001Hello everyone. Thanks for joining us this evening. If you are here to speak to the board, please sign in right over there. Is there any announcements for the board? Nice. Moving on to our presentation, the leads awards. And we're going to go ahead and start with elementary school. Miss Henry Soie and we are nominating him for the St. Mary's for our leads award this month. It was actually a joint effort between five different adults at St. Mary's that wanted to nominate Henry. So I'm going to read to you what each one of them said. I nominate Henry for the leads award because he is always willing to help out staff and other students. He works with younger students in our classroom, mentoring them, teaching them new things, helping them cope with challenges, and making them
002feel seen and welcome. Henry is such a kind and caring soul. And he has shown so much growth this year from Mrs. Gell. I enjoy my breaks with Henry. He is so kind. He is very smart. He loves planes and can tell you anything and everything about them. I can't think of anyone more deserving for Mrs. Murphy. Henry has shown growth in increasing engagement during class. I am excited to see this growth continue as we continue moving through fifth grade from Miss Jarnigan, his teacher. Henry has shown huge growth with his participation and engagement in band. After switching to percussion, he has worked very hard to get caught up and has made great strides. He is a natural leader who has a great sense of humor and is always himself. From Mr. Schroeder. And finally
003from Miss Dadley, Henry has an agile mind. He thinks deeply about complex systems and learns about them on his own. He is interested in becoming a pilot someday and has a wide range of knowledge about aviation and aviation history. He is kind and empathetic and often has comforted students who are struggling. He is viewed by many of his classmates as open-minded and supportive when times are hard for them. Henry Soie Wait, we're going to take a picture. Mr. Taylor. >> All right. Bradley awesome like to present to you this Emila Easter and these are words from your teacher Mrs. Springer. It is such an honor to nominate Emila for this month's leads award. She returned to Mount Her School District after leaving for a few years and she's been such a positive and kind addition
004to the sixth grade class. She has shown amazing growth in her academics, especially in the areas of reading and math. She is a really hard worker and is determined to do well in her classes. Her teachers and peers appreciate her kind and gentle demeanor. She brings calmness to the classroom, a smile to anyone she talks to, and is a breath of fresh air that we all appreciate at Mount Angel Middle School. Thank you for your kind and gentle spirit. Your peers would be honored to be in the warrior cat club. I will also add that she had in her latestment growth in reading at the 94th percentile and in math she gained 33 points from her original assessment. 12 is average. She is doing awesome. Congratulations Good evening everybody. I'd like to introduce you to
005Na. Uh Na um was nominated by one of her teachers who said this. Na is a joy to teach. She's an example of achievement. She had the top score in the AP European history midterm and is also taking AP US history and chemistry as a sophomore and those are generally junior classes. She's also an example of effort. She is playing JV basketball. She appreciates diversity and works well with all of her classmates. Her intelligence is head and shoulders above her peers. Sorry, she couldn't help herself from saying that. Almost like her height. Her leadership may not be in positions of power, but she leads with grace and kindness. I can also add that um as adults who work with people, you know, um that the the power of a really well-placed question um and how
006it can really impact a lot of people. She was as far as when it comes to systems and opportunities for the other people around you. Kenika said, "I'm already bilingual. How could I get the seal of biiteracy?" And I said, "Oh, please let me find out more." And I went and find found out more. I purchased a set of tests. And now students at JFK will have opportunity to take the stamp test. that is a a a way a pathway to the seal of biiteracy. So because she asked one question, she opened up lots of opportunities for other students. So thank you Na. It's just great to have you at our school. >> All right. All three of our award winners can meet over here and take a picture of the board. That's it. >>
007You're more than welcome to stick around, but if you would like to leave, you can do that as well. Thank you so much for joining us tonight. Thank you. >> Bye. >> Sure. >> All right. Moving on. Mr. May with your technology report. >> Well, good evening. Uh, you should have my annual technology report in your board packet. I'll just kind of hit kind of glance over some certain parts. Uh desktop sheets always report on uh our numbers of desktops versus laptops. Now that's changed. Desktops remain the same. Laptops has gone up by two. uh Chromebooks has actually gone down, but that's because uh I held on to a bunch of the old white NL6s or semi-cades this year to pull screens because we pull screens so that we don't have to go out and
008buy new replacement screens at $60 a pop when we're only going to get if we sell back machines probably, you know, at most probably about 40 or $50. So, we just steal parts. Uh this last year we uh had a kind of a rush pro emergency project on VoIP speakers, voice over IP down at the middle school. The intercom system down there finally failed and we just could not repair it. So we went through this last year we did those speakers which are tied to the phone system which is really cool. Um we were a little bit worried about the volume of the outside horn speakers but then we found no that's plenty loud enough. And in the gym, we were making sure it was loud enough and we first thing I heard from Mrs.
