001Great. >> Well, we have a pretty straightforward agenda tonight. So, let's get to it. Open the meeting at 704 ceremony. Would you like to lead? >> Sure. >> I pledge algiance to the flag of the United States of America and to the stand with all. Um approval of the consent agenda item. >> Thank you to the consent agenda as written in the packet. >> Okay. Three retirements and three resignations. trivial I guess then any discussion okay any objection to the consent agenda all right seeing none passes unanimously moving on uh modifications to the agenda >> yes I would like to um relate of a new buck contract and uh under four action items with policy. We were going to look at P uh P A C I think. Um and it had to do with
002uh bus safe or um student behavior on buses and the administrative rule and then there's still some things in it that are not right. And so rather than push the issue and make the change in today, um I'd just like to pull it pull the policies piece from the agenda. Uh, I'm going to defer the vote. I'm going to keep that agenda if that's right because I have a couple for this iteration. >> That's fine. So, we'll um Great. Okay. Anything else? >> Nope. That one's more. All right. Very good. Uh, okay. Um, any public comments? >> No. Okay. Um, student government report. >> You're welcome. >> I'm Lucy. I'm one of the co-presidents. >> Uh, I'm Wyatt. I'm the executive of athletics. >> And I'm Abby. I'm the other AF co-president. Um, this past
003week we had a spirit week that was western themed that led up to a spring that we had on Thursday and we held it outside because the weather was nice and there was beautiful sunset. Um, and it was the first time we've ever done a spring playing for ASB. So, we wanted to try it out and it went really really well and a lot of fun and we had some line dancing and swing dancing. This Monday we have the blood drive coming up and we've had like 35 people sign up. Um there's still spots open but yeah we're hoping it goes really well and smoothly. >> Uh also this Monday we are start we have our presidential speeches for the candidates that are running for the 2026 turn 27 um ASB president. Um and then
004the voting will open up after that. And then we're continuing to plan and get ready for all of uh homegoing week which has the um >> challenge. Thank you. >> Uh powder tu and then finish off the week we have field day and a mess assembly. >> Homegoing week is next week. >> No. >> Yeah. Yeah. >> We're getting ready for it now. Yeah, >> it's a big deal. A long time. >> Great. >> Good job. >> Thank you. >> Sounds like fun stuff. >> It is. >> I did have a question, but now >> thank you very much. >> So good. >> Yeah, that's great. >> Oh, you guys are welcome to stay. >> Okay. school seniors. What could they possibly have to do? Uh, all right. Um, associate. >> So, I'm Emily again.
005Um, vice president of Had Baby, so you can get me still. So, sorry about that. Um, so, uh, just a few updates from us. Last Friday was a conference and grading day. Uh, so PA took the opportunity to meet up over our lunches for just a quick chat up chat and social time. It was nice to have everyone. We've not done that. Normally we meet at the beginning of the school year. Um but haven't typically done it in the middle of the year. So it was nice to just have everyone in the same room, see faces that we don't see very often and and hang out for, you know, 30 minute lunch, which is nice. Um >> districtwide, not by building. >> Districtwide. Yeah. So like we actually get, you know, I'm at the elementary
006school. We don't see everybody at all that is nice. Um we do have the highest rate of union membership of any district in our area at 98%. um which is pretty great. Um so it was nice to have us all together and just I don't know we got dairy cream treats and it was just nice to like socialize and not be you know wasn't PL it was just like nice chat so that was good. Um we did talk about just a few things really briefly. One of them budget was top of mind as you'd expect. Um we understand it's nothing's been formalized yet. You have nothing to share. Um but there is just a lot of concerns. So um any sharing of information helps reduce anxiety and helps building make adjustments for any losses next
007year. So we know that you don't have anything to share just are eagerly anticipating. Um the other topic that did come up um we've brought up a couple of times this year in our reports and our Susan um is our new evaluation rubric. Um I know it's been mentioned in this report a couple of times so I just wanted to give some background information on the concerns. Um, our teaching staff staff is assessed using a rubric. Our admin come in, they do formal observations throughout the year and then we're scored on the rubric that covers everything from like our ability to work with different students, classroom environment, our content knowledge, our assessment and instructional strategies, levels of our professionalism and collaboration, etc. And then admin fill out the rubric and some calculations happen and then
008we're given a score out of four. Um, this next year the district's adopting a new rubric called the 5D plus covering five dimensions of purpose, student engagement, curriculum, pedigogy, assessment, and classroom environment and culture. Each dimension then has five subcategories that will be scored on one floor. Um, we've received several trainings this year from admin at a building level about what's in the new rubric and there are a lot of concerns. The rubric itself is not bad. It's it has sets a high bar that we can all strive for. Um, but it does set a very high standard to to receive a four is an excellent and would be an excellent teacher. You would not live in the land of of excellence all day every day with every student. Like that's just not the reality
009of things. It is a good rubric though. Um, and but when we've asked for clarification of what it looks like in practice, in the reality of having 27 students with several IEPs and a lot of kids with all the different things and all the different learning like in reality, how you would reach that bar and then what happens if you don't reach that bar? We've gotten mixed answers from different admin in different buildings. Um, does it two mean you're not meeting? Do you need all threes? Do you need mostly threes and some twos? Okay, that's not been super clear. Um, as teachers, we do use rubrics all the time like they're, you know, it's really common in in education, so we understand the benefits of an objective set of criteria that clearly communicate expectations. And
010the admin have done a good job of of taking us through the rubric and what it says in the rubric. Um, so we know what that what the what the words in the rubric say, but asking for clarification on how that looks in a high school class versus an elementary or primary age or an alternative classroom in special education or in my world of RTI or in trade classroom or any of those kind of things. Um, not knowing how that's applied or even what a basic basic passing score is. Um, it's been kind of confusing and now that it's April, it's getting more moving more moving more from cons confusing to concerning to like we're unsure where we're going with it. Um, especially given we've had kind of conflicting answers from different administrators. U, we've
011tried to be proactive by asking for clarification. We brought it up here a couple times. We've mentioned it with Susan. We've asked our admin at a building level. Um, we've been told that the admin are working on it. We still have several more trainings to go. We've had three so far, two more to come. Um, but we want to do our jobs well. And when you don't know where the goalposts are, that can be pretty frustrating. It starts to feel um disheartening when we want to do well and we've asked for clarity and we haven't gotten it. Um, we need that calibration amongst the admin and we need to know what a meeting score is. So, we need to know how the rubric can be applied to all age levels and a diverse classroom setting.
