001School board meeting to order. Please stand for the flag and I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible with >> Welcome everyone. Thanks for joining us this evening. Uh if you'd like to sign in, you're more than welcome to. or if you'd like to speak to the board, right there by the door is a place to sign in. Any announcements. Seeing that there's no announcements, we're going to move right on to the leads awards. Superintendent already. >> Yeah. Chair foul, members of the board, I'm going to just allow our principles, and we'll start with our elementary school principal, Miss Shamway, to come up to present um the award to um each of their respective students. All right, you
002ready for this? >> Okay. >> Well, I am so excited to present the leads award from St. Mary to Lincoln to Vera. Lincoln was nominated by teacher, Mrs. Kramer. Good job, >> and our school counselor, Miss Stadley, and this is what Mrs. Kramer wrote. She wrote, "Lincoln is deserving of the leads award in several areas, but especially in the area of diversity and inclusion. Lincoln has a heart of compassion and sees the broader perspective, not just his. He welcomes others, helps others, and speaks with kindness and honesty. Plus, he has a heart of gold. Lincoln is also very resilient and doesn't allow difficult experiences to break down his positive attitude. He embraces the class mantra of we can do hard things and fail forward with gentleness and persistence. I can only imagine where these successful
003student traits will take him in the future. Thank you for being a leader in room 30 and at St. Mary's. Mrs. Kramer, >> hey Lincoln, thank you. This is Jack. Jack is almost as tall as I am now. >> It is my pleasure to recognize Jack this evening for his remarkable growth and positive influence within our school community. Since his days as a sixth grader, Jack has shown tremendous progress, not only academically, but in his confidence, leadership, and commitment to learning. He approaches each day with positive attitude that lifts those around him and sets a tone of encouragement and respect in the classroom. Jack's enthusiasm is contagious. He actively engages in discussions, supports his peers, and helps create an inclusive environment where everyone feels valued. His example reminds us that effort, kindness, and curiosity truly
004make a difference. We are proud of the student and young man that Jack has become, and we look forward to seeing all that he will continue to achieve. Congratulations, Jack. Okay, sir. >> He's a pretty good volleyball line judge, too. Huh, Miss >> So sad to be standing here alone tonight. Um, at JFK we want to recognize Ariana Salasarapia for achievement. Um, she displays really great effort in all of her classes. Uh, she's taking multiple AP and honors classes this year and she's helped get Unitopre, it's a club off the ground again. She's really active member there and um, coordinated Hispanic Heritage Week in September. it was a spirit week. She's also a top runner on the cross country team in her first year of the sport. Um, and she's also kind and respectful and
005a really great friend to her peers. So, congratulations to Ayana. >> I get the board with the least. last time. All right, looks awesome. Emily, thank you for joining us. You can stick around or if you would like to leave at this time, more than that as well. >> We shall have you guys. All right, moving on to our agenda. If everything looks okay, I would accept a motion to approve the agenda as is. >> Move to approve the agenda as is. >> Move. Do I have a second? >> Second. Moved in a second. Any discussion? All in favor? >> Passes unanimously. All right. Consent items. Looking those over. Anything we want to pull? If not, I would accept a motion to accept the consent items as is. >> I move to approve the consent
006agenda as presented. >> Second. >> Moved and seconded. Anything else? Okay. All in favor? >> All right. Moving on to reports. Seeing that there's no licensed or classified representatives in person. Is there any online? No. Okay. So, no licensed and classified representatives are here. So, we're going to move right on. Our student rep uh is currently not here. So, if she shows up soon, we can move her to later in the agenda. Sound okay? Yep. >> All right. Administrative reports. All right. Which administrator would like to go first tonight? Yep. So, we have our administrators, school administrators, and district administrators who will be presenting the scorecards for each of their respective schools or departments. And we'll start elementary, go elementary, middle, high, um, and then special services, student services. >> And you all have a
007copy. Yes. Okay. So, some highlights for 2425 data. We had an increase in I can't really say we can I they had an increase in third grade reading scores on OSAS a significant jump from 26% scoring at three or four to 35%. Um, also a highlight in our regular attenders, when you break it down by subgroup, our kids who receive special education services and our kids who are English language learners had an increase of regular attendance, which is a big celebration because those are also groups that we know we need to focus on when it comes to academic growth and they need to be here for that to happen. Um and then another celebration was a decrease overall in um ELPA for the number of kids that are English language learners that were scoring a
008one in the summitive assessment. Um and it it's pretty close to an intact cohort as compared to the year before. So that's exciting. It means more kids are moving towards proficiency in English language. Um, so this year we're going to be focusing on increasing our regular attenders across the board, but with a special focus on some of our sub populations and increasing OSAs and ELPA proficiency. And what I have found in my short time here, which is going to be our focus area, is that each time we're talking about student data, that we're really drilling down kids specific data to all of the components of that student. Um, and so we're working right now to get systems in place where when our behavior team is meeting, we're also talking about kids academically, attendance, things happening
009at home. When we're meeting um, for just the attendance team, we're also looking at all of those other factors. And I mean drilling down all the way to each specific domain of ELPA as an example. Um it's been interesting having conversations with staff as I'm getting to know people that um not everybody is as tuned into why is this one student stuck and not exiting Helpa as an example. It's their speaking scores that they're stuck on. So how are we intentionally providing opportunities for kids to practice speaking in English? Um, and so making sure that we're not just looking at an overall score in one category, but each individual kid. It's exciting to be somewhere where there's really not that many kids as what I'm compared to or used to. So, I feel like we
010can do it. So, that'll be our focus this year is drilling down. Any questions for me? >> Thank you. Morning superintendent. So our two main areas of focus will be math and belongership. On the math side of things, we made some adjustments both to the master schedule as well as intervention last year. So this year is about learning from what we did and building on those interventions and building them out. For example, we will be increasing our intervention um class all the way down to sixth grade. We did a pilot last year with sixth grade for about four weeks. With the addition of our math for life class and the intervention and of course a new curriculum, we were able to go from 26% to 35% on math OSAs last year. So we need to