009Kukar was can we turn it down because it was pretty loud in there. So that that worked out good. But that's also leading to potential future project at the other two schools of getting that system in place because the benefits will last much longer than the current systems where you have one phone in the office that you can make intercom calls from. Now you can do it from anywhere. uh this year, this summer, we're going to be doing a virtual server, a VM server replacement with in the uh third phase of the bond. So, our current VM server is about six, seven years old. And a VM server is just basically it's one physical box that holds multiple servers. So, instead of having three servers, you have one, but it's managed differently. Um so, we're
010going to be looking at replacing that. Uh, it's may only be six years old, but it's also been in a room that up until last year didn't have air conditioning. So, in the summer when it was hot, that machine was really working hard and getting hot. Uh, infrastructure upgrades. We're working on replacing the fiber connection between JFK and the middle school. That fiber line was put in, as far as Steve Mau and the kids can remember, about 20 years ago. Um, so we're trying. and I want to replace it now before it totally fails that we're going to be using dollars. So, it's a um the FCC takes care of 80% of it. So, it's a good deal. We've been I use quite a bit. Um and then next year we'll expand that to redo
011the connection between the CT building and the high school because that's the same age. Um access access controls as you know through the bond we have access controls. We're finding little things. We're tweaking. We're making adjustments. We're exploring. Um making things work to better meet our needs. That's never ending. I have made contacts in a couple other districts who've really taken it to another level. So, I'm kind of playing with some other features of it. And security cameras. This year, I'm going through and replacing some of our old ones and adding some security cameras to locations where it's needed. And that's an ongoing project that'll be, you know, take a few years to get them all replaced and then by the time we replace them all we'll cycle back around and start over but trying
012to keep an eye on that. Cyber security is is a biggie. Um there are certain things we have to do for our pace insurance requirements and there are some things that we kind of see on the horizon and when I say we some of my colleagues other tech directors u we see certain things coming like student multifactor authentication which we've pushed back kind of hard on that a little bit because of hey so how's this going to work when you can't have cell phones in the classroom? So there's other districts that are we're all kind of bowling over ideas and different techniques. We're looking at different products, different tools. Um and the smaller districts, we're kind of letting the big guys like Salem Kaiser and Bean, we're let let them explore it first. They've got
013teams who can explore it and we don't have a team to explore it. Uh but it's we feel it is coming. It's it's it's out there. Um, and then, you know, we have our incident response plan. That's always I kind of always look it over, review it, make adjustments, tweaks, uh, refine refinements as needed. And then, uh, and with with cyber security stuff, we don't know what's coming in the future. So, when we find that out, we usually just have to adapt. But the nice thing is they don't drop it on us the same year. They try to give us a year runup so that we can figure out, oh crap, what are we going to do? And that's what some of those are. It's it's how we going to pull this one off. But
014I know firewall replacement's going to probably be be next year. We're going to have to replace the firewall due to that stuff. But we'll get there. And firewall we can do the so we're going to tap into that while it's still available because we have a uh it's on a fiveyear cycle. So once we expend that, we have to wait or we just keep going. So it's kind of nice that way. Um I don't know if there's any questions that you may have. >> Any questions? >> Nope. Thank you for coming today. >> You're fun. >> Right. Moving on to the agenda. If you don't see anything that needs to be changed, I would accept a motion to approve the agenda as is. I move to approve the agenda as is. Got a motion. Do
015I have a second? >> I'll second. >> Sure. >> Okay. Seconded by Director Re. >> All in favor? >> I. >> Director Marquez, do you want to vote? >> Yes. Sorry, I was trying to see if I could get you. Okay, >> perfect. >> All right, moving on to the consent items before we too big a losses for our district. So, I don't really want to accept >> I'll make the motion. >> Okay, consent items as presented. I got a motion. Do I have a second? >> Second. All right. Any other discussion? >> Because we really can't. >> I know. I know. >> It might be grateful. >> All in favor? >> I passes. All right. Reports. I'm not seeing anybody in person. Anybody online? Jill. Okay. Moving on to our student rep report, Miss
016Morales. >> All righty. Good evening, everybody. Um, so I wanted to start it off with um kind of our academics and stuff. We have um just finished up semester 1, so we're starting really fresh. Um we're trying to get back into the routines. It's kind of hard for us to, you know, go back from testing and all that. know kind of starting all fresh and stuff which is really nice for students because you know it's hard to come back after really hard testing so I think we're just trying to find ways to really um lift up the mood in specific um publishing is a class that we have as an elective and we came up with an idea of sweetheart rewards which is kind of like in theme for Valentine's Day where we're recognizing students
