001Pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. We probably should clean up if if that's ever going to be like against scientific academy there, but I'll do the second. Can I get a motion on 13 the minutes from the August 12th meeting? >> Thanks, Tim. Is that a second, Lori? Okay. Any discussion? All those in favor >> I >> opposed. Motion is carried. Uh 14 approval for tonight's agenda. >> Thanks, Ken. >> Thanks, Kate. Any discussion? All those in favor? >> I >> opposed. Motion is carried. Moving into business operations. We have a consent agenda for items 21 through 2321. Approval of the general fund warrant in the amount of $184,84.90. 22, approval
002of the special aid fund warrant in the amount of $3,917.31. And 23, approval of the capital fund warrant in the amount of $55,4796. Can I get a motion? >> Okay. Well, Ken with the motion and Tim with the second. Any discussion? All those in favor? Opposed? Motion is carried. Moving into our reports and presentations. I'll turn it over to our superintendent. >> So a few additional things to update in in addition to what we have listed for the principal reports tonight. One is that we had representatives from both well not both all three Waterville Deansboro and Risky Falls Fire Department here last night with Tom Gleon did a walk through the building. Um purposes being to one familiarize themselves with space with the facilities. So it was both schools and the bus garage and then
003also to know where gas and electrical shut offs were. Um something Tom has been talking about with them getting ready. And then in addition to that, also making sure they know how to access the buildings if we're outside of school hours. So there's lock boxes that are located outside of the school that they have access to so that they can gain access in the event of an emergency. So that was a good interaction to make sure that that's going on. Uh in addition to that, as far as in regards to safety, had a meeting with Lieutenant Far as well as Sergeant Avar today from Anita County Sheriff's just making sure that we establish that relationship. me being new to the school, making sure that I know who they are and they know who I am
004and just getting that off and on running and like they couldn't be more open about here's my number, call me anytime, it doesn't matter. Like don't worry about it. There's no dumb questions. Like they were they couldn't be more supportive. So that was really nice to kind of establish that relationship with them. And they also oversee the SBO program throughout all of the Naida County. Um, so that was what the initial discussion started off as and they were letting us know that officer Zurich, who's been at MPS, is going to be relocated to a school closer to his residence. Um, Officer Birdie will still be at MPS, but they'll also be transitioning another person in because they run that is 5 days on, 5 days off, the way the schedule works. So, we don't know
005the new person yet, but we should know it very soon. So, we're working on that transition now, but Officer Perty will be stable as he was here in the past, and he'll help transition the new person into that role as well. And then, just to let you know, we still have some open positions that everybody's working really hard to try to get filled at NPS. We're look still looking for a special education teacher. Uh we're looking for a long-term substitute position for a leave in the elementary school. And then up here at the junior senior high, we have two TA positions, biology, and math that we're still looking for. So, kind of making plans A, B, C, and D all at the same time. Um, I know the principles and Katie Hansen as well really
006working hard for what this could look like given all sorts of different scenarios, but it being this close to school, it's it's complicated, but we we'll do everything we can to make sure that we're ready for opening day regardless of where we're at on staffing. Thank you. >> Okay. Do we have anything from the business office tonight? >> Um just a tax warrant that's going to be presented. >> Perfect. >> Further down. >> Any of our principles, administrators have anything? >> Yep. So, a couple of things. Uh I know >> No, you're good. Governor H first on the slides. Um, so, um, Mr. Abby shared with you an end of the year report. Um, you know, I think as next year, you try and put something together. You'll definitely get a far more detailed report
007even, you know, next next June or next summer going through some things. But just to highlight some things on it and I can answer any questions from it. Um, the earlier date, the statistical date uh, data stuff, you saw that with Becky Nent uh, earlier in the year. Um I do think it is important to note on student population with students with disabilities in our building. If you look from the year from two years ago to last year, we're up 20 students. You know, it's a 50% increase in students identified with disabilities. Whether that's some of them moving in, coming back up from other placements, moving in from other districts, we've seen the increase in that. And so that's as we get and look at our focus for next year. That's one of the focus
008things that we're going to be looking at and diving into and try to delineate some of that data stuff for you um next year and throughout the year. We see that uh reach exam results. I gave you a historical record. Um I have the breakdown from ones, two, three, fours. I you know I can always get that for you if you need it. But I gave you the proficiency and the mastery rates for all that. um some areas are consistent and you know we've stayed the same and I wrote notes that for it and we also see some of the decline in percents with proficiencies in some of it and that's one of the things that we'll be addressing this year in our faculty meeting like anywhere it's going down how do we swing that
009curve and stuff back up and we're also putting things in place we are changing and updating our AIS to really meet those needs for those five uh main reach exams and we can talk about that Um each one of those has uh >> notes. One of the things I do think you know it's it's tricky with the data. There's a report um that I do but it's being updated right now on cohorts because I think it's important to look at like how many kids have met the requirements for graduation based on it. So sometimes you may have a percentage but a kid may have failed it this year but passed the following year and they got the credit. So this past year with graduation, we had every kid that was in the building last year,