012Um, we have those two more trainings and uh one in April, one I think in May sometime. Um, so we're asking for that calibration and really clear answers um so that we know where those goalposts are so that we and our students can be successful. Any questions? Also, we're really glad that the year and >> and just to clarify, is is implementing starting in 2017. >> Yeah. Yeah. So, we've been trained on it this year. Um and again, like PA was involved in the adoption of that. So, it's not a problem necessarily with the rubric. It is a high standard, but you know, we we strive for that. We hope to reach that. Um it's what does that look like in all classroom stuff and now >> thank you >> we didn't have anything right
013Why would The host asked me to start my video. the documents to share. >> No, it was there. No, I guess we were seeing it. Well, no, this is we're seeing it, right? We were seeing it. >> Yeah, but I I'm not sure which one to even pick. Well, we're just I'm just not going to worry about >> Yeah. for 200. Yeah. >> Yeah. So, um, couple of things that I wanted to get out was, uh, we just surpassed April 6th through the 10th, our National Assistant Principles Week, and we have, um, >> three of our four here this week um that'll be a part of the presentation with us tonight. And so, it's Thank you. It's a job um, that often goes unnoticed. Thanks, Edie. And >> so many different types of things you
014have to do at different times. >> Yeah. Unrepresented, unrecognized. And so, just wanted to give a shout out to our assistant principles. Um, also upcoming is teacher appreciation week, May 4th through 8th. And also May 6th through 12th, which is a weird week, is um a a school nurses week. And the reason they start when they do in the middle of a week is they pair it with Florence Nightingale's birthday. And so that's why the the week is a little scattered for um our nurses. And so wanted to make sure that um we know when those weeks are so that we can recognize some very important people within our district. um uh before um at the Clemens Community Pool, we've got phase one of our work almost complete. Uh so we had two days last
015week where the old filters were removed, the new filters installed. the difference in the filter size, which you'll see in some of the pictures, is significant um because we're waiting for um a particular valve. Um they've only got five of the six filters operational. The five of those six filters, the flow is better than the older six filters. So, we get that sixth one online and we're going to be looking pretty good. The chemical controller is the last part of that phase one and that will take place early this summer. So, just to give you an idea, we had seen before and you'll see later that all those older filters that were on that grading that was a problem are now gone. They're off there. Is Joey just putting a chain or fence up around
016that rusty grade? Is that >> right now? They've got them um uh cordoned off. Good night. Uh right now they're cordoned off and um the idea is they may cover them uh so that there's less hazard in that. That's kind of a to be determined right now. There's the new filters and they're all along that side wall um with all six of them there. And when you look at Come on, baby. This is the the filter um that is now in there. And if you remember the old filters, look at the difference in their size. And so these big huge filters that you had to take the you had to unscrew it and take the the actual filter part of it which was huge out. And now um in talking to the pool folks with
017the smaller filters, they can unscrew those, pop those things out, and they're done within a minute to be able to at least pull one out. and they've got two sets so that um they can make sure that there's um always another one to be able to put back in and we don't have to shut down the system in its entirety to be able to make those kinds of changes. >> So, um right now it's it's turning out to be a a a big big win >> and um >> the old ones are so big and heavy stairs are so steep. So, we're really grateful for that opportunity to be able to uh make that part of it a reality. So, it's really pretty cool. Um, some of you have heard already today that the governor
018put out an executive order about student instructional time today. Um, and they actually introduced it at the state board meeting and they did not release until later this afternoon um the related rules that go along with it. And there's some real differences within that that I just need to spend some time with. We've already had the school administrators group come out with a statement and a part of their statement says this is a piece of a puzzle and we agree that instructional time is important but you have to look at the whole system. Um the other piece that you have to look at is how do you fund if you want additional instructional time. Um the other piece of it as I was looking at some of the the guidance when we calculate instructional time
019I have calculated it based on um from the time class starts passing time is not included lunchtime is not included break time is not included it's actual instructional time that comes together to calculate that in some of the information that just came out today in their plan rules it says it's a bell-to-bell time count. So, we're saying what is it? Because you don't want there's certain things you're now seeing you don't want counted into that mix, but what is it? And so, are they counting a day or so? There's just some things to sort out um to be able to find the answers, but there's no argument that instructional time matters. In the way that we've calculated, Fomoth has been close in some places, but never been out of compliance with instructional minutes. And we're
020not going to change that in terms of the the the next year. The thing that we have to look at is what is the count going to consist of? Is it is it going to be bell to bail? um which would include passing time, the way that it's written, lunchtime, those kinds of things. Or is it going to be the traditional way that we have counted it because there were some things about um we can include a certain amount of of conference parent teacher conference time as instructional time. The desire is to back that down. But if we've got other minutes that count that we haven't anticipated before, then it could be that it's just a wash. We just I we just don't know until we get into it. I'm supposed to go to Portland
021uh tomorrow for a meeting with state superintendent and my hunch is that this is going to be a hot topic on people's agenda. So, I wanted to put it out there because it was released today because it's going to be of high interest to a lot of people that it was really about making sure that you had the information that it's there. Um, we know it's now there and we're working on >> where where do we fall prior to this? Where did we fall? >> Oh, we've we've met instructional time. Yeah, it's been it's been close in some instances, but we've always been over certainly what we need but are we you know I know at one time we were significantly above >> we're not >> right >> so we're probably just above so we
022don't have a lot >> we don't have a lot of wiggle room >> moving when we move to the every half Friday for professional development that's when we lost it yeah >> we did and that was a part of it of making the decision of how to do it is what would that mean for instructional time >> so it just seems Okay. Topic next month. >> Absolutely. Absolutely. >> Okay. >> Um an OCA bargaining update. Our classified association. Uh we have a meeting scheduled for next Tuesday, April 21st. And uh we have as of now 11 articles in their collective bargaining agreement that have been tentatively agreed to and uh we're continuing to move forward. So progress is good and we'll meet with them on Tuesday for another round. Uh the phoma 2050 visioning um
023the consultant has just reached out to ask about possible dates for the work of the steering committee which Tom and I will represent the the Fulma school district and so we're just waiting to hear when those are and I'm sorry I spelled your name wrong. >> Uh some clearly I could tell that's a typo because that's you know there's no vowel in the first. Yeah, you know, >> it is a German name, but we use a little >> try and do better. >> Yeah. The um summer learning I wanted to put out there because we've got um uh credit recovery coming uh the last two weeks in June for our high school students, which feels like that's tomorrow. And um then um extended school year, we have some students that we need to to offer.
