kids and that's their right. So, we don't want we want to avoid those issues and focus on the unexcused only. So, but a lot of times parents forget to call in for let's say a surgery. So, that's why we do the human phone calls just because we want to make sure so we don't upset any parents. >> Uh before we move past that slide, I would like to ask the board members a question about um often times you'll hear from community members or staff about are we setting them up for success in the real world. I think about that with the late work and tightening that up a little bit. If you look at
053this here as employers or supervisors, how would this compare to employees who have poor attendance, would this line up well or what would what would you tell kids about when they show up to work for you? Are they going to get this many opportunities? >> Definitely not. >> Maybe not five. >> Yeah, >> maybe one or two, but >> get a warning and then you get to meet with HR and then things like that. But yeah, >> we don't have HR. I'm I'm the HR person and I I would not be happy. We wouldn't have five steps, but I I mean I think it's setting a good foundation of like, you know, hopefully tightening up some of their actions. >> Yeah. And I think it's important for uh when we're thinking about um young people,
054right, who are learning the process that we make those connections for them and let them know, hey, here you have all these opportunities where we're going to intervene and support at work. they're going to say, "You need to be on work next time on time. Oh, you called in again. Hey, we're going to we don't need you anymore." And how quickly that employers will move on. And I think the categories that the high school has identified around um academics, behavior, and attendance are really important because when you're looking for employees, can they get along with others and do they come to work? All right, we can start there. >> I'll train you on what we do in our business and what we expect you to get done. So, thanks for that. again creating good habits.
055The number one argument we hear from kids is uh what does it matter Tovar? I'm passing my classes and it's about habits and instilling positive habits that are going to help them keep their job in the future. I was also uh asked to give a kind of a an update on how the transition from DOHS to OS has been for a lot of our students. The disclaimer is I'm not speaking for every single kid, but I do talk to uh the majority of our students. And one of the things that we committed last year was some of these support systems like, hey, we're going to have these hub classrooms for these kids. That continues to be the case and it's ongoing. Those are not just for DOHS past students. These are for any student who
056would benefit from a smaller classroom size. The uh Husky Hub action framework, this has to do with uh basically us focusing on attendance uh their their behaviors, academics, all the supports that we can give in this particular office. And I think the biggest surprise about the hub office is the amount of traffic that we get. It's crazy some days and it's um it's a good thing. It's just a really good thing, but it's just a big hub for for anyone to um I guess to come and and find the resources that they need. Individualized plans. We do this on a daily basis depending on what the need of the student is. And it varies from a modified day, putting a kid in opportunity program, online, digital learning. So again, we we have all of the
057above providing services on in our online digital learning program with Mrs. Jones, Mr. Jones, and the work that they're doing. Currently, we have 12 students. Again, that number changes like almost daily uh depending on the need of the kids. The opportunity program, I'll just remind you guys because it says four students currently. Remember that this is also for kids that are short-term and long-term suspended at both MMS and OS. And right now when I before this meeting, I think I said we had 12 or 14 students currently in there. Um some of those kids are in there for 4 days, some of these kids are in there for 3 days. We got kids on deck that are waiting to come in as well uh that haven't been released from uh Martin Hall, but they'll be
058coming in here in the next few days. So again, kids come in, kids go out. Nobody knows why they're there. They're just there to get the help. And the help that they're getting is uh using Google Classroom. Some of them might be on Ingenuity depending on how long they're going to be there. and we currently have a handful of uh MMS students there as well. And then re the revised of the revision of the truency process. We we're living that every day and in the work that we're doing. So here's um some stats. So what we had when we first started the year, we had 48 students who made the who made the jump from DOHS to OS. 18 of these kiddos were they they were aging out. They didn't have enough credits. they saw
059um basically the the the pathways that they had and either uh they felt that going to work or going through the GED was a better route and out of those 18 we're pushing 40 plus students right now at Skill Source and that was as of last week on Thursday or Friday when I talked to Alicia that's a really healthy number so they really appreciate the collaboration between the what the work that we're doing at OHS and sending kids their way two students uh are still at the Washington Youth Academy they started the year there and uh they're scheduled to graduate here in late November. And then we have one student at Running Start uh at CBC right now who's I think I heard today um doing pretty well. So we're super proud of her. So
060uh that's kind of an update of what we have for our students. Um academically 22 students started the year on an academic contract which is which basically means they're on the verge of if they fail classes they may not make it for graduation purposes. Three students are in red. Out of those 22, uh, one dropped out and decided Skill Source was a better route for them. And zero students are failing more than one class right now that came over from DOHS. It's really funny cuz they'll they'll tell you, "Oh, I hate it here, Tovar." But yet, they're there every single day. And they're having fun in classes. So, I think they have a front that they didn't really want to come and they still have to keep up that front, but at the end of