010we got we had like the last kid to make their ELA reach exam in June. We had our last credit done this summer. So everybody was here last year has graduated in the four years for that cohort that we have there. So I mean that's a great accomplishment. Next thing we do now, I look at that same spreadsheet, five exams, who do I need to get what, you know, and do that. And I think it's also important that to remember that last year's graduating class was really one of the last ones that had any of the COVID safety net. So there um this year seniors if they took their regents in eighth grade had the safety net but there is no safety net for CO for the reach exam. So they have to get the
01165 or 55 students with disabilities. So you're going to see that struggle across the state, you know, while as we transition into the graduation, right? So adept when we look at things too, our proficiency rate may be lower and something like that, but we don't get we students with disabilities get credit for passing the exam of a 55 to a 64. So they get their graduation requirement. It doesn't show us proficiency. So we don't get the benefit of saying that like oh they passed they met the requirement but they've als but they have met the requirement for their graduation you know so sometimes it gets really tricky when you're looking at special ed and stuff like that. So when we look at that when I look at my ones two threes and fours some of
012those twos have met what their requirement is does not reflect the proficiency data so I think that's something to be kind of we can always dive deeper into that at some point. Um, beyond that, if we look at you had all the reach exams, AP, the scores were comparable. When I did this, um, Gan and Chelsea were both out, so I couldn't get the numbers, but I'll get that for you again. Uh, seven through eight testing. Um, I don't think this I don't prepared previously, but I showed you what our scores are for this year. What I do think is important to take a look at is the cohort data. For me, I think even more so like how did our eighth grade do this year compared to what the eighth graders did last year?
013We're comparing two different groups. That's one way of looking to see kind of like is our curriculum aligned? Are we meeting the things? I think more thing is we have to compare how did our eighth graders this year do compared to what they were when they were in seventh grade. So you have the color chart there. So I think it's important to go follow down that thing. So if we look at like our eighth grade um ELA you know 45% proficiency the year before we were 34. So if you look at that when I take that color line one of the things that I always take a look at is is there growth from year to year to year and I think that's what's important and for most things when we look across it historically
014and whatever things are there are increases in our proficient uh rates generally increase from third grade to 8th grade and that's what we want to see you know we can see how one eighth grade compared to the eighth grade prepared but what did that group of students do you know and especally Actually, I always like to look at where are we starting in third grade. And I think this is where it's really important with our universal prek and us, you know, really taking over and taking charge of it because we know that historically our kids will always improve from third grade to eighth grade. And if wherever that starting point is, that's where we're going to improve upon that. So the better, you know, the the more our UPK, our kindergarten, our first grade, and
015we're really honing those skills, that starting point's going to be higher, and we know our teachers going to be able to take them even further. So I do think that's one of the things that's really important to do to take a look at is that even more so than the year-to-year data. Um, beyond that, um, I share the chronic absenteeism. We've talked about that throughout the year. Um, and then some focus for next year. So, we've already started summer meetings. Um, and we've done this in both buildings. We've had meetings with families today and tomorrow. I tell them that we were meeting about academics, behavior, and attendance. Some of you have one, some of you have all three issues. You know, we've had some really positive meetings because I think that's one of the things
016that we're trying to do is build this positive relationship. We're like, we're coming in, kids are always in trouble, and we're like, look, you're not in trouble, but we want to end up making that plan and really talking about, you know, how are we going to make good choices? We know here's your transcript, here's your report card, here's your schedule, these are the things that matter. So, we've had really good things about that. Uh, one of the things we've talked about, we're really going to formulize in building the MTSS and AIS plan, and that's something that we will work with. Again, look at the three main categories, academic, behavior, and attendance. I've given you our focus. So, it's adding the AIS with a target thing where I'm going to do a training on the opening
017day of my faculty meeting with expectations for what I expect during AIS. It's actually my favorite course that I've ever taught is I love AIS instruction. Um, we are transitioning to new exams next year. So, it'll be a new ELA exam, the new Earth and Space exam, new biology, and new algebra 2. So, we're facing a lot of new exams. And if you've seen anything in the news, Earth and Space and Biology, there's been a lot of negative press on what those exams look like and and how it's become a reading test and you have four or five pages of a question, you have to go back three pages to go into the reading to find the answer to something and it's very crosscurricular. So again, back to that major thing is a reading test.
