001Right. 6:30 started. >> Follow me. I don't do I have to order. Please stand for the pledge of allegiance. >> I aliance to the flag of the United States of America and to the republic for it stands nation indivisible. All right. Are there any revisions to the agenda? >> No. >> Great. We'll move to the consent agenda. Any questions on the consent agenda? >> I get a motion to approve. >> Motion to approve. >> I second. >> All in favor? >> I. >> Motion carries. Uh we'll move on to theformational presentation starting with our student well rep and singular. >> Yes. >> Great. >> We do have another representative from JMS coming next next month. Sorry today. >> Yes. So welcome. Thanks for being here and understand that there's a there's a concert that's happening
002in just in a little bit. So we'll we'll uh make sure that you get out of here. >> Thank you. >> As soon as you're done sharing. So, I just want to mention really quick that uh Adah and her family have moved. They're actually uh on their way right now and so probably near Boise. So, we're going to miss her and and and the ministers. They've been really amazing amazing family and have done a lot for the school district. So, we appreciate them and uh this excited for their move. So, and the other students, we'll we'll follow up with them later, but you're here and so I'm glad you're here. appreciate you being here. And so I had asked some questions. It really came from the board and it sounds like you you've got some
003responses. >> Yeah. So the standardized testing one is I just want to clarify that's like ESPback, right? >> Exactly. >> That's what I thought. I wanted to make sure it was like fast or anything. >> Um so I actually talked to my friends like kids around the school. We don't have a ton of complaints about it other than just having to do the test itself. Um, but one thing that like positives I noticed that teachers that's really helpful is how our schedule changes. We only have one test per week. So, it's just our classes turn to two-hour blocks and some days you don't even have a test. Like, it's nice. It's really well spaced out. So, we're given good amounts of time to do the test but not the anxiety that's like, oh, I'm doing
004go from this class, I have it next period, too. It's like gives you that time. Um, and then teachers I feel like especially in eighth grade because we have so many read science tests which reviews the last three years. We've just started to review science like what we've learned for the last three years just so we have it all like kind of ready for the us back. And then same with math and ELA we've just started to that kind of that review time just to prepare for that. Um, for the student engagement ideas for how to I don't have a ton of ideas on that because we have a lot of like for ASB we do assemblies, dances. Those are kind of our outreach um spirit days, those sorts of things. And I have noticed
005like assembly days, those sorts of things, that's when we see a lot more kids come to school almost like if kids cuz shorter class periods and then you also have like you're doing games, you get to fun. It's like I think assemblies are probably the most like I really enjoy those and most of our student body does. >> That's because you just want to sing positive bites song bites on Mr. Cook, right? >> Yeah. Um Yeah. And then in terms of engagement in classrooms, I kind of wanted to touch on that. It's I've seen a lot of shift in the last few years how teachers have started to do less like just sitting down doing paperwork to I know in the seventh grade they're trying this new style of kind of learning for math. It's
006like you break them into different groups every day and then you go to different whiteboards and it's kind of more like you get that fun of like every day you get a new group every day it's like a different kind of style. I don't know the change is more fun but yeah. >> Yeah. >> So you haven't experienced that in in your math class yet? No, but I do think they're going to start it next year. >> Yeah. Are you an elder? >> Yeah, that's partly why I >> Okay. Do you have any questions? That was the eighth grade. You asked for math going because you're in algebra, right? So then you have to go back and re eighth grade for the Sback. >> It's good. I don't know. It's kind of a nice break
007from algebra. But yeah. >> So I have a question for you about the standardized testing. >> Do you have any idea or do your teachers talk about like what the purpose is? >> Not really. I mean I've gathered like how it's kind of just to what I've always been told is that it's more just to see how our education system is like in a state rather than just like the individual student. But a lot of our teachers also use it just to see our growth. Like last year, our ELA teachers were like, "Okay, you did this. Here's your goal." Kind of doing that. >> Yep. >> And did you find that helpful? >> Um, yes and no. I don't know. It kind of the goal was like I this is just my I always like
008this, but like I always have tried to kind of do better. I enjoy learning. Um, and so I already always had that kind of like personal goal. So, for me, it wasn't much of a change, but I think a lot of students in my grade appreciated it. >> Got it. I just would been wondering if we could do a better job of communicating why the smarter balance is in place. >> I think so. >> And and and why we want to set goals not only for you individually, but also the district like you you you said that it is it's one of the metrics that are that the state uses to determine how are we doing? And so how many of our students are meeting standard which is the three and four and that's that's
009published. So I think we can do a better job. And the last question is about school health metrics. Uh and so there's there's a number of things looking at like a school's health and one of those is academic and then the other one is like social emotionally and how are things going. So you you've identified a few things that you appreciate and I I'm glad you said something about the math the changes that although you haven't seen it specifically, you've heard about it and and uh we have two board directors who were there in a sixth grade class today seeing it firsthand and then we had two board members who attended oh a couple weeks ago >> for seventh grade. >> Yeah. And I think that you will see your your teacher. Now, I don't
010know if it's going to be an algebra because the way this works, it's called a lesson study, is you need really two of the same types of classes. Uh not back to back because there's a a lesson and there's some changes to the lesson for the next lesson. So, um and there's only one algebra class, I believe. Right. >> Yeah. And it's something that we're trying to put in place starting in elementary school so that everyone's used to it, but as they get through there, then now that we're teaching it in the middle school, we're going to start doing it in high school, too. So, you're going to start seeing a lot more of that like stand up and random order, the snow front of the classroom, everybody get to a whiteboard and kind of
011solve problems. >> I actually do have a follow-up question. So, like you mentioned like, hey, you're pretty self-driven of like, yeah, >> you want to see the growth. when you talk to your peers, like do you feel like the majority of them, all of them, less than half of them, like really put their all effort into that test or do they kind of go, "Yeah, >> um, okay. My friends are kind of more like me, like they all have that dream." I think also just genuinely in my grade, even the kids who I know, there definitely are a few kids who don't really care about it, but our classrooms are always silent. Everybody's always working. Like I don't think yes there are kids who kind of idle there but I feel like especially since I've
012gone into middle school kids are focusing more on it. I don't know if cuz it's kind of hard to pay attention to others when you're doing your test >> but like the kids who I know it their tests don't always reflect like their classwork like they don't always pay attention in class but their tests are good because they I don't know just having that where it's like you it's kind of like you have to do like there's no getting around it. It kind of I feel like more people put their effort into it. Thank you. >> Great. Okay. Thank you so much. >> Yeah. Enjoy the concert. >> Thank you. >> Yeah. Okay. >> Bye. >> Thank you. >> Okay. Well, we'll move on to enrollment projection and bargaining update. >> Yes. So I that
013presentation let's see >> yeah so you have access to this. It's a co slide and so kind of hard to read but this this slide should look familiar >> as it's really just looking at our enrollment changes the last several years and so what I've added is the 26 27 school year what we projected is about a 3% reduction from our current enrollment to next year and the strategy that we've used the last two years um we've we've looked at our enrollment moment and forecasted very conservatively. We've had a few more students. What that has allowed us to do is when we budget that way, then there's a few more students and that helps our overall financial health and our fund balance. So, uh using a similar strategy, but I have a few more data
014points I'm going to share with you on additional slides because we have the demographic study. So, I want to look at those numbers. But right now, we're thinking that we're going to be somewhere around 2400 students. And so, again, a conservative enrollment projection. So, we're we're budgeting conservatively. What in the next slide, some of the data that we're looking at does not include the most recent changes with TK. So, that's something that we're working through right now. >> And Aaron, if I can ask a question. Yeah. Uh, where did those 36 students go? the 36 students. >> Yeah. In February, right? So, we saw a drop in February, which I mean it's pretty common that we see that usually we know, oh, they transfer into Mount Pleasant, went to Cam, so they're ready to February
01525. So, did they graduate? >> Yes. Well, so there's a variety of uh places where they they could have gone. And in most cases, we do know if they they transferred, but I'm I'm trying to see you're talking about the the 37.6 66. >> Yeah. >> Down from February of 2025. So, yes. So, our enrollment um on this particular slide is we keep going back to a year ago, >> what what was our >> Sorry, I missed I read that. >> Yeah. So, what was our enrollment? Because when we when we say our enrollment is higher than we thought, we need we continue to want to say and it's lower than it was last year. Yeah, >> it's not to the point of what we what we where we want to get to is that
016it's flat. Well, where we want to get to is it's increasing. >> It's just the challenges with declining enrollment is the adjustments we continue needing to make. And if it's flat, at least we we're going to see fewer of those adjustments to our to our staff. Uh lots of other factors involved. So, >> uh yeah. So, back to um where we think we're going to be and you see continually this this trend that we're seeing. Um, and we're we're hoping right that it'll be higher than where we're budgeting. Um, and we're working on that right now. Uh, and we'll see a couple of the slides in the future pointing out how we're doing that. This one's a lot of numbers. This is our current elementary schools and and how many each one of those rows.
