001Good evening everyone. I'd like to go ahead and call this uh meeting to order for Thursday, October 23rd, 2025. Thank you very much. Call in the meeting order at 6:03 p.m. And and in honor of the Dodgers going to the World Series, I would like to have Miss Dee Serbal uh lead us in the pledge of allegiance since she is wearing a Dodger jersey. Right hand over your heart, please. Ready? Begin. To the flag of the United States of America to the republic stands, one nation under God, indivisible, with liberty and justice for all. >> All right, go Dodgers and let's just get this meeting going. >> Thank you very much. Wendy, would you please take roll call? >> Yes. >> Mr. Gatsby, as in Mr. Martinez, >> present. >> Dr. Goldman, >> present. >>
002Mr. Vanos, >> present. >> He is absent. >> Thank you. We have nothing to report on close session items. That would be item 3.3 on our agenda. Um, is there a motion to approve our agenda for tonight's meeting? Motion >> to approve. You have a second. >> Second. A motion and a second. All those in favor? >> I. >> Thank you. What do you do we have any comments from the public on items on the agenda tonight? >> I have no comments. >> Thank you. We got two u presentations for tonight. Item 6.1 in our agenda is a special presentation from IN consulting on the Calshape and School facilities program. Uh would you like to cue that up for us here Blake and Jim? >> You're up. >> Let me I'm adding April. Give me
003a second. She's uh >> Yeah. So we have April Thompson, director of state funding from King Consulting, uh presenting the status of our uh our state funding applications. So, our matching funds for um existing bond projects. She will just uh give a brief presentation about kind of what's in the pipeline. Um historical funding um our second round of modernization eligibility. Still her thunder. Um and then uh just a brief update on like our cowshape program, the California Energy uh Commission anticipation of our uh final release of funds for which is on a reimbursement basis. >> And April is off mute now. So if she wants to introduce herself and then she can share her screen. Hey, >> thank you so much. >> There you go. confused. >> Okay, thank you so much. Can everyone hear
004me? >> Yes, we can. >> Oh, perfect. Um, thank you so much for allowing me to join remotely this evening. It's always a pleasure to um to present to you and your board. Um, I have a like mentioned or um I have a brief brief presentation. Let me share my screen. um did steal my thunder a little bit, but that's okay. I just want to I just want to go through sort of um where we've been, where we are now, and then what we see ahead of you um as far as your state funding opportunities. So, first we have submitted four modernization funding applications. Um and this will exhaust your current modernization eligibility. Um, these applications were submitted last year and they were submitted under the regulations for Proposition 51, but they will be funded
005by the proceeds of the bonds sold under Proposition 2. Um, so that means that you're sort of grandfathered in some of the older regulations and you don't have all of the same requirements that are that came in with some of the new rags under Proposition 2. So, that's good. Um the state school facility program has been around since 1998. And so it's important to note it's continually funded through um statewide school bonds as well as through um sometimes an influx from the general fund. And so every couple of years there's a new bond, there's a new proposition on the ballot for California voters. Um, so that's how we sort of, you know, determine what regulations you were submitted under and then how you're going to be funded. So all of these applications totaling almost $5
006million are currently on the workload and they are within bonding authority for Proposition 2. Uh, and the project projects that were submitted for these um they were all your solar um your solar projects for each of these four school sites. >> April, this is Roger. I'm not familiar with the term um if you could go back to the prior screen the >> yes >> unworking does that mean that these applications are approved just not uh just waiting the uh funding appropriation I'm not familiar with the on workload status >> so the office of public school construction they have a couple of different lists that they put applications on based on the date received if you're on the workload that means that you are within bond bond authority. Um, as I mentioned, you know, this program
007has been around for a long time. There's always a new influx of funding. So, um, these applications were originally submitted and in 2024 and at that time they were on the applications received beyond bond authority list because they're they were submitted in between funding sources. Um so then once proposition two was passed these applications then moved on to the workload list um and modernization applications submitted now would be on the applications received beyond bond authority list because the um modernization dollars under proposition two were were nearly exhausted just from the applications that were already in line. you're able to continue submitting um even if there isn't um you know a current bond with authority. >> Does that make sense? >> Okay. Thank you. >> And April, this is Neil. I have another question just for
008everybody's edification. >> These uh these monies are matching funds. We had to put out the dollars to qualify to get the dollars matched. When we do receive the funds, assuming we receive them, can you talk to us about the limitations of the usage of these funds? These are not unrestricted full discretion dollars when we get them. Could you talk to that, please? >> Yes, that's correct. These are these will essentially be reimbursements for money that you've already spent on your solar projects. When you receive this money, it goes into your fund 35, which is then restricted. You have to spend this on other capital facility projects. So, it can't move, it can't be transferred into your general fund or any fund um other than something that would go towards capital facility projects. >> Thank you.
009Uh the district has participated in the school facility program for a number of years um receiving well over $60 million in um state funding throughout different programs whether it was the um the charter school facility program, the career tech education, new construction, and modernization. I want to draw you towards your modernization applications at those four sites. Um, these applications were submitted back in 2003 and 2007. The way the modernization program works is that anytime your portable facilities reach 20 years old or your permanent facilities reach 25 years old, they start generating modernization eligibility. So way back towards the beginning of the of the program in 2003 and 2007, uh, Weisburn Unified was able to submit applications to receive about $6 million um, in state modernization funds. Well, here we are almost 25 years later. So
010those pupil grants that you took in these applications are being returned to what's called your your eligibility baseline for modernization. and you're going to be able to then request those pupil grants again in future applications. And that's where your second round modernization eligibility comes from. So it's money that you already took when you're when your facilities were of age and now they're about to turn over again. So this eligibility is date specific. It's based on 25 years after you took those pupil grants previously. So, in 2029, you'll have um you know, close to $4 million or over four $4 million in modernization eligibility at aviation and Delair that you'll be able to apply for. And then in 2032, um you will have another um you know, over 7.5 million at Weisburn Middle and Holly Glenn
011Elementary. Now, it's important to remember too, the modernization program is reimburseable. So, what we're doing is we're tracking your bond projects that you have either in design now or some that you have in construction. Um, and these are some of the projects that are included in in your bond. Um, and these are all projects that are eligible for that second round modernization. So, working really closely with your facilities team um to make sure that we are able to cue these projects up for the that second round modernization that's going to come back to you in the next few years. >> Do you have any questions on the school facility program? >> We would just like for you to keep presenting big numbers like that to us. Those are really attractive. >> I love it. These
012are my favorite presentations to give. >> I did have a have a question. >> Yeah, go ahead. Neil, >> the question was typically to qualify for these funds, they have to be matching funds. Um, this pupil grant eligibility in 2029. I think I just heard you say we're going to be qualifying for that based on our third or fourth trunch of the current bond funds. Is that correct? >> Yep. We will take your um we'll we'll as you construct your projects and as you're in design like I said we're working closely with your facilities team so that we can um capture reimbursement monies for the projects that you're doing in your bond that are eligible. So yes. >> Beautiful. >> April. >> Okay. Yes. >> Quick question. Is there a reason that the 2011 the