011codify the things that we've done over the last year. As you do pilots and as you take a look at new things, you find things that you did well and things that need adjustment and then we need to get them solidified and codified within the system. We're confident that continuing to do that will continue to bring some success to our students that maybe haven't seen it for a while. So it's terrific. On the belonging side of things, if you remember the connections day, we actually have one coming up Monday that's coming up. We found that this was a pretty heavy lift. We also need to codify that and make it a little bit simpler to pull off, but we are very much looking forward to doing that on all of the half days that we
012have with the exception of the last one of the year. We do want to however include some empathy interviews and as was mentioned previously re really get down to the kid side of things when it comes to what does belonging mean at MAMS and we think that that will produce for us some different data than we've looked at in the past. So belonging and math questions. >> Hello again. Um the JFK um scorecard last year had some positive um outcomes and ELPA was a huge one for us. Um the growth and the attention given to that really helped our students exit or get closer to exiting or pass you know just so many so many good things came out of that. Also though, 9th grade on track is a movement that has been around for
013a long time and we were able to take the research and layer it on and say, "Okay, how are we doing or not doing these things?" Um, so we got to learn a lot about nth grade on track. So, building a better understanding of it, but also monitoring. And then the third thing that came out of last year that was great was um that our on-time graduation um rate improved. Um, but then it also caused us to ask what causes on-time graduation. What are all of the pieces that create on-time graduation for students? So, it's not just about what happens in the senior year and monitoring that all the way along. So, we've got some really good information. Um, and it we carry that forward into this year. So, we have two two areas of
014focus that I want to highlight. Our nth grade systems, nth grade on track systems. So making sure that we're using that with ninth grade, but it really a a lot of pieces of the ninth grade on track systems carry over into 10th grade and 11th grade and 12th grade. And so we have teams that are focused on each of those grade levels. Um and then beefing up how are we responding to the data that we see in our nth graders. So we have some nth grade specific things that we're doing, but also the the good learning that we've had carries over into the other grade levels. And then um we're continuing to improve our culture this year with the Trojan excellence and it's a way of saying what does it mean to be excellent in
015at JFK. Um communication and um adaptability and um trustworthiness. So we're teaching students that this year. One specific strategy that I did want to highlight is the creation of our yellow teams and red teams. And those are teams that look at uh lists of students based on data filters. Um and then they can add their own anecdotal information to that, figure out what is it that's problematic and how what can we do in the next month to fix it? How can we reach out to parents? Can we, you know, connect with the student a little bit more? Um, and then red teams are a higher level of that that needs students who may need a little more as far as resources, but it really leverages the strengths of staff. Staff have a lot of ideas
016and a lot of experience and it takes all of that knowledge and experience and puts it in one spot so that we can be strategic and efficient with it. Um, we're building the village for students, I think, is the best way to boil that down as far as the strategy focus that, um, I'm pretty proud of this year. Any questions for me? >> Thank you. >> Next. >> Um, so some positive uh results that we had last year um with the scorecards just really helped things to stay aligned um from what's happening in the classrooms all the way up to the district level. um it helped the special ed teachers stay um connected through their MAP data more and making sure that they were um digging into that and increasing their use of that benchmark
017assessment data. Um so that was that was a really um positive outcome from that. Um it was also really great to have although it's a big undertaking to have two big curriculum adoptions but our sped teachers were able to be trained in the core curriculum so that they are utilizing that as well. um our high school teacher, for example, not only got trained in the math in the status that they're using, but also in I Ready because some of our students need to be using um some elementary or middle school. And so um getting access to high quality training was was really great um and being really mindful and thoughtful about including them um in that. Um so that was really positive. But overall, just going through the scorecard process has just really for for
018me it's nice to have that focus. Um, it helps I think as we uh go about our work as an admin team to make sure that what we're doing is aligned with what the superintendent has, what you guys have for our um strategic plan. You know, I like things to be black and white. I really appreciate that structure so that um you know we are constantly um have all of our arrows aligned with with the right work. Um and so I do I do appreciate that higher level of commitment to what what we're supposed to be doing. Um but it also certainly has highlighted some things that we need to focus on especially in the area of special education. Um the two goal areas that you'll see in um your board packet are going to
019be in the area for our students who experience disabilities in the area of reading. Um and then also still um focusing on our students who experience disabilities um in their consistent attendance at school. Um so those are the two focus areas um for my work this year. Obviously in collaboration with everybody right because it is a systems issue um for reading it'll really be focusing on that specially designed instruction um and looking at um our strategies and our materials and our systems and our data collection. And then for attendance um you know we need kids here or they're not going to be able to learn. And so how can we identify some of those barriers to engagement? One of the key strategies that I would um that I'm would like to start looking at differently,
020you know, we have Teresa who is incredible and wonderful at her job. Last year in her work, her cohort changed every month with, you know, looking at who was chronically absent every month. that change because we looked at our data, but wondering if we couldn't identify a cohort for her and track that impact over time. Um, and reporting back to you on that. Um, now there could be some downsides to that, but we'll report back and see if that is effective as well, but her work has never been solely focused on students who experience disabilities. Obviously, she needs to work with a lot of kids, but wondering if there could be some impact there, too. >> Any questions? Oh, >> thank you. Thank you. >> All right, Harland, your first treasure report. >> Yeah, my
