001All right. So, it is December 11th and we're here for our regularly scheduled December board meeting. Uh, we'll start with the pledge of allegiance. I pledge algiance 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. And then we'll follow that with a moment of silence. Amen. All right, Mr. Martin, I'm going to turn it over to you. Yes, ma'am. Welcome to the December board meeting. Um, our first item on the agenda is our consent agenda with our U financial report and board minutes. Are there any questions? Okay, with that, I'd like to make the recommendation that the consent agenda, financial report, and board minutes for the regular board meeting held on November 13, 2023 be approved
002as submitted. All right. So, we have a recommendation. Do we have a motion? A motion. Okay. I'll do a motion by Jessica. I'll second. Second by Sarah. All right. Any further discussion? All in favor? Any opposed? Okay. All right. Up next, we have our reports on student achievement success. We have the primary and the high school here, junior high today. Um, they are working through learning with the work of Patty and everything and are doing some remarkable things. So, I'm going to turn it over to Miss Bennett and Miss Stein and her teams and let them talk about the great things they're doing for our students. Awesome. All right. Welcome, guys. Um, the computer doesn't work on my Mac. the other telephone. Okay, please. We are really excited to be here tonight to be able
003to share this with y'all. I think we want to start with just introducing everybody so you kind of know who everybody is. Um, I'm Angie Day and I'm the assistant principal. Destiny Cummings, second grade. Michelle Kimmel, second grade teacher, learning coordinator. Kyla Traml, first grade. Jamie Rogers, second grade. Um, I am I am so sorry. I can't seem to get my I'm Chrissy Turner, ninth grade, computer science and college and career readiness, and I teach eighth grade coding. Uh, Kelsey Gordon, and I teach seventh grade literacy and one section of eighth grade literacy. Um, I'm Caroline Malfish. I'm the building learning co coordinator and then I also teach seven and n uh Joshua Johnson eighth grade math Jessica Shelton instructional coach okay we want to start with just um a little background about what visible
004learning is and so it is a research researchbased model of learning based on the research from John Hattie um and um it it's really focuses on evaluating ators and teachers becoming um learning becoming visible for the students. And so they he did a lot of research and did a lot of meta metaanalyses that shows what the most effective teaching strategies are. And so through this work, we were able to look at those strategies and have a better idea of what strategies we should be implementing in our classrooms that have the highest effect sizes. So this is just another um picture of that. So what you see on the right side is what he calls the barometer and the blue and the green is what you want. Those are um instructional strategies and things that show
005a positive influence on students. After all of his work, he decided that point 4 is the hinge point. So after years of collecting his data and his meta analysis at point4 he says is the hinge point. So that is one year's worth of growth. anything that has an effect size over 0.4 is more than one year's worth of growth that they have seen in their um analyses. So, it really is helpful for us in our PLC's because when we're talking about strategies and we're talking about new ideas that we can implement, we really want to focus on the blue and the green because those are the the strategies that have the highest effect sizes. So you might be wondering well what strategy has the highest effect size and that is something called collective teacher efficacy
006with the effect size of 1.57. So what that tells us as educators is that this one thing is the most effective thing that we can do for our students to um make learning more meaningful for them. So collective teacher e efficacy the definition is is the belief that teachers can more positively impact the learning of their students if they work as a team. General translation adult collaboration is the best way to impact student learning the number one way. So we as as our two buildings um came together over the summer I think is that right Miss Ben? Over the summer, we both were really interested in the visible learning research and so we decided that we would pull our money and make a fiscal commitment to the visible learning process. So that meant that both
007of our buildings spent the entirety of our 2324 PD budgets on the visible learning process and that paid for um two consultant visits from the visible learning group and I'll talk more about those visits in just a moment. Um our future goal is to continue spending our PD budgets on the visible learning process by sending some of our teams to go to a conference next summer. um to learn more about the visible learning process. So that's our that's our future plan. Um we also spent an enormous amount of time on this process. We huge time commitment for both of us. We required both buildings required our staff to come July 31st for a professional development day. So think we're still talking summer, right? Like the rest of nobody else is is back to work yet.
008We required both of our staffs to come back July 31st to attend our first training by our consultant. His name was Dr. Asaf. And then um he came back November 9th. He is a um upper level math and science teacher in California that also is a consultant for visible learning. Okay. So he came back November 9th and he worked at both buildings. He spent the morning at the primary school, spent the afternoon at our building, and um I think we'll probably go into a little bit later what what he did at at each building. Both staff at both schools are also doing a book study that we both started over the summer. Um and we're it's the same book called Clarity for Learning, which goes handinhand with this visible learning concept, which will continue to
009explain to you today. So um again, this has just been a major commitment. This isn't something we just thought, oh, we'll do this. We are we are committed to this. We're all in both of our buildings. So when our consultant came um to Peers Junior High in the afternoon of that November day, we he got to witness both our literacy and our math teams, our our PLTs um working a normal PLT meeting. He got to see what it was like and then we asked him to observe classrooms for about an hour and then um the shelter Mr. Travis and I got to sit and give you his feedback for an hour. So, we wanted to share with you the feedback that he gave us. Um, it was so valuable for us to hear how we
010felt about our building after implementing um the things we've been learning about visible about visible learning. So, I wanted to give you our feedback and the primary school is going to give you their feedback as well. He his first comment was about our culture. He was very impressed by our staff culture that he saw and also our student culture in the building. He's very impressed by that. Also the rigor. So I mentioned earlier he's an upper level math and science teacher. Our seventh grade teacher, Mrs. Bennett, science teacher, was teaching our students that day how to balance chemical equations. So he went in to watch her. He was floored at the level of rigor that we were teaching in our seventh grade science classes. Um he was very impressed by that because he said my
011juniors in high school struggle with with this concept. Here we are teaching seventh graders. He also was impressed by the grade level alignment. So we had him go into three different eighth grade English classes. Every single one of those three classrooms was teaching the exact same thing. So he was very impressed by that. Um also the collective efficacy. So when he observed our PLTS that day, he was impressed with the willingness that our adults were able to work together um he was impressed with the vulnerability of the honest look at data is the next bullet point there. So teachers were freely just sharing their data with each other planning how to move forward. some data was better than others, but our teachers are so close-knit and have such good culture that they were very vulnerable
012with each other, were able to share that data without um fear or shame. They all surrounded each other, were very um helpful, proactive about making next steps. He also commented on meeting the needs of all learners. One thing that I like to tell my staff is all our kids are all our kids. No matter who the kid is, they are all our responsibility. So he commented that he actually saw that. Um also it gave us good feedback about our interventions that we put into place. And the last bullet point there was the highest compliment for me. Um he has children that are junior high age and he said that he would be um delighted to have his own children attend our school. Um like Beth said in the morning um he came to our building