061the day, the majority um found it like comfortable and they they're finding a home there at OHS. So, but don't get me wrong, we still have a couple kids that um would rather be in a smaller environment. So attendance, we have three students in red um from when we put this presentation together. One student with one major referral from DOHS, but um most of our kids are doing pretty well. Uh we have three students who were greatly that we are greatly concerned about and like I said, out of those three, one of them already decided to go to skill source because of her age. um improved truency processes is basically what I already talked about, but um overall we just want to make sure that the systems that we have in place are effective and
062they're and they're paying off for our students. So, uh that's that's it for attendance. If anybody has any questions, >> I have a question. It might be >> a little bit off topic, but do you have any students from the high school who kind of self-reer to the hub? Kind of it being a little more normalized. the OHS and OHS aren't super separated and feeling more comfortable. >> Yeah. So, they come in different ways, Mariah. So, like some say they want to go online and the thing about when a student says, "I just want to go online." You got to really look at what are the reasons. So, there's a process that you have to go talk to your counselor and then wi with the counselor's help, they'll they'll fill out an application to see
063what are the real reasons why they want to go online. If a student has genuine reasons, the teaching and learning team, they they reserve the right to approve or not approve a student. If you're just trying to run away from school and you don't want Tovar to take you to court and you just want to go online, that's they're going to see through that and that's not going to be an effective way. But if you truly need that type of learning environment, they'll put you in there. Sometimes it might just be you need like a different English class in a smaller environment. So we have core classes in in uh through we call them hub classes but they're basically a smaller classroom environment uh that is designated to help these students in those areas. So
064we do have every day we have kids self-reerring. They don't all get in. Sometimes it's our teachers and our administrators that think that environment would be more beneficial for a particular student and we'll do whatever it takes to help a kid be successful. So I have a question. So skill source is like a not an alternative. Oh, what do you want to call it? Well, because from what I'm understanding is if like it's kind of like a second backup thing if you don't want to graduate. Is that what it is? >> It's an alternative pathway to graduate. You can earn a high school diploma through Skill Source. You can also learn a you can earn a GED through Skill Source. They also offer a lot of work source programs, uh, which means they'll help you
065pay they'll pay half your your salary, but they'll place you in a position, let's say, at the um, uh, what's the place across the street from the high school? Uh, the lighthouse. We've had a lot of kids get placed at the lighthouse. So, they it depends on which program because when you come into Skill Source, they kind of interview you to see which program would be best for you and what are you looking for as a student. >> Tag on that. We partner with Skill Source through the state. There's a program called Open Doors Re-E-ng. It's a dropout prevention program. Um, and they're our partner in they manage that program for us and they kind of run that for us. So, they're part of the Athella School District, but they're a private thing, but it
066it's really the the last ditch effort to keep a kid engaged in school instead of just having them completely drop out. So, all of what Mr. Tovar said, but that's the the technical designation it falls under for the state of Washington. All right, the off-campus privilege. Um, so this one was started off this year. We decided, okay, we're going to do this. Uh, we weren't expecting it to be in uh ready to go till October cuz we didn't. That's when we thought our fencing would be in, but they got our fencing in like right at the beginning and so we jumped right in. Uh some things that we have found out is that since it we've started it until we took the last um data, we we our attendance had increased by 40%. So that's
067the classes through the whole day because if they're if they're not in class six periods whether it's two today, three tomorrow or whatever, six of those count five, six >> six count as a day. So um our our daily attendance did increase by 40%. Also whenever you look at the data that we've shown our attendance is sticking around 96%. So kids, 96% of our kids are coming to school and and staying there. Um what's really neat is that we'll hear side conversations where uh kids will have they won't even try to scan out for lunch because they'll say, "No, I already know I have too many tardies. I'm not even going to try." So it's be it's becoming a culture and the kids are understanding the expectations and so they know what we expect of
068the students and the performance and they know how to fix it. um parents are contacting and asking if students attend available supports. So whenever the parents have been contacted or they know that a student has been invited to Monday uh support or Saturday school, we actually have parents that will call and say, "Did my student attend?" And so we do have attendance records. They sign in and we're able to let the parents know if they did or didn't. Um and then we go from there. Did you want to add anything? Okay. Um, so with all of this, just with the conversations and looking at our data, our students are becoming um, more accountable for their actions and then and they can also speak to you as to what they need to improve. Um, we've also
069been hearing from our teachers. Our teachers are saying, "I'm seeing kids that I've never seen before." Cuz they would like maybe skip fourth period cuz it's after their lunch. So, they're just going to take a longer lunch and they're not going to come back. Now, they're here because they know they can't miss that period after lunch. And so, they're getting to see the students that they normally have decided to skip. So, they're getting to know more of their students and building those relationships uh and helping them be successful. Um also with the fencing and this is not only this is staff and students, they are feeling safer especially with this open as our campus was. And um we hear a lot also from the teachers in the back portables that with that fencing and it
