001We'll call this meeting of the USD uh 437 Board of Education to order. Um we'll start with uh public comment. Uh, no one signed up this evening. >> All right. And then for roll call, all members are present. Michael White is joining us uh by phone. And then um 3.02 approval of the agenda. We take a motion. >> Move to approve the agenda. >> Second. >> There's been a motion and a second. All in favor? Motion passes six to zero. How do we want to do with Michael as far as just I >> Yes. >> Okay. So then Michael for the agenda. >> I >> All right. So seven to zero. All right. And then we'll move on to uh section four disposition of business by consent. >> Um I move the board of education
002approve business by consent including payment of bills in the amount of $2,35,785.38. >> Second. >> Been a motion and a second. All in favor and Michael >> I. >> All right. Motion passes seven to zero. Uh we'll move on to section five which is administrator reports. 5.01 is owner's representative report. Tucker. All right. I got an update on progress and what's coming up. Um so we're going to do a progress update, design update, and next steps. Uh, and just stop me if you have any questions. I don't have a lot of new pictures tonight. There's still some things go on going. So, right now, progress, you've probably been up at the high school and you see the building is going up for the multi-purpose building. That's going nice. Um, WRMS, all the summer renovations are
003complete. It's open running. Outdoor education and the outdoor classrooms are going to complete this fall. So, we had an OAC meeting last week where we talked about where um they are. So, they're they're doing outdoor education, which is inside the existing middle school building. And then they're they're blocked off in the back uh portion where that work's going on. And then they're also overly after Labor Day going to start the site work for the outdoor playground, outdoor classroom that's got the sped playground and then the outdoor classroom for the middle school. And it's supposed to all be wrapped up before Thanksgiving. Um Jay Schneider, the summer renovations are complete. Uh the preK annex construction is underway. They're through demolition um and getting ready to start drywalling in the next couple of weeks. Um and that's
004got a fall completion as well. Right now the schedule is showing it complete by Thanksgiving. Um but I can just tell you based on what's what they're finding in there that that could probably drag on a little bit. So um there's not an immediate push to get prek in there by Thanksgiving. So we'll monitor what pops up on that one as it goes. Indian Hills, the prek edition and the summer renovations are complete. Um the south edition is now um as we've kind of been discussing how we've had some challenges um with that part of the project. It's going to be completion prior to Labor Day um weekend. And so the fire marshall walk is scheduled for next week. Farley, the renovations are complete. One thing I would say is that there's lots of loose
005ends on all of these projects with punch list. um as far as like tying up loose ends over the next couple of weeks. So, uh if you hear that there's still work going on in some of these buildings, it's pretty typical punch list finalization. There's a few pieces of material um that that didn't come in on time just with the nature of everything going on this summer that uh drug out a little bit what we had to put in like some temp countertops and stuff like that. But, uh we're going to be wrapping up those loose ends as well. Any question on progress upcoming project dates? So we have WMaker Auburn and Pauling South that have been in the hopper undergoing design. The drawings uh for Womaker are complete by the end of the day
006today. Um we'll be shooting for an October board meeting GMP approval target with an early winter start time requested. This is the only one that has an addition on it. Um and so trying to figure out how to phase and sequence that project um is important. Auburn drawings are complete by October 3rd, December board meeting. GMP approval target and the start date um is going to just be dependent on phasing and plan. Uh the phasing plan and classroom flexibility. Uh Auburn actually has an a couple of extra spaces in the building from a classroom count standpoint for what the population of that building is. So, we have while it's got more work to do over the summer and it doesn't have an addition, um it does have some classroom flexibility, but it's also got some
007challenging construction associated with some of the work that we're doing to mitigate sound transmission between corridors and classrooms. So, um we're going to be digging into phasing plans on that and classroom flexibility and seeing how that sorts out for next summer as well. But that right now is projected to be a summer only project, not during the school year. Um, at least that's the desire. Um, I can't con I can't commit to that at this point. Pauling South, the drawings are complete um are due to be complete by November 14th with a January board meeting. That works well with um a longer bidding period throughout the holidays um and coming back with a signed GMP still with plenty of time to get all of our material ordered for a summer project. Uh what's challenging about
008Pauling South is it's not like we know what the buildings uh how the building's built and some of the challenges that we're going to run into because we've done it at Pauling Central already. Um the difficulty with Pauling South that we've had a luxury at almost every other school is that there is space because we were moving sixth grade out and so we were going with a different number of students in the building. Um Pauline South doesn't have that. They've been a three uh grade attendance center and they're going to be a three grade attendance center and with adding collaboration spaces that take over classrooms with expanding sped services that building while it's got the space through the design uh to accommodate everything we need to do. There's no flexibility in it. So there's some
009there's a very small uh room for error uh during the construction timeline uh next summer. So, we're going to be doing a lot of work on phasing and planning for schedule stuff over the next couple of months. We're um I've got the plans on here if anybody has any questions, but this is all what we went through last time. Um so, you can see Wakaker's got a lot going on with the green being the new addition. Um and then you can see, oh, the other thing about it is is red is where the most significant renovation is and that's kind of an art main artery connecting one wing to another wing. Um, and then when you look at Auburn, um, we're still touching quite a few different spaces. Um, and those red spaces are where