024And um I put lit camp on there. We've got money in early literacy to um take care of our lit camp for incoming kind through third graders. That money is there. Um, sorry. And um, uh, Abby Couture did a good job of of re uh, do taking out um, a summer learning grant um, application. She put a lot into that. And if we get that, we would be able to look at a um kinder through fifth grade lit camp and a math camp. And we would partner with PYAC and some of their uh summer fun in the sun activities to be able to round out a program that could be could start in mid July and end up going through our time in August. And so we don't know yet if those funds will be
025available to us. Um but it's it's something that's in the mid thread. >> Sorry. Do you know when they will be announcing who's receiving the grant? >> Well, we were supposed to know by the middle of April and it's now the middle of April. So any >> Yeah, we're we're hoping that it comes at any point in time. The two things I didn't have on my list that I wanted to reference is we had um Clemens Primary School had their kinder orientation last night. Um it's all done via Zoom and um then we'll start to see who registers and uh Bladet Elementary School had theirs today in a 3 to six open house at Bladget Elementary School. So um that was those are good days to be able to get us moving. that will um
026that signals the opening of registration for all students. Um our registars will wait potentially because they don't have the rush to be able to move them over into the new year, but at least parents can get a jump on making sure that registration is done. The other thing that I forgot to put in there is our our technology staff and I went to a cyber security summit put on by our ESD and enterprise information services from the state of Oregon um and spent the whole day together. And what it really is is it's it's going through a scenario of um being hacked, if you will, and um how do you handle it based on um your incident response plan that a district is supposed to have. And so the situation they give you um you
027know, you start with what what do you need to look at to have to start? um where do you go if they throw you a curveball because they had some chaos cards they could throw in there. And um uh it really allows you to be able to work through at your table of what would you do and how would you handle that and um how do you need to update your plan to be able to do things according. Yesterday's incident was somewhat specific to losing money. Um whereas last year was not. And so there were a couple of things that we were saying, gee, does Jennifer know that she's going to be involved in this? Well, no, we don't have it written. Okay, we need to pull up the plan and and we need to
028uh be able to make sure we have all that information. So, it was a good exercise for us to be able to work through. Um, and a good opportunity that we want to be able to share some of we don't want to share everything. Um, and we've also talked about what do we need to do with um, our community partners as a smaller community um, involving the city, police, fire. Are there some instances where that may become um, a real important thing for us to do? So it was a good exercise and a day well spent. So that's my report. >> Um registration that trigger the inter transfer over. Yes, we've been receiving um interd district transfer forms from families and have been holding on to them and have told people that we would let
029people know of the slots available no later than May 1st and so we would do the approval if our system is as solid as we think it is this year. um in terms of schools and the district being able to share quickly the information back and forth, we'll be able we should be able to hopefully start approving kids maybe even as early as next week or the week after. So, we set ourselves a little bit of time and then we will start bringing in based on um first come first serve with things that have come in. And I can anticip I can anticipate that we will in some instances probably come back if not May it's a possibility in May but if not May certainly in June to be able to have re-evaluated where the
030slots are and do we need to open more and how are we so >> cyber security maybe we have to schedule a discussion on this but what how many of our systems are backed up >> everything >> okay and how frequently that almost real time type of thing or Yeah, they they've got some at least daily for some things. >> This be all the all the share drive, the student information system, financial systems, it's all getting >> right. And there's some things that um with the way the backup works, we can get a 15minute recall. I mean, so if if something went down um we could go back >> that quickly to be able to reload if we could or were able to. Our servers are separated so we don't have multiple items on a
031single server. So I mean there's things like that that we just have to >> be thoughtful about. Is >> all our stuff with ESD or put it on our own server, right? >> Yeah, we do. >> That we keep all that stuff locally. >> Yep. I mean, we don't keep it's it's um Synergy runs all through the ESD, but I mean we've got Google, we've got >> all those kinds of things that live right here. Okay. Um, any other questions for the superintendent? Right. >> Um, been spending a lot of time on budget getting ready to have the whole budget move back 1 of May. Not only are I in my budgeting, but I'm learning a new budgeting system because we uh programmed for how to work. So, it's taken me a little more time
032to get things organized than it did in the past, but we're working through it. Um, we're still working with admin on coming up with the final plans for how to fit everything in the budget for next year. One thing I put in my report was about the 2425 May reconciliation that we'll see um affecting our May state school fund payment and it's increasing as we speak. It feels like one of the pieces that increased or negative was the statewide transportation costs went up, the actual cost went up $23 million across the state. So they have to spread that out across everybody in the transportation grant fees with the state school fund. So that reduced what they had to give to everybody. So that um affected our adjustment as well. your reports of three budget what
033you're >> that's what I was estimating at first and I think it might be closer to four now >> we don't have that budgeted that's obviously what's so I assume that's we've been relying on our contingency >> it will just uh reduce our any year >> yeah didn't roll into next year so we're working with that going into next year with with the budget so we know that's coming um other than that I don't have much else to share with you other than what's in board packet. You have any questions? >> The thing I track closely is the enrollment. I see that we're 21 students and if you don't include King Valley, we're 21 students short now compared to this time last year. That doesn't there's seven parttime students. that close to that gap next
034or 17 or so, but that's uh you know it's half a classroom districtwide that that number is not bad but if it's a trend then it's pretty keep an eye on it that's for sure. >> Okay, Jennifer. All right. Um I just had this on here if anyone said any of the board members have had a chance to league if there uh the respective school who want to share anything. >> I have been invited to and I have not I just got the information about 45 minutes ago um a CTE meeting here. So I need to um dot all my eyes, cross all my teeth, make sure everybody knows I'll be there. um about should it work out will be tomorrow. >> Great. Anybody else? >> Not my school, but I got an email last
035night from my kids as part of the group of kids is getting trying to get new elementary school playground equipment. They had got grant money. They're getting close and the email says that they got to think might be here by June. >> That's what they're going for is installation. >> This is my third new elementary school playground. I I think the desire the complainer coming in or the intent really is about especially those those students a few of whom we know are I think if not all of them are fifth graders that they get a chance to see it become the reality >> um before they leave and so that was another big piece of that >> you said you I'm going tomorrow and >> you're with the middle Clemens. >> Clemens. >> Party Friday.
036>> Dance party Friday. Clemens. >> Oh, you didn't know. >> I go to the dance party. >> I would pay good money to see you at the dance party. >> That doesn't mean I'm going to dance. >> Watching the kids. I do not really have >> that to me. That's great. >> That's correct. >> Okay. Moving on. Discussion items. District objectives. >> I think with school board Oh, no. That's deleted. That I was thinking that's you. I'm sorry. >> That's >> I misread. My bad. So, what I gave to you, which is not filled out completely, um that we're working on is we talked about last time with the Center for Educational Leadership, which is also where this 5D evaluation is coming from. A couple of things that they've talked with us about as they've
037met with us over the years is what is your ideal state and what is your current state? And we're still trying to figure out in some or get the right data of what those are. And you'll see some of that a little bit later too. And then what strategies do we look at um that are happening or plan to happen um the current actions that are happening and metrics that we want to take a look at. And so we continue to work at filling those things in and continue to bring the updates. And so last month we talked about um the continuing and enhancing programs that encourage regular school attendance across all grades. And I gave you kind of the the overview information of what attendance looks like, what the um student attendance percentage is,
038and how that relates or not to be looking at those students who are regular attenders and why that's important. And so then the next piece of the puzzle was to be able to say, so what are we doing? And so that's going to be our next piece of the puzzle for um our group to share with you what's happening um in our attendance world. I put the regular attender percentages on there last time and we're still talking about identifying best practices from other schools. Um we we have a group that's participating to some degree in the school administrators Oregon attendance cohort. um their strong work with Ross Davis at our local ESD at LBL and the coordination with the AASA, the um national superintendence group really goes back to this Oregon attendance cohort. they're connected