013Weisburn High School facility is not on here? the Weispern High School facility that um eligibility was exhausted with that very large um charter school facility application that was funded um I believe in 2018 2016. Um so all of that eligibility was exhausted and I could put it on here but it would be so far out it would be sad. So I >> That's the $52 million. Yeah. >> Yes. >> What what would that year be? 35. >> Um I think it's farther than that. It would be, you know, if you decided to do um to apply for a charter school facility program again, it would be 15 years after that aortionment date, which like I said, I think it was 2016. Um if you want to apply for >> Yes. If you want to apply
014for um SFP modernization funding, then it would be 25 years past that date. Um of course that is as far as the charter school funding that is subject to another charter school funding round that is funded um that program has specified rounds with a much smaller dollar amount. Um, but when those facilities are of age again, like I said, 15 years after that last aortionment, we can definitely, uh, I mean, we plan on being in Weiseburn for a very long time. So, um, we will let you know when that eligibility is coming up and then evaluate, you know, what your opportunities are at that time. >> We'll chat then. >> Yes, >> I'll be back. Maybe I'll be down in >> Yeah. Um, okay. So, the California Energy Commission, this is your Calshape program. Uh,
015you were approved for almost $500,000 in um assessment and maintenance grants at these four school sites. And the initial fund release was almost $250,000. You received that. Site Logic has done all of the required assessments and they have been submitted to the California Energy Commission. Upon submission, the district received another $124,274 um with so so far the district has received um over $372,000 under this program and the work is substantially complete at this time. Uh all that's left is the reconciliation process and Site Logic is going through that. I checked in with them earlier today um and they are completing a few last minute things for the CEC. Um, the CEC is currently reviewing your assessment reports and once those are fully accepted and the reconciliation is complete, then you will receive that final fund
016release of $124,000 up to your costs incurred. So that is uh that program is sailing along and is almost complete. So that is the end of my brief presentation. Did you have any other questions? April, a quick comment more than anything. Is there a way um I know we've asked in the past about a dashboard or some sort of tracking of of expenditure? Do you have that accessible or is that something you can bring back at a future date? >> We do have your dashboard. Is there something specific you want to see or we can share it with you and you can review it at your um leisure? >> I think it's just the dashboard. Yeah, I don't think >> just to review it would be great that way we know. You do such wonderful
017things for us and so many other districts. we forget what's in the pipeline and that dashboard would enable us to see that. So if we could see that on like a quarterly basis that would be fantastic. >> Absolutely. And actually these screenshots that I have in the presentation are directly from the dashboard. So that's what it looks like. This is your CEC tab on your dashboard. This is part of your second round modernization eligibility. So this is these are screen grabs directly from your dashboard. Um I don't always tend to bring up the dashboard itself in presentations because those kinds of web links are unreliable. So I just take the screenshots and then we sort of review that way. But um we can absolutely at a future meeting come back and just go um you
018know page by page through it. >> Thank you April for the presentation. Just one quick question and I think it's not really not a question for for you April. um in terms of the solar uh power solar power array projects and also the HVAC assessments and some of the the work that we did to improve the the um existing HVAC equipment. Um I guess it would be more maybe a question for Sean is do we have any report that indicates the payback for the projects that we've invested in in terms of now the utility um >> are we seeing an offset >> right are we seeing an offset so and I don't expect an answer today but I would like to see something like that maybe as part of the dashboard presentation or something in
019the future >> yeah we'll definitely have to dive deeper into our actual um individual um electricity bills by school site and just take a further review and just see what kind of metrics we can generate from those and see if there is any sort of um actual report that we can >> okay >> from um SEC or if there's something that we can contract with to kind of kind of collectively pull that data and do analysis. >> Okay. Yeah, it would be great to see that that also. Okay. Sure. Thank you. >> Thank you, April, for your presentation and report. really appreciate it when you join us at our board meeting with such great news. Please keep up the good work. We like news like that. So, thank you. >> Thank you so much. We
020appreciate the opportunity to work with you and your team. Have a good night. Thank you. >> Thank you, April. >> Okay. Our next special presentation, we are going to bring up Miss Maggie Mayberry and she is going to be talking about priority updates one, two, and three for student achievement results. Okay, big button. Let's see. >> Let's see if it >> if it actually works. Good evening, Wiser Board of Education. We are here to discuss today basically our CAS our CASP results and where we align with our LCAP, our priorities and then in our current new met or our new benchmark of I Ready. So, we're going to be presenting a whole lot of summitive data from the end of last school year, how it aligns with our priorities, and what we're doing currently in
021our classrooms today to ensure that all our kids are achieving at the highest levels. So, our focus tonight is going to be on our first three priorities in English language arts, mathematics, and in science instruction. Our objectives, we're going to look at these results. We're going to dive deep, look at the different perspectives, connect it to our LCAP, as well as then dive deeper into the context of our similar districts as a as a fair comparison of where we're at. So, just as a quick review, we're looking at our CASP results, which is really the kind of summit of assessment that's provided by the state of California to all of our learners in third grades through 11th grade in in our state. So it's that big black dot that we achieve. Our teachers do come
022in summitative assessments all the times and the different standards that they're covering. We're formative assessing our students every single day there that we're not looking in nickel and dimming over that data. But what we are looking at is that you know our TCTs, our PLC's are looking weekly like at the data that we're getting from our students. And then now a big difference is in that benchmark assessment moving away from STAR now to a trienal assessment of um I Ready and we're going to dive into our initial results um of our first diagnostic that we gave. So we're one out of our three assessments that we'll give with I Ready this school year and we're constantly in this cycle. So our teachers use this daily and the different lessons that they're doing and the feedback
023that they're receiving. Our PLC's are doing it over the units and standards that they're covering. And then as a district, we're looking at the whole and really looking at those big summitive assessments to drive our next steps in our LCAP and goals and priorities. So we had a little sneak peek with um Holly Glenn's initial I Ready data, but now we're going to actually look at the district lens. And so um aviation and our other schools will be sharing their actual micro viewed of their school sites and where they're performing. But you know, one of the big differences between I Ready and um ELA and math is this is a very adaptive test. So no student is actually taking the same assessment. It really is depending on the how they did on that first question
024which is going to then drive the next question which is going to drive the next question. Very similar to what the CASP is doing, you know, with them at the end of the school year. Um this is dialing very heavily down deep into data. We're not just learning what kind of reader we are. for learning where are our gaps in our reading or where are our successes in our reading and in our mathematics standards. So it's going to look and give us a little bit more detail and it's going to be measuring us on we're we're going to label them our tiers of intervention. So our tiers 1, two, and three. So this is something that all of our first through 8th graders did our first diagnostic with in the first we started the second
025week of school. So you're going to see our tiers of intervention um being laid here. So this is our English language arts snapshot of our beginning of the year diagnostic. We did achieve our priority of having 90 we had actually 97.8% completion in this. Every student has taken it. They might have just either entered school late or they had hadn't finished it at the time of it, but we did achieve that. You're going to see our green being our tier one students. So they're the ones that assessed in these particular domains at grade level or slightly above grade level or even above grade level. Our tier 2, which is the yellow color, that's our students that are one grade level below. But we're actually like many of us in this room are not are not