021goodness. Um, I have been set up well um by Christie. So, just a few things that I'd want to point out um in your packet um that you might see or have questions about. So, uh on page 40 um under revenue uh the 1990 other income, you'll see some revenue that's about 38,474 and some that's for um from projects that we did during the 2425 school year. So, it's a it's a big amount that would be unusual to see and that's what that um revenue is from. Also, you'll notice um in state sources for our state school fund, there was an adjustment for the remaining months to kind of keep us on track um and not to inflate our revenue. So once we um get kind of a better idea of ADM actuals and the
022stability of that, we might adjust um again. But for right now, we've adjusted to the 688. Um we know that we're anticipating having to give back about 140,000 in our state school fund at the end of the year based on their projections and ours. And so we just want to account for that and and if we uh see that it might be different, we'll adjust. But for now, that's why you see that adjustment down. Um, and then if I take you to expenditures, just a few things to point out. Um, for 400 supplies, you'll see a negative number in August. Um, and that's to correct for two overpayments that were made in the 2425 year. So, there were some items that were purchased with PECARDS from two different grants that required that those expenditures be
023in the last fiscal year. Um, and so payments were mailed via check thinking that these would go into automatic payments, but they weren't. Um, so the expenses were double posted in July and then double credits posted in August. So if you would back from one to the next, you would think, you know, that would look odd. And then the um, interun transfers, there's 93,000 and that's our annual accusab payment. and then I'll I I will take questions uh to the best of my ability after that. Um but those I think are the things that if I were looking at it and thought that things looked a little different, those would be those items. >> Anybody have any questions there for tonight? >> Okay, we're good to go. >> Yeah, that was your that was your
024chance to stump the superintendent. We like to think we're pretty nice in general. It is true. >> What I say report will come to you for Okay. So, I'll go right into >> Perfect. Yep. >> The superintendent's report um which is um lengthy. I will I will try to make it less so. But we have three main topics tonight that we need to cover. The first is the integrated programs report followed by our division 22 asurances and then a substance abuse prevention plan. Um and I'll be asking for action on two of those um items tonight. So we'll start with the integrated programs report. This is an annual report um that has to be given to the board that includes our answers to some narrative questions. Um it also will be posted. So as part
025of that report I need to tell you what our requirements are, what the narrative responses were, what our progress measures were and then some of our goals um and progress towards those goals um which are longitudinal performance growth targets. Um, and so I'll go through each one of those. For reporting requirements, just so that you know, um, that'll be posted on our website. It is every year. We also have to report all of our expenditures several times um, a year and then report on these kind of progress markers. So under our uh under the grant, the monitoring and evaluation, the integrated programs took several different grants um and tried and did put them all under kind of one umbrella. That's super helpful because you don't have to report on them separately. But one of the
026factors that makes it a little bit more complex are some of these um grant programs still have specific requirements. So in this example, we have different performance measures um CTE Perkins performance targets that's required for Perkins. So um while it has really consolidated some of it here, you'll see that there are um seven distinct performance measures, but there's kind of nine different um items under that monitoring and evaluation process. So great step towards uh consolidation and aligning and and still there are um quite a few. So high school success eligibility is in there along with some local option metric optional metrics which we have and then of course all the auditing. So the three big questions that they ask you to reflect on at the end of the year are um things that you might
027expect. So what are the things that you've done that you think have contributed to the progress that you've made? And so for last year um there were some specific strategies that I think resulted in the progress um that we have seen. First it was the fact that um teams were re meeting regularly to monitor 9th grade on track and that those systems were getting more kind of precise and specific in their intervention and learning what that looks like. You'll notice in two more questions when it says hey what are some things you want to focus on? You'll see that again, right? Like there was some movement made there and there's some refinement as well. And then also some of the things that we have in terms of CTE offerings certainly extracurricular activities having a family
028engagement specialist who really serves as a bridge for our families um are parts of the reason why we've had a lot of success and then certainly some of the specific work uh in terms of our academic goals. So, um, we met or exceeded, and you'll see this again later, all of our our growth targets and are on track to do that again next year. Um, and we still remain pretty concerned about some specific areas. One of the things that I am glad for and and um have cautious optimism about, one of the areas of focus that we have um, as you know from our district scorecard is third grade reading. So hopeful and excited that we have a new curriculum. Also realistic about what that means in terms of the first year of implementing a
029new curriculum. Um that will that will be something uh to consider as we work towards that third grade reading mark. For our second narrative question, barriers and challenges and and it is further refinement of our tiered systems and of PLC's. Um, and you heard it here in terms of like getting more specific and drilling down into the data to be kind of student specific to inform what it is that we do for support. And then one of the challenges that will always be for us is um just the very nature of our size. You know, when every uh secondary teacher nearly is a singleton, those teaming structures get a little bit more um complicated and they become a little harder because you don't ever have like a true kind of partner in grade level in
030content. And so that will just be an area a challenge for us um that we just get creative about. Um and that will always be um for us the teams that are the most successful generally are the multi-grade teams that focus on a specific kind of strand or area that kind of runs through um runs through the content. And when they focus more on academic skills or standards versus a general skill or a disposition, it tends to be more successful. And I think we found that here as well. And then the last um question really asked you to specifically speak to some targets. And so for us, our regular attender uh the targets they have are like baseline targets. And then what if it was a stretch if your goal, right? And so in some