017So, for example, you see the first one is CRG and the one is first grade. So, we have three sections of first grade. And so, this is every one of our schools. And because we've talked about our current enrollment, we've talked about elementary specifically where we have some large classes and the challenges with those large classes. And so, this is I would just want to show and put some perspective to and some context to. So, is this across the board that example? Do we have do we have a couple? Yes, we do. We have a couple in each school. So CRG, it's at second grade where we have these large second grade classes and we're going to be making an adjustment next year recognizing those two large classes which means um adding a a third
018second grade. And so we'll see then we'll have smaller sections and depending on how many students return, how many students are added. Uh like that's all yet to be determined. But right now we're we're considering and and we're our initial planning is to add a section there. We go to Hathaway, we see third grade and fourth grade. We have these large. So the the pink reddish is over um what we consider like the contract language >> and and yellow is is right at the contract excuse me green is right at no wait green is below green is below the contract language and then yellow is right at the contract language clearly red is over. So you see halfway we have two sections that are over. Then you get to cape we see two sections to
019fourth grades two sections of fourth grade that we are planning next year as those are fifth graders to add a fifth grade. Go ahead. >> And with Hathaway just so that I'm clear we've got one class of 28 one of 21 and that's because of the dual language. >> Uh yes. >> Okay. >> Yeah. >> So we can't even >> more than likely. Yes. Thank you. More than likely that's because we have a dual language and >> we can't, >> you know. >> Yep. >> As we look at dual language and we're at right now we're we're um asking for families to let us know if they are interested in having their student be in kindergarten, which we're going to add a kindergarten. >> We also we're have we're actually adding a fifth grade because
020we uh we have a fourth grade now. They'll be fifth graders. We're adding a kindergarten. And to your to your question and and the point I want to make is we you know if they're new to us they moved in and they are interested in dual language and uh Spanish is their primary language there's >> more than likely we're going to we're going to make that happen >> depending on the size of the class but like there's a little bit of room there. >> Yeah. >> And we can have those in overload but we try not to to do that. and in first grade maybe a student who's like willing to add a first grade a first grader that's interested but past that more than likely we're not going to unless this is their Spanish
021is their their primary language. >> So is the one that's over is is that the dual language class or is that the traditional class? We just are limited because there's no other to be able to move >> right and and one of the challenges when you have a single section >> and just there's really no flexibility. Yeah. So that's why we we prefer to have two or three sections and in some cases four. I think we talked a little bit about the the benefit to having multiple sections and what you can do with grouping and there's a sometimes there's some personality conflicts. So there's some there's some flexibility with that. Uh mainly it's the the grouping that we can do. Um and those those teachers collaborate together. >> Yeah. >> And then you see cape
022it mentioned we have the two and then gauze we have the one which is third grade. And so, uh, >> it's a whole B. I mean, they're all >> third and fourth grade. >> They are other than the second grade at CRG. And we have some And then you'll see we have some really small numbers, >> right? And so those are all the green. So depending on what we're looking at as far as what what is that number that we're our goal number and you see some clearly some variation. Um, I I feel good about that like the Kinder numbers for the most part are very low. And then the ones that we have that are, you know, in the red that are over, we're going to make some adjustments to those. We also have
023contract language that where teachers that are in overload can have additional staff hours to appear in there uh in that classroom helping. >> So, can we I'm just looking at the GA third grade. There's only one. The Haway third grade, there's only one. Is there an opportunity to query parents since those since those schools are closed to say, "Hey, would you be interested in shifting? You know, maybe we'd add a few blocks, but I don't know like as a parent, I would like that opportunity to put my child in a smaller classroom and have a better experience, >> especially next year, right? Because you know, it's the problem should be there next year, right?" >> Yeah. Really? Yeah. A a great suggestion and something that we will add to our planning. So, as we get
024closer to June and we're working through this and then when we get into August and like officially the numbers uh and when we know as we get to this point where we we feel like we have like these are going to be the students and we're and we're we're putting them into different sections like that. What you just gave an example certainly could be something we do. We also look at boundary requests in district and that's where we we look and see and it isn't just black and white on it's a yes or a no. We look at like do they have siblings? How long have the siblings been in that school? Like we don't want to definitely if they have a sibling and we say no to one but yet >> uh the other
025ones it's okay. Yeah. >> But it's based on the numbers like that isn't really fair to that family. So, we do look at those um families that are choicing into a different building and then what you just suggested I think is something we could we could do it especially when the two schools aren't very far apart. >> Yeah. >> Oh, go ahead. >> Oh, I was just noticing that halfway has three fourth grades. >> Well, it's a 4.5. Is that what a blended? >> Yeah, it's a blended. Sorry, it's a blended. It's hard to represent that sort in a spreadsheet. So, I just take that out. Yeah. I think not a bad way to represent the I didn't do this with the middle schools and certainly the high school. I just didn't would be beneficial.
026But where we're looking at elementary and we've had these conversations about some of those classes where they're in overload. I I do think that we can next year make some adjustments and hopefully mitigate that. So this document is looking at now. So that was what we just looked at was like current February, >> right? >> Uh class size and and that changes uh frequently, but uh so that's as updated as I had it. >> So this is looking at what's happening with our enrollment the next 10 years. So looking at the demographic study, I took our current enrollment and then used that metric what they said, well we think that the elementary it's g, you know, it's going to decline about 1.2% 2% middle school about 1.6% high school 2.4%. So this is not what
027Shalise was using as the 3%. Gotcha. >> This is me just based off the demographic study and wanting to show you like the next 10 years we're continuing to see this decline. >> And so what we're doing right now is we're we're talking about so how do we get how do we want to deal with this? Um it's that's why the row one of the reasons why the row is meeting regularly is to look at our declining enrollment. What kind of changes do we want to make? The reasons we're doing this is because it's it's really impactful for a system. It's impactful for programs. It's impactful for staffing that we invest in to continue to make these adjustments. >> Yeah. >> Uh from year to year. Uh I feel fortunate that we haven't had to
028make any adjustments during the year. Matter of fact, when we >> and and what and we're we're trying to make adjustments when we need to in September, like right at the beginning of school and not wait until students have gotten settled to make those adjustments. So, um this is just again the sometimes people look at these numbers and they question these numbers because these aren't perfectly aligned to the demographic study because I took our current enrollment with the the demographic study did not have like the most updated enrollment when I did this. So, um I mean we'd already received that. So, it it doesn't match that perfectly. And then it doesn't include the TK impact, which we're still trying to figure out. Are we going to have one less TK, two less TKs? We don't
029know because we don't officially how they're going to let us know how that will be decided. We know we have seen good interest in the survey results. We're excited about that. It's just we can't let families know yet because we don't know yet. And one thing we're I I don't want us to do is to cover out of our fund balance for TK because when we've done that in the past, not TK specifically, but when we've known a program was um the expenditures were outpacing the revenue, it just it's not healthy financially for us. So when we do that, we it's it it it can't be a a long-term fix certainly. And when we have right now, we can make sure that doesn't happen. And we we've reached out to ECAP to see if there's
030going to be any licenses. So we are not just waiting to hear from OSBI. We're making adjustments. So there's possibly something for our families uh who qualify through recap. Aaron, can you explain the uh elementary school declining by 1.2 and then middle school by 2.6 and high school by 2.1? >> Yeah. So, just yeah, why is that? I think um we look at um again this was all based off of the demographic study and and the number of things that were identified in there, but we have as we're aware we have um fewer families having children, which you know, does that really explain that? Maybe not nec not necessarily when our students are making different decisions and this is FTE. So they go to Running Start, we we lose that FTE uh other programs that
031they enroll in. So I think those are a couple reasons why uh that percentage isn't the same throughout. I don't know less if you have any additional the all the classes are at the high school right now. And so that's the place where there's like as those >> cohorts graduate >> they're not being by cohorts as large. And so it like the three biggest are grades 12, 11 and 10. And then the next biggest is you know 98, seven, six. And then grade four is bigger than grades five. >> Yeah. >> But it it is really a very like almost progressive that >> looks pretty linear. >> Yeah. >> So So once they once those large cohorts graduate, >> there's no replacement. then >> there's no there's no replacement and then then maybe we'll see