026freaking out about the yellow student. Like we want to call them the yellow students quite yet because they were one day into kind, you know, they're one day outside of kindergarten. They're in their second week of first grade. They might they haven't even been introduced to first grade standards yet. So we know that there's going to be a big shift in that middle-ofear diagnostic just based on the amazing teaching that we're doing in our classrooms. And then what this program does is really personalize down for what that student needs as well. So with that support, so we have our overall ELA score with 40% of our all of our students that are at or above grade level in overall English language arts, 33 at tier 2, and then 27% of our students that are two
027or more grade levels behind. And then we can go even deeper. That's just in English language arts, but you're going to see where our stars are and where our gaps might be. So high frequency words we're that's awesome like as a district like we're at 83% that are mid or above grade level currently. Those are those foundational skills that every reader needs. Um our phmic awareness and our phonics re relevant placements are very very high. So our foundational skills are great. you know, with the onboarding of our new getting reading right program, the structures that we're using within our classrooms are really, really showing and shining high, you know, in those scores. And then we get even deeper into the types of comprehension. I clicked. I did give it a second. I was so impatient,
028you guys. Like, I clicked. And then math overall being as a district we have our students at 27% at or above grade level walking in. And then our tier 2 at 47% again we're not as if that number is 47 at the midyear. We're going to be having very different conversations than PLC but this is nothing that's throwing up the alarms. Now what we are talking about is what are we doing to ensure that our students do get out of tier 2. And you know, one of our metrics was moving that needle. But overall, we can see where we lie. Our numbers and operations, algebra and algebraic thinking, just like our CASP, measurement in data in geometry. One thing we did realize is that geometry isn't just a wise burn issue. Statewide, it's an issue.
029It seems to tend weaker in. Does anyone think they know why? >> Y geometry. >> Yeah. Why geometry is is a little bit lower than the rest of the domains of mathematics. You know, I know you know >> tell us tell us I don't I mean my only guess was where it's placed in the curriculum is always at the end of the year and then that's what gets shorted >> when we're racing to uh get prepared for XYZ at the end of the year, >> right? And so we we see that and sometimes maybe not even gotten to. And so that is something that we're working on during our TCT times is how to embed geometry into our other standards and work alongside our other essentials. We tend to also not focus on it as
030one of our essentials. And so how can we bring that back? Now one thing I am going to share with you as well is our English language um learners development in the LPAC assessment. So this is a summit of assessment that all our English learners take. Last year we had 159 English learners. Currently we have 125. That's a significant drop. One was we had a huge reclassification rate. It was well over 32% of our students reclassified and they're like now considered bilingual by the state of California. But you can see that 31% of our students that took that summit of ALPAC actually qualified for this from the state to reclassify. And that is significantly above above where other California English learners are laying. And then within the ELPAC assessment, >> soon as I look away,
031>> get off your phone are the four domains. So there's two big domains of oral language and written language. And you can see our students are doing very well in oral language, but the continued struggle is is written. And we can see that in both our reading and writing scores. and we're performing very very well in listening and speaking. And so this is a conversation that we've had um with the onboarding of the program elevation that the teachers haven't seen that view yet, but it's something that is organizing the data. And surprise, we're going to be doing some work um in the next in the next year over as as a district with going down and how can we as a district work on reading strategies for our English learners. And so one part of
032the elevation programs are strategies. And so they have videos and mini lessons for every content area in every grade on how to use academic vocabulary. And so they have a lesson that'll called hashtags and it's just a way to open a lesson that really does help our English learners and it doesn't just help them. And so it helps all of our learners. It's just really good lesson planning. And so we're creating a scope and sequence of introducing these and having like have four focus areas to help excel in that reading and writing which we hope won't just we won't see just in our ELPAC results but we'll continue to see that growth in our ELA results and then the granddaddy of them all CASP. So each and every year we do this assessment. You know,
033it really does provide our families with where their children are at in their learning process. Not just our report cards, but how do you compare amongst the peers in California? It provides our teachers with how they are comparing with their neighbors um with everyone else in the state, getting them ready for college and career readiness. We use this information to help drive our dashboard. And then we're going to dive deep into the three assessments that our students take. We did not have any 11th graders last year. Sometimes we'll have an 11th grader at the SLC that will be a part of our CASP. This year we didn't. So our focus is going to be on third through 8th grade with the science assessment only taking place in both fifth and eighth grade. So just like
034us, we're redesigning our proficiency levels like some members of the design team. We went through and renamed, we actually named our levels today as at our design team, but we're not going to tell you about that yet. Uh, that's coming. It's coming. The state of California has actually gone through this process. So, in our 2526 results, we had things that said in the past not standard not met, nearly met. We're like, what does it mean to nearly meet something? But we're getting a little bit closer. The state is getting closer at defining what those are for us. I always called it like what was the shady two? Like, what was two? You know, like what did that mean? because some of them were considered proficient, some of them weren't proficient, like what was the level,
035like what score were you using? And I mean, even at my level, I didn't understand that. And so, they're hoping with the change of the vocabulary, it will help clarify for our parents what those look like. And some of these words are the are going to be very similar to the words the wording that we're going to be using as well. So, to be considered proficient, we are still adding our threes and our four students together. Um, next year, some of the the twos will be added in as well. But we won't talk about that till a year from now. So our ELA districtwide we are at 63% proficient well above what the state of California is at. And we grew a percent point. And then in mathematics well above the state at 49% but
036a little bit of a slip from last school year. And we're going to dive deep into seeing why this occurred. And then in science, a little bit of a dip from the previous year. >> It's also >> but well above the state. >> It's hard not to notice the precoid numbers, >> right? It it really is. And it's a conversation. It's we're not the only ones facing that. We're all struggling with that. I mean conversations that our teachers are having is like lack of student engagement like how do we get like we it's almost like we have a different set of students that are coming in that we didn't really know about or we're not really you know so we're working on on how to address those needs but like anything it takes time and
037so you could see the the green are improvements that have happened from previous years. And so in reading in at the middle school, a little bit of a jump and then aviation in Delair staying pretty steady at where they were at the previous school year. And then in mathematics, I mean Delair, holy moly, that's amazing. From in two years from being 42% proficient to 57. I mean that is awesome. Like that's that's what we hope to see at our middle school. and our m and our middle school is um was one of the reasons of the shift downwards. And so we're looking at that currently. And one thing that the that the middle school is focusing on is the adoption of a new curriculum. So Sean and I have been working together on the funding
038for that. But we are going to be moving forward with a middle school textbook adoption for this school year to end at this school year to go into effect next year to hopefully begin closing that gap. >> So are you referring to M in a middle school. >> Yes. >> Can we can we explain one and the other? I mean the the trajectories are completely opposite. >> Explain one. Can you rephrase? >> You celebrated what's happening in Delair as we should. Yeah. >> And then the middle school was >> unfortunately in the other direction. >> It was in the other direction. >> Is there learning from this that we understand? So we know what to do about it. >> Absolutely. I mean, one big shift that happened in 20 2023 was the onboarding of a