010it's the most significant. Um, where we have some challenges with sound transmission. Um, so that's what we're dealing with at Auburn. And then when you go to Pauling South where the actual work seems like it's reasonable as far as what goes into those spaces, we're touching a lot of the building. So you can see that we're touching more of the building at pollen south. the renovations just may not be as extensive and we already kind of know how that building is built. So those are some of the advantages and disadvantages of what we're facing over the next couple of months in our planning. Next facility committee will be review summer work budget results. So as we've done at the end of every summer as as projects come to a close we do a budget overall
011uh review to see kind of where we're at. get our contingency credits, see where we're sitting on owner's contingency, on construction contingency, and where those budgets shook out so we can see how we can adjust to the bidding phases that are coming for Acre falling south. And then we'll also discuss phasing and planning for the final three projects. >> Okay, >> I need to uh highlight on that last bullet up there, the final three projects. That makes me smile. This has been a heavy lift and it's been a long haul and we were talking two summers ago the work that we were doing and then the last two summers have been extraordinary as far as the amount of bond construction taking place. And so to get as much done as quickly as we have but
012also as well as it's been completed thus far and to only have one more year um that's fantastic. There are some school districts that will be in bond construction for goodness six, seven, eight years and that's just no place to be. We want our teachers focused on their kids and teaching and learning and not moving space around. So, kudos to everybody that's been doing this work. It's been a job well done. We have a lot of work still to do, but the final three is a good place to be. >> Any other questions or comments for Tucker? >> All right. Thanks, Tucker. >> All right. Move on to 5.02, which is back to school update. >> Yes. I don't have uh anything specific to share quite yet other than to give a shout out to
013moms and dads and families and then also to our staff uh for getting the school year up and running successfully uh last last week. And so we'll have just under 6,000 kiddos enrolled in the district. It's too early to know exactly how the numbers are going to shake out. So we're only moving into the second week of school. I see Laura Lee back there. We also have some more early childhood kiddos enrolled this year, which is fantastic. As we move into the month of month of September, uh then as families and as kids kind of settle in, uh we'll be able to provide some more detailed information. As a friendly reminder to everyone, uh September 20th in the state of Kansas is kind of the time that all of that locks in and that's how
014the funding formula works uh for school districts uh for the school year. um still getting a lot of requests of new people and families moving in and then we're getting a couple of families that have relocated out of the area and so we're sending school records to those schools as well. It's a lot of movement. Uh so um bottom line is it was amazing seeing all the kids coming in uh to clean buildings and renovated spaces last week. Uh everybody around this table and we were out and about and doing some problem solving on the fly but also just enjoying kids and seeing them in the classrooms. And again, a huge shout out to teachers and support staff. It's phenomenal how when kiddos have been gone all summer. I'm not exaggerating. And Libby, your classroom
015was a prime example. Within minutes of the kiddos walking in the classroom, it was just like it they never left and it was business as usual for the most part. So, um, positive shout out to all the folks involved with that work. Job well done. Any questions uh from the board in regards to either last week or moving into this? >> We'll say kudos to Rich and his team with Washurn Real North and figuring out car lines with a closed roundabout and making it all work because it's been a lot of moving parts to get that work. I we were talking before the meeting, it feels like it's starting to starting to sink now where where everything's going well. There's a lot of them out there every morning to make sure that kids are safe
016and getting to where they need to be. So, kudos to your team for that. All right. If there's nothing else, we'll move on to section six, which is items for discussion. We'll start with 6.01, uh, needs assessment with Dr. Darn. All right. Well, good evening. I'm back before you again to talk about the needs assessment. We've been having an ongoing dialogue for about the last month and a half um about needs assessment and our focus areas for the year. And so tonight, I want to take a slightly different approach to this. Um I'm going to to share with you again some of our background and how we got here. And then I'm going to walk through how to understand what you have in front of you. And then you'll have an opportunity to process that
017for the next board meeting in case you want to engage in any dialogue or questions. Um because there is an 80page attachment um in your board docs with all of the plans and all of the data. Um and and we appreciate um that you are all busy. So we'll set that up for you so you can dig through that. Um, just a reminder, the goal of our continuous improvement system is to make it meaningful and impactful for student learning. Um, so that we are not adding a lot of busy work, but we're really streamlined in how we do this so we can focus on the right work, which is student learning and recognizing that schools are the ones who are best positioned to do this work. Um, as we have talked about before, our focus
