June Monthly Board Meeting

001this public hearing agenda. Uh, roll call, please. Mark Porter, here. Ty Ward, present. Chrissy Kessle, absent. Mead Robbins, here. Mark Thornton, here. Deborah Williamson, here. And Dave Easturn, here. Okay, this is a hearing around the 2024 2025 budget amendment. There will be no increase in taxes as a result of the proposed amendment. Residents and taxpayers are welcome to provide comments for or against the amendment at this time. As a reminder, the board conducts its meetings in public, but does not engage in discussion with the public during the meeting. While the board will not respond to questions during the hearing, all comments will be noted and may be considered during the approval process. Do we have any written feedback? There's no one in attendance. We didn't get any. Okay. Nothing. Right. Do I have a motion

002to adjurnn? So moved. Second. Moved by T. Hang on here, guys. I'm taking Evan's job. Second by Thornton. All in favor. I post. We are journed. Public hearing. Take your time. I I Christiey's not on there because she's gone. Okay. Okay. I think that's all I have to do with that one. Okay. Try the next one. Let's do it. Um, all right. I failed to acknowledge that it's Monday, June 16th. The time is now 6:32 p.m. and we're going to call to order this regular board meeting of the Fairfield Community School District. Uh this is the regular monthly meeting of the board of directors of the Fairfield Community School District to be held at 6:30 p.m. on the third Monday of each month. The meeting is open to the public and the public is encouraged

003to attend. Time is provided in the meeting for public input. The mission of the Fairfield Community School Board of Directors is we empower all students to achieve their highest potential through strong relationships, collaboration, and accountability. The vision of the Fairfield Community School Board of Directors is a destination district where we all belong, learn, and grow. Um, roll call, please. Mark Porter, here. Ty Ward, present. Christy Kessle, absent. Megan D Robbins, here. Mark Thornton, here. Deborah Williamson here. Dave East here. Okay, thanks. Um, do we have any perfections? We do. There's two of them. The first, um, when I was looking at this to make sure we're all set. There were a couple things that should have been in the consent agenda and they weren't. It was items six and seven. They weren't like new business.

004It was just it didn't get put in the right spot. So, it was handbooks and the middle school fundraiser. Those were moved into the consent agenda at 5 nine nine and five and 510, right? Yes. Okay. Uh the second one was the cell phone um board policy 503.09. We had a little confusion with the policy committee um but we wanted to make sure that the first reading was tonight. So that come July when we have our board meeting and the law is now in effect. We'll be able to approve it at at the July board meeting. So um that was there as well. We have an opportunity to discuss that later on the meeting then. Yeah. Ty or uh Mark will share it in his report. Great. Okay. Is there a motion to approve the

005agenda with changes? So moved. Mark Porter. Second. Second. Ty Ward. All in favor? I I opposed. All right. Consent agenda approved as amended. I mean the agenda. Yeah. Appro revised. Um. All right. So, we'll move into the focus on learning. We'll hear from you. Yeah. There'll be a couple documents that I'm going to hit on that I gave you a copy of just so you have it, but the majority of will be up here. So, if you want to get that up, John. Yeah. So, thinking about uh where we're at currently after a year's worth of uh teaching and learning, really wanted to highlight specifically uh some of the things that we are um evaluated on as a district. And so, uh, we'll start with, uh, number one. Not working, John. There you go. Yeah.

006Um, I think this is just another big highlight that I wanted to kick this off with. you know, when we think about moving forward, where we're going to go, um, this process really did take a long time and it took many meetings and listening to a lot of people, but I do believe as we move forward, we're going to have, uh, 100% support um, for this um, mission and vision as a district moving forward. So, what I'm going to share is the 100% um goals that our buildings um created connected to our district goal of 100% of our students showing growth in ELA and math uh specifically around academic achievement. Now, obviously, one of the components to being successful in the classroom is being present. And so, I wanted to share our attendance data from

007trimester 3. I've shared the last two trimesters. So, we're going to jump to that next slide and it'll be trimester 3. And as you look at this, you should have a copy. We'll go to the high school. You can see there by grade level the breakdown all at 92 or higher. And then overall 92.73% attendance from our students at the high school. At the middle school, again, almost all close to 95 um with the overall average right at 95%. Pence just over 95% at three grade levels. And then total at Washington was right around 95 as well. Comparatively again to to to years past this is up um significantly anywhere from 3 to 7% depending on the building. So uh positive work um around the the culture and just space where people want to be.

008So I wanted to highlight that for sure. All right. When you think about academic achievement and what we're tested on um you probably heard the term fast, right? uh formative assessment systems for teachers. This is something that the fastbridge learning site has that the department of ed um utilizes and we have to submit things uh so often. We have to test um so often and then we can use some of that information uh to bring back to um our teams as they look at what could change or or be different. And I asked each building to do this with their team. So it wasn't just me or me and the principles out here kind of just getting that data together. I wanted them to to own it a little bit more. Um and so it

009all came back a little bit different which I think I probably learned a lesson as to hey here's the format I want it back in so it would all be a little bit more systematic or um similar in the way that it's presented. But you all have access to this presentation as well. I did share it with you. So, when you do um have time, if you want to go back and look, uh if there's questions, I don't hesitate to reach out. But I wanted to start with kindergarten uh reading and math. If you're looking at last year, the fall to spring proficiency, they went from 35% to 45%. This year, the kindergarten class, fall to spring went from 58 to 61% proficient. So, they came in obviously quite a bit higher. Um saw growth,

010which was positive. Uh and then the thing that I think is really really awesome to see is 100% of our students this year uh in kindergarten show showed growth which is a a highlight in math. Um spring proficiency last year it went from 59% to 55. So fall to spring in that that first uh box and then the second one fall to spring went from 69 to 58. So we saw decline in the proficiency uh based on what happened throughout the course of the year. This is a theme we saw in quite a few of our math um grade levels. So our teams have identified that as a priority for sure in addition to the ELA work that we're going to continue. Fall to spring growth for the current kindergarten class was right at 59%.

011Jump over to first grade. Fall to spring proficiency went from 39 to 36 last year. If you look at this year from fall to spring, you went from 31 to 44% proficient. Of those 44 proficient students, 89% or not of the 44% but of all the kids, 89% of them showed growth. Uh math last year, you can see there from 50 to 37. This year fall to spring proficiency was 54 to 49, 5% decrease. And then again, the growth from fall to spring was 84%. And the reason there's still pretty solid growth is because the metric changes from fall to spring obviously and what that target is. So kids still grew, they just didn't reach the proficiency numbers that they should have throughout the course of the time that they were in first grade. That's

012what I was getting to ask. It's not that they're going backwards that the standards are changing and they're not making the growth that they should. So then Pence broke it down a little bit different with both a reading a math and CBMR. What you saw from Washington was the CBMR. So, a reading is adaptive. A math is adaptive. This is something that changes based on how the kids respond to the question prior. Kind of like Isask in in some of the tests. Um, so again, the highlights here you can look at. I'll probably stick on the far right. 56% of the students were proficient in second grade. When you look at the number of students that grew, all three of those areas was 100% from fall to spring. And I highlighted that on the bottom,

013and that connected directly to the grow the um the goal. The the thing that Pence did a little bit differently when they highlighted theirs is they wanted to see the number of students that were proficient and or the number of students that made the growth that they were supposed to. So that's a little bit different if that makes sense. So that 100% number represents the kids that are proficient and the kids that grew. Third grade again similar those first three columns the CVMR you can see 50% of the kids were proficient 100% in that area grew or were proficient when you look at ISAS because this is the first year that we bring that in in ELA 63% were proficient and again this hasn't been officially publicized yet last year it was like June 4th.