039math coach. And so, that math coach is now working over at the middle school. We also went through the process of adopting newer materials. And so, we're beginning that process right now at the middle school, hoping that that will help align and up, you know, the rigor that's occurring in the classrooms and to align what's happening across the classrooms and content. I mean, we've even talked about restructuring the classes. You know, we've been pretty tight on the amount of students that take algebra in 8th grade. Should we open that door a little bit more? We are we too closed off to who those students are. So we are beginning those conversations at the middle school level >> to help with the to ensure that growth. >> Does this is I ready data? No, this is
040C. >> No, this is CAST data. >> Do they give us any kind of number that says this is statistically significant? >> They may not. >> They don't give that to us. Yeah. So, if I'm interpreting this right, Miss Compton has been working at the K through eight level, not at the I'm sorry, K through uh five level, not at the sixth grade level. >> She was focusing on the elementary level and has now begun to push in at the middle school. >> Just from a very high level view, it looks like the investment made in the coach at that level absolutely paid off and there's an opportunity to raise the bar at the middle school with a similar philosophy. >> Exactly. Exactly. >> Thank you. >> Yeah. >> Go Miss Compton. Yeah. And then
041the middle, oh, excuse me, the cast scores really quick with science scores at the elementary level taking a little bit of a a dip and then going up at the middle school. So, if you want to go back one more, Jim, excuse me, just so you could see that big one. Next screen. >> No, forward. >> Hang on. This didn't work. >> One more. I wasn't able to speak to that. Yeah, the science scores, the green, the growth at the middle school was significant from last year, but we don't have cohort data for these kiddos because I mean fifth to eighth grade, like we were just talking too. I mean, these are having a being a former secondary science teacher, that assessment's pretty darn hard because they're going to cover standards that were in third
042grade. I don't know about you, I don't even know what I ate for breakfast this morning, let alone, you know, does a 10-year-old remember what they the genetics unit they learned in third grade. So, I know just working at aviation to say like that's something that those fifth grade teachers are talking about is like developing. Um, how do we ensure that as we as we move and are being held accountable to this assessment and then our trends by grade, this is just our cohort data and growth. You can see um that sixth to 7th grade that's a that's a significant jump you know in ELA data and then as well from seventh grade to 8th grade you know a 1% jump and then in mathematics as well and then of course our subgroups and so
043when we look at the dashboard this is what is going to be used to measure our subgroup data within the dashboard here are various subgroups. And the ones that are really stand out to me is like in English language arts or students with disabilities. That's that's a huge positive shift. 3% um for students that we know statistically are two or more grade levels behind are still improving at grade level. Like that's awesome. And you see that in science as well with that sub with the subgroup. these groups >> amongst the subgroups >> right and remember like six years ago we didn't even talk about the subgroups we talked as everyone as a whole and so it is you know important conversations amongst our PLC's of how we approach students because we know they learn differently
044and so how do we do that and our teachers are are constantly looking at that information to drive their decision-m And then just a different point of view of that is amongst our subgroups our student the reds were being decreases from last school year to our greens being our pushes up. >> Yeah. Or the percentage of of where they went. So like our Asian students fell 2% in ELA but went up 5% in mathematics. >> Hence the green because they went up. Yeah. So just a little bit different of a perspective to look at infographic. >> One caution here guys that some of these numbers are so tiny statistically these are >> probably not terribly meaningful. So I'd be hesitant to put too much into this, right? You're talking one or two students or five
045students, >> right? I mean, even >> I thought I'd want to disre it, but >> I agree. >> Even a percent point in mathematics isn't causing us to shift statistically. It's like two questions on the assessment, you know, per student. Like, that's nothing that's like, oh my gosh, we don't know, you know, I mean, if we're seeing a huge decrease and it continues over time, we need to really rethink what we're doing. Um, and we are. Our teachers are constantly, we're constantly looking at that data to drive what we're doing. And then I always want to highlight the great things that did happen with this data. And so overall our improvement in ELA, the middle school in ELA and in science, there was a big shift in science, Delair in mathematics. And just with our
046subgroup data, third and sixth grades, white students, Latinos students, and students with disabilities in reading. third and fifth grades, our Asian students and students of two or more races in mathematics, and then our eighth grade students in science and our and our students of two or more races and our students with disabilities in science. So, we do have many bright spots amongst the data >> and like last year just what is the true comparison? I mean, we're killing it like amongst the state of California. We're out well outscoring our average peer in the state, but who are our, you know, like are our neighboring districts the ones that we need to look at? But this school year, here are the list of 17 student or 17 similar districts that have a similar population. And so
047you'll see we're the only Los Angeles County school, one of our closest ones being Alpine Union Elementary. And then Huntington Beach City Schools in Orange County and that is I want to call them. I want to call Orange County and see like what they have similar demographics. They have similar students. Like what are you doing in math like that? I think that would be a great conversation. I know something our students are interested in. Can we do a a site visit? You know, could we have some teacher teams go see the shifts that they've made in instruction and we can piggyback and learn from their practices. Yeah. >> Yeah. >> That's far. >> Can we just jump on the 405? >> But you can see in ELA amongst the 17 were six and in mathematics
048nine. >> Maggie th those school districts that you list up there, those are with similar economics and and demographics. say student body as well as close to our wisp community. >> Exactly. So it goes on student population. So it's a district that's close to us with a th00and to 5,000 students and then mo most importantly our unduplicated students. It has a similar statistic for the unduplicated kiddos because that's really what's being factored into the dashboard as well. You know, we look at those students in a little bit different of a lens like our English language learners, our students with disabilities. Um so those statistics match. Okay. And then what do the mean these mean for us? Well, obviously, as I just said, we are outperforming students in the state of California. The middle school is
049doing growing in English language arts, but is um you know, taking a little bit of a downturn in mathematics in which we're all working together as a team to solve. And then really, you know, the work that we're doing as an a design team and on assessments, like how does our how do our assessments in our in our classrooms align with these results? How do we align them to ensure that our students are achieving at high levels? the work that all of our our elementary teachers have gone through, you know, with getting reading right and structured literacy, looking at our actual standards to ensure that those foundational skills that we saw in Ire continue to grow and be very very solid so that when they are assessed in third, fourth and fifth grade at um
050into the comprehension standards, we have a very good base of foundation for them. And then the continuing to use I Ready, the onboarding of I Ready that really does provide a pathway that's just for you. Um that you can continue to work on the skills that you need, you know, while our teachers can continue to work in small groups on what that what that group of students needs. And then although there are slight decreases in math and science ela increase for the district, but there are many bright spots that we've celebrated throughout this presentation. And then lastly, always going back to the LCAP, how do these all connect to the LCAP and we were talking about Miss Compton, but you know, the tiered intervention systems that we have, you know, with our reading specialists at
051each of our elementary schools, the the work that our teachers are doing during their TCT time. I mean, as far as, you know, being able to have PE release time to have that structured time at the elementary level and then that also happening at the middle school as well, our new I Ready program, the math personnel of Miss Compton and having a coach, the PD that our teachers went through this summer, and just the work that we're doing within the PLC's to align all of our standards at the CAPS network and then working on our design with our design team. So, those consultant fees really relate to everything that was within this presentation. They all It's kind of nice to show here's the bow that ties all of those together to show where we're at.