017and having teachers you know give out little raffle tickets for um students that they feel are sweethearts of JFK and radiate kindness and just show acts of kindness overall. And we're trying to just highlight the character that we see at JFK. Um it's pretty pretty it's going pretty good so far. I think um a lot of students are trying to you know put in more effort and try to be kind because they have um no idea what the prize is. I will not say what the prize is but I can say that it's really good. It's it's really nice. Um we uh have I think 10 prizes. So we're going to be recognizing 10 students in total. Uh we will have the drawings at the end of the week. So that's exciting. Um, for clubs,
018FFA is still selling honey, so that's still going on. Then we have FBA. All of our um, students made it to FBA State, which is a competition. So, it was pretty fun. It was up in Shea for the first time, which is very interesting. Was very tight in there. So, it was interesting to have that there. But, um, other than that, it was really successful. Um, we got a lot of good results for our students and especially for the freshman who just started um, FA and for the sophomores because last year regionals got cancelled for them. So, it's also their first regionals. So, that was pretty fun. They really got more exposure to what the competition looks like and stuff. So, yeah. Um, it was really fun. It was really good that all of our
019members made it to state. Um we're currently holding a fundraiser for our members which we are selling crispy cream donuts to try to raise funds for the epilelet state fees. Um NHS is preparing um awards to recognize students academic performance and overall improvement. So, we just have um a little form sent out to teachers where they can fill out uh like little descriptions and stuff recognizing students hard work and that's what we're NHS doing for SB. We're planning our we planned our Bday assembly. So, that's this Friday. We're very excited. That's where we're going to be having a lot of games. We're going to be doing a lot of stuff and then we're also hosting a blood drive. So, we're kind of in the middle of um planning all that, which is very fun. Um
020our blood drive will be March 12th and our goal is to have at least 33 donors. We're Last year we had 33 donors, I think, and we're trying to beat that. So, yeah. >> You said March 12th. >> Yes. >> Where is FBLA state this year? FBA State is in for the first time. So, yeah. And how is the FBA uh crew selling crispy creams? >> Uh you just go up to any FBA member and um we have like forms that you can fill out. >> Last last home basketball game, maybe have some FBA members >> up the crowd. >> Hopefully they can take to the schools and put it on the staff tables. >> There you go. Yeah, >> sure. >> We'll let them know. Use your social media page to put it out
021there as well. Yeah. District contact the district office too. They'll share it on their Facebook page. >> I thought you will also buy donuts. >> But they are some donut. We are well >> I mean classified staff's week's coming up. So maybe have a few in in staff room at each school. You never know. >> We'll send them your way. Yeah. >> All right. Thank you so much for your report. Any other questions or comments from the board, >> right? Administrative reports. We're just going to go kind of in in line with the the scorecard. So, uh, Mrs. Sham, >> I checked the table when I got in. Every time I sit down, I get the tippy one. Interest. >> Okay. some great things to share about all three of our goals. Third grade reading,
022English language proficiency, and regular Well, the flu has hit us hard lately, so our regular attender rate hasn't been great for the winter, but um yep. So, starting with third grade reading, uh we just finished our January um screener with MAP and things are moving in the direction that you would hope for in that we're seeing more kids that are scoring at or above grade level and fewer kids that are well below grade level. Um the goal is specific to OSAS and so then the interim measure along the way is our MAP screener. So it's not exactly a onetoone, but something that we did to try to keep us on track with kids that we should be focusing on for small group support is go back a few years in data to look at on
023OSAS. What percentile were kids scoring on MAP in order to score a three or four on OSAS? And my understanding is that MAPS alignment is meant to be 61st percentile and higher. You can predict a three or four on OSAS, but looking at St. Mary's data the last couple of years, it's more like the 75th percentile. Why that would be, I don't know. Um, and so we had a conversation as a staff about considering that 61st to 75th percentile of kids and how can we get in small groups with the kids that are kind of at that I guess bubble is what we're calling it to try and make a difference and get them in up um to the 75th percentile. So hopefully we'd have a better return on OSAs. Um, and so we've started
024implementing those groups just this last month, last couple weeks. And that was uh partially how we started targeting who because we can't get to everybody, you know. Um, when I was first making our strategies for this goal, I uh bit off more than I could chew being new, thinking that we could utilize the interimm assessments this year to give us some more aligned data with what to predict for OSAS in the spring. So, I've highlighted that in red because we haven't done that and we're going to be launching into testing sooner than we want. So, good thing to keep um on the radar for next year. When I got started and realized we had a lot of work to do with kind of tier 2 interventions and some other things that needed to happen first
025before we could look at a system for using these interim assessments, um I backed off that strategy. Um definitely following the pacing guides with the priority standards that the teacher set. Um using map growth and fluency. Um, that was our big shift in January that informed our instructional and staffing decisions as far as who's working with which kids and why, particularly with our instructional assistants, but then also which kids are still in classrooms at that time. So, teachers have smaller groups that they're working with. Um, and I have in yellow implementing the benchmark advanced materials just because it's 5 months into a new program and our teachers are doing a really commendable job finding components and figuring out how to use them as they go along and each unit seems to be more did you