014This year it still isn't out there yet. So I don't know why it's taking so long. Um and then math proficiency was right at 62%. If you look at that 63% number and then jump to this document right here that I gave you, you can see that 63% number under the class of 2034. That's grade three. And if you look at the prior third graders coming in the last seven years, it's the highest we've had as far as proficiency. So that's a positive thing. And hopefully that will then not hopefully, it should equate to higher proficiency rates as we get to those higher grade levels. And then fourth grade, 60% on the CBMR. And again, 100% either grew or were proficient from fall to spring. When you look at ELA, fourth grade, just under 70%

015were proficient. And math was right at 60%. that jump, that 69% proficient in ELA went from 51% as third graders when they came in and had their first experience with ISAs to 69%. So that's that's a significant number of kids that went from not proficient to proficient, which is a celebration for sure. All right, we can jump to fifth grade. Yeah, if you have questions as we're going, don't hesitate. Similar with fifth grade, there's the three that are all part of the fast CBMR, a reading, and a math. I like to stick with the CBMR. And really, the reason why is because it it kind of um brings it all together, connects to fluency, which then equates to better comprehension. But 90 98% of the students uh grew from fall to spring. If you look

016at ISAS ELA again, 69% of the fifth grade class was proficient in ELA. Of those, not of the 69, of all of the fifth grade students, 88.7 of them grew. Now, if you go back, you notice I didn't have that for third and fourth grade, the number of students that grew because they didn't go into every single student on the ISAs and do that. Carly and her team did do that at the middle school. So that's how that number is there because it's not something we can just pull from our on demand reports that we currently have. You have to do that by hand. Wait, say that again. Sorry. Yep. So if you go back to fourth grade, you'll notice only have the proficient numbers. But if you go to fifth, there's also the percent

017of students that grew connected to the iss that was looking at last year's test as a fourth grader individually. That kid, okay, Charlie, whatever. Did he grow the next year? that would be part of that 88.7% but that was done by hand. We don't have that currently on a published report. Does that make sense? Yeah. I just have a question about what that growth is. Is it is it growth from the percent proficient like if they if a student was or it's just showing growth from that year prior. Showing growth from the year prior for that individual student and then how many of those students showed that growth? That's the 88.7. So technically some kid kids kids could be showing growth but declining in proficiency. So that's the gap I feel like maybe we're potentially

018missing. Does that make sense in some grow but not be meeting the standard which is what we saw in the previous one. So they could be growing little or or say they were already proficient but then they didn't grow didn't they were 80% proficient but then they you know the they didn't get whatever advancements. So then they're dropped down to 70% proficient. They're still proficient, but but they didn't show growth. And that would be shown in that 88.7. Okay. They would be a part of the whatever that is 11.3%. Okay. So it's not like a number. So I mean cuz sometimes if you're at like a 550 and then you're at a 600. The number means something different every year though. So you can't use the same number if that makes why it's a little

019complicated. Just want to make sure because if the number is increasing but somehow the proficiency the percent proficiency is decreasing are they still showing growth I guess is the question. Does that make it does? Yep. Does that make sense what she's asking? So every year that cut score changes. So we can't just use that cut score throughout the whole course of a student's career taking this test because every year that changes. So when we're looking at growth specifically, we have to look at what does she did here. Yes. For each grade level. Good question. Because if you go back to like third grade, that's even more confusing because they broke it down. So like if you look at third grade slide on the CBMR where it's like 42 of the 49 made growth in the

020from winter to spring. Yep. But if you look down at the bottom, it says 100%. And then explain that one to me. Growth and or proficient fall to spring. Yeah. So we could have had let's say those other seven kids were proficient but didn't show growth. Does that make sense? Of of the So now I don't know that but what that 100% is telling you is from fall to spring every single kid was either proficient or they showed growth that they should have from fall to spring. Right? So if you look up higher there's still 51% below proficiency. Correct. But of those 51, every single one of them showed growth throughout the course of the year from the fall to the spring, but didn't reach profic proficiency. Yeah. Back to your point though, I think

021we need to get on the same one because otherwise you just look at these and like you can make up whatever number you wanted to show like this one is different because you're doing the andor, which I don't know that the next ones are. Pence was the only one that that had their goal written that way. Okay. It wasn't 100% growth. It was 100% proficiency andor growth. That was their goal and that's why they were reporting out the way that they did. Yeah. But yeah, moving forward it'll be this. We want to give some autonomy to the building levels to create their goals, but as far as how we report, that can be something that becomes more consistent. Yeah. It just gets hard to analyze it. Yep. In a way that makes sense when you

022have all these percentages and numbers that don't correlate across every grade. Yeah. And so like for their when they went through this as a um leadership team, they created some of the highlights and then some action steps connected to actual students as to what they're going to do differently as long as those kids come back uh sixth grade. And here you can see a change from a math to map. You don't we don't have to to kids don't have to take it. It's not my law. you don't have to take the all of the fast stuff in sixth grade. We use map as as another um tool. So you can see again the proficiency in the spring in that third column over and then the percent of students who grew proficiency 74% ELA 74% math

023and then the growth in both of those was pretty positive. Jump to seventh grade. Again, ELA, ISASP 81, math was very similar. The number of students degree was very similar. When you look at this document again, you can kind of if you want to go to it be the class of 20 30 7th grade I believe I think so. And that class was one of um two that didn't show significant growth in proficiency in ELA. um six of the eight did, but that class was one that didn't. If you look at the I mean it's from third grade on it's there's been significant growth, but um yeah. Yeah, they're pretty proficient in Yeah. already, right? 80. Which which metric are you looking at? ISP or I was looking at Yeah. So, they're already at 81%

024which is higher than they were at 84 the last year. So they were in 84 last year. Yeah. See what I'm saying? Oh, okay. I was looking at math. Got it. Yep. No. Yeah. Math there was significant jump for sure. Um, eighth grade. [Applause] Again, a big highlight here is almost 90% of the the class was proficient ELA, which is I mean that's really really good. Um, that went from 76% to 87. 91% of the kids grew. Math was at 68. 91% of the kids grew, 67% in science. And I talked a little bit about this um with some of you individually. um we had a lot of growth which was positive in science. Uh but if you look at where they were at as fifth graders, I think they were at 54% proficient and

025then as eighth graders up to 67. So that's 13% jump in proficiency. One of the unique things that we do at in our science classrooms at the middle school. Um the standards are more broken down um by what teachers really like value as far as their strengths and what they can teach and assess. So like there could be some standards that would be considered sixth grade standards that aren't being taught until seventh or eighth grade and vice versa if that makes sense. So the scope and sequence may not be exactly the way that it should be lined out. Um and that's something that we're going to dive into a little bit more intentionally next year. um when when it's all said and done, you know, we still have significant room for growth if only 67%

026of our kids are proficient in science when they're leaving the middle school. Um but we did see a good chunk of kids that went from not proficient to proficient over the the course of their middle school experience. So that's a positive. All right. Um and really at the high school level, we don't give another assessment uh that would be considered uniform or consistent across the board. You know, oftent times you look at the number of um D's and Fs. Some of our classes give kind of a summitive um you know, end of course assess exam or assessment, but not very many of them. Um there's other things we could look at, but right now all we have is ISAS. So that's what this is. Um and this was comparing the the current nth grade class