013and he visited with us. Um, we structured ours to where we got him in as many classrooms as we possibly could and then we allowed some time afterwards for them to have feedback and um, kind of just have a talk with sit down with him and kind of debrief on what they saw in their classrooms. One thing that he kept pointing out to us was the amount of the how impressed he was with the rigor in our classrooms. He was in a first grade class and they were talking about writing informative paragraphs and he was like, "Oh my gosh, you know, they could tell me I'm writing an informative paragraph." And they and so he asked them, "Well, what does informative mean?" And they were able to tell him exactly what it means to write
014an informative paragraph. And he just kept talking about how impressed he was with he told me, he said, "Y'all don't shy away from the rigor in this building." So, I felt like that was a really high compliment coming from from him. So, we were very happy with that. Um he also said I believe he had just left Miss Cummings room and he walked out and he goes, "Man, the amount of learning that is going on in that classroom is tremendous." And so that speaks a lot to what our focus has been on, not what we're teaching, but what they're learning. So we want to focus on the learning, not so much as the teaching. And I felt like that was a really high compliment is the amount of learning that was going on in these
015classrooms. Um he left Miss Kimmel's room. And we walked out the door and he goes, "Wow." He goes, "I just need to get a TV crew and come down here." He said, "That was the most excellent example that I have ever seen." And we were like, "Wow." Cuz he goes all over the country. He's been to all kinds of different schools. And so he just kept coming back to it. He was like, "That was so impressive." And he said, you know, the culture and the implementation that we were at at this point in our journey because we started in July and here we are at the first week of November and we're already to this point. And he said it just really spoke to the culture that we have to keep learning and to implement
016new things and that he was just really impressed with where we were at this point. So you might be asking why why did we choose visible learning for our two schools. So we have three bullet points and some of our teachers are going to take this on and kind of explain the why behind it. So I'm going to talk about the um PLC process and I always start with this quote anytime that I think about teaching and the things that we brought and it's by John Dwey. It says if we teach today students as we taught them yesterday we rob them of tomorrow. And so that's why we continue forward trying new things and the latest things that are out there so that we can continue. And so PLC and PLT time we call it
017is time set aside for teachers and administrators to discuss what the students are learning. We look at data and make discussions about instruction. So how does PLCD and visible learning connect? So I'm going to talk just real briefly about the four guiding questions that we use and kind of how that connects to visible learning. So the first question is what do we want students to learn? These are essential standards, the must know, those big overarching ideas and that's what we use to write our learning intentions in a kid-friendly way for visible learning. Um, this question also guides the teachers and students into identifying what it takes to be successful with mastering the big learning intention. Thereby helps the teachers and students write our success criteria and those are the little things that we must learn
018to reach that overarching goal. And then question two, why did the student students need to learn this those big um ideas? So we use that question in our PLT. It allows the teachers to reflect as to where this connects to the students learning and then we can articulate this to our students so they understand how this learning is connected to the next grade level to the later grade levels and ultimately to their overall future success. When students understand the why it's like us as adults, they're more apt to be engaged in learning the things that it takes to be successful. And then question three, how will I know they are learning it? As a teacher during PLT time, that's when we look at the data to determine, okay, what are they, you know, what is
019it that we're looking at? As the students, we guide the students to ask themselves, what do I need to learn? Why do I need to learn this? And then they rate their learning success at each step in the success criteria so that we can retach or enrich prior to being assessed on the big learning intention. So they rate themselves on a scale of a zero to four is what we'll you'll see in a poster here in a minute too. A zero means I'm really confused. Can you retach me? A one, I need lots of help but I'm starting to get it. A two means I need some help but I'm getting the idea. A three is where we hope they are. I've got this and I can explain my thinking. And a four, I know
020this. so well that I can teach it to others. Um the purpose of students rating themselves is to help the students understand where they currently are in learning in order to help them lead their learning and stay engaged. And that leads us to the final two questions. What can I do as a teacher when students are successful? And what about the students that are? As the teacher, we help the students ask themselves, what's my next learning step? Where am I confused? Where am I successful? And what do I need to do to move my learning forward? Then the students plan together with the teacher to be more successful whether they're a zero or a four. Then we sit down with the students. We meet and discuss their confusions and successes and then we can retach
021or um provide opportunities for enrichments and the students are very honest in where they are learning which helps us before we get to that big learning are you have you really learned this and assess them on those essential skills. So that's how it pass. Okay. and I'm going to talk about the impact on learning and it builds on the four questions that she just talked about. So the first one of what we want students to know teachers are taking those high quality instructional materials. They're taking their curriculums and really breaking them down into individual learning targets so students understand what they're learning when they walk in that classroom each day. Communication is becoming clear to students. And then we're taking our grading practices of really making sure that a grade in one teacher's classroom is
022the same as it in different teachers classrooms. So that way there's consistency within grade level teams and that way that when students are having their grades back they understand there's clarity with their grade that they understand what it means and what they need to be working on next to improve their learning improve their understanding and then we're using our encore time of what are we going to do afterwards when students don't understand it or how are we going to expand their learning is so we're taking these individual learning targets and we can say all right well we're a team of three teachers why don't teacher A you guys hit learning target one, you'll take learning target two. So, we're not really thinking of our individual students, but like Mrs. Sun said, all our students honor
023all of our students, and we're really looking as a team picture of making sure students are getting what they need. And I'm going to talk a little bit about some of the effective strategies from the studies that John Hattie has completed. Um so as Miss Nstein has already said the most effective is that collective teacher efficacy which is just all the uh teachers everybody who works with those kids all being on the same page collaborating with each other and really working together to push our students to the next level of their individual learning. whether that is successful for them at this point in time with the goal to continue pushing them forward or to continue enriching them so they're they're never done learning. They're never just over and stopped. Um some of the other impactful
024strategies from John Hatting were teacher clarity u which has almost double the average uh effect size for one year in school. So with if your teachers and your staff and your administrators know exactly what they're supposed to be teaching, what the standards are, how to get your students from point A to point B, and continuing on that uh learning journey with your students, that is going to be more impactful for more than just one year in school. So it will continue to push your students at a quicker rate um forward. RTI, so response intervention. Um, that's going to be like Encore for the junior high, win time for us primary folk. Um, that's where we're going to be targeting those students who are either struggling with specific skills and learning intentions or pushing them up
025to higher level learning, which may be in effect above grade level. Um, it's going to be really targeted towards those individual skills and those students. And that's got an effect size of 1 29. Sorry, I couldn't read it for a second. Which is going to be well over that one year of growth per each school year. So with our buildings really targeting that RTI in those different ways, we are going to close gaps much quicker than if we did not implement RTI strategies. Um, teacher credibility has a 0.90% um, effect size. And I got this from John Hadtie's book, and I love the way it's written, so I'm just going to copy it word for word. Uh, teacher credibility includes trust, competence, and immediiacy. Students naturally evaluate each of these factors to determine if their