018areas are about providing professional development and standards align in standards aligned assessments and then communicating student learning progress as well as supporting PLC collaboration through a review of common assessments um, as well as data analysis protocols. And we talked about this a little bit at our last meeting um, but that those would be the highlights. So, how do we provide meaningful professional learning? um from the assessment lens and then what kinds of tools and support can we provide our PLC's. So, one of the things that you have in your document to review are all of the school-based implementation plans. There's one for every school as well as the early childhood program. And let's just briefly walk through what you're going to see. So for each of those plans, you will see metrics that are aligned
019with the district metrics and priorities. So buildings could either go exactly off of the district metrics or they could think about standards alignment and assessment through the lens of professional learning and professional collaboration in their buildings and set their own metric. But we're all aligned. The plans themselves, the initiatives are intentionally supposed to be simple and straightforward but meaningful. Um simple does not mean simplistic. Change is is something that is complex and we want people to get um focused on the work that is going to move them forward in a meaningful way but not in a burdensome way. So how do we find high impact strategies that really move things forward? And in the plans you will see um progressions of implementations over time. On the right you will see the tools, resources, artifacts. So
020what do buildings need to do? What kinds of supports do they need in order to carry out this plan? That allows our team as learning services as we engage with the schools over the course of the year to figure out, okay, where are we at and what can we do to support you? What resources do you need to be able to make this happen? um whether it's training, whether it's um supplies, whether it's you know coaching, whatever that may be. And then um I talked about the the metrics, but we do have them broken down into six month and one-year metrics because that is also how we do this um for the state level review that we have. So all of these plans are based on two data sources. So one set of data is
021the Kansas assessment. Um, we're all very familiar with the Kansas assessment, but we take it once a year. We take it in the spring. Um, students earned a scale score as well as four levels of performance. Um, the charts that you have actually take it a step further and break it down into low and high with each of those performance categories. That's information that we have access to as a district. Um, and the guiding coalition and buildings had access to that when designing their plans. The MAP assessment is an ongoing program level assessment that allows us to track growth progress over time. Um, we give this in reading and language usage and in math. And we have provided growth information for you. Um, in this it's formatted a little bit differently for you than it
022was for the guiding coalition in buildings um, simply to make it a little bit easier to read from a district perspective, but that is in there. So, let's talk about how to read this. So, this is an example of a state assessment data page. Um, this is multiple years worth of data and it is broken down into all of the different levels. So, you'll notice across the bottom is a legend that shows low and high level one, low and high level two, level three, level four, so on and so forth. And the way you interpret this chart is you go back to the first year. So these are sixth graders in 2024, which is the most recent Kansas assessment data that we have because they have not yet released um the current year's data. And
023we will have that at some point in the future and we'll communicate when we get that. Um so we're going off of sixth grade in 2024. You can see their progression over the last several years. So the first two lines on this 2024 Auburn Washurn and 2024 Kansas are sixth graders from 2024 how we did as compared to the state in the performance categories. Then the next two bars were the same class when they were in fifth grade the previous year. And then the next two bars were the same class when they were in fourth grade in 2022. And then the bottom two bars are the same class when they were third graders in 2021. So as you start digging into this data, you you will be able to see not only how we compare
024with the state, but also how we progressed um over time. So from third to fourth to fifth to sixth grade. As you're digging into this, you'll notice that some grade levels have more data than others. third grade only has third grade data because there's nothing to compare them to. Um, at some point when they get old enough, they run out of runway and so not all of their data is even on there. So, so don't be alarmed by that. We provided for you everything that we can compare as you're digging into this and it's provided for reading and for math. They're both interpreted the same way. So, we're trying to figure out here by looking at this data, what is our impact year-over-year as well as how we compared to Kansas students. So, before I
025move on from this, without you having had benefit of looking at your data, does this make sense or do you have questions for me? >> Okay. >> All right. Um the next part is map data. So map data again measures student growth over time and we can report it in two different ways. We can report it year overyear. So we can look at where students were a year ago as compared to where they are a year later right now. And we can also look at students over the course of one school year. both have their benefits and advantages to looking at. So if you look at the first portion of this, the top part, how much are students growing from last year to this year? This is important because students naturally have some learning loss
026over the summer very normal, not an Auburn Washurn phenomenon that's everywhere. So when you look at year-over-year, it can account for that. And you can still see um in this example that we grew. So if you go to the far right hand side, you'll notice there's a column that says student growth percentile. Here is the most important thing I think on on these charts. If that number is 50, it means we are right at average with all of the other students across the country who've taken this assessment um with the same amount of instructional time. If it is higher than 50, then we are growing at a faster rate than comparable students. If it is lower than 50, then we aren't making as much progress as comparable students. anything around 50 plus or minus 10
