001Welcome to our schoolboard meeting on uh June 8th, 2016. >> Cut. Start over. Welcome to our board meeting tonight. Will you please join me in the pledge of allegiance? I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> At this time, the board will recess into executive session until 700 p.m. to ex discuss the performance of a public employee. No decision decisions will be made at that time and we'll be back at 7. Bye-bye. Please don't put that on YouTube. >> Tonight we have come back from executive session and we'll proceed with the remainder of our agenda. At this time I will >> a motion to approve of the agenda with the amendment.
002>> I'll second it. >> I have a motion and a second. All in favor? >> I. Any opposed? Motion passes 5-0. Um at this time we'll move into our board member discussion. Director Gerber, do you have a legislative report? >> Yes. So NSBA, which is the National School Board Association, announced their federal advocacy priorities this last week. So I just wanted to mention those. These are the things that they have outlined that they're um going to be prioritizing in their advocacy um for the nation. So those bullet points right there, I'm just going to read through. NSBA will work to fully fund and modernize the Individuals with Disabilities Education Act. They will extend expand, strengthen, and retain the educator workforce. strengthen investments in ESA title one and career and technical education CTE. They will promote
003digital access, digital literacy, and cyber security. They're going to advocate to prioritize student health, wellness, and safety. And they're going to be opposing the school vouchers. So, we see that a lot of their priorities um I mean, do match up with things that we're working on here, things with CTE and the special ed funding. And so yeah, we like these um priorities that they've announced for this upcoming session. So any questions about that? If you are interested, this document that she's showing there, this is just the bullet points, but it goes has like a bunch of paragraphs about each one and how they're going to go about about that. If anyone's interested, it's a yeah, it's a good read. >> Great. Thank you. Um I apologize. I forgot to ask at the beginning of the
004meeting, is there any need for translation? No. Okay. Um, we will move on to talking about our board retreat in July. Are we looking for dates? Okay. >> Passes. >> Um, only July 1st through the 31st. I can't make it. >> Is this like after hours? >> I should be fine. If it's anything after 4, >> I will be out of town. later than that would be better for me. >> July 20th. >> I've got nothing on my calendar. So, >> um hours like how long are we talking about? >> I would I would think three to four. Okay. >> What about July 9th? >> That'll work for me. >> That's fine. >> You got it down. Okay. >> Tenative July 9th. >> It's a Thursday, boss. >> Uh we don't we we'll we'll wait.
005>> Well, yeah. Shoot. Let's shoot for July 9th, but if you're gone, we can reschedule that. Anything else for board member discussion? Okay. Um, at this time I will accept a motion to approve the required approvals. >> I'll make a motion to approve required approvals. >> Do I have a second? >> I'll second. >> All in favor? >> I. Any opposed? Motion passes. 5-0. At this time, I will accept a motion to approve accounts payable warrants 2. >> I'll make the motion to approve accounts payable warrants too. >> I'll second. >> I have a motion and a second. All in favor? I >> any opposed? Any abstension? >> Yes. >> Okay. Motion passes. >> 4 Z 4 one >> 4 Z with one >> 40 Z with one abstension. Sorry. At this time, I'll accept
006a motion to approve accounts payable warrants three. >> I'll make the motion to approve accounts payable warrants three. >> I'll second. >> I have a motion and a second. All in favor? I >> any opposed? >> Motion passes 40 Z with one abstension. Um at this time we'll turn it over to Wahitas for their elementary board report. All right, there we go. All right, first of all, thank you for having us tonight. Um, I'm Justin Johnson, the principal at Witas. This is Sheamus McPartland, our assistant. We didn't bring any teachers with us tonight and, um, it's just that time of year. Everyone's really, really busy and there's a lot going on. So, um, we said we got it and we we'll take it from here. So, um, it was great seeing you guys in the
007building. Gosh, two couple weeks ago. I don't even know. Time's flying these days. But, uh, end of the year can get a little crazy, but it was nice for you to see real life kind of what happens and what's going on at this time of the year. So, uh, with that said, we're going to jump in. Um, one of the things that we talk about a lot at Witas is maintaining a growth mindset. And so, um, talking about things that are working, but also not working. But then when we say something didn't work, it doesn't mean that it was the end of the road. like, oh, it didn't work. We're done with it. Um, on to the next. And so, uh, really talking about that idea of growth mindset and that the, uh, sentences you
008see there, this year year we'll do it. Next year we'll do it better. If you talk to many of our teachers and you listen to them for very long, you'll hear something like that. Sometimes they'll say, "Today we'll do it. Tomorrow we'll do it better." Or, "This year we'll do it. Next year we'll do it better." Things like that. And really, that that's the growth mindset that it might not be perfect right now. It might not be perfect to start. You don't have to be perfect to start, but you got to start to be perfect, right? You got to get there or get going and see what we need to fix and and go from there. So, that's a big part of who we are. And I hope you hear that through these next few
