001All right, I am calling the warp session back to order at 6 o' and please rise as I just flag. Superintendent Bo any changes additions to the agenda since published? >> No changes. >> All those in favor approving the agenda as published say I. >> I agrove. Okay. First, we have Assistant Superintendent Ben presenting on the February 2026 capital. Members, it's my pleasure to provide the latest update on the capital and technology levy. The objective today is a good start formulating something. Joining me today to the right is our director of capital project. about. So, a number of these will be Just a note that you know What I was about a lot of work We don't know. We've also tried to be very specific about In terms of appropriate function, If the board This
002is for right now. There's a strategy on There's a particular a little bit about walk through that. Three broadly devices as well side. We got some They don't have field. Always replace We also feel like This is just there's a couple of different ways. So we have covered the picture. Thank you, Ben. Becky, let me know. adjust the microphone not thank you for the time on the agenda this evening with David later I remember presenting with Mel back in 2019 the first thought of the first capital project and adjusting from a model where a bond versus taking care of technology I have a couple points that Ben and I bring forth is how do you do a long range components of capital plan and change capital levies needs and then both bonds and levies are
003passing at low rates. So it's even more important to get the plan correct, get the strategy correct and make sure that we're implementing these funds in the right locations. Uh PD is declining in most of the state. Uh we all seen that in the news and then and finally districts that bombs across the state have shifted to rely on capital primarily because majority it's so hard to get anybody to let alone that capital threshold of 50% which is a bond of 50% and especially if a capital needs even more so than a bond and it's kind of a no-brainer to continue that kind of strategy. Uh we put together this slide as well because I'm a big fan of history. you've seen me before presenting at these board meetings. I like to talk about what
004was before and get the why out. But you remember we spoke in uh June 19th and we talked about the very first capital for the water school district. And the goal at that time was to take advantage of bonduring uh to have a level rate that they continue to get resources in and have a level tax burden for the citizens. And then I came back in 2021 when that two-year capital and it was going well. So Mel and I list of projects that were uh continued to be needed to be addressed and at that point you adopted a four-year levy. But I also want to put together just a brief history of your bond success. The district has passed it last bond and you can see the percentage there on the left. Uh you will
005notice too is that there was some pretty good overlap in the 92 bond, the 95 bond and the 2003 bond. At the end of that 2003 bond is when we started addressing the usually that capital projects levy and in 2014 that bond is maturing just right around the corner. So that really creates an opportunity can you bridge the gap between now and when that bond matures the capital levy and take care of the voting the district that will impact students the most. Um so I just put together a couple notes here that don't really follow along with the slide but a visual that goes along with it to some extent. Um and that is the importance of technology safety security. These three things are some of the most supported things by taxes across our state
006universally. Uh there are some things that are more challenging whether it's athletics or whether it's AC but for the most part safety security technology are very supportive. One of the biggest challenges with bonds right now, other than the 60% is the project inflation. So if you remember these projects here, we got a pretty big bang for the buck when you're doing $25 million bonds. You could build a school for 18 20 million and now that same school is 60. So the inflation has really changed things to a shift where it's a little bit less affordable to build facilities and the need for new as good as our FTE has started to climb. It used to be overcrowding was one of the biggest things we were addressing with these bonds and overcrowding while still a challenge
007to certain locations is left at the forefront. Um so why now why are we talking about a capital levy? Well, these these bonds that are set in 2014 there are some step downs built in. By step down I mean the tax decline as these bonds are paid off. There's a step down at 29 in 2031 and in 2033 the bond would be completely paid off. So if you're looking at doing a perfect bond model, you would wait until the other bonds to do the next one. I joke about I have a 16y old and uh they want me to buy them a car, but I already have a car pay. I'm gonna wait untilever the car's paid off. Same thing with bonds. You want to wait time more perfectly. Um one thing about this capital
008levy model that the administrative team is proposing is a model that's six years instead of two or four like your previous models. But at any given time you can voluntarily not collect if your strategy shift to a different need. So if you're in year three and you need more infrastructure, there's a population boom um it becomes more affordable to do new construction and remodeling. Um at that time you can voluntarily as a board roll back and not collect those capitals and if the voters don't agree with you and say no to the bond you can continue to collect the capital leaf. So capital projects like a really safe tool to continue to support students and safely. The biggest challenge right now is postco only 22 bonds have passed in our state the last five years.
009just five years before that instead of test. So it is just very difficult difficult to get bond support right now coming from somebody who receives the salary based on bond passes we're encouraging a lot of capital right now even though they don't resourc um do you happen to know how many were run like the regular >> so in addition to only 22 every has been a little self. So the asking rate is used to be 40 a year. Now we're about 20 to 22 a year. So the numbers a little about the success rate because many people are trying the year after the pandemic no the first time in history that no school asked for financial success rates are down three and a half% since the pandemic bond success rates down 5.8% However, some water
010is somewhat off the trend. So, you see those big declines in support. You were still in the 59 to 61% support for your most recent measures post pandemic. So, there's a lot of community support here. One other note here is that um just pointing to some of your peers that were kind of trailblazing this maybe three or four years before you. I worked school district and they're running a capital levy because they did feel like they're looking at the double jump. We jumped into the bond and they kept doing capital 11 capital I think six until they finally tried the bond last year and it passed. So there's something to be said about waiting for the perfect time perfect set of projects to support your kids and sometimes capital. So, I'd love to recommend a
011bond capital difference. >> So, the biggest challenge is um I remember when we started talking about this pros and the cons of a capital levy versus a bond and the cost are capital levies you have to wait for the tax. So there's a cash flow dilemma where Mel has to wait to have the bank account fill up before he does his project versus a bond when you get all the proceeds up front. So that's the biggest challenge. But when you use a capital levy, it's almost like you're paying tax for everything. When you're paying a bond, you're borrowing and paying interest. So cash capital levy with cash is more cost effective for the district. But I say the biggest challenge is is the bigger projects. It's harder to do bigger projects with a capital levy
012because it's like trying to buy a house with a car loan versus trying to buy a you know a house trying to buy a house over six years that's be pretty tough. If you have a bigger project the bond stretches it out farther than six years. Six is the maximum right now. But there are some really large school districts maybe our largest one in the state. They shifted away from bonds so they can get a billion dollar capital less and they just pay cash for school construction. So it is very cost effective. You can capital levies on capital. >> Well, there is no legal limit on what you request, but there's a very important logical limit, right? There's a ceiling of how what people will And a lot of that's based on tax rate. I
013will say since mccclary and since the pandemic there's been a major shift to capital lev to try and take care of aging facilities instead of replace them. Um I would say over a third to almost a half of districts now have a capital levy whether it's just for technology or for technology and repair and parking repair. So it is becoming a lot more common as the district picked this up starting in 2019. A lot of districts are going this direction. So on the one power point where you show how on the one powerpoint where you're showing where the bonds are expiring you could theoretically replace the bonds capital money. Correct. You could continue on with capital levies. The biggest challenge would be is the amount you can collect for a capital levy. I think you