070being regulated and everything, they're feeling safer. They're not having to watch their students plus look out the window and see if who's [clears throat] coming or who's going. Um we're serving they said 700. >> So last week, prior to last week in your site visit, we had been told that they had served about 5600 lunches or breakfastes. Um last week they hit their ultimate high since co which was 720 lunches. So they're the you mentioned [laughter] >> more kids are eating at school. That is that is a >> that is a reality. >> Yep. >> Um and also the admin are able to be more visible. Also with the fencing and everything, um we have some of our favorite spots that we're seeing this they parents really do see. They've even made a comment. We've
071got was it an email or we got a phone call or something? A parent was driving by and they've seen the the admin out there. They've seen security out there and they have commented on how thankful they are and they feel like it's made it safer for their students and um they're just glad that they see us out there. Um let's see some of the challenges that we have come uh the facility um so with the increase of our lunches the seating for our students is getting tight. So, it's really hard for all the students um if they stay on campus because our our lunchroom will only hold >> about 350 students. And so, if if it gets more than that or if we're looking at inclement weather or anything now, we're trying to okay,
072what are we going to do? So, we're that's one of our challenges that we're thinking about. Um, also what we found out, one lunch, it doesn't work. It's very chaotic. It gets a little crazy. So, we are looking at, well, David's looking at making sure that we can have a bell schedule that would allow for two lunches no matter what the schedule looks that looks like that day. And, um, again, this is helping our kids want to stay green. And it's amazing because I've got to have have so many conversations with students because they'll um so I'll mention the zeros and the x's, the O's and the X's. Um so when the parents fill out the form giving the parent the students permission when we on our end when we look up the student, there's
073a blue O. There's a blue there's a square with an O in it, which means the parents have given permission for that student to leave campus. beside that O, if there's a black X, then that means that either, and I have six of these, parents have called and said, "Take my student off of lunch privileges and until I hear further, um, or they have become red in those three areas." Well, either tardies, um, attendance, [clears throat] behavior, or grades. And the conversations I've got to have with the kids is that, okay, what? Why? Why? And I get to sit down, talk with them, and let them know that this isn't forever. It's and here's where you need to improve. Here's what you need to do. And then if it's grades, we try to do it
074within a week. Because if they're going to put in the work and get their grades up, then we try to make sure that they get their privileges back within a week. The others is usually a two-eek rotation. So, if they're on the you can't leave campus, but here's what you need to improve and if you do that, you get to leave the longest in two weeks. And that's been really good because the students go the students have even asked me, oh, so it's not for it's not until the term or whatever. And it's like, no, you get you get to work earn it back. We we want you to have this privilege. So, that's been really good on my part. I've I've loved the conversations I've had with the with the um students. Um and
075again, this is the families also communicating with me and talking uh with me and letting them know what their expectations are for their students. Uh the one thing that we're finding because we are having so many more students on campus um is the thin supervision. So, we're trying to think of things of, you know, can we get parents to come in and help us um just be present? Um, so around the fencing, um, around just where students are eating. Uh, I've had to talk to students today about their lunch trash, you know, and ask them. They did a great job today. They followed through. Um, because students are finding anywhere they can on campus to sit and have lunch. Um, so that is I think that's kind of where we're at for the supervision because
076I do pull the paras for the scanning. So I have about three pairs per lunch to scan and we get through the lunches in >> 6 eight minutes. >> Six, eight minutes. Yeah, it's pretty quick. And plus the the students already know the routine. They know to have their ID ready and they're ready to go. So it's it's been really great. the students have done really great with this. >> Uh [clears throat] before we move past the lunches, I do want to make uh one one comment and then um it might surprise you a little bit. I've been working with Amy Suarez and uh Dr. Meek and Sandra Veril and John Weisman and we've been talking behind the scenes about um the lunch seating issue. So, I think we're going to approach you probably next
077week about purchasing some uh seating that will accommodate more students, is more easily moved and housed and thinking through some of those things. So, I think that's on the horizon. The other part is is a comment more about um particularly secondary students and I think what some kids feel about embarrassment eating lunch at school cuz it's free, right? I want to go to McDonald's. I want to go to Subway. I want I want to do those things with my friends or I just want to get in the car and I'm not going to buy anything but I'm going to be in the car with them and not eat. And now we've created these circumstances where more kids are going to be on campus. And so can we make it more comfortable? I think it's particularly
078important in our community if you ever are around town when Second Harvest is in town or you drive by the food bank around lunchtime uh when they're giving out food. Food insecurity is a real thing in our community. Uh so this is a really good opportunity. And then some of the impacts right now with the SNAP program across the country and in in Washington, some of our families are going to lose the opportunity to participate in that program. And coming to school hungry isn't really hard to learn that way. So if nothing else comes out of these things in the next few months, it's that we're able to give kids a hot meal and make them feel comfortable at school. So thanks for putting all that together. >> And here's some of our next steps.