026teacher is credible and if they are going to choose to learn from that teacher. When students believe that their teacher is credible, they are more likely to develop positive relationships with that teacher and then learn more from them. So that goes into one conscious discipline having that relationship with your students. But they naturally feel and they evaluate you even if you don't think they are. If they have that positive relationship with you, they are going to want to trust you a bit more. They'll find you more approachable. they were will be more willing to learn from you and take what you give them and then run with it by themselves. Sorry. So these next few slides we're going to talk about the impact on learning. And so each building is going to take a couple
027of slides and discuss the data and the impact that it's had our teachers has had on their practice and what the impact it's had on their students. We're going to look at some data. We have a couple of videos that we're going to show that you can see it in action in our buildings and then we'll end with next steps. Okay. So, let's talk a little bit about visible learning at Peidge and Junior High about what we've been implementing. I think Mr. Johnson can take us off here. Yeah. So, in the math classroom, um, especially for the math PLT, we just start learning targets for our kids. Um when the kids walk in every day, clarity of learning is about kids knowing where they're at, where they're going, and where they're at in that product
028progression. And so, uh one of the things, um this all the giant been working on uh pretty hard for this year has been that uh yeah, we have our standards when the kids come in, they know what what they're working on that day. But once a week, we get quizzes for the kids. And the learning target has been broken down into uh much like we talk about the zero, one, two, three, four. We have uh close, ready, or exceeding. And so that learning target is broken down into three components so the students can uh work on it and choose what they're going to work on for that day. And typically what we ask them to do is to reflect where they think they're going to be at uh during the course of that test or
029that quiz so they can uh kind of know where they're at, they can see what the breakdown of the math problems look like. Uh so that when they when they wrap up and finish, they know, all right, I know I was able to do the close one and I was able to understand most of the ready problem. uh and but what are the what are my next steps? And so when we bring it back into the classroom, uh we go go over the results with the students. Uh we try to give them the first opportunity. Sometimes the assignment is handed back with no marks on it whatsoever. And we kind of go over, all right, here's how we graded it. Here's what we're looking for. And it gives them an opportunity to selfch check. It's
030often what we find is that if you hand back a paper with a grade on it, students are like, that's my grade, I'm done, I'm moving on. But then if they're trying to assess themselves, it gives them greater responsibility and efficacy in their own learning process. And so this gives us an opportunity to empower the students to know where they're at, what they're learning, and what the next step is for improvement. Um high quality instructional materials. Um that having access to these makes it really easy to implement these specific types of strategies. So, um I'm a literacy teacher and we're able to use the Witten Wisdom curriculum and um just speaking from a little bit of experience, it's really a privilege and like such a blessing to have a high quality curriculum like Whit and
031Wisdom. It is tailored to our learning targets and to our essential standards that we want our kids to be working with. It comes with assessments that are like specifically targeted to those learning objectives. Um, so we're able to take the materials um that we're working with and we're able to create really strong assessments to get a clear and accurate picture of what our kids are learning and it's really effective because it matches up exactly with what the curriculum is, right? Everything is all together. Everything is one cohesive unit and that makes learning more impactful for the students and also gives them clarity about like what they're learning and why they're learning it. It's all tied in there together. Having it ready for us um to where we're able to like evaluate and assess and like
032implement it ourselves gives us more time to collaborate as a team as well. Um and we're able to work together to be sure that we're on the same page teaching the same quality material so that all of our students are having access to that good quality instruction. And then we're able to look at these common assessments, evaluate where all of our students are at and what the gaps may be. um and we can uh very quickly identify what we need to work on and what we can do moving forward to ensure that all students are successful. I get the opportunity to uh help our staff through the clarity for learning book clubs and um it's it's been fun. We talk about how student learning should not be like a a game of pin the telling
033donkey, right? And I can assure you that no teachers think that they are putting a blindfold on and spinning their kids around in settings towards learning. But sometimes we're not aware of the practices and the disconnect for student learning. And so this book has been really awesome in kind of like helping students and well helping teachers be able to see where those gaps in the instruction are and how we can clarify the learning objectives and make it so that they aren't blindfolded that they can see where they're going, the path is straight and they can hit the target. So I am the electives team lead and an electives team is a lot different than other PLTs in the fact that none of us teach the same thing. So there's not one teacher there that's teaching
034what another teacher is teaching. So we don't we we look at data our individual data and um this has really helped us. I I've started I've been in Pidge a while and we went from a time where the electives were part of PLT and then we were part of the PLT process and we were like why are we here because we're just not quite understanding this. we just progressively added more rigor and this book has really helped us add rigor in the fact that we are now bringing our lesson plans and looking over them with each other being able to help each other that way. Um we're working on clear student rubrics um studentfriendly speech in our rubrics and our objectives um how we can communicate those to our students. So like on my board
035and on all of ours we have um objectives, tasks and then the outcomes. And so part of teaching two completely different classes at the same time, computer science and college and career readiness, I have to incorporate a lot of things in the ways that I can. And so I have student I shake their hands every day. They have to look me in the eye, introduce themselves and answer a question. And we're in the hallway because Mrs. Stein says you have to be in the hallway during passing period. So, um, once I I'm right by the door, but twice now, I've walked in and I've I've had a student going over our learning objectives and our tasks. And so, I just let that happen. And so, that um that comes from having clarity, from learning how
036to be clear with my learning objectives and tasks and outcomes. I have the privilege of having either been an admin an administrator, teacher, or parent in this district for 14 years. And one of the great privileges of that is to see the growth that our district has had. And I'm not talking numbers. I'm talking in what we're offering our kids on a day-to-day basis. Um, when I think back to the education that my children started getting in 2009 and what I started teaching in 2013 and now what we're doing and it could not be better. So, I'm I'm really thrilled about how we as a district can be offering the rigor that we're offering today through our high quality instructional materials, through our amazing teachers that we hire, through our support staff that we have,
037through training like visible learning. So, I'm just really thankful to our board for allowing all of that to happen. thankful to our bosses for allowing that to happen because it's it's just it's a privilege to be in this district where we can now um require expect that rubric from our students. Such a difference from years ago. So, I'm going to end our junior high section by talking a little bit about the data. So, um, one thing that I that I love about this visible learning process is that it kind of inadvertently relates to our campus improvement goal. One of our goals to incre is to increase student learning and to have that data reflected our MAP scores, but to have that increased learning come from being clear, come from um really working hard to to