052That's it. >> Are any questions? >> Yeah. Questions? >> No, I mean I think that uh very well capsulated. Thank you for presenting in a few different ways. um example of differentiated titching there. Um but no, thank you. I think that um >> I think it's important to always, you know, mention the bright spots and look and and view this as the guiding >> the guidepost to it. Um >> right, >> I'd like a little more clarity uh for everybody else, the difference between I Ready uh benchmarks and CAST and what that looks because I think that there's still a little bit of um um it's not quite apples to apples at this point in time of year, right? Right. Right. Um and so it's important to understand that difference um between the assessment that
053we're taking for I Ready at the beginning of the year versus what it is. Now the the last one that we take at the end of the year could be more comparable. Um but I think that's an important um differentiation that we need to make um especially as we're looking at the two different scores. >> Right. And when I come back to present on the dashboard, we're going to be showing our midyear diagnostics. So we're already to see the growth between the two. I mean, this is the first time we've ever taken this. So, we'll see that grow, that initial growth in just the first year and then we'll be able to continue to see that like our teachers when they're in fourth grade if can see back to first grade how students grew in
054those areas. So, thank you. very excited about the evolution of the practice from PLC practices to formative assessments to uh I ready integration to now I would expect I think over the past years we've been doing some good things no but I feel like we've evolved to a higher level now is my understanding >> right >> and I'm candidly hoping that translates to a jump in scores because we have this practice along the way the information the data along the way to status there, >> right? >> And so very excited about the process. Um, >> a question from last meeting was something like an 80% target, I don't remember which school, forgive me, for the I Ready data, >> right? >> Um, I didn't see a goal on any of this, so I don't know
055if that ties in. >> Well, our goals will be within the LCAP. Um but our goal with I Ready was to move from the tiers that at every at the mid and the end of year is that we move 10% you know from the tier 2 students that the tier two 10% of the tier 2 kids are going to jump up to tier one 10% of the tier three are going to jump up to to tier two. So we hope at each of those diagnostics we see that growth. >> Thank you Roger. First of all Maggie well done uh presentation. uh you answer a few of the questions I had with regards to presentations. So I think well done well presented. The one question that I had uh with regards to a slide there that
056you mentioned um structured literacy and the transition of IRA where are we today in terms of training the teachers? >> So all almost all except for eight we have eight teachers who were not able to come this summer and so they're finishing off that structured literacy um professional development. So, we we're gonna be very close. I think it's like as of December 7th, everyone TK through five has been fully trained. Um, we're working with the middle school. There is a program that we're looking at potentially this summer or next fall to have the the middle school also participate in a similar type program because we do get students in sixth grade that are that don't have some of the foundational skills that they need in order to be able to read. And so, how do
057our teachers know how to do that? Like, we weren't trained in teacher college how to do that. So, can we provide those opportunities for our teachers is something that we're looking at. But right now, you know, with some of the mandates that are coming down from from the CDE is we don't what we're trying to do and what's going under state adoption are the actual materials. And so, we are going to the new sets of materials that we're going to get the blessings from the CDE on are going to have more structured literacy components in them. And so when that list is ready, we we will probably go under an adoption so that we our teachers would have more more tools to be able to get to those because right now they're using ones that
058are, you know, on I Ready, some that they've designed and some that are from the getting reading right program that we did. But that would streamline what we're doing. >> Okay. So we have it deployed at six through eight, right? Yeah. >> No, not right. It's being planned. Yeah. >> Okay. Thank you. >> Thank you, Maggie. Yeah, thank you for your for the presentation. One of the challenges with whether it's science or math or English language, right, is taking like what position or what placement the students are when they either a come to us or as they're transitioning from grade level to grade level. Right. Right. >> Um I'm actually very encouraged and focused a little bit on the math portion on our elementarymentaries and the growth because there's a lot of very positive results
059here. Right. Right. Um and I think a big part of that is the the attention and the investments and the collaboration that we've been doing here at Wispurn with our entire team here. Um really curious or interested in seeing as we progress and those students progress from those at the ele our elementaryaries into the middle school, right? And what that maybe I think you mentioned the new textbook adoption as well. So I'm really curious to see that because >> it the progression is over time. It's not instantaneous. So, I'm really looking forward to like what's to come with that and the recommendation as you meet with the teachers uh and our leadership groups at the middle school, >> right? >> Um to see like what those plans are and how to address that because those
060scores aren't as um as positive, right? But >> there's also a plan that we need to look at, right? So, I'm really I'm really looking forward to that presentation and that conversation that you have with all of our team, >> right? And I mean, I have to give the biggest shout out to our teachers because they're the ones that I mean, the work that they're doing within their PLC's, which kind of oversees all of this is is very intense and it's it's a it's great. I mean, it's great. It's awesome. It's all of those adjectives because teachers get together. We know that teacher collective advocacy is the one thing that is going to get the most movement of our students and we are definitely seeing that. It takes time and so we might not see
061that in one year but we are going to be seeing that over over time and we're already seeing it in our math scores at the elementary level. So my hope as well is to continue to see that because of the work that they're doing day in and day out for our students. >> Thank you. >> Sure. >> I just want to piggyback on something you say remind me I I appreciate this. I singled out Holly and I want to say thank you for her good work but again Holly's working with the teachers. The teachers are doing the teaching. Yeah. >> So kudos to the teachers. um really making progress and that's the foundation moving forward. So >> yeah, >> collective effort. Thank you everybody. >> Yeah, I agree. >> Thank you. Turn that all over.