018I mean that is key to everything and anything we do is that reading scores uh with special ed to help meet the needs of our special eds we're doing what we call IIT individual instruction time. So that's with our 151s giving them that small group support beyond 151 class that they're taking. So they'll be working with our teaching assistants working on reviewing uh for their general ed courses reviewing doing organizations and and doing that sort of stuff. Uh we have students going through the ARC this year which is a work-based learning um program for them which is new this year offering the new courses physics uh uh AP language in world history uh the phase got a Chinese we have um all the rest of there behavior uh one of the things are going to
019be different this year is we're working on um in-class referrals so teachers are going to be documenting in-class behavior. So they can document in school tools like if they're having you know without sending to the office they can write a referral in the classroom say I've spoken to Johnny so many times Johnny's doing this in the classroom I'm not sending them out but you know when the kid finally comes to my office or Mr. ell's office. I should be able to look and say, "Well, you've done x, y, and z. You've called the parent. You've held them in for now. It's appropriate for you to come to mine." And that stuff data that we're going to use at our student success teams and our part of our MTSS plan because we can say these are
020the basically progress monitoring. These are the things that we've been seeing in the classroom. Now, it's escalating to this level. We're going to have those documentations for that. So, we are excited for that. Uh attendance, those meetings we've already started. So I think are going to be really effective and we're instituting the um academic policy. Any questions on that part of the floor? I just have a couple announcements. >> Do you just mind letting them know what an AIS class is? >> So AIS academic intervention services. So AIS is came into play in 200 four six somewhere around there. going back. >> Yeah. >> Um so it is a requirement put on by the state to offer additional support to students uh who are struggling like our level ones and our level twos for anything
021ending in a state exam. So like but we're offering it in like ELA. Every student must pass the 11th grade ELA exam. So we know if a kid is struggling in ELA continue like fail and nth grade English 10th grade English not successful they'll go into a small group you'll meet 40 minutes every other day so it is a general ed service but we also service specialist also so as long as it fits in their schedule we also but students were identified as IPS in it so we'll be giving that extra thing every other day we offering algebra so algebra is gonna do you know have an extra class from kids who who struggled in eighth grade math, you know, and and we're failing eighth grade math and we don't have to be successful. Um
022living environment is a tricky thing. Living environment, we're switching to the new bio course. So, one of the things you actually are offering this year for one year only is because um students the last chance to take the living environment exam is in January. So, we're offering kids who pass the course, they're going to take every other day prep. So, they're going to go in for regions prep for that exam so they can hopefully sit for that exam and and get that science credit out of their way for that are things that we've added. So, we've added a lot packed a lot into the schedule this year that has not been there in the last couple years. All servicing both our special education, you know, our um students with disabilities and our general ed population.
