001We're going to go ahead and call this meeting to order. Please join me in the pledge of allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation, indivisible. Thank you for coming and welcome to our board meeting. Is there anyone in need of translation? Okay. At this time, I will accept a motion to approve tonight's agenda. >> I'll motion to approve the agenda. >> I'll second it. >> I have a motion and a second. All in favor? >> I. Motion passes 40. Um, we are going to throw it over to our student reps. Do you guys have anything for us tonight? Um, we did have a varsity football game on Saturday, which was supposed to be Friday, but the quality of the
002air was bad, so it got moved to Ellensburg, which is good decision because yeah, the air was better over there. And we won. It was a 40 49 to zero for for us. So, that was a win for us. Let's see. Um, homecoming. We're uh leadership class is preparing for homecoming week on October 6 through the 10th. So excited. Our last homecoming week. Anyh who, um, we did receive a lot of complaints from students about the off-campus lunch thing. Um, talking about how time consuming it is. I'm a witness. I stepped out of class like at 11:20. Um, I got off campus at 11:40. That's how long it took. And I came back by 11:55. Yeah, >> I think I can I can speak to that just a little bit. Looks like there's some questions
003on the board. I was able to observe on uh Friday around lunchtime and there was actually that was when they released probably 1,200 students at the same time because they kept a few of the Husky pack freshmen around. So was actually what should have been the longest lines of the day of the week. I I didn't see anyone that was in line that long. Um I saw I was in the breezeway area down by the gym. I saw the systems that they put in place. There's eight individuals scanning. It's really really quick. Um I think they had it down to about six minutes. And so I think we have another few weeks to play with it before we implement it on um in October. I think the other part about October is if if a
004number of students whose family said they can't leave for lunch or aren't meeting standard um the standard set at Otello High School, then there'll be fewer kids leaving. So it's going to be more efficient and more move more quickly. Um, so we're hopeful that, you know, you use the word complaint and I think that's certainly the way to frame it and and I think people should be asking questions because it's a change, but I think so far it's been, hey, let's give it a try and see how it works and and see what the what it's going to turn into. So, any direct questions from the board about that? You'll hear a little bit from the high school staff today in their presentation. >> And if you don't mind, Pete, I'm gonna ask them just
005because they're infor uh there was not a complaint. there was uh is is a husky pack lunchtime uh smaller than the other ones or do they get the same amount of time? because I somebody said and I just I'm I want to clarify so when I go back to that person normal schedule is the same amount of time 30 minutes but we have our special husky Olympics scheduled that last Friday the students that are in the Husky pack had a 30 minute >> Gotcha. So that's probably what it was and >> No, no, no. I'm just asking how many times a year do you see that happening? >> Just one usually on Husky Olympics >> and that' be okay. >> Some of that also came because Friday we because of the air quality we were
006originally scheduled to have. Okay. And then just one other one. We started off or you guys started off with how many uh we'll call them checkpoints for say you started off with how many and then where have some been taken off because people have found loopholes roundabouts? They're kids. They're going to So >> we're going to talk about that. Okay. As >> far as what we've got. >> Got you. >> Okay, perfect. Anything else? Student reps? >> That's it. >> Okay, great. >> I saw the student reps helping out on the teacher orientation. I saw you both there. So, thanks for helping our teachers on that day. >> You're welcome. >> Um, we're going to throw it into our board member discussion over to uh Director Gerber with our legislative report. >> Yep. I have
007a couple things for legislative report today. A few weeks ago, you heard me say that the um over in Washington, Washington DC, they were going on break. Now they're back. So now they get to figure out the budget by October 1st. So they've got um some time to hopefully figure that out. It's going to include some stuff on education for sure. So we'll be watching that. The second part is more of a local thing. Our Wazda general assembly is uh the 20th, September 20th. And I um just wanted to go a little bit over some of these proposals just briefly. Uh director or superintendent Pres and I sat down for about an hour um and went through these uh one by one. We talked about you know whether or not they would affect our district
008directly, what what they would do for students all around. So how this works is that a school district or a group of school districts will propose some sort of amendment or a new proposition for WASDA. Um once that proposal goes through then the WASDA legislative committee will review it and then they'll make their recogni um recommendation. So in this column over here you'll see the do pass do not pass. So the legislative committee from WASDA reviews it and gives their recommendation but then all of the legislative well all the all the districts vote on it in the in the WASDA general assembly that's coming up. So um we have the details of all of them. This is just a quick summary of each of them if you have questions about it. When we sat down
009and went through them, we aligned with everything that the legislative committee suggested. There weren't any that we said, "Oh, we think the opposite." Is that is that correct there? Yeah. That we we felt like all the the recommendations made by the legislative committee by each proposal um were what what we would align with as well. But if there is more input from board members on these things, we would take that into account deciding how to vote. So, um there's some the go back up just just a little bit. So, the first two are um proposed amendments to the bylaws. The the first couple that well the first ones that you say that you see do not pass. Some school districts wanted um to kind of cut down on well so they wanted the model policies
010available to everyone at no at no cost and that what else were they changing about it Dr. Press? changing. >> There was a a really a move to make um think about uh local control and local voice and some of the more controversial social issues particularly in Washington state that might be different than uh the current federal ideas around um controversial topics. And so these districts submitted a proposal to allow more voice. >> I mean that's their view on adding more voice. When you read WASDA's concern with it, it's we're setting ourselves up for some expensive and lengthy legal battles. Is that what we want to do? >> Right? Cuz when Waza interprets and gives us these standard policies, they're not trying to take a side. They're just trying to look at the law and
011say this is exactly how it applies to school districts. So these um so they recommended do not pass on those. Um let's go ahead and scroll down. So the next section is for funding allocations. There was a lot of stuff of course on on funding and I think they were all recommended as due pass. So to clarify, these are things that WADA says this is what we'd like to focus on. this is what we'd like to to to lobby for that we have these types of things um being focused on in Congress at our at our state. So you can see there's some for transition to kindergarten, some for total PK PK12 school funding, uh early learning funding, getting to school safely, and then there's some for multilingual multilingual learners, which you know would affect
012our district quite a bit. um stabilizing district budget budgets um state revenue and for supporting students mental health. And you can see that all of the financial ones that they recommended to that we do vote on them that we do vote yes for those. Um and we we felt good about all of those. Again, we I can give you a lot more information about each one. If you'd like to read more into it and let me let us know. Um we'll just keep scrolling down to the governance category there. the do not pass that first do not pass one they were trying to change some of the language around um parents and families. So what were the >> the key word in that one was um primary. >> So it was a simple uh I
013think the word might have been important partners or our partners in the students education and the group moving this forward said they want to >> use the word primary. >> They wanted they also wanted to strike through families. >> They wanted to remove families from that and to just to kind of elevate parents position in these um decisions as stakeholders. And so that one they recommended do not pass. Um governance training was kind of more training requirements for there was one for schoolboard members and then there was one for um all educators. Um that one's the school board member one and they said do not pass. It was kind of putting more more requirements for schoolboard members. um uh learning. Um there were some on additional um subjects such as climate change, education and sustainability,
014more um science, more more evidence-based um learning that they recommended do pass this. Then there's some on staff. There were some amendments on certification and note employment conversation that were proposed. Um, but they recommended to not not pass those. Does anyone have any questions about any of these specifically? >> Okay, great. >> Um, so that all the voting for that will be on September 20th. Each district gets a vote. Um any anyone can attend if any of you want to attend that. Um but I'll be attending and doing the voting for our district. So and that's all I have for the legislative report. >> Thank you so much. Aaron, >> you have anything? >> Oh, yeah. I got Pete. I I don't know. I would like to ask or I have questions if maybe at
015the next board meeting you could find me some information on the Kinder. It was the uh Kinder rollout. It was supposed to I think I asked for for it like three different times uh before the school year started of last year and um most of the times they said it was going to stay the same then I I think it was taken down to a week. I'd like some information on why and after asking so many times why nobody could give us a clear answer and what was the reasoning to make it that way. Um like to know also on that one, what are the testing policies for the kinder kids? Like >> the testing >> testing. >> Okay. >> Uh and there was a comment made that they thought that here we are in
016the second week of school and they've already had all the testing done for uh kindergarteners already. And it just seems to be they're little guys. I mean, are we really going to Yeah. I don't want to comment on anything until I get some information on it. >> Yeah. So, we'll include something in uh superintendentformational items at our next meeting and we'll have a focus around that. I I get the gist of what you're asking. >> Appreciate it. So, last year they had two weeks, right? Last year had two weeks of this those start and this week this year it's just one week. Is that correct? >> You're testing my memory on that. I'm I'm not sure. I'll confirm all of that and then we'll we'll present that to you at the next meeting. >> Okay.