026know we had this, you know, so that's good. And our intervention specialist is helping dig through things and and find more tools that the program comes with. So, I'll keep I'll do all of them and then see what questions you have. I also think that I'm not doing the color coding of the fall, winter, spring thing on the right correctly. So, thank you for putting up with me. English language proficiency. Um, lots of progress here. So, we're using the pair assessment to monitor growth of our English language learners. So, a big tackle in the fall was to revamp the um EL specialist schedule to make sure that kids that are English language learners are actually getting regular instruction with that specialist who's quite gifted at what she does um 5 days a week. And that
027it was a that took some doing, not from a place of resistance, just it's a lot of moving parts. Um, and then we also in the fall had screened all of St. Mary's kids with the pair assessment and that didn't quite track. So now we're just screening the kids who are English language learners, which makes it a lot faster for Marcy because she has 55 kids instead of 280, which means she can teach more. So um, in the fall, the percentage of our English language learners that were scoring at 80% or higher on the pair was um, 20% of our kids. So we have about 55 kids and now she just finished up Marcy just finished up the winter assessment and that percentage went up to 42%. So the the hope is that if the
028par assessment is well aligned to the alpa summitative then we can expect a good amount of our eels to do well on the summitive in the spring. So Marcy will start ELPA summitive assessment next Tuesday the 16th. 17th. Um, and so we'll see. So, kids are doing lots of good practice testing right now. And that that test to practice for that test is really worthwhile because they're really talking about projecting their voices into the microphone and practicing using details and their sentence structure and those kinds of things that the ALPA summitive listens for. So, it's all good practice even if it is in preparation for the test. Um, and then benchmark express is new with advanced. So we're same working through the materials. Teachers are using those in the classroom as a as a component
029to the ELA curriculum. So it's more accessible for kids who are English language learners, but honestly for the majority of our kids because it's a language component. Um, and I would say most K5 kids could build sentence structure and vocabulary and all that kind of thing. Um, and then mapping student scores by ELPA domain is not something that we've approached yet, but it is something I would still like to prioritize this year because I think that the connection between the classroom teacher and the EL specialist is important so that when teachers are working with their kids in any number of ways, they know what is the specific domain that that student needs to practice. Do I need to have more opportunities for response for that student? because speaking is the thing that's preventing them from
030exiting Ela as an example. And then our regular attenders um saw a little dip in the winter. A couple of things I think not just the flu. I'm I'm only partially joking about that. um but holidays around winter time and just um our population that has different holidays in the school calendar and so um attendance is a little rough right now but we have the last couple weeks had about 30 kids out every day and it is mostly sickness. So that being said our attendance team is going strong. We've actually moved to every other week meetings because we had um focused in so well on which kids we needed to support and find strategies to help. There's only so many new things to talk about every week. Um and then the other things that I
031highlighted in yellow, I just feel like like creating a welcoming environment. I don't know if you ever are feeding on hat because it's something that you keep working on and and and as your population changes, you learn different ways to help people feel welcome. Same with family engagement. Um but it's not yellow as an indicator that we're not trucking along. And then classroom teachers making positive contact. that went well before winter break, but I don't think I know that we didn't have a good schoolwide way to track that, you know. So, I I believe my teachers when they say I'm doing the thing, but I don't have anything to look at. So, I would like to grow in that area. Questions from you? >> Not a question, just kind of like a clarification. the you
032talked about the scores, right, for their academic excellence in the reading grade three. >> So, it's actually a good thing that the red went down because you're at risk, your high risk kids, right? From 54 down to 44, you might be like progress. Wait, but you have a less percentage, but that's actually a good thing. You want the green part to go up so more kids are on track and less kids are at high risk. So, just kind of a clarification for the the board members. Shaker. >> No. >> All good. All good things. >> Yes. Good. >> No. >> Any other questions? >> Okay. Thank you very much. >> Thank you, >> Mr. Taylor. You wouldn't know anything about the flu at your school, would you? >> No, not at all. So, I think
033so. We've been running 93ish% and last Monday we were at about 72%. It's uh and it's a tough one. It's a three to five day one. It's not a >> it's not a one or two day one. All right, let's talk academics. So, our goal is in math and our goal is specifically for eighth grade. However, I'd like to look at math across the entire building. So in our midyear assessment and again this is the diagnostic with I ready we moved from the beginning of the year 44% to 36% in red. So that's the direction you want to head there. 33 to 28% in yellow and 23 to 37% in green. So green is being on track in order to uh take on the May assessment as well as to be on track in general.