014were looking at the 9 to 10 million range. Um, you can do that year over year, but if you had a project that was 40 million, you would have to sit on cash for multiple years and do no project until you built up that amount. And then the cost of the project then is four years inflated and there is some uncertainty. So the biggest challenge is capital, but you were not incorrect. You could continue perpetually with the capital levy if it met your needs. >> Correct. All the way up. How's your district? What do you want? One note about school bonds is that right now we talk about interest rates being at record highs, right? you look at buying a house range. Municipal entities, school, park, fire, city, counties. So right now we've been seeing
015longitude in the 4% range. So there we talk about interest and I know a lot of folks are flying away from that, but you do get a pretty competitive rate being a school district. So while I mentioned there's interest and that's a negative as it's compared to a capital les a little bit more manageable as a government. At this time, That's incredible. Thank you. That's really seriously that's very impressive for creativity and trying to think broadly about the community as a whole. Thank you. So next are our agenda. We're going to discuss uniform police presence at district functions, events, and meetings. I think we have an online guest. Okay. Open your city manager. Lisa, are you on? Yes, I'm here. Thank you. >> All right. I think I think you should let us know if
016you can't hear anyone. Um I don't know who's kicking this off, but thank you for chasing and you >> have you kick it off. >> That's okay. So, kind of give the overview of >> Yeah, sure. So, so we've been in some conversations around um our school resource officers. I think one of the things that sparked this conversation was we have our contract is coming up for renewal of our school resource officers that expires in December. And so that's prompted conversations both at the city level and at the board level here um with the school district around just kind of the continued relationship and costs and um and just kind of different issues going on with policing in schools. And so one of the conversations we had um was as we looked at this new
017contract um I end up proposing just some ideas around requesting um just requesting our SRO to attend things outside of school and there are things like whether it's coming to a board meeting or coming to a PTO meeting or um really making like and so I I had suggested some language that said something like upon request that our our school resource officers would attend school district events kind upon request. And so that ultimately we had a conversation both with um with city manager parks and and commission around that and including that in the contract. And they were really kind of really clear. Did Rice separate those duties? And so I think part of it is them here to help um help kind of have that conversation with you and answer any questions you might have
018and just kind of a further conversation around just kind of placing these groups. So that's kind of the background information that brought us here today. So um I think just opening it up if any of the board members have specific questions start that way. >> So I have a question. So what is your viewpoint on that? >> Which part? >> On the part on uh attending or having a presence of other things. So I know at my high school graduation you guys were there. Okay. Um that's and are there other things that you think that it's appropriate for you to attend? Um and what you notate I really appreciate this opportunity about 30 seconds to share a little bit about me. I've been with the police department for 32 years. I have two kids. school
019district, a middle school, an elementary school, my kid. Um, even before I had kids, I bought a house in the Tom school district specifically be in this. And I I say this to everybody. I think that um short-term health of a community, society, I think the police department and fire department have tremendous impact, but long-term health of a community, I think the school district probably has impact. So, we really believe what you are doing, what your staff is doing, I was talking to council member Jefferson before I came up here that, you know, we know the value of a quality education. We know the value of a high school diploma. We know that stats show us that youth adults that have a high school diploma need our services far less than those that don't. And
020the goal, you know, for all of us, the vision is to not need it, right? We want to be in a community that functions so highly, so well that you don't need it. So that's kind of my dream and my goal. So um we've been partnering with the school district for um 15 years with the SRO program. The primary role of the SRO program is to have positive interactions with students, staff, family, and that's our main role with the SRO's um they work hand in hand with the administration uh to move that vision forward um you know our SRO's are not involved in any discipline um obviously if there's a criminal matter they'll talk to the schools and decide how to handle that but we give a lot of leeway to specifically the principles and
021the administration so um when talking about uh interactions with the school resource officers we want those to be pos positive as as as much as possible. Uh they are at all I think they're at all the home football games. Uh and that's really to have positive interactions with the students. They go to graduation because they want to cheer them on. Uh they go to homecoming and those kind of things to have those kind of positive reactions. Uh what I don't want the resource conference to do is to be seen as an enforcement model. I don't want them to to be placed in positions where they're going to be the heavy unless you have to do that and that's you know human bar and so that's the main goal and that's our mission. Uh, and so
022that's the vision for the school resource officer program. And that's, you know, if you needed them like you needed them here to talk about something, you wanted them to engage with students on a level, uh, you wanted them to sit and evaluate or judge talent contest, then they're there. They're there for you. Uh, I just don't want them to be security, a primary security for, you know, So I have kind of a followup to that I guess. Um so my my key question was trying to understand how how do the decisions get made for the particular events that seems to attend. So you mentioned football games and um certainly see and I'm talking about this from like an outside observer. So when I see school resource officers, they're typically like down on the on the
023back and it appears like, you know, they're smiling and it's a positive thing. It's a happy thing and and whatnot, but it does I mean it does appear that maybe it's designed to do a little bit of of presence. Um I don't know. It doesn't sound like that's the case. You know, kind of the same thing when whenever I've done basketball games, you know, especially in the tiny little gym, you know, the kids can get rowdy and the school resource officers, but that principles walk over and try to stand and provide a little standoff and school resource officers do the same. So, I think that's maybe why I was a little confused. So, what um so I guess the question is what how do you all make the decision about which event you're going to
024go to and do you do that independently versus like the school's not asking you to be there, you just to come. Is that is that correct? A lot of times it's the interaction with the SOS and the principles and vice principles and the staff to decide hey you know we would like you to like for example um this weekend pioneer there's going to be a lot of students from both sides even if it wasn't you know we do I believe even if it wasn't going to be one we regular attend we probably have a presence there just because we want to be able to interact with students and we want them to be able to see the SRO in that kind of atmosphere and have a good time but also recognize that um we're helping
025staff um make sure that it's a positive event. So a lot of times are working with uh the principles and administration to make that determination. Rarely does it come to me. Um it's not a decision I usually make. um if they had to take clearance from anyone, they talk to their supervisor that's a detective detective lieutenant and they would make a determination. But really, it's about, you know, where do does the school where does the administration uh think that there's an opportunity for positive engagement and we're going to need the SOS to be and that's where >> but it's not part of your duties as an because this is separate from the contract. Am I understanding that correctly? Well, there's still SRO. You're right. The contract the the police department pays for all overtime. So,