017We have a board site visit scheduled for September 15th, which is next Monday. Um, we'll be meeting out at transportation at 8:00 a.m. and we're supposed to bring a friend. So, Zaro, you're going to have to find one. You only have one week. >> Um, can you bring my friend? Uh so don't forget to invite somebody to that. And um at this time I'll accept a motion to approve required approvals. >> I'll make a motion to approve the required approvals. >> I'll second it. >> I have a motion and a second. All in favor? >> I. Any opposed? Motion passes 40. Now we will turn the time over to Dr. Perez for superintendentformational items. >> Yeah, two items tonight. I I think I want to uh start with uh Dr. Meek. Uh he's going to
018provide uh some exciting news about um a grant that we've been pursuing and he's been leading the work around that and he's going to share with you an update and uh the possibilities that it opens up for uh students in our community. Uh really pretty exciting. So, I'm going to turn it over to Dr. Meek. All right. So, um there's a grant that is part of it's ultimately part of a federal >> Maybe you can use mine. Is it working now? >> Fair enough. There we go. It died. [Music] So, there's a grant opportunity. Uh, it's known as the Nidaloi 21st Century Learning Centers Grant. Um, and it really this this full description just tells you a little bit about what it's about. It supports community learning centers in districts. Uh it's more commonly may
019have heard of it as the 21st century grant and actually Oll had a grant uh a long time ago. We don't have an exact date when it was but we know it it operated at McFarland Middle School uh probably close to 20 years ago uh when it's all said and done. So uh we last winter started the application to apply for this grant. Uh it's rather uh a rather lengthy application process and uh part of the reason why it makes it lengthy is you have to design the whole program about what you're going to do before it's ever funded. And so we designed it in a way to serve all of our elementary and middle school students. Um each grant school district is only allowed to have three sites. And so somehow we had to
020figure out what are we going to do with three sites. And in some districts you see they just pick three sites and those are the three sites that have it. And we thought with as with our population uh we can make it work for all of our kids. So we will have a site at Hayawa that will serve both Hayawa and Ludaaga students. A site at Scutney that will serve Scutney and Wajita students and then McFarland Middle School. And in a partnership with transportation uh in in that model, Ludaaga and Wajita students would be transported from Ludakaga to uh to the school for the after school program. Uh what is the program really? Uh there's there's a variety of things but uh the most often it's known as like the before and after school program.
021Uh so it offers before school programs and we've built it in a way that will where we will have a safe structured place for kids to go on Monday mornings during our weekly collaborate collaboration time uh after school programs and so uh throughout the week there's a couple hours after school with transportation provided uh summer programs transportation snacks are provided to help with uh the differing schedule and then we do we've worked very closely uh CBHA has been a great community partner for us and so they've come alongside uh that they're going to provide some of the um content and resources and different different ways of kind of engaging kids after hours. Uh so for example, you might see um a little mini mini dental fair uh where they learn more about dental health after
022hours uh through the after school programs. Uh and these initiatives really aim to uh provide well-rounded education for kids and students throughout the year. obviously having a safe place uh to be uh that's structured under the care of of some loving adults. So, it was announced last week that we did receive the grant. Uh the grant will bring $2.5 million to Oll over the next 5 years. Uh so, it's just under a half a million dollars a year to to run the program. So obviously we've been celebrating that in for the last couple of days and um excited to bring it to you uh mainly because we think of the great opportunities for our students uh and to be able to serve all of the kids across our district. It will primarily serve uh students
023grades 3 through 8. Uh the younger ones it's it's probably a little bit too much uh for little kids that that long after school. Um but it will run for about 90 to 90 minutes to two hours every day after school. Uh and it will be staffed with um a combination of think of after school tutors that might be hourly employees for us and then uh there's a teacher involvement component of it as well because there is a a connection with what's happening in the school as well. And so like I know in this room uh both Mrs. Mirich and Will were involved in um designing the programs for their school and will change schools, but he's still going to one that's getting one. So, um but uh they uh they all had a a
024very strong commitment to making sure that whatever is happening in the after school program supports the work of of the during the school day. go. Uh it's coming in January 2026 and so the grant notification just came out and so we're um getting everything in place and with the goal of having it go live shortly after the first of the year. Uh we have some staffing decisions to make around that and then um get kids enrolled and signed up for it. Is it is a it's a structured program. So it's not just a drop-in center where you can kind of come and go. It's it would be where kids sign up and they go there on a regular basis so parents can plan on it rather than just stopping in. So any questions or kids
025are enrolling the signing up for about how many kids are we thinking it's going to be? >> Yeah, the each of the elementary sites uh the target goal is about 60 students and the middle school is 80. So >> and you said through the summer too summer programs. >> Yeah, the summer uh they will have their own unique summer school program. Uh, the summer school is very um it's meant to be very hands-on, very similar to what you might if you've seen any like Gear Up summer school programs, some of the Lego robotics competition. I mean, they do different things to kind of get kids learning in other ways. Um, because they're not, you know, it's not just an after school thing. So, it's a it's about a four-week summer school intensive program. So, >>
026Josh, is this going to be a gradebased how you get in or or is it first come first serve? How is that going to work? >> Yeah. >> Uh we haven't got that far down other than I can tell you um you know we got priority uh because of of factors and demographics about our community uh poverty um our language use in the community. And so, um, we have to ensure that the grant recipients are also met, that we don't just take the first 40 kids that sign up at the door because, um, most often those are the ones with parents instructors in order to to get them first in line. And so, um, we will, um, still develop that. Luckily, we have a lot of regional partners, um, especially the Yakima Valley has several
027of these programs in place. And so, we will probably model and adapt some of their their entry criteria of who we prioritize. So >> just out of curiosity, what school is that or or what district down there in that area has? >> Uh Grand View is the one that is we've done the most connecting with throughout the application process. >> Do you by chance know if Proers has that same program? >> Not off the top of my head. >> Okay. >> Don't you know like what specifically is going to help students like with this program? Like is it just help on work or is it just like little activities that you do in the program or what? >> There's a lot of different things going on. If you were to walk into a 21st century
028grant program after school, you would see some fun. I mean, they they do things like they'll probably do some physical activity to get the kids moving and get some energy out. There's some snacks. Uh there's some homework time. There's some extended learning time. So, they try and keep them busy uh for that time uh with at the same time supporting their academics. And so um the one of the teacher responsibilities will have a connection with also making u connections with the child's classroom teacher to see where there might be potential need for um some intervention. And that's part of why we really wrote it in a way that supports what's happening in the classroom because the last thing we want to do is create another layer of something else that uh confuses the student. And