079Um, again, so we're looking at inclement weather and and where are all these students going to be? Um, honing in on the hot spots. So, we know we still have some hot spots. So, I'm going to I've got a report that David helped me put together where I'm going to start looking at the tardies to the advisory and the fourth period. These are the classes that are after lunch. Um, so we're going to start looking at those and then getting that word out to the parents and students that, hey, I'm going to start looking at this. This is and it's one of the requirements on the contract anyway. So, it's just the next step into implementing everything on that contract. Um, and again, the cleaniness for the campus basically today, all I did is any
080student that was sitting there with trash or going, I just went up to them and say, "Hey, we're having an issue with this. can you please make sure your trash is in the trash today? And pretty much it was. So I may have to do that, you know, for a couple of weeks and then, you know, maybe have to revisit it. But they did an awesome job in helping out today with that. Um the other thing, so I'm glad Lindsay brought that up because we were talking about we are going to have to figure out how do we communicate with parents? Uh because that's a lot of it's a lot of data. It's a lot of I guess a lot of students in one place and then so how do we get individual information out
081to parents in a timely manner. So that's kind of where we're thinking about it and how does what is that communication going to look like and then where is it going to be housed? You know, can we do it on um parent square or do we need is there a way on Facebook? I meant Facebook. [laughter] Yeah, I don't want to go there. Uh skyward. Um so we are looking at that piece also. >> And on the technical side, I'd be interested to hear from you and other parents. Actually, you brought it up and it got me thinking like how would they want that to look? Do they just want colors? Like what once we know what would be beneficial for parents, then we can work on putting it together in a way that meets
082the need. So, um [clears throat] >> I may be reaching out, >> okay, >> to help me get a focus group together to find out like what would you want it to look like? I know that um because my daughter plays sports, if there's any type of hiccup in any of her experience at the high school, I get a notification that something's going on. So, I mean, as easy as your kid needs Saturday school, it could be a message that says your kid has lost their lunch privileges because of these reasons, >> x, y, and z. Okay. Sorry, I'm not a parent, but I'm going to speak for my dad because he's very um pushy with me, like about grades, grades, grades, right? And my dad um only speaks Spanish, but he can't read Spanish
083that well or English. So, I think colors would be very helpful for him because I think he automatically knows red is bad, green is good. Um yeah, I think that'd be very helpful. One thing I did do is I took all of our data and uh and so right now the front desk now has access to a page where they can look up the student. So if a parent if it because the student is going to say, "Mom, dad, I can't leave campus." The parents are calling. And so now our front desk ladies have a spreadsheet they can look up and they can tell the parent what area it is they need to work on, one or two areas. and we've had our secretaries up front mention how helpful that's been. So, we put that
084together. Uh there's something else I was thinking of, but I can't remember, so I'll think of it later. Okay, I'm going to go back really quickly to a slide. Okay, so this one right here, I'm going to talk about the success team. So, where you see the success team right there, that's kind of what we're going to be talking about right now. Um, we we gave you a whole bunch of data. We talked about a whole bunch of different things that we collect. What does that really mean? And how do we use that to make decisions and to be informed? And that's where the student success meetings come in. Um, and so once we have all that data collected, once a week we meet with our counselors and our admin and we really talk about
085the data and the students. Um, and it starts with 80% of our students should be in the green just from what we're doing every single day. If we have an issue where 80 where less than 80% of our students are in the green, then that's where we pinpoint and say, okay, what is the problem overall? like this is a whole school situation as opposed to this small group or this small group. So kind of where David had talked about before maybe like all of a sudden we see a whole bunch of Fs in US history. Well, that's not typical. That's not normally what we see in our data. Now we know we go back and look at what's the situation in US history. Oh, there's this project that they're struggling with. Now we can say
086okay as a holistic group how can we support these teachers these students and make sure that we hit those big situations that are going across the school. So in those success team meetings that's the first thing we do is we look at those big problems. What are we seeing in the data? What things do we need to work on holistically as a school? Next is your tier two which is like 15 to 20%. So we look at those. What does that look like? That's where you're seeing all the support come in. Okay. What what kids didn't need this after school tutoring? What kids need Saturday school? What kids need to come in on Monday? How are we going to make sure that the kids get exactly what they need? Because they're in this group where
087they need a little bit more support. What we're doing during the day isn't enough and they need some extra. Once again, in this meeting is where we talk about this. This is where we make sure that we're aligning the supports with the students that actually need it. Um, and then lastly, we actually do get down to the individual students and um, it's really important that we have our counselors there and they really help us with looking at, okay, this kid right now is going through this situation at home. We really need to help them. We need to support them. What do they need? And it might be more than Saturday school. It might be more than after school tutoring. Um, how can we get them the help that they need? And so it kind of
088goes on in those layers of what's at the top, what do we need to address schoolwide? What do we need to hit with our kids that are just struggling a little bit and they need this support here? And then those kids that are really red, how can we really help them get the the support they need because it's more than just a Saturday school intervention. Um, and that also helps us to make sure that we are making data informed decisions. Instead of saying we think we have more kids eating lunch, what do the numbers say? We think kids are coming to school more often. What are the numbers really telling us? Where is the reality of that? Um and it also um helps us on here you'll see that it says plan to the norm
089and then manage the exception. So that's where we really look at holistically what is the norm? What is everybody doing? Do we really have an attendance problem or is it just this small group that we really need to help them figure out how how to get to school? Um, and so those are the things that we do in the success team meeting to really align those supports and make sure that our students and our school are getting what they need um for the for the situation that they're in. >> Can I ask a question? >> Yes. >> Who's on the success team? And is it the same team for every student or do those teams switch based on age, gender? >> So the success team starts out with our um basically any of our people