032uh that that decline >> then the graduate. >> Yeah. >> What are we roughly I mean 2033 is right around the corner. That's I'm just going to round almost >> 225 >> almost 300 fewer students. What does that translate into roughly in dollars for us? >> 300. >> So pretty significant number. >> Yes. So we got six years to get product, >> right? And and why we are right now meeting on a regular basis and determining >> uh and and we're see and we're seeing this happening >> everywhere >> literally all around us across the river and the discussions they're having about how do we adjust to this declining enrollment. >> I mean so public schools that said the same thing like hey due to declining enrollment we're looking at five to 10 school. Wilsonville,
033Westland, >> closing closing three schools. Yeah. >> Portland, uh, Evergreen, Vancouver, laying off u hundreds of staff. So, yeah, very challenging times adjusting to to this. >> We've always said we don't have to be a big school, but we can be a great school, >> right? Yes. Yep. Okay. So that was so that was enrollment and we'll continue to update the board on enrollment as we learn more and as well as well as impact of legislative updates with our programs. So now we're going to move to bargaining and so we are bargaining with our teachers that's the WAE the association of educators. So we've actually it's already started. There's been one meeting which that meeting was to establish kind of our our norms or our practices and and just some kind of the rules and
034then the next meeting is uh is Thursday and there's they've already identified seven sessions that are going to happen. They happen in this building. The teams typically have been already decided. Uh we have a smaller team. They have a smaller team. these the bargaining will happen during the day and so uh we typically don't give you a lot of details as we go through this already kind of established um you know kind of what what's the target so I I have confidence in our team we've worked I think really hard with developing a strong relationship with our labor partners and so uh we know them well they know us um I I feel good going into this bargain and So we will update you when when we can. Um we are also working with our
035principles on compensation and then our coaches and activities on compensation. So just the whole contract's not up, it's just compensation. So we'll be meeting with them later in the spring uh to determine next year's compensation. And then just as kind of reminder, the term that we use that represents the inflationary adjustment that the state provides is the IPD, the implicit price deflated. And so I I got some uh what it was in 2526 what it is going to be for 2627. Um and if you want to know what it has been, I can provide that. So that is a starting point for us. Uh we also receive regionalization which is 6% which is uh excuse me 4% which is helpful in uh adding to that that in essence what the state's providing as far as
036um that adjustment. So because of where we live um that's not the you know some school districts don't get anything other districts get more than that. So just depending on in the across the state and if you want more information about that we can provide that. So I guess I take it back. I do have the IPD up there for a historical perspective. Okay. So bargaining um with uh all but our PSSE, our classified staff. So uh they create the three-year uh deal last year. >> Questions, wonders? Nope. >> Okay. Thank you. >> All right. And then we move on to the AI discussion. Oh >> yeah. So Lesa is going to join us up front. So we've heard from our students. Les has some details on our student rep involvement, how the staff has
037been involved. Uh we have a survey that our students took. So, he's going to share with you some information and then you have in front of you front back a document that is uh on one side is the student code of conduct which he'll go over and the back is a draft of a form and so he will get into that less less brown the executive director of communications technology and operations uh and today we're talking about AI or artificial intelligence. Uh something that's come up multiple times at the board meetings. We know that there's a lot of uh kind of interest out um among the uh school staff as well as our parents and families asking for more information um and maybe uh kind of starting to develop a set of guidance for uh
038both teachers and students around how we want to see this used in classrooms and how we want to be teaching it. Um, uh, this fall we started a process working with our student board reps because this was something that they were interested in. Um, we met with Mr. Castle, the principal at the high school, as well as the student reps at that building. Um, and talked through kind of the WAZA model, um, for this, which is the fact that a document that you have. Um, they had, um, they looked really extensively at this. We took a ton of notes and we had some more questions about it, but largely we'd left the document alone. There were a couple things that we weren't submit to uh kind of make it match what we thought would be
039useful or make it more useful for our students. Um and then the front of the document is meant to be kind of an easier to read uh maybe a page that will go in um student handbooks um this fall. So, uh, one of the things the students were really interested in as they kind of started this conversation, um, was gathering some feedback from other students. Um, they had a bunch of questions. So, they were really interested in having part of a student survey. Um, so I worked with them and Mr. Castle to put that together. Um, uh, and we launched that survey um, in February. Um while we were doing that, we also um one of our student board reps met with our teachers and got some ideas from them around things that they would
040like to see um happening kind of specifically to the advisory lessons that might be opportunities to teach um kind of the responsible use and then ethical use of AI um uh to students. Um I shared with you earlier today um a little bit of that data, then we'll go through a little bit of it here in this presentation as well. Um and then later on this spring, um we'll work with you all to kind of finalize this code of conduct. Um uh we also have some teacher input that's made into that. Um the students are working with Mr. Castle at the high school on the advisory lessons. So those will start sometime later this spring. Um and then if all goes according to this roadmap, we'll add this to our student handbooks um u so
041that they can be ready um kind of at the end of the year for next fall. So in the student survey um about uh 370ish students took the survey that represents a little more than 40% of all the high school students. So it's a pretty representative sample. Um they were spread across all four grades pretty nicely. So it definitely represents kind of the the student u uh population at WHS. Um when asked the question um how familiar are you with AI services? And I think there were a few more details in that warning. Um on average the students rated themselves about a 3.5 on a fivepoint scale where five is extremely familiar. So it's definitely skewed towards um like higher than uh average in terms of their level of familiar. Um there definitely are students
042who don't see themselves as being familiar very much or hardly at all with AI. Um when we um ask the students what types of AI they're using currently um we used a pretty big definition of AI and purposefully to use this al also as an opportunity to remind our students that um a lot of the tools that they're using have AI baked into them even if it's not visible at the surface level. So things like voice assistance, so um Siri or Alexa, um generative AI, which might be things like chat, GPT, Gemini or Claude. Um we wanted them to have a pretty broad definition of those um recommendation systems. So those are things that are built into uh streaming music uh tools like Pandora um that make recommendations as well as Netflix. there's some AI
043that's built into what it chooses to try to um get you to watch next. Um 27% of our students talked about using AI chat bots. Um it didn't come up in those free form comments about how frustrating that can be. So they must be have a better experience than I am in general. Um 20% of them have used it for images or art. Um and we know that that's a growing kind of uh part of the AI tool set. Um, and then about 14% of them talked about using AI in relation to autonomous vehicles. Um, which could be things like the adaptive cruise control, lane keeping, um, or self-driving. Um, I thought it was also interesting that 12% of them report not having used any of those tools at all. So, there is still a
044population of our high school students that um, say that they're not using any of these tools um, at all. When we ask um students how often they use AI, um it's split basically half and half between students who are using it rarely or never um and then those that are saying that they're using it somewhere between a few times a week to multiple times a day. Um the very vast majority of students fall into either the rarely or the few times a week. So um twothirds of the students are kind of maybe more casual users of AI tools. um when we ask them how well prepared do they feel for using it um effectively, efficiently, and responsibly, um we get a bigger spread of how students kind of self-reported. Um uh a smaller chunk of
045them are saying that they feel like really well prepared um to use AI tools. Um but also a much smaller chunk of them are saying that they're either unprepared or somewhat unprepared. So it's less than um 20% are in that kind of a vote. Um and then a really large number of them just saying the kind of middle of the road or neutral on that statement. Um within the pre-forming comments and I shared all of those with the board. So you'll have an opportunity uh to kind of wade through those. Um uh we used an AI tool which is Google Gemini to do a survey analysis and it does kind of like broad themes of the student data. um the biggest themes that came up within the students um when we asked them about things
046that we should pay attention to um as we're rolling out um kind of the code of conduct are um concerns around the accuracy and reliability of the information that they get back whenever they ask an AI tool a question. Um a lot of concerns around um making sure that we're being deliberate in teaching students to use AI as a tool and not a replacement for learning. There are a lot of free form comments that when you dive into them, it's over and over again the concern that their peers are just like, you know, dumping questions in there and then cutting and pasting answers and they're not really using it um in a wise way and they're really undermining the learning process. Um there are definite um like a large number of students that identified some