026we take that on, but they're still school resource officers. >> When they're in uniform, when they're interacting, they're still still school resource officers. We're the ones that take on the fiscal burden. >> We're happy to do that >> for for every event outside of their regulars. >> All of that is covered by the police department. >> Yep. >> Okay. And so if you had a um so we kind of established athletics are a pretty common thing in graduation. Um would you what are the considerations that you make if somebody asks you to be at an event to provide positive interaction with students? >> Are there a lot of students there? You know what's the opportunity? Um you know it's always a weight and balance because we only have two we currently have two school resource
027officers. you know just like all of us they have family lives they have real lives outside of work uh their primary job is um you know to provide a presence within the schools while school is obsession but just like all of us you know my job is u Monday through Thursday but some Fridays 7 in the morning until 5 in the afternoon but you know I'm here because it's important for me to be here to interact with you to have these conversations There's a myri factors that go into it and you know we'd love them to be honestly we'd love them to be at all after school events but just we have to triage that a little bit and mitigate where do we want them to be and a lot of it depends on you
028know the asks and inquiries of administration principles >> so uh two My sons went through street and they just I don't know at the time they were there they call them s they just love the local office model you know that sort of thing is um one question though is your as a positive one relationship that sort of thing. Um what would what does the district do then? So the homeowner department would not be willing to go through a private security or somebody else if they have a problem with that. >> Well I guess situation If you think that there's going to be a threat at school, we will be there. We will be able to work with the administration. You know, we've had several times where there's been a threat or student, you know,
029bring something back to school and we have a high on a case by case basis take care of the students and the staff. >> Totally different. contract. >> Yeah. I mean, that's just >> I just want to know one of the things you talked about the positive interaction with the school resource officers and you know, one of the things we fully believe in community oriented policing the SRO program is like kind of the integral of that because they get to be with those every day. I I stopped by yesterday to pick my kid up from school and talked to the boys for a little while. Kids were coming by. They were saying hi to him. They wanted to, you know, make jokes with him. He knows. He knows who they are. He knows some of
030the challenges that they may face. And he can, you know, engage and interact with him on ways that, you know, I don't know. I know some of them, but I don't know the way he does. And so that's that's honestly if I can if we can afford it, I'd have every that was acceptable to you. But I do think it's just such a powerful program that there's tremendous value. I see tremendous value. >> Yeah, comment question. Thanks for coming. Appreciate you. Um, also thank you or whoever provided the cost detail information. That was a valuable piece of information. We've not seen that before, but there's always been questions around the cost and what that probably means. Um, ideally, um, you know, a few years ago, we knew this. I think we would ask about it
031then, but we kind of pressed into getting that completed students are safe. Um, so I appreciate the taken to look at the cost of it is it appears to be costly. So I think you've answered my question about how the cost broken down as a great question over time is also on my list as well. So thank you for providing that. Um again this is great information. Um, I did ask some questions around the turn and the length that I did my research and you guys are running this calendar year and we don't run that same exact one. Um, my hope is to align the two um this contract to the district budget so that renew or when it did it would be in the summer potentially the school district. Um, but I do believe
032this contract flexibility to allow for change. My questions around the contract have been answered. So, thank you for that. Um, so you mentioned positive interaction with students which is absolutely the best part of the program. by doing everyone supports this program. That's great. However, we do um I'm going to leave it to to you in the building principles who sound like have a great input on this. I'm sure Kevin talks with them as well too on this. So, I think it's in the right hand the right decision makers, but I'd look for other opportunities to increase those positive building actions. Even if it may mean we're not getting maximum value or the number of kids we come in contact with, maybe we can attend smaller events to make it more personal. Um or even just
033expanding the kids go to football games. >> Absolutely. We do center they go to elementary schools, you know, but if there's a target or something. So, one question I did have that kind of touch on a little bit and and maybe city manager parts will be able to u to clarify it all. So Kevin, you did you guys did talk about adding contract language in this agreement around asking for officers for SRO or whatever the officer would be to attend certain events similar to what I've just said but within the contract and those aren't fair the answer was no. Okay. So that's okay as long as we're encouraging these other opportunities. I'm not saying we're trying to circumvent that, but I think this gives us some flexibility. So that's why we want to encourage that
034if we're going to take a hard no on that as long as they and Carlos whoever they're working together with the district on that looks like I think that's a good time. program is amazing. I don't think there's too many. Um that being said, these officers are officer within when they're on in school or is that these numbers for the entire year telling you that during Christmas break, spring break and summer break. So that um this is a historical stand with the school district they would pay for one salary year. Some of the challenges with the SRO program as far as so um the staffing um and the teachers and make sure I'm saying the right thing. But when school gets out, um the SRO still have two, three weeks at least of course and
035just wrapping stuff up to get done. We also we highly discourage them from taking vacation during the school year uh outside of the breaks and like a senior officer can acrewue five weeks of annual use through our system. So um they have a limited time to take that. Uh additionally during the summer is when uh the SRO um conference is usually held and that Uh and then uh they also start back to school probably two weeks somewhere in university August. So they're back to school by then. So you're exactly right. We don't the way the contract has it would pay for an annual salary. Uh and there is probably four to five weeks during the summer. We bring them back in the police department. They work juvenile crime cases or may, you know, fully transparent
036that is a full annual salary. It wasn't somewhere. >> No, no. I you know, one thing, you know, I'm not the great I'm not greatest at contracts and so I just want to make sure that and just having these conversations has made me look at the contract again from a different level and the other is I don't want this I never want this to be well we think this I want to have a full program that's successful for you successful students and successful for us and if we need to talk about you know different ways and how to how to manage that I would love to have that conversation I want I want I want you to feel good about all aspects of this physally and fun. Thank you very much. Really appreciate both of
037you being here. >> Thanks for this opportunity. >> Yeah. Yeah, I um first of all u my apologies for not being there in person. I um had already scheduled myself to be out of um out of town this week. Um I'm very grateful to you all for asking Jay and myself uh to attend your meeting tonight. Um as you can hopefully tell uh Jay uh has um a lot of passion for his uh job and the service that he provides our community. And I think uh he has come by what what I've come to learn in my last uh two and a half years at the city is that um Jay comes to his position um uh in terms of his heart for the city of Tom Water and for public service in a in
038an environment that encourages that for all of our officers. Um the Tom Water um atmosphere is um is a very positive one in our police department. Um there's a lot of um camaraderie, there is a lot of um heart for the service that they provide. Um and we are uh really pleased and grateful to have a partnership with the city uh with the promoter school district for this program. And I have to just share with you that um my first ride along um when I first started at the city was with officer Staer um who is now uh your second SRO and um he is a Tom Water High School graduate. uh he told me that Tom Water is the best city in the world and the reason that he is a police officer is