090that do support. So, our admin are the first light layer and they're the ones who bring in all of the data. Um, and then we have our counselors in there. We also typically have like um sometimes we'll bring in our SRO's if we need that kind of support. Sometimes we bring in our drug um intervention specialists if we need that kind of support. Kind of depending on like what things we're looking at, what the data tells us is kind of who else might join those teams. Um but for right now the ones that are on the teams every every week is our admin and our counselors. >> So we'll bring in school psychologists as well for students. Um eventually in this process we'll also bring in our um migrant specialists um so that we can
091bring them into the conversation and see how they can also provide support for our students. So, it's really looking at the additional resources we have and what information or trends that we're seeing and bringing them to the table so we can align supports and resources for students. >> That's a good question. Any other questions? >> Okay, this is my favorite slide. [laughter] >> And reps, you guys can add to this if you want to because you guys have been a big piece to this. Um, I did pick out these pictures. They are really cute. [laughter] So, um, the first thing is CBE. That's kind of what they talked about of how we want students to act at school. Um, it has been really hard for our student body to really get a lot of engagement
092in school spirit and school activities. And I think one of the biggest reasons is just the sheer number of students that we have now. Um, and like for example, um, we can't have a whole school assembly in the gym. We literally don't have enough space. So that makes it really hard for our students to really connect with each other and do some of those fun activities that we would love to do with them. So um, our student um, representatives or student ASB has come together and they're really working on CBE or connect, build, and envision. So the st C C stands for connect and that's really having our students connect with school, connect with activities, connect with engagement of our community. Um just make those connections. That's the first part is really connecting and bringing
093them in and finding something that they feel like they can be a part of or something that they can belong to. Um we're actually seeing a big increase especially in our clubs right now. Um, so our data is showing us that we have a lot more kids involved in a lot of clubs, which is really cool and we really we want all of our kids to have a place where they connect at school, but really have finding those connections. Second is build. Once we have a connection and we've got them attached to the school some way, we want to build we want to build relationships. We want to build um agency. We want to build skills. Um, we want all of our students to really build to be the best person that they can be
094and to have the most engagement in school that they can and to do the best that they can and to grow in our system. And lastly is the E, which is envision. That's how we help our students envision the future. How are the these connections and these skills that they've built going to help them to get to where they want to be? Um, how do we envision what our school looks like? How do we envision how we interact with each other? So, um, the CBE is really our students and them being connected to our school and building skills and envisioning what the future can look like. Um, so that's one thing that our students are really working on. At the beginning of the school year, um, they came to our first all staff day and
095really encouraged us to help help with this. And, um, it's something that I hope our teachers are doing. I know a lot of them are really trying to be more engaging in those types of activities and um hopefully we'll continue to see improvement as it goes. It's like I said it's going to be hard because because of our facilities really is one of the the biggest things that we see but um we're really trying to make sure that each and every one of our students connects with the school in some way and then we can move on from there. Do you guys have anything to add? So coming from the leadership team, we definitely want to say that the all staff day um when we did the presentation with them, I think that really encouraged
096teachers to really be pushing their students out there into like participating in like spirit weeks and to coming to like oh events like um homecoming and like the football games and we've noticed like well I haven't this is my first year in leadership but um but from what the other leadership students who've been there for like a couple of years have been saying that this This is like the first year where everybody's like really involved. And I think that is like one of the big um uh [clears throat] how do I say this? One of the the all staff day was one of those big like pushers for like that um student engagement. One of the speakers on the first day of school and I hear it from our teachers all the time. They had
097an honest conversation with our teachers and one of the presenters said you guys need to like fix your face. [laughter] And when I have conversations with teachers are like, well, I just remember this one student and how their feedback to us is we need to fix our face and we need to engage with our with our kids more. So, it has been a huge take that conversation with from our students was a huge success cuz the teachers still talk about that day. >> Any other question? Does that answer your question from earlier? >> She had a comment. >> Oh yeah, just a comment. So on the picture on the top right, that was like one of the football games and that was like a um a dress up like glow make it or what was
098it? >> Glow glowing >> like or neon. Yeah. >> And just that was like the best game ever cuz there was literally so many students and also leadership and cheerleaders also worked very hard to engage the crowd. So something new that the cheerleaders did this year was they take like a it's like a floaty and it's like a dice and we also have this poster. So if you flip the dice and let's say it lands on four then oh four that's a crowd cheer so let's involve everyone and it's different for each side of the dice. So that like really hyped up the crowd a lot. And also for that day of homecoming week, I saw a lot of staff participate in the dressup days, which was really like surprising because usually they don't participate
099in it. But I think the what we did on the all staff day, I think that was very effective and it really touched the teachers. And also, yeah, it was Miles that said, "Fix your face to all the staff." [laughter] I do think students underestimate the impact that you have on us. >> Thank the all staff day is that when um we came and it was like new teacher not new teacher orientation but like >> the next day >> back to school stuff. Okay. So it was in the gym. Miles was the MC. That's the all staff day that we're talking about. >> Yes. But when they came and talked to us was after. So you saw the whole district and then you divide up and go into your own school building. Okay. Okay. >>
100And they came to us when it was just OS. >> Oh, okay. >> And they had been the leadership team and a pocket of kids from DOHS had been studying what CBE is and the work that we've been engaged in for the last year and a half. took them to see what Sunnyside High School because this is a similar model to them and let them see what Sunnyside looks like and and talked to their leadership kids of what what they do to help build CBE and they've been able and then they went to Mission Pak as well to to collaborate on what they need to do to help build the CBE and what it means to be a Husky. >> Great. I think we still have a lot of room to improve and I think