034Our biggest sweep was with the sixth graders. So we had a 19point jump with our sixth graders. So we're very proud of them. that some of the things that we did, we had the traditional, we have our my path work that's being done for some students. We've added Con Academy that seems to fit a little bit better for them over the wintertime. We did our event with um having them do either Khan Academy or My Path for some prizes coming out of that. That went very well. We had about 40 kids that participated and got prizes out of that. Uh over a thousand different lessons done in that 4-week period of time just before break and and just after break. The Oregon state average is 30 or was last year 30. we were at 35
035and if we use the interim assessment at 37% we feel like we're in pretty good striking distance for being where we'd like to be. Any questions on math? >> Great. >> Oh, one other thing we have changed a little bit of our strategy. I was doing an intervention with the eighth graders and the seventh graders and did two 1/8 and 27th. We're now shifting that because we have taken kind of care of that yellow area there. We're now shifting that down into the sixth grade. So, I have a great group of enthusiastic sixth graders right now. They're doing absolutely terrific. The following year or next year, I hope to do three different sections of sixth graders and do the intervention there. However, we have picked up since the beginning of September 14 15 new students
036to the district in our school. So, we're now having to think a little bit about, okay, new student didn't start in September, started in November, December, January, not on track. Where should we be putting our intervention time? So that may change a little bit of that strategy going forward. It's not something that Mrs. Kukar had seen in some time. So that means that it's been quite a while since we've type of jump of new students. So, these are new students and we're seeing them come from homeschooling, from a religious school in the Jervis area, from out of state, and just a myriad of different places there. But that may need to change our math strategy because we're noticing some gaps from these students coming in. Questions? Thank you. This is >> Hello. Good evening. Uh,
037you have two um >> two reports, right? >> Score cards in front. Well, I have two reports. Yes, but you have two scored cards in front of me. I'll talk about those first. So, we have goals in academic excellence and thriving students. Um, in academic excellence, our focus uh is on time graduation and ninth grade on track. We are now at the semester and so what you see the most recent bar there is from semester time. Um our regular attender number took a hit as well which is a common theme for the night. Um so I'll expect to see that rise again by quarter three. We did have 87% of students with passing grades. So um working toward on-time graduation there. So, uh, and then down below in nth grade on track, we went from
03874% of students on track at the quarter to 74% of students on track at the semester. And suddenly now that grades are locked in and they're forecasting for next year and they're being told, "Ah, you're going to maybe have to retake classes or work that into something else in your some other time in your high school career. They're asking a lot of questions because what it's real. you know, you know something until you know something and then now they know it. And so there's a lot of questions happening. I expect those numbers to improve before the end of the year. Um along with our system, so I'll highlight a couple of things in academic excellence that I'm really proud of. One is we originally called them yellow and red teams. Um we're switching the names.
039We don't have official names figured out, but it's tier 2 and tier three support teams. We're really proud of those and we're learning as we go and adjusting as we go and we have a great team from the ESD that's helping us um kind of move up in our practice. Um red team is gearing up to restart for semester 2 and it is a committed group of individuals that meets every week and we look at where are students progressing. We have some refinements to make for that process for this semester. yellow team. Um, we we love kids so much. We want to count every single hair on their head. And, uh, I think what I my next charge in showing teachers is how to kind of group interventions instead of individualizing because we just we
040love kids so much. We love relationships. We love it so much. We also want to increase communication with families um especially for the 26% of students who are in nth grade and not on track. So, we plan to do that under thriving students. Boy, this is a story to tell. I'll try to keep it brief. Uh, I put up this feelings wheel two times this year and have students place dots where they how they feel about school. The first quarter was pretty kind of normal. And then in quarter two, so just this week, last week sometime, I asked the question again. And there was a lot of anger. Lots of anger. And that's school, you know. It's okay to be angry. It's okay to be sad. It's okay to have all these feelings, right? Because
041we're human and it's messy. As I dug into that a little bit more though, because I was worried, I went to English classrooms, teachers first, and said, "Hey, can I ask students a few questions?" They said, "Absolutely." There were themes in what the students had to say. There's internal pressures. We're holding ourselves to a high standard and making ourselves miserable. There's external pressures. Sports, athletics, school is hard. It's hard. Uh, one brilliant student said, uh, maybe if you asked us this every year for five years, it always feels this way at the semester change. I finish all these tests, I come back the next week, and there's all these new demands. It's like you just never finish. Um, and the the wisest comments that I had were this data might might not be the way