062>> All right. >> Next we are going to go to um section section seven reports and information. Under item 7.1 is board member reports. And since Nelson switched sides of the table here, I'm gonna start on my left with Nelson. >> I think Blake missed me over here. So um so um just a few items. I had an opportunity to um attend the great shakeout at Delair Park uh at Delair Elementary School um I think about week ago now or two weeks ago. >> Thursday. >> Last Thursday. Um got to witness the command center and everybody at work. I mean, I was impressed with how how well prepared all the teachers and how uh how the students listened that they were in the evacuation assembly. So, well done. Kudos to that um that the entire
063school site. They were busy and we did not want to get in their way. Um also that day I had an opportunity to um also uh visit Weisber Middle School with Lisa. had a chance to walk around the site, uh, meet some staff and and and and also, um, visit the site also on some facility concerns that, um, she had, but the sites looked inc that Wiser Middle School looked incredible. Um, so kudos to the to the staff there on how how well the site looked and I got to see some of the improvements that were made over the summer. Just a lot of work that took place there. Um, one of the highlights as we walked there though, and I, you know, I really wonder if it was set or staged was uh there
064was this uh as we were walking through the site, there was this young man out on the playground and and Lisa said, "Oh, I I have to uh bring you over, but like I have to introduce you to this young man because he's been wanting to meet you." So, we go over there uh to the site to to meet the young man. And uh right away the the the young man looks at Blake and goes, "Oh, I've seen you often around here." And I looked at Blake. I said, "You must have set that up, right?" So, what was his name? I think Darl was Daryl or Derek. >> It was Thanks for putting me on the spot. >> Yeah. Yeah. >> So, our super So, the point is our superintendent is getting out to the
065site and the young man confirmed it. Um but I also uh had an opportunity to uh visit um uh Delair the baseball site. Um and that was looking good. I know it's under rehabilitation and there there's improvements being made there and some I think some corrections if you will. Uh but it was coming along and it looked much better than the first time. So um you know I'm I'm sure we'll hear more about that but looking good. Um other than that I don't think I have any other comments to make. Roger. >> Okay. Thank you, Nelson. >> Thank you. >> And go to Michelle. >> Thank you. Um I had the opportunity to go to the uh monthly meeting for WE our Wise Education Foundation. Great meeting. Happened to be the shortest meeting in history.
066Um and I I want to take credit for that, but I can't. And um but I just want I mean and like I my old stopping ground. I love this group of people. Um there's different definitely different faces there, but the passion and the drive are exactly the same. and what this small group of people do is absolutely amazing. Um so they wanted to highlight a few things. Uh their annual campaign is starting November 3rd. It's going to last for three weeks. Um and so um you know they just do such an amazing job raising money for the for the important program for the important things in our district. So I would hope that we all um support them with that. Um as well as our annual parent party that's coming up. Um, always a
067lot of fun. And they have a new venue this year, so kind of excited. I had to think like, what is that? It's over at 777 Aviation, um, which is an office building, but I guess they Yeah. So, it should be pretty fun. Um, that's going to be November 15th, so tickets are on sale. And so, I hope everyone would like reward yourself with a fun night out. So, again, just um, I want to shout out to this amazing group of people um, that work tirelessly uh, for for this district. So, >> thank you, Michelle. Next, we'll go to Neil. >> Thank you. La, in our last meeting, Dr. Vicky Barber did a presentation on um continuing to work together with Da Vinci and Weisburn on our shared collective financing and such. And uh kudos
068to Ray Santiago, president of Da Vinci Schools for being at that meeting. Since that time, we have had a 3x3 meeting where two of our representatives and our superintendent and two of theirs and their uh CEO met meet and it was a very productive meeting. I thought it was very positive. Kudos to Matt for a recap on that. Uh we're definitely making progress and I feel like we're on the right road. So, thank you for that. Uh also want to shout out to since Rebecca's not here, I better take this mantle regarding the um diversity, equity, and inclusion resolutions that we have. And I thought I'd take a little different tag uh in support of the idea of DEI. And so I I came up with this list and I just want to read this
069real quick. The Apple Mouse, the Palm PDA. Does anybody remember the Palm PDA? Oralbe kids toothbrush. Simply Safe Security System. IKEA Future Kitchen. Airbnb's original design. Ford Sink is the is the design in in those cars. I'm getting to a point where what do these have in common? Uh steelcase lead chair, Bank of America keep the change program and on and on and on. What do these have in common? They were all invented by a group called the IDO design group. Uh started by a gentleman by the name of David Kelly. And in fact, one of the things that I love to give him credit for that's true is if you ever go on an airplane, you see those don't smoke signs. They all look the same. Ido invented that too. They designed that too.
070The point of this is David Kelly makes this statement a many statements. This to be successful in the world you have to have a wide perspective and diversity is the source of that perspective. You if you want to do a better job you need a bigger world view. So seek a bigger world view. Diversity and creative talent are the answer to success. If you want to create new ideas get diverse people in the room. and that he credits the number one reason for all of these inventions in addition to human design, human uh based design is just different people's perspectives from different backgrounds. And I think that's one of the things that makes our district so wonderful, our world so wonderful and want to celebrate that. And I think that's what these resolutions are doing.