101we're constantly working on that, but we're hoping to continue to see improvements. >> I I will say I've gotten a ton of feedback about student involvement at football games and at volleyball games. Some of the best student engagement I've seen in at least a decade. Like cheering, attendance, uh collaboration, just it's been really great. the cheerleaders. Um I've I've heard nothing but praise about the cheerleaders and they're the best they've ever been and there's so many and it's it's been great to see that that aspect of school spirit come. So you guys are doing a great job. >> The cheerleaders are okay. [laughter] >> That was for you. I'm just kidding. You guys are awesome. >> You guys are great. Thank you. >> How many students are in the leadership program? And is that like
102a class or how does that work? >> Uh right now is our advanced leadership. There's about 30 kids in there. Um we do that for two trimesters and then we'll start to introduce uh like beginning leadership class getting kids prepared to go into the advanced one. So right now the advanced class I can earns college credit for it out of Eastern. So um they do some project management and things like that and it and it's all of our leadership students. But um our leadership teacher Bailey, she's done a really good job um setting up these new classes so that there's always kids students in the pipeline ready to take over. It's hard when you graduate a strong group of seniors and then you have to start all the way over. So building that system so
103that we have kids ready to replenish that is um important to keep the system moving forward in that way. >> Um I want to add to that. So from the leadership students, we usually are doing like hands-on things like we're preparing for the football game and stuff like that. But the student council, which is all the class of officers, that's like their president, their treasure and stuff like that. And obviously ASB, we all get together and we like um at least like once a month, I think. Um tomorrow, no, no, not tomorrow. On Wednesday, we actually have a student council meeting with all of Is it tomorrow? I thought it was Wednesday. Okay. Well, >> sometime this week. Yes. Um we student council like gets um we reflect and then um see what we can
104do better next time and then um start brainstorming more what we can give to the leadership team and us as well. We still have like our active roles um to how to like you know better the next football game and stuff like that. I just I just want to add one comment particularly for the board and some folks in the audience who are potential board members and it I think it ties into what you just shared about reflection. uh because we had um in 2020 uh for a couple of years some very difficult times in public schools in America. And I think one of the impacts that um maybe we didn't anticipate was if you were a freshman, you had a a couple of years to watch how seniors behave. This is what homecoming's like.
105This is what Husky Olympics is like. This is how I behave when I'm a senior. And we have this band of kids who didn't have that model, who didn't have that example. And so it's so exciting to see that come back as part of the intentional steps they're taking. But I think it's also a reminder for us to hopefully there's another pandemic for us to deal with. But when we do things that are that dramatic that we uh think about the impact we we're having. There's lots of research coming out now about what how that impacted the student experience. And this is one I think you can point to pretty easily. So so exciting to come to the games. Um, I do have one critique of the cheerleaders if that's okay. [laughter] >> Hit me.
106>> Did you say hit you? >> She said me. >> Okay. I I I love high school athletics. I particularly like high school football. I've been to hundreds of high school football games. And at East Valley, um, it was a difficult game for us. >> Uh, their crowd was very loud and very active, kind of like our crowd has been. It was really cool to see. There were multiple occasions when we were cheering for the wrong thing. [laughter] like, >> oh no, at at the wrong time. >> Not at the wrong time, but like um your cheer. Who's the guy that always screams out and gets the crowd going? >> Miles. Yeah. [laughter] Miles needs to watch like two or three football games before he he gets to cheer again. [laughter] >> It's like he's
107cheering after a fumble or what? >> It was just I don't I um one of the you know, we're not allowed in our league to say, you know, you shouldn't attack the other team, right? You cheer for your team, not against the other. And so that their crowd was chanting, um, you can't do that after we got a penalty. >> And Miles was saying, yes, we can. And I'm like, [laughter] >> no, we got a penalty. We shouldn't be we shouldn't be doing that. So >> yes, we told him not to do that, but then he did it anyways. [laughter] >> Are you done? [laughter] >> I I think so. Okay. Um, so kind of to to close up this this part of it, why is this so exciting? Um, first of all, number one,
108we know our kids with these weekly updates in attendance, academics, and behaviors. We really know what the data is. We really know what our kids are doing in real time. Um, we know a lot better where our kids are at at any moment. Um, every week we we update it every week. So, that's that's really exciting. um these guys have done a lot of work to get the systems in place to be able to have that kind of data and to be able to look at it that often and um it's really important to know our kids that well. Secondly, we're actually paying attention now that we have the data. We know um what in our student success teams, what does this actually mean? Um so we we're seeing big issues before it's a big
109issue. you know, before a bunch of kids fail a class, we can see, oh, this this assignment was an issue. How are we going to help this situation? Um, we had a lot of kids miss this day of school. Why did kids miss so many why did so many kids miss this day of school? What what do we need to do to change that? Um, and so we're really being able to find those trends largewise and then also individually. How can we help our individual students that really need more support than what we're giving them in a traditional school day? Um last or next we're taking action. So this is something we're still working on. Uh all of this is a work in progress but we're actually having supports in place. We're actually asking kids
110to come to after school tutoring when they need it. We're actually giving places for them to be able to get the support that they need to be more successful. Um so really taking action and um making sure that those systems are there. Could this look completely different next year? Yeah, I think a lot of these are really good. We'll stick with them. But if they're not working, we're adjusting. We're actually taking action with the data that we're doing. Um, and that's where the the journey continues. So, we're building more structured um responses to the data that we're seeing. Um, and the really good thing like Scott started collecting a lot of this data last year with the Husky pack. Now, we have comparative data. So we can see what does the Husky pack look like
