09/08/2025 WCSD Board Meeting

001Sorry. meeting order. Everybody, please rise for the pledge of allegiance. I don't remember what I'm doing here. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. All right. Um, mission reading. Gina, would you do the honors tonight reading the mission and strategic priority number three? >> Mission statement. We will empower a community of lifelong learners who strive for personal excellence through meaningful relationships and realworld authentic learning experiences. Strategic priority number three, expand opportunities for students to develop self-worth and connection to others. >> Thank you. You guys are so far away and I'm like something's different. You're like >> it's a little farther away. >> Yeah. Or we're closer to the wall. I don't

002know which one it is. >> Um conflict of interest declaration. Now is the time to declare a personal conflict of interest if you have one with tonight's agenda. Does anybody have anything to declare? >> 10D. >> 10 D is s wife. Um It's >> not a paid staff, is it? There's no financial gain. >> There's no financial gain. >> Yeah. No, usually it's financial gain or something like that, right? I mean, but thank you for letting being letting us know about it. I did see that in there, but yep. Okay. Nothing else. Approve agenda. Approval of agenda point. Entertain a motion to approve the agenda as presented. >> Motion by Jeremy. Is there a second? Second by Gina. All those in favor say I. >> I. >> Oppose. Same sign. Motion carries. Next item on

003the agenda is uh greet visitors communication from our public. Now is a time if anybody from the public is will wishing to speak is to do that. Nobody back there. Perfect. We will move on to information only. Building updates. >> Uh summer last year. I've linked them in there um for you to read. I'll ask the principles to go through and highlight, but you should have all them there. So, uh, let's go start with Doug. >> Fabulous. Pull it up here. All right. So, lots of I mean, like everybody's lots of stuff going on beginning of the year. Uh, priority number one, we've got kids going out and doing some real world experience all the way down to transitional kindergarten. They're studying M for money. So, they went to the bank and, uh, talked a

004little bit about saving money and that kind of stuff there. Um, 21st century skills. uh third grade teacher worked really hard this summer to put together a maker space for us which is just kind of a place going to give them give them a way they're doing it they kind of have a problem to solve uh and then they try to build something to solve that problem um that's going really well working with that um expanding opportunities develop selfworth we are really hitting hard thing with our CH we've got the showcase school for the last two years so we're still trying to keep that up um lots of affirmations uh teachers all built to show some contracts um and going through routines. One of the things that we always the lowest thing we mark low

005on, it's not low. I mean, we're like 3.2 and we're supposed to get 3.5. We're really close on it, but it's kids doing leadership roles. Uh like that's doing the announcements in the morning, helping out for in the lunchroom and things like that. Um that we do a lot of. So, we're trying to do those better and also point out, hey, this is a leadership role. up. So when we when the kids then rank themselves, we'll catch on a little that too. But so leadership is one of the things we're really working on with CK. Um and then just authentic relationships, a lot of uh surprise and delight going on this first week. One I didn't put in there as I walked around the corner and got helped with water balloons again from the second

006grade. Fabulous. No, it was a lot of fun. It was a lot of fun. Um but they're taking walkings and out throughout business downtown. um had some some uh tailgate parties pop up. So, good stuff. Good stuff going on. Building relationships. There we go. Any questions? >> Miss Flank. >> Uh so, our uh we've jumped right in. Our strategic priority number one, I listed some things there that have been happening in the building. I tried to capture some pictures for you. our technology foster and others has just been doing a phenomenal job getting learning experiences that connect to things that happen outside of our classrooms as well. So um sixth grade they're working on designing their own video games with the strategic priority number two that's the leadership team we will be sending that out

007in the next week and something that we students it's a mini application they tell us why they want to be in leadership what areas they want to serve in and then our school counselor Megan Brockfire and myself work together in getting it's placed and utilized in that in those spaces and it's worked out really nice. We have some roles that are just sixth grade and so they have some things to look forward to as they go through the building. Um, number three, follow up with Doug, our CK practices as well. We've been national showcase for two consecutive years and intend to continue that. The middle school every year we have an annual kickball tournament. We did that the first Friday. It was a lot of fun to watch kids really start to that into teams

008and that mindset of that. And also with our high five Fridays, our football players come over that first Friday. That's really good energy with that. Uh the last one I just gave you some examples of how we uh intentionally focused on relationships with kids. Anything from greetings in the morning. The teachers have been phenomenal with arrival and dismissal. The weather really helps with nice too. Um, so our kids are riding and we have additional adults who are choosing to be out there at the end of the day beginning as well as u the one picture with Miss Bakeley there. She was doing kind of a would you rather like kids getting to know and she'd say I'm trying to remember rather to have you eat tacos the rest of your life or pizza and then