027to last year. Um again 89% of the the current freshman class going to be sophomores is proficient. Um 89% is again a really good number. If you look at compared to last year there were combining the advanced and the proficient it was at what 87 I think it went up to 89. Is that right? Something like that. 86 to 89. Um the not yet proficient also changed in ELA. So that was a positive thing. Same for math. We saw growth up to 80% I believe um as a as a class and the not yet proficient went from 32% of the the group when they were eighth graders that had a significant decrease to 20% which is really positive. Does that make sense? Mhm. I also wanted to highlight this high school this year 94 point

028is like 3% of our kids were actively involved in some type of a outside of school club sport fine arts. Um so only not quite 6% of our kids weren't which is huge. Um and that's all grade levels. So, are you guys doing something to encourage that or is that just happening on its own? That was one of the building priorities was to increase the number of um students involved in something. So, we added some additional um clubs. We pushed out communication quite a bit. We had more assemblies that kind of highlighted some of the things that kids could be involved with. Um do you feel like teachers are actively recruiting that or students just kind of doing that on their own? Um I think it's a combination of of both. Yeah, definitely from administr

029the administration in the building pushing that as a priority for sure. What was the increase again? I don't know what the increase was in that specifically but the number was just over 94% of the current well seniors are gone now but of this last you know four year the four grade level was just over 94% of our um kids. There is data that supports that kids that are involved in extracurricular activities tend to do better in schools. Isn't there some data to support that? There's both do better in school, attend more frequently, graduate in four years, all of it. Y that's great. We'll go to 10th grade. And again, just looking at this year of that 10th grade class, 85% were proficient in ELA. And I know we want we want 100% you know of

030our of our kids um to be proficient but when you look at other not comparing but comparing like it's really good those are really good numbers. Um, we still have, you know, 15 to 18 kids that aren't yet proficient, but um, yeah, when you look at the growth from as a freshman to their sophomore year, we we we decreased from 24 to 15% of the not yet proficient category, which is really good. That what time of year are they taking? Spring. So, are some of the kids not in math when they're taking like the ISS? Yeah, potentially. So I'm just be curious if not having a math currently during that that time that time would show any Yeah, they could have it, you know, first and second or second and third. We try not to

031go first and third, but from a trimester standpoint. Now when you guys determine if they're not yet proficient, I mean, do you have data to support what their actual grades are in those subjects to kind of Yeah. So the not yet proficient is strictly based on that one assessment. This is just ISASP. So, this doesn't connect to any of the the GPA or their grades or anything like that. I I get that. My concern is is that if you have a student that's getting an A or a B and they're not proficient, I find that to be problematic, you know? Yeah. How would that be possible? Yeah. Yeah. And that's my question. Can you guys conduct that research to try to, you know, dig into what their grade? You sure could. Yeah. Every single, like

032I said, every single like we could go into those 15% proficient. I could pull up those 18 kids. Yeah. And then compare that with currently where they're at in school. For sure. Because at the younger grade, it doesn't concern me as much, but when you're talking about a sophomore, junior, senior, it's very problematic because you don't want kids getting A's and then going to college and not being prepared at all. And that's that's where I'm at, you know. So, yeah. Know that'd be a pretty simple thing to look at. There's also the metric of how the student's doing within the district and then how the students scores are to the rest of so I don't know if there's some they have it comparable to your Aea and then also the state as a whole. Okay.

033So is there we don't have any of that yet but once the published reports come out you get all we get all of that. Okay. There's also college readiness that they uh measure and stuff and we typically do very well on that. Let's hop to the last one, John. Uh, this definitely was our worst at the high school. The the juniors just for whatever reason didn't do well, whether it was a trying thing or a um a lack of instruction um their junior year and whatever courses they were in. Um the only I would say we saw growth in the advanced side of things for both ELA and math. It went from 6% to 9% and then from 3 to eight. Um but other than that the not yet proficient went up, the proficient went

034down. We did see growth on the advanced learner side. That was it. And we didn't go in, the high school team didn't go in and have each, you know, kid to see how many what was the percentage of students that grew. So on this specific ISASP assessment, yeah, the other piece and this I wouldn't say is so much connected to the student success, but when you think about a high school experience or maybe even an experience within, you know, the system as a whole, um, we have some feedback from the class of 25 2025 that I wanted to share with you. John, if you want to jump to the next one. So there were qu there were a lot of questions on this survey, but some of these are specific to just the the learning

035experiences and how it connected to their academic growth. Um yeah, so you can kind of look here. Which of the following best describes the impact your classroom experience has had on your grow on your academic growth? Red and blue are the the ones we're looking for. Either extremely positive or somewhat positive. 30% really eh not neither here nor there. Um and then we had a couple that were somewhat negative. We had 77 people respond but not all of them responded to each question. We didn't require every question. So on this one it was just 66 of theundish kids that um filled that were in that class. We didn't have like um a followup to these for this one. it was really just asking this question. So, there wasn't like specific descriptors. We really didn't want

036to single out specific teachers or courses. Um, I think there's room for improvement on how we get this feedback, but next one, John. Oh, I got it. All right, it's working. Yeah. How well did your course prepare you for whatever's next? Um, again, if you look at the blue and the the red adequately or very well, over 50%. Somewhat. And then we had a few in there at the not very well or not at all. And this is something that Mallerie will use with her BLT um is just from an awareness standpoint, I think, to start the school year because this this was right at the very end of the year. I missed one. So 71. So this was just the senior class. Over almost 86% of them participated in some type of extracurricular. About

03786 of them percent had a a job, which is kind of crazy. I mean, it's good, but it's a lot. It's a lot of kids working while they're in school. Uh, one word that you would use to describe your experience at SH FHS. Still do that sometimes. Um, this is kind of a I don't know what those are called. Word cloud. Word cloud. Eventful. All right. Interesting. Fun. Memorable. Entertaining. Lacadesico. It was a blur. Stressed. Long. Okay. Um, lessons, fast, eventful, mundane, good times, stressful, shalom. I forgot what that means. I don't either. Ambivalent, confused, positive, knowledgeable, eventful. And again, I think um you know, as Mallerie and her team look at how we can better use some of this feedback, whether it's end of course or end of grade level or end of, you

038know, senior year, is really asking for some feedback on, hey, what what's something we could tweak or do differently to make it better. Um this is more just establishing what the senior's current reality was as they called it a a career at the high school. So, um, yeah, the last one I think just connected to their plans. Again, looking at private or public school, little lower 40%, another 34% community college, two-year private, I'm not sure. I don't even know what those are. to your private. The other postsecary education, what would that be? That could be some type of um Yeah, I don't know. I'd have to ask what they what they were trying to get out of that one. I was thinking like maybe a um may not be trades. Oh no, they have apprentichip

039I guess could could be maybe like that or getting you know getting a industry recognized credential somewhere spending six months doing that. So out of 71 responses just is that just one apprenticeship then if it didn't get a percentage on it then or um I could probably click on let me see if I can the apprenticeship is that trade school or is that just simply No, I'd say that's like actually getting into an apprenticeship. Yeah, I'm going to look at other postsecary might be trade school. That's what I'm getting ready to say. have to be trade school, isn't it? Yeah, that's I'm looking forward to trade school. It still kind of almost surprised me. That's all the more we got for trades. Would someone select community college for trades, too? If I mean, potentially. Yeah,