047of the environmental concerns around um the energy consumption and then the water consumption that comes with uh AI data centers. Um I think that was something like 40% of all the respondents had that um as a balloon. Um and then also some concerns around how um or what tools teachers are using to do AI detection and then what their practices are for that. Um I reached out to several of our teachers that are really astute with technology and asked kind of shared a draft of this document with them uh and asked for their perspective and really they have very similar concerns to the students. They're not in the same order. Um but the idea of having a consistent set of rules that teachers are clearly communicating. They like the level system. So this idea that
048teachers are establishing and kind of frontloading um how students might be um offered the opportunity to use AI or not depending on the assignment. Um really focusing on how to teach and make sure that students are using AI responsibly. Um and then again a number of concerns around um how to tell if a student is using AI AI um and then also how to respond when that's happening. So having clear um kind of rules in place for what we do when we believe the students choose names as AI. Um our students as part of the survey also offered us some ideas about what they want those advisory lessons to be. Um the advisory at the high school I think is a 30 minute period. that happens once a week. Um, and it's uh time that's
049set aside to kind of work on some of these broader initiatives that's not pulling away time from our other instruction. Um, our students um about half of them talked about um uh wanting to incorporate ideas about the negative side effects or some of the drawbacks for using AI. Um that includes the environmental concerns. Um 45% of them talked about uh or wanting or needing help around how to use it as an effective study tool. Um 44% of them talked about uh how to detect AI with the idea that they're all wanting to be critical consumers of information when they want to know who's talking to them. Um are these real people or are these you know um uh computer chat bots that are you know giving them directions. um 33% of them talked about uh
050ways that AI might be a part of their future careers and wanting to know more about that. Um and then around 20% um kind of cut to the chase and said how do you get what you want from an AI world which is really that core question of how do you talk to it so that you get responses any query. >> Yeah. Yeah. And it's you know a critical skill. I did find it really interesting that when you when you get right down to it, that's probably the like the most logical question is one of the lowest rated ones. You know, it's like how do I actually get what I want is pretty far down. So, they're you know, focused on some of these higher >> um you know, kind of further away from the
051nuts and bolts pearl walk right. >> Yeah. Yeah. and they're they're more walking around or starting to do some of the other stuff. So, in thinking about this as a part of our um student handbook um and then also looking at examples from a couple other school districts like Quincy School District as well as Peninsula School District. Um we uh took the WASDA model which is um a form. So, it's a so it's a part of or would be a part of board policy 2023 and it would actually come after a procedure and get attached to it in our board series. Um, we wanted to create something that's a little maybe uh easier to look at and easier to understand um document that simplifies some of the wording that's used in the model um policy.
052Um and then offers kind of a like an easy like at a glance view of how teachers might introduce what the what the expectations are for students when they're offering an assignment. And so we broke it down into these three tiers that are aligned with the the procedure around um AI being recommended, AI being permitted, or AI being restricted. And we think that um having a really simple framework like that um and maybe some sort of visual cue that um teachers can put into things like a syllabus um as they're communicating lessons as well as um you know potentially in um uh Google Classroom or other tools will help make sure that there's a clear set of expectations um and eliminate some of the like oh I thought this was allowed and that's why I
053did whatever I did um as if I could interrupt love the Quincy model because they just slowly go red, yellow, green like >> it's very clear. >> Yeah. >> And go stop, use caution, right? >> And the use caution I think is like it doesn't fit in the metaphor and that's why I didn't go with a stoplight metaphor. But um I got stuck on like I don't think the yellow is the same as >> it's you know >> because yellow could go way >> it's kind of bull and I guess that maybe that does mean short right >> so people see yellow and they pinch it yellow >> um so and along with that also uh um kind of sharing like a definition of AI and like how we want to see that start to
054get introduced in our classrooms reminders around the safety rules that come with this. Um the need for students to be really, you know, paying attention to the type of information that they're giving to an AI tool. When they're asking questions, they need to be aware that um you know, they're providing it a set of information. If they're providing it by a bunch of their personal um information, they don't know what's happening with that um inside of the tool that they're giving it to. Um, also, uh, kind of, you know, on a nod toward both the teacher and the student ask, um, the idea that students need to be taught like what to look for, you know, how to start to try to identify um, AI generated content. Really paying attention to the potential bias because
055we know that that's a problem. Um, the risks of misinformation or hallucination um, that AI tools can experience um, depending on the the model and how it's trained. Um and then also those uh like the overall cost of supporting AI tools and then the environmental impact of that. Um we do know that there are benefits to AI or there can be benefits to AI. We want to make sure that we're sharing those along with some of the drawbacks or considerations that we want students to be paying attention to. And so hopefully this is kind of a good start and not um uh something that kind of lays out a framework where teachers and students do this together and be successful and really you know literally be on the same page around um you know what's
056allowed and what's not so that when we get to the point that we're you know communicating with students and families about um like a an expectation violation everybody's using the same formal check. So do you all have feedback or questions? is going to ask if you're looking for feedback right now. >> Yes. >> Unless you want to go first. >> I got a bunch. Go ahead. >> First off, I think this is an amazing start and I really like I really like the restricted permitted recommended. Um I think we've talked about the board like >> the ability of future generations to recognize what's AI generated and the bias. I think within that though I I like that we put like don't give it identifiable information. I think it would also be really wise to teach
057them um even the non-identifiable information they get how the companies are going to be using that because if it's a free tool it's going to be used. Um and by that I mean like helping them to understand the way that companies will use this to market to them >> I think is just something that's going to be critical because it is so personalized. Um, and when you talk about bias, also making sure they understand that they can bias the machine. It's not just whatever tool you're using, right? It's going to be as you reinforce like, oh, I love this answer because that leans more towards my world view that you're actually biasing your own chat GPT or Gemini, whichever it is. >> Um, I think my my question would be and maybe my my biggest
058concern is like who's who's going to help teach them this? And by and I love our teachers, right? But they're not AI experts. So is it are we what are our thoughts on how like are we going to bring in experts to teach the teachers in order to teach them? Is this going to be and we might not have the answers, but I just I want us thinking that of like because I mean writing an effective prompt is an art and it takes like a lot and especially as >> Yeah. But also like how do you fact check, right? Okay. I recognize that this is AI generated content. I think it might be biased, but now what's my next step? And how do I get information that's not biased? >> Tricks of the trade. >>
059Exactly. And like I again I just I don't know that our teachers are in the best position to do that. Um >> and I think that might be something where we could hit up like known community members and maybe have them help with that that are using this daily. I don't know. It's just a >> Yeah. >> How are we going to get everybody up to speed at the same time when the teachers are learning at the same time the students are, right? Because this is new to all of us. >> Yeah. um within the like the set of advisory lessons. I think the um so the student board rep Marley is really interested in uh that and I think has started a little bit of the work on uh you know taking what the
060survey kind of told us about what students are interested in and thinking about what that might look like in those like say 20 to 25 minute chunks of a lesson that happened during advisory. Um I'm definitely interested in going to support her in doing that work. She's kind of invited us into that. um uh plan with Mr. Castle like what the process looks like to help a student develop something like that. Um and then those will be like a framework that teachers can use to work from. And so it'll probably have like definitions, um, examples, and then kind of like, you know, starter prompts for, uh, teachers to introduce the lesson. Like they're they're generally like a a PowerPoint, you know, slide deck, um, that kind of walks through a set of activities that students
061might do within that 25 minute um, uh, activity. I think down the road and like we started this last fall with um Jack Nud who came and presented to the district leadership team um as well as like uh one of our a couple of our teacher leaders >> um uh in August, you know, and uh spent some time talking to us about different AI models and then also kind of showing the the differences between you like the different tools and why you might choose one tool for one um kind of activity and a different tool for something else. And then also providing um some uh kind of like little mini lab environments where people can create a create an account, you know, play with the tool without like, you know, subscribing >> uh to it.