031of these we met are targets or baseline targets. And this first one, a regular attender, it was above our stretch target, right? Um for what they had set out. So it was 73% even though there was a slight decrease from last year we still met that stretch target um with the highlight of our Hispanic Latino stu students were our highest regular attenders by 4% compared to the all um and that was districtwide for grade three ELA we met our baseline uh growth target at 34% and that was a double-digit increase from the previous year again really excited about a new ELA curriculum but our realist istic about the realities of implementation dip when starting that in a new um in a new year. Our four four-year cohort graduation was above our our target uh by
0323% and that was 89%. Um and this uh increased about 7% from the previous year. So a lot of work regularly meaning to track student progress um made that happen. five-year cohort is the next again above our growth target at 89% and that was despite having a slight decrease. Um and then our last is our ninth grade on track we met at 88% again this was even um with a slight decrease and so I I think the thing to note here is even in the places where there was a slight decrease from last year to the year before we still met or exceeded all of our targets which really speaks to the work that's been done in the last several years. you will um you will see these growth targets not only in my reports
033to you but you will see them again um in this annual report. And the thing I would say is again I think it speaks to a lot of the work that teacher teams have done that principles have done to focus on it. Um and it speaks to their work that we're already on track if we were just to kind of stay the course to meet or exceed all of the targets next year. Um, and I anticipate that it would be better than that, but it just speaks to a lot of the really great work that has been done. So, I appreciate that. And that, um, I'll take questions on each one just because there might be a lot. So, I'll take questions if there are any on the integrated programs report. >> Just observe. It
034seems like it's good news. >> It is. It is good news. It is. Um, and these have um financial um quarterly um reports that you have to send in. And so hats off to Christy. I know she's not here, but it's a lot of work um on that end, too. So, okay. So, next up is division 22. This is something you're probably used to seeing annually. There are 59 different asurances um that districts um speak to every year that are essentially saying that we're complying with the public school standards and they're kind of different areas. So those uh asurances are presented to the board. They're again posted um to our website and they kind of detail those areas um that are required and and where we're compliant or not. The asurances are for the school
035year that we've just completed. So when you see them, they're for the previous year. For us, there are two areas that are waved until the end of 2728 school year. And we have one area of non-compliance and this is in the area of curriculum purchasing, curriculum adoption and health. So every year there's a content area that is an adoption year for the state. Last year it was health. Um and so if you don't go through an adoption or a purchasing process, that's okay, but you have to put in for a waiver. And a waiver is good for two years. So, we're uh we were non-compliant because we didn't put in a waiver for the postponement of curriculum materials. So, the corrective action is I simply put in a waiver last month when I realized we
036didn't have one. Um but it does you should know that um this year it is social science is the curriculum adoption. And so what I'll do is I'll put in a waiver for social sciences for this year. will go through a process for health and then next year we'll go through a process for social science. It's important to know that you have to go through an adoption process even if you don't purchase materials. And so it's important to know that because it can be rather frustrating, right, for teachers or educators or teacher teams to have to go through a process that says, okay, which materials would you adopt? And then can you purchase those materials? they're kind of two separate questions. So, I just want you to anticipate that um those processes will happen regardless
037if we're able to purchase the curriculum or not. So, for division 22 um we have um those sent in to the state and there's one area of non-compliance and we've already done the corrective action for that. Any questions about division 22 asurances? They're pretty fascinating if you were ever curious. There is a lot there. Pretty interesting. Okay. And our last is our substance use prevention and intervention plan. So this is new uh a new requirement for school districts and it essentially says um that school districts have to have a plan that speaks specifically to drugrelated medical emergencies. What's the process and the protocol for that? What are um parent information and resources? There's some requirements about sending a parent letter um and having resources available for families where um this they they're impacted in this
038way. We have some student prevention education that's required. So there are um there is a menu of lessons and you have to have one in sixth grade, one in seventh grade, one in eighth grade, and one in high school that are specific to this. And then there's staff training that's also um also required. And so I know in your board packet you have um I believe the entire um plan, use prevention and intervention plan. And so I would just let you know that the parent letter that will come out um will be specific about the fact that we have um Narcan, it's the basically the generic for it available at all of our sites that we have staff that are trained in that um that parents know that and know that in in the event
039of an a medical emergency where that was the suspected cause that we would administer it. Um, and so that letter actually you will see going out to parents probably next week and that is required annually. So I would want you to be aware of that. >> Superintendent Harland, when it comes to like the training of the Narcan, is it >> is there a requirement like there's first aid rights for so many bodies you have like one every like one trained staff member for 10. >> Is it is that the same for an AR? >> It's not. um if you have um you so you're not required to have it in every building or facility, but essentially if you do, I think you need to have at least two people. Um but it isn't like first
040aid and CPR where it's like one for every 50 students or something like that. >> So is this plan district procedure or is this policy? >> Um it's not a policy. It is more of a protocol. Yeah. So this is a nice well laid out plan. Does this get posted on the website? >> It does. Yep. So that will um be posted. It's something that has to be reviewed annually. Um yep. A big thanks to the Sheridan School District um who uh shared the template of their plan. Um and so they were super helpful um to us in being able to put that together. questions about substance abuse prevention. >> Great. Then I think that is all I have. All right. Thank you for that report. It was a lot, but yes, it was good.