027I wouldn't be you know I would consider that very average growth when you start looking beyond that then you get a better idea of how much more are we growing or how much more growth um do we want to attain so in this top example you you will see we are right about average and and higher in pretty much every grade level and if you look at the bottom example we are at or above average on every one um of those examples there. So this top chart is measuring last year to this this year. So spring 24 to spring 25. The bottom chart, same type of information, different window, fall 24 to spring 25. So over the course of the last school year in language usage, which is what this test is, we had high
028levels of student growth, which means what we're doing in classrooms is working. Students are growing um faster than the average. So both sets of data are provided to you um to give you more context because when we look at data, we don't look at just one data point. We look at multiple um and so we want to provide that to you as well. You will likely have questions about the data over the course of the couple weeks that you will have before our next board meeting. Um let Dr. McWills know if there's anything that you want me to dig into or have prepared for the next board meeting. Um and I will be happy to answer any questions that you may have. Um but the data was utilized um by the the district guiding coalition
029to inform their plan. So, we're giving you the district view um of what we gave them. They had building level data also. Um but since their building level plans are at the building level, that's the data that they utilize. Um the data that they use, just so you know, will always be April to April, which is a little bit interesting, but it has to be that way because that is our accreditation cycle, April to April. um we can include May, but we can't necessarily write our plans based off of May because we won't have that state assessment data where KSC has us in the accreditation process. Um and that's it just is what it is. But we still take it seriously and we'll work with it um as we as we move forward. As I
030said before, you've got all of the blueprints for all the schools and the early childhood program and those are all available for your review. So, if you've got questions, if you have any initial questions, I'm happy to answer them, but there is a lot of information there. Um, and I imagine if you're like me, you'll want some time to digest that. It's 80 pages. So, >> Jeff, could you go back to the map testing that I think it's a couple slides back? So, >> like if I take on that top on that top one, we're talking spring 24, spring 25, say third grade where it was went from 183 to 195. So is that that is that the same third grade class like is it their second and third grade year or is it third
031grade classes from one year to the next? >> Excellent question. That is cohort data. Okay. >> Meaning that is second graders um they were they would be second graders in spring of 2024 and they would be third graders in spring of 2025. >> So we're following the same class through from one year to another. It's not comparing like the class of 2029 to the class of 2030 or something like that. >> It's in this top data. >> Okay, perfect. Thank you. >> Yep. >> Any other questions for Jeff? >> It's just 80 pages, right? >> It's only 80. >> 88. I think it's 88. >> It's good stuff. There's a lot of hard work that went into those 80 pages. um a lot of a lot of good brainstorming with teachers and administrators at the
032building level and really great plans. So, we're excited for you to read them and know what we will be up to over the course of the year. So, let let us know if you have questions. >> All right. Thanks you. Thank you. Um we'll move on to 6.02, which is the 2025 2026 early childhood handbook first read. Laura Lee is here and she's coming up if there's any questions. So, we've been working to really start to streamline and make sure that we're kind of following what elementary is doing with the handbook and make sure what's in it is accurate to what our program is providing to families. So, do you guys have any specific questions for me? >> Joe, is your phone number right in this one? >> One of the handbooks had Joe's wife's
033phone number in it. >> Oh, that's fun. Yeah, >> that's a good one. >> I don't think I have any questions. Does anybody have any questions? >> I don't think so. >> Okay. >> All right. Thank you. >> Thank you. >> All right. And then we'll move on to 6.03, which is board policy updates. First read. >> Yeah. So, we have four um updates from KASB Legal Council. All of them are tied directly to some laws or bills that have recently passed and changed. Uh one is in regards to enrollment. It's a minor revision. So, we are in compliance with House Bill 21102. There is one new policy uh that if you approve will be coming on uh to the books and it is in relationship to enrollment of military students. It again uh aligns
034with House Bill 21102 specifically uh because that can be a transient population uh with a high level of mobility. Um it extends a welcoming to the community before they have proof of residency. we can go ahead and enroll the family knowing that the family is going to become because of military orders. And so that's that's not currently one of our policies, but we think that's a nice addition. Now, we have one on media relations because of an outcome of House Bill 2134. And then also a slight tweak to visitors and schools because of House Bill 2052. In short, um if you approve these, it will be easy to make them operational moving forward and also it puts us in compliance with the laws that have recently been added or changed. So those are the four
035this week. >> I I do have one question um about the the KM the visitors to the school. >> Um so the current policy um regarding visitors to the school, they all follow the same procedure, correct? This this makes an exception for offduty law enforcement. >> Yes. And go ahead. >> So it just doesn't I'm just it seems like it's taking the school can't we can't use our regular policy. It's this is exempting us from making that local call. >> Yeah. And that is accurate. And the individual that would be the non-duty officer would have to state the fact and show the appropriate um certification or badge or lure >> indicating such. So it wouldn't be random. It would have to be brought forward um as the individual visited. >> But they don't have to.