009kids would talk and share >> tacos. um there doing her rock paper scissors where we really worked on teamwork. So if you were the first time you got out in the rock paper scissor war, you became that person's cheerleader and followed them around um as they went through that tournament. So just a lot of fun neat things that are going on. I didn't give you any big things coming up uh September. We'll get through September and then we'll have events starting to serve. >> Any questions for June? >> Uh Josh? >> Sure. >> Yes. GG priority one. I highlighted uh something coming up in October. Our career day snapshot be the third year doing this. Um going to have seventh graders do some basic career exploration by meeting with six different employers. Our eighth graders

010will have a little different program. They'll meet with employers who are going to speak to them about how they utilize the competencies in our profile and graduate and day-to-day admirations. Then there's a new layer we're uh working on and playing this year which is uh some speed interviewing where students will get uh with 10 different employers about four minutes wrapped professional skills looking shaking their hand and then also learning how to draft good questions to ask in an interview of the employer who's going to be hiring. Um, something we just I've noticed is sometimes you don't get great questions when you're interviewing people. And so teaching kids to start thinking that thinking that way about people they potentially would want to work with. Um, future part two just hopped in there about our uh building

011level wig this year and I kind of laid out uh using the 4DX model, our wig, the lead measures we're going to use to accomplish that wig, our cadence of accountability um and then compelling scoreboard as well and kind of talk about the why. And then future priority three and four, I'm going to touch on our trip to Wildwood because I feel like that trip really aligned well with these two priorities of connections, relationships, and self worth for the kids. So on Thursday the 28th of August, we took 260 kids plus 30 staff members, two board members, and a number of district office personnel and a member of the police department out to Wildwood. They engaged in six different activities of horseback riding, high ropes, lake activities, archery, sports field activities, and then six informational

012sessions about what it means to be a member and contributor to our school. Each each grade did a half day of both. And um I think it was a day of a lot of uh connections between students to students and students to staff. I think it was well received by our staff and also the students enjoyed it. and Wildwood also um said they really enjoyed the day and would like to partner in the future. >> Questions for Josh. >> Thank you, sir. >> Mr. Smith. >> Yeah. Already for us getting getting mock interviews sent out a business and uh enterprise uh form form basically for our staff uh districtwide to fill out for any connections for job shadows. We're starting to gather that. Uh today we have seven connections. So we'll keep going, try to

013find more of those. But try to place all of our juniors in a job shadow. U sophomore mock interviews take place September 23 24 um where we bring them in and they run through a a mock interview process for about 15 minutes, 10 15 minutes. So start reaching out to community on that too if anybody has some time to come in and help us with those. Uh, priority two, the 21st century learning and and skills and opportunities. Uh, kind of doing a lot with artificial intelligence, just using our making our staff use AI in the classroom once a term uh for various things, whether that's demonstrating for kids how to organize information. Um, for example, Mr. Concussions using it to upload uh data that he collected from Adventure Land and then is creating graphs and

014charts to show velocity changes and energy changes that AI can do that he himself and our students can't create. U so it's a good thing. Got a bunch of college and career visits coming up. Uh big one the 15th we have Graceland College. It's a huge college fair. We bringing students to Drake Northwest Missouri and then we have a lot of DMAC exploration days. So DMAC started to just do specific days uh for what you're interested in. So there's like mechanic day and a day, uh criminal justice day in November. Um and so we get we have maybe some smaller groups uh but it's more targeted to the program that they have that we've got going. Then we're continuing to work on our student portfolio. Right now every student 10 through 12 has a portfolio

015on Zello. um our talk is about how we switch that over if it's a Google site or we keep it on Zelda for them to share their reflections. Priority three and I don't want to take anything away from Miss Craig was going to talk about but like students selecting themes for football night, volleyball night, um they're being involved in that. Our student council taking ownership at 9th grade orientation u so far our student sections have been pretty good um showing up supporting our our athletes which is good. High five pride is our football team, cross country team going to the middle school and elementary. Again you know it's opportunity to put our bigs in front of littles uh and model you know and inspire maybe hopefully through those things. Priority four uh the strong authentic

016relationships. I gave you some of the CK star strong data there. So like 100% of our reporting always are off and greeting at the door 83% with starting with good things. um 91% with our social contract the refer to it often is probably the 9% that we miss there and then dismissing class will launch 83%. So baseline data of us put in CKH looking to improve that as well. Uh and then last one I just highlight the alpaca pulse. Uh it's a culture and climate uh survey that we send out once a month uh to get a basically positive negative vibe of what's going on in the building from a culture standpoint. Um, and so, you know, you you see some things that you love seeing, like people being connected, engaged, their voices being heard,

