001into order. Um, we are going to start tonight with uh staff and school highlights. So, Charlie, >> all right. Thanks for having me tonight. This is always one of my favorite uh events of the year. It's an opportunity to recognize one of our students and a couple of our phenomenal staff members. So, um first I'm going to introduce our student. Um and so say at this time I'd like to introduce Lucy Stones as Washurn Rural North's shining star award winner. Lucy is a seventh grade student at Washurn Royal North and is certainly most deserving of this recognition. One thing that stands out about Lucy is just how well-rounded and active of a student she is. Uh this school year alone she's participated in volleyball, basketball, track and field, orchestra, scholars bowl, national history day, battle
002of the books, and the first ever Washurn roll north talent show. Um she's so involved in fact that she is not here this evening as she's uh currently running a relay at our track meet over that's being h uh hosted by Washman Roll Middle Middle School. Uh she's not only participated in each of these events, but has shown an aptitude for a high level of achievement in each of them. Lindseay Dowel, our Washman Roll North gifted facilitator, shared this about Lucy. She said, "Lucy embodies what it is to be a WRN Raven. She is highly driven and mature with just the right amount of middle school kid enthusiasm. She is thoughtful and kind and is a role model for her peers. She isn't afraid to speak up and stand up for herself and others. She
003works hard and strives to do well in school. Her competitive spirit and pride in her school make her the ideal teammate. And in fact, Lucy is a joy to know. So again, through these traits and others, Lucy has been a leader among her peers in the Raven Nation. And so again, it's my pleasure to introduce Lucy Stones as the recipient of Washurn Roll North's Shining Star Award. >> All right. All right. At this time, I'm pleased to introduce Mr. Lou Aush as our classified all-star award recipient. Lou serves as the lead custodian of Washurn Roll North and has done a phenomenal job keeping us up and running throughout this unique school year. Being a lead custodian is a challenging job in and of itself. But being the lead custodian of a brand new building with
004all of the quirks and kinks not quite worked out is a monumental task. Lou has not only risen to the challenge, but has done so always with a smile on his face. One Washurn North teacher said this about him. Quote, "One of the things that stands out most about Lou is the gracious way in which he serves our school community. when he does something for someone in our building, whether it's getting more chairs, cleaning up a spill, or moving very heavy items from one spot of the building to a place that couldn't be further away from its current location and still be inside the building. He does it with such kindness and grace. Randy Stones, our media teacher, said, "Adults and students alike respond to this manner of his. Kids know his name and know
005he cares." In the first ever Washurn North yearbook, a sixth grader chose Lou as his school hero. citing that Lou stops to talk to the student and his friends every single day at lunch. Our publication students, Randy goes on to say, are working on a project for the WRN staff uh video right now, and one of their priorities is how to work Lou into the video. He might be tired of posing for photos, but the kids would never know it. We are so blessed that Lou chooses to call Washurn Rural North home. And I say indeed, we are blessed that Lou chooses to be a part of the Raven Nation. So, please join me in congratulating him as the recipient of our classified all-star staff award. Excellent. >> All right. It's now my distinct pleasure
006to introduce our certified all-star award to Mrs. Terry Heim. Terry is one of the first people I met when I arrived at Washurn Royal Middle School four years ago. And I was immediately taken by her warmth, kindness, and the genuine care in which she approached her work as a reading interventionist, working with our students with some of the greatest needs in the building. In addition to her calm demeanor and gentle approach, she is a master of her craft like no other when it comes to literacy instruction. It is not hyperbole for me to say that she is a legitimate titan of our industry and has changed the lives of countless children through her expertise. Dr. Ryan Fullerton, the Washurn North instructional facilitator, shared, "Terryheim goes beyond simply being knowledgeable in her craft. She is a
007legitimate expert in literacy instruction. Her expertise has led to her led her to be an asset and leader not only within our building, not only within our district, but on a national level where she has played a role in preparing preparing literacy specialists from around the country. Her labyrinthian knowledge of the relationship between student needs, high-quality instruction, and literacy development marks her as a professional who all can approach knowing they will receive reliable, well-considered feedback. This is evident beyond our building as Emily Collins, an accomplished reading interventionist at Indian Hills Elementary School herself, once told me that, quote, "Terryheim is who I want to be when I grow up." Indeed, Terry is a colleague that is revered amongst her peers, and we are lucky to have her be a part of Washurn Roll North this