038come up with with learning targets, common rubrics, common grading, and so on. So, our campus goal is aligned. Um, my own personal PGP goal, PGP stands for professional growth plan. Everybody district has one. My goal aligns to this. Um, assistant principal Mr. Travis, his goal is aligned to this. Um, our teachers, um, they also go through a rigorous PGP process. um over half of our teachers their goals align with the visible learning plan. And just I wanted to give you a quick rundown of how we assess and follow through with our teacher goals. So again, all of this is very intentional. We're not just throwing this and spitballing this. This is very intentional all the way from our campus goal to our teachers. Um our teachers were required at the beginning of the year to
039meet with our instructional facilitator, Miss Shelton, first as they developed their goal. Then they had to come meet with either Mr. Travis or myself. Um then Miss Shelton, Mr. Travis, and myself conduct regular walkthroughs into classrooms to see how is our progress on their goals, how are we doing with being clear, and I'll show that data here in a minute. Um every one of our teachers gets two informal observations a year where we walk in and give extensive feedback, take extensive notes. Um next month, Mr. Travis and I will meet with every teacher to do a mid-year review and then you will do end of year review as well. And again, it's all related to to those goals. Um on the right side there, so so far this year we've conducted 170 walkthroughs in our
040building. Um and these are the there's several questions on that forum the feedback that we give teachers. Um but one that we added since August is that top one. What's the learning target for today? obvious when we walk in. And so we've discovered that through our data that 90% of the time when we walk in a room, we can tell what the learning target is. Now, we can tell that from many ways. It's either written on the board either or we've heard a teacher speak it, but most commonly the kids tell us. I've gotten into the habit when I walk into the room, I ask the kid, "What are you learning today? What's the point of your lesson today?" And 90% of the time they can tell me. So since our consultant came, he encouraged
041us to add a couple more questions to our walkthrough form when when we walk in. So now I ask kids, what are you learning today? Then I ask, how will your teacher know if you've learned it? That's kind of a tough question for a kid, but that goes back to the process that Mr. Johnson just described to you, those rubrics, that common grading that we're talking about. And so now 60% of the time a student can tell me and by the way that data is only since November because I just started asking that question. And our third question is why is this learning important? Why are you learning about the difference between um form and function in your art class today? Why are you learning about the Pythagorean theorem? Why are you learning about um
042chemical equations? So now when I go in and ask that 100% of the time, so far since November, the students have been able to tell me why what they're learning is important, which I think is an amazing statistic. Okay, our teachers are going to share a little bit about what visible learning looks like at the primary. All right, so at the primary, we have committed to building continue building our knowledge around visible learning by doing a book study. So this semester um each month we have read a couple of chapters from our book Clarity for Learning and then we respond on Google Classroom to a couple of reflection questions that Miss Bennett has posted and then we also go in and we respond to some of our co-workers reflections as well. And it's just a
043great way for us to go in and kind of share ideas with each other. Um and then kind of just build that knowledge together, that shared knowledge of what visible learning is going to look like for our building. So after our visible learning representative came, we had the opportunity to receive some feedback from him. Um, and one of the pieces of feedback that second grade, at least I know you weren't in there at the same time, Jamie, but Michelle and I had received was the implementation of a learning log so that students would be more aware of their own process of learning. Um and that is really when we started implementing or at least beginning to implement a reflection where the students are selfassessing their learning. So we had already been using the 0 to4
044rating scale but what we have begun or started to do is have the students respond to a couple of questions that really track their own personal learning. So, I have one of my kiddos um that we filled out recently. Um one of our essential standards for this quarter of school was comparing and contrasting two versions of the same story. So, most recently we've been doing Johnny Apples Seed and John Henry. So this um friend, she would rate herself as a four because she can compare and contrast two versions of the same story using a vin diagram and knowing how to create her own ven diagram and what important information she needs to include to model the comparing and the contrasting of that. So, she is able to accurately reflect on her own learning since we've
045been um implementing these visible learning strategies, rate herself accurately, and explain why she uh would rate herself that way. And that's second grade. Second grade. I know. Yeah. She is also able to reflect on what she is still struggling with. So she is struggling with um using the stories and looking for the most important major details to include. Um but she is aware of that fact and she is able to take the necessary steps with myself as her teacher and her win teachers and every adult that she interacts with in order to continue working on and making progress on that. And so of course you have students who would rate themselves as a four. You have students who are still at that level zero, but the fact that they are aware of that and are
046actively making steps to progress that learning is phenomenal. So, I have seen a market improvement from the implementation of these visual learning strategies. That's impressive. Implementation of learning intentions and success criteria. So, um, we've always put I mean what we're learning on the board with kids is today or it's always the student will be able to well, we've kind of shifted gears this year and we all in the building at the primary have started ours with today I will be able to um write an informative paragraph. Um, and that really lets the kids know it makes them aware of what the lesson's going to be about. And um, through the book study that we've u been reading, we, you know, one thing that we've discussed was having the kids help us to create that success
047or that learning intention. And so it like that makes them a little bit more buy in and know what they're supposed to be learning which leads to the success criteria which is um how will they know when they've learned it. So if my learning intention is today I will be able to write an informative paragraph. Um their success criteria would be I will know I'm successful when I have an introduction, a topic, evidence and a conclusion. And it makes them them more accountable and makes their um so their grading scale that they can do on themsel easier because they can be like, "Oh, well, I can't find an introduction or I'm having trouble with my conclusion." They can pinpoint where they're struggling with by telling them the steps to knowing when they're successful. And they
048do hold you accountable for that. up today. You know, new teacher in December mode, um I'm teaching my phonics and we're moving right along. And halfway through the lesson, yes, he goes, "Mr. Rogers, how are we supposed to know what we're learning today? We did not build our learning intention." So, I had to stop. We had to build our learning intention and our success criteria and then we got to move on with our lesson. So they have really um bought into it and they absolutely have all the buy in with making themselves successful. Kind of goes back to the impact piece too. Yeah. Sorry. Um the impacts piece. So when we first started writing these learning intentions, you're taking the standards, you're going this is the essential standard. I can write these learning intention, but
049what does that really mean? What are all these steps that the student has to be successful at to add and subtract within 100? So, they've got to be able to fluently add within 20 and subtract within 20 and they've got to be able to use different strategies to do that. So, putting those little building pieces and then the students are able to see your students able, well, I can't do that, but I can do that. How can I work together to get this success so that I can reach that overarching idea? And plus it gives you time to go back and retach and they want to learn. At first I thought, oh they're gonna rate themselves all three or four. They don't want to rate themselves. Zero. They're very honest. They're like I need some