023So everybody have they need any other questions? >> I have a question about some of the regions for the mastery. It's showing 0% at a lot of them. Um like for example social studies like I've been looking at global and US where some of the the tests show 0% mastery. Is that not accurate right? >> That uh problem I have is what is considered mastery or >> that's Yeah. >> So that's a level five. >> They're um at >> there's some tests that have level fives and some >> level four. Yeah. >> So I'm wondering if there was a glitch in maybe the data because I can tell you every year that I thought US history and government from 2016 there was most people were >> Yeah. Let me let me go back. It's a
024good call out to look at because I can tell you I don't want to reveal it because it's my kid, but >> yeah, that >> there there is definitely a regions here that they scored above an 85 on it says zero. >> So there's there's definitely data glitch >> recent ones, but then it's like some of the old ones have like zero%. So I wonder if maybe that was the switch from the four to the >> back and see I took it from the old data charts or whatever like that. So, let me go back to the form and I'll confirm it for you to let you know >> like the 0% doesn't >> correct. I was check >> I'll double check it for you. >> Okay. Thank you. And then I noticed that there
025was a page on CTE. >> Um I was going to put those enrolled in CTE when I did it. We didn't get to put I give you the CTE numbers. That's something when goal is to expand it, but we're trying to extend stuff next year. >> Sorry. last week just ran really fast and I you know eventually the report's going to include we're waiting on graduation the final graduation results well the four year graduation rate won't be public until September so we'll have that and I want to chart that all out for you but I'll give you that data as we get it you know whatever I'll share with you but eventually that'll all hopefully roll into this report as we move forward for you know future years is trying to get someone established >>
026and who was involved in The student success team >> student success team we meet um once a week. It is myself, Mr. Brodell, uh Mr. Fister who's our SRO, uh both guidance counselors and um our social worker. We meet um we we log things in RTI and that's we go through and you know talk about different things. Every other week we include uh that community schools and so we have what's called our link meeting. So anytime we have referrals for things that need outside agencies and that sort of stuff and follow up he's with us every other week. So we kind of monitor who needs food or who's struggling or who we can get out her eye glasses and stuff like that. any of those referrals, we connect there and we follow up wherever we
027get to. >> A just a couple quick ones that probably are takeaways, not really even answer here, but uh notice you know that the new extracurricular eligibility piece is mentioned in the document and we've talked about it extensively. Would we be able to have an update just even via email once, it doesn't have to be Mr. Gford, but once an administrator has met with every athletic team to go over the new eligibility policy in case that question comes to the board where somebody says, "Hey, do the kids know?" It'd be nice to be able to say, "Yeah, we've had confirmation that an administrator has met with every single team." >> Yep. We can do that. And it's also going to be it's on my list with seventh grade orientation. which is tomorrow night. Y >>
028and then it's also um the second week of school we have grade level assemblies where I'll meet with each grade level. uh do seven eight together, nine tens together, we split 11 and 12 to go through things and it is a part of that assembly that I meet with each grade level >> because it's also unique too because we have to give basketball if you're going to musical that >> you have no thought about the grades right now that they're going to realize November grades matter, you know, on that report card that's going to determine where you are trying to up the musical and the sports and that sort of stuff. So, >> yeah. Yeah. And then a couple other quick ones too. Again, I think they're just takeaways and and we've thought through a
029lot. Have we thought through and if we have, it would be good to see it again either email or maybe next board meeting what the resources for coaches will be if they're trying to be proactively involved in making sure their students are doing well and not waiting for that fiveweek checkpoint. Like what where would the coach send the kid? How would the coach know that the child is not doing well? What are the resources? I've even had some people ask me, are there going to be afterchool resources for kids that don't practice right after school? I think it would be good to have that pulled together as soon as we have it for information and even present it here. Um, and then I did have just questions on do we know yet if we have
030uh a good plan for after school help if kids need that who are in danger or get on probation or even ineligible. I think that's something we need to have discussion is once it's a budgetary matter too right and that's question um you know to go through and take a look at that what we what we can do and offer necessarily I don't think >> this is after the budget you know you know like that's one of the things where I think that's a discussion that I think we definitely can have Mr. and not had discussions about things and what the president could look like, but >> I just think again I have two athletes, one's in seventh grade, one's in 11th. I don't think they'll have any issues, but the seventh graders, it's a