029so we'll use some of the same materials and things, but >> um Okay. Can you tell me again how many students 3 through six get to do this? >> Uh 60 at Scootney, 60 at >> Hayawa, and 80 at McFarland. >> Okay. >> And those two elementary sites, remember, are two schools combined for that. >> So it's really 30 per campus. >> Yes. Um although I I anticipate that we'll probably have a greater interest from the campus where it's hosted uh just because of travel and other things. But uh we will address all that as we get all the information. >> I was just going to say is it is it going to be a rotating deal where like maybe this year 2026 you had it at uh let's just say Wahitas and Hayawa and
030then the following year you would switch it so that the other school would have as much access. >> Unfortunately not. The way the grant rate is, it's a five-year commitment. So for five years, we lock in to those sites. At the end of that five years, we could consider, you know, flopping them. But the five-year rotation is because each of those schools is considered a separate grant site location. So we applied for three of them, which is the maximum any district can do. So >> and it makes sense to have it at Scutney and Hayawa because they don't have the gym that Ludaka has that I'm assuming if you if this program needed the gym. I mean, starting in October, the gym is booked from 3 till 900 p.m. every day between basketball teams and
031and same with Wahitas. Like they it just gets a lot more utilized than Scutney or Hayawa, I would imagine. >> You want to talk a little bit about this rotation of students perhaps perhaps at a quarter or semester chunk or trimester? >> Yeah. So, um we do also have the opportunity that when when I gave you those numbers, that would be uh total students at any one time. And so it's also possible that maybe a family or a student uh they sign up for it for just a quarter or a semester because of um either need or maybe there's a work situation at home that they need it for a chunk of the year and so then it can be rotated through. So those slots are um in fact one of the grant program requirements
032we have is to ensure that we're getting regular attendance that we're we're getting as close to 60 on a daily basis that are attending. And so what they usually do actually is accept a few more than 60. Kind of like the airlines how they oversell a flight hoping that it's full before you leave. It's the same sort of mentality is that you know we might accept 65 knowing that on any given day there may be some out sick or or other things. So >> all right thank you. >> All right. Thank you Dr. Meek. um exciting opportunity for the district and uh you know I think in these these times when we're talking about the financial constraints that many districts across the state are facing it's nice to have an opportunity to create something new
033for our kids and for our families. So, all right. Uh, next we're going to hear from Oello High School. And I think, uh, Liliana set it us up perfectly when she talked about her experience with the lunch, and that's because often times when people don't have clarity, um, it creates confusion and can create complaints. And I know that there's been some discussion about some of the changes we've been uh, pursuing at Alo High School. And I I think there's some significant ones that have occurred uh, over the summer and leading into the school year. And it's been a pretty smooth start over there at the high school. I do want to acknowledge that it's been it feels good when you walk in that building and if you drive around the campus now and the sort
034of the enhanced sense of um order I guess is the word I would use even in the parking lot and whatnot. So I wanted the the high school staff to come in and take some questions from the board and to share with you uh the work that they're doing. also because I made some commitments and so did you to the families and students from DOHS and we're just a a a few days into that experiment and so I I want to make sure we update you a couple times throughout the year about how we're keeping our promise to those families and kids. So I'll turn it over to Cat and her team. >> Hello. Um, so last spring Josh and I were giving you guys updates and talked about um what our focus areas were
035going to be when it came to the integration of DOHS and OS. And the common themes when we did our focus groups back in November was feedback from students, staff, parents from both OS and DOHS. And the common themes that came out of them were um a culture of caring and caring and respect for um students, students to student, student to teacher, staff to staff, so on and so forth. Um another focus or system that came out was our systems of support. We also had effective um communication and technical structures. Um, so we're going to kind of hit on each one of those um, tonight so that you guys kind of know what we're doing around each of these focus areas and taking the feedback from all of our stakeholders. So last fall, um, I
036remember sitting and or standing with my team and we talked about our focus and what our vision is and it was to increase on-time graduation rates um, with systems of support for both students and teachers. And as we went through the year and we had the news that DOHS was going to close, we needed a little more clarity around what does that look look like. So, we've been really looking at creating systems and resources for all of our students and our staff so that they know that they're known and cared for and that our adults are equipped with resources and know what's available for themselves as well as for our students. And so, tonight we're going to kind of go in a little more depth as to where we're at in this vision. So, back
037um on one of the things that happened in the springtime was um as my admin team and I have been working um with our counselors, you guys have a sheet in front of you called academics, attendance, and behaviors. and we started having conversations around how are we going to pull our data together so that we can monitor um kids progress and we took kids to Sunnyside because we've been working with he doesn't like to be called a consultant but he he is his name's Chuck and um we went and checked out Sunnyside High School and we took a large group there and um our kids got to work with their kids and and get some information about how they do that at Sunnyside. And so the kids um it kind of all happened naturally because
038the kids had done in December um a student voice panel through the ASB kids where they took all of the clubs and they had conversations around what would they like Oll to feel like and then they came and had a conversation with me in the springtime and was like this is how we feel Miss Acherson. I had to own a lot of it because they wanted to see me more. And so I made a commitment which was why we went to Sunnyside. And then we started having a conversation. And so on day 18 or August 26, which is the first day back, we not only did our our usual um teacher welcome back, but the kids had a voice in that as well. And that was very well received by our teachers because the kids
039said, "We want to see you and we want a relationship with you." And one of the things that our student said is, "We want you guys to engage with us in assemblies because we often times see you not sitting with us, standing in the hallway or standing down below and just not engaging." And so our first assembly um that was whole school, which unfortunately because of the size of our school now, we can't do a whole school assembly. Our freshman class fits the entire side of one um side of that gym. And so we ended up having time for a dodgeball, staff versus student dodgeball. And we had students as well as our school SRO down there and engaging with our kids and having a competition. So it was really fun um to engage with