050help. I don't get this. And so it's really nice to see that piece. And it really it made me stop and think first of that quote that I shared earlier, but also what we come up with our vision statement is shaping the whole learner today in preparation for tomorrow. They want to learn. They want to be successful. and when they're not, they're willing to say, "I need help." So, it's been a really nice piece. It really makes you self teacher. These are just some pictures that I went in classrooms and and took, you've heard them talk a lot about rating themselves at the um either a zero through four. So, there's a picture of what it looks like in their classrooms. Um they just have little posters up and they kind of give an idea
051of what they're doing. Um on the right is a first grade learning intention about the informational um or informative paragraph sorry and then on the left is a second grade reading um standard. Okay. So, I wanted to talk about our classroom walkthroughs and how we have um our visible learning, how we've tweaked those classroom walkthroughs to include um these strategies and all the things. So, um we started collecting this data midepptember. Um we've done four walkthroughs as of last Friday. Um and the data that we are looking at kind of falls in two different categories. How the teachers are communicating those learning intentions um and then how the learning intentions and the students um are how their responses align. So like Beth, we um we go in and we first we um look for these
052learning intentions. So um the next slide will kind of go over how well there we go. Perfect. But no, that's awesome. Awesome. So the learning intentions and the teachers when they have those posted um we had 71.6% 6%. Um, they have those posted. Um, and then we have I have to look because I don't think my I think it's 15.8% is where the teachers not only post those, but they also refer back to them as they're teaching. And then we had 6.3% um where our students were selfassessing. So um and then 6.3 not observed. Um so and then the next slide um how the learning intentions and the student responses align. We had 90.5% they aligned. Um and then what 9.5 I think the um that were not aligned. So um some of the neatest
053things that we have as we've gone in and asked the students what they are learning. It's amazing. I mean it really is amazing. And it's not just our um I mean our activity teachers, our special education classroom. Um they're all telling us what they are learning and sometimes very detailed. You'll see on the video um we have one of Miss Tramble's kids. Um and I don't think they uh had the whole thing that she said but um you'll see she said I am learning how to encode and decode words with vow consonant R or something like that. I mean she um she knew exactly and then I said what is what does enco mean? And I mean you can tell she has been taught it's just a fancy word for writing. And I said what
054about decode? It's just a fancy word for reading. But they you know and like our consultant said these kids are not shying away from what they are learning. I mean they're it's it's pretty deep. So especially for kinder first and second. So, um it's it's really been neat to see. Yeah. My students and I have a clear path on our learning kind of where we're starting and where we're going. Stand together. What [Music] other lesson? Oh, what about the letter R? [Music] Love technology. Hit 4:30. All right. Who's on Wi-Fi? That's what we ask at our house. Everybody off the Wi-Fi. We are going to [Music] our track using the number line. Mr. Martin follows these words as well. We can send it to y'all. That would be great. Yeah. You got through the best
055part anyway. The rest of the end there's just some me talking. So, you got to watch the rest of the kids. Do you want me to try again? No, that's good. Let's see if we can get start. I have a suggestion when we do our building next time our building visits for the primary or the junior high like we can see it actually enact. Absolutely. Absolutely. You guys can just reenact it if you want. Don't worry. What I said in the video was brilliant. Oh, all right. Try one more time. We'll try again. Send them out. Sorry, they all work. [Music] Um, when teaching a class, students know where you're going. It makes it easier to get them. I really enjoy the fact that um in the book they provided statistics about when you tell
056your students what they're supposed to be learning and when you give them success criteria like checkpoints for when they will have accomplished that thing like how that's the biggest indicator of student [Music] growth we [Music] know and I know the expectation the class like like you know what was doing that day and how I like to model things with the thinking that I think that helps along with the step-by-step agenda the essential question and the what they're going to be able to do at the end of the lesson that all of that together does a really good job for them to make sure that they have they understand okay by class today this is what needs to be done I'm starting here and this is where [Music] the end of the assessments I realized was
057there's so many [Music] different specific skills on that department. That's all I got. [Music] So, we can just finish up with what our next steps are. Um, like Miss Stein said earlier, we are committed to visible learning. She and I have already talked about teaming up again next year and using our money to to continue our journey with visible learning. Um, so I know at the primary um right now we are taking it slow. our our implementation of learning intentions, the success criteria is really only in literacy and math. And so going forward, we're going to start trickling it down into our phonics instruction and into the other areas of our day. So that's one thing that we're really wanting to um continue on this next semester. We're also going to look into the learning
058logs like Miss Cummings talked about. That was something he really thought would be important and would be really helpful for some of our kiddos um to have. Um so we both build continue our book studies. We're not quite finished with the book. So, we're continuing that. Also, in our building, something we're implementing uh the next semester are to have these posted learning intentions outside of the classrooms that if anybody walks in the room, they can see the posted right there. The teacher says, "This is what I'm working on today." And he has their PTP goal listed there as well. This is very obvious what's going on in that classroom. And then finally, we'd like to invite all of you to come to our buildings to watch. And you have just mentioned that, Mr. Jackman, we
059love you all to come and see us in action. Um, like Miss Bennett said, it's it's it's building life for us, too. It's it's it's not just core teachers, it's everybody. So, come anytime, see any teacher. We'd love to have you all come witness what we're doing. Thank you guys. Thank you so much. This is exciting stuff. It is. You know, it's easy to say you're proud of the work we're doing, but I'm more than that. I'm excited and most importantly, I'm thankful for the opportunity that our students have for the outcomes that this allows for them when they when they leave us and everything. The work that we are doing in our classrooms K through 12. It It's inspiring to see the work that you're doing. And um it's just really good stuff to
060see. Cool. Question. Quick question. What did the cohorts at the middle school and intermediate think about visible learning? Yeah, let me So what we wanted to do was everybody at a different place. Thank you guys very much for your time. We appreciate you and things like that. So um we asked um actually Miss Vstein and participant came up and said we want to take all these teachers to this conference and so honestly we said I want you to roll back a little bit and we encourage them to use your resources differently and to make sure because we've taken on a lot. So we didn't want to come close with anything they had taken on or tackling. So those two schools were very passionate. that came back to us and said, "Well, what if we did
061this way?" Because we didn't want to send someone to a big conference because sometimes you go to those bigger conferences, they're fabulous and wonderful, but did you have whole school buy in? So, I think that you'll see are some of our other schools tackle some of this, but right now they had different goals. The middle school was really working on some behavior through some solution tree resources and things a little bit different than visible learning. and the intermediate school um is looking to um partner with another organization and try some different strategies. So really it wasn't that something that has to necessarily go across the other all of our campuses to be most effective but I think um what it will be is homing in what the biggest need for where their buildings were at