031big adjustment and we could end up with a larger spike in that first progress report with kids who are like in danger, on probation, etc. And I do believe if our coaches know there are resources available, I don't know any coach on the fall slate or any of our coaches who would just wait for that report and they'd rather say, "Hey, Johnny, you're not doing so well. You should come late to practice because there's a study help session tomorrow." Like, I'm going to send you there if you come on time. I don't want to see you till you've been there. So most kids have a study hall. We're going to put them on the struct study hall that will monitor them and the teachers add what assignments are owed and that sort of stuff to
032do it. One of the things that we do do at SST is that every week I pull uh in progress averages. So we will also have the athletic rosters and stuff you know by the time we do that. Each week we pull and see who is, you know, who's targeting. This kid's failing three classes, you know, what's going on with so and so because it may be a symptom. You may not know it because it's a quiet symptom, you know, but we can see it on the papers and so like often times I'm at that meeting, you know, we go through with the kids who are on the list and I literally go through and say, "All right, tell me about Susie because I see dear and then they come like, oh, this is what's
033going on. I talked to this one, you know, this and that." So we kind of go through that and we can use we can use that as a method. Uh you know hopefully we formalize something like you want to do but that's one way we are going to try to go track all kids right >> so we're not wait for five weeks of having eight pages of failed grades. You know that's unacceptable. >> Well and I I would just add and then I'm done. The the >> I think what we really truly want is already happening. the word is out. The student athletes themselves are talking about it. I've even had questions again from a few seventh graders about, well, so what happens if I come in late for this reason or if I'm not
034feeling well or the day after a game? So, they're paying attention. They understand that attendance is real for them as an athlete. They understand they have to do well in class. And that's really what we want. We want engagement and we want them to put the best effort into doing well in school and getting to school on time and being in school and you know it's I think it's going to help us and we might capture some of those kids that we saw the numbers from last year if they had been in place. We don't want that many kids at progress report on probation or ineligible for sure >> and I do think the attendance can help so absent. >> Absolutely. Our absent our attendance is determined by first period presence. So kid rolls in
035third period, we're not getting credit for that. Correct. >> You know, so by having that 8:00 as our time slot on being here, those kids are going to be present for when we are actually marking kids and looking at that rate. So I do think that's hopefully going to help in that area. >> Yeah. And I think we can keep, you know, I I still have more to learn, but we can keep developing our coaches, too. Because I had someone ask me, "Well, what if I'm sick and I come in halfway through the day and I feel great? Why can't I practice?" And I said, "Well, honestly, if you were sick enough that you missed half of school, you shouldn't practice because you need to rest more so you don't miss more school." And the
036kid was like, "Oh, yeah, you're right." But it to your point, it's the culture of, "Hey, the whole day. Like, you need to be here. Every class matters. Every minute matters in school. like let's get >> if you're sick, you're sick. Stay home. That's okay. You know, you you'll miss practice, but you need to be here and stop missing. >> To your point, too, that communication is going to go out coaches with attendance. Yeah. >> And I would think, you know, if there's a glaring concern there with attendance piece, it's a good, you know, opportunity for a conversation with just look for ways to keep the coaches informed. Right. Correct. >> I think that's the goal, right? So they can kind of be proactive and helping that student out. And I think that attendance piece,
037too. will be a nice indicator of like, hey, like this kid can't practice for the third, like what's going on? You know what I mean? So, >> yeah, >> there are little things, but yeah, the attendance piece is good. And I got to say, when we met with the coaches and rolled this out and had the conversation, >> it's great back thanking us. >> Yeah. No, it's >> like these coaches are definitely on board. They're they are 100% behind this. You know, at times you're nervous about that, you know, because you you never know. But the group that we have coaching are just been outstanding at stepping up and saying like, "We support you on this. We are 100% behind this and we're ready, you know, to do this and let us know what we
038>> Well, and again, it reinforces the message they're all giving as coaches that, hey, you need to be at all our practices, not just make the minimum number because every practice matters if you want to play well and if we want to have a good team." Well, it's the same thing for school. or you got to be in school for us to have a good team because you got to learn because it's a school sport. >> If you don't do well, you're not going to be playing. So, I think it's been great. >> A lot of the supports that like like Mr. Far's mentioning coming out of the SST and talking with these kids as you're you're seeing whether they're athletes or not, but like focus just on like our athletes and those involved musical.