009slides. Um, with that said, uh, there's 11 things that we have we call our non-negotiables. And so, if you've never seen these before, um, we've been defining our work by them for probably six or seven years now. And so uh stay focused f foster our culture and contribute to contribute sorry to positive climate maximize teaching time utilize common curriculum value assessment together lesson plan all core instruction deliverass instruction analyze data support all students through walkthroughs continually push ourselves and give and receive feedback and then set lofty goals and hold ourselves accountable. So, um, yeah, those are just the 11 things that we use to make sure that, uh, we're staying on track. And if if it ever comes down to a question, we kind of, you know, in my mind, we go back to those
010things and we say, are we doing this? Is this really what we're doing? And, uh, they lead some conversations with uh, staff members sometimes about, you know, if we're out of bounds a little bit in those areas and so they help us really stay going the same direction. Um, so the first focus, we've had the same three focus, folky, whatever the word is for the last few years, but it's just evolved. And so the first one is what we teach. You can see on the left there, there's um a gray column and the first one is set the road map. The blue text is utilize common curriculum. You'll notice that was from one of our uh non-negotiables. So this is what that really means. over the last 6 years. Can I over the last 6
011years you can see how that has progressed as our focus. Um so in 2020 2021 what were we doing in that area and so forth and it's really small. It's hard to read here but um the reason putting that up there is I wanted you guys to see that it's going back to that growth mindset. This year we'll do it, next year we'll do it better. Then the next year we'll do it better. And this has been like a six or sevenyear process for us um with each of these areas of focus. So, in what we teach, the first one, the utilize common curriculum, we did introduce something new this year that I'm going to tell you about here in a second. Uh, and we asked our teachers to go out on a limb and
012and give it a shot. And so, that's what they did. We gave them uh probably three or four hours of training and we said, um, now try it. And, uh, it was clunky at the beginning, but then they really got into it. And you're going to see here in a second what that is. It's called spring math. Uh, the second part of that at the bottom um, you know, value assessment. We're not going to talk too much about that, but then analyze data. Uh Sheamus is going to talk to us about some of the the things we asked the teachers to do this year that were new to us that that live in that area. So, with that said, um oh, skipped that one. Um spring math. So, what is spring math? Um it all
013started last year. We did a book study with our leadership team, Visible Learning for Mathematics by um um >> John Hattie. Thank you. couldn't think of the name. Um, and we at the end of the book step well throughout it we were talking about things that we were reading about that we'd want to implement like what is the next steps for us? What what could help us get to the next um take that next step? And one of the things was math intervention, especially for our fourth, fifth, and sixth graders because uh when you get to that level of math, intervening gets pretty difficult because the gaps can be pretty big. And also trying to find materials that really um hit that content without you don't want to pull the kids out of like third
014or or their their core content, but you want to to intervene in some way. So the book study really led us to like what can we do to make sure we don't get kids in fourth, fifth, and sixth that are 2, three, four years behind in math because that's incredibly difficult. And I'm sure you'll you could hear um the middle school and the high school say the same thing. You know, when they're behind in math, it's very difficult. Same thing in reading. But um so what we did was we went out and we looked and we found a researchbased or backed um I wouldn't call it a curriculum, but it's it's a program that we're we used. It's an intervention program, but it's kind of a prevention program, meaning that it's for all students. All
015kids in core get it. It takes about 10 minutes a day. Um, and every kid gets it, but it's around fact fluency. Um, and you might be thinking, well, fact fluency, 2 plus 2, 3+ 3, or your your multiplication and division facts. But it's not just that. It's it's more mathematical thinking fluency. And the reason we want to work on that is because if you think of um like if you asked a kid to write an essay and they still were learning their how to write their ABCs or they had to think about how do I spell every single word and you want them to write a full essay, that'd be incredibly difficult, right? It's the same thing in math. If kids don't have those that foundational skill or those foundational skills and you're asking