008past year. It is for this reason and many other others that I am pleased to present the award to Mrs. Terry Heim. Okay. One, two, three. Thank you. >> All right. Thank you, Charlie. Um, we're going to move on. Is there anyone signed up? >> Not this evening. If you were here for recognitions, feel free to stay if you'd like, but if you would like to go, this is a great time to do that. So, all right. Thank you guys. So, we will have roll call. Um, everyone except for Shinoa Emmery is present and then we'll move on to 3.02, which is approval of the agenda. >> Uh, Mr. President, I would approve the agenda as published. >> Second. >> A motion and a second. All those in favor? Motion passes six to zero. Uh
009move on to disposition of business by consent. Uh >> Mr. President, I would move that the board of education approve business by consent, including payment of bills in the amount of $594,918.35. >> Second. >> There's been a motion and a second. All those in favor? Motion passes six to zero. Um we'll move on to administrator reports. So 26 2027 student capacity. >> Yes, I'll take the lead on the first topic. So, as a friendly reminder to the board, for three years now, there's a law in place that uh all school districts in the state of Kansas need to create capacity by building and also by grade level. And they need to post that capacity in some form of a chart on the district website by June 1st. So, now that we're in the month of
010May, um we have our chart ready to go. We typically post it early, so we post it during the month of May. So this is currently posted on the website and is driven by uh at the elementary level the board approved class size guidelines that is in place for kindergarten grades one through three and grades four and five. It's driven by at the middle school level and by the number of sections that we offer and the capacity that we have in enrollment as well as just overall general capacity within the building. And then likewise we do the same approach um at Washurn Rural High School uh looking at the space of how many kids we can hold in the cafeteria, what the cap size guidelines are for some of our elected classes. Put that all
011into a formula and then we uh document what we have on this chart. Moving into the upcoming school year, uh there are just a couple of our elementary schools that will have a couple of pockets of capacity uh moving forward. as a board of education at any point down the road you can always take a look at capacity to see if there's any wiggle room for adjustments for the last three years they've been def bless you they've been defined in the safe way uh so this is just an early heads up that the official process doesn't start until June 1st we already have the chart that's available that anybody in our public can take a look at it from the website um parents have the opportunity to express interest in other districts outside of where
012they reside through the month of June and then we need to communicate back to anybody that expresses interest as a non-resident student by July 15th and that's all governed by state statute. So this is getting to be pretty customary at this time since it's our third year. So nothing new, just a friendly reminder for you all. >> All right, thank you Scott. Any questions or comments? >> All right, we'll move on to 5.02 which is early childhood updates. Good evening. Let me get plugged in. Jenny gave me the rundown how she does this every time. It's gonna work. Okay. Good evening. I'm Lori Hubert. For those of you I have not met, I'm the director of our early childhood program. Thank you for having me this evening. Uh I was excited to come and just
013kind of share all the things early childhood as we keep growing and just kind of keep you updated where we are. Um since there are some new people on the board, I wanted to share a little bit about our current 12 classrooms are either early childhood classrooms or early childhood special education classrooms. That means in that special education classroom, 50% of them are receiving some type of service on an IEP and the other 50% are identified at risk or they're part of our community inclusion peers. Um, we have a range of services that we provide those early childhood students that do qualify from coming by appointment in community settings, homebased services or in our classroom. We have also increased our consultation services also being able to support families when they're not in our classroom. We
014also provide uh required um child find screenings, developmental screenings every month. um we have increased those significantly over this year which have has also increased our number of students that we're bringing in the classroom. Uh new this year um we added a instructional facilitator for the first time. She has been paramount to the growth that we've been able to have with our teachers and instructionally what's happening within our classroom setting. We added a new social worker and two new teachers. We added the two additional teachers over at Pauline Central. Those were two of our new rooms that we opened. And then we also opened the new addition uh with the parents as teachers program over at Pauline Central. Instructionally, we really have dove into that PLC framework that you kind of hear that keeps coming