040the kids and and um have that activity with them. Um and the the teachers really liked hearing from the kids about what they want to hear from them. And so our teachers have been doing a great job at finding ways to engage and build relationships with not just some of our kids but with all of them. Um some technical structures. One of the things that um this did was not part of the original plan um was putting in fencing. The building has had ongoing conversations around safety and what does the backside of our campus look like cuz it was so wide open. So, the fencing was originally is for safety purposes and then as we've done hit on our thresholds, which we'll talk a little bit more about what that all means, um it was
041how do we keep kids green and and make sure that they're doing what they need to do to earn certain privileges. And so, while the original intention is for safety, we ended up linking some of our other work to the off-campus privilege component. And the biggest piece with the fencing um came from when Scott and I at our last pack meeting um in May um as we shared our discipline matrix with them to get so that parents were aware of that. The biggest thing that came out of um that meeting was the parents really begging us to really address our off-campus privilege and our data showed um for the last two years our lunchtime kids leave and they don't return. um we have about a third of our kids up especially upper classmen who leave
042and then they don't return. And so it's how do we hold them accountable because we've talked about accountability for our kids and this was one of the ways that we were like this is what we have to do to ensure our kids return. So I'm going to let Scott talk about our green systems of support. Okay. As Kad mentioned, she talked a little bit about data and thresholds. I'd like to talk to you guys a little bit about that. Um, you have a couple of handouts. First, if you guys could take a look at this one has green at the top, yellow and red. And you can see on the left hand side over there, those are what we call buckets. These are the different categories that we collect data from. We collect it in
043behavior, academics, and attendance. And what we're doing is we're trying to come up with different themes as far as where the students are at and how they progress throughout the entire year. Our goal is to keep all of our students green. However, throughout the year, some of our students do happen to slip. So, as you can see in the yellow column and in the red columns, we have different um supports for our students to be able to help them out if they happen to reach those different areas. Um behavior-wise, myself and Brenda, and she'll be talking just a little bit more about one of our our biggest green systems. uh we'll be working together very closely to to talk to students about behavior and kind of working with our our staff as far as supporting
044our students in that area. Uh myself and Josh Tovar will be working together as far as attendance goes and I'll be working with David Spencer with academics as well. Um the other handout that you have are our thresholds and you can see on the left hand corner up above academics. That's basically how many credits the students have. If students have failed zero classes then they're considered to be in the green. If they are fail or if they have failed one to two classes oops I'm sorry that's actually our current level. uh zero classes failing, one to two classes failing, and three or more they'd be red. Credits is right below that. And so if a student is has one credit behind, they'll to be considered green. They're still on track to graduate. If they're two
045credits behind, they're yellow. They're still on line to graduate. Depends on what year that they are. If they're more than three credits, and they're going to be considered red. Um, just in looking at the data from McFarland, so our current eighth graders or excuse me, current 9th graders, we have 180 of our ninth graders that earned a half a credit to three credits. So, they're already on track to be able to to move on and be successful. Um, you can also see our thresholds as far as attendance, tardies, uh, chronic absences, uh, behavior, which is we track that uh, in two different areas as far as referrals and suspensions. the biggest green system and and it's been mentioned here already is our off-campus lunch priv privilege and there's several different um items that Brenda is
046going to talk about here as far as how that goes. Before I give it to Brenda, I want to add a couple things. Um, our thresholds came from a collaboration with not just our counselors. So, we're all speaking the same language, but last year we also um took it before our department chair meetings and had them to give feedback around what they thought. And then we started a behavior leadership team which was focused around culture and also put this in front of several teachers. So teachers have also had feedback as far as when we're talking the same lang, you know, we all have common language around what we're looking for when it comes to kids expectations. Okay. So our biggest green system right now is our off-campus privileges. And how is it going? Um it
047has been adjustments since day one. U so the students are learning the procedures, we're learning the procedures. uh we're pulling paras and and other staff to help us and they're learning the procedures. Um and we received feedback. We've received feedback from the students, the teachers, and then also everybody that um from observations and then also anybody that was scanning. And so we made adjustments as we went. We started out with four exits. Uh we started out with the main um the main office, the uh breezeway, and then the two at the gyms, like the main gym and the auxiliary gym. Well, what we found out really quick was that we cannot use the main entrance for an exit because that's where all the kids go to get their regular lunch. The kids are coming in
048from uh seminary and running start. So, it was more of an entrance than it could be for an exit. So, we had to take that exit off and make that an entrance only. And so then what we moved we moved to the three main exits. So we we have the we still have the breezeway and then the two in the gym. What we're trying to train the students to do is they all want to come through the breezeway and we're trying to get them to go down the the gym hallways to go through those two entrances. We are just now starting to get them to go into just the main gym as a exit. And so we're encouraging them to go through there. Um, we started off with just scanning. We did wasn't looking at
049any information. We just wanted the students to get used to the scanning and we wanted to get used to the scanning. So, all we did was scan and let them go. And then we were able to connect our scanners to their computers. And so then it started popping up their name. And if they had the blue O, it meant that the parents have given permission. And so that's the indication that they had permission from the parents. We still weren't holding students back or anything. We're just going through the process. and learning what to look for. Uh so students were um some of them were nervous until they figured out, oh, I don't have my ID and we would remind them on the 15th you need to get it because on the 16th then we're going
050to start looking at IDs. um we um so they're still being reminded to get their IDs and then after that phase is through then we're going to start looking at okay do we have the parent permission for you to leave and then we'll implement that piece and then at the very by the 29th we're hoping to have the whole thing integrated. So, we'll be looking at are they eligible? Uh, which means we go by the thresholds. If they're in green, they get to go. Also, they cannot be uh absent to their class after lunch. So, they have to get back uh from there. Um, we're going to be pulling I'm going to be pulling uh the tardy information uh starting tomorrow and start having conversations with students say, you know what, this is how many
051you got. If this continues, you could lose your privileges. So, we start having those conversations. Um, as far as students returning, it's awesome because I stand at one of the doors and greet the kids whenever they come in. And I've had a couple of kids say, "Okay, I'm going through this one because it's my favorite entrance because I'm always telling them, you know, welcome back. Have a great afternoon." The kids are starting to high-five me or fist bump me and everything. So, it's I I get a thrill out of that. Um, and we've even noticed we'll call out so, okay, you've got two minutes to get to class and then you start seeing like almost jogging trying to get to class on time. So, it's pretty awesome. Um, uh, so that's been a good thing.