016them to do long division which requires you to or divide multiply subtract divide multiply subtract divide over and over and over again but they're still in their head saying 5 10 15 20 okay every time it just slows them slows them down and they have to use so much cognitive load on just the facts themselves that um it takes up so much brain space that it it really slows them down. So the facts, the whole idea behind it is it's not just about being faster, but it's about being freer. Kids can do things quicker and they can free up their uh mental capacity to think at a higher level. I wanted to read you this because um thinking of the system as a whole, uh research consistently shows that students are most successful in algebra
017when they enter middle school with a strong number sense, fluent recall of basic facts, and a solid understanding of foundational arithmetic. Um because then they can focus on the algebraic reasoning rather than the basic computation. Right? So what does that look like? Um will it play? >> All righters, you are up first. I should hear your conversation. >> Turn the volume. >> You can use our sentence starters to help you. I see >> this is a second grade classroom and what it looks like. >> Ready and go. 7 8 9 + 2 9 + 11 = 9. >> Then I know that that 2 + 9 = 11. So I'm going to drop 11 down. So 0. Then 7 - 3 = 4. And then I know we're adding. So 4 + 1 = 5.
018And then 6 + 0 = 6. And then the same. >> All right. So, I think you get the picture, right? They're paired up. One's doing the speaking, one's doing the kind of the listening and the hearing of the other person's thinking. And then you didn't get to see it, but the timer goes off. And then they switch roles. And so, they're doing it back and forth. And then after that, then they have a chance to to race the clock and see how many they can get done in I think it's two minutes. I'm not 100% sure. But, um, it's not just throwing a a math fact sheet at them. It's saying, you know, what are we thinking about? What is a good mathematician or somebody that understands it? What are they thinking when they
019do it? Okay, now you do it and I'm going to listen. So, it's that every single day. And also, I I talked to you before, it's not just math facts. So, this is an example of kindergarten, one of the weeks that they that they go through. So, they have to do um you know, counting in order or identify numbers. So, 9 10 11 and this one is hard for them. Blank 2, three, having to think what comes first. And so it's that that uh number sense fluency that they're working on over and over again in different ways at each grade level to really build that background for them. Here's an example of second grade. If you think back to second grade, this is probably not what you remember, but um this is one of the
020weeks that they go through. So 19 takeway 14 is the same as 19 takeway 10 take away something else. Um again, much deeper than just that fluency piece, but they're having to quickly reason with numbers and um the whole class has to get to a certain benchmark before they can move on. So, some of the skills take two, three, four weeks, but the more you hit it, the more you hear each other talking about it, eventually it sinks in and then you get to move on. Um, and then last but not least, fifth grade. So, you can see the kind of progression. And it's, like I said, it's not just math facts. It's really having to use numbers quickly in your head and and uh and think think mathematically. So, I'm going to turn it
021over Sheamus here. So, like Justin was saying, um, we we say today we'll do it, tomorrow we'll do it better. And so the slide up here is aggressive monitoring 2.0. And so, um, one of the things that we ask teachers to do is make sure that they're tracking student data, that they're up and aggressively monitoring the student work so that we can respond to the work that we see. Um, one of the things that was tight in there was that the teachers are going to track the skills. they are going to be up and monitoring the room. Um, and then they have to respond to it. So, it's not just about tracking it and taking data, but what are you actually going to do with the data? Uh, what was a little bit loose was
022um that could be daily or weekly. It could be the teachers got to decide what the spreadsheets look like. They got to decide how often the assessments might be depending on how quickly they wanted to respond to what they were seeing. And then the format. So the format on the um on the sheets on the next page we'll take a look at. Sorry I didn't grab that. >> You're good. >> So right here this is the second grade decoding sheet and this is their aggressive monitoring. So if you look across the top there are different skills and then the check boxes are when the students meet those particular skills. So that way uh the teachers can quickly reference and see how well the kids are doing or where they're struggling. Um, and then this guides
023their walk to read. So the paras actually have access to this as well. And then as they're going in and reteing some of these skills, they can actually mark the boxes uh that the teacher is using as well. U across the top you'll see the overall percent on the top of the column and um as I said this drives the walk to read so the teachers and the parents both have access to it. Another example here is fifth grade. So you'll see they look very different, but they're basically doing the same thing. So this is a fifth grade math. So you'll still see the standards on top. They're doing a weekly check. And then they like the colors because for them it they can see it a little bit easier on where the kids are.