017and there's other things that like might have a staff member can't click, I feel disconnected, right? Or I feel like I'm isolated, I'm on an island. So, it helps Chad and myself and the BLT team to try to figure out how do we address those those little issues to keep people um cultural climate high in our building. So, uh, building level, uh, dates, all those things. Home events. Just so you guys know, there's going to be a couple of Sundays before the next board meeting where we have events. So, like Powderpuff football. It's a little bit earlier than normal. It'll be on a Sunday, the 21st. Uh, reason for that was usually do it after homecoming, but that's covered bridge festival. Uh, and then the weekend after that, it's like the third week in October,

018which would be pretty cool. Um, so it's a little bit early. We'll have some senior parking spot painting going on. Sorry. So, I'm just giving you a heads up. There are a couple of Sundays where there's some activities, uh, hallway decorating, that sort of thing. Lastly, there's a link to the homecoming 2025 document. Um, and I think I heard uh Jared mention it when he came in, but I just got informed today that I think between Fourth and Husky there's going to be some road construction starting like the week of homecoming. Southbound traffic is okay, but traffic is not okay. >> So, we're going to have a we're gonna have a plan a plan B and then probably a plan It'll be great. >> Yeah, we'll have to reroute a little bit. So, Well, fair

019enough. Great. >> I have a question for you and it's it's for Mr. Moulder actually and I don't know if it's only because I'm a high school parent now, >> but his newsletter he sends out weekly for the all the activities. Does that go to anybody or does he how does he choose who gets that? >> Send it out district. >> Okay. >> Is my understanding >> which is awesome like that document that he sends out with all that information. I don't know if you've seen like see Gina's like I don't get it. >> I is there a way we can have people opt into that? It's the one through go gipper that I >> created. So I think K's right. I think you sent it through campus to all. >> But I mean I

020just with be able to order tickets on there. I mean all of that stuff >> grandparents or >> Yeah. I mean anybody if they want to opt into it. Yeah. Because it has times for like this week it's got all the races for home cross country meet. >> It just has a lot of great information. Would it would it be easier if it was just uploaded to our website >> or maybe a link there too that he puts on there. You click on it. Yes. I just think it's a a phenomenal information piece that Angie and him are putting out for extra I mean it's not just athletic. I mean it's all the fine it's everything >> but has links to order your tickets through through bound. I mean it's got it all right there

021>> right >> which is the biggest thing people go how do I get tickets for this or that? Oh you know go to bound it's you know. So >> oh there's about it. Yeah, one of the two ways. >> It's awesome. It's I wait for it every week. I'm like, "Okay, there there it is." >> Jared, with the city entertain pushing back the road construction. >> I highly doubt it. >> Yeah, that I mean I understand it hasn't been ideal with like even eight right now with school. >> When you do both of them during school year, that's >> Oh, there's a lot more still there. It's there's like six or seven. There's going to be six or seven different processes, >> but it would be nice if they could at least like they've got

022one going while the school's on line up right down right down there >> coming down second half and going around the loop and going back down again. >> And my only defense of the city is is they've been waiting actually for the engineering, the contracting for months and they're finally getting to it. So, it's >> they push it back, they they're not going to sit around and wait. They'll move on to the next project and they'll never get them back. >> But the bad thing is you've got all summer. >> I think Drew Drew Bart would agree with you on that that we had all summer and they >> not that they were ready but >> Oh, city was ready. >> Yeah, they could do it all summer long and and >> but they're waiting

023on the second, you know, >> other other piece of it >> has been prepared. >> We'll get there. Okay. >> Well, maybe that won't be ideal. We'll navigate it. Have to, right? Get get figured out. So, >> and I have one more. >> Yeah. For >> So, I emailed you about Otis. Is that something they could be involved in with >> and I I'm only involved because they've been in my the apartment complex and the guy said, "We would love to do a job fair." I said, "I I know how to I know how to get you involved in that." And then when we talked about the job shadow, so it's just contact you. >> Yes. Absolutely. Okay. Absolutely. >> Yes. >> So, so part of that reason that we went out is we're just

024trying to get new updated contacts and database ready because we get kids that you can imagine the spectrum of jobs that they want to shadow. >> Yeah. >> And and jobs that I didn't even know you could shadow that these guys like absolutely have a parent sign. >> He could come to my building and work on I mean >> absolutely >> work on the elevator at that building and >> it'd be really close. So yeah, >> and we put it out there too just like the goal was like a job shadow experience but also even if that's not a fit like we might find a classroom visit, we might find another field trip like like so we wanted to get a state of the union on like is there anything we're not aware of. >>