052Uh, the parking lot supervision with the fenced in, we're able to kind of scan the back to make sure everybody's safe and it's going well and then move to the parking lot because of all the movement that's happening in the parking lot. Um, and I had a parent come in and talk to me about a different situation. And while she was in there, she really did tell us, she goes, "You know, it seeing everybody in the parking lot, seeing the adults in the parking lot, it makes me feel safer that my student is being looked after and feel safer." So, I shared that out and I really um thought that was a a positive thing from our our parents. >> Could we uh pause just for a moment? Sure. I wonder if there are any
053questions or comments from the board or the the student reps at the end of the table for for the team. >> Can you speak a little bit more to the difference in the parking lots? I'm not familiar with what what are the changes to the parking lot situation now? >> Oh, so the parking lot now we've closed the gravel parking lot last year towards the end of the year because uh working with the church, the kids were just leaving too much trash and garbage and it was just impossible to keep it cleaned up. So, we we closed the gravel parking lot and now they have to park in the student parking lot. We also have their uh parking um >> passes. They don't cost the students anything. They just have to come and show us
054that they have uh they have their driver's license, their registration, and insurance. And then we give them a pass. And we just need their passes hanging up in their windows. Our staff also should have some in their uh car also. So then that we we know if you know if we need something or we need to identify we we can if we need to deal with something. Um so what's happening is we have Josh out there watching the the parking lot. Um >> all of us have been out there at some point or another and Cat has been out there with Josh most the time. Uh Scott has helped out at in the lunchroom and then if if needed he'll go out there. Uh, I've been looking trying I've been observing the scanning more, so
055I haven't been out there as much to watch that. And then also our security, I have them scan the back and one stays in the back and then I have another one come up and help us in the parking lot just to watch the cars. So, we're watching for speed and parking and safety. >> When you say someone's in the back, do you mean like the old bus loop? >> Yeah, >> that's the back area. >> Yeah. So, the back area has been fenced in now. Yeah. >> And then what we're also having to do is the kids haven't learned >> that they can play soccer on what side of that soft >> by the softball field by the baseball fields. >> Okay. >> Because they would play soft uh soccer in the softball. And
056now they're since they're not leaving campus, we they're looking for a place to play. And so when they found out they could play there, I have a feeling it's going to start getting bigger and bigger again. >> Okay. Are you guys scanning on the way out and on the way in or just out? >> We just scan out. Their um check in is being on time for class. And then so once we get all of that in place, I will be looking at tardies and I will be looking at the uh attendance for either advisory or fourth period, whichever classes after lunch. So, you said, I think, correct me if I was wrong, you said six people were scanning on the way out. When you guys do start to figure out that that kid has
057a tardy or isn't or do you feel like you're going to need more people there just because you're going to run into an issue with more kids trying to leave the school that don't have permission? >> That's one of our next steps of things we're going to be processing. >> Yeah. Um, parking passes are is there a consequence for parking without a pass in the in the student? >> Well, right now they're getting notices to get them. And then um what we'll do is we're looking at okay, what are the next steps for that? Because if they're parking or if they um are violating that, then what can we put in place? So, they'll get some warnings and I'll have some conversations and I'll bring parents in and have those conversations. And then there's um
058we're looking at maybe a a fine or okay, you lost your privilege to park in the parking lot. So, we're looking at what we can and can't do and and so we'll probably get some feedback from, you know, our team and maybe our students and go from there. >> I think back when we were there, I think they charged us like I think it was like $10 or $20 to It was a different day. Um, we were allowed to charge fines, but uh I think if you anecdotally if 7:45 if you drive down Hemlock or down 7th, I was surprised by the number of student cars parked on the road, >> not in the parking lot because they had been enforcing bring your license, bring your insurance, let us know you're safe to drive. And
059uh so it seems like some students have migrated out there. I got I want to go a little further back and Josh on this one. I think it's going to go to you. So, does a student have to be in the red to go to the hub or can a student who let's just say got out of the red went to green but just feels comfortable? >> We'll we'll answer that question if you can hold it and then when we're almost getting there. >> I had a check mark. Sorry. My bad. >> Um I I have a question. Let's say um a student, you know, wakes up in the morning and they're a little bit sick. So, their parent lets them stay home for first period and then calls the school and says, "So and
060so is coming in at second period." Is that considered an unexcused absence? >> As long as the parent excuses them, they'll be okay. >> Okay. >> We're talking about unexcused absences. >> How many excused ones are you going to let out before you decide to put the hammer down on that one? because I that >> you only get 10 and then >> I mean in all seriousness I I'd like to see >> been a conversation amongst our team about the chronic absenteeism like how are we going to handle that because a parent can call all the time and say I'm excusing my kid when do we say enough is enough >> I I support that I I support putting a number on that one >> so the section up for chronic that's only unexcused >>
061chronic chronic is both >> okay Mhm. Okay. Any other questions before we move on? >> I have a question. >> So, I mean, I've heard it more specifically from seniors because it's their senior year about the parking lots just cuz they were saying like, "Oh, what if we do senior parking lots, but is that possible to have really like your own parking lot cuz you know they like do chalk or if they paint on it? Is that like a possibility to have?" That is something we've also been discussing and uh because we know other schools they use it like a fundraiser. >> Yeah. >> And then you get to purchase your parking lot then you get to decorate it for the year. So we that is in discussion and has been brought to our attention.
062And so we're going to need to probably look at that more. >> Another one of our green systems we've been having conversation around is if a kid is green in all three areas that they get put in a raffle and they have a student of the month parking spot. Great. >> And we're also doing that for our teachers. So, okay. Anything else? Okay. So, next steps this will be as we move forward communication forms must be completed and submitted. So, we need to make get the word out to anybody. So, if if uh kids come to us say no my parents did that or then we'll check and we'll contact the parents. We'll also get more communication out. this needs to be done because it is now a part of the being able to get
063off campus. Um, and also like I said before, I'm I'm going to start talking to students about their tardies and how that would affect them once this goes into full force and how because um I think that is right now they don't some of especially maybe our sophomores or don't realize how important that's going to be. And so I want to have those conversations before it um it actually goes into full implementation. And then as you can see there, full imple. We're trying to shoot for the 29th for full implementation. We've been getting like um Liliana had talked about kids frustration with coming back. We've gotten feedback from um teachers, advisory teachers, especially our upper classmen cuz that's really the group that is leaving the most um because freshman and sophomores are most of them
064are not driving. And so we've been working with the kids and si standing in the parking lot letting them in the main o or the main gym doors and telling them to hurry up to class. But if they're not picking up the pace and then they're going to have to go down to the main office and then check in at that point. So we're we're working on the the e the return um piece so that we can get kids in their classes as quickly as possible so they're um marked present and not late. So these are just some pictures is to this is our Friday when we had um everybody um on one lunch. Um and I want to say it took anywhere between from when we timed it it was about 6 to 10
065minutes for everybody to get get out. Um but it's going to be a lot of hands- on deck when it comes to a one lunch schedule cuz it's a lot of kids. We have 1451 kids um at the school. So, um, we're trying to do it as quickly and efficiently so the kids can go get their lunch and return in a timely fashion. >> How how often do you have one lunch period? Is it on a normal day? Are there two lunches? >> Mhm. There's normally two lunches. Um the only time that we really use a one um one lunch is when we have things like we'll have um the healthy youth survey that the um 10th and 12th graders will have to do. We'll have Husky Olympics. So it just kind of depends, but