024Um and so green would be uh the students have already achieved uh mastery of whatever that skill is. Yellow, they're getting close. And red they've they still need some intervention and some help with that one. And then this info drives their walk to math. Again, parents have access to this and then they can change um groups every week. >> So this is per student. Each student is being graded on these like marks. >> Yeah. This right here is covering up their student's name. So each row is a student, but I we covered those up so you could see them. >> Yep. >> Um maybe a question for the board to make a connection to your own careers or lives. Is there anything that you do at work or in your life that you aggressively monitor
025that makes you do it in a more informed way? >> My bank account >> Yeah, >> lots of things. Yeah, definitely schedule for projects. Lots of things. Yeah, I think that concept of out of sight, out of mind for especially for student needs can be problematic, especially when you're dealing with a number of students every day. And if you're having kids that do walk toss and show up and and all the things that we ask our teachers to keep organized, these kinds of structures and supports allow them to do it in a a more informed way. I think Sheamus kept using that over and over. The information helps you perform better. It helps you decide here's where we're headed. Here's what that particular student needs. So, but again, it's I think for folks who are
026disciplined in in other areas of their lives or their their jobs, this happens all the time. In schools, some people have a word with the a problem with the word aggressive. What does aggressive mean to you in in this instance, the way they've described it? >> I mean, it just to me it's like they're just always making sure they're always checking, always on top of it. So aggre the way he's describing it, aggressive doesn't seem as a a scary word. It's like we just want to make sure that they can do it right. >> I would say um using a sports analogy, I don't think there's a single athlete that can win a game without being aggressive. Even in golf, like you have to be aggressive about your practice, you have to be aggressive about
027your swing, aggressive about your diligence um if you want to win. and we want to win, meaning we want kids to succeed. We want them to learn. We want them to have high outcomes. And so when you're passive about learning, um you don't you aren't successful. >> And I I think that's exactly the I think the intended um I think that's how the teachers receive it. And and this is happening at other buildings as well, but the the description of it sometimes for staff can be I'm not sure I like that word in with a third grader. All right. So, uh, system focus 2 or yeah, excuse me, system focus 2 is how we teach. And again, this has been the same for about six years now. Um, you can see the progression. I forgot
028to call out on the last, uh, system focus, but at the bottom here, you can see in the blue, uh, it's kind of the overarching statement of what our goal is and it with how we teach, it's to create a system and structure of high quality instruction to accelerate the learning um, for all students. So making sure that uh the instruction is designed so it's not just accelerating maybe the top half or closing the gap with just the bottom half but leaving the top half behind. It's really creating that system so that all kids are getting um accelerated growth and it doesn't matter which um classroom you might end up in one of the four or one of the three. Everybody's going to have part of that system that everybody's going to be getting a
029high quality education and how we teach will be pretty much the same. um it's not lock step. Everybody has their own twist on things and their own style in the classroom. But the heart of the instruction is the same in all classrooms. So the area I want to talk about uh here within the lesson planning and in instruction is our PLC's and you can see that was in the 2526 um focus area. So with our PLC's um they've evolved over the last probably four years. Uh 1.0 know was four years ago where we did 30 minutes of Monday morning 3 through 6 ELA. We got together and and talked about um common instruction and uh the targets and things like that. The next year, which was 3 years 3 years ago, we did 45 minutes
030with the 3 through six ELA teachers and rehearsals. So, them getting up in front of each other and teaching the lesson itself. Um, and then it evolved even further last year into K6 math for 30 minutes and then K6 phonics for 30 and 36 ELA for 30. So we were all together for 30 minutes and then we split off for another 30 in K2 and 36 bands. Um, and again just really digging into the cohesion piece, making sure we're all on the same page, teaching things the same way. This year it it evolved a little bit and when you think of the um gradual gradual release model so it's heavy in um direct instruction is I do we do you do and that's a way that you can teach kids how to do something like