042to collect the data because what we think is happening is that kids are just saying things to make other kids laugh or to impress their buddies or whatever or and so boy uh there was a wonderful little group of students who came and took the pre-ACT on Saturday morning and during a break they said so what are you going to do? I said what do I do? how do I get the information about how kids are feeling about school? And they're like, not like that. And I said, that's that's pretty wise. And they don't have other suggestions for me. And this might not be a perfect indication of if students are thriving or not. So, we have some work to do around how we collect the data, what data we're collecting, and if it's the
043right information to get us to a place of action, which is what we want to know what it is that students need. I think our students are doing great and I loved how honest they were in the feedback. Um, we will know in the spring when we do the student experience survey um how they answer the question I feel students are nice or show respect to each other at my school which is what we are working toward. Publishing, as Nellia mentioned, is doing a fantastic job of helping us learn to see each other and be kind to each other. So, I think we're doing really good work. And that is what I have to say about our scorecards. Did you have any questions about those? One of the things I want to point out, not
044just for the high school, but all three that make me really proud of our administrators is every single one of them you heard say a few things. One, this is what the data looks like. this is what it's telling us and here's how we're adjusting. So, right, listening for like the reflective piece, the monitoring, the adjusting is something that you should come to expect every time. And I'm just really proud of the work um of our administrators because that is what you hear and see all of the time. How are we doing? How are kids doing? What have we learned? And how do we need to adjust? And I think that's how um how systems uh become really really highly effective for kids. So, okay. Should I stand up and come back or >> take
045a deep anchor out and then come back? >> Okay. >> So, you have the you do have the >> You have it. >> We've got it. >> Okay. We got it. >> So, slide one, graduation dropout push out report for JFK. This is for the spring of 2026. Slide one is FL facts spring. Yeah. So, right now, right? Isn't this Well, we're not quite in spring. Why are you giving me a look? Spring of >> Where's the Where's the data >> right now? I'm going to get there. Okay. So, facts to keep in mind is the scope of the data. It is for the 2425 school year. Did I answer your question, Mr. Brennan? Um the adjusted cohort is called that because it has to do with all when did a student start high school
046and the students who transferred in or out of the high school in the time in the four years that went after that and then were they picked up somewhere else or do they still belong to us. Uh and then graduation requirements 24 credits is uh among the highest in the nation. Um, and graduation isn't just about credits. It's also about personalized learning requirements. So, those are there's three of them. Extended application, um, the education plan and profile and career related learning experiences. Um, we do all of those in and through advisory and then other activities that we do as a school. Slide three are the celebrations. So the grad rate the students who get a diploma in the four years moved from uh 88.5 to 90%. The completer rate which is the grads plus those
047who received an alternative certificate move from 90.4% to 92%. Uh other notable increases include a 9% increase in Hispanic and Latino as well as a 9% increase uh in students experiencing poverty. The next slide is just um an interesting illustration of how JFK rates have changed over time. So, uh, to piggyback on what Director FA said earlier, there's a line that you want to see going down and a line that you want to see going up. The red line is the dropout line, and so you want to see that line going down. I think there's zeros in 2020 and 2021 because of COVID and graduation requirements. And then you do want to see the blue line going up over time because that's our graduation rate. Um, all of that is from 2019 to now. The
048next slide. Did you can I ask for just a bit please for my own edification? >> What year did you become full of JFK? >> Fall of 2023. >> Thanks. Mhm. >> based. So the next slide um is a comparison and so it compares all of the schools in the state around our enrollment size. So it went from 175 to 275. The red arrow that you see is pointed at JFK and our um and where what are which dot are we? It's not that >> we had a 1.4% dropout pushout rate. Uh the state has a 2.9% rate and the county has 4.3% pushout dropout. For similarsized schools, the ranges from 0 to 26% dropout rate and the average is 3.8%. The next slide are just some highlights. Uh there uh there's dropout push out
049by gender, dropout push out by ethnicity. Um what you see is a drop in all of the areas. And a reminder here, lower numbers are good. We want to see lower numbers. And so see, uh whites did not drop. White went from 0 to 2%. All other areas dropped. uh that that big group there at the bottom on the right is the number was suppressed so I couldn't give you that. When you look at language focused groups which is the next slide uh comparison to last year there's a small increase in the never eel group and all other groups dropped >> to zero. >> I mean it's just not just drop it's at zero that is phenomenal. I mean the former English learner I mean that >> stay the same. >> It's true from Yeah.
050>> Zero. Yes. >> And I just in the next slide wanted to highlight the supportive measures that we take. So relationships is number one. We do really try to be flexible with individual needs. We monitor student progress. We communicate with families of both the teacher and the school level. We do more monitoring with our tier 2 team, uh, career and college support, counselor support, teacher teams, reviewing data to determine interventions. We do forecasting to help students. We do closer and more individualized monitoring. We monitor a lot. Um, parent meetings to support planning for four-year graduation, five-year completion, GED, or something else that will get students to finish. And I'm always willing to listen. What do students think they need? What do parents think they need? Let's try to figure out a way to do it.