066it's not too frequently. I would say it's no more than six times a year that we have. So on those days it's it's all hands on deck because we got to make sure we get everyone out as quickly as as we can. But that those days are typically paired with an extended lunch period already. >> Yes. >> Yeah. So they'd have extra time compared to the normal time. Uh we've heard a little bit about out student perspective and the feedback you're getting from students and families. What are you hearing from teachers about these changes? >> Um so we've had teachers really excited cuz they have had kids that have been on their rosters and they've never seen kids. And so kids are actually showing up to class. I even had a kid go, it's really
067good to have all of the students in class because people are showing up. Um so it's it's starting to have, you know, a positive impact and um kids are showing up and doing what they're need they're needing to do and they know the expectation and um we're we're making some gains there. Um we're still working on the tardy thing because that still is a little bit of an issue, but we'll get there. >> Yeah. Does it notify the parents that the student checked out or is it just the student checks out during lunch? >> You know, if it Yeah, >> it doesn't notify the parent right now. Right now, we just what it does is it pulls up the name and the indication is a blue square with a O in it for off-campus. And
068so that's what we're looking for. We're looking for that blue O. As long as we see once it's implemented, if we don't see the blue O, then we're going to be asking the student to go back. That right there is when I'm thinking we're going to need some extra support because that'll be another change the kids will have to get used to. And so the support in Okay, how do we guide the students uh back on campus if they can't leave campus? >> We'll be calling your mom tomorrow to let her know the apps that she can put on your phone. >> No, it's not for me. Just for other students. um you're looking out for the other students. That's so wonderful. >> So, one of the things that we did um to help with
069um engaging parents in Parent Square is um having the form that kids that the parents have to approve um the off-campus privilege done through Parent Square because prior to enrollment and everything, we only had about 200 families at the high school that were really engaged in using Parent Square. So if we're asking our teachers to send communication and the parents aren't getting it because they're not engaged and that was becoming a pro that's a problem for us. And so we put a digital um form online and we were available at registration and working through the kinks of do we have updated information on parents and logging them in and and showing them where the post is. um we can only post it once. Otherwise, if we keep trying to put it up at the top,
070everybody that's already approved their kid would have to redo it. And so that parents were having to help parents um go to an August 15th post that I made about completing the form. Um, and as of today, we have 855 of our parents who have gone in and um, become active um, and have approved their kids to um, be able to be available to um, do the off-campus privilege. >> I think that's an important one about the number of families we can communicate with. Now, a couple other moves you should be aware of. I know Dr. Dr. Meek has been helping with his expertise around Skyward to make sure those systems are correct so that when we communicate with families, we know they're getting the message. The other one that the board might get feedback
071on maybe from some of our coaches, those who are employers and maybe not regular employees, they just coach. Um, we've pushed all of our coaches with the expectation you have to use parent square to communicate with your athletes or your club. And again, another way to make sure that our students and our families have that one uniform platform so we can get messaging out to as many people as possible. But if you hear concerns about that, hey, team reach is easier. I've been using this app for years. There's some archiving responsibilities we have as a school district and parent square really supports that. So that's a huge number. >> Yeah. um quick feedback from for as a parent with parent square skyward final forms and then another thing I small example I went to log
072into one and then it's like I need to send you to this other one and then I try and log into that and it says that's the wrong username and password and then I'm like you know maybe if they could all work together under one username and password it'd be a little easier for parents that's just feedback like even um you You know, I kept getting notices from I I think it was final forms about buying the family pass. So, I went to do that. Had to enter username and password different than my Skyward, different than my parent square. Couldn't buy a family pass cuz I couldn't figure out what my username and password was. So, I know that that's for and I'm not the only parent that has been like, why do we have
073so many loginins and all the things? So, so if there's a way to integrate those a little easier for parents, like if I were to log into parent square and I could see, you know, my kids grades or I can now I figured out how to find their class schedule on parent square. But anyway, just just feedback from a parent. >> Yeah. No, and we've also had feedback from many of our teachers that are district employees and they're also parents and so we were noticing that there was a glitch. We fixed it today um to update it, but there are there are some other things that we're working through to make it more streamlined. >> Perfect. Thank you. >> All right. So, this is the dream. Last year for some of you guys, we uh
074once we decided that we were going to merge the high schools, we started thinking about uh what this could look like. And out of all places, that's kind of one of the ideas that came to us. and and uh we are waiting for signage right now. It looks like one of the wards from the Walaw Wala estate pen, but it looks a lot better during the day. It's it's jam-packed with cars all over. But this is the hub center, and I'm going to talk to you about what we offer at the hub center. And it's a really really busy office and some of our students are there on a regular basis. So, first of all, why it what are the hub classes? Let's I want to make sure that you guys and the community are
075aware of what hub classes are. hub classes are just normal core classes. We did a few things that we committed to uh DOHS students last year and to our families that we were going to do some things. Some of them were we were going to try to keep these kids together. We were going to try to keep those those teachers with our students so that they could see familiar faces. Unfortunately, we don't always have control of staffing, but we had control of our students. So, in these uh hub classes, are they all DOHS students? No. No. We have a mixture of of past DOHS students and and and actually past OHS students. And these are just a couple classrooms. I think this is Zamora and Mrs. uh Garza's class here. Um so again, these kids,
076a lot of them do know each other. Um some of the things that we offer with a smaller class environment is the ability to differentiate our instruction and offer more one-on-one assistance. So our kids and our teachers are going to get to know each other fairly well. And again, um, there's a lot of benefits to it. Some of our kids, uh, some of the word on the high school streets is that hub classes, kids in hub classes aren't going to graduate on time. That's not that's not true at all. Um, can you apply to get into a hub class? You don't apply. Um, if the counselors feel that that would be a good placement, you may be placed in a hub class. So again, um, this is our hub classes. Yeah, hub classes are Yes.
077Thank you, Brenda. So, hub classes, they're not in one location. These can be all over the school. So, if you're taking science with Mr. Moore, you're going to be down in the senior hall. If you're taking uh English with Mrs. Garza or Mr. Zamora, you might be out in one of the portables, but they're all mixed. Kids are all over the place, so they're getting that full full high school experience. Um, now, what is the online digital learning program? You'll call it OD. You'll hear it called as ODL. This is students um who feel that they need to be on the online um process. Um it's not just up to the student. There's an application process online. It goes through our teaching and learning team. They have to look at several factors to decide whether
078or not students are going to qualify and be accepted into the online digital learning program. And the reason for this is because if we don't have all these uh uh factors in place, then what we end up doing is just placing kids that don't want to be in the traditional setting online and they're not going to be successful and they're going to fall further behind. The online digital learning program is an AL program, alternative learning experience. And one of the biggest and hardest um stipulations in under this AL umbrella is kids have to commit to being in their in the program. Egeneuity is the platform that we use for 27 and a half hours. just a little over 5 hours a day. So again, for me, who's um probably not the most tech-savvy person, I
079would rather be with a stand-up teacher than online, but there are some students in our community that absolutely need the online digital learning program. Currently, we have anywhere from 15 to 20 students. Um we just got a couple today. So again, just so you know, there is a pretty strict uh process to get into it. Um Mrs. Jones is our teacher. This is open to MMS students as well as OS students. So again, depending on the need um is is um whether or not these kids are going to get in there. So there's learning plans that reflect um how these kids are doing. And then if they're not progressing, there's intervention plans that are also put in place with a lot of parent meetings at the end of the trimester. If these kids are falling