071So perhaps a bizarre way to get there, but I'm glad for our resolutions and wanted to recognize that at my time. >> Glad you summed it up, though. >> Yeah. Where you going, buddy? >> Thank you, Neil. >> Thank you. >> Certainly appreciate Neil's unique perspective there, to use a slightly different word, but >> um I unfortunately was not able to attend our last board meeting, but I'd like to thank my colleagues here on the board for having that conversation about resolutions and diversity, equity, and inclusion. I think um it is incredibly important to me uh and I think to all of my colleagues here on the board uh in terms of the richness that diversity, equity, and inclusion brings to our school district and quite frankly to life in general. I mean, we're all
072different and unique for a reason, you know. Um, I particularly enjoy having different conversations with folks that don't necessarily have my same view or I have theirs, you know, and oftentimes I find myself changing my perspective on things because I like to approach things with an open mind. I will be the first person to tell you I do not know everything. Uh, but I do have some great friends, family, and colleagues um that share their unique perspectives as well or just slightly different. They may be the same, they may not be. But I do I do believe that diversity, equity, uh unique perspectives actually just make our right our lives richer every day. So I'm really looking forward to the those action items to come on our board meeting agenda tonight. So I do have
073two other items to touch base with. Um I am currently serving for our board as our our representative to LAXA. That's the Los Angeles County Trustees Association. Last week, they did have an election to um two to elect to elect two members or two open seats to the Los Angeles County School District Committee on Reorganization. Uh that committee is actually one that we went through for Wise through our unification. Um so it is actually a very important committee. Um the title is incredibly long, but it's a very important committee in terms of the decisions that they have to make. they really make life-changing decisions uh for the future of other school districts and Weisburn is definitely included in that. Um two two members um ran for the election. Mr. Ralph Meter, he's going to represent
074the third supervisoral district and there's probably gosh, I don't know 40 or 50 school districts within that uh within that district. And then Mrs. Stephanie Castanetta. She's going to represent the second supervisoral district and she's a current board member trustee just down the street at Sentinel Valley Union High School District. So, I'd like to wish both of them incredibly well and incredibly well and some success serving uh serving our community and our district in those positions. The last item I'd like to share for tonight is I'd like to thank our dis our administration and our uh district financial team, Sean, and your and your team. I received this wonderful letter from LEO in terms of our finances. They've reviewed our um school district's unodudited actuals for the fiscal year 24-25 and they have forwarded those
075to the California Department of Education. So everything seems to be in order and we are doing well in terms of our finances. I really wanted to express that to you and to the entire team in the district. Um because one of our core responsibilities is financial stewardship and responsibility to make sure that we stay solvent and we're making good financial decisions. So we definitely owe that to your contributions and that of your team, Sean. So thank you. Thank you for everything you do. Yeah. >> All righty. Um that concludes my comments and we'll move on to the rest of the agenda. Let's see here. We have U Blake item 7.2 to I believe we will not be having our presentation from um Miss Summer Graves. >> That's correct. We're going to push that to the
076well I was going to say the next I don't know it'll be a meeting in the future. >> Um item 7.3 I think we just received the mathematics updates >> unless you have anything else to share. >> Just a big excitement about the family math night. We had our we had our second one at Holly Glenn and just the overwhelming we had over 200 families that showed up and it was it was just wonderful and and a group of the teachers I mean miserable over here one of our our student volunteers walked away and she was running a table on her own and so it was just great to see that involvement and getting excited about our last one at Delair on the 29th. So we hope to see all our eagles come out for
077the >> fun to see the Instagram posts and the Da Vinci involvement. It's super cool. It was really the students are awesome. And now that it's the same ones that are showing up like, "Oh, we don't need to read the directions. There's these at this point out the kids." I'm like, "You guys all need to make babysitting cards." Like all these parents like, "Do these kids babysit?" I'm like, "I don't know. I can't I can't play that. It's adorable >> ecosystem, you know." >> Great. Thank you, Maggie. >> Next, we were going to go to our superintendent, Dr. Blake Silvers, for his update. >> Yeah. Uh, just a couple updates today. I'll keep it short. Um, as short as I can keep it. um want to talk a little bit. Um I I agree with
078Nelson. I really appreciate the great shakeout. Um you know, appreciate this the the work, appreciate the organization, but it does bring up some questions about you know, what are we actually preparing for? And obviously, you know, there's u earthquakes and and so forth, but you know, there's other dynamic events that happen in the world um that we've seen and and I know I've brought this up to the board before and some certainly haven't solved it yet. Um but that's how do we talk about some of these more difficult threats? um that our kids face on a daily basis, you know, violent intruders, violent events, things like that. Um that, you know, I think more and more becoming part of the reality in schools and part of the ne and and necessitate us having some um
079response to that. And um it's one thing to train teachers, it's our staff, it's another thing to have to actually bring this type of information um you know to older kids and even more of a difficult scenario when you talk about bringing it to some of our youngest kids. Um I sit here to say I have no idea how we do that yet. Um and um it's something that we need to resolve this year. So I um on that same note um you know what one thing that that came in transition we actually our our Alice certification has lapsed um simply because we don't have two people that are trained train trainers um in Alice. Um so we are going to send um two or three people to uh Detroit Michigan on December 18th and
08019th. Yes, Detroit, Michigan on September December 18th and 19th. Um, terrible timing, but it's it is what it is. And we're going to go um do a reertification. I'll be myself um Sean andor Ted Okasinski. So, at least we have some some in-house folks that can do the training again. Um but I, you know, my eye is going to be more towards some recommendations around training students as well. You know, how do we train some of our older students, but also how do we train some of our younger students? what are those tools that Alice um the Alice Institute um has and and I guess would recommend as we move forward and be able to bring that back. So um just sharing that now. Um I think this is a really really big concern of
081mine and I'd like to see us improve in this area. >> They figured out the balance between empowering kids and not overwhelming them. >> Well, I think that's part of it, right? Yeah. I don't know. I I think I think these are all questions that we have to answer. Um Yeah. And I think it's an important question to answer because we've got to train, you know, we've got to have have the conversation in some way. And obviously that the conversation looks real different when you're talking to a four-year-old or a 5-year-old. Um when you're talking to a seven-year-old as opposed to when you're talking to a 15-year-old or 14y old. I mean, obviously um you know, our kids are top out at 13 for the most part, 14. So anyway, um you know, that's that's
082more of an information, more of more of throwing some lobbing something into the middle of the the the days here and not not really having an answer to it other than we'll bring something back in January. I'll give an update back to the board in January. Um I do plan to do some training with the staff this year though. I think that um you know, it's one thing to watch a video, it's another thing to be able to engage in a training in person and also be able to ask questions and and um analyze together. So, so we'll we'll look at that as we come back in the second semester. Uh, wanted to share that. Also appreciate the data um today and I know I had a chance to review this presentation and we've obviously
083reviewed the data as a team. Um, and you know data is um I say I have a tendency and I know others do too to take data personal. You know, you look at it and you just want to be better. You want to see scores better. But, you know, data is a process I think more than a than than a than a negative. And I just really encourage our team um encourage you know Maggie and and and all of us that we that we really look at it in that way and not look at it as a punitive thing. Um you know I know when sports teams and I'm just going to bring stuff back to sports you look at you look at statistics you look at what happens and you improve from it right
084that's the whole point is you look at I could be better next time or I can do better next time or we need to build this up to be better. Um and I just think that that's a great a great approach. So I just encourage us to do that. Um, and that sort of ties into collective efficacy, and you brought that word up. I just think that's such a powerful word. Um, you know, that we that we just need to really circle ourselves around this collective efficacy. It's something that Carol Basile shared with us, the dean of ASU. Um, it's really really embedded within her teaming initiative as well. I'm not going to talk about the teaming initiative much again today, but just um just to say that I think that it's a really really
085pro uh promising practice. Um also want to um you know share you know unfortunately on a really sad note um want to share the you know the death of Michael Gangler who was our Chartwell's um director of food service here in the district. Um I actually had the the privilege of interviewing him and and hiring him basically you know me and Tom Jstone and um gosh a decade ago. Uh, and you know, for somebody who's just really been dedicated to our kids, to food service, I mean, our kids rely, you know, probably one of the things kids are most excited about is running out to lunch. Maybe not eating the lunch as much, but the idea of lunch is is such a is such a happy moment for kids. And that's why they always run.