040potentially. Yeah, I'm just going to find that specific one so I can tell you how many kids that is. It was three. Three of the three of the 71 was an apprenticeship. I just find it interesting to know what those apprenticeships are. Yeah. So the majority 24 kids community college 19 four year public 13 four year private. I would say some community college have to be trade school surely don't you think? Probably. Yeah. Uh yeah. So what else do you want to know or what else could I get as far as information that would be helpful? Where did I put my pen? the sisters. It's a lot of great data. It's good to see the growth. I'm glad we're talking about it a lot more. Well, I think too the proficiency numbers connected specifically to

041ELA and the ISASP is really really that's a that's a big that's a big thing. Um, I think that was really good data. I think it'd be great if we if we had a way to actually pull graduates a year after they graduated and then hindsight, you know, basically state did they feel they got out of their high school years prepared for whatever it was that they did that freshman year of college or whatever it may be. I don't know if you have a way to do that, but if we could pull they get sent something, but I I mean this was again um can't remember what it's called. Clearing house maybe, but we are supposed to send them something after their first year. Yeah. But I don't know what followup looks like or how

042much we get or if we do anything with that. Um, I know the further you get from high school, the more difficult that is, but within a year if we had a way to contact them and all the institutions, they track they track that, too. And I I think we have access to that. So, I can check with the counseling department at the high school or even if you just have a survey on the website or whatever, you send a postcard and say, "Hey, please log in and take this survey or whatever it may be." Yep. I think we get a lot of good data that way if students would be able to take the time to do it. Do we do any of these? I mean, they obviously be different questions, but some of

043the ones at the end for like the rest of the high school grades. Yeah. No, I don't I don't think that's been a a practice. I'm sure some teachers give an end of course. I mean, I did that as a as a teacher just for my own benefit really to see what was good, what they didn't like, what I could tweak, you know, because some of these would be interesting like, yeah, we get it as they leave, but that's too late really. I mean, we can try and take that and but every class is probably pretty unique in what they think is useful. Yeah, my experience has been if if we can I don't know if convince is the right term, but like you know, as a practitioner who wants to get better, you know,

044I should want to survey the kids I'm serving to see what right we can do different, what I can do differently. So, if we can build that into kind of an end of course, I think that would be best practice at the high school level. Um but again it's only useful or beneficial if there's you know intentional thought around looking through it and then adjusting or making a tweak. Sia that'll be something that we bring in middle school and high school kids our third meeting of the year. Um we'll have some structured questions that they'll all be able to to speak to. Um, and and my experience with that is there's been some things that we've definitely either tweaked or changed holistically for the whether it was the middle school or the high school in

045my pri prior district. So, um, that can definitely be a start next year. So, Zach, are you are you satisfied with the trend that you see from this uh first year? uh it seems that we have made some positive trend just first time I've looked at this data and trying to piece through it and where are the strengths and weaknesses academically or in our school district. Yeah, I'd say for sure from a ELA standpoint um really impressed with this last year's both growth and proficiency. Um, I do think we still had I think five of the eight grade levels showed growth and proficiency in math, but I do think that's an area where we're going to have to dial it in a little bit from a um, you know, what are we what are we

046assessing? What are we guaranteeing? What's the sequence? Um, I know we switched to a new math curriculum a couple years ago. Is that is that the right resource to use? Um, yeah. So, opportunity definitely would be in the math um arena. Um I think from a ELA standpoint, how can we continue to build it in to more than just an English classroom? Um because that's a really I think unique opportunity too, whether that's at the middle school or secondary level um intentionally. So, for me, it starts with our guaranteed and viable curriculum. Have we prioritized exactly what it is we want our kids to know and to be able to do by the end of said grade level, said course? That hasn't happened intentionally yet. So, that's definitely going to be um step one for

047next year within our collaborative learning teams. And just one more question just to make sure I'm reading this right. It looks like that there is some kind of drop off between 10th and and 11th grade. the 11th graders trend line is going down. Is there is there an issue at the high school? Is there an issue when with that or am I reading that not correctly? Yeah, from without really diving in, I'd speak to one of two things. It's either lack of care or effort on behalf of the juniors um because it their last time and they don't see why there's value in it. Um or it could come down to, you know, what group of teachers are serving our juniors the most and whether or not the practice and um what's happening in classrooms

048is conducive to to growth in these areas. Um could be a combination of both. Yeah, I don't know. Yeah, I would definitely say that's a fair that would seem to be something from these trend lines that that we would really have to dive into because Yeah. they get it seems like once they get from the middle school past and then get past 10th grade things the trend line starts going down. Yeah. The advanced learners increased. Yes. But you know the whole dropped. Yeah. Yeah. So I mean which seems like at that point we have a bifurcation. the kids who are serious and and who are involved and maybe going on to college or whatever are going this way and then the other ones are Yeah. Is that something in your experience that you see in

049a lot of high schools or is that a little bit more prevalent in this one that you did? I would say it's I mean just this first year it's more prevalent from what I'm looking at data wise here probably than my prior two districts. Okay, thanks. Yeah, thank you, sir. Yep. You bet. [Applause] Okay, let's move along to our committee reports. Um, we'll start with policy. Mark, can you give us an update? Yes. and Friday, June 6th, and we went over several that you'll have see in front of you today. Most of these still came out of the spring uh primer that we get from IASB. So, these were ones that had changes that we want to try and get ahead of um as we go through the list of all of them. Um Tab,

050we tried to take your advice of doing the compare. I don't think it came out the way I wanted it to yet. So, give us another couple months for compare what? So, you can see what we're cutting out like like compare them. So, what was in there was our first pass, but we'll clean that up even some more so you can actually read it cleaner than what it is. So, um and then Evan and I are meeting to go over all of the policies and when the last one was. We had a spreadsheet that was handed down from prior and we're not completely confident in all those. So, we're trying to figure out a way to get all those aligned. Um, so we're him and I met once already and we're going to meet again

051I think sometime in June hopefully before it ends. Um, to get that overall spreadsheet ready to go so we can make a bigger list of cutting it down so it's not all hopping around all over the place. We'll kind of have this section will be whatever July, this will be in the fall type of ones that we can put through. So the big highlight is is we have the cell phone policy out for first reading. So are we going to go on that in better detail than the cell phone? Yeah, we'll go through those get down to the bottom. Great. Thanks, Ty. Uh strategic planning. Uh we met on June 12th. Um we talked about marketing uh just you know using our marketing bucket budget and uh during the summer still trying to get some

052of this really positive stuff that we're just talking about out there. Um make sure we're marketing our school in the best way. Um, we talked about the uh geo bonds, uh, some of the new plans, the new drawings, um, you know, where, how it's changing square footage wise, and where we're going to put it on the, uh, where they're plan on putting it on the lot. Um, you know, just some of those things for the for the geo bond. Um, we talked about SCAK. We had our first SCAK meeting. It was really positive. Um, SCAK is school improvement action committee, I believe. And uh yeah, we had about 30 people I think some somewhere around there in the room. And uh and we set the uh future meetings for Mondays, I think, going forward um

053every couple months, I think. Uh we talked a little bit about curriculum uh with a new curriculum director jumping on board um this summer just kind of like what the uh goals are with that. You know, getting our K through eight kind of on a uh very complimentary path um so they're not jumping through different uh different types of instruction every year when they go from grade to grade. And I think that's about it. Great. Mr. Eastburn. Okay, Megan, we had a very comprehensive meeting, so hopefully this will take two to three minutes. Uh, some of this will impact what we're working on on the agenda. So, hopefully this will help us out. So, we did meet on Monday, June 9th. Um, first item was, uh, John Grunwald presented an overview of the district's -ate