111this year compared to last year? What improvements are we seeing? Which of these interventions are actually working and giving us the results that we want? Next year we'll be able to do that again. Now we can look at holistically the whole school compared to last year compared to this year. Which of those systems really were well and do we continue to do and which ones do we need to tweak and how do we continue to improve on what we're doing. Um, and lastly, the most important thing, we're actually seeing some growth. We're seeing improved attendance. We're seeing improved grades. We're seeing improved engagement. Um, our students are doing better than they were before we started this. And so, that's what's most important and that's why it's so exciting. Any questions about that before we move
112on? So, I'm going to quickly talk about systemic goal two. There are four goals, but we are just getting grounded with systemic goal one, and we're just starting to dip our toes into systemic goal two, which is where our teachers come into play, and it's taking their assessments and their scope and sequence work, and trying to align it. There's a picture trying to align it. The bottom shows their schoolwide interventions and everything in systemic goal number one. And then we're going to be starting to align it with classroom practices in their curriculum and instruction so that when we end up having um our success team meetings, we can make sure that we have things in place so that they're ready to go. So if we know that there's a large project or there's a large
113assessment coming up, we can make sure that we have the supports available so that it es and flows with the the teachers curriculum and the core content areas. Again, this is just the the phase of where admin's at in learning systemic goal number two, but our teachers are doing scope and sequences and putting it out there so that we can start aligning classroom practices with our systemic goal number one. Um, that's all I have for systemic goal number two, just because it it really is a new um phase of our work as we're dabbing in both worlds now of fine-tuning system systemic goal number one and starting to learn about the collaboration component that comes with collaborating with her teachers. Um, thank you. I would like to give a shout out to my admin team
114and my admin intern because without them I don't give them enough recognition. Um I can't do this work and I can't leave Ollo lead Oll High School without all of their hard work and commitment to our students every day. So I thank them and if you guys have any other questions um we we'll be happy to answer anything. >> I did have some parents ask about about cell phones. I know you did a re-emphasis of the policy last year. Um, how's that? How's that been? >> Well, right now I can tell you that 90% of all of our referrals are cell phone referrals. Um, and that's most of the kids, I think, are are figuring it out. And as you can see, more than about 97% of our kids are doing what they're supposed to
115do. So out of the referrals, it's the cell phones and so it's um I think some of it is the kids, you know, just I don't know, forget or testing and some of it too is I'm still working with the teachers to be consistent. So throughout the building and so we're working in those two areas. I think it's important to point out that when you focus on the little things and you pay attention to I know cell phones seem like a minor thing, but when we put a big emphasis on that, it really heads off a lot of the bigger things. When students feel like there are no boundaries, they will find them and they'll push them to the point. And I'd rather them find the boundary earlier rather than when we have multiple fights
116on campus. So, um, that was our theory last year and it seemed to bear out and it seems to be holding true this year is that if we focus on the smaller things, it eliminates the bigger things or helps cut down on those. >> We're also hearing from teachers that they're noticing there's um students are more willing to collaborate in class. So, I hope that continues. I I know for me, my student uh had got two referrals right at the beginning of the school year and um that was very upsetting as her parent of I was frustrated with her actions. So, I appreciate that you're holding the students accountable. I appreciate um I think cell phones are a big deal. I mean, I think kids, they're addicted to them. That's why they can't stop picking
117them up because they're and adults are were just as guilty. Um, so I I appreciate the work that you're putting in. I do think that going kind of off what Pete said during co that was really kids only way to communicate and so they they went they started trending in a direction that I think was very dangerous for their mental health which is that their cell phone became their entire identity and their only you know way to communicate and their resource to the outside world. And I'm I'm happy to hear that you're making them put that away and have engagement face to face, collaborate, all the things that are important. Um because as someone who employs people, when my employees are on their phone during work hours, it's it's frustrating. Um I want them to
118be working with each other. I want them to be helping customers. I want them to not be addicted to their phone. So I appreciate that work that you guys are are putting in and I really appreciate the presentation you did tonight. It was excellent. Um, normally I have a little bit of adult ADD, so if if something tends to go a little long, I I have a hard time paying attention. Every Sunday in church, I struggle, but um I will say I was fully engaged all night tonight. So, thank you so much for your presentation. All the slides were very informational. Um, I just I really appreciated our site visit. I got a lot out of it and so did the people that I brought with me. Thank you for your time, your attention, all
119of the things. Hopefully in the next few years, we can collaborate and build a new high school or a revision of our current high school. Um, so I just I appreciate all of the effort that you guys put in and for tonight and everything that you've you've brought to us. Thank you so much. >> I sorry, I was going to say I just kind of want to um reiterate what Lindsay said as well. I feel like I didn't graduate high school that long, but I've seen, at least right now, just so much growth, especially attendance-wise because I was someone who did skip and I didn't get in trouble for it. And I was on the sports team and I still got to play softball and all these things. And I'm like, it's nice that you
120guys are doing that now because a lot of that stuff affected me later on, whether that was with my parents or personal relationships. So, it's really nice to see the growth of the school. And honestly, I think this admin team is all different from when I was in high school. So, it's nice to see um my two teachers now a part of admin team cuz Schwarz is my algebra 2 teacher. So, so um yeah, I just want to say it's really nice to see the growth and I mean now as a parent um being able to see like you know there is more transparency cuz even at that time I feel like my parents didn't know anything and I could get away with it. So, it's nice to see that you guys like not here
121but keeping kids accountable and this is a way that you guys are doing that. So, um I do appreciate that. So, yeah. Uh, wow. I was really wowed uh the other day and tonight. Not so long ago, there was a time when we'd go to the high school for a board site visit and we would dread that Lindsay could testify to that, too. Uh, ready. We were prepared to either be beat up or have somebody in the room beat up. But it was a complete change from this last visit. I absolutely loved it and all the information um having the parents there, their feedback to you guys and your guys' explaining it to them and the reasoning why was a complete difference to that some of those parents come out with a completely different understanding.