062that time. Great. Does that answer your question? Yep. Because I told them no, they don't like it. That's right. Right. I I do have a follow-up question. If we see that these these two specific schools are really excelling and doing well because what they're implementing, is it something that could just so it's consistent throughout their whole experience in periage? I would say yes, of course. Okay. That's a plan and practice and that's why we have a curriculum for literacy goes K8 and a math curriculum that goes K through algebra 2 for those exact same reasons. Visible learning has to be in my opinion something that's laid on top of that work of the PLC's when your PLC's are to the point of extending it to the next step. So their teams and those buildings were
063ready for that. It's one of those things that when you implement and hone in, if you haven't gotten your feet underneath your practice, and not that it's bad or good, we're all in different stages that it wouldn't have been the time. So, I think that visible learning, we know the effect size. Before they went to visible learning, we were collaborative teams, the number one effect size. We were focusing on a guaranteed and viable curriculum and all the things that talk about student clarity, teacher um connections. We've done all of those things, but I think those buildings were ready to hone into their next level. So, I think teacher clarity is one of those things. It's very science-based until your um teams and your building leaders and your have all the other pieces in place, it
064is not as effective. It can be it can kind of drown out the other work too. So, if that makes sense. So, it's it's really putting those lenses on for that increased query. So, I do think it's something that we will explore always. We've all been studying the work that Patty I mean for the last 15 years that's been big topic but that his research and what they're doing is just taking it to that next level. So I do think it's something that as we see it be effective we'll definitely look at where it fits in other buildings. But you want to be cautious too and I even gave him that lecture too. Make sure that we're not pushing not to lecture but not we want to pushing piece of rigor like you're hearing. We
065also want to be cautionary of ensuring that in the increased ask that we're not missing the the boat with our students, which is the most important goal, right? Anything else? Well, that leads right into our next thing. Um, a little PLC update for us. Um, yes, ma'am, please. you know, I had a lot I was going to talk about, but they've covered so much of it when you get to, you know, back and collective and everything. And what I'd like to talk a little bit about is um we've been we've had the opportunity and been fortunate enough for our district leadership team, Miss Taber, Mr. Miss Markfeld and myself to um be invited to a cohort of leading um PLC's which we call PLTs here um at work from a districtwide perspective. They also allowed
066us to um bring a board member and so Miss C's office is kind enough to get into bands with us at 5:30 in the morning and get back at um 6:30 7 at night that night because we don't stay the night. I can't stand doing that. So we just do a long day of it and everything. We actually go this Wednesday, Thursday. Thursday. Thursday we're going as well. And the whole thing about this is how can we how can our teams be unsoloed working collab collaboratively together to impact student outcomes. Um when you see the work that our teachers are doing in the classroom, it's phenomenal. when you look at the work that we are doing um within our building level coordinators from the teacher level and it's so easy to say PLC's or PLC's
067is about teacher it about our teachers it is but it's also about what the building level's doing from the grade level the building level to the district level teams and then to the team that's actually the school board and the superintendent working together when you look at the second page Mark already has Um, you see those lines going to the right from the s board and superintendent team to the district level team to the building level team and I believe the one on the far right says the teacher um level team. That is not top down management. That is us providing insight and some guidance. Those arrows that you see coming on on the bottom end are the sharing piece. So it's truly a collaborative effort. Um we are currently going through this process with
068about 12 or 13 other school districts. A few of them are in Northwest Arkansas. Some of them aren't. And it's a great time for us to see. But at the m the main thing that we are doing is focused on aligning the work that we're doing throughout our district to make sure we're meeting the needs of all kids. Um the work we just saw, visible learning, it ties hand in hand to PLC. When you look at the effect size that that um that was talked about 0.57 is future efficacy. It is the highest one. I think they call the barometer. I always call it tech or the one that's way over here. It is the highest effect size. It dwarfs everything else. It is it is by far the most impactful thing. And that ability
069for us to work together um to come together as a whole to move students forward is what we're looking at. And there's some work to do. We're going to share some more with you about what we're doing from the from the district standpoint and how we can feed and support um the teams below us, but also them sharing the data and success and celebrating our students as we move forward. Guys, it's it's exciting times in P Ridge School District. Um the work that's going on, we were not seeing this pre u pre- pandemic. Um the dedication, the effort, it it's inspiring. Um, we've had some we've had some growing pains with it as well. The ask is the ask is more and the ask needs to be more. Our kids can do it, but our
070teachers have met it um head on and um I'm thankful um for the work they're doing and I'm excited but I'm I'm more inspired by the work that they're doing because it it's truly impacting kids and making a difference. Miss CON, I don't know if you want to share kind of the work that we're doing. Just a little bit. Yeah, it's just been eye opening. So going to these training sessions um down in Little Rock um one of the things that from an an outsers's perspective, you would expect the whole district to be on the same page, but they they stress to you that's not that's not feasible. That's not how it's going to happen. You're going to have, you know, each school is going to be at its own pace at its own stage
071um wrapping their own heads and and hands around it. And it's going to, you know, it's also dependent on age and buy in and um but hearing the success stories from other districts who have done this before us, hearing the same pain points from people that we're attending with that we're experiencing. Um, I'm I'm excited um being we've gone through Ryan and I went through a walkthrough at the intermediate school and um being able to witness some of the uh PLT PLC process. Um teachers being on the same page, still being able to do their own flavor in the classroom but teaching the same thing. Um, like you said, kids, I've been at the primary, I've got a kid in junior high, primary kids telling me, "This is what I'm learning today." And just like
072that second grader, I was floored. That that's amazing. My own kid is a ninth grader and having the comfortability now with a teacher to say, "I don't think I understand this. Can I come meet up with you for my own win time?" Absolutely. Let's get something on the calendar. Everything I'm seeing in the district, I'm encouraged by. So, it's it's very exciting times. So, that's just my own two cents and we'll keep you updated as we continue through this process. Um, sometimes, you know, it's so easy to get, well, this is just a a one month or one year process. It's not um it's a continuous process because um well, the deal always moves and expectations change and everything. So, um it's it's wonderful stuff, you know. You know, I always say that teaching and
073learning is the heart of what we do. Um, what we do with PLTS, what our teachers are doing with physical learning that ties directly to PLC's, it all works together. We truly are impacting teaching and learning in our district. And it's it's good stuff. And and we can't thank you enough for the support that that you all have given us. I mean, budgets are passed. Um, support is given. And we really appreciate that because it does it it starts here, but it starts at the boardroom and it ends up in the classroom. And our classrooms run the gamut from prek all the way to whatever our most advanced AP classes at the high school and everything in between. So, thank you for your work and dedication as well. And the last thing, guys, this we're
074just on the groundbreaking of this. I mean, we've literally just started. So to see where we're at right now to think after we've all been in it for a couple of years, I'm just excited. So proud to be a Blackhawk. Mhm. Is there anything else on this subject? No, it's good stuff, guys. Okay, moving on. We've got action I'm sorry, section four action items. We have um two out of state requests. Um I I know the first one on here doesn't have it for a while. Our high school band and choir. Um every year they go to the music in the parks festival in Kansas City. Um we want to go ahead and get that on the agenda. That takes a little bit of work to do. Um there's hotel rooms to book and everything.