041It was good. It's a lot of my voice. >> Yeah. >> All right. Miss Morales, are you ready for your student rep report? Yeah. Okay. >> Um I have a project that I really want to start. Um so it's pretty much just me tracking attendance and stuff and I named the project present and proud. And I really want to focus on attendance and um tracking like how um there are trends between the attendance and such because I understand that attendance is such an important um part of our education and sometimes there's just reasons why people don't show up to school and I really want to like dive deep into that and really try to find ways to better our attendance as a district. And I really wanted to start off with just putting it out
042there so I could get you guys' like advice or any like um suggestions on how to go this way. Um on here I have like a mission statement, a goal, what will be tracked, and then like possible like rewards or something for um good attendance throughout the districts. And hopefully it gets to go through the whole district rather than just one like single school. >> So who who do you are you going to partner with? Right? Because you're based at a high school. So who are you going to partner with at your hope is to do it districtwide. >> So do you have an idea who you're going to partner with at the elementary school to help you in the middle school? >> Um I want to connect with the principal there and see if
043I can get uh data on the attendance. I already got support from Miss Brendan. at the high school and I'm hoping to um email the principles from the elementary and middle school so that I can get a hold of that information. >> And are you a team of one with this work or are there other >> currently but um >> I would definitely love to expand and see if there's anybody who'd be willing to help me out of course. So, >> and one thought for you since you asked for our ideas and thoughts. I love that you're approaching this from your from where you sit as a student. And so, I think as much as you can talk about it in um presence of other students so they hear from you how important it is
044and what your intentions are by gathering this data and some fun ideas they can share on recognizing, you know, >> improving attendance. I think that's a really impressive project and um I'm excited for you. >> So, would you suggest like doing a survey in somewhat or like >> Yeah, you know, the tool for letting folks know this is what you're doing. A survey could could work. It could be I don't know if you're comfortable at an assembly or something of that nature. Just getting the word out in different ways. Um >> Yeah. Reaching out to Mr. Taylor or Shaw to attend an assembly to kind of talk about it and >> and the and the students at the middle and grade schools would be impressed to be hearing from a high school student and you
045could have positive impression by again just talking about it with them. I think that would be really cool. >> Yes, I like this. Um, that was mainly the main thing, but I mean everything's doing really good at school. We um I'm part of the Legos at the high school, which pretty much stands for creating a community for um Latino students and we just started um having meetings and stuff and we're barely starting up and it's really exciting. We hoping to do some fundraisers and such. So that's exciting because we're it was active, but it wasn't like super like crazy like, oh, we're doing this and that. It was just going to a field trip. But um I partnered up with a student and we decided to restart it and really actually get it going. So
046yeah, >> that's great. >> Well, and if there's anything that we >> as a board or individually or as a board can do to support this, please let us know. Reach out. >> Yeah. Yes, we commend you for for taking this on and >> and leading by example with your peers. It's great. >> Good job. >> Anything else? >> Like our project. >> All right. Thank you. Any board member reports? Okay. Public forum. Not seeing anybody in present. Anybody online? Okay, moving right along. Action items. So, FFA is traveling out of state as you know. They must get a board approval to do that. Is there any questions over what has been submitted? >> Kentucky. That's my impression. >> Yeah, >> that's so cool. >> Yeah. Did it say in here how many students were
047going? >> I skimmed through it quickly. >> 15 16 >> 15. Nice. Okay. >> Okay. I was say there's no question. >> I am going to abstain from the vote because students. >> All right. So I first would accept a motion. >> I move to approve the FFA out of state travel. Second it. >> Moved and seconded. Any further discussion on it? Okay. All in favor? >> Okay. So, three are in favor and we have one. >> Extension. Yes. Thank you, Mr. Brandon. >> Moving on to our USDA food standards. Okay. Selling outside of the school lunch program. So, as you know, every year they must come to us to ask to sell uh the snacks and beverages. Go ahead. >> Is there a list that goes with this sometimes or no? Or do we
048get rid of the list? They just ask for approval. >> There's been a list in the past, >> but it's not needed. >> Okay. >> Yeah. >> Any other questions? Okay. If no further questions, do I have somebody that would >> I move to approve the selling of snacks and beverages that meet USDA and NSLP standards at JFK High School. >> I got it moved. >> Second and second. >> All right. >> All in favor? >> I passes unanimously. All right. So the division 22 asurances that superintendent Harley just presented us on we're in compliance with every except for one the health and there's that correction corrective matter of submitting the waiver which has already been done. So if there's no further questions or discussion on that I would accept a motion to approve. I
049move to approve the division 22 asurances for the 24 2024 2025 school year as presented. >> Second it moved and seconded. All in favor? >> I passes unanimously. >> And then the substance abuse prevention plan that again superintendent Harlem presented to us nicely laid out and again thanks for sharing school district for offering their collaborative efforts to helping us get that Done. Do we have any questions about that? Okay. No questions. I would accept a motion. >> I move to approve the substance abuse prevention plan as presented. >> Second. >> We have moved and seconded. All in favor? >> I. Passes unanimously. >> All right. Moving on to discussion items. As we all uh remember at the end of the last month's meeting um we had one board member resign due to relocation uh with