122I know my son did and I know some of you have dealt with him and he had a lot more understanding going out of that room. Uh I wish he could have completed the rest of the tour with us. Um but he's looking forward to another time to come and do that. Um I hope this board continues not to let this be the only site visit with a small group of parents like that. It would be nice if they could do it two, three more times this year and just build off that. Um, it was nice to see one of the hardest decisions last year was in the closure of DOHS, but to see how you have brought those kids in and incorporated them into the high school makes me feel so much better about
123that decision. Thank you for that part. Um the closed campus first didn't know about that for the first year. But you know what? It's made a big big difference. 96% attendance rate. Over 700 kids having lunch. That's a big accomplishment in a one-year period. It is wonderful job on that. Wonderful job. Um, you had a page up there. Why is this so exciting? The first one on the the list. We know your kids, but because of the opportunities and the changes that you have did this year, I think it's given the kids more opportunities to know you guys and that makes a big difference. I think we could all go back in our high school years and remember that one individual at the high school that made a difference and you guys are doing that.
124I really appreciate it. Thank you. Okay, I've got something to say. [laughter] There's a person here in our team that's always there, has our back, and is always making sure everybody gets their pat on the back, but she hardly ever gets it. [laughter] So, I want to make sure that everybody knows that as we move forward, we couldn't do it without the leader that we have with Cat. So, thank you. >> Thank you. Agreed. >> Thank you. There's one more thing I want to add to that, [laughter] but you know, we know we've got a problem at the high school with the size. I never did really hear any of you guys complain about that. I heard you guys what you're doing to deal with it. Every space that you're using to make it work,
125and I really appreciate that, too. uh you're doing everything you can to accommodate a high school of 1,400 students that was only built for about a thousand. >> I have to thank my teachers because I hate having to we hate taking teacher spaces. So I thank my amazing staff because they are just so flexible with all of the needs because we all know how difficult it is >> and our our kids deserve the experience. We can't let those types of barriers keep them from getting the high school experience that they deserve. So, I mean, we're mission forward. So, we just have to keep that in front of this is why we do what we do. I mean, I've been at the high school for a long time. I love the high school. I always have,
126but it feels a lot different this year. Um, and it wasn't bad in the past. I thought it was great, but it's going to be better. >> Mhm. So we just we keep that on the forefront. We just all work differently and better together. So that's where we're going. >> Well, thank you guys. I appreciate all of your information. Thank you so much. >> I feel like we should have clapped or something. I don't know. But it it was great. It was really good. [laughter] Um, do we have any public comment tonight? No public comment. Okay, we'll move on to upcoming events. Um, we have our board site visit on November 3rd at Scutney and then our next regular board meeting November 10th. Then we will be meeting for our WASDA conference November 20th through
127the 22nd. Then another regular board meeting November 24th and Thanksgiving break November 26th through the 28th. Does anyone have anything to add to that? Okay, we will move on to the board self assessment of the meeting. >> Very very good informational meeting. M >> uh that was a quick hour but it was very good information u keeping us up on it. Really appreciate it. >> Um definitely missing Aaro tonight. So that would be my delta is that we don't have a complete board especially for a presentation that was that informational and and exciting. Um, also appreciate the the superintendentformational items about moving forward with PLU and potential opportunities for our students uh to get help with college. Does anyone else have anything? I'd like to recognize the student reps for not only their report but
128also their participation and the I think practical and pragmatic ideas that they often share at the meeting. So I want to acknowledge them for their participate participation. >> Great. Good job. >> Uh I would just like to also mention uh I know it wasn't part of the meeting but uh career day great success. I was there in the morning early. Uh this is another great opportunity that everybody gets to show our students what's out there and uh really appreciated that. I know it's a lot of work especially for a lot of the staff at the high school for that day giving up space and everything else but it's well worth it in the long run. >> Okay. At this time, the board will recess into executive session for 30 minutes to discuss potential litigation and
129performance of a public employee.