039when you're when you're consistently looking at that data, you see those trends and then either them or the counselors are having those conversations with the kids. But yes, to like loop coaches in when there's something that's more consistent because coaches are a great motivator >> and not only just in their athletics but also in students academics. So to utilize that >> to be able to tap into them and go to the coach and say they've been slipping a little bit, you might want to have the conversation. So like I think it's it's a little bit of additional pull for us here in the building too to be able to utilize them as like helping to motivate and get those kids going with and we've talked about the idea of afterchool support and what that could
040look like here and we we chose because we didn't have it built in like consciously chose not to like take too much on in this early on. But that doesn't mean like teachers are still available all the time after school. >> And what this could be though is a little bit more targeted in that aspect. So when a kid is required to go and have those conversations with their teacher throughout the week to make sure that they're progressing and doing the right thing, that's where those conversations occur. Okay. Well, you're still a little behind on this. I'm after school on Wednesday. How about you stay with me? Though it's not as though they're being required to, but those conversations are occurring. And hopefully that'll foster more of that support occurring outside of just normal school
041hours as well, at least in the meantime. And if we decide to expand that out further and maybe require a support after school for anyone who's struggling, then we can get to that point. >> Perfect. >> Thank you. >> And just follow announcements scheduling. You know, scheduled went live on Friday. You know, we're still like going, you know, I have to give a lot of credit to Mrs. Brachi. I mean, she's been science counselor for 350 students this summer. I mean, we've been a war room in my office. Because I know people in the end teacher get manager schedule or student get I mean we have spent days locked into my office me Gina and Kurt going through and trying to make you know a small school schedule is far harder than me doing my
042schedule proper. There are so many singletons that so many different things and that's one of the things we're going to do is try to help track some of the stuff to do it but the conflicts of you know you have 10th 11th and 12th graders all enrolled in an art class. How do you there's just not that many time like we we have moved and switched and done to the to get as maximize as many kids we can get into every single thing that we do. Um Eric Schiller deep started uh last Wednesday. um and has put in a tremendous amount of work, her knowledge base, her graduation stuff. She's already been through um every senior's transcript. She's been through everybody's paperwork and going and diving in to make sure everybody's on track. Some of
043the things that are senior parents will notice differently is there's a senior newsletter will be coming out shortly. Uh we'll be sending out copy of their course audit and she'll have it clearly highlighted. These are the ones that you absolutely must pass if you are going to walk into, you know, these you should pass, but they're not going to kill you, you know, type of thing, you know, but like really being upfront and direct. And that's like a lot of these meetings with kids and stuff that we're doing. She and I and Gina and Kurt, we've sat down. We have we have kids who need a lot of credits. We need kids who need exams. But we have created a pathway for every senior that's coming to our building. They have a path to graduation.
044It's now up to them on whether to build like I have built the there's nobody there I can say that you are not going to make it because you're not going to do it. I have found a pathway and that's our conversation with these kids. Now it's up to you to do check off your things. you know, you know, some of you have created deep holes for you. I'm throwing down a ladder. I need you to help climb up it, you know, and do that sort of stuff. So, and those are things that they're going to monitoring those these meetings and stuff and that's what's leading into that the SST. So, I got to thank my counseling staff for all that. Just a reminder that seventh grade orientation is tomorrow night. We're going to meet
045in the auditorium. We're going to go through, we have a presentation that we'll do going through some of the heavy, you know, important things for the seventh graders to get started. Um, and then I'm going let the seventh graders loose to run the building. Some to keep their parents so they had time by themselves with their friends to run it. I go through a couple parent items. I don't think kids even know about some, you know, go more in depth. Actually, one of my list is the eligibility thing. So, I answer question kids not going to, but I need to really truly explain to a parent the difference between a doctor's note, a regular kid. You can give me a note the kid was sick. you're an athlete. I need the doctors out there that