050family and so now we have a board vacancy and we have to first we have to declare the board vacancy in a meeting and then we have to decide how we're going to fill it. We have options. We can choose to have people apply and then just review the applications with no interviews and just a point from there. We can choose to then have the applications and interview if we choose to interview. The interviews we can have in our November board meeting or we can hold a special meeting for the interviews but those interviews must be conducted publicly in a public meeting. And the other option would be to not fill it at all, which personally in Montana. >> Yeah. >> And then that would hold over until there's another election, which is odd years.
051So we wouldn't have another election until 2027. Just for >> Yeah. >> That's a long way. >> And so the person that uh would fill this would be to the election of May of 2027 and June 30th of 2027, right? where he or she would have to run again in in an election. So I will leave it up to the board on basically how we want to whether we want to conduct interviews or points and then if we choose to conduct interviews if we want to hold a special session for those interviews or hold it within our November board meeting. And I would I would encourage us to consider December as the choice month or even January because I would like to have ample time to get the word out and to have the process
052for people to apply be known well in advance so they can plan. So I think I would suggest the earliest be December. Okay. And possibly even January. But that's one thought I have. >> Any thoughts? >> The time frame is fine. Um, my my thought is on interviewing and I would be worried that that might lessen the potential pool if someone is uncomfortable with that portion right off the bat having to be in the public be interviewed. >> Yeah. And I get that because none of us had to really do that. We just >> I will I will speak up and have another perspective and and experience on that. I was initially appointed to this to this seat after my brother passed away and we did go through interview processes and I thought it was
053really helpful to allow the board to actually get a sense more of the person applying and I would also add if you're uncomfortable in an interview where you're talking to four folks um >> I know >> maybe give second thought to applying to be on the school word because you need to you need to be able to be somewhat articulate in a public setting. That's >> but I wonder if the language could be a barrier that might >> but I think that we could put in place. >> Yeah, we could that would help >> I wouldn't want to preclude someone because of the language be barrier even though we could help them through that. >> Yeah. Yeah. Absolutely. I agree. I I like I I agree with Sher for what she said in addition to
054I learn more about people when I'm able to interact with them than >> just a piece of paper that that's submitted >> to the board. So I am I am on the interview side as well >> and I really like the the issue being raised of language possibly being a barrier. will have to be very inclusive and thoughtful about making sure we have an interpreter handy for any um even if they whoever applies maybe they do speak English and they're more comfortable in another language we need to make sure that we can >> um accommodate that uh for sure. So thank you Mark for raising that as a potential. >> So by time frame it would be the interview would wait till say the December meeting not even I mean is that what we're thinking
055also then? >> Yeah. So so what um Cherry's talking about is leaving the application uh window open longer >> and really trying to focus on how are you going to reach out to all groups. >> Right. give adequate time and get that that information out about that board vacancy, right? We can we can use our town. They did already write little thing in there. But um like Silverton in Silverton's article, it mentioned how they were going about going do that. So we can reach out to our town post in there, but there's other avenues as well besides just our town paper on getting the word out there. What would some of those other ones be besides our child that you think to reach out? >> Um, personally, I think you you posted on your social
056media. I think you you tell your administrators or administrators know uh >> their families, right? And they know who would be a great um perspective for the board. Um so each administrator whether it be the principles or you know um Miss Murphy's also and director Gordon right they also know families but you get the word out there as well >> and existing existing committees existing groups that you know are already in place. Yeah, outreach targeted and like blast. Yeah, I agree. Social media >> our town. Um and >> and as far as timing, I mean, we could have the interviews sometime in December, even before our board meeting, and then um >> take the vote at a board meeting. I mean, we don't have to wait till after our December board meeting. I just think
057>> we don't want to close it too quickly, right? >> Be too much quicker. That makes sense. timing wise. Great sense. >> It's hard with all of the holidays coming up too. I know that that just is a tension for everybody, right? So, something to consider for sure, >> the timing. >> So, first off, let's decide, are we doing interviews or not interviews? >> For interviews. >> Okay, >> I have no either way works. So regardless, we got to make sure that the language is not the issue >> for an interview. So regardless of which language they speak, whether it be English, Spanish or another language, right? >> So >> we all agree on interviews. Okay. Now, we want to decide whether we want to hold a special session like K said, we could hold
058that interview session the week before the board meeting and then announce our person that we appoint at our December board meeting and our board meeting December 1st is on a Monday. So, our board meeting is on December 8th, and I think we hold um if by the time we close the first round of collecting applications and no one's applied, we can always decide to post by another month, right? Yes. Yeah. We don't have to be >> so set on December being on that. So we host December 1st kind of as our our meeting to hold the interviews. When would we like to close it? >> All applications due >> maybe like that early that week of Thanksgiving >> the 24th. >> 24th November 24th maybe. >> 24th is that so? >> Yeah. >> Is that