039because of the positive impact that he experienced in his high school career at the Tumblr School District um with I believe um Officer Roman. Um so I'm I'm encouraged and grateful that we've had an opportunity to speak with you. we are more than welcome or more than willing, excuse me, um to come and talk to you any other time if you have questions or specific concerns. Um you're more than welcome to call myself or Jay. Um and we are happy to visit with you at any point in time. So, thank you again for allowing us to come and um and have a conversation with you and um again, my apologies for not being there in person. >> Thank you. So next we are going to have assistant superintendent N Dawson and assessment TOSA Angie Gurley
040will present on the strategic plan goal number three, continuous academic growth and our board student learning goal number two. Thanks everybody. I'm Boston. Um I brought extra copies of this participant. We have another print run of this because we've um done our first run and they're in schools and people are using them and from the public are also chosen from different front offices. So, um you may want to keep bringing this copy of your strategic plan to every school board meeting for a while. Um okay, so we um are kind of spacing out each goal of our strategic plan through the school year of when we bring it to the school board. And as you'll remember, we uh presented goal one uh a couple months ago. ago um which is all about readiness um K3
041prek through three um where Miss and I talked about um making sure our students are ready when they come to school and keeping them on track to third grade. Um goal two is all about safe, supported, and empowered learning spaces. And um we skipped over that goal because um we're doing the data and she's doing the data review and it seems like um goal three which is continuous academic growth aligned better with that and so we will go back to goal two um in the future and then we'll do both four. Okay. So, in your strategic plan, you'll see that um goal three is kind of the golden um color uh on page two and it talks about um students demonstrating continuous growth toward meeting academic standards and it talks about equitable access to the
042supports that students need to excel. Um that's goal three in a nutshell. And then there are four measures of student progress. Um 3A is that students are experiencing growth in their coursework and district assessments. 3B is all about state assessments. Um that students are meeting proficiency at a pace that closes opportunity, learning and achievement gaps. Uh uh 3C is all about advanced coursework and 3D is about our ninth grader home. So 3A is uh all about um students meeting experiencing academic growth in their coursework and district assessments. So we broke this down under strengths, weaknesses, opportunities and questions. Um strengths is uh nth grade success team which will get into more detail of that in Andrew's presentation. Um really connecting family and um community to our title lab um programs and there will be a
043community forum in November. Um a weakness that we called out is alignment of our instructional models and our instructional strategies. So we're really jumping into um what do we know about best practices in the classroom? We know that they're happening in pockets and they're happening like in different spaces, but we just want like more teachers to be aligned on talking about those strategies and um collaborating and just building upon them and our opportunities. Um we so uh in K12 there's a social studies curriculum called since time in memorial. um that curriculum really helps connect students to not only social study materials but other like critical thinking and awareness about um uh history of Washington state, history of tribes. Um so that's an opportunity for us this year that we're going to dump into. Um we're
044going to really um look at our um LR, which is least restrictive environment um levels one, two, and three for students have IEPs. And we're wanting to increase L1 um into general education. And then our ML uh model um is, you know, rolling along in the 25 phase of the school year. And we also were lucky to have um a speaker come you who is um help us understand the book study um seven strategies um language rich and interactive classrooms in Tennessee um and that we've had great success um with several of our schools um not only doing the book study but inviting the speaker into their professional development um You'll see examples of that in social media and um celebration, but we'll still And our question for this category is how will we measure
045the impact of our professional learning on instruction? Um so we're eager to see how that plays out through formative assessments this year and also feedback that we get from staff on is the professional learning that we're offering to you um what your teachers need in your building and is it helping you as a teacher in your content area? Um is all about state assessments. Um so um our strength I think is the collaborative teaming that we have and professional development that we can offer because of our app Friday time. Um teachers uh get time every Friday to meet in teams to meet with their principles um to meet across content and um specialists. um a weakness is we're really thinking about how do we coordinate um that collaboration and maybe expand on some different areas
046that um have you see as weaknesses or that teachers have shared that there's a weakness there. Um we want to build um multi our MTSS our multi-tered systems of support. Um and our opportunity here is to provide um our families with more ways to proactively communicate with um principles, teachers, um colleagues, and um basically like helping families see that um everything that we do in in our classrooms, in our schools, um that they're aware and that they're giving us um feedback. And then question we have is how do we examine our systems so that we can continue making growth during challenging budget times? That's what question everyone's asking in um I jump in real quick. So the title of this uh agenda item is to talk about the strategic plan uh goal number three, but
047it's also to talk about the student learning board goal. Um so we're going to talk about that more in the next agenda item, but I did want to just try to make this link here. Um, so we had, you know, we have our uh our student learning goals and uh one of them is specifically related to the English language arts and math state assessments. And so that provides kind of a direct link um to this. We have very explicit language in there and that's something that the board had focused quite a bit on looking at the data. Um and then over the course of the last year that tie in. And so it's uh and then of course at the end of our student learning goals is where we kind of tie it up to
048say, you know, the the board district put together plan that directly matches. So I just kind of wanted to call out this nice connection. >> Yeah. Thanks. Thank you so much for calling that out. And I think you'll also see that when Angie presents the data, you can clearly see the board's goals of 2425 connected to our outcomes. Um how students did reviewing the Zoom SBA. Thank you. Uh okay, so 3C is all about students accessing advanced coursework and um being successful in those classes. So for our strength, we listed the same one as 3B uh because it really does come down to strengthening our collaborative teaming and professional development that teachers have. Um and yes, they have access to professional development all year. Um but much of that takes place during act Fridays. Um
049weakness is we want to continue we do this but we just want to do it better collecting and analyzing data to increase um across student demographics. Um we an opportunities we want to continue to expand the number of advanced coursework opportunities in our schools. And uh a question that we have as a student learning team is how can we create more more advanced coursework opportunities that are directly tied to a graduation pathway. And then the third or the fourth measure in endless goal three is to increase the percentage of nth graders who are on track to graduate. Um much of this happens with our nth grade success teams um with our counseling systems that continue to be improved and um with our nth grade teachers again referencing that act Friday time. Um a weakness is
050we're digging deeper into how do we implement collect and monitor our DAP which is the data analysis protocol um from our grade level department and that happens during act time um and later on we can kind of get more into this but there's a process that our team use during Friday active it's not like people just sit around and talk about student teach they have goals and They monitor their progress and then they share ideas of like what are they seeing? Um how are they going to maybe tweak something or maybe retake something a different way to increase the full assessment output. Um an opportunity is to continue our focus on act PLC time um with updated PLC agenda and gap protocol. Um and that includes like teams collaborating across um like if one team