031that you watch they watch them or you do it then all together we do it and then you do it and so this had a gradual release feel to it and so this year was a little bit more on the teachers and not so much directed by by us. What that looked like was this is just one week. Um, but you can see on the left it's September 22nd and then the the participants were here and so I would send this out every Monday morning at about 7:30. So this week fifth and sixth grade math got together. They met in Sunny's room. Um, this was the time frame they needed to bring work samples and talk about this. And then third, fourth and sixth grade ELA met. They needed to bring their Chromebooks. They needed
032to talk about what were we going to do different in target 4 because we hadn't done so hot last year, right? And so I gave them targeted things to talk about and they split up but we weren't all together. So it was a little bit more gradual release because we couldn't be in all places at all times. Um and the the cool part about that is again it's that evolution and seeing how where we started um and then where we got what we learned about this year. maybe it was too much graduate release and so we need to go back a little bit more to the um the weed do next year. But again, kind of finding that sweet spot of where we're at. And it's also really cool to see too from a district
033perspective how some of these things are are um are being taken by their building kind of these ideas and used in their own way. Um, but the the intent behind it is is really the same that we need to get teachers together and we need them talking about what they're going to do and how they're going to do it because the last thing you want kids to do is have to the kids shouldn't be the ones connecting the dots from grade 2 to three to four to five to six. They shouldn't have to be the ones to do that. Us as adults should connect them for them and so it's cohesive and it just gets gradually harder for them. Um I'm gonna I'm gonna leave it there. We're gonna go. >> Can I connect one
034dot really quickly? Um one for the school level and then one for the board level. So what Justin just described around if you go back to the vertical collaboration slide that one uh and the specific activities he's uh asking teachers to consider and think about. And then you go back to slide two. Uh can we go all the way back to slide two? >> What's two? the non-negotiables you see in the in the non-negotiable section together lesson plan all core instruction that's what we do right that's what we're um everyone is expected to do and so that evidence of that is this structure and design I think for something for the board and the district to consider is starting school um late every Monday has an impact on families there's a cost to it and
035so our responsibility and your responsibility ility is to aggressively monitor, is that making a difference for our students? And can we point to structures and systems that exist in our schools that say, "Yeah, that's worth our investment." So when then your neighbor asks you, "Why are we starting at 10:00 on Mondays?" Here's why. Here's what teachers do when those things happen. Here's the things that here's the outcomes that we get for kids when we have that time to to put that together. >> Got to find the right one. Uh so again here one of the focus areas is literacy as well. Um every student needs to spend hundreds of hours not only reading but writing and um speaking about what they're reading about what they're doing about what they're um learning in school. And so
036we try to provide those opportunities whenever we can. So this is the sixth year of really dialing in what ELA literacy looks like for us. And really the work's been driven by the teachers. So as Justin was describing, when they're getting together and talking about and planning together and talking about what they're going to be teaching, the teachers are the ones driving a lot of this instruction that's happening in the buildings. And what's really neat about it too is the work is spreading. So there's closer alignment across um I would say the school district today than than maybe there has been in a really long time. So we have similar resources and instructional strategies that are being used across the the district which is really exciting. So we we did two book studies last year.