059a Monday? >> It is Monday. >> Okay. Monday. Superintendent Harland, do you have thoughts or ideas on the timing and what we're talking about? >> Yeah. So, I I the 24th, Monday the 24th, I think could be fine. Um, the question I have is uh is there a process is is there a process that happens from the interview, the application to the interview, right? So, is there any kind of process where something would be screened or scored or we're just assuming that? I don't know how many typically we get in terms of the applications, but but if we need applications in the 24th to then interview publicly the first, I think that works. You all will know best in terms of the size and the amount. But that would be my only question. Is there
060another part of the process that we have to consider? And if so, does that leave us enough time? But reading the room tells me perhaps that that is not something we need to worry about. >> The two appointments that I've been a part of um >> volume has not been an issue. >> Although I mean there's always a chance and if we do get a huge flood >> again we can adjust the timing if we >> do we have an application form. >> Yes. >> Yeah. Right. >> We we have an application form when actually when Irene applied. >> And do you does anybody have that available for us to review because it wouldn't >> Jill she will send us the application. >> Yeah. >> And if it closes on the 24th then I'm assuming
061Jill can take those and and schedule or reach out to folks then >> for the first the December 1st. >> Okay. December 1st actually 6:30. >> Is that is that okay or would you like to push it back a little bit later to seven? >> I think either I mean depending on how many I wonder if we start at six. I mean I can I can >> six >> I can make myself leave my work to get here. >> Well, you know typically I was here 10 minutes early in time you just working. I know sometimes it can be kind of a crunch and I don't want to stress you out. >> Get in here on >> Okay. >> And another, you know, process thought, um, I know when I interviewed, everyone was just in
062the room together. We heard everyone. Um, sometimes it can be more comfortable when you bring folks in and they don't hear the other person. So, you know, that's something we can work on to decide. we can talk further at our November meeting to to finalize those types of details >> and at that point we'll kind of see too how many applications we have up until that point >> and then make that decision. >> Yeah. >> Okay. And so we'll plan on using all of the mechanisms we have as a district in terms of our list serve in terms of our parent squared in terms of our social media um and then also just with our um colleagues right in terms of um trying to get the word out and that if people have questions about
063like what does it mean to be a board member um that they have the opportunity to have more information or have those questions answered too. >> Yes. Yeah. Um, also we can reach out to um our local um like Discover and Chamber of Commerce as well to help us get the word out >> and post it on their social media channels. >> Discover probably something for you. >> Yeah. Yep. >> And as we, you know, review the huge volume of interest and I'm just going to be optimistic. We have a lot of people, right? So, I'm just going to say publicly that I am going to be looking for establishing diversity of perspectives, maybe diversity of of occupation. Um, you know, we have a lot of educators currently in our board, which is great. And
064I think it's nice to have different perspectives, you know, all >> areas to highlight >> um diversity in a way that can really uh positively influence our decision- making. So, that's what I'm gonna be kind of keeping my eye open for, but we'll see who who applies. >> Okay. Well, let's keep our fingers crossed. We have lots to choose from. >> Yes. >> Okay. Anything anybody else like to >> Okay. All right. Uh board policy. Um first reading. Um I know that director concaid is now a singleton on our policy committee. >> Small but mighty comm. >> Small but mighty. Um that is an option if Mr. Brendan or M. Reman would like to join uh and fill that or >> Yeah, >> you can. You're doing a great job. >> Oh, thanks. >> I
065know you lost your your >> I enjoy it. I mean because I learned so much on all the policies and stuff that >> Yeah. know there are so many but I you know I'm learning and understanding them better so I I plan to stay on it. We were talking about it at our last meeting and even thinking that possibly we wait till we get that fifth school board member and then present it and see is there somebody at that time that wants to join. >> I mean I'm okay with that if you guys are okay. >> Yeah. When do you meet normal? >> This second Thursday. >> So we in the mornings. >> Yes. 9:00 >> this um so the updates the policy updates that come >> a big one just came and so the
066the policies that you see here are all required or highly recommended the highly recommended policies most of the time have some language that is required in there but there's more to it um the next set of them that will come are ones that are not um required necessarily or highly recommended so we kind of prioritize you know which onesum Um, and so all of that to say, the next set are not as um won't be as many nor as intense as this first set, right? for our policies. We've got obviously the little updated information on the electronic devices and social media >> which again that was big lift done earlier >> and so this process didn't take that long. >> Yeah, hats off to the everybody who did all of the heavy lifting around this
067um before because then it made this real easy for us. and get such good input from the administrators too that helped when we had that session on this. >> Um I do have a question on the budget committee one um to include a member of the equity committee. >> Remind me the current health and status of our >> district's educational equity advisory committee. >> Yes. So there has been a committee that has been in existence for a few years now. um and will still be our first meeting is actually I think it's next week um and so one of the things that we'll look to do is kind of expand membership right how do we um how do we invite more people in the specifics to the language on this basically says that you know