015back up, which has been um a really um integral part of what we needed to do in order to do our new curriculum and new assessment tool. So it's really given the time for our teachers and our related service providers to be able to talk about students and talk about data for the first time that we have not been able to do before uh this year. Um we did do a new curriculum high scope framework is what we use within our classrooms. It has gone really well. Um and the new teachers that we're about to bring on will get them trained this summer so they're up and running with all of our staff as well. We also implemented a new assessment tool this year. We a lot of new this year. Uh the teachers were
016taking lots of deep breaths as we were unpacking all of this, but it has gone really well. I've been working with Michelle Seidner on really embedding that within our dashboard, so it's usable data for our staff. And so that has gone really well. Also, this was kind of our growth um trajectory as we were um increasing the early childhood classrooms. The star is this year. We hit our mark kind of where we were wanting to be, which was exciting. Um, and you'll kind of see we're going to rapidly keep adding students into our classroom. This growth just that you're seeing right here is inclassroom student numbers. So, they are in a seat in one of our classrooms. Things that we'll just keep kind of bringing back to the table as we really grow is the
017allocations of our resources. How many students are we really impacting within that classroom setting? What's the level of need of our children and families and community? and making sure we're still meeting the needs of our community and families as well as increasing staffing and what training do we need to keep um up to date with as we increase that staff. This one was probably my favorite slide because it really showed the impact that we've had over this year. So, we have screened over 213 students. Um those students sometimes come into our classroom, sometimes we provide them community resources depending what they need. and we have 29 still scheduled for May. So, we're going to pack them in. Uh we have 293 active students that are enrolled somewhere within our classroom setting or coming um to
018one of our centers for by appointment services or we serve them in a community setting. And then total including our 73 children we're serving through parents as teachers, we have kind of had an outreach of 579 students which I think is pretty great. Our parents as teachers are really, you'll see some pictures there of our parents' teachers program have done um some really outreach kind of promoting and marketing of that Pauline Central parents' teachers program over there really trying to increase and being able to try to figure out how to increase the number of students were able to um support in that community. They did a tiny Topeka where they set up little Topeka kind of like businesses in the parents of teachers space and they did a dino daycare. So, they were like, "Come
019on, come come bring your dinos. Let's take care of them." Um, and then we have really done a great job at our screenings of being able to catch a family that's got a baby or we can catch a parent that's pregnant and say, "Hey, let me tell you about our parents' teachers program. You might not be ready for them to come to school, but we've got lots of other ways that we can support you at home." Um, so coming up this next year, this is a picture of the J. J. Shidler, one of the J. Shidler schools on the bottom and the Indian Hills um classroom on the top there. So, we will add three new classrooms next year. One, the first one at J Shidler, first one at Indian Hills, and our last sixth
020one at Pauline Central. Um we are going to add another social worker and speech and language pathologists who are hired. So, one of our big impact focuses are going to be supporting just the social emotional um needs of our families. we can support them a lot at school, but they have a lot of things going on at home, too. So, my hope with that additional social worker is to add just an additional layer of that tier one support, not only in our classrooms, but also for families at home. I'm going really fast, so you guys just jump in if you need it. Uh, our goals for this upcoming year is that just continued alignment and fidelity of our curriculum and assessment tool. As you know, when you add something new, there's going to be bumps
021and gaps along the way. And we just keep try try really trying to work hard of what are we missing? What do we need to keep getting more training on? And that fidelity training will come in this next year. Um identifying the a tiered support within an early childhood in an early childhood special education classroom adds some difficulty of uh how do we really identify what's whole group, what's small group, what's individual because it's constantly happening in an early childhood room. So really being able to articulate that. And then lastly, just continued about engagement with parents. That's a huge goal for us of really trying to identify what they need and how to support them, these young learners. Uh this year, our parents as teachers coordinator and our social worker um housed or kind of