051is is getting a lot of results at one school um like How can we help that collaboration across to another school um so that things aren't happening in pockets but they're happening districtwide? And a question that we have for this is how can we use data related to nth grade course failure to inform our instructional decisions. And then the next piece of this is sharing all the data. So you want that goes through the end. Uh 5-year-old Angie would love the microphone. Adult Angie is not used to talking into a microphone. I used to have one that I would uh yell into in the backyard playing teacher. So yes, I I hoped my kids that I taught didn't go home and yell their friends like I did at my Okay, so thank you for having
052me here tonight. Um I'm going to share uh a district view of goal three. As you meet with principles, you're going to see building mode. This is kind of like that high level. And you'll see I have links to a lot and I want to make sure that I cover everything. So, um, as you're going to see tonight, there's a lot to celebrate, but there's also opportunities for improvement. Uh I think that it's important to recognize uh before we look at the data that we are transitioning from a difficult period to to a new beginning. Um and so in that period we are we have seen uh increased uh student needs. We had a pause on curriculum adoption. We had resources and we were working um with an outdated strategic plan that we're now replacing
053to help us move our forward. But despite these challenges, our data shows stability in most areas and this speaks to the hard work that our staff is doing across the district especially the ones that are on the front lines of student. Um with our new strategic plan in place, it's time to understand our current reality. That's what I'm here to help us, right? Where we can make improvement uh so that we can leverage resources uh and roll up our sleeves and make instructional changes that lead to positive outcomes for students. So with that, we're going to dive into So I'd like to thank President for uh putting this trend data together um that you'll see tonight. So trend data highlights performance patterns across shifting student groups and it helps us spotlight long-term trends, identify areas
054for growth, and evaluate curriculum and strategy impact. So when you're Looking at this data, you'll see our positive outcomes are in green and where we have room for improvement is red. So, notable growth in most grades, especially third grade math, 15.2%. Um, sixth grade and 10th grade ELA and math. This progress gives me hope that as we implement our new strategic plan that we'll continue to see academic growth for our students. So growth opportunities, fifth grade ELA and math and eighth grade math. You'll see in the red text. While these are areas of growth opportunities for us, I think it's important to explain that there's a cognitive shift in the standards at these grade levels where students are asked to do for the first time and it's their first time that they're obsessed with the
055so in fifth grade ELA for the first time students are analyzing text. So instead of asking what's the purpose or theme students are asked why the author picked that purpose and used it in that way in that. So that's a big shift in what they're being asked to do. In fifth grade math, students have to apply multiple skills. So in K4, we're working on teaching them addition, subtraction, fractions. In fifth grade, now they have to combine two skills. So like dividing fractions, that's that's a shift. I have to understand division. I have to understand fractions. I have to put it together. In eighth grade math, students move from single variable relationships to comparative analysis. So, for example, comparing cell phones over time. So, they move from having a question like, "What is the cost of
056a cell phone policy over time?" So now we're giving them two cell phone policies and they have to compare those and tell us which one costs more. So it adds in additional variables for students. And then an area for us to watch up there uh is seventh grade. So this is our elementary academic uh data. So this slide highlights our most recent Smarter Balance data. These students have now advanced to grade level. So when we're talking about third grade, they're now in fourth grade. So areas to celebrate, we're outperforming the state and ELA and math for third and fourth grade. And for science in fifth grade, uh we know uh for fifth grade ELA and math, we're in ELA, we're pretty even with the state and for math, uh we're below state. So we know
057that there's a cognitive shift. So we need to identify how to support students with this shift in complexity. in the upper right hand corner I call this table the land opportunity. So this table includes level two data which is newly added to the district report card as of last year. So when I saw it on the district court card I was like okay. So um I got a hold of somebody at OSI and they pointed to me that they were trying to shift the way in which people had conversations around Nevada and that they didn't want for students to be penalized for schools. So, elementary is where we have the opportunity to make the biggest and greatest impact providing targeted interventions without limiting student opportunities. So using our district promise of knowing each student's names,
058strengths, and needs, we need to identify who these students are, make them visible, and provide them with the strategies and supports they need to push them toward. So the next um slide you'll see is the cohort data. So I've included cohort data. So unlike trend data, this data follows the same group of students as they move through grades. It helps us answer are we adding value from year to year. So I've shown this slide to lots of people. I want to make sure people understand what we're we're looking at when we're looking at this. So our red bar is our starting point. Those students are now fourth grade students students don't take PSP in second grade. So this is where they ended in third grade. So we don't have anything to compare to. That's our
059starting point. The orange bars are students now in fifth grade. And you'll see their third grade score and their fourth grade score. So this is where they ended in fourth grade. The turquoise bar shows students now in sixth grade. You'll see their data. The first bar, the first bar is their third grade scores. The second bar is their fourth grade scores and the third bar is ELA on the left, math on the data reveals that students scoring at level three or four tend to remain fairly consistent across grade levels in ELA. There are some noticeable declines in math and I I want to know. I I want to I want to point out in this data that um although our overall scores were equal with the state um in fifth grade for ELA and below
060the state in math, this data does show us that the fifth grade team across the district did move students in a positive direction from where they started. So it gives us a little different story. Okay, now we move into middle school. So, this slide highlights middle school SBA data results from last year. Great news. Uh, in all grades for both ELA and math, our students performed above the state average. The table on the lower right, again, our land of opportunity includes level scores. I want to go back to my conversation with OSPI and the scores penalizing students. Once we move to middle school with good intentions, we try to provide intervention opportunities to students to help them make progress, but there is usually a place students pay. Secondary schedules don't often lend themselves to an
061intervention block. So interventions often take the place of an elective limiting their opportunity to expand their knowledge and learn new skills in other areas. So how do we improve student scores but do so without limiting opportunities unless absolutely necessary? My conversation with OSPI like that was a connection for me um in reframing our around this and like what the support look like and what uh again we need to go back to our promise. Who are these students? Do staff members know these students by name? Are we making them visible? Right? Like these are kids that tend to want to hide and want to be uh not called on and we need to call on them the most. So we need to make them visible. It can be scary in middle to make them visible. So,
062it needs to be in a safe way where kids still feel safe in an environment. Uh, do they have strategies to help them navigate their learning and what supports do they need to move from a level two uh to three or five? So, again, we're going to look at the cohort data. Um, [Laughter] we're trying. People are working really, really hard. Um, so over here we have our turquoise bar. So students are now in seventh grade, but this is their fourth through sixth grade. So first bar, fourth grade, second bar, fifth, third bar, sixth. Orange bars. students are now in eighth grade but this is their fifth through seventh. So fifth grade, sixth grade, seventh grade and then the red is are now nth graders. This is their scores six, seven and eight. So ELA
063performance was stable for last year's sixth and seventh graders with slight gains in seventh. For eighth grade, scores rose from six to seven and then dipped again in eighth. In math, sixth grade showed a dip followed by improvement. Seventh grade remained steady and eighth grade saw a drop after they scored. So there's a need for targeted targeted support especially in math as they address to the cognitive shift in standards. If we don't assess a ninth grade, it's important to monitor progress in content area courses trans. This slide shows our current reality for high school. 10th grade assesses ELA in math and 11th grade test. Students who don't score a level three or higher are provided with additional opportunities to test. So again, celebration, right? ELA and math are above the same average. We have an