080further behind and they're not successful, they will be sent back to their prospective schools whether it was MMS or or uh OHS. So here's an example of bottom lefthand corner. That is um one of our classrooms there, Mr. Jones. We are able to offer um the opportunity program. Um I'm going to talk about that shortly, but I just wanted to give you guys the visual. So there's a lot of space here, more space than what we thought. Top right hand corner, it's the small room for our online digital learning kids, but we also have this area here on the bottom right hand corner. We also have um students who need to come in to for a timeout or maybe overage from the ODL program or overage from our other program that I'm going to talk
081about next which is the ODL. And the bottom leftand picture is an example of of one of of an area that we're using as a lab uh just to for the record a lab not a classroom. Okay. So what is the opportunity program? the opportunity program. This is a diverse program for students um from MMS or OS who have had a a different experience at school and they just haven't been successful. Uh some of these kids might be long-term suspended. Some of these kids might be short-term suspended. Some of these kids um they just flat out tell us um I'm not going to make it in a regular school system. I need something else or I'm not coming to school. These kids are not of age yet to enter perhaps our open doors program. Some
082of these kids we're dealing with right now, they're at Martin Hall right now and they're communicating with Brienne, their counselor down there, and they're calling us telling us, hey, when this individual gets out, they're not going to make it at that school. So, what do you got to offer them, Tovar? So, what we have is um opportunity program. The content that we use is egenuity or if there if it's just a short-term suspension, what we do is we communicate through Google Classroom with their content teachers and then we ask for the assignments. A lot of them are placed on Google Classroom. So we have an administrator sorry we have a a certificated staff member and a paraprofessional that are helping these kids uh when this need arises and currently we have the opportunity and the
083privilege to offer an advisory class through the staff member as well as an English 10 class um that we're using the opportunity program for but we don't want to continue we don't want to offer too many classes through the opportunity we want it to be a place for these kids um for when they need it because if anyone can predict discipline, that would be amazing. We just don't know how that's going to be. Or if we can predict enrollment for this, that would be amazing, too. So, again, some of our main partners with the opportunity program are is Adams County Juveninal Court. Um, again, we we stay in close contact with our probation officers to know which kids how they're feeling and which kids are coming in and out of the system. So um again
084hub classes ODL online digital learning program and then the opportunity program opportunity program that doesn't mean that they have to take egeneuity classes they might just be there for 3 days 5 days they're going to continue working on their assignments rather than being home suspended and for the parent not knowing what they're going to be doing. So before I show you the last two slides, any questions about either of those three programs per se that I just shared with you guys, >> what is the AL rules? >> AL so it stands for alternative learning experience. It's a license that our school district has had and under that license we get audited. Um and there's certain rules that you have to follow. Some of the there's a lot of them, but one of the main ones
085is every student has a learning plan and and students are required to be online in the program for 27.5 hours a day. Now, let's say a student didn't get on today, but tomorrow they get on for 10 hours. That's okay. Just try to get to the 27.5 by the end of the week. >> I have a question, Josh. Yes. >> You said that if a child was suspended or for 3 days or 5 days fighting, let's say, Yep. you'd offer that that program to them for three to five days. >> We might It's a might what what would be the >> risk factors? >> Meaning, for example, it depends on um the severity of the discipline. If a student is put out on emergency um removal and we're going to have to run a risk
086assessment and the team decides, hey, we can't have them on campus until we run the risk assessment. There are things we can do. And the reason why I always say maybe because I don't we don't know every situation. But let's say two kids got in a fight. Can we have them both at there at the same time? We might have one come in in the morning and we might have one come in the afternoon. >> So like just just say a fight just happened at school, two kids got in a fight, the option of them going there would be pretty much like you said, maybe you could come in the morning, come in the afternoon. >> So we would meet with a family, the parents, and if the parent if we we offer this if
087a parent might say, "No, I'm just going to keep them home." Okay. Well, we have this this program if you guys need it. It's not really a program. It's a place where you can come. there's a certificated staff member and a pair professional that are more than willing to help your kids so he or she doesn't fall further behind in their studies. That's all it is is offering an opportunity. That's why we call it the opportunity program for them just to not fall behind. >> I have a question about the online um experience. They're coming into campus to do that, correct? Or are they doing it at home? >> So, they have a choice. So, we have we have every situation is different. We have people with students with massive anxiety disorders. It's it's really
088hard to get them to come in, but we work towards that and and eventually they're going to have to take some stand-up classes if they want a pathway to graduate. They can do both. We have uh we have many young ladies who have just given birth literally this month and um they're going to come in eventually, but uh they're working from home right now because of the the medical need. Um we have like every situation you can think of and Mrs. Jones works with every student and and again, if you if you say you're going to work from home and you haven't been in the system for a week, you're not going to be working from home very long. We're going to make you come in and if you don't want to come in, then
089we're going to have to make some changes. And that's where those intervention plans come in. So, we got like three interventions. By the third one, you're you're probably going to go back to your school because the online program is not working. So, what I'm trying to say about the online program is you have to be pretty selfdisciplined and you have to you have to put in the work. Otherwise, it's it's not going to work. You're going to fall further behind. I I just want to add a couple comments. One about online learning. So these are students who have maybe not had success in other more traditional settings and it can be difficult to stay online. It also happens at the other end for a number of our running start students every year who as juniors
090decide that they're going to go to CBC and they're going to take all their classes online and then they show up two months later and they haven't done any of the work. They haven't been able to maintain a schedule and they're back in our school. So the online platform is very difficult. I think what Cat started with though is really important to connect to all three of these, which is on-time graduation rate for more students. And all these programs are designed around that. How do we make sure we provide a meaningful diploma? Because if you've been suspended, um your likelihood of graduation goes down. If you have uh some mental health um issues or concerns or or you need some supports, your chances of graduation go down. um you have a medical need and you're
091missing school a lot, chances of graduation go down. You're tardy a lot or not coming to school and so we're tightening up the campus, incentivizing people to be there. Uh chance of graduation goes down. All of those risk factors, right, that we would find in other areas. These these programs are designed to to manage and deal with that. And just so you guys know, I know something that I didn't mention at the very beginning is I've met with most of our DOHS students that have transitioned and um over to the high school and we've been talking to them about how, you know, how's it feeling? What are you thinking? The grand majority of them like it. There have there have been a handful that say they just don't like it. But it's it's not the
092environment. It's just they don't like the big school. It's it's again some kids are just not comfortable in that environment. But they all know where we're at, where my office is at. Many of them have come in already and um and met with me and they know where Mrs. Tovar is at as well. So we continue to help them. So just to kind of end with a few more resources from the hub center. Um obviously in the front top middle is Mrs. Reyes. That's our front office staffed. Bottom left hand side these young ladies here are our MSA uh migrant student advocates. They're also in this building. Uh gear up on the bottom students that help out with all the gear up program. It's also in this facility. And then to the right is uh
093Mr. Lopez, our SRO officer. His office is there as well. And then I don't think we included a picture. Uh but we also have our athletic director. >> Was he back there? Oh, okay. Behind Miles. Okay. So, behind there is our athletic director, uh Carlos Gonzalez. And then opposite of them is Mrs. Garcia Corey, uh who's the uh the ASB secretary as well. And then um this is just one of the um storage areas that we have in this facility as well. We our students have helped us with our staff to kind of organize this. It's a pantry for kids that need anything. So if you guys have anything of that you would like to donate, paper, pencils, anything, we would gladly take it and store it here and we donate it to students as