022ran a love and logic participation class for parents. It was kind of a love and logic light we called it just to start to introduce that program to families. So one of our big hopes is to increase that, purchase more booklets and try to run that support for families this next year. And I just thank you guys. Um there's a big investment happening with early childhood and we could not do it without your support. It is a a fast-paced growing program and so I'm excited to keep um supporting it as well as really thankful for you guys to really keep um driving the support for us as well. Do you guys have any questions for me? >> How many total classrooms do we have in the uh elementary community in the district now? We have
02312 in four of the buildings and so next year we'll have 15 in six. >> What are the age requirements for the parents as teachers program? Like are is it just if you have a baby? >> Prenatal. It could be during pregnancy as well. Um all the way up to age five. >> And how is that being funded right now? Just by the school or you guys are there other funding? >> Uh they have a grant that they apply for every year. So Sean Shauna Hall is the coordinator and she writes a grant and then our district is has to match that grant that the state and federal government gives them. >> Yeah, that's great. >> I was trained I was trained early in my career parents as teachers. So it's a great program. So
024yeah, >> well we could use you want to need more male support. >> Let me check you check. >> Yeah, it's a great >> I don't think my certification's still good. >> Yeah, they actually also just got trained on the 3 to five curriculum. So there's a zero to3 curriculum that they were all were trained in and that's what they were kind of living in. And what we noticed with our weight list being so big is we had to group them for three to five. We really needed to partner a little bit more with our three to five kids that aren't coming in quite or they're not quite ready to be in a school building yet. Um and so they all got trained in that three to five curriculum as well. >> Yeah. Great. >>
025Yeah. Other questions? >> Thank you for your time. >> Thank you very much. We will move on to section six which is items for discussion. The first one up is Washurn rule and Washurn rule North Middle School uh 2627 student handbooks. >> All right, good evening. If you don't know me, Mike here, principal at Washer Rule Middle School. And uh if you were here last year, you know, we kind of did a heavy lift with our student handbooks as we split into two middle schools and made some consistency pieces with that. So this year, if you want to click the revision summary, that'd be great. Um, most of the tweaks on the maybe most of the tweaks that we made on the Wash Middle School um handbook was just in wording, things that just didn't
026sound quite right, spellings or you know, different sentence structures, things like that. But really like um early release schedule. If you ever read our student handbook, we had like a fast time, we had early release, we had um testing, all the things. We just made a name to Falcons because we're also going to have intervention time next year as we've been through the PLC process and looking for more time to provide intervention and enrichment. And so we just made a Falcon schedule rather than having four names for four different schedules for kids. Um, we did a little bit at the bottom like most that like I said is wordings and different things like that. A little bit with dress code. Um, we added a few things like onesie pajamas is not being able to wear
027um we had some kids this year wearing onesie pajamas which was fine but they would get overheated really quick and the changes of clothing and and they would some were getting dehydrated because it was just too hot. So we just added that to that as well as coats in the classroom. That's more for safety. Um coats on chairs tripping and falling and as we as we prepare that. So, um the big changes though or the ones that are more to look at was the schedule changes and then of course our cell phone policy. And if you remember last year we made a leap and uh went bell-to- bell except for at locker time with kids which was a really huge success not only with kids but with parents. And as you know with uh House
028Bill 2299 it'll be bellto bell completely away. So we do have wording in there about in lockers in their backpacks and unaccessible all day. So, um shouldn't be a heavy lift since we've done the the major work already, but uh we will have that. And then along with the um cell phones, then we updated the discipline matrix a little bit um to add in there cell phone violations, those kinds of things as a um level one, level two. Um that's just for an ex not for first timers, second timers. We'll still go back to our original. If a kid looks at their cell phone kind of thing, we'll just remind them about the cell phone policy. If it uh you know, if it becomes a problem, then it comes to the office and they pick
029it up the end of the day with a parent contact like, "Hey, help us out." And then after that, then it becomes a parent pickup the second time. Um only if we've contacted the parent the first time. That's kind of our expectation for admin is always contact the parent. And then we just added in there for future like could be lunch detentions, could be in school suspension time, you know, for those kind of things. So, um, those are the big things. Like I said, most of the other things, just small wording to make it read better. So, if there's any questions with that, um, I know Charlie's got a couple different things maybe that might be different. I know we worked hard again this year to make changes consistent for our kids and our families.