064area of opportunity in science. This is a little challenging because I don't know if it's a true reflection of where we really are. At 11th grade, we have a lot of kids that start leaving the school for a running start and those kind of things. They have to come back for this assessment to the high school to take it and it often is at a time where they're missing like a college class. And so since it's not a graduation requirement, so I don't know if it's a student. So down here we have our land of opportunity again. Um, uh, it shows our level two data, but level three and four are key for high school. So, scoring a level three or four, you get automatic entry to college level courses and you meet your graduation
065testing. While our center does exist, some students may need to take classes before reaching higher level classes, and that's okay. regardless of their score, every student who wants to attend college after high school needs to know that they have a path to follow. So, going back to our promise of knowing students and their strengths and needs, our goal is to move as many students as we can to level three and four to ensure that our messaging doesn't limit their their uh sense of possibility. We don't want kids that are a level two or even a level one to think that that's possibility. Our goal is always we want them to be able to finish high school and to enroll, but if they don't and college is their possibility, we don't want we need to be
066careful around our messaging. Um, kids and families still under pressure with these students and it is one data point, but there are other data points and so we want to meet as many kids as possible, but we also want to understand and if college isn't a pathway, we celebrate that too. There's lots of different for kids. >> Another quick uh comment about that and the high schoolers. Um so last year, you know, again, as we were talking about um the this information along with the student improvement plans and one of the questions that I think we had asked our student reps was around um in the spring that you know what are your thoughts on this and what are the impacts and such and some of the feedback you know that came up was no
067kids don't care and they don't they're not trying and you know it shouldn't matter so that was one of the things that I took away from that and so I had I had dropped in our our board packet you know the example SPSCC placement guide um as an example of it actually does matter and it can make a huge different for you all. I mean, I worked in the community colleges for a long time, but I didn't really have the context until my own kids kind of went through and seeing that, wow, you know, this stuff really does get used. So, you know, again, providing that opportunity, making sure everyone is supported, it can mean um it can mean the world to students to not have to take pre-ol classes, which they listen for, and
068to just provide that, hey, look at that. Like, you're already you're already in. And so the level of motivation and support that that gives students is is huge. So I think it's a really good thing to continue to be highlighting. Um this does matter and it's important and you know try your best but you know don't feel like it's awaits. >> Yeah. And there is a test. So, I I shared a little bit about my background, but I've spent a lot of years in elementary, but I also was a testing coordinator at a high school. And there is definitely a testing fatigue that happens right after they've been testing even though they get that break at ninth grade. So, it is reinvigorating them. Uh my message to kids was your score is a reflection of
069how we did to prepare you. As you did your best, right? Like if you did your best, then the reflection is on us as a system for fighting the world. So I don't want you to be stressed about that. But I want you to do your best because you're going to meet all these other things and we don't want to close doors. We want to open as many doors so that if you choose, you can walk. But there is this level and I I tal I saw that board meeting and so I talked with both um high school principles and I think we're shifting some of the message um I hope um around the importance of that and teachers understanding like I don't know that a lot of I didn't know that there was a
070testing pathway when I was in elementary I quickly found out a second person at the high school and what that meant and those kinds of things so it's really making sure that the people in our system also know the impact of the outcome Okay. So, um this is a change from your original um slideshow that I shared. Uh the high school ELA and math cohort data was on different scales and so I was asked to put them on some different um so this is a team. So, um this is a great Um, so I so we don't test in ninth grade. So this is where students started at this group of students. So again looking at the same students in eighth grade, this is where they finished off in ELA and then this is where
071they ended up. So that was a huge jump for high school. So like way to go high school ELA teachers like this is a significant. So this should make us feel good um as where we're finding tips for you. So way to go. And then this is scaled by five. So I just want to point that out that the other one was scaled by 10. But again, um the first bar is where they were at in eighth grade and this is where um we bought them in 10th grade. So again, when we're talking about value added, we added value from 8th grade to 10th grade. But while we're adding value, we do have an opportunity to move more students for the whole year. But huge celebration for the math folks, too. So this is our
072demographic data for ELA and language arts uh from 2425 and you can see the change in the right hand column. So most groups showed uh growth uh especially students who are American Indian experience homelessness and then we need to have some more conversations and focus on um our students who are multilingual learners, military connected and students that have. So this is the same type of data. It's just for math. So again, like look at all the green. Um, so most students show growth here, especially students who are male, students who are American Indian, and students who are black. Continued focus needs to be for students who are Asian, students who are Native Hawaiian, students who are multilingual learners, and students who disable. So, I wanted to put this in here even though this is really
073kind of a building level um conversation. So, the Washington school improvement framework is designed to measure how schools are serving um all students. So, according to the Washington School Improvement Framework, uh data disparities exist between demographic groups based on race and ethnicity, multilingual learners, income, and with disabilities. Uh the disparities vary by building, but achievement gaps exist for students with disabilities and every building that assesses. So nth grade on track, I have the little guy. We're trying to launch them to success. So ninth grade on track um is defined by students who pass all six classes. So this data looks different than um the data that we have like after summer school and other opportunities. I also want to note that I compiled this data from the data that we had. It's not released from
074the state yet. So that's why I don't have a state for 2425 and it could change when the state data comes um out, but we're pretty even uh with the state. Uh all of our our both of our comprehensive high schools have a ninth grade success team who look at improving our number of nth grade students who have um success. As teams meet, they do need to talk about more um need to take a closer look at removing barriers for students who are Hispanic or Latino, students who are two or more races, students who are experiencing homelessness, students who receive free lunch, and students to clarify about summer school. Um so the green um from 24 to 25 and then you know that nine kids took Sunday school classes. So that they they could have
075passed those tests in the summer and um that bar could be higher but that's just not >> um no uh because the state defines it as that they had to pass all six. So although we we have I know we have more administrators on track than that number uh I couldn't include that because It was kids that passed al so it's a little different uh than where we actually >> I think I I talked to the high school because they're looking at this data too they think it's much higher but they also are saying pass six classes versus earning six credits and so that's also like some kids come into high school with credits. So if you if you came in with a credit, if it didn't pass all your six, then you're you're still