094they need it. So again, this is the hub center and I just wanted to make sure you guys kind of I know you're going to get hit with some of these questions about uh these programs. So hopefully now you have some information to kind of answer those questions. We need to first give a huge shout out to our maintenance and our tech department because after summer school um they were diligent well even before summer school or as it was going on um taking out carpet making putting new stuff in um creating some space for our SRO. So there was a a private, you know, place when he does some of his investigations. And so we really and then it was moving all of the furniture from DOHS over to um accommodate the things we have
095going on out in the hub center um as well as throughout the campus. And so we really need to give a shout out to our maintenance crew and our our tech team because they've been um we've asked for one thing and then we're like, "Hey, by the way, uh that's not going to work. We're going to need it this way." Um and they've done it. um without question, without um any complaints, we um one person I need to give a huge shout out to, we offered a a thank you lunch for them on Friday, and one in particular doesn't like the recognition, and that's Travis. Um he's all of them um from the summer help, moving things, all of that. They've been hands down the best and um we couldn't have the campus that we
096have if it wasn't for them. Um, so we have all said at one time or another we are so appreciative of them. Um, and so we just wanted to let you guys know we can't we can't have the campus we have if it wasn't for them. Um, some next steps for us is we're working on trying to make our data visible um to our staff and students. And so one of the things that we are doing um we're actually starting to ramp it up right now which is pulling our data for attendance tardies um attendance academics and we'll be pulling that and behavior um we'll be pulling that every 2 4 and 6 weeks and making sure and aligning our systems. Um so some things that we have going on to support academics is you're
097going to see some communication about Saturday school for all grade levels. you'll see some morning. We're going to be doing some things with their parents to provide some academic support um before school. Um and so we're really just trying to ramp up the support but also prepare for the if we have a lot of kids who can't leave campus, where are they going to go and what does that look like? Um, and so we're just trying to align that, get a bunch of data and get feedback from everybody to try to streamline it so that when this goes into effect at the end of the month, we don't have a lot of people that are like, "This is so out of control because we've been practicing it now and trying to change the behavior that
098we would like to see." Um, and then finding fine-tune any of the technology or the things with like parent square and all of that type of stuff. Um, so those are some of the the next steps that we have on our um for the coming month and um that's kind of where we're at right now with the high school. Any questions in the column for academics where it says in the red uh Monday homework club is this is that just like before late start like is just tutoring? So, what we're going to do is um on Mondays during late start um any kid that is yellow or red, even we'll even welcome kids that are green that want to make sure that they have an opportunity. Um we're working with Gear Up. Um we've been
099working with National Honor Society, Miss uh Simpson, to coordinate having some tutors come in to be available for some courses to be able to offer tutoring. And then we're um also working with transportation to be able to if you need to come in and we know that you need that support, we're going to have buses that are going to go out and pick up students and bring them in so that we can have that support for students before school even starts. And we'll do the same thing with Saturday school. Um we started it last year, Scott was going um around in the morning and then we also provide breakfast for the students. Um because one of our big learnings last year was we have stu we had students who would skip during the school day
100and then they would come on Saturday and to us that was a there's a need and they feel comfortable here so let's offer an opportunity for them to get food too. Um and so we'll be making sure we have that as an option for our students as well. >> At the beginning you said that some of the student feedback was that they wanted to see you more. So that must feel nice, right? I'm sure that's not the experience of all principles and vice principles. >> Yes, they are seeing me a lot. But I'm also getting some really great feedback from the kids. Um they're excited. At first they were a little hesitant like um kids have said this feels like jail, but it's not. um now that they know what what to expect and we
101have had some students who have hopped the fence, but they now know that we have cameras on them and we're greeting them when they come back from campus. We're like, "Why did you do that? You were allowed to exit. You didn't need to hop the fence." Um so we've been, you know, going through the motions and kids are realizing we see you. >> One of our our key learnings from Dr. Selena who's been helping out the high school is how important language is that language matters how we speak about things and I have heard anecdotally this this comment about it feels like a jail right that's a very easy thing to say a thing that um you hear in other context as well the vast majority of people who say that have probably never visited
102a jail let alone been jail and so I'm not sure they understand how they operate because you could also say um driving by it wow that feels like Simplot where they fencing around their building. Wow, that kind of feels like CBHA where you're expected to check in and check out. Hey, that feels like um CBC when I visited and they had these process. So, it's about process and safety and controls. And I think it's important that those of us who work in those spaces can challenge that narrative a little bit and say that's not the intention. We don't want it to feel institutional because when you walk in, it doesn't feel like that at all. It feels safe. It feels orderly and it feels comfortable. And we've had I've had some teachers who've taken a
103half day and they try to come to campus and they're like, "Wow, now I understand like I wanted this and now I really feel safe at on the campus because I can't get in and I know that just someone randomly from the street can't go around barriers or anything like that. The kids are the kids are in. And so there there tends there tends to be right now anyways and I'm gonna regret this to tomorrow, but there there does seem to be some ease of um what it feels like. >> Well, I know that when I tell my kids they can't go to their friend's house, they say that my house is like a prison. So that that means nothing to me. Um, and most homes have a fence around their yard and they can
104only come in the front door unless they have a key or, you know, I mean, so that's just teenagers. Um, I I think it's great. I I think I I witnessed many times last year my own student leaving campus through the through the south lawn back area that you call um or that you refer to it as. uh and and many many students leaving campus at all hours of the day just walking across the street, you know, whether it was to the softball fields or they kept going or to their car or whatever, but they were not in school. So, I think that um you know, I think of Josh who has a giant uh yard and he has a fence, you know, so lots of people have fences and and I think that it's
105not only to keep you in and keep you safe, but you know, keep people who are up to no good out as well. So, I I think that that's great. >> All right. Well, I appreciate uh the information tonight. I know that they'll continue to be questions as we move the process forward. And I thank the board and the student reps for their thoughtful questions tonight. So, thanks to Cat and her team. >> Yes. Thank you guys so much. That was so well done and put together and answered a ton of questions that we all had. So, thank you for your time and effort put into that. Thank you. Um, at this time we'll move on to public comment. Do we have any public comment tonight? >> None submitted. No. >> Okay. Moving on to
106upcoming events. Uh, like we said earlier in the meeting, there's a board site visit at the foods for food service, transportation, and maintenance on September 15th, and then our regular scheduled board meeting on September 22nd at 7:00 p.m. We also have the fair coming up this week, and lots of our students show animals and uh have art projects and different crafts and things that they have out at the fair. Plus, many many students volunteer their time to work at different booths, uh, selling food or just helping out. So, any chance that you have to to see our students out at the fair, I recommend we take advantage of that, seeing them do their best. Um, okay, we'll move on to the board self assessment of the meeting. really great presentation from our high school staff.
107Thank you so much. >> Thank you to Dr. Meek and his team for the work they've done for the grant. That sounds like it's that's really exciting. I know Carlos Gonzalez isn't here, but I did want to thank him and the district for all the work they've done this last week with the uh air quality stuff, rescheduling sports events and practices. I'm sure that was a lot of work, especially for the first week. So, thank you to the district and to Carlos for all that. >> I want to say thank you to the students as well for giving us their honest opinion on how things are going. I mean, your guys' perspective is important as well. So, I also want to say thank you to the our OHS principles and admin for listening to us.
108Even though we can be a bit of a headache, but I love that you guys always are willing to listen to us. Uh, Missing Ken tonight. That wasn't a a plus. That was a delta in case in case that wasn't clear. Anyone have anything else? Okay. At this time, the board will recess into executive session for 45 minutes to discuss potential litigation and performance of a public employee. This meeting is adjourned.