062And I think that, you know, as we uh work with Connor and the teaching and learning, >> um we'll be trying to figure out what you like what are the needs at our teacher level. um uh when we plan things like that we always include teachers in planning the um the sessions and then within our you know like the breadth of all the teachers that we have. I think there definitely are going to be ones who have more reservations about using this but there will be others who are you know jumping ahead and they will be very interested and usually we tap them to help train their peers um and we'll pay them a little bit to develop uh content to then share out with the rest of the group. I >> just as you
063shared that I thinking about what do we want to prioritize >> and we've been talking a lot about math literacy and numeracy. So, where does this fit into what we're trying to focus on? And we can't do everything, >> but we can I think this is a really good start to uh guidance and we share this with families that we are aware. We're working through it. And as the two of you sat through almost two periods where you didn't see one device >> and we were just asking our students to collaborate and we had structure and norms to how they collaborate. this is structure and norms to how they access AI, how they use AI and it is important and we really feel like and I think Les was talking about a policy that was
064updated uh recently that looks outdated because it's changing so quickly, >> right? And just as we are and and I was much more excited about this uh a few months ago and now realizing the concerns and just being trying to be really thoughtful and intentional with um our commitment to this, our investment in this when and you see across the country where school districts have invested in AI uh products that have had gone away. >> Um LA Unified. So like just some examples of like uh learn from their uh you know I think it's learn from their errors what they've experienced and being care being careful >> just as we're which I think we are I think we're being very thoughtful and what less has described and are we are developing the plan and so
065I appreciate our board is interested in seeing us move in this direction but also uh be wary of the challenges that that are faced with them. when you talk about the math one of the first thing because I agree with you. I think at some point we're going to have to invest in some enterprise if AI keeps going. But I think it's way too early to do that. But even right now, like with that math of like being able to then hand it out and be like, "Hey, if you struggled a little bit today, here's the three problems. Feed it to the free chat GPT and have it walk you through step by step where you put your thought process in." Like like those are the simple things that don't cost anything that I think
066teaching students of like if you're struggling or if you want extra coaching in this area, here's how you can use a free tool, right? it has environmental impacts and I acknowledge that. But a tool that doesn't cost you anything that we don't have any inequity and we can easily start giving them some, you know, personalized one-on-one and if you make a project that keeps going like >> and with a prompt like with the right prompt that you're going to you're going to get there versus getting frustrated. Yes. >> And struggling through like >> all of how to do it. And so that's kind of the and then where my mind goes is then you can also have it like get it this prompt once a semester to hand to your teacher so your teacher can
067see what you've been working on with it and where maybe additional support. I know we're far out of that. I think this is a very >> I mean I think what we're all saying is we're trying to create critical and creative thinkers and AI is a tool of that. One of many tools and a lot of them are just collaborating with your peers but it is also collaboration tool. Right. So >> yes >> and teaching them to share those prompts. I mean that's at my workplace a big part of what we're actually recognizing folks who >> yeah who has generated this? How have you thought about other use cases that you could do for it and and share it out? Well, I feel like one of our student board reps talked about using Notebook LM
068as a study tool. Yes. >> And the idea of um you know, giving it the course syllabus and you like the ebooks of a set of materials that they were using in class and then having it design you know like um like a podcast or something like that or like note cards or something else that they could use as a study, right? And there are um you know an everinccreasing number of tools but a lot of them can be used in really creative ways to differentiate learning. Um I know the board has talked a lot about like the ability to extend learning for highly capable students and those who are kind of like ready to benefit you know and take the next you know next steps. One of the one of the really powerful, you
069know, things that AI can do is take a lesson plan and put, you know, a really thoughtful teacher put all the work into aligning it to the standards, but then to do the next steps of like if you have a student who's really advanced and maybe even in these areas, what are the logical extensions that come out of that? Um and then also how to build the scaffold so that students who are maybe a little bit behind grade level um can then approach that lesson and then you know be successful alongside their peers. So differentiating reading materials like in real time >> um is a kind of an amazing thing that didn't exist 10 years ago. Well, we talked about a lot of what I was going to talk about, but I can never get
070take my editor and chief of the school newspaper out of my head. So, I would love a preamble on this before the, you know, student code of conduct of AI. I would love to be like, why are we even talking about it, right? Like, we are here to support you. We believe it's an important tool. You're going to see it in the workforce before we get into so why >> do this, don't do that. But like I think I would do I would start right from the top of this one just like why are we even talking about AI? It's because >> the teachers and the board and everybody believes that this is around and it's a tool and we're here to support you. Oh by the way when you're using it then we get
071into because we kind of jump right into like >> if you use it wrong you're in trouble and I'm like that's not how I >> Yeah. >> That's not my first statement. >> I love that. >> Yep. Okay. >> Okay. Um, >> it was good. >> Uh, he would be having >> I guess my only thought just like question >> the equity portion because I feel like a could be a tool where if you have money you could very quickly outpace your peers and so if teachers are going to have like a framework where you can use it. I I guess I just question like are there going to be boundaries on that and what what tools they could use so that you know one person is not at a gross dis like advantage or
072disadvantage. >> Anything else? Oh, so >> I wondered if you had any questions about So we're we're putting this in essence in in a current policy >> that talks about digital digital uh citizenship and and media literacy. So it fits really well in 2023 uh that policy and then it's it is a form that that boss has already recognized that this is a need. So we appreciate I I appreciate where it is. I just don't have any questions like why it's there. Makes >> sense. And then what you just said about like recognizing that and and so being aware if it's something that's a part of a lesson or an assignment, a task and because yeah student some students are going to be able to purchase the the next the next level and and some
073may not have Wi-Fi at home be able to access it at all. So yeah, be considerate about that. >> Good feedback. Thank you so much. This is there's this is not a decision like we're not uh there's no uh vote on this. We're just going through and uh we think that this is something that we can move forward with and then it at some point attach it to that policy procedure when we feel like it's ready. So like another but another reading like the preamble makes a lot of sense and any other adjustments that um >> based on your feedback we can make. >> Yeah. And I have a couple on the policy thing, but we'll get into that like as we go through. I think everything >> awesome. I mean, I would say before
074you because there was a number of comments about like students worried that their work is being called AI and being plagiarized because the teachers using AI to grade them. So like that to me that's just like a weird >> and I don't have an answer in terms of like how do you tell this dude like like my own work. I mean there was an author recently published a book >> and the whole internet is saying oh it was all plagiarized and he's like no I wrote the thing >> but he has no way to prove it right now. >> So you do if you like did a Google doc and could actually track the changes but I mean even then a smart kid could just copy a couple lines at a time versus >> Right.