039and so it was really about so what else is happening in our schools that we can be able to add into this but also the board can know what are some actionable things that are taking place around attendance. So, I wanted to let them share and then we're going to take kind of the higher level of um the our literacy target um that we had to then be able to come back around next month to talk about what are we doing to to to make change and make movements in those areas. So, I'm going to be quiet and let them start to present. >> Welcome folks. Thank you. >> So um that but we started meeting about mid year. um the assistant principles just kind of talk about um what we're each doing and try
040to learn from each other because we were all kind of you know you're on your island and you're doing your own work but we knew there was a lot to gain together so you're have to have a clicker >> so sorry >> I can be um so so we um decided to try to get more of a unified message you know to kind of you know be hitting all the same things at the same time we were talking about our interventions, what was working, what wasn't, how do we support kids and families, and then we brought in um Ross Davis from LBL to kind of help and then get some ideas from other districts that other people are doing. Um what we started really focusing in on is um shared tracking systems so that we
041are all doing and tracking similar data. Um, we all sent out a letter in January, this, you know, a similar letter, different for each building, but same letter, type of letter, same time. And then, uh, we are all doing nudge letters, just hitting certain, um, groups of, um, students at certain levels to try to get them to, uh, just to know where their attendance is at and try to get kids, nudge them in. that where you had the school attendance letter. You said that went to everybody >> and then the other one went to those >> just identifyments >> and then really trying to work on some root cause because there's a lot of times a deeper reason why students aren't coming to school. So really trying to identify root causes and then some interventions
042that work best for different root causes. So we did that together. Um Ross has been really instrumental in that. Um yeah, so at the elementary and I talked with or emailed um Abby from CPS to get some insight into what uh they're doing um monitoring student attendance each month um for both schools. Um students in tier three would considered chronic absenteeism uh received phone calls from Mrs. Excuse me. And um then the SSD meetings for students with continual attendance challenges at PES were communicating with families uh to learn about barriers and regular attend to regular attendance. School attendance teams recently formed um aside from what we do as admin uh PS um recently formed a school specific attendance team where we meet once a month. Um we review data um known as the attendance action
043log which um helps us break them into groups of tier three. we kind of created a tier, tier two plus, which is in the 80 percentage. Um, and then tier two, the lower 80s. Um, and then tier one, which is universal for the most part. And then we're um, for incentives and such, we're using monthly um, incentives such as the extra recess. So we it's kind of a grade level challenge um thing and the grade level with the best attendance rate um gets an extra e test in the dance party and yes Mr. Beley and I do dance at the dance party and then um from a semester perspective um we're looking at for 90% or better attendance rates um we've done a human Sunday and human hot dog. Uh the human hot dog was
044pretty gross. Um I was one of those human hot dogs and even Sunday. And then the very first thing we did when we started this off with uh Eric as our new uh leader. Um we uh taped me to the wall with painters tape. I stood on stool but then they removed it and it helped. Um so they got they put it up. So it was a lot of fun. So you know um we have a good time doing it. It definitely looks different than at the other two buildings for sure. I think a lot of us wouldn't I don't know what motivates my >> and and SST is a student study team that's made up >> thank you um so it's made up of a variety of staff um admin our RTI team um
045teachers um and support staff as well >> can you explain to us what a human Sunday or hot >> so the human Sunday was um we sat there we're we wear goggles and they dumped um chocolate sauce, strawberry sauce, sprinkles, um that kind of thing. We put them in little cups, so we're trying to be um sensitive to, you know, wasting food and such. We definitely don't want to do that um too often. The hot dog was sounded better than it that was for me absolutely gross at the mustard rel. Um so uh um and then um recently we did a silly stream so we kind of trying to get away from the food thing um where they just they had like three seconds to pray the stream camp. >> Um yeah so it's a
046lot of fun. >> Are those kind of >> Yeah. Uh the uh okay so the extra recess dance party is that for the kids who are in the 90% or is it by >> No the the extra recess the monthly ones are grade level so I like yeah so >> so the kids who aren't showing up are still going to participate. Yeah, I think they're dragging down that >> right. Um and I think next is goals is what we're looking at. Yeah. So, we're going to continue monitoring effectiveness of the interventions. Ross is is a good help with that. Um building strong partnerships with families, right? It's really all about relationship um increasing awareness of the importance of attendance and chronic absenteeism. Um it's you know we wonder we want to make sure that parents
047do understand it may not seem like a lot when your child is absent. Um but it does make a huge difference of course in the level of success that they might be experiencing the pool and then our we hope Aragon spoke to increase our overall average attendance rate by 5% for next year which would put us really close to 80%. So you're so you have 75 now >> about five percentage points. >> Yes. Yeah. >> I'm a stickler on that. >> I would assume that if a family has multiple well kid each one of your schools would one assume that all of them have is it a family trend or is it do you see that? >> Yes. And I yeah, for the most part I think I mean there's always exceptions to the rule
048and depending what you know each child is experiencing at school and at home. Um I know we have a family right now where um we're we're new family to the district and we're struggling um to get them there. Um the daughter has shown up three times more than her brother. Um so for whatever reason that's something that yeah we'll um you know through the strong partnership building and increase the awareness and and learn what is that barrier that's holding but one would assume that if you have a third grader and a kindergarten starts there might be somehow trying to work with family for that kindergarten but they're a sometimes it's a parent issue getting the kids >> right as well. So, it's >> Yeah. And that's what we look at. Yeah. That's one of the
049barriers that we look at. What's holding them back? Um, and some of the things that weren't included um in the previous slide were like home visits and such as that's a pretty powerful question. What of the chronic absentee kids, what percent would you say is, you know, the kid versus, you know, the kid just has tantrums or anxiety or whatever, refuses to go out the front door versus the parents are just >> I don't know. I mean, I think um but that would be really good to break down that data and ballpark level 8020, 5050, 2080. >> Yeah. >> I see we have your guys. >> Next slide. Yeah. So this is the secondary status of the middle school and the high school. So right now we're having family meetings to determine the root cause
050of tennis issues. We're doing home visits. We're also evaluating daily who >> who does the home visits. >> Okay. >> And do you find that the families are open to that? >> Um sometime they talk to us about windows. >> Oh. >> Um things like that. Told us to come back other days. >> Yeah. So, you know, it worked, but I think it's been effective. >> Has it? >> I think so. We know where they're at. >> Right. >> Uh, we're evaluating data monthly. We're tracking the interventions and their effectiveness. We are do we have attendance messaging and our newsletters. We also have morning announcements and posters trying to to promote good attendance. Uh, we have collaborative meetings with families. We're also we have attendance lessons that we do with our we have our teachers
051do to help teach kids about good attendance habits and we also have attendance question. So, if a kid I don't know, are there still high school kids that can be going to take an LD class or do they are they affecting the attendance or are they count if they're going to another class? Is that dropping your >> Well, they're not classes at LB don't have daily attendance for us. It's it's in their schedule and we get a grade four from LB for it, but they actually aren't in our attendance for that. It's just that they have a class here at school that they're coming. >> But if is there I guess Okay. So you come to school part still counted being here >> in Yeah. in the morning. It's um my understanding is the ADM
052is figured out a little bit different for classes at LB. There's a a formula. >> I just want to make sure that we weren't marking somebody like bring the attendants down because they're going to it's tracks differently. Good question. Uh, okay. So, Academy, their status, uh, they have newsletter communications that go out. Um, they're also doing individualized emails. They go home regularly. They they have hybrid requirements that, uh, basically in order to be online and at home, you have to have 90% better attendance. Um, >> otherwise, you have to be >> Exactly. Exactly. Uh they have mediation agreements similar to collaborative family meetings. We're meeting with families to really figure out what the root cause is and figure out if any determine any barriers. Uh individual calls home at every absence and they have monthly