037So Justin talked about um visible learning in math but we also did visible learning in literacy as well. And so, um, what came out of that was several meetings doing this book study and the the teachers really deciding what they wanted to focus on. And so, that's how we kind of got to this goal area for literacy. And so, we started doing accountable talk stems this year. And they're scaffolded across uh they're scaffolded by by grade level. So obviously the lower the level grade the more support that the students have um and the more um simple sentences that they are and then obviously we we try to expand as we as we progress through that through throughout the grades. So if you look up here it talks about effect size and so 4 is expected
038growth for for one year for a student and if you look up at classroom discussion the effect size is 082. So if you can get kids talking, they're actually going to be learning more. So talking about their learning, not just facing a book. Uh feedback 75. So again, almost two years of growth there as well. So you can hopefully notice a trend that we're doing the aggressive moni monitoring and then obviously this focus on accountable talk as well. Um metacognitive strategies, so thinking about what you're thinking about thinking thinking about what you're doing. um 64 and then peer tutoring 0.51 and that's kind of how spring math came about too is getting the students talking about um what they're doing but higher level student with a little a struggling student. Uh let's see. Did I
039miss? Oh, and then we're also trying to replicate this what we're doing in GenEd into the sped world as well. And so we're focusing on a Sorry, I don't know what I pushed. >> Yep. Uh we're replicating the systems approach. So sped when we had them had sped in two different buildings, everybody was very isolated in their thinking and their work and all that sort of thing. And so now that we have everybody together, we're trying to create a system and we're starting with vocabulary like we talked about at our last when you guys came to the the building. So we've seen sentence stems in classrooms a lot more a lot higher frequency use of those AAC communication devices. Common prompts and expectations is our next goal. And that would mean that all teachers, all
040paras, all people that work in those bedrooms would be using similar prompts with students, but also know what the cert the expected response from the student would be. So when a teacher prompts a student, we all expect the same level of uh response based on the student's communication level. >> All right. So that brings us back to our non-negotiables. The last one you see there is hold ourselves accountable. So set lofty goals and hold ourselves accountable. So um that takes many forms but one that I wanted to the one that's new to us this year that I wanted to to show you and highlight for you is uh this is a live data dashboard. It's not live here obviously because it's a image but um can you click on it >> right there? Yep. So
041this dashboard is available for our teachers or anybody that wants to to be watching how we're doing. I guess uh those sheets that you saw earlier of the aggressive monitoring for every skill that's happening this um it automatically populates in here and shows us. So we can see like in the first week of kinder the AMS AMST I think it is we had about 80 some odd we have about 80 some odd percent that have mastered that. And so for every skill we've taught we can see where we're at. Uh can you scroll down a little bit? So it goes to first grade decoding. You can see second grade decoding here. And they have a bar graph that how many kids that on our weekly progress monitoring are are showing fluency. Then it goes to
04236 ELA. Our interims how they how they've done. Keep going. You can see math at the bottom. So fifth, sixth, and then you get into math. The same thing by skill and by standard because the teachers are aggressive monitoring and paying attention every day in class. that triggers this uh or it populates this for me and for them. So, we can at any moment see like which kids are are I mean, excuse me, how many of our kids are struggling? How many kids have are kids have got it? Um are we on track? Uh is there is there one grade that might be struggling in a certain area? Um there's lots of different things you can look at, but if you don't have information like this, it's really hard to know, right? And also it
043it goes back to like I said the um hold ourselves accountable non-negotiable because when you know that this is out there for everyone to see. It's not a a shaming thing or an I got you thing but it it holds you accountable, right? If you have to put out there how you're doing and you know that it's out there, you know you got to produce because you don't want to be the one that's that's not doing that, right? And so um for all grades, it's it's there. And so that's how we we hold ourselves accountable. So, last but not least, um I only had one slide left and it was just going back to the growth mindset and hopefully you can hear or you have heard a couple examples of how um the work has
044evolved and the the teachers have that mindset of, you know, we got to just try something and then we're going to make it better. And like Sheamus said, um I'd say a good 75% of what we do is in the ballpark is directly and directly from our teachers. Like they've tried something, it didn't work. We tried something else, it didn't work. Oh, now we got something that worked. Okay, now let's how do we make that better? How do we we scale it so everybody's doing it? Um if something hasn't worked for a couple years, we don't do it. Then what's next? And they're really good about that. They're really good about uh having that mindset and not being scared to try something. And they might joke with us and say, "Don't come in the next