036So they do have to show something. >> That is correct. Yep. >> Because the way this is written makes it sound like they don't. But that's why it was Okay. >> Yeah. Yep. They absolutely do. >> Okay. >> Great. Any other questions? >> Going back one. Thank you for asking. The uh phone number is incorrect. >> It is. No, you're kidding. Okay. >> Is it? >> Oh, boy. >> That's hilarious. >> You catch that, Lori? >> Yeah. We're really wanting to have >> It's a copy and paste. Maybe we need to put her on. >> Yeah, I mean, she'd >> be great. >> And that's coming up for action items next, correctly? You're correct. For >> Oh, that's correct. Yeah. So, we'll have to make an amendment to that one phone number. >> Yeah. Yeah.
037>> So, any other questions before we go on to action items on the board policy updates? All right. We will go on to action item uh 7.01, which is the 2025 2026 early childhood education handbook. Final read. Um so, if there's any discussion other than fixing Joe's address in there or sorry, Joe's phone number in there. Um otherwise would entertain a motion for approval. With that, >> I'd move that the board of education approve the 2025 2026 early childhood handbook uh with the correction as noted. >> Second. >> There's been a motion and a second. All in favor? Michael >> I. >> All right. Motion passes seven to zero. Um and that is it for action items. We'll move on to section eight which is communications um 8.01 key dates for fall 2025. >> Yes.
038So, I'm going to hand out some of these mini flyers for you all. There are three dates this upcoming fall semester that we wanted to make sure that you have on your calendars if you're interested in attending. The first is on behalf of the public schools foundation. We are hosting our second annual golf tournament on Friday, October 17th. It is strategically a no school day so that any staff uh who want to volunteer or play are able and welcome to do so. If any of you are golfers amongst the group or know of golfers, please feel free to sign up. The information is on there or just come join us um and check it out on that afternoon. We'll be driving at 11:30 and then shotgun start at 12:30. We already have our title sponsor
039and several corporate sponsors lined up to participate. So, we're excited about that and looking forward to raising even more money than we did last year. on Wednesday, October 29th, that's when the foundation will do grant distributions. So, right now, classroom grant applications are coming in. That'll give us some time to um review those applications when they're due on September 15th, and then we'll go around and deliver those checks to the teachers who were selected. So, you all are welcome to join us. That typically starts at about 7:45 in the morning, and we go until about 2 in the afternoon. We'll make visits at every single facility. >> October 29th. >> And then finally, November 17th through the 21st, that's American Education Week. We do not have plans in place yet, but that's when we'll give
040some sort of treat or goodie to all of our staff. So, we typically like to have volunteers help us distribute to all the school buildings. So, if you're free any of those days, we would appreciate the help. And I'll get a more detailed schedule closer, too. >> All right. Any questions? If not, the chair would move that we go into executive session at 7:02 uh p.m. to discuss students pursuant to the exception relating to the actions adversely or favorably affecting a student under coma. Personnel matters pursuant to the exception of non-elected personnel under coma to discuss budget pursuant to the exception of employer employee negotiations under coma for 40 minutes. The open meeting will resume in the boardroom at 7:42 p.m. >> Second. >> A motion in a second. All in favor? Then Michael >>
041I. >> Motion passes seven to zero. We're in executive session. We are back in open session after being in executive session. >> Motion to adjurnn. >> Second. >> Been a motion to adjurnn. All in favor? >> Michael. >> I. Motion passes 7 to zero.