053drawings for incentives. And there are our goals. We want to continue to look at those interventions and how effective they are. Uh we we also want to just really evaluate our systems for tracking and monitoring progress. So there's a lot of labor that goes into the management to keep that data up. Um and then we want to build capacity within our school teams. So we just want to build bring some confidence and having those those conversations around tenants with all staff and then developing continue to develop and implement plans to support those students that are below 80% so severely. So, moving into next year, we have one more meeting. Ross um is going to come to our meeting and we're really focusing in on what is our building goals and what is our district goals
054and trying to really create some action plans around that uh with Ross. That'll be next month I believe. Um these are the three or the four things. um monitoring effective interventions, building capacity, strengthening partnerships, and increasing awareness in the in families. Um those are the things that we all kind of have in common. And at this point, we're looking at kind of meeting our district goals and what we're working towards as a district. And then how do we do that in our buildings individually? >> That's great. Uh two questions. Um, if we look at our the data like the regular tenders or just the attendance rate from today versus 10 years ago or 20 years ago, it just the same situation or have things gotten better or worse? Do we have any sense of that
055kind of a level >> worse? Yeah, by far. >> But that's anecdotal and I'd be curious what I know there's state initiatives going on in this. So maybe we just ask the OBA or somebody who uh um state board of education because I imagine that data exists anyway. It just emphasizes the importance of this if we are on that kind of trend which I think it seems like we are but it'd be good to see that not just our local but the kind and then the second question this is all great stuff and this is exactly why we board you know put this as one of our five objectives for the year is it working I mean do you feel like you're making even you know marginal improvements I know for us with our school
056attendance team because just and it's only been recent But with the data tracking um that we're doing, we do we're we do see improvement with with some students. Some students who are doing well in you know in the beginning are are slipping. So I just think it's a very fluid or thing because I know this is a very like it's a very macro picture. It's really easy for us to look at like our school districts and this but I just want to take a second to recognize that this is so important at a student by student level and I appreciate the fact that you all are taking the time to really I mean just if one child >> has better attendance because you showed up at their window >> or because you had mustard I
057think that's a a step in the right direction and I just really appreciate the initiative for you to recognize I want you to recognize it we recogonna say something similar to what Erin just said. I to be honest with you, I didn't know you guys worked so hard on this and I think it's wonderful. I really do. And I imagine I don't even have to imagine it can't be easy for the families and parents that are resistant to hearing what you have to say about that. Um, and probably the students as well, but I appreciate your efforts. I think that's really awesome because they need to be in school. Thank you. I think when you're tracking this, I don't know if it's worth tracking, but I think it would make our numbers look better if
058you took away the illness as part of that. I don't know how you'd separate that, but if you the numbers are probably look better. I mean, I know like our kids are in elementary school. It's horrible. They're sick all the time. >> Yeah. >> And so the numbers might be >> they're still not here, but you also don't want them here if they have or fever or something. And so when you're tracking numbers, my suspicion is these numbers would all go up a few percent if you took away the illness. >> Could you just literally >> Well, I was thinking that too is that this factors in sick days and all those things about their attendance history. So yeah, it's a bit subjective. and do they feel like you're able to move the needle at
059some level? >> Yeah, >> I think the needle we're moving is just more awareness. The number is not necessarily yet, but I'm looking forward to some reason. >> I feel like, you know, I've made we've made a difference here with a few families with our plans and our conversations and stuff and I think that's helped a handful of kids. Um the big picture I don't think we've moved the needle much at this point but >> as said you've moved it with those families and that is progress. >> Yeah I mean obviously be better if we had you know macro movement but we're just even micro movement at this point >> progress >> especially since we are in the early stage. >> Yeah and I think the planning and and being real purposeful going into next
060year and and having some messaging kind of set up prior to the beginning of the year. I think that's going to help too. I think too the nice part about being um too small to be big and too big to be small is when you talk about those kids that are sick, it's really easy to take a look at the list of those students that are below that 80 and say Susan's been was was out with some she had pneumonia this year and she was out and so we're not going to go visit that family just because Susan's at below 80%. % and these individuals make the time to look at that to be able to say we're not just going to take a number and go visit everybody based on a number. Um we're
061going to take a look at an individual and I appreciate that always >> speak to that real quickly. Was it February? >> It was it was our numbers just tank because of that >> 58. >> Yeah, it was 58%. That's the number I saw. >> Yeah. >> Had a particular day open the whole time. >> Uh well that was a middle school for the month of February. >> Yeah. I heard she had I think had 26 kids in her class one day and she visit 17. >> Yeah. Yeah. >> It was nice to start with Friday trying to say something about 43 times at this point. So, I'm just going to butt in. Um, I hear you talk a lot about whether the interventions are working. My question is, how are you arriving at those
062interventions when you haven't completed the root cause analysis work yet? And I know it's constantly evolving because it depends on the kid and it depends on the family and it depends on the situation. But I know for a fact in our district that we have a lot of kids who don't attend. And this is based on things that have been said in the halls of this room on many occasions. My lived and known experience is we have a lot of kids who don't feel safe going to school in this district. They go to school and they're getting bullied. They go to school and they're having a very hard time. They go to school and their identity is not being honored by their classmates, sometimes by their teachers, etc. So, how can we in good conscience
063tell those kids, "Well, you should go to school anyway. You're just being a delinquent. You haven't shown up. Why are you the one who's bringing down the average in your class that they don't get to have their party because you're not in school?" So, those are really hard questions. And I know I'm saying that very aggressively. Um, but it's vitally important. These are the kids that we lose. These are the kids who fall through the cracks. These are the kids who go home after school one day and never come back to the schools again because they're gone. Um, and I bring it up in meeting after meeting after meeting. And I just I'm going to keep bringing it up because that's why I'm on the school board. It's the closest thing to a personal agenda
064that I have is making sure that those kids come back. Um, so I just want to raise that. And if we don't know why these kids are not going to school, obviously we know sometimes it is their parents' fault. It is illness. It is that they just don't want to go. But I think there are some really deep big issues that we it hurts to see them so we don't want to look. Um and as a parent who has almost learned that lesson a really really hard way. Um I just want us to make sure that we're all very aware like we have to watch out for those kids. Um sorry that was very big but I think needed to be said >> but I think that is so I >> very clear point uh
065but I think that is why you have the interventions to get with a family to understand what is the root cause >> sometimes we just meet with the kids like if they're absent quite a bit we'll the counselor or us will sit down and meet with them and see if we can figure out what's going on. Um, sometimes it's a dynamic in a family. I I had one where they were the child was being woke up in a way she didn't like it and there was a and they had a reaction as she didn't want to come to school because of all the anxiety from just waking up in the morning. So, when we were able to sit down at a family meeting and work through the root cause, we were able to come up
066with a plan like we're going to open your door here. No one's going to say anything. and I followed up I follow up about once a week to see if that plan's working. So I you know we start out with the student here at on campus and try to figure out what's going on. But the root cause and these meetings have been really successful. I will say they don't always change behavior but um the child's feeling safer coming. They're feeling safer at home. They are the anxiety levels come down. So I think that's a success. I just got here. >> So, and I have had meetings like that some of you. So, I do appreciate your heart on the topic. I know that's why I felt comfortable saying something. Also, I maybe I should preface
067that. Got a long lovely relationship with you all, especially a couple of you up there. But, um, yeah, I just I I get especially sensitive when it does start to feel like maybe jokingly we're using negative language to talk about kids who don't go to school. So, so I just not bring just want to make sure we're being really careful around that. Um, >> sometimes kids really do not >> a lot of the time the kids want to be here. So, >> thank you. >> Um, so this great in the table here we have the the data um the metrics and the question mark. So, I heard that primary or elementary is 5% points. Um, I would request that maybe by next month we have a goal for either districtwide or by school or what