075There's also, you know, making sure our volunteers meet requirements and everything. Go through the screening process. So I know it's five, six months out, but it it's here before we know it. And um that is on May 10th through 12th. Are there any questions on that? That doesn't interfere with graduation for any of them, does it? No, ma'am. Okay. Um gradu I can assure you graduation is not or not. Okay. Just making sure. I can't remember what they are off the top of my head, but I'm sure it's not that. Okay. And then the second request is um Miss Coots and Mr. Davis are wanting to take some students to the Missouri Welding Institute up in the ocean for a competition. I believe that happens next month in January, January 25th. It's a wonderful time
076to go compete, get feedback, and improve their craft as well. Any questions? Okay. With that, I'd like to make a recommendation that we approve out of state travel um to Kansas City, Missouri on May 10th through 12th, 2024. and also to approve out of state travel to Neosa, Missouri on January 25th, 2024. All right, so we have a recommendation. Do we have a motion? Motion. Motion by John. Do we have a second? I'll second. All right. Second by Ryan. Any further discussion? All in favor? Any opposed? Okay. Thank you. Up next, I want to have board to board transfers. Um this month we did not have any um people petitioning to transfer in. Um but we did have one student requesting to transfer to Bentonville. Um so my recommendation is that we allow the transfer
077to Bentonville if Bentonville approves it. It will be on their to Okay. Is that your recommendation? All right. So we have a recommendation. Do we have a motion? I'll motion. All right. Motion by Sarah. Do we have a second? Second. Second by Jessica. Any further discussion? All in favor? Any opposed? Okay. All right. Up next, um, when I first recommended board date, I realized that the second Monday was January the 8th and we were just coming back for break and I thought that would not be a good day. So, I just moved it to the next day. Next Monday, I realized this month that's Martin Luther King Day. best day to have a meeting on with our offices closed and everything. So, I would love to make the recommendation that we move um the January
0785th board meeting to January 22nd, one weekly the next Monday um for for our January meeting. I did look on all of our calendars and I believe there are we have very limited school events going on that day. It's the only day in January I could find like that. So, Okay. All right. So, your recommendation is to move the January board meeting to the 22nd. Yes, ma'am. All right. So, we have a re recommendation. Do we have a motion? I'll make a motion. Second. Second. Any further discussion? All in favor? Any opposed? Okay. Up next, we have our student services report. It's been a couple months since we've done that. I thought Mr. It was time for Mr. Ramy to be on the microphone. So, all right. And um in food service uh we have
079an ending balance. I got a typo on my thing. I've got we've got an ending balance of $562,345.16. So we're we're still healthy uh in food service. We did receive uh a letter from u child nutrition. They only allow us to carry a threemonth balance uh in food service. So, they've required us uh to spend about $240,000 by the end of June. And so, um we are working on bids. We're working on updating uh equipment. We've we've gone to every kitchen except for the high school because it's the newest. And so, we've assessed kind of needs in each of our kitchen from dishwashers to ovens uh and everything in between looking at what kind of needs do we have. Uh we've put a list together. We're going to get bids back and we're going to
080prioritize what can we do and so we'll update so we can still u uh continue to provide high quality service to our students. We're not going to get money back to the state. So we're going to spend so we're going to figure out exactly what we want to do. I like that. But we will do we will do it uh somehow. So, uh, I I say that to to say to you, uh, in early January, February, we'll be bringing you a bunch of bids for food service equipment. There's there's reasons why we're doing that that stuff. So, that is that is that uh in transportation, we have two uh inspections that the state does every year. One in the fall, and they come, they inspect our buses. Uh and then one in the spring they
081uh inspect our driver's records to make sure that they're up to date with driver's license uh direct testings and all the requirements that they have. So they were on site last week. They physically in inspected all of our buses. Uh they pass them. They know minor things that we need to update or change or or whatever. Anything right right down to, you know, the front windshield's too foggy or or whatever. And so we make those updates and things as we move along. uh but u they have been on site. We have we have passed our test and we're we're moving forward. We'll do our driver check now in February. And so uh we're we're looking at those. The other thing that we're doing in transportation uh along with with Mr. Martin is we are updating
082and looking at our inclement weather uh routes and we are anticipating maybe a rocky uh winter season for us. And so we want to make sure that our community is informed on what we're doing where we'll pick students up. We have a couple different scenarios and what that stuff looks like. And so we're finalizing uh kind of those details what we're doing and then we're going to communicate it out here uh hopefully before winter break and that sort of thing. So that should be coming out uh over the next uh a little bit. But we've been working we've been working hard there. Hey Kevin, can I add something? Sure. Okay. Um, another reason why we're making sure that everyone is fully aware of this and taking the time right now is um, for the past
083three years we've had AMI, alternative methods of instruction days where we would go on we would pivot virtually um, and count that as a school day. Um, we can't do that anymore. And so if we have to go to if we miss a full school snow day, we will add it to the end of the school year and increase the school year by one day. That's all going out in information and everything as well. Um but also to make sure that we have these routes correct, the times and everything. So that we've had a lot of a lot of new bus routes pop up, you know, new homes, new subdivisions, new times to make sure everyone's fully informed. And we will renotify everyone after we get back from Christmas because January and February are our
084Okay. They're our months. Did you just say snow days are back on the table? Yes. Snow days are more than on the table. If if we cannot if we cannot snow days they're back. It is, in the words of Charlie Clark, a good oldfashioned snow day. Yes, sir. So, in the good old words of Mindy, let's see how many people on the citizens page complain about a snow day this year versus last year the AMI day. And just for clarification, that's a state thing that trickled down because people people have questions like, "Why are we doing that?" It's because we have to. It's a state requirement. They took it away. Yep. Yes, ma'am. But Mhm. our goal is to have as as few as possible in person instruction possible. And um you know cancelling cancelling