046you're at the appointment, you know, and and really have those discussions, stuff like that, and go through some parentings to build that relationship with them and then we'll set the parents loose with the kids and find them and build. So, I think it should be a good night. It's always an exciting night. >> Thank you. >> You're welcome. >> Yes. There's a couple of highlights. Our team for the upcoming school here at MPS is wild about learning. And if you enter the building, the animals are sort of starting to crawl out. The arts is starting to come through. Um, some really great talent coming through the building already. Looking at just a quick reflection of our agency 123 camps. We had great participation. I'm looking forward to continuing to build that program and and it
047was a great preview both for me to introduce myself to staff as well as some of the students and thanks to Katie for setting all of that goodness up with with our team. Our kindergarten our incoming kindergarteners attended the 19th 20 21st. We had roughly 42 students participate give give or take 18 19 to 20 each day for both Greek day and kindergarten. Mr. Crle uh did bring a excuse me prepared breakfast for us. So thank you so much for that as well as uh Mr. Viner school nurse was there to get so get documentation and acclamation for the students. Mr. Oer brought a bus. So we have lots of little sneak peeks to the school year. Just getting some acclamators cafeteria going through the line transitioning the hallway setting some of those expectations are
048a great first step into the school year. We also uh met with Miss Shek and interviewed some of our incoming kindergarten students that should be released soon. The video came out of kids just focusing on what they thought they needed to do and be in preparation. First of all, um we did hold some attendance meetings with Becky Jones and officer, some families on August 14th to get a little bit of a proactive um attack for not attack. We didn't attack the families, but an attack an attack plan in place just to honestly for me to meet with some of the the families and parents and students being school times too, just to set a positive tone going into the school year. The office has been spinning. the door is constantly in motion with staff members
049coming in and Katie u but we've had a a really great uh pre- kickoff to the school year staff been back into the building preparing their classrooms the divor is coming up the lists are coming out even on some of the classrooms that student materials are already on desks ready for school so it is beginning to look like and and the facilities looks absolutely amazing. So, a great team, lots of hands- on. I like that building is beautiful. It's shiny and stuff. The staff you staff staff and stuff have done a phenomenal job. Last thing to do is the gym, which is going to be done Thursday and Friday, and we're ready to open. So brand new shiny bign >> last shiny one on the floor. >> That's great. Thank you. Any questions? All right.
050So we will move into board discussion. Anything? Probably not after last week. That's good. Uh well I will I'm say so um I just got to commend the administration staff Zach being new new principles Guru know you guys were here for what >> six six months pretty soon >> all six months >> whatever it is guys all came together great I'll be honest we're kind of nervous you know there's a lot of change over um you know how how are we going to do this how is everything going to come together but your team you guys are all working kind of great. Um I just am very impressed as a parent head and as well as a board member that how well you guys are doing that you know I you guys my hats off
051to everybody. Katie stepping up in in in the summer and the high school. It's just everything's coming together. I'm very impressed. >> Yeah. Thank you. >> No, I agree. We'll see how next Thursday goes though, right? >> Oh, next week. >> That's on you. One sec. Uh >> teachers die. That's not hypothes. >> Right. Exactly. >> Uh >> if we don't have anything else, so one thing that came out of our board retreat last week, which thanks to all the members who were there. Uh sorry I was wasn't able to be there. Had a conflict. But we're going to recclarify our public comment protocol which is next. And I don't expect we'll have any major issues from our attendees. But I think every meeting I will read this or if I'm not here, whoever's joining
052the meeting will read this and we will do our best to stick to the five minutes. Uh I think we'll we'll still give a little liberty if someone's close to wrapping and we can tell I'm not going to hit a the gavvel down with a stopwatch at 501 uh and cut them off. But I'll read it as we go into first public comment. The board of education welcomes public comments and community input at our meetings. However, we caution speakers that we are not authorized to engage in conversations pertaining to individual students, faculty, staff, or administrators. Topics of this nature may only be discussed during the executive session and must be coordinated with the superintendent prior to a board meeting. So, we ask that public comments are kept to five minutes or less and please give
053your name and address. So, with that, Patty Louise or Jamrandle, do you have any public comments? Okay, we will keep moving then. Thank you. I saw you on the roof the other day, Jamie. We've got him coming up here. Pretty excited. All right, so 61, we've got an approval of a policy, third reading, student attendance. Can I get a motion? Thanks, Lori. >> Thanks, Tim. discussion. Appreciate the revisions here. Okay. All those in favor? >> I >> opposed. Motion is carried. Moving into personnel. We have 71. Approval of consent agenda on all personnel appointments. Can I get a motion? Thanks, Dan. Thanks, Ken. Any discussion? We'll say since he's here, congratulations to Jamie. Excited to have you stay on board, but move into the new role. And that is why I heard your voice and