068have you. Um and granted it's a goal. I know it's no guarantee we'll hit it but give us something to target and but let me just acknowledge your work of course. Uh but let me just a bigger perspective acknowledge the whole process. I mean this this is this is just excellent because it's exactly how it's supposed to work right. The board got together and said what do we think are the you know what are we hearing from the community? what do we think the great priorities are in terms of what the school should be focused on. Um we came up with these five six objectives with the superintendent and then through them obviously you mobilized them and one of them was you know continue and enhance programs that encouraged regular school attendance across all grades
069theme was formed you guys you know did some analysis of where we are you've got plans in place um you're measuring that you're reporting back here this is exactly how it's supposed to work so well done you Susan and to the to the team and and just be focusing on this really critical effort and I know it is a thankless task Because you know it's tragic we have any kid who doesn't feel comfortable here or parents can't get that it's the reality >> thanks >> thank you thank you for your heart >> yeah they're there >> okay and then you wanted they start talking about reading. >> Yes. Um and so I started putting to and and really that falls so it falls under the um uh develop a program where teachers at all levels
070identify students at risk of not graduating and provide supports across all future grades for those students. And so a part of I mean because we didn't put literacy in there specifically of its own >> of its own ilk. And so, come on. Where'd you go? So, again, I put together, thanks to Emily and Molly and Carrie, I didn't get middle school. I was I was too late requesting. Um, that I took a look at. If we take a look at this up, if we take a look at state assessment scores and I took them from 23 24 and 2425, so last year and the year prior, and I took a look at the percent that meet. If we look at just those state assessment scores, what we are seeing is a comparison of kids who
071were third graders in 23 24 and then how did the students who were third graders in 2425 do and so you you never get the same students in a cross-section to be able to look at. Um, that's why I put the color code in to be able to say if we're looking at the kids that were third graders in 23 24 who were fourth graders in 2425, can we see anything that might give us a modicum of some information there? The other piece of the puzzle is when you look at participation rates and our participation rates typically at an elementary level are pretty good. Um we had kind of anomaly in 23 24 at the elementary level. Um excuse me. Our middle school is really surprisingly good in its state testing participation. High school grade
072levels take. We maybe have 25 30% of students who participate. And so all of a sudden, these numbers, the fewer students you have that participate, don't give you a complete picture of how students are performing. You just can't get it because you don't have all your kids involved. And so, um, and it's interesting to look at. I haven't looked at it lately, but you know, some people would say, well, it's those students that don't perform well that that don't take the test. And sometimes it actually has been those students who perform quite well and they want to prepare for their AP tests in the spring and they want nothing to do with state testing because of their AP tests or because of other things like that. And so you know what what are we doing
073to skew the mark one way or another? So if we were to rely on this and a one-time test at the end of the year, it doesn't give us much. So to go back to being able to take a look at the benchmark testing that we're doing through our response to instruction and intervention program if you and the green I put in here was those where we saw um gains or losses and I'll talk about those in the appropriate directions. So at Clemens Primary School um the benchmark testing happens three times a year. So for fall and winter, what you want to do is change your number of students who are low risk and grow that number. So you want more of your students in a low-risk category. The reverse of that is if you
074look at high risk, you want the number of students in your high-risk category to go down. And so those are the kinds of things that you're looking at. So across fall and winter, we can see some pretty good things at a kinder level um that that are happening. What we start to take a look at the the low risk in first grade for early literacy stayed pretty much the same. It dropped some and we had a little bit of a a gain or excuse me of of a a drop here at high risk. And so that gives us some cause to be able to take a look at what does that really mean? What does that tell us? And Emily can tell me if I wrote it right. Um, so it's second and the interesting
075part of looking at second and third grade because you'll see that what Molly gave me in terms of data for second and third graders is different than the data type that was given for fourth and fifth. And I liked it really well because what it does is it gives us two kinds of two different pieces of information and it causes us to ask what is most actionable and and what do we really want to grab a hold of? So, in Molly's situation with the the um second and third graders, she said in the fall the average of all the students when you took a look at how everybody did, they scored an average at the 47th percentile. In the winter, they scored at the 50 55th percentile. So, gain um again fluency 32nd percentile to
07651st. uh accuracy 89% to 95%. Same kind of thing with third grade. So we can take a look at an average uh percentile ranking of all students. What it doesn't tell us is who are those that are high high and who are those that are low low and what do we need to influence in that way. What I got from Emily in fluency and comprehension was again the risk. So, we've got 68% of the students in fluency at fourth grade that were low risk and 58% in the winter were low risk. Why did that move in that direction? >> Let me tell you, >> go for it. >> The benchmark, so it happens every year with every system we've used. They have to read like 103 words per minute to be at benchmark in the
077fall and then they typical students would be making growth throughout the year. So if they start at 103 or what 103 in the fall, they should they expected growth would be that they would reach or read a faster pace by winter. And so that that jump in STAR, which is what we're using now, or I Ready or Dibbles or everything we use, that fourth grade fluency is like a is a very steep curve. And so it's like 103 in in September, it's 123 in January. And that is a that's a lot of a steep increase. And so every year at fourth grade between fall and winter like a smack in the face when you sit that meeting your data looks really rough but it looks way better than spring. >> Yes. So >> it does.
078>> It's going well. Is the spring metric the same as the January? >> But you you deal with the whole year. You >> we these are our core review meetings or data for so we'll have this in September, January and then last week or two of the school year. But then if we're talking about any of the students in the low or sorry the high or with some risk if they're in interventions we meet every six to eight weeks about those students to evalate the interventions working. We have another meeting tomorrow and yes the fourth grade smack in the face every January. >> Yep. And I noticed I that's you're right. But you look at still we've had change in some change in the high-risk category going in the right direction. But when you look
079at comprehension um you can look at some pretty significant jumps in some different places. And of course I didn't highlight the sum because that's yeah it catches you all kinds of directions. So, the reason that I brought that up outside of the state assessment is what we're talking about then is getting measures of how students are doing and how all students are doing. So, they don't have that opportunity to opt out. Um, and it's real time. And when Emily says they're they're doing interventions and checking in on some of those kids um that are that are especially high risk and some in the some risk and what is it we need to do to intervene and do we need to up the ante with some kids? Do we need to lower it with others? And
080and how do we look at that and continue to move? So the nice part about this for and middle school also has it and they said we can get you information on Friday. I said, "Okay, that's fine." Um, because we'll I want to come back around also. But, excuse me, the the the general notion of being able to take a look at student data more often, get it to an individual, but also to be able to look at where things live in real time, um, makes an incredible difference. the state is wanting to move this direction to start looking at the local assessment that we do on more of an ongoing basis to be able to look at improvement, which we're kind of saying it's it's time um that that this should happen, but we
081we know that that the lynch pin on this is the the data is exponential that says if students aren't reading at grade level by third grade, they're their risk of not graduating from high school trends up incredible. So, um it's really important that we work on this and not just stop it at third grade. So, the the since we started the program, which has been seven years, I think >> I've had my job for six years and Molly started two years prior. >> Okay. So, so eight >> and you're you're not a class of teacher. You're >> No, I were a fourth and fifth grade RTI. >> Yep. Um, we needed to move it up. And the whole notion at that point in time, some of the biggest work was and and this is constant
082across everywhere until kids get to fourth grade, we teach them to read. Once they get to fourth grade, >> they read to learn. So, learn to read versus read to learn. And you could you can see that there were teachers that would come out of teacher school saying if I teach fourth and fifth grade I don't teach reading. And that's not everybody but that that and so it also was the getting back into um how do we encourage taking kids where they're at and moving them where they need to be um without so without the saying I I don't know. I'm not supposed to be a reading teacher because I teach fifth graders or sixth graders or or whatever. And um there's really been some some robust help and changes that we can watch um