051And I those are all the slides that I have. What questions do you have for them? >> What impacts do you think career academy? >> Uh well, it's CTE programming, right? And CTE programming has the effect of helping students graduate at a much higher level. It gives students licenses and certifications as well as skills which without WCA they wouldn't have and their peers won't have and that will put them ahead in two ways in either being able to go into community college with a degree like a head start so they could skip a bunch of the classes or it puts them into the workforce with a head start because they have certifications that others who are in their competition um field as applying for jobs wouldn't have. So there isn't any question in my mind
052that it makes an enormous difference for a lot of students. >> You can correct me if I'm wrong. Before you arrived, there were open spots that we were not utilizing and now those are completely full. Full, full, >> full, full, >> full, waiting list. Full, >> right? >> Yep. >> That is corrupt. Yes. >> Like too many. We >> It's a That's a great problem. >> Yeah. >> I appreciate your your point. Um because that right isn't accidental. >> No. >> So, yeah. Thank you again. I think that was a great question. Yeah. >> Dr. Har as well. What year did you arrive? >> Push to fill those classes, right? To but to fill those spots that we we have paid for and purchased because we know how valuable that is. >> And then also
053everything that you just listed on everything that you've done that constant communication and evaluation on how we can help those kids get across. Um, I'll add on our CTE programming at our school, CTE A and then CTE business finance are also great CTE programs that have similar effect on graduation rates and just continuing to help us. So, giving kids skills. >> Absolutely. >> Yeah. >> Thank you for having all right. budget. Okay. Launch fund first. Um so revenue for the month was 37,000 or a little over 37,000. Um a little down from the month before, but that's because of winter break. Um and then total expenditures for the month was 47,186. That was a little down from the the month prior. Um and so right now we're on track with a um month end fund
054balance of about 16,000 and that I have not done the transfer yet from general fund but that is taking into consideration that that that that transfer will happen. Any questions on this and then for the general fund um we got our last big chunk of taxes. we are on track for what um I projected. Um we might even be a little less which is actually better than being ahead. So um but we'll see what the rest of the the year um does but we're right on track for that. Um and then um interest rates are still really good. So our our interest um on investments is still high. I anticipate that that's going to start slowly um going down for the rest of the year. but um still higher than it's been in years past.
055And then again another um same amount for the state school fund. And then I adjusted it for the rest of um the year because we still have not received um what our ADM was to really know for sure what what our reconciliation is going to be. But um I still feel the calculators that I've used, the projections I've used, I think we'll be right on about $140,000 that we'll owe back. So >> is that like March we find out? >> Um >> beginning of March. Am I wrong? >> Uh it's May is when they reconcile it. So yeah, probably March or April. >> Okay. >> Yeah. And we'll find out um at the end of this month our projections or not our projections are um numbers for next year like what they initially the estimates
056for that. So >> um so total revenue for the month was a little less than 800,000 and then um January is um just a standard month in terms of salaries and benefits. Um so our total expenditures for the month was 871,000. And so right now we're trending with a month monthly fund balance of a little over a million. Um and that is with um the the amount of contingency and um uh that we put in of of the 876,000 set aside. And then just down that's 7% of general fund expenditures. Um the note down there again 10% if we were to budget 10% of general fund expenditures that we have an ending fund balance of a little over 650. So just kind of keep an eye on that. Um, any questions on this? Oh, >>
057thank you. Yeah, Dr. Marlin. >> Okay, Chair F, members of the board, for the super influence report tonight, there are just three main topics. Um, it will be a bond update, a seismic project update, and then a budget update. And so, we will start off with uh a bond update. Um, we really, and we've talked about this before, we're looking at kind of phase three, some of the summer work. There are three items that are the longest lead time items. So, those are things that are happening um soon and or now. That is ordering for the uh the chiller replacement at St. Mary. So, we have an order going in for that. The electrical box upgrade at the JFK stadium just requires some scheduling with PG. And so there's a long lead there in terms
058of making sure that you um get it in the time that you need. And then the viewing platform safety upgrade just in terms of permits. And so those are the the first three things that are um being scheduled or worked on that um probably make me the most nervous in terms of just the time and timing. And then um we are working on um getting bids for kind of the different projects and a a work schedule for what that could look like. We have a lot of work that's going to happen over the summer and the summer's finite. There is a drop dead date um because kids come back. So it's always a little bit of a nerve-wracking undertaking um and fingers crossed that magic happens right right on time. So um that's what phase
059three looks like. Again, this will start picking up more and more as the summer draws near. For seismic, um, we are going to be kind of in full swing fast. So, I just want to bring it to everybody's attention and and a reminder, the seismic project at JFK will um make a large portion of the school completely inaccessible um over the summer. And so that is that band art hallway which is kind of the main hallway that folks use, right? Um sometimes coming in from the CTE building that will be completely off limits as will the freshman hallway. Um so there will be quite a bit of some demolition and some work. Um so a good reminder that that means that staff who are impacted in those areas will need to have classrooms packed up
060um and things will be moved. Um so it will be a significant amount of um work and disruption. The work will really be around ceiling and wall reinforcement and then also some um reinforcing kind of beams that you'll see in um classrooms. The hallways, those should be hidden behind the lockers, but like the freshman hall for example, all of those lockers will come out. They'll all be removed, work will be done, and then they'll all be kind of replaced again. Um it will include some lighting replacement um in the band I'm trying to remember in the band room um and maybe some in the art and then work will begin about as quickly as it can when school gets out. So um that's a half day and and literally that afternoon um they'll probably be
061bringing in some safety fencing and starting to do some staging and so um there will be a significant amount of work and um I don't want to say disruption but um disruption at JFK in in the summer. You'll get more updates as those continue on. But for bond um phase three and seismic those like weekly meetings, weekly updates are kind of now happening simultaneously and um picking up some steam. And then the last item is just uh some budget information. You know, the February economic forecast was released. It was about as good as we could have hoped for. Um and so that was really promising to see. Um while there was an increase in revenue from that December forecast, which was great news, it still puts the state's overall budget at about 500 million, maybe
062a little bit less, um in terms of a deficit. um we don't know what that will look like in terms of areas or agencies. I don't anticipate that that will, you know, be spread equally amongst agencies or budgets. And so that's always something to keep in mind. I feel um much more hopeful and confident certainly than I did in the November forecast in terms of budgets and what that means for us. Um we will continue to advocate for the use of the education stability fund if we need it. So, if in fact that $500 $500 million deficit um if if education takes more of a hit than another um agency or department, we would advocate for using that fund. Just a reminder that that stability fund is um is what's the word I'm looking for?