054saw you on the roof the other day. I knew that voice. I was running and I'm like, I know that voice. Where is he? There you were. So excited to have you. Okay. All those in favor opposed and one abstension. Me. Uh, all right. Moving into new business. We have a consent agenda. So 811 covers 81 through 810. Can I get a motion? >> Thanks Tim. >> Sorry. >> Thanks Dan. Discussion. I had ask a question about the resource is does the officer also participate on the um wellness team and you like preventative >> so >> interventions. >> Yeah, I would definitely I don't know if he did in the past but that is something that I would like to have him be on that as well. I mean obviously he's serving as this on
055the safety committee but as the wellness as well because he the difference between an SRO and an SPO and I made sure that like I clarified that when I met with Anita County Sheriff's today like an SPO is really more about the safety and that's their primary focus. Yes, you want them to be like nice and get to know their kids and all that integrate to a certain extent but SRO's are integrated much deeper in that level. So like he would be someone that would be having conversations about what's going on in school, what's going on in their life. So yes, we would like to include him in those things. >> And obviously just like you know the idea of the proactive approach like it's summer and he was part of these meetings with the
056building principles to take that proactive approach which is really important. Like that's that's so much more important than the first conversation about a concern being punitive. the fact that those conversations are happening before to set the tone. Here are the expectations. It's really important. >> But is page two of the Judy MA missing? >> Says page And second scan She wants to see. She can see it. You can send it to us later. Okay. Not going to pull it. So, while Kate takes a look at that, I want to look at just 83 and say we're very thankful to get our interim guidance counselor on board. She's a great resource. um just retired, right? >> Just retired. >> Coming back in to help us. You're very familiar with >> it's well worth it. 34 years
057in that experience at both middle school and have a high school and for any kid applying for colleges this year. One of the things I talk about transfer already redid our program study that goes with the college applications. We've updated that to streamline that and help that kids. So, it's a phenomenal resource for us. It's really going to do a lot of backend stuff, help set things moving forward. >> Yeah. So, >> yeah, very excited about that. Thank you for making that happen. I wanted to thank our teacher mentors, 85, that's just been such a great program. And, you know, when you look at the names on there, it's not even surprising to see those folks involved in mentoring, you know, some of our best. And then I was just going to thank, you know,
058Mr. Abby and the WTA for hammering out these two MOAs, particularly the math teacher solution to make sure we can staff our math classes this year. It's a challenge to hire some of these positions. So, appreciate that uh being able to be resolved. So, any other discussion? >> I just wanted to add one thing. You mentioned the mentors and I somehow didn't mention the fact that New Professionals Academy started yesterday. I don't know how I didn't mention that. >> See, I did that to save. Yeah, that was a that was a >> that was a struggle. >> Put in a ton of work to make sure that happened and get them integrated. It was Yeah, I did not. You'd like to share? >> No, >> we can we can we can share that in the
059next board discussion section if you want. >> But >> yeah, it it's great. It's a great program. Yeah. Oh, excited. Great. See, look. Diving save there. Any other discussion? >> Okay. All those in favor? >> Opposed? Motion is carried. Moving into second public comment. Yes. >> Question. >> Uhhuh. >> Um the Kristen Ford who was hired graduate of Waterville. I know there was one >> that is an alumni of Waterville. Yes. It's Kristen. >> I mean, Paul, she told them. >> Great. >> It's a somewhat common name, but >> no. Great. >> And we'll have a picture for you, too, of everybody from yesterday. >> Oh, Mr. Abby had my son. >> How many are in the new professional? >> Yesterday we had eight, but we're >> It's not funny. We actually had nine. Let
060me just turn this in. >> Wasn't meant to be a tough question. >> It shouldn't be a long week or anything. >> Six Mondays. >> Thank you. >> Thanks, Patty. Anything else? Second round of any board questions. Any additional ones? Look at that. It is not even 650. Do we have a need for an executive session? >> So in terms in terms of what a good job administration, Mr. Abby are doing. This is great. >> Awesome. Thanks, Oscar. >> Thanks. >> And thanks for coming tonight. >> Awesome. Yeah, this is this is a great start to efficient meetings. We appreciate it. Uh, can we get a motion to adjurnn? >> Thanks, Dan. >> Thanks, Ken. All those in favor of adjourning at 6:49, >> I meeting is adjourned. Have a great night. Thank you.