075So it's just both making sure that the students because I'm here for the kids right is making sure that they're aware that like hey we're talking to the teachers too right so how they're interacting back to the kids like >> right I mean you know and like uh the student board reps were one of the reasons the very first question was the question that it was student reps really wanted that data point around um you know uh how many of our students have been you know they felt unfairly accused of using an AI tool um as cheating, you know, and as it turns out, it's about 25% which I guess it's quite a few if you figure that there are some that haven't used it at all. Um that's, you know, a sizable number. Um
076I do think that like the version history and documents is a good way to demonstrate like you know how you're creating it. um you know uh I think we would I think right now at least um a lot of the concern comes in the form of like research papers and essays you know those types of things. I think in the the re revision process or the >> um like asking students to submit you like the first draft, the second draft, the third draft um there are opportunities to you know look at the writing and like is it you know consistent? Is it, you know, changing in a way that makes sense? You know, or are they turning in something that's 100% different each time? You know, because if you played much with AI, it's hard
077to actually get it to give you something just slightly better. Like that's, you know, like, no, no, really keep almost all of it, but just change this a little bit. >> Like it's like, no, I've got ideas. Let me rewrite the whole thing for you. But it, you know, so I think that those are strategies that we could definitely be teaching um to our teachers around, you know, especially those who are um you know, in English language arts or like social studies where they're having students write essays, you know, how do you um determine with a little more validity? Um one of the things that was really emphasized in the training that we did in August is that none of the tools that advertise them as being able to detect AI work anymore. like it's
078gotten sophisticated enough that it like whatever pattern recognition doesn't work. Um, you know, although it's weird because like I feel like I I read stuff all the time and I go like, "Oh, that's written my AI." Like I can I feel like I can hear it >> but I don't know what it is that I'm recognizing. So there's that thing like >> depends how well you've trained your bot. >> Then I go back to my middle schoolers going, "Hey daddy, I wrote this essay. Can you read it and give me some comments and some feedback on it? It's not like, oh well, you didn't a different sentence here and you didn't justify that and they put it and it changes quite a bit right after going through the parent filter, >> but at the same
079time you're teaching and educating. So yeah. >> Yeah. Being able to see that or produce that for each of yours. I think that's a good because that'll also help train them of like it's really easy to just say yes, I accept what the bot said versus like actually looking at it side by side and running through like how much did you change on me? >> Right. >> Yeah. So thanks. >> Great word. Thanks Les. >> Let me know if I can my citizen comments. >> You're not. >> Okay. So move right along to Um >> yeah. Yeah. So there's uh there was a question about this is for Gau and halfway and what exactly are the DDC controls uh what's that update? Uh so we've done this in a number of our buildings. So one
080of the goals uh we have numerous goals. One of them is that we have our buildings on the same system. And so these are the last two that we that are not on that system that the other buildings are. Uh these two buildings have systems that are old and when we are unable to uh use those systems say they they are functioning then we aren't able to heat and cool those buildings. So, which is a concern of ours that uh if that were to happen, you know, do we have the ability to uh heat them quickly or get them fixed so we can heat them? So, that is a concern uh because they uh their age and can we continue to uh fix what's what's wrong with them. So, uh I I also know that
081we're talking about through uh like the row and and like what are we doing with our our assets and with our buildings. So looking at this decision and one of the wonders is so this this would be work that's happening this summer and what if there's a decision that's you know that occurs uh later this spring um you know is it possible to pause on a project and I think the answer is yes that that can happen um and there'd be a number of reasons why like it could be that the finances we decide to pause because it's you know it's 600 000 uh maybe closer to 650,000 and so uh could we pause on that and the answer is yes we can pause on that it would just mean that we then would be
082with those things I just mentioned we're vulnerable to uh not having all of our buildings on the same system and and what if the the building system fails anything else you want to add uh the the current system uh does have a lot of issues with it. There are very few people left to support it now because it's become, you know, like it's 20 year old software. Um, we're really concerned about our ability to get like adequate support for it. Um, and I'm someone new to managing the operation, but what I can tell you is when a building is too warm or too cold, um, people complain a lot. Um, and it's not really like, oh, in six weeks when the company can fix something like it's like I got like three minutes before people
083start freaking out, right? >> So, we had, you know, we had an issue earlier this year at one of our schools where the heat wasn't on the um, you know, it was like 85 degrees, you know, in parts of the building. Um, and had, you know, dozens of complaints within the first like 30 minutes. And every hour that it went where it wasn't resolved like more and more people got really really agitated about the fact that it was cool. >> And watching the band was not a good answer. >> Yeah. Watching the band students moving through the hall >> uh the frustration uh on all their faces. So those are things that that can happen and I would guarantee it's going to happen. No, I appreciate you adding some things I I didn't mention and
084there's also the other reasons, right? So we we have legislation that we we are going to be expected to meet with uh the Clean Buildings Act and then that's so we know that that's coming and we we uh our theory of action is with updated systems we're going to be able to manage the climb in those buildings and we're going to be able to you know hit those numbers. They're going to be expected. Now you know th those might change too. That might be something there's there's there's several ifs in this scenario. So, um I do believe that to the question, can we pause on one of them if we need to? And I think the answer is yes, we can. Uh and then what Wes just described is if if we did that, then
085we're we're vulnerable to uh some things that that could be out of our control. >> And if I understand right, the dollars that we're talking about from the 2023, right? Um yeah, so that we were yeah we were looking through that as we have a there's contingencies built in to a number of the projects and we believe that the the dollars are in those yeah in those contingencies. Um but as we're wrapping up uh and the majority of our projects are wrapping up um and so we yeah that that is that is our belief and and even if even if they they they were not it doesn't cover the the entirety of the project then um you know we have additional funds in the in the next year and so that would be another reason
086why we would would pause on one of these if the funds weren't weren't available. any other wonders about about this particular decision? >> I think what you said um elates most of my concerns. I would just ask that when we get the actual contract that we ensure that we can back out without any financial repercussions if we want to. Uh that would be my one caveat on this board or with minimal financial repercussions. >> I love when they like to write in that >> Yeah.% Sure. >> Um, so do we have a motion to approve? >> I motion we approve this contract. >> I'll second it. >> Uh, all in favor? >> I motion carries. Okay, moving on to our policies. LC 1240 committees. >> Yeah. Wonder if were there any questions to get the
087first reading? So this is the second reading. Any questions, concerns about that one? >> No. >> Okay. >> You approving these? >> Yes. >> Okay. Do I have a motion to approve? >> I motion to approve 1240. I second. >> All in favor? >> I carries. >> All right. Policy 4110, citizen advisory committee task forces. >> Yes. So I want to identify an edit to this one. And so uh the edit that one change that I uh made is it's in the sentence uh second sentence where it says the committee will study district school topics and submit their findings and recommendations to the superintendent. And what I uh had Corey scratch out strike out was and or board. And I at the last board meeting I mentioned this that if it's and or the board
088uh is making a decision that the superintendent is not aware of. >> I that that makes me nervous. >> It goes to you. >> Yeah. And I just I did not know I noticed it in the procedure. I didn't notice it in the in the policy. So I thought I my preference would be to leave it that way. >> Okay. >> Thank you. >> And I just wanted to mention the discussion about the procedure and the ability to kind of tweak that after the policy is passed. >> Yeah, there's a little bit of Yeah, thank you. There's a little bit of language in the procedure. Um and and so we can make that adjustment and we would do that prior to posting the procedure. We can post the policy and not the procedure, but there's
089some revisions along the same line on appointing members to this to this committee. >> So be on the public or procedure. >> All right. Motion to approve. Motion to approve 4110. I'll >> second that. All in >> favor? She carries. All right. Policy 5011. >> Yes. Sexual harassment and district staff prohibited. So district and staff prohibited. So remains several provisions based on laws to recommendations based on statute uh changes. Any questions? >> No. >> Okay. >> All right. Can I get a motion to approve? Motion to approve 511. >> Second. >> All in favor? I washing. >> Holy smoked. >> Wow, you did a really nice job. Well, they went pretty quick last week. >> I just want to say I really love the first and second reading. Like >> I I love having the
090ability to kind of discuss it and so we just appreciate that. >> Thanks, Adjustment. A couple weeks to Yeah. process it. >> All right. Comments. I'm going to go this way. Starting the chat. >> So, you're starting. >> Oh, yes, I can. >> Whatever you want. All right. Um, yeah, Mike, I think the couple things. The first is baseball and softball season is underway. And I hear our new fields are great. >> Right. >> That's that's the rumor. That's the rumor on the street. So, looking forward to getting to see a game whenever this rain stops. Um, and then today got the opportunity with Ida to um go to JMS and witness and what is it called? What do they call that? >> The lesson study. um which effectively is teacher giving a lesson but
091prior to the lesson she's meeting with other teachers both in the grades of that subject above and below um to talk through what the goal of the lesson is, how she's going to approach it. She gets a little bit of feedback or he goes in and actually teaches it and then those teachers are in there observing and provide additional feedback. Um and then she adjusts she or he adjusts the next lesson and then you get to see how that works. Um, and just seeing how one how receptive the teacher that was doing the lesson was to the feedback makes it very clear that that's a culture of trust up there because it can be nerve-wracking to do your job in front of others that do your job as well. Um, but also the approach of
092having teachers that teach the next level up, being able to give feedback about how this would tie in, I think is really really beneficial to the kids. and then seeing how really slight tweets that other teachers made for or suggested she do had a significant impact on the next lesson. Um, and so I would just I would like to see more of that. Not necessarily me going and saying, but I just think whatever we can do >> to enable those teachers to continue that. Uh, I think it creates a really good culture and I also think it makes them better teachers. Yeah. >> You know, I'm getting that constant feedback. So, appreciate the invite from Mr. Cook and the adjustment due to scheduling conflicts. >> That was awesome. >> Uh, it was good to see.