076not according to this data, you're not on track, even though they did earn six credits by the end of the freshman year. So the high school thinks their numbers are closer in the 90s. Um with kids on track in terms of looking at you earn six credits by the time, which is again when you earn 24, it's a pretty good indicator that you didn't that they might have failed the class. So I think it's it's a piece of data that we need to continue to sort of flush out and try to I don't know whether you need to get alignment with state but certainly some clarity about again maybe it's over some time how this data looks and I know it's an area of focus for the schools and we're investing money there. >> Yes
077and I would agree with them. Um, I actually sat in on meetings at Tom Motor High School and at Black Hills High School last year and actually went out and met with some of the kids at Black Hills High School and had conversations around data. But I absolutely think that we're around 90 when we look at the other opportunities. Um, I just couldn't include it in here because that's not how I defined it. So, I didn't want to skew. Um, but yes, I absolutely It's interesting to me that OSPI um looks at it this way, but maybe it's like the famous way for them to do it or something. So, dual credit, this actually kind of surprised me when I was looking um at this data. So, again, this data hasn't been released from the
078state. So, I compiled um data for this year, so it could change when the state comes out. So um this slide shows our percentage of students who had an opportunity to take a dual credit class. The state is the coral bar and the district is the turquoise bar. Dual credit classes allow students to earn high school and college credit. Uh we offer running start advanced placement classes, college in the high school and CTE dual credit. I know I get to work with But are really close to that vicinity. So I know uh that last year they did a lot of work around increasing the opportunities for their classes for college credit if they met the requirements. So they moved um from three approved classes to 18 approved classes. This year we're offering five of the
07918 options. Uh there is an opportunity increase opportunities as we implement our new strategic plan. Um, as we're planning and implementing new classes, we also need to limit barriers for uh students who are black or African-American, multilingual, experiencing homelessness, receive free or reduced lunch, uh come from families in the military, have a 504 plan with disabilities. And I think some of this data goes back like our opportunity that I talked about a little bit earlier and then um they might need something that takes place of an elective and those kind of things. So I think we really need to have some deep conversations about what that looks like and how do we remove barriers and make still okay the last I'm almost done the last bit is growth percentile. So what is a growth percentile?
080So a growth percentile shows how much a student has improved compared other students across Washington state who started at the same academic level. Um it's not about being ahead or behind but how fast are they progressing compared to students who started at the same academic level. So why does it matter? Why do we even look at this? So it helps schools and families see progress not just performance. So a student might still be below grade level, but if they have a high growth percentile, it means they're quickly closing the achievement gap in their learning. On the other hand, if a student at grade level with a low growth percentile, they might need differentiated opportunities or continued progress progressing. So sometimes we'll see this with like high students. Um with the second bullet there where the
081student might be below grade level. So this data um shows us so if a student starts at a low level soon and they finish at like a high level soon there is a lot of growth that has happened but we're not going to see that in our proficiency data because they didn't jump a level but they still made a ton of growth. So this allows us to see that growth that students are making. Um the proficiency levels is important too, but it's all you know it's all these puzzle pieces put together. So here we are um at the state versus the district and our growth percentiles. So um high growth is the blue uh typical growth is the green and red is our low growth. So high growth is students are progressing faster than their
082peers who started at the same level. So when you look at my little image up there, it's the ones that aren't in the big arrow but that are, you know, up at the top there. Um the typical students are progressing at the rate similar to most peers who started at the same academic level. That's where we see the big error. And then low growth is students are progressing more slowly than their peers who started at the same level. And those are the ones that are kind of like in the back behind on their own. >> Yes. >> Oh yes. So when you're looking at this, the state is first for ELA and then the district is the next one and then we have state for math and the district for math. We almost mirror the
083state. Um but this data does show that we're making more progress than our proficiency data alone suggests. So as we implement our new strategic plan, we have a chance to move students from low growth to typical or high and improve students making tripled to high growth. To see an impact on efficiency data, we have um we have to have some jump categories in order to see the impact the other way. Okay. Elementary growth percentile. So here you can see our ELA is at the top and you can The math is at the bottom. So, we're growing students in ELA and math, but this is where I would I would expect to see most students like more students making high growth. This is where we can close that gap's not that big where we can close
084that achievement gap quickly. Our system is built for the intervention. We have that built in. But we've seen a reduction of intervention support over the years in elementary and I think that that has impacted the gap closure that we were seeing at one time and then for middle school they're moving in the right trajectory here. So ELA and math. So we have more kids across, right? Like low growth and then you you see more kids in typical and then they have more in high. Same with math. Low growth, typical and then high growth. So they're they're moving in the right direction. Um that's where we'd like to see all of our growth percentiles. We don't have anything for high school because they don't assess from year to year. So there's not a starting. You have
085to test both ears in order to get a good percentage. Okay. So, before I take questions, I'd like to emphasize that the data that I shared with you tonight tells our story of the beginning of our strategic plan where we're starting with our new strategic plan as our guide. We have an opportunity to accelerate learning, close gaps, and ensure every student is on the path itself. Thank you for your time tonight. One of our greatest resources, one of our greatest resources and um from time to time for example question I have is do we have enough language or whatever and yet math class because you can't get enough resources that Is that gap starting to be solved or is it still a problem? >> I don't know how I don't know if we do have
086teachers. I don't know. All of our um asked a question about why things are going down, but I have a question. But the big jump from 2974 >> like what? Yeah. What are they? >> Thank you very much. No, I think just left all this All right. So, the last item on our agenda, and I'm gonna hopefully get us out of here on time. So, I wanted to um just do a basically a wrap up of our 242 board goals. And um we're in obviously everyone knows we're in a little bit of a period of transition with the school board. And so this is kind of the time in which you go through the cycle where you have set your goals, you use the data to establish them and look for things and then you
087reassess them and uh set more. But um as we're, you know, doing this transition and such. You know, the goal here is to just basically provide a summary of where we have been, where we are, and then maybe just provide um a couple of notes for for planning for the group that will be taking this on going forward. So, um just going to walk us through the board goals and just kind of where we came from, how we started, um talk about the implementation summary. um that is as of February 2025 and then that last one just the planning for 2526. So um as a reminder our our board goals actually uh started back in 2023 and kind of have to give um actually give a shout out to Scott Pillow who's a board president
088at the time um that really initially launched this process for us. So on the very last slide, hopefully it helps to tie everything together, but there is this idea of a planning cycle um continuous improvement assessment and it links in with policy in a couple ways that we'll we'll take a look at. But in 2023, we had done the board self assessment, the WASA model one, and through that identified a couple areas that we looked at our data and felt like, okay, this is something that we should probably take a look at. So we had a couple of goals at the time that were really around focusing on governance and then better using data and starting to think about that concept of student learning goals. So this was a tool you know that I put