083in real time as students go. So that was kind of the ground and the idea that we thought we would just continue to come back around with groundwork and then what's happening on the ground and and keep working our way through. So that's what I have. >> Okay. Um so I think same question like we had with the attendance start talking about setting an actual methods target. >> Yep. >> Um but you know Yeah. Yeah. Last month you gave us this kind of teeter in attendance. That was great. Then we got Peter D today and so you um uh so I would say we come back to that one uh next month. Also, let's pick another one that we then get our start. >> Yep. >> Um I'd like to see the one around the
084connect a student with an adult. >> Yep. open it up to there any other ones that you want to make the pretty priority. >> I think that that one is a fundamental. >> Yeah. >> And I I think a lot of that already happens but again that's what you'll share with us but I would really really really like to see that super formalized and I know we're the year wrapping up but if we could get it fully mobilized for next year >> would agree. >> Okay, we're good to take that one and then next month we'll probably do the CTu. Okay, great. really see that we're focusing on that. Yes. Thank you. >> Okay. The safety procedures back to you. >> And the safety procedures did not get as far as I had hoped because
085of spring vacation and life. Okay. >> Um but they're still going out to I shared with Emily and and Alice and um things have kind of gone out. It was the same stuff I shared last month have kind of moved their way out. The other piece of the puzzle that has changed for us has to do with working in enrollment. That kind of caused me to back away a little bit because um there are uh some things that we were able to look at in uh our enrollment processes that follow um what's the word I'm looking for? sanctuary state sanctuary law. For instance, um uh solely relying on the collection of a birth certificate as representation of student age. We've looked at shifting that um to not have it specifically have to be a birth
086certificate. Um, uh, on the form that we have, there's a piece of information that says, um, uh, list that that's your employer. Who's your employer? And it has a space that says not currently employed. And then it has space where you can list it. And there are not the the red asterisks that say you have to fill it in. But if you don't know that that red asterisk is there and you feel like you need to fill it in, we added something in here because it's not required that said I decline to provide that information. So given what we were looking at with that in order to roll it together, I slowed the role. So I want to come back around um to be able to do that, but wanted to give you the update
087of where we are and why. >> So that's May item. >> Yep. Okay. Anything else on that? Anybody? >> Just I I just want to touch back and we did talk last month about how there are procedures and that the individual buildings have been on that. >> Yes. Um and so as far as just making sure that that's all levels on the >> agreement how that's going. I just I want to ensure that >> I have not yet with our admin group just in terms of making the adjustments as we got ready to open up online enrollment registration and making sure the stars align but that's on the list >> and and keeping in yeah people I will >> okay I added that for the meeting we'll make sure back on the Um so we
088did a Google form and we had responses and it um very successful. We got a lot of different responses as well as from thuds. um major like there's two major things the bullying and the discrimination is still very much here and I'm thinking that we can like do home room activities put up more home activities and uh the bias incident before maybe like repop popularize that as well as maybe like put up make posters and put up stuff making more awareness of bullying and encouraging students to say something if they see something. Also, another one is better and more diverse electives. Like I heard I saw something about like a sociology class, psychology class, more welding classes. So maybe that's something we could like have a survey about before forecasting again. Because have you have
089>> forecasting has already happened is it not? Okay. Yes. For this year >> be interesting to hear if there's any kind of consensus around what the student would prioritize. >> Yeah. >> Of course it all comes down to funding. But if there's, you know, Yep. >> 100 out of 400 kids would really love to take a particular class. >> Well, we know we could teach foods 247. >> Yeah. and still not be able to get everybody in it. >> Yeah, >> I I should have realized I know there a couple out there. I should have known. >> Yeah, broadsp spectrum life class still need to know. >> Yeah. Yeah. Be you brought that up. I don't dis I don't disagree with that, but I uh I would I'm curious how the uh what would be
090the interest. I would hope it high, but you know. Yeah. Anyway, >> when I put on here for next month to look at um our student services report. Hi Kelsey. And um >> why did you sneak into >> Kelsey? Kelsey has brought forward some really um good ideas in terms of uh utilizing the house that's set up now for our transition program, but being able to also open that invitation for other students. um and is also looking at um school programs, especially at our middle school and high school to be able to address life skills with kids. So, um I there's there's some pretty exciting movements that um are on the horizon. >> Can I jump back to I had a question? Um, so you surveyed students. Um, and just based on your report, I'd
091like to invite you to maybe come to our district equity committee and speak about the student survey. >> Want to make sure to help connect with you. >> Good connection. That would be great. >> Good connection. >> Okay. >> I also put student representatives of the board on there. >> It was a different topic. I'm glad we covered, >> but I'm glad you got it. um is it's that time again to think about our student representative to the board and um if the board would like to continue that tradition and trend um I can reach out to administration and ASB and also include Laney and Maggie just to be able to get some ideas and insight um to be able to start a process for next year. So one thing might a thought talk about
092our survey for our class. So it might be a way to entice and daily attenders if they students thought they had a say in some of their activities. So that may be a way to connect. Especially in high school, if if there is a you know a certain number of kids, if the kid people can vote, the students can help forecast another elective thing, it might get some of those people enticed to come if they think they can participate in what they're >> and as far as the um student representative to the board, I would personally love it if we could keep things going with the timeline. that happening this year rather than in fall where >> that was. >> Yeah, I would I would agree. Yeah, because we were I think the last couple
093weeks of school were saying >> that was too late, >> right? >> Yeah. Yeah, that was >> if I could put it on the agenda here in April. >> Yeah. >> Um I brought that because I think I think Maggie's been on it two years, >> right? >> Yeah. So I made that quick address. I I really think we should turn it to one terms just because I think it is a pretty pretty keen position and to just give a diversity of opportunity to other people. I mean if you really had no one else applying well then consider >> we two people doing it the first time just so you know. >> Yeah it's good too because of >> yeah conflicts. I I get that right. >> Yeah, >> right. I just think you know
094you don't get to be ASB president more than once because it's only seniors. Right. So I Yeah, that would be people have contrary opinion or other opinion on that. Yeah, >> I agree with that. >> Yeah, I mean it's it's a pretty fun assignment and it's a great resume builder, but I don't know that one year versus two years makes any difference, but it gives someone else an opportunity. >> Sure. >> Great. Uh and it it's we open it to juniors and seniors. Yeah. Yeah. >> Okay. Great. Um, so you'll work with the high school. >> Yep. >> I just want to make sure we were still >> Yep. >> wanting to go that direction and >> Okay, moving on. Action items calendar for next year or the following year 2078. >> Yep. Yep. We
095put out uh to staff survey information and asked one question about 26 27 and because we knew we could come back around and that question was uh because we're starting before Labor Day with students in that calendar we said um do you want to start on Monday? Do you want to start on Tuesday with students? If you start on Tuesday with students, there's a day added to the calendar at the end of the school year. Um, the idea was to ask about, do you want a shorter week in that first week of school instead of coming back to a five day week? And the overwhelming response was, I don't want to add another day in the spring. Let's go Monday through Friday. Okay, we're done. We're good. Um, we >> Oh, yeah. H I don't
096know that I have it. Do I think >> it is? >> But but 27 28. >> Yes. Yes. Yes. >> Wait. >> She got it. She >> Okay. Okay. Go ahead. >> Yeah. My only like that's great. So will the class will start the 30th for the like start? >> Yes. >> Have classes. Only only question I had really was surrounding that Veterans Day holiday. Veterans Day that day that that year on a Thursday, which means you're going to have school on Thursday. Just I'm just I just curious about the like logistics of that. I mean, obviously we have the >> Yeah, that was the case this year, too. >> Was it? >> Yeah. It was weird. Yeah. Typically what we do is we put it on an actual holiday or I mean in that
097case we can but yeah but but >> it could have been I just it struck me as that since on Thursday and then we'll come back for a half day on Friday I would suspect that it will probably be a fair >> that would be my guess. I I obviously with the earlier discussion about the different or the hour requirements and the all of that we needed to have our hours but I >> Well, good point. >> What I would Yeah, because I I I didn't I right over that. I would say pick a Friday to make it a whole day. >> Yeah, >> pick any other Friday. I mean, we don't have to have it's not written in stone. Well, I I hope it's not in the teachers contract that every single Friday has