085school is a it's a delicate balance. It seems so easy but yet it's not. Um I can have um the south I need my directions right. The southwest corner of the district in okay shape. We also go all the way up there to the sign that says Eureka Springs 17 miles. the norththeast section of the school district could not be in such good shape. So, and you also have to bring into the factor of the majority of our drivers to this campus are not adults. Um, we have a lot of student drivers at the high school and you have to take that in consideration as well. Um, nobody wants to put anyone at risk and so um it's something we take very carefully. We'll try to have answers out to everyone who have a day
086by 6:00 a.m. Okay. And and all that good stuff. So, it's not the funnest day in the world. Yeah. And real quick, it says that we will have one bus out of service until repairs are complete. That's not going to affect any of the routes. No, they're already complete. Perfect. Oh, good. Awesome. Okay. They are done. All right. Um maintenance. Um we had the second paragraph there. Um, prior to August 1st, 2024, part of the the Learns Act, uh, we have to have site assessments for all of our our campuses. And so, there's there's seven seven different categories to the side assessments, um, safety and security of the exterior of the building, safety and security of the the interior of the building, access control, monitoring and surveillance, communication and information security, review of emergency operation
087plans, and in school climate and culture. uh we have begun those um they are intensive that's given to us by u an app called reams and so we are working we've we've completed one so far and so one campus yes okay and we started in November an internal process we we we have to have a a group but yes we do it we do it internally we create our our action standards and our action plans we do it along with our local EMS. Um but um we are going through the process right now. All schools uh are as to what it looks like. Um and so you know we're still doing this. Um we have the learn but the the state still hasn't given us any regulations and guidelines on it. So we're proceeding so
088that we can meet the criteria and and have it done. Um we were in a safety meeting for Northwest Arkansas school districts uh two weeks ago and everybody's in the same place and uh and so we're trying to get this stuff completed because it is intensive under each of those seven categories are another eight to 10 categories with 30 40 questions and you just go campus by campus and walk the buildings and and do different things and so and then you're bringing in different teams because some of it's technology and some of it's not and so we're bringing in those different pieces and and looking campus by campus and we'll uh create kind of our priority for what we want to do to to improve security in our district. You have a question. Yeah. Well,
089I'm just curious once they're completed, will we be able to will those results be shared out or we'll be able to see those along with like, hey, what are our mitigations? They can be shared out in an executive session between the school board and the superintendent because their safety and security. They are not readily accessible to the public. That makes sense. Yes, sir. That's an outstanding answer, Kevin. That's the one I was going to give. Okay. So, so, but yes, sir, we will share them when we have to. Yes, sir. Um, two other things uh real quick. Um, in February, I think it's the 15th and 16th. I think we did it right after uh Valentine's Day, but we will be offering some uh free dental screenings. We're doing it in in partnership with Proctor
090Gamble from Louis and Girls Club. We're working out some details uh on that right now. It'll be similar to uh kind of how we do flu shots and that stuff. You know, we'll have you sign up for it if you want to do that, but we'll be offering that on site for for students uh um in February. And then uh last thing in athletics, we have put in a bid for the regional basketball tournament to host it uh up here. Uh we find out. I believe the deadline is January 4th to have your bid in and then we find out January 11th if it's been awarded to us. Boys or girls or both or both? At this time, we're the only school, but they have till January 4th. So, they might come in last second
091and try to get it. But, uh we'll see. So, we're cautiously waiting on that. Hopefully, at the January 22 board meeting, we can let everybody know what we got. That's all I've got. All right. Any followup questions from Perfect. All right. Up next, we have staff. No executive session. Let's just Yes, ma'am. Move forward. Um, first on the agenda is approve additional staff. Um, we we are asking to add another instructional special education. We have a student whose IEP has changed that requires a 1018 and we need to be able to fill that position. Okay. So, it's it's need driven. Um, are there any questions? Okay. With that, I'd like to make the recommendation that we add an instructional aid um a special education structural aid at the primary school. All right. So, we have
092a recommendation. Do we have a motion? A motion. All right. Motion by Jessica. Do we have a second? Second. Second by Ryan. Any further discussion? All in favor? Any opposed? Okay. Um, next on the agenda is accepting resignations. Um, we have two. Um, I would like to make the recommendation that we accept the resignations of Nikki C and Elise Alicia Branscom. Um, with regret. All right. So, we have a recommendation. Do we have a motion? A motion. Motion by Sarah. We have a second. Second. Second by John. Any further discussion? All in favor? Okay. Up next, we have hiring. And I'd like to make the recommendation that we hire Devon Shader um for as a pair professional. All right. So, we have a recommendation. Do we have a motion? Motion. Motion by John. Do we
093have a second? Second. Second by Ryan. Any further discussion? All in favor? Any opposed? Okay. And last is transfers. And we have a request to transfer from Mr. Charlie Clark at the end of this academic year. So it' be effective July one to transfer from athletics and activities director to the new classroom teacher. All right. So we have a recommendation. Do we have a motion? Motion. All right. Motion by Jessica. Do we have a second? I'll second. Second by Sarah. Any further discussion? All in favor? Any opposed? Okay. All right. So, I'll make a motion to adjurnn. I'll second. Second by John. Thanks, guys. Appreciate it. I need to sign. I already did, ma'am. The yellow booklet. Yes. Thank you. Three things. Yes. Yeah. Was there four? Did I miss them?