063It is self >> sustained >> sustaining. It it um replenishes itself, right? And there's an automatic trigger for that to happen. And so um we have used it um in the past actually several times. Sometimes there's questions around that too like well have we used it or should we use it? We have in the state um and if we needed to I would advocate for using it rather than cut state school funding um for schools across the state. federal funding. The good news that came in the same week as the economic forecast was the um budget funding bill that happened at the federal government level which um funded um title programs. And so we anticipate that certainly it our funding will change based on our enrollment, but in terms of the funding of programs themselves,
064we believe that it will be stable. So that's helpful because those are some things that we were kind of trying to make a plan B for. um specifically our title one funds which are a big bulk for us um of funding and we have staffing associated with that. So right now um we are preparing for our kind of budget projections for next year. Um and I say we but I mean Christie and then I get to talk to her and ask questions about it. Um and then that March 31st date, you know, we've gotten questions around if there was a need to cut staff, what's the date that they would know by? what would that look like? And it would be March 31st that staff would be notified um if if that were needed. And
065so that is where that date comes in. Any questions about either um state or district budgets for next year or seismic or bond updates? Like I mentioned before, it really is right now like bond budget season, right? All day, all day, every day. Thank you. Thank you. Any board member reports? >> Not seeing anybody here. Jill, is there anybody online that would like to address the board? Okay, moving on to action items. We have three um positions that are open for the budget committee. We have two people that did apply. Um we was talking to Chrissy on the phone and she said that even if we just have to, we still have enough to have a forum. So if there if we want to discuss the applicants, they should look familiar. We've met them before.
066>> Yes, we have. Uh otherwise, if there is no question or discussion centered around them, I would accept a motion to appoint uh each member. Let's do one at a time. Well, I will move to approve the appointment of Hannah Munoz as a budget committee member with the term ending June 30th of 2028 and she specifically applied for position. >> Yes. Yep. Okay. I got that motion. Second move and seconded. All right. Any other discussion? All in favor? I >> I >> All right. Second one. >> I move to approve the appointment of Sombra Wagner as a budget committee member term ending June 30th, 2028. >> That would be position number four for Sombra. She she applied for any of of the two. So motion. Do I have a second? >> Oh, okay. We'll go
067Director Conc. And sorry, Director Marquez. All right. Moved in second. All right. All in favor? >> I passes unanimously. Moving on to the discussion items. We have two board policy uh first readings. Uh personal electronic devices and the personal illness and injury leave. So I don't know if director Haron you want to talk about um the reasoning behind the personal electronic device the situation that came up but the illness and injury um is just from 5 days down to three days in in the policy or >> yeah Georgia K wants to talk for more on it. >> Well electronic devices should come. >> Yeah. So I would say kind of two things. One the personal illness and injury we have two policies and they say different things. One says three dates, one says five days.
068And so we're changing one so that they match and they align. The second um the personal electronic devices um came as a result of a great suggestion from a student um who um felt like the policy might not be clear or wasn't clear to students. And so through um some lengthy conversation um was able to land on if we included the term including but not limited to, right? would that be a broad enough umbrella to perhaps include things that were not um necessarily included, right? And so um I appreciate bringing that back for more clarity and I appreciate um students bringing conversations and issues and um resolutions even if it's not in the exact way that they want. Um I think it's always powerful. So that's where the a change and suggestion for that policy
069comes from. >> Is there an AR to this one? There is and the AR for the personal electronic devices is for exceptions. >> When we originally did these trace, we we tried to make sure the the language involved was the same using the same terminology. So it might >> let's take >> need to look at that. >> Yeah, let's take a look at it. I don't know that the AR defines it. It's more um if you need an exception, >> we made a point to make it so that they weren't saying two different things. >> So, we'll take a look >> and if we do, we'll bring that back to that next meeting. >> Okay, great. All right. Anything else? >> Director Marquez, thanks for joining us virtually. I will see everybody uh next week
070meeting. >> Yes, twice. spend some quality time this uh kindness month. Let's spend some quality time together.