054program that provides funding for both external and internal technology, hardware, and connectivity. The present program is due to expire next year and the district desires to utilize available funds. Federal dollars in this program offset costs up to 70% with the vendor taking on the reimbursement risk, which was positive. Although these upgrades are not in our facilities plan, there's an opportunity to upgrade the district's internet bandwidth to two gigs. To take advantage of this favorable external connection for our students and staff, the district needs to make improvements in access points, switches, and cabling. There is also an opportunity to add uninterruptible power supply devices to support the disaster recovery plan. The cost of the district's PEP fund will be approximately $190,000 which represents 30% of the project's expenses and the finance committee by unanimous consent and

055recommends board approval. Number two, the committee reviewed the instructional support levy. This instructional support program was established by Iowa law to support additional funding to the general fund. It is funded by a combination of property tax levy and income tax searchcharge and instructional support aid. The levy was established by board action for a five-year period and is due to expire this year. Presently the present presently the ISIL is 87 of the general fund levy and provides the districts with $994,000 in revenue. It is it is noted that the levy rate is higher because the state has not funded their portion of this program since it was instituted. The finance committee by unanimous consent recommends approval of renewal of the instructional support levy for another five years. Number three, the committee reviewed the preliminary FY26 Department

056of Management aid and levy document. The document captures the variances in the district's certified budget and actual aid, levy rates, and expenditures. The purpose is to assess the credibility of the di district's budget process, understanding that certain items must be estimated. The variances were not material and were justified. So that's the difference between our certified budget and then what actually comes out after the the legislature meets. So um it was quite positive. and any variances were not material and justified. Four, the committee reviewed the A.E.A. special education, media, and educational service funding. The district opts to to pay the estimated amount upfront with the A.E.A. providing quarterly recap recapitulation to track the usage. The risk to the district, the risk is that the district will not use all the services. If we pay it up

057front, we don't use the services, we lose those funds. But that's it. It's easy. That's an easy way to do it instead of paying it invoice by invoice by invoice. So, and Evan tracks that quite specifically. Number five, the committee reviewed the transfer of funds from the flexible health spending account to the general fund. The Iowa Education Department has stated that districts can claim funds that have been built up over many years of staff members missing the legal window of spending. The district has approximately $51,000 in that account and a transfer to the general fund would increase the cash reserve, mitigating the risk of a higher utilization rate in the new self-funded health plan. The finance committee by unanimous consent recommends this cash transfer to provide potential health fund premium relief. So that'll be on

058the agenda be later. And finally, number six, the committee reviewed the proposed budget amendment for FY26 that particularly affected support services. The district will need 81 PAR educators now to cover the IEPs and legal service requirements, especially for elementary age students. This is up from the projected 71. Using an average hourly wage, workday hours, annual number of work days, and the associated benefits, the budget impact is an additional $199,600. Under the most likely scenario of added staff and resignations, the district's UAB will then be 14.9%, which is slightly below the the policy limit of 15, but not much. and the solveny ratio will be 13.8%. Which is excellent. The finance committee recognizes that these staff numbers are hard to predict as they rest on actual enrollment numbers and demographics and the committee finds the budget

059results acceptable for FY20 26. The committee by unanimous consent recommends approval of the budget amendment respectfully submitted. Thank you Dave. I had a question. The uh so the it's probably not for you. It's probably more for John, but the rate is kind of uh based on our free and reduced lunch if I remember correctly. Has that changed at all? Our amount of rebate from that uh year rate is based on for category one for your percentage is the free and reduced and in my time here there was one time I think we were up to 80% but all the other years it's been at the 70%. So yes, based on our free and reduced numbers, that's what determines your percentage. But that isn't one and the same. So it doesn't mean 70% of our kids

060were free and ready. Yeah. Okay. Yeah. But we're staying pretty steady there. There's no material change there. Okay. Cool. Yep. And the other thing too for the category two, which is what was talked about in there, that is based on the per pupil number. So that does not have to do with free and reduced. the percentage does, but what they give you for a budget for category 2 is based strictly on your enrollment numbers. Perfect. Thank you. Yep. Thanks, John. Yep. Great. Facilities. Yep. Mark, so kind of the same topic conversation. It sounds like we all talked about pretty aggressively and Dave pretty much covered everything that we talked about there. The only difference that I kind of had in my notes was I think the in my notes the total project was only supposed

061to be around 380,000 and then our out of pocket was going to be a lot 190 which I don't think really matters to you know in the whole swing of things but that was the only yeah he said it was 190 um total cost to total cost was 380 you know that that was really the only difference that I had in my notes. Um so we discussed that um another big topic of conversation that we discussed that you know you guys maybe haven't heard is that our facilities director Josh Wy is resigning as of July 15th. So, the district is going to be swiftly and aggressively looking to fill that position. Um, Zach talked about kind of a plan there last week, but I think we received an email this morning stating that that isn't

062isn't going to come through. Is that correct, Zach? Yep. So, if you guys know anyone that is interested in that position, it's a very big position, but a very important position for the district. So, I hope hopefully we get something figured out there in the next couple weeks. Have you guys posted on that, Zach? Or what is the game plan there? Yeah, it's posted and we've already got applicants. So, oh, um, we've sent it to other places, too, to get it on their job board. So, we'll see what we get. Okay, great. We're going to Iowa Works job fair next Wednesday as well. Okay. So, sounds like you guys are on top of it. Then, I think Evan was posting it during our strategic planning. He was Have you discussed about the way that you're

063going to design the position? Are you going to try to set up exactly as it was before or what are you guys just going to see what the applicants are and go from there? Yeah, it'll be a director of operations position. I think the nuances around responsibilities or oversight could probably be tweaked a little bit based on who the successful candidate is. Okay, great. Great. And then uh the only other thing we talked about is we talked about kind of uh some upcoming changes in the designs of FE for the new bond in the middle school. One of the more significant things that we discussed is in the past we never explored the possibility of having a second floor on the middle school. That has kind of changed a little bit. They are exploring that.

064Previously, we've been told that just there was a lot more difficulties with that, more expenses given an elevator, things like that. Um, now we're being told, you know, maybe it's not as bad as maybe we thought. So, you know, that's kind of one of the big things that we're discussing there. You know, we'll uh take a look at that. But the two floors will only be on is it one academic wing or all the academic wings or just the academic wing? Just the academic wing. So, so that was really the end of it. I mean, we only met for about 25 minutes. So, it was a real short sweet meeting, but the the big take away from that is just the facilities director position because that's really really important. We've made a lot of good

065progress with that the last several years. So, that's going to be a big hole to fill for the district. So, so great. Thanks. How are just one question, how are we doing on summer projects? Usually that's when we do a bunch of work or is it Yeah, we didn't talk about it. To my understanding, you guys are doing the drop ceiling at the high school right now. How's that coming along? Um, it was supposed to start the like right away afterwards, but it didn't. didn't start till last week. Um then there's the big things with uh Washington kind of shifting with the bus changes. Y um so we got those bids back. Um haven't presented anything, but that should start in the next two weeks. Yep. What week will the gym floor be done? That