098to be >> No, we've done some we've done some full Fridays and we've done some happy birthdays and >> Right. I think you make I think it's a great combination to have a holiday uh uh on a Thursday and then have day Friday. >> Yeah. What does the last day of school >> the eighth day? So if there was to be makeup, it would be on Friday, not Monday. We come back one come back. >> Yeah. >> Uh yeah. So I I mean if we're talking about just if it's just a half day then I would say just make one of the Fridays because I don't think teachers want Friday us to add a Friday and then have the the non- studentent day be Monday. That's >> y so >> um for August 27th and
09928th we asked a series of questions also and I've yet to be able to get the answers out to staff um beyond the the um the draft that we have here. Um, again, we're looking to start uh with students on the Monday before Labor Day, so August 30th, and that would be that half day for um those those key grade levels. Um, a couple of other questions that came up. Um, one of the one of the big ones had to do with conferences. And, um, it was interesting because we had some people that said, "If we're all online, we don't need conferences anymore. And it's like, oh no, the the purpose of conferences is about parents and teachers being able to be eyeball to eyeball and see one another and and have a conversation and
100establish a relationship. So the relationships are really the important part of the conferences. Um so we're we're not going to get rid of conferences. The struggle with some is we did a survey of our families and it's been a number of years. It might not be a bad idea to do it again. um that that families overwhelmingly said if if one group of students are off, we want all groups of students off. So whereas October uh uh 28th and 29th, 2027 are desired days for elementary conferences, middle school, high school want them earlier, especially the middle school wants it earlier in October so that they can have conferences with families before the end of their grading period. so that students can begin to get work in and change behavior and make things up. But because
101of the families being able to say if one group's off, all groups are off. Um we've kind of been stuck to that. So those were really the biggest questions um within the context of the whole thing. And there were certain pieces that we said we really can't shuffle things around um because of the input we have on other >> sides. Yeah. When you know my kids went through the district, we had some times the elementary kids were in and the high schools weren't and vice versa. So there was this push. I don't remember when it actually happened but um I know it's been consistent now since then and it makes a lot of sense. But I do acknowledge that does mean you extended the school year and you basically are giving a couple of extra
102days off, right? So that's what we paid for it. But I think it does make sense to not have half the district in session and the other half not student wise. >> Yeah. >> So yeah, if we continue that trend, I think that that personally I think that makes sense. I don't have kids anymore in the school district, but I would think most parents. Um, and then so I think we're all aligned. We we would just not have school on the 12th of November. And so do we want to just pick a day that you would make the full Friday or do you want to take it back and then come back for a a vote next? Um I can bring it back because we can take a look at too um uh >> however
103you want to address >> what other things are happening within there. >> Uh then we can make sure we pick the right setup. >> Yeah. Good. Okay. So we'll defer this until May. >> Okay. >> Is there a way you could send us the calendar that's colorcoded because the one in the packet is not I have no >> color coding on it. >> Yep. We can do that. So, it's kind of hard to I can do that though. Okay, that'd be great. >> Did you download the packet and >> I'm live. I'm on the board on track. >> Oh, you go to track. >> I can't get into it. >> You need you need a 12-year-old to help you. >> Do you have one? >> Do you have >> I don't I know there's there
104like 400 of them here in the school district. So for 120 of them when you open the calendar choosing for the Friday that's a full day a lot of times they have class that would be a great day to make it a full >> when they're doing the assembly class party whatever >> which school that like does their dance party Friday on Friday make that a full day that's the reason they make the choice to do those Yeah. >> So, yeah, we'll we'll >> honor our group and figure out a day and >> I just wait. >> No, no, it doesn't it does not any any person looks at that. So, >> I Okay, so we'll defer that on that basically just right. No one else had any other employee we should add. Will they
105be done see there? says the farmer. >> Okay. Excellent. So my good um policies we're gonna we were going to defer action on those. Um Michelle, I assume that was mostly you who did all the cleanup. my two nothing significant, but since you're going to bring it in, you grab what it sounds like. Um, >> um, we have the appeal procedure comes before the right to appeal. I mentioned it before >> and now it's moved. I moved that just yesterday, >> but we knew we didn't have time to get it out. >> That's fine. But that's >> But the right to appeal should be first and then the procedure down below, right? that silly, but and then some of the titles are bolded, some aren't. So, we can >> put that >> and there was
106part of the form in there that shouldn't have been in there >> because that's I saw the form in there. Okay. You don't think it belongs? >> There was in the in the text um before the form was presented, there was part of an older form in that I just needed to get rid of. So, >> Okay. All right. All right. So, been playing and then you're >> um but what's what was main? You have another reason >> um we >> with the new bus >> the we're getting with a new bus contract. We want to make sure that >> our rules >> if we're going to look at that >> that that we might as well run it all together and and make sure that everything aligns with the new contract. >> Great. Okay.
107So, >> so it may actually be June. I was just going to say I'll put on from May you and I can check our meeting if they get pushed through. >> Yeah. >> And you're you're talking about this student conduct on school buses. >> E ACC. >> Why might I have actually got it right? >> Huh? Well, I should have. You did that, right? >> Yeah. >> I did. I I norally have the thing I would check. I need to check. I'll figure it. >> Okay. Um, moving on then board recognition. >> I want to glom on to the recognitions that were in Susan's report, superintendent's report um for teachers and nurses and assistant principal and I. So thank thank you all for all the work that you do and for our dedicated meeting attendees.
108Thank you. >> I assume we have all feature distribution. >> Yes. >> I'll check the board. >> Okay. Other board. Great work on the poll. That was impressive to be able to finally get that done and to have it be so successful. That's great. >> I now that I'm retired, I'm pretty consistent about swimming three days a week and I'm always sharing a lane. So, it's popular. It's pretty well. >> And hopefully the fil I remember the filter cartridges for like Yeah, something like that. So, hopefully >> 10,000 versus 5,000. Hopefully that helps you know. Yeah, it's that was a win-win all around. Yeah, very very much a win. >> All right, next meeting agenda. Um, so this is what I have been capturing. Um, well, you have some things in here. Yeah, the district
109objectives. So, of course, and the Okay, student service report, facilities report. That'll be where we are on that. >> Yep. >> Okay. In addition to that, we have uh hopefully the busing contract that you think that's going to be ready by >> uh we hope so. Okay. If if not, that's good. >> We Jennifer and I set up weekly meetings with um with their representatives so that you know if we need them, we need them. And if we don't, we don't. We figured setting them up once a week was smart just to be able to make sure that we had dialogue. >> Okay. So, the busing contract and the buffing policies placeholder for May. See, um the superintendent evaluation um we are at that season. Um I need to go. There's actually a webinar about
110them make but I will go research. I've done those before. Um but uh did you not get one last question? >> We did not do a formal >> so we definitely want to make sure that happens this year. So I will bring forth the proposal and the plan of how we go about that. uh the safety procedures get back to that and basically um uh you know has it been fully deployed if I went into any teacher admin and said here's a scenario show me how you'd respond and that they all grab the book and blah blah blah >> yal >> and then the calendar is my last item >> and I would like to make sure that we add in the report section our student representative to the board having an opportunity to >>
111I I have that same note If I made that note for OEA reports, not reports and AF report. >> I think that's great. >> Yeah. Okay. All right. That's next month. Um, any board thanks or board requests? >> Oh, I already did mine. I got confused. Woohoo. Thanks everybody. >> I think we could probably combine in future board recognition and board thing. >> Um, I wanted to say something. I've been on several committees now and uh I just want to say thanks to everyone in this district that makes all this work. We have some incredible people that often do what they do kind of behind the scenes. But um being on these all these different committees, we have such a great district and I just want to thank everybody that that makes it as great
112as it is because the school district is I certainly yep I will certainly uh mimic that. I would also I'll just comment I want to just show my respect to this whole board. Uh we've seen him sometimes it's school board, sometimes it's city council um can be extremely dysfunctional. Um this board has respect for everybody. There's clearly a commitment to doing what's right for the student and the parent community. Um, and we clearly think we're well work well together to move things forward. So, um, I I' I've personally never been a part of a highly dysfunctional board, but I've seen them and they would be pretty miserable at this time. We're nowhere. >> Well, and I think you could take credit for leadership. >> No, I know. I know. >> No, not at all. I
113know. But yeah, but um you know it's it's with your leadership that we are successful. >> Yeah, it that's very very small part the attitude everyone brings. >> Okay. Anything else? Okay. Meeting adjourn at 8:44. >> Thank you. >> Okay. So relook at