089together last year and so what it's showing is you know the board standards um on the left hand side some of the data that we used kind of the benchmarks that are all written out there the 2324 board goal focus which is the second and the right there. These were the items that we established for ourselves for that year. Um so focusing on using the annual board self-evaluation um having board retreat and establishing our operating protocols and then on the right hand side is where we again use that pretty similar information to um to just kind of build through and establish the new 24 25 goals. So this one here you'll see at the top this is what we established for 2425 in October of last year. So this is kind of the same thing
090um just you know the different standards that we used to set them. Um in 2324 we as we were working on and thinking about establishing the student learning goals for the board. Uh we also did a call out to policy 3212 the focus on educational equity and then again policy 20 24 or um the annual adoption of the performance improvement goals. And so what what we had initially done in 2324 was in June of 24 is when we established our student learning goals and then in 2425 the shift really went to the implementation of those. So the implementation of our resolution which I'll show here in a second. The other thing that we did in 2425 was try to loop in the superintendent's goals along with the board's goals. this is where we discuss talking
091extensively about the strategic plan. Um, so those were all really, you know, that was very intentional to link all of those things together. Um, and then this is just kind of the last couple that we that we looked at here. Again, mainly focused on that concept of setting high expectations for student learning. That was something that we learned in our board self assessments that we were um having a bit of a difficult time with. Um so that was where we really focus the intentionality there. So again uh policy 20004 is all about this is what the board is supposed to do is to um set student learning goals. So that was our resolution. This is a resolution. I've tried to um to reference this as much as possible, especially last year, you know, beginning in
0922425. Brought it up at lots of different board meetings and talking about the SBA data and really the intentionality was because of of item two there. Um once again, this is actually written into policy, you know, that the board needs to establish these goals that are aligned to the school improvement framework. So, we heard a little bit about that um previously as well. So, again, here's where we have our our graduation rate targets. Um same thing with the ELA math assessment. These are targets. These are not expected to be um accomplished within one year. And again, I think personally, I think the strategic plan is beautifully written to really focus on these areas. And it was super exciting to see the bubble growth that's already happened before the gets implemented. And then of course finally
093the big boost there is resolving these two and then resolved superintendents going to develop an implemented plan to achieve those goals. So that kind of loops all of that together. Um the actual board goals as they were written are here. I put the the goal document on the left hand side and then kind of highlighted out. Um not necessarily going to read through that, but just kind of as a reminder is uh these are the general things that we agreed to work on. Um establishing our performance through self-evaluation. Um focusing on respect and advocating for mutual understanding of the roles and responsibilities of schoolboard members and the superintendent, following principles, holding one another accountable, focusing on our professional development and um holding the accountable for regular parts of the SIP plans aligned to the student
094learning goals and then the board providing the input for the strategic plan. So the implementation summary I don't have it up here but it is um handed out in front of you. So you might recognize this document um throughout 20 3 24 25. This is kind of my way of organizing um this information to say here were our goals here were some of the action steps that we implemented um to just kind of have a little bit of a running summary about how we were doing. Um this I was able to keep track of everything until February and then something happened and things kind of u kind of stopped for a while. So that's why there isn't any anything else in here although a lot of work had been done. Um but it's just this
095is the time in which we're coming back together. So the last thing I'll throw out here many people weigh in, speak whatot is one of the so this is my last work session whatever um and one of the things that I had really committed to I have a lot of experience in strategic planning and evaluation and things like that and I've always found the way the school district has to do it really challenging just because of the cycle of things but there are yes the next one. So, a couple of notes and then I'll flip to the next one because I think it's easier to understand visually. So, the general idea is a few things on the cycle related to policy. So, first and foremost at this time, you have the superintendent goals that were
096established a year ago from 2425 and then you finish that up with the evaluation based on those goals. Then new goals for the superintendent are established linked to the strategic plan as well as any lessons learned from the past year. So that kind of puts that together. We did not do a formal board self assessment summer of 2025. Again, things going on. Um one of the big things though is we are I mean we are in a state of transition here. There will be a new board composition you know coming up soon at least typically um in the next few months. And so when you kind of think about what is the purpose behind doing the board self assessment, it's to kind of assess where you are and then plan going forward. Well, with so
097much change, you know, you just kind of made the determination that that's something that can wait for the new board. Once again, superintendent though needs to set goals that's, you know, related to contract and things like that. So it is important that those things remain aligned. So generally speaking, you're looking at January new or new board and superintendent has kind of come together and set that direction. So this is my last, you know, final attempt at trying to provide some kind of a just sort of a sample of how to think about this stuff and how it does all need to link together. Um once again, all of this is based off of policy. This isn't anything that we kind of came up on came up with on our own. That is the point behind
098the board self-evaluation that law puts out is so you can evaluate against those standards make sure you're following the policy. So think about it in current case Septemberish or you know as the board reviews their prior year goals in October the superintendent has their final evaluation and then kind of November December superintendent you know setting the new goals and I put you know an equal Again, the board and the superintendent should be aligned and I think everything is set up now well for that to work. But that's just kind of one of those timing things to bear in mind. Um superintendent will have you know midcycle evaluation like in the spring in the summer board does self evaluation and then all of that kind of sets itself. on the left hand side, you know, you'll
099see the different policies that requires us to do all these things as a board. And so, um, that's my rapid wrap up and I hope that this is helpful for you all going forward. Um hopefully uh the the goal planning process and then having a strategic plan kind of lined out will will help to take some of our guess work out of it as we cut to doing with that quick and lots of info. So does anyone have any comments questions that I do? First off, I want to thank Darby very much for your efforts of organizing things and giving us a good structure for serving our community and our district. Um, I think that in retrospect looking at our goals that we set as a board, I think that the part that we were
100the strongest in was helping setting student learning goals and standards. Um, postco things have kind of And so part of our job was to pick up the pieces and create new pieces and to help get things back on track for student achievement. I think that the progress uh led by the superintendent um and staff members, teachers, etc. of uh developing student improvement plans and the strategic plan. Those will set the stage a very strong stage for students and for the future school board. One area of great sadness and regret is that I think as a board we we failed to a large extent on not following our own protocols and our own policies etc. Um looking at the sheet that Darby put together all done. One of the things as a lesson is that it
101was very important to follow the collaborative processes to let that flip by. Um the other thing was is to follow agree upon operating protocols um and also governance norms by not having followed those three items as a school board with great status. I feel in some respects failed us and with that I have great weekends. Anyway, I'll focus on positive. Yay. Strategic plan. Good job, Kevin and involvement and also the student plans. I've been super impressed with what the princip All right, [Music] on 8 o' Thank you. kicks out.