068if possible um when there's a budget committee opening um that you would consider somebody um on the equity committee and certainly it would be if if that person was um was also interested in willing but we have an equity committee um same one as last year and the year before they're meeting again I think it's the 20th next week um and we'll look to expand membership but I'm excited um to be able to already have a committee that's been in existence that can be serve as an advisory committee to me >> good because this language is it says one member must be a member of the district's educational so that's good and as long as we have a strong, >> you know, committee in existence. I think that makes really good sense. >> Absolutely. >>
069Okay. So, directory of information >> got a lot rid of a lot of >> extra just basically simplifying how much information is out there about the student >> and the directory information. All of that is required language um by law as well as the um records of students with disabilities. um those education records management um that's also required by law and then we have a set of policies around instructional materials that are highly recommended. What I would say is when you look at the two policies that we have and then you look here and and it's six, you think, oh my gosh, you know, why would we need more? Um the there are required pieces to the law that need to go into any instructional materials policies. What this aims to do is separate and
070define what instructional materials are. So many districts, ours included, had policies that just said instructional materials, but didn't necessarily define what that was. This categorizes it into kind of three buckets. Core curriculum, which has a very specific process by statute of how you adopt core curriculum, what has to happen, it um if it's on the state approved list, if it's not, all of that. So it defines core curriculum. Then it defines supplementary materials. Um, and those could be things like I'm an English language arts teacher and I choose some short stories or um some poems maybe. So supplementary materials are ones that teachers choose for use in their classroom. And then it also includes libraries that could be a school library or a classroom library. So its intent is to define instructional materials into categories
071and then further define the appeals process for those and the uh approval process who chooses them because like I said core curriculum has very specific rules around how you choose it but supplementary supplemental curricular materials don't and um this is laid out in a way that doesn't require it either. Um so our policy as it stands if if I liked or didn't like a book that um my teacher chose right our policy is is silent on is that a core curriculum is it supplementary curriculum is it a classroom library thereby somebody could say oh well it if you are adopting this as curriculum you should have gone through this process and this is saying no um supplemental curriculum is the choice of the teacher and there's a process process that we would go through to
072reconsider materials if someone should choose. But that the um the u choice for classroom materials at first lays in the hands of the teacher and then it's specific around who can appeal. Um so it has to be um uh for core materials it can be a board member, it can be a staff, it can be a student, it can be a parent. Um but it cannot be outside um organizations or outside entities coming to appeal curricular materials in the district. >> Any questions on that? Personally, I like how it really defines >> Yeah. >> Right. That was my thought. Exactly. Yeah. This really >> makes it more specific and >> Yeah. Okay. >> Um, can we go back to the board vacancy because I saw Jill briefly uh you had the application up. >> I
073sent it to you guys. >> Yeah. Can we can we look at it together and then maybe decide tonight if it's good to go so that we don't have to >> the application. Yeah. >> Yeah. So, this would be what we used last time. It's really simple. >> It's very We keep it very simple. >> It's very simple is best. Thank you, Phil. Is that all right? >> Absolutely. >> I like being efficient with our time. >> It is right. Yeah. If we could just all take a look and we could also pull apart now, but then I'd have to put in jail in jail to work. No pressure. Okay. Can we blow that up please? Yeah, >> thank you. Okay, the requirements. So, >> so the bottom would be changed that would need to
074be updated. Mhm. down. I know that when like the application we used for the um the group that helped with the superintendent selection, >> we had a question about what experience do you bring that st something something that kind of gets to their specific um life experiences or cultural experiences or you know >> doesn't say experience related to this Yeah, that's more that's more like the things I'm thinking more like perspective. Yeah. Like the lens at which they're going to coming. >> Yeah. And I I like I remember I like the way it was worded in in the um the application we had for the the group that helped the superintendent. Are you remembering what I'm talking about? >> Maybe are people in favor of adding a question like that? This just seems so odd.
075I do. I do. I do. >> And it's just like three questions. So that's >> a third question. >> Will this be translated to >> Yes. >> And I can see if I can >> and then this would be posted uh would this be posted on the front page of our um district website? >> Oh yeah. >> Okay. usually kind of lives on the schoolboard page but with like direct links from that main homepage, right? You know, >> right? Yeah. >> Yeah. I like it. But if I can find the wording to that question, I just I can find it too. >> Like one more. >> It's a good idea. >> I like it. >> I'm okay with it. >> Okay. >> Yeah. >> So, we can add that one. add that one >> and
076then change the dates at the bottom >> and then um get it translated and make it available. >> Yeah. >> Perfect. >> Great. >> Excellent. >> Like have a plan. >> Yeah. >> Good, good, good. >> Okay. All right. Before I adjourn, anything else for the good point? >> All right. Bejourn. Thank you everybody. Me too.