030So, >> all right. Similar to Mike here, we didn't have nearly as many uh revisions this year as we did last year. Again, a lot of it being either cosmetic or ensuring that all of the information is up to date on personnel, board of ed, those kinds of things. Um same thing with as he stated with the technology use guidelines, updating the cell phone policy based on that new law. I would concur with him. Um, students not having access to cell phones at lunch this year has been a tremendous success both um, in how they socialize during lunch um, as a learning experience, so to speak, but then also with any of the other potential discipline issues that often come with cell phones being out during that time frame. Uh, dress code, we added the
031onesie pajamas and coats to be consistent with Washurn Royal Middle School. The one thing that we added that was unique to us and it's because of the uh, features of the building. Uh we have a lot of polished concrete in our building and we found this year that students would come wearing slippers that did not have anything that gripped on the bottom. So either a hard sole surface or a rubber sole surface and they would slip and slide up and down the forest walk. And so we went ahead and added in there that all shoes should have a hard sole on the bottom for safety of students. Uh same thing we we uh changed the discipline matrix to stay consistent with Washington Middle School as well. a couple other cosmetic things, uh, security cameras, uh,
032it still said that tapes, uh, would be used and so we we changed that to recordings to to, uh, up to the time. Same thing with the polished concrete, snacks and drinks. Um, we had, uh, if you scroll down just a little bit more, Patrick, please. Um, again, when we have water spills, when we're on the concrete, it becomes a more significant safety issue. And so we added an extra layer of saying that if a cup has a straw, it has to be leak proof because we find that students have these ones with straws and we're still getting these significant water spills, which becomes a a safety issue for our kids. And then similarly, no cans. Just ensuring that we recognize that we should not be having those because those spill easy. And then the
033last thing that we added um that our our teachers found some uh struggles with this year has to do with fidgets. Um the specific language says added fidget sensory tools or stress regulation tools must fit within the palm of a student's hand, not contain any liquid or gel substance and must not make noise. Um and then unless specified by a student's IEP 504 sit plan use of these tools are subject to teacher discretion. We found students bringing fidgets in that were you know the size of you know a football or those things and and busting open the the gel and those things inside. And so we want to ensure that if students are using them that they're using them appropriately and in a way that is conducive to learning and not distracting. >> All right,
034any questions? >> Questions or comments? >> All right, thank you guys. >> Thanks. >> Next up for discussion is 6.02, which is the revised secondary science core instructional materials rules. Jenny, >> hello everyone. myself plugged in here. All right. So, I am back with a request. Um, earlier this spring, I brought a request to you for some core science instructional materials that you approved. It's important to note tonight I am back not with an additional request, but a revision to that original request and I'll walk you through that. So, originally for middle school, there's a couple of changes here. So, one is middle school, one is high school related. So the reason for the revision to the middle school request is that the original request was for an integrated 6, seven and 8 material from
035McGraill Publisher. We are still going with McGraill and that original request was for 678 courses. It would have required teachers to adjust their instructional bundles to fit the resource. Um, and it also it had digital access, but it was very limited in terms of this is what kids can get. And then we were going to have to supplement with some additional things. The new request is a custombuilt McGraill course. It's called an Uber course for all three grade levels. So, we were able to work with the publisher and say, "Can you create exactly what we need for sixth grade, for seventh grade, and eighth grade?" And they said, "Well, yes, of course we can. It's just going to be a little different than your original request." So, this provides three customized courses that are aligned
036to our mastery 10 as well as our instructional bundles that are already in place. This was a huge weight off teacher shoulders because it provides us improved access. Teachers and students can now have everything at their fingertips with the push of a button. And then it also we were going to with this need to get a few more additional physical copies so that we're not shifting from classroom to classroom but that every teacher and every student has exactly what they need every each and every day. Quick note the content itself has not changed. So those preview access that you were given before it's all the same information. The only difference is how that material is arranged. >> So that's the first reason for the revision. The second one is for >> Can I add something