093Yeah, thank you. >> Thanks, Jane. I too love that it's baseball and stuff. I was wearing my East County hat just for that because the fields are right over here. It been nice seeing all the kids out there on it. Obviously, club ball and we were at Gau for the resource optimization last week, but the fields were full. There was kids everywhere and parents and visiting teams and we're actually playing on our fields, which was pretty sweet. So, good. Um, I can't say enough about the lesson study. I mean, I made the one two weeks prior. So, it's just a really good environment where you're watching the collaboration. We talk a lot about our teachers being able to like get outside of their classroom and we provide time for them every Wednesday, but this is
094just even more time that they're working together in in a multi-grade discipline and we're trying to create like a platform where that goes from and I said it to the student reponia where it start we can do this in grade school and then in middle school and it'll all transition into high school because the kids are going to be used to doing it. They're like why am I sitting at their desk? aren't supposed to be up on the wall and don't I get a different person to work with today and do I can I go see what they were doing over there? I mean, it was pretty neat how >> how interactive it was. So, >> that was really good. The other thing on my mind is that we did our site visit at jump
095to guard and cr last week which was really good to kind of just go through and see all that and I had not seen a lot of our resource rep. So, um, seeing how the staff are working those students is pretty incredible at both of those facilities and really >> Yeah, Frank was there. >> I felt strongly that it was it was really impressive. I thought the campus I hadn't been out there except to go for basketball games. So, I came in a different direction. It's impressive campus. Classrooms were impressive. The tour was fantastic. >> Well, I'll keep going. I'll turn it over to you now. And today was uh my granddaughter, the fouryear-old's first day of T-ball. And so I wasn't thinking baseball at all today. And uh so that's pretty it's pretty cool.
096She's uh has two older brothers and she's been outpacing them. She's been so excited to be at this point. But uh to bring it back to the schools uh I went on the on the tour and I was very impressed with what I saw and the the instruction I'm not surprised to hear you when you talk about how they're you know working together to bring each other up like really like that our successes and in that you know for our goals what we're looking for is in that kind of collaboration you know so I'm excited to hear that and what I saw in classrooms was very impressive. So, thank you. You like the dance they made. >> They had me at >> I don't know if I can remember. >> Yeah, they might have had
097me at the dance. I don't know. But they do. But it's just teamwork and collaboration. No, they do one for the Satie has been volunteering in that classroom like what's your latest dance you're doing? So all the kids like they stopped what they were doing and they all got in line and they were ready. >> They missed. Yeah. Miss I think there was a jump there. >> There was a jump. I was wondering about the classroom below them because they all fell into the same time. >> Well, I've really noticed, you know, I taught in an environment where we would receive uh comments from people about how our students would be able to talk to adults, how they make eye contact, how it really drew them out. And I saw that all in the classroom
098when we walked in. Students making eye contact. You could tell that they were ready to engage. They wanted to engage. And uh and I thought that was it. So the dance. Yeah. I'm not surprised they were group dancing. >> Do we need a board group dance? >> Absolutely. >> Choreography. That >> I can't even do the modern very well. just let me know. >> Right. Well, I just had one, I guess, share. So, my husband heard about this play going off the high school with the Columbia um Theater Arts Foundation. The director is our um Mr. Gregerson uh which is amazing. Um and he heard about it on OP actually. So, they did a spot on it and we got tickets. It was the best like musical I think I've seen it like beat some
099of the things we've seen downtown Portland. So it was so good. I was playing again this weekend if folks want to go. There's a lot of former students in there. Um it was amazing. So I just wanted to highlight a lot of you know one of our teachers is engaged. Some of our former students are engaged and it was just like such a high quality performance it blew us away. >> Right. Where do we go to get tickets? >> I think you can get it online. >> Yeah. It's guys and g guys and dolls. Sorry. So, >> not very academic, but there's my >> Thank you, Erin. >> Okay, a couple slides. So, this one should look familiar. Just a reminder that we have on our website and I think we've shared it on Facebook
100that we have uh some links to some forms for families who are interested in enrolling their students. And so we have a TK uh we're looking for dual language and then kindergarten registration. So those are um all three as well as any new students are welcome to uh to join us. We had the Anida uh joined uh the audit meeting and so that was earlier. Was that this week or was that last week? >> That was this week. >> It was Monday, wasn't it? >> Yes. Wow. It was yesterday. It seems like it was a few days ago. So really good news uh internal controls over major programs. So unmmonified opinion issued. So that's that's that's a good thing. So that is the best uh you can have. So it felt good about that. No
101findings uh no significant deficiencies um with material weaknesses. So that's all very good and they were very positive about the experience. Um the next audit uh in 2027 will be for 2526. a similar process. It's a it's a full audit, so it's it's a larger audit. And so, um, you know, feel good about the results. Uh, they said in their communication and on the Zoom call how much they appreciated Shalice and her availability, how quickly she got them information. So, she clearly understands how important this is. And when they ask for something, we get it to them. We get to them quickly. And that helps with their efficiency. So we got to meet I think most of the team. Thanks for being a part of that. I appreciate that you were there as well as
102Satie. So um that happens every time uh at the conclusion of an audit is we meet with their team and they give us an update as well as share lots of information with us. >> Yeah. So that's that's really good news. >> So we're high school knowledgeable. So we know that we we have a middle school knowledgeable team that set the record for the number of students participating. That season's continuing. the high school attended state uh uh last um last week. So that is Dale Cwell who was our coach who is a Wugle graduate and who is a teacher in CAS lives in Wugal. I'm so thankful that he is participating with us in a number of ways. This is one of them. I think our success is because of his passion for knowledge bowl.
103He's also one of our track coaches. So, so appreciate his involvement. There's our team. They did the best we've done, which is seventh place. He provided this information. He listed Columbia River, I think, for a reason that that's on there and what they placed and that we got a little bit higher than they did. Um, and then Ridgefield, one of his points was in our region, the teams were very successful at all levels. So, uh, it says a lot for our region and stressing, uh, our involvement in this, it just very successful. So appreciate our students and staff um who made that happen unless you're involved in it, right, as a judge. And I think earlier this year, weren't you like sparring with a knowledgeable team? >> Yes. >> Oh, I bet. >> That might
104that might not be the best term, but I think you were >> you were practic no. Okay. So, two things. the on the right the special guest. So I was this was last week of a cape. This is second grade. So that is Austin Walsh. So officer Walsh is a Wugal graduate and that's his son who's a second grader and I happen to have uh had the opportunity to work with Austin when he was in high school and I was a principal of high school. And so, um, when I go to that second grade, because I'm a I'm a reading buddy, and I when I grab my student, I pull my student out, uh, Austin's son always says, "Hey, my dad says he knows you." I said, "Yeah, yeah, yeah, yeah, we know each other."