066doesn't start until the third week of July. It should take just over two weeks. It'll be done by the time uh camp starts August 4th. Yep. So it's going to be a very tight window then. So yeah, I think it I can't remember the exact date, but it's like July might be the 14th, I think. Yep. Is when when it shuts shuts down. So they did discuss that uh our former facilities director might be able to help out a little bit if we don't have something found to kind of oversee a little bit, you know, in a time of need with some projects. Is that still expected? Yeah. So Josh would be able to consult a little bit if need be. Yeah. Yeah. Yep. because it's going to be a pretty dire time to have

067someone in that position, but for sure. Okay. All right. I think that's all our our committee reports for tonight. Um, we'll move along to consent agenda. Do we hear do I hear a motion to approve the consent agenda as presented with that perfection? With the perfection. Yeah. So moved. Second. First, Ty Ward, second Porter. Any discussion? All in favor? I opposed. Okay, approved. Okay, got it. Um, okay. Public participation. Doesn't seem like we have anyone here tonight. Any anything written, submitted? No, no, nothing. All right, we'll move along to new business. Um, do I hear a motion to approve the resolution as uh the resolution of the Storm Protection Fund as presented and authorized participation in the Storm Protection Fund, a risk pool established under the Iowa code chapter 28E and chapter 670? So moved.

068Second. Dave Spurn, second by Deborah. So I didn't see on here. Does this cost money? Is this something going to be just over $30,000 with the new law that just got passed? We have to have this type of insurance now. And there was a group of individuals from ISF is a couple others that decided, hey, what if we could create this pool that's going to limit the the amount of cost for schools? And there's over a hundred that have already said we're going to join this and have gotten it. We really kind of vetted it cuz we wanted to we wanted to make sure it was the right decision for the district. Um but I mean it's three times more expensive if we don't. So is it essentially just a captive for schools? Is that

069correct? Yeah. Yep. And so how do the deductibles work? And then I mean is there I mean is there certain deductible we have if the storm comes through and then what's the max payout we can get or how does all that work? I don't know all the spe I don't know the specifics but it it will cover I mean everything. I don't know what our deductibles would be through the captive, but um it'll totally depend on, you know, where where storms are and who gets hit depending on what happens with our our premiums. That's my concern. If you have DH go through a certain portion of the state, it could be a pretty widespread issue and if there's enough money there to actually there there will be there'll be significant amount of money this first

070year. I can't remember the the total dollar amount, but yeah, but that that was legislation that came through that we had to be covered for it. That come from the state then? Yep. Any other questions on this? All in favor? I opposed. Motion carries. Do I hear a motion to approve the resolution to consider continued participation in the instructional support program and to set a public hearing as outlined? So moved. Second. First by Dave Eastburn, second Ty Ward. Any discussion? Any questions? Is there anything here we need to be concerned about or this is what Dave was speaking to. So the uh it's simply we could uh we can do this we can renew this in this instructional support program at that's established by the state state law. Uh we can do it by board

071for five years or we could take it to the voters and go for 10 and a levy. Um it does it adds almost a million dollars in revenue to support our general fund. Yep. And the majority of these funds we use for professional learning um professional development things like that. So yeah, we're the finance committee is recommending approval. If we didn't approve it, then what would the ramifications of that be then? We wouldn't get the 900 grand. We could then go to the community and put it up for a vote. And if we got I don't I think it's I don't think it's 60%. I think it's 50. then we would get get it for 10 years as opposed to five. But locally at at the board table we could approve it every five. Is

072this some I mean I'm not advocating for this by any means. I'm just curious. Is this something that that schools sometimes deny that they do have to take for to the vote or is this pretty much not that I'm aware of. Okay. Yep. I'm I've kind of been through this before. I'm just making sure nothing's changed. So, yep. Okay. Uh any other questions, comments? All in favor? I opposed. Okay. Motion carries. Resolution carries. Um, do I hear a motion to approve the budget amendment as presented? So moved. Second. First by Deborah, second by Thornton. And Dave spoke to this. Does anyone have any questions about this amendment? No. Okay. Uh, all in favor? I opposed. Amendment carries. Budget amendment carries. All right. Do I hear a motion to approve the depositories as presented for the

0732025 2026 school year? So moved. Second. Mark and Deborah. We have a roll call on this one. So please Sure. again. I think I had the wrong Did I skip one? No. Okay. So, on the deposiitories, this can you kind of refresh us a little bit on uh you what you guys did, Zach, to kind of uh I know you reached out to several other banks and basically you guys went with the best bid, correct? Yeah. And we approved that at the last meeting and so I think this is now outlining where it's going. Yeah. Yep. Yep. And we we wanted to roll call. Any other questions? But did I have who was move Did who was first? I moved it. You moved it. Mark Porter. Who was second? Deb. Deb was second. Okay. Any

074other questions on it? All right. We'll have a roll call vote. All right. Mike Porter. Yes. Ty Ward. Abstain. Megan Dow Robbins, yes. Mark Thornton, yes. Williamson, yes. Dave Eastburn, abstain. Okay, great. Motion carries with four eyes. Yep. Two abstains. Yep. Okay. Thank you. Uh, do I hear a motion to approve the transfer of unobligated and unexpended flexible savings account funds from fund 72 to fund 10 in an amount not to exceed 50,000 based on a final based on the final year-end balances. This transfer is in accordance with Department of Education guidance and will support the general fund and health insurance premium relief efforts. So moved to second. Second by ty. Is this the entire uh balance or is this just kind of a portion that we're comfortable? No, this would be all of it.

075There was just under $50,000 that have been in that flex the FSA dollar account for quite a while. So, but we're it's all going to be earmarked for our self-funded platform. Who? Sorry. It was who was first? Deborah was first and Ty. Seconded by Ty. Got it. Yeah. And then by law we have to move it back into fund 10. Correct. And then from there we can move it to the health funds. Yeah. Last I heard Evan was still waiting on the guidance for that. So yeah, he got it. We ran through the auditor and then also the state too. So cool. And we talked with some other CFOs SPOS's. Any other questions? All in favor? I opposed. Motion carries. All right. We'll move into board policies. Do I hear a motion to approve board

076policies with changes at the first reading? So moved. Second. Tie in border. I would just add again that perfection was making sure that this was part of that first reading. Correct. Or is that a second? Or is that a different one? That's the next one. Never mind. Okay. Yep. Not this one. I thought the next one was deletions. Yeah, there's one deletion. Oh, yeah, you're right. Right. Sorry, I skipped the There's no I don't have a note here in mine for board policies at first reading. All these are first that it's just better if it's a change or a new because all the other ones have changers. This cell phone one's technically a new one. Okay. So the cell phone is within the board policies with changes at the first reading. Correct. Okay. So we

077did we have a first and a second. Okay. So now we can discuss. Who was my first? I think it was me. Ty and Porter. Oh go. You're doing great. Yeah. Do you confidence? Just be glad you don't do it every every month. We will tell Evan they did great until he watches back and then all right makes better watching anyway. So do do we want to discuss uh so what did we exactly decide here with cell I mean when are they not allowed to use their cell phones? Yeah. So the big one is in the third paragraph. Instructional time is defined as the entire school day from the moment a student enters a school building including passing time lunch areas and recess until the last bell rings. So what will happen if they're caught