086>> Um, no, it it doesn't change. But, you know, I just want to I just want to say, you know, when when when we had events, Michael was there. um he put a lot of heart and energy into the menus. I mean being able to even discuss that with him um as it related to the menus and and what kids like to eat and how you know what you know that whole thing. There was just a lot of pride that was taken in that. So I you know I I not doing a good justice to him you know with this with these comments but I just want to say you know I I I obviously may rest in peace and and all thoughts and prayers to him and his or to his family you know
087during this very difficult time and uh suit's name is Dylan. >> Okay that's it. That's all I have. >> Yeah. My favorite my favorite student Dylan. Yeah. >> All right. Thank you. Sure. We are on section eight of our agenda on public comment. Lindy, do we have any u comments on items that are on our agenda from tonight from the public? >> Okay. Thank you very much. We're going to move on to section nine, which is consent items. Is there a motion to approve item 9.1, which would approve all of our consent agenda for se for items 9.2 2 through 9.12. >> I have one comment if I can. Roger. Sorry, I'll wait for >> you. Alson. Okay, we'll go to Blake. >> Sure. I just wanted to highlight 9.2. I know you mentioned it.
088There were a couple board comments today about the resolutions, but I do want to just highlight the fact that those resolutions are it's the same slate that we had approved back in 20. So, last school year, um, which was the first time we had had approved a slate. So, the same thing. I think the conversation that we had last time, you know, we'll have to see how this evolves over time. Obviously, if it does evolve, we bring it back to the board um with any additions, removals, hopefully not, but but any types of things that we need to change to this document. >> Kudos to Monique and have a question on why nothing in December and January, I think. I'm not looking at it, but I think it two empty months. >> I don't know
089the reason for that. Mon'nique's not here. I could get I you know if you want I can send you an email back or something but yeah I don't have an answer to that. Any other comments or questions? Hearing none. All those in favor >> I thank you. Motion carries 4. Moving on to section 10 action items. Item 10.1. Um actually maybe we can take both of these together. 10.1 and 10.2. Is there a motion to approve or a motion for both of those? >> You have a second. >> Thank you. Any comments or questions? Hearing none. All those in favor? >> I thank you. Motion carries 4. Section 11 is also action items but related to facilities. We have four items on the agenda. Is there a motion to approve items 11.1 or 11.2? We
090do not need a roll call vote on these resolutions. Correct, Wendy? So, we could probably just take >> No, we don't. >> We do not, right? Because it's all Okay. >> Take them all. Right. >> We can take them all. >> Thank you. A second. >> Second. >> Any questions? Just a quick comment looking forward to and what's the timing on uh updating uh the floor in aviation the the floor? >> Oh, the timing you're talking about the stage the drop down. Yeah. Yeah. Um no, what's the timeline on that? I sorry. >> Just waiting for board approval to authorize them to proceed and that way they can order this product. So it's about a >> next week. >> No, four weeks for that four. four week >> that's not good >> for ordering >>
091to receive receive >> to receive and then we'll schedule the work >> I'll make a phone call in four weeks then what we think our best bet is to try to sell the winter >> break just to just to clarify so this is the stage that currently is currently there that has the old logo on it so it's just removing the flexi sport >> the omni floor the omnisporting it with new omnis sport >> with the new logo Yeah, no competing logos anymore. >> Before I call a question, I would like to say thank you as well to the um NEZ team as well because we do have on our agenda 11.3 and 11.4 also notices of completion. So, thank you very much. We do like those when projects start, they do have an end.
092So, I really appreciate all of your hard work at those projects as well. Thank you. I do have a a motion and a second. All those in favor? I >> I thank you. Motion carries 4 Z. >> Section 12 is action items related to fiscal. We have one actually we have two items on here and take this one separate. >> Yeah, Roger. Just to say uh 12.2 we're not going to be taking action on. So the board could either not take we're just going to not take any action on it. That would be my recommendation. >> Um >> so we're going to pull item 12.2. >> Yeah. Or or just not act on it. Yeah. Okay. >> So we'll pull item 12.2. You have a motion for 12.1. >> 12.1 is to ratify an agreement
093with Atkins and Anderson Rud and Romo. Neil, is there a second? >> Second. >> Any comments or questions? >> I just think it's a smart move to get that general. >> Thank you. >> And I and just to I know I clarified this at the last um in the update, I believe it was was that we're just it's it's just a moving of funds. So, it's not adding funds. It's just we're going to be moving some funds out of um our DWK uh budget and just rolling that over to Atinson. So, it's not there's no net um addition in dollars. It's just a shift. >> Thank you. I have a motion and a second. All those in favor? >> I thank you. Motion carries 4. >> See here 13 section 13. Blake, do we have
094a need for a second close session? >> Don't. >> We do not. Great. Okay. Then, um, upcoming dates and events. Um, do we have an update on that, Blake? I don't have the up the dates here on my >> Yeah, we do. So, we have we have staff development day on November 10th. Um, and we have Veterans Day November 11th. Um, next regular meeting is on the 20th and we'll have the Delair presentation. We'll have to see if we're going to throw the aviation one in there as well. Um, I guess I could ask the board, would you like to have two spotlights in one day or would you like me to just spread it out more? I know you've kind of said you didn't like I know I know um it's just we run
095out of time is the problem. You know, you end up getting you end up you end up running again. But okay, we'll we'll we'll we'll rearrange some things and and bring it back as a separate a separate item. And um we do have spooktacular tomorrow 5 to 8:30 8:30 8 5 to 8 um with a haunted house of horrors. And on Saturday we're actually doing the same thing. Haunted house of horrors. Is that what it's called? Why you guys laughing? I get the name wrong. Like the singling. >> Um but we have another haunted house. >> We do have a another one Saturday for the first time 5:30 to 9:30 I believe. um which is different. So, it's not inside the campus on Saturday. It's all going to be exterior. Um well, inside the multi-purpose
096room where the where the where the haunted house is, but meaning there's no carnival. It's just it's just the haunted house that second day. Um so excited about it. Let's go see it. Everybody wants to come out. We'll be there tomorrow. >> All right. Thank you. Wait. >> All right. >> Neil, you have one item. >> Just one thing I forgot to mention that uh uh teachers, I know you have to take compliance things. We do too. >> The ethics training, I think. Am I the only one? >> Who else? Anybody else submit it? >> Neil's the only one that needed it. >> It's required. >> We're all very close friends. >> They're all required. >> Kudos to DWK. This was not uh not You never look forward to these things, >> but it's actually
097did a pretty good job. And if you do it on two times speed, you can cover it in half the time. There you go. >> For the record, we're all required to take that. >> Is good. >> Is there a motion to adjourn? >> So moved. >> Neil and the second. >> Second. >> Sh. And before I call for a motion, like to thank everyone for contributing and helping our students and community members with everything you do day in and day out. Thank you. A deep debt of gratitude to everyone that contributes to Wise. Thank you very much. All those in favor? >> I thank you. Motion carries 4 Z.