105So, I just he reminds me of that. And then I found out that Austin was speaking to both second grades. So, Miss Staer brought her class in to Miss Daniel's room. And so just to to listen to Austin talk about being in law enforcement and saying I always really wanted to be an officer. This is I'm doing what I wanted to do uh when I was growing up. So we talked about that. He talked about what he does as an officer and why he always says and so just to and all the students I think every one of them had a question and some of them had multiple questions and Miss Daniel did a really good job of making sure that everybody got to share one question. a few students I think just couldn't help
106themselves. But um as I mentioned it was as a as a former principal and having worked with us it was like one of those moments where I was really proud of him and his success and then seeing his son sitting there watching his dad talk about what he does like it was just so special >> and so I want to make sure I share that with you. And then as you described the lesson study, such a good job of describing the lesson study uh and and what it's about and it is not something that we've done uh like put like a structure to it and budgeted for it and I I think we're going to like now this is my second one and seeing and David's Mr. Cook has talked a lot over the years
107about the importance of this and he's done it uh informally in his building multiple times, but I think this is something we're going to uh hang on to and we want to see it at all the levels, Paul, as you mentioned. Yeah. >> And we saw in Sam Howard's we saw her cl her fourth grade students doing like heading right into this uh when we visited last week. They they were doing exactly >> uh the white the vertical whiteboards. >> You saw that? >> We saw that. And so, >> yeah, >> to have middle school teachers there from both middle schools and then the next lesson study we're going to bring in the high school >> and then if we can incorporate the the elementary it is and again it doesn't involve any technology but
108it does involve is uh structure to collaboration and then math >> and and students being able to think out loud with structure in place and then like you said random and what Sonia mentioned like random groups every time and we saw Sam Howard she had technology that like she went through like multiple I think three times like this is who you're going to be with no who you're going to be >> with. Yeah. >> So and we heard from a student like they appreciate that. >> They actually I think that takes some pressure off. >> Well it builds teamwork too like you get to like instead of just grab your buddy and do your math like no you're every day you're with someone different. >> Yep. And Jane what you mentioned about Aaron Darling and
109her ability to be reflective. >> Yeah. >> And all she wanted like she didn't really want to hear what was going well. She wanted to hear the suggestions like what do you I I want to hear more suggestions and she just wants to be better at what she's doing and it was really yeah that was a really special opportunity to see that and then we had we had a resource teacher there and the other you know and that see David and Jake working so well together as principles. >> So are we going to evaluate how effective this is? Like I mean it's sounds great but you know the rubber has to hit the road. >> It absolutely does. Yeah. Yep. And so uh number of ways that we can do that is the assessments. And
110now those three jump to guard teachers are using the same uh curriculum is through a same publisher >> but those are all three different grade levels. So like you know looking at assessment results is one way. Um and I think you know we can also like do we see results in our smarter balance which that we're we're rapidly approaching the assessment window when they're going to be taking the smarter balance. This is, you know, this is one part of one year. >> Yeah. >> Associated with a book study. >> So, >> because they haven't done this for that long, have >> no months. Yeah. This is the second lesson. So, >> I guess do we have goals? Like we we because it takes resources. >> So, I guess like how long do we think it's
111going to be like at what point do we say yeah, it worked or not? Like I guess I don't know. >> Yeah. So I think we enter into it in conversation leadership team with the principles to see uh who's interested and we already know that K5 they just they're working through um right now like they have a new curriculum >> and so we need we we want to have training for them in August and potentially in June just depends on on what's who's available because we want to keep working on that >> investment >> so they understand that that curriculum uh that we just recently uh you adopted. So, uh there's a number of things that we're doing, but to your point, um I think talking with David more about like what what could that
112look like and maybe it stays, you know, put at the at the middle school initially and then we look and see what the challenges with with this is we're bringing in subs. >> So, we got to look at the impact of the cost of substitutes and then when you have someone who's not the teacher, what you know, there's there's a potential impact there. So I think putting a a scope to it what you're describing how many how long do we do this how often does it happen uh right now early interest is high because of the experiences that they're having and again the vertical teaming and what we even heard in that discussion is the seventh grade teacher saying to the sixth grade teacher and the eighth grade teacher listening to how are they being
113taught this particular standard and this particular skill. Well, there could be a benefit outside of the academics, right? Just for team building, but that's a separate enterprise then using this as the math model. >> Yeah, exact. Yep. >> And hard to even determine that. Yeah. The impact of >> and then scaling that broadly before you really know if it works is kind of a concern, but >> absolutely. >> I think the thought had been like we know that we want to increase our scores, right? >> We either keep doing what we were doing, >> try this, right? But it's the lesson studies don't happen very often. I mean, they're teaching these classes this way every >> day. It's every so often then get the teachers together. How can we jump at one more jump at
114one more? That's the lesson studying part of it. So, >> well, Mr. I don't want to put words in Mr. Coop's mouth, but he did say >> he's like, we know we have to try something, right? And so, this is the best idea we have right now. So, like we're going to go with it. And it might actually take a couple years before you see >> changes on the assessment level >> because what happens is most of those individuals have taught math for several years. They have their way. Even uh Mr. Bon was talking about uh just like you could see just like wrestling with the idea of making some changes. Uh first is like physically looking at your build your classroom like can I can I set my room up this way? uh which
115we've seen now multiple examples where it can be done >> and but you need some equipment need uh the materials to make it happen and this is aligned to the book that the both schools are doing a book study on both math departments book study okay uh so we mentioned baseball so just on the left there's some pictures so we are really excited about the game because Paul as you described after our row meeting I I went zipped over to the game cut the last I think inning and a half out that we won prairie. It's like 18 to five. So I scored lots of uh runs. I heard that there were long innings. And so so on the on the left you see pictures of people and the game. The bottom right is the
116is the game. It's over. They're celebrating. And so really exciting to see. Again, last year we didn't play a game. First game home game. Lots of people there. Lots of excitement. Scoreboard worked. Got a win. they were on the field. And then I since we're talking about that campus, I want to mention one of the challenges we're having is that there are people that access that space and they have dogs and they are uh so this is just encouraging people who who do access the space not during school hours but before and after and on the weekends to clean a after their pets. And so we're going to continue to encourage people to do that because it's it's no good. Now we have goose droppings out there. Uh which that's really hard to clean up
117after the geese. But the dogs, it's a different story. >> Yeah. >> So just as a reminder there. And then this is a reminder. Same picture on the left, but we have signage and we're encouraging people and we've been doing been very intentional when we've gone over there and we see somebody and we politely ask them during school hours to not be there. And those conversations have gone very well and we're really encouraging all staff members to have those conversations. Now, this sign, you may have noticed that actually as a halfway. So, I'm not trying to be misleading, but we have the same kind of signs and we're actually going to be adding more signs to this the campus and we're going to be adding more fencing because we just really feel like it's too
118exposed, too open. So, we're adding some fencing. So, investing in some um some fencing in the next few weeks. So, there should be some improvements. We have Zgates. They don't have a a Z entrances. They don't have gates. So, we're going to add gates. Those will be locked during the school day, unlocked um before and after. So, >> it is publicly funded property, but you just can't be there. >> Yeah. It's just it's a school, right? And so, uh just like people just freely moving around. And the challenge has been when people let their dogs off leash >> the leash and we have a class like our forestry class. The axis is that that stand of furs there. I don't know if you noticed they have ribbons around them. I thought the same thing you
119made if you saw those like >> they cutting them. >> We dropping those down and everything. But no, they were practicing. They were just marking them, right? That's what you do. So when there's dogs running around off leash, that's a bad situation. So we want to avoid that. >> Okay, that's it. Thank you. >> I would one more thing I forgot to say because I was going to say it to our student rep because our she's an eighth grader. All of our eighth graders were invited to the high school on the 2nd of April >> which is conference conference uh it's a conference day they release >> but that night they're being invited to the high school for freshman orientation. >> Yes. >> Which is new to do that during conference week. >> Yeah. So
120they get to >> get like a half hour instruction. They get to tour the school. They get to talk to different clubs and athletics and stuff. So >> yeah, >> thanks to the high school staff for putting that together. >> Good. Yeah. >> Yeah. Good. >> You have any citizens? >> No. >> Future agenda items? That's his AI thing. >> Okay. >> I was wondering if we could get just I don't need a presentation just like a I know in the whatever constant agenda and there's like the contracts and like some of the capital contracts, but could we get kind of like where things landed like for the different like >> the projects? >> Yeah. What the final budget amount and then like >> Yep. Yeah. We can write a guess >> cuz there was
121the four closed the four that were had closed finished right but it just wasn't the final >> you got it >> and I don't know maybe it's not the right time but >> I think it is >> okay >> the ones that are done and wrapped up >> just looking at that remainder and then we could have that >> yes >> one that we're >> voted on we can do that thank you >> what you also want to know >> oh yeah um update on the row committees. Um it would be nice to bring that back to the board. Um because we're not all participating in all of them just to see where we're at. >> Yeah, next we could that could be a future. Yeah, that could be up >> whenever it's appropriate. >>
122I think the next meeting. >> Okay. >> Yeah. Great. >> James and one of them. >> Yeah. And I >> even if it's one just updating on one and maybe even the next if we're not ready for the other ones. >> Yeah, absolutely. Yes, >> just we can course correct if we feel like we have concerns. >> Yeah, absolutely. >> Okay. All right. Your turn. Right. Oh, I'll gabble. Nice.