078you I mean basically they're not allowed to use it all day. How does it work when they're caught using it? So that's going to be a very big change for kids that have been completely abused. Yeah. So first first offense it's in the office the rest of the day. Um second offense it's in the office until guardian parent comes and gets it. Yep. And it's the same in both the middle school and the high school handbooks that were in the consent agenda. So, it's the exact same language, exact same verbiage. Now, how does it work for kids that need to contact their parents or um use office phone? Oh, office phone. And and that's and parents are going to understand or get notification that they want to contact. Yeah. So, once this goes through the

079second reading, once it's final board policy, then we'll send something out probably not until early August to all of our families that kind of walks through. Yep. Yeah, a little more in depth. Most of the staff is behind this as well. Correct. Yeah, I would say the high school there's probably some sense of, hey, let's try to give them a little bit more freedom or responsibility or ability to use it. You know, in some of those non-instructional times, I think we could, you know, after I think we start a little bit more, I rigid strict to begin with and then um go from there. But I met with the um principal advisory committee a couple different times, all students to get their feedback. Um, and overall, I mean, they understand that this is probably something,

080you know, it's going to be better for them in the long run. Uh, but definitely going to be hard. Now, of course, the kids that still have the ability to utilize that open campus, leave the property that can use it as they please. Correct. Yep. I'm I'm all at the high school 10th through 12. Yeah, I'm all for this. I've been waiting for it. You know, it's just there's a few caveats as a parent, you know, I'm going to, you know, Yeah, there's going to be changes. There are some schools that, you know, have already been doing this. There's some that tried in a little two week window at the end of the year to kind of see what went well, what didn't. Um, we're going to kick off the year with it. So, yeah.

081What about the teachers? Um, any instructors? Um, will they also be limited? Will they have to put their cell phones away for the duration of the class? Yeah. The expectation would be during my responsibility as a teacher, I'm not going to be using my phone or having my phone with me. Yeah. Okay, that's good because students will call. Oh, for sure. I'll call you what. Absolutely. In that third paragraph as well, it calls out the anybody who's like a 504 plan. So that'll be worked out with administration basically and we have some of those already that are written as such. So there will be some exceptions already in place. And then one clarification, uh, ISB does have like a regulation that we could attach to this and it lays out more of those how-tos. We

082as a pol it's policy committee kind of said we would leave those to the handbooks. So we'll let that be more fluid there rather than having the regulations to be in our policies. So that's a good call. Yeah, we'll try that. So really this is one of ISB's examples with the addition of what we defined as instructional time. Yeah. Any other questions? This may be a policy we visit again at this time next year potentially. Yeah. And then just one more quick one. So the other ones are all part most of them were ti tied to district record policies. So they're all adding uh basically the superintendent or another design was basically a big one that they add in for a bunch of those. Um secretary duties were in there. Zach knows all about that

083now. Yes. And then we are we did delete 804.06 uh I think last month and there was regulation for that. So that's the delete that's on here as well. And then there was yeah a couple other ones that just had some minor changes. So okay. So um so we have a motion to approve the board policies with changes at the first reading including the cell phone policy. That's Tai and then second by Mark and um so all in favor I opposed. Motion carries. Uh now we can move to the motion to approve the board policy for deletion. I hear a motion. So moved. Second. Second. Ty and Mark Porter. Get rid of them policies. All in favor? I opposed. Motion carries. All right. Do I hear? Are you ready? I'm ready. Okay. Do I hear

084a motion to approve theou the memorandum of understanding to support Cambridge Little Achievers grant application aligning with state efforts to expand child care access and better serve our families through enhanced child early childhood and school age programming. So move second order and Deborah. I think it sounds pretty awesome from what I'm reading. So what will it entail? Uh for us, not a ton. It's more for them. Um it's required for them to meet eligibility for the grant. Um they receive support from district food service transportation. No finan no financial impact for us as a district. Um we might be eligible for the 7,000 in transportation reimbursement. Um so when you say transportation, are you guys actually providing busing services from homes to there or just busing services from there to school that? Yep. Yep. And

085then the food like we've been we've already been providing a food service to them. Correct. Correct. You're just going to continue that side contract. Yeah. Now, does that how how many meals the high school provide to that a day? Does that I have no idea cuz we haven't talked about that for a year and a half, but I just as far as I know, I just I'm not sure. We started in the 80s and I think it was growing towards 100%. Does that put any sort of I mean because it seems like to me you'd be I mean that'd be 10 or 20% of the high school kitchen's food service every day. But I have no clue. I can ask Stephanie. Well, either way, I mean, if it allows you guys to more utilize your

086food program, it's great as long as the district's not losing money. So, no. Yeah, we will. Should it actually helps you? It makes correct. Yeah, potentially helps us. Yeah. So, this memorandum is just us saying we support Cambridge Little Achievers in trying to get this grant and uh yeah, it'd be awesome if they did. Great. All in favor? I post. Motion carries. All right. Um, do I hear a motion to approve its vendor for the -ate category 2 project with a total cost of $379,9821 and an estimated district share of $190,19.91 to be paid for out of the Pebble levy. So second time order. All right. Again, this is what we all kind of heard through the committee reports. Um, one thing I think maybe wasn't noted was that a lot of this equipment can

087also be moved uh into a new building. So when the bond passes, when the bond passes, not if when Yes. Um, any other questions? I just want to say I think this is a These are good infrastructure improvements that we're making. Um and we're only covering 30% of the costs, which is great. Yeah, makes makes sense to participate. All right. Uh all in favor? All opposed? Motion carries. Do I hear a motion to approve the payment of Carl A. Nelson's AIA application um 001 of $14,2580 for the upgrade to the high school ceiling and lighting. So move project Deborah and Mark Thornton discussion here. So of course they had the low bid. Is this what exactly is this for then? I'm just pulling it up because I know that they had the low bid for

088this. I'm just curious why we're getting build for another 14,000. I think it's in that AIA document. The original subcontract was 51,200 which was dramatically lower than the other ones. Total completed and stored to date is 14764. Current payment due 1425. Oh, it's to finish. This isn't really an adjustment. It's just it's just a payment. It's just on here because it's of this amount. So, this is just part of the 51,000. Part of the 512. It's the initial payment. Yeah. Okay. I was just concerned it was going to be on top of the 51,000. Nope. I'm concerned if they were going to start brushing up closer to where the other bids were. So, no. Okay, fair enough. Okay. Um, any other questions? All in favor? I opposed. Motion carries. Did you say this project has

089started yet, Zach? Or is it Yes. It's not where it should be, though. They're a little behind schedule. Like a couple days or a couple weeks? No, probably three or four days at least. What's causing that? I don't know. I have to ask Josh. All right, we're ready. We'll move into superintendent updates. Yeah. Um some of you already had highlighted the the work that our bond team has been um working through just connected to the $39 million um vote that'll be on the ballot in November. Um just encourage you to continue to get signatures. We have until September to get those, but the sooner the better so we um can ensure that that's on the ballot. some of those. Is there something different about these petitions than the last time? Because I thought there was

090like at the header of the last one, I thought there was like the name of the county, the type of um election. So, this one doesn't have that. Yeah. So, I mean, it's got I think it's it's got that on the top. Has anyone looked at Are we going to set a booth at the fair next week or have we has anyone thought about that? That'd be a pretty good spot to get the neat signatures. Yeah, it's got the all the counties. If we all took a shift for a day, you know, half not a day, but a couple hours. I didn't even know the fair is next week. That's how checked out I've been. Comes up fast. Yeah, that'd be a good idea. Um I'm working there one day for I can't remember what

091I'm doing, but I don't know if we set up a table in that one building there or whatever. If we took a couple hours, you'd probably Yeah, we don't need to do it the whole time. I just think for one day and just man table for one day we each take shifts probably two people a table we're on our own yeah so we're over we have just over 100 right now um like I said need 750 um wanted to highlight and again I think this was alluded to in Dave's report but number of pairs we're going to need um we need to hire a good number of them so we added to $750 signing bonus. Um, again, this is all going to be continuing to as we best serve or support that subgroup of employee.