045couple days because I'm trying." But um I think they trust us enough to know that that that's the process. And if once we get it figured out, then we'll go on to the next thing and then to the next thing and to the next thing. And by then the first thing that you fixed is now kind of out of date and you got to start over. And so um it's a long process, but with that growth mindset idea is really really what gets us there. So that's all we have. Any questions for us? I don't really have a question, but I do have a comment. Um, I really enjoyed our site visit. Um, I know that I my question was, "What makes your school stand out, right?" And the one thing that I felt like
046was a universal was that you guys are very relational. Your teacher, staff, are it's and it's a longevity thing as um, and so I just wanted to say that goes a long ways in the community. So, thank you for that. And um because I know there's always teachers that stick out to >> Yeah. >> um people and so it's obvious that your school does that very well. >> Oh, thank you. Thank you. >> Any questions for us? >> Not a question, just a comment as well that we we get a lot of positive feedback feedback from parents of your kids about their experience of the school and we appreciate that a lot. Um like Bernie said, thank you for taking our questions and you got our questions ahead of time about what we wanted to
047see at the site visit and that was great. you answered exactly what uh we asked. And then also thank you for having hosting the spread department there. It makes a huge difference to those kids even though it's a lot more work for you guys. So we appreciate that. >> I wanted to add on to what um Aaron said just about special education. It was really nice to go in there and really um hear from the teachers, but also afterwards I asked you like what are they doing to take care of themselves as well? And you guys had great answers. So I really did appreciate that. And um even Heidi gave us the reason why, right? being disconnected and the um hardship it was putting on family. So, I just think it like Aaron said, it's
048awesome that you guys have it there and I learned a lot, especially when we were there. So, >> good. >> Um I I appreciate the growth mindset. I we use that a lot in our business and um in goal setting in my marriage and in as a family and all sorts of things like a a growth mindset is what sets apart winners and losers. So, not that that can I don't know if that's how Yeah. Anyway, >> um I didn't mean that offensively. I meant that like >> well done. And um I love coming to your guys' school. Your site visit is always very well planned. I mean, it's it's just as good as your board report where everything is thought out and particular and um you do it with both your staff in mind,
049but also us in mind and dumbing things down for us a little bit and keeping us engaged and not going over our head with too many technical things. So, I just really appreciate it and I know you have a great staff and a great staff is only great when you have leaders who know how to lead and you guys do such a great job at being leaders of your school. So, thank you so much. Thank you for the experience that our kids get, that our staff get, that that everything that happens at Wajitas is is due to the effort that you guys put in. So, I just want to say thank you so much for all of that. I know it has been a craft that you have been perfecting for years and has not
050come easy and year after year. Um, I appreciate that you look at what works and what didn't work and that you move on and sometimes you have to throw things out and uh but at least you tried um to improve it and so I just I always appreciate your transparency and the work that you guys put in there. So, thank you so much. >> Thank you. >> And thank you for coming tonight. >> All right. Thank you for having us. >> Thank you. >> Do we have any public comment? Okay, we'll move on to our upcoming events. Um, June 9th is the Ludaka Dual Language Night at the OS gym at 6:30. June 10th is Husky Beginnings at 700 p.m. Do you want to head count for June 9th, Marty, or are you just doing
051a You already did a Okay. Um, everyone still planning on being there for Husky Beginnings? >> Yeah. >> Okay. June 12th is the last day of school. Woohoo. And June 22nd is our board meeting at noon. Anything else to add to that? >> I have a question. When do we get our students, our board reps? >> Should be with in the next meeting. I think our other ones are just off now. >> The summer >> in the summer. >> Okay. >> I did speak with uh one of them uh today at the high school and she came up to me and said, "I'm ready to go." So, I told her after today's board meeting, I would circle back with her and we'll we'll catch them both and say, "Hey, here are the meetings in the
052summertime. Are you interested or you want to wait till the start of the school year?" But they're they're raring to go. >> Perfect. Respect either way. I mean, I understand it's summer vacation, so maybe they'll be hit and miss. Totally understandable. Um, we'll move on to our board self assessment of the meeting. >> I appreciate everyone coming. I know like the end of the year school burnout is real. So, I appreciate you guys showing up and um yeah, uh just an extra thank you to Pete and Marissa and everyone for all the work they put in for graduation. I thought it went really well. So, thank you The Wahitas report was excellent. Second out of 10. It's also great to have a full board here tonight, minus our student reps, but a full a full
053school board. Do we have anything else? Okay. At this time, the um board will recess into executive session for 60 minutes to discuss the performance of a public employee. The