037really quick? >> Please do. So um one important contextual piece that sometimes we have to work through on the backends of these is how publishers handle licensing and packaging. So initially um the previous proposal had things that were in more um structured boxes that would not allow the flexibility among the grade levels that we anticipated having with this proposal. Now they have access to the full gamut of everything. So they have a lot more flexibility in how they piece together the integrated pieces. That is a major reason why the revision is coming to you. Not because the content is different, not because we didn't anticipate them having access, but it provides a lot more flexibility in the resources um than what the initial proposal had in mind. What's unique about science in general is that
038the science standards for sixth through eighth grade are integrated. And so teachers in Kansas get to decide here's what we're going to teach at se sixth grade, seventh grade, eighth grade as opposed to the state says thou shalt teach this at sixth and this at seventh and this as eighth. Whereas when we get to the high school, we have a biology course, we have a chemistry course, we have a physic physics course. So that's a little bit unique about middle school science also, which again that big bonus of if we can customize it ourselves as opposed to just kind of what the standard um company says was really really um positive. In terms of high school, we originally requested based on our current enrollment numbers and so when we got in final enrollment updates um
039we had a little bit lower student numbers in biology but higher numbers in chemistry and physics. So that shifted our pricing a little bit. So just to show you a breakdown of the cost difference, I just put together this chart so you can see the course down the lefth hand side, the original request, the revised request, and then the difference. So overall, it's an additional request of $34,617.65. So for your review this evening, I have a revised resource request. Again, not a new additional request, but a revised request of $393,625.13. Um, just a side note, this request will come out of the district's textbook fund, and while it is higher um in cost, it is still within our budget. >> Questions? What questions might you have? >> Sounds great. >> All right. Thank you. >>
040Hey, thanks, Jenny. All right, we will move on to um section seven, which is the action items. We'll start with 7.01, which is um school course fee fee final read. Um this was increasing the ceramics course to match, right, Patrick? >> Correct. >> Any questions or comments? We would entertain a motion. >> I'd move the board of education approve increasing the fee for advanced ceramics to $40 for the 2627 school year. >> Second. Second. Motion in a second. All those in favor? Motion passes six to zero. Thanks, Patrick. 7.02 is new and revised job descriptions. Final read. Job description that Chelsea went through last time. Any questions, comments, or would entertain a motion? Uh, move the board of education approve new and revised job description for coordinator of early childhood, director of student support program,
041secretary for student support programs, data engineering specialist, and student support systems facilitator. >> Second. >> It's been a motion and a second. All those in favor? Motion passes 6 to zero. We'll move on to 7.03, which is the 2627 administrator contracts. I'd move the board of education approve the administrator contracts as presented. >> Second. >> Been a motion and a second. All those in favor? Motion passes six to zero. Move on to communications. Uh Jessica, teacher appreciation week. >> Yes. So it is National Teacher Appreciation Week, which we actually treat as staff appreciation week. It's one of two times of the year that we go out and visit every single staff member in the district delivering treats. This year we have partnered with Cashmere Popcorn. We're delivering snacksiz popcorn, little bags of popcorn. Today was
042day one. We visited uh Washington Middle School and then also staff here at the administrative building. And I'm going to pass out a schedule so you can see when and where we will be elsewhere in the district. Feel free to join us if and when you can. Um, these treats are delivered on behalf of the AWN the board of education district. >> All right. Thank you. >> This time the chair would move that we go into executive session to discuss personnel marriage pursuant to the exception of non-elected personnel under KOMA to discuss the budget pursuant to the exception for employer employee negotiations under KMA. um and to discuss students pursuant to the exception relating to actions adversely or favorably affecting a student under coma for 30 minutes. Uh the open meeting will resume in the
043boardroom at 7:32 p.m. Second motion and second. All those in favor? Motion passes 6 to zero. We are in executive session. We are back in open session after being in executive session. Move to adjourn. Second. A >> motion and a second. All those in favor? Motion passes. We are adjourned.