092Um, we met with them all again, or not all of them, the ones that wanted to come on June 3rd, um, to get more feedback around kind of where we're moving and presented some ideas that, you know, maybe they would be interested in from a, um, not so much an hourly wage increase, but just some other things that we could build in um, to the budget. not for this upcoming year, but the next year of of which um there's a reliability bonus. So, that really connects to them showing up for work, doing what they're supposed to. Um there was a like a professional learning punch card almost. So, they could pick a couple different times where they would come and get paid just what a teacher would get paid, $29 an hour to to be

093a part of the learning if it connects with what they're doing and their kind of day-to-day support for kids. That's not something that's they've been a part of in the past. um they came up with a few other ideas as well and we're going to continue to meet with um that leader group to to finalize kind of what those specific ones are going to be. So when we do end up finalizing a budget and creating um some incentives for them, it it's ready to go for the the 2062 27 school year. You're going to get a board self-evaluation document or tool. Um, Megan and I have been kind of looking at what best would would work for you. It's not going to take too much time um for our work session come July 14th. So,

094be on the lookout for that. Probably send that out either this Sunday or the next, probably not the next, probably this Sunday. So, you can start looking at it at least. And then Megan may follow up with something with a little bit more um just kind of direction on what her expectations are as you come to the table um on the 14th for that work session. I just want to thank Josh Wy. Um again, he's done a lot for the district. Um stepping into a new role this year with added responsibilities, has really approached it with a positive attitude. Um we're going to miss him and know that uh his next adventure will be beneficial for him and his family, but um has been a just a bright light within our system. Um yeah, and

095I again I think from a committee standpoint we're starting to get a little bit better rhythms with that. Obviously it was new. Uh but it does I think just bring more knowledge around different things that we're a part of or you're supporting or governing and then when you get to the table you know being able to to share that work and asking questions I think is really positive. So, um, as far as, you know, I'm concerned, I'd like to continue that as we look at the calendar for next year, keeping our board meetings on that third Monday at 6:30 if that's okay with you. And then committees um, you know, if they get depending on who runs through the board, who doesn't, you know, we may adjust that come November when we have the restructuring

096of things. But, um, would like to continue that. Um, if you do have anybody that you know has approached you about running for board, I I would just encourage you to tell them to reach out to me. I'd like to sit down with anybody as we get to that spot um to kind of walk through some things with them. I've got a a couple things I'd like to highlight. So, if we get to that spot or if you have people just encourage them to do that. Um, yeah, I wanted to highlight our summer athletic enhancement. Uh again, you know, kind of getting ready to to move into this new normal um during the academic year um for our student athletes, but this summer we, you know, have the expectation for our kids to come on

097Monday, Wednesdays, and Fridays at the high school level. We've had anywhere between 60 and 80 kids show up every single day. Um which is is really encouraging for our coaches and it's going to be good for our kids, too. So, that's a positive. Finally, just wanted to highlight June 8, July 8th, we're going to have our new certified staff uh here in the building in the morning. Um it's more of a cut cut through all the red tape and get all of the housekeeping things done. So when they can come back in August, it's not so much of that fire hose, all of the benefits and payroll and computers and all that stuff. They already have all that. They can kind of step in come August with a little bit more prepared, I guess. Um,

098that's all I got. Great. Did that make sense? Was that Yeah, it did. I think my only concern was that it I I see what you mean by the district is called out, but then there's no date for the election, but the date's not required. Correct. That's what it concern. All right, let's move into highlights. Let's start with Dave. Would you like to share highlights? highlights. Um well, I was uh coming out of the strategic planning. I mean, we can we can quibble as to whether it's a mission statement, vision statement, whatever, but um I considered a mission statement, but I really really like the decision to make the district a destination. I I thought that that was something I I thought of. I use the word choice, but destination is better. So, and I'm

099anxiously awaiting how to translate that into meaning in action. What what exactly does a destination district look like? And I think that's the next step. And but I I'm pleasantly surprised and I um I'm pleased to say that I I really really think that that is a puts us into the competitive quadrant and really puts the emphasis on being competitive as a as a first rate education organization. So I I commend Zach and the strategic planning and then and the admin team for making that decision. I'm very pleased. Thanks, Deborah. I agree absolutely. But I am so thrilled about the cell phone policy. I cannot tell you. I cannot wait to see how the scores, every all the scores, the academic achievement, the growth. I can't wait to see how that changes in the next

100two and three years because I'm I'm just like I just have faith that it will. Awesome. Ty. Um, I'd like to echo what Zach was saying about Josh Wy. Um, wish him the best. Moving on. Uh, you know, not a lot of us around this board table were here. When he came on came on board, he stepped into a big old mess of like 400 open tickets and he's moved us in the right direction. Closed all of those and uh just really moved that program in a great direction and the uh sounds like he's got a really good opportunity. So, can't fault him for taking it even though, you know, bums me out personally that we're going to miss him. Thanks, Mark. I pretty much just echo everything everyone else just said. You know, the

101same thing that he said. You know, Josh Wy, um, I've kind of had the pleasure of sitting on the facilities committee the last three years or whatever and got to know Josh very well and he's done a really great job with the district. So, was really disappointed to hear last week that he was leaving, but I understand why he's doing what he's doing and I look forward to uh seeing who we find. I I think uh Zach and Evan will do a fantastic job of finding new position or new new person for that position. So I look forward to see what comes of that. And then also cell phone policy. Um I'm you know really hoping that that really has a positive effect on student achievement. You know I think we all know how much

102of a distraction that can truly be to a student every day. And you know I never would have dreamed when I was in high school you know you know having access to a cell phone the way that kids do today. So um I'm really excited to see what that uh comes of that and that's been a long project in the making. So, I'm glad to see it's going to finally be enacted and uh it's the way it's going to be next year. So, looking forward to all that. So, cool. Mark, um it's good to get all the feedback on the scores. So, that was good information to get kind of try and figure out how to chew through that and understand and ask questions that, you know, how can we understand and nail down what's

103going to make the most impact um if changes are needed. So that was a good baseline to get. And then also for the morning workout thing, I think that's cool. I know both my kids are enjoying it. I think keep them active. And then also just I think it creates more of a camaraderie of, you know, doing things together and for high schoolers and middle schoolers, getting up early in the morning is a good routine to keep into over the the summer. So cool cool things are are are happening. Yeah, I agree. Feels like we're in a building phase, which is really exciting. Um, you know, this is the 12th month, right, of 12th board meeting for you in the district. And it feels like it's great to see the positive data um on student

104achievement and to see programs in play, new programs like the athletic program in place. and um just it feels like, you know, we're going to get these plans on a page from each building. So, it feels like we don't have everything figured out yet, but we're we're like we're all working together and moving in the right direction. So, we're really building now instead of scrambling, which is a nice feeling, I think. So, that's it. That's my highlight. Thank you, Zach. Um, do I hear a motion to adjourn? So moved. Second award. Second. Davies. 759. Do I need to do all in favor say I or Yeah.