025I will pass information on to him and get you his information. >> Yeah. Thank >> Cam. If you need someone to help with the interviews, I bet Jackie would be more than happy to come in. She did that for a living. >> Another one would be Wendy Frost. Thank you. >> Any other questions for Cam? >> Thank you, sir. >> Thank you all of you. It's been a great start to a phenomenal new year. >> Um, okay, moving on. Long stream plans. So, Corey's uh we're going to start out in October kind of give an overview of TLC and what's going on there. We did add another topic tonight um because of just timing. Um the teacher accelerating learning grant uh which was released. Governor Adams put a press release out last week. I think

026the deadline if you choose to apply September 19th going to kind of overview that and how we're trying to gather information on whether or not to do that. So we do have two of them tonight. >> Let's do the teacher leader first. >> Yeah, just a state of the union on especially for our new friends here like what this what they what there's another acronym TLC. We'll get into that. You know there's a it's an acronym bingo deal. So, uh, I would love to echo the great start to the year just what's amazing that we've and this is part of that because the teacher leaders are a huge part of onboarding for a new school year and like there's a reason why we start planning for the school year like in November for the for

027the following year and it's just been amazing to see it all come together and one of the huge components of that is a group of staff who fall under what are called teacher leadership roles and and the TLC stands for teacher leadership and compensation. This was a funding stream gosh years ago. We're talking 12 13 years ago when this uh funding stream started. And the goal was to reward teachers going above and beyond, you know, in leadership positions and things like that. And so what I wanted to do tonight was just do for our new friends and just do an overview of like what that looks like for us and then what we expect and what are some of the deliverables and just kind of what that um what that ongoing support looks like. So

028if you want to go to the next one, this is what we show at new teacher onboarding and the teacher leaders are a huge component of supporting our new staff and our our obviously current staff as well. But this is one of the graphics that we show or we show a version of even since Gina ran the the program as well. We just changed some of the ideas, but the but the concept is still there of how do we put our classroom teachers and staff in the center and how can we continue to support them through different systems of support and one of those is through these TLC leaders. So I'll give you a good couple of pictures of examples here in the next couple. So this is about collaborative culture. Uh this is one

029of the first days on campus for our new staff. So some of our teacher leaders help with the onboarding of new staff. So, one of the things we do is a scavenger hunt around town and they have to go make somebody's day in the in the community and they chose to make the guy who works over here at Dollar General's day and they get to see some of winter set and things like that and some of them when they get hired late they get to see where their classroom's going to be and stuff like that. And so, just some examples of like what our teacher leaders are, they're just incredible and we've got a really good we've got a really good thing going and just kind of what the supports look like. And so if

030you want to go to the next one, this is really what the teacher leader roles like boil down to is these these positions. One is the full release or partial release instructional coach. But basically right now we're sitting with four total. Uh two building coaches and then two content coaches. One is an ELA coach and one is a math coach. And I literally couldn't do this job without them. And so just huge support system. We'll get into them, what they what they do here in a second. And then a couple of new positions for us, similar to the previous ones, but they're more targeted towards our initiatives at the district level. We've got what's called a classroom profile of a graduate lead teacher. And what this position is is, and we'll get into the next

031one, but it's a way to incentivize uh you know, going above and beyond the district planning and protocols and things like that. We'll get into that next. And then the district profile of a graduate lead teacher where they help be part of some district processes. And then mentoring. So every year when we hire a brand new teacher to the profession according to Iowa code they have to go through at least two if not three years of a mentoring program and there are some things we have to do with them classroom management those types of things and that's all facilitated through a teacher leader role and we try to create a one-on-one relationship. So, if we hire a fifth grade, we really like either a fourth or a sixth grade or even a current fifth grade

032to mentor that person and things like that and so on to try to create that one-on-one relationship. And so, these are those teacher leadership roles that that are funneled throughout the district and this just helps make the thing go, which is awesome. And then the next one is just like what the expectations and deliverables are for these positions and what the accountability level is because they do receive a stipen but there is a lot of things that that are come about because of that stipen which is exciting from the instructional coach. It's everything just from supporting teachers, everything from generic support to one-on-one targeted instructional pedigogy, whatever it is, and they step in and just do whatever is necessary. And just a phenomenal resource that we have. We also have the classroom profile of a

033graduate lead teacher. What their charge is is to go above and beyond that professional development that we've been experiencing as a district and to implement some of these things that we're we're trying to accomplish as a district. what the what the ask of that is to develop some projects, align them to a couple of our POG competencies and then share some of that information out to other teachers and things like that in the months of December and April May kind of thing. So because part of leadership is going first and that's what this model is is how can we get a group of staff to go first in some of these areas. The district POG is a layer on top of that. So the district POG leader completes the projects and things like that, but

034then also are part of a monthly process that is helping plan and make some decisions and all of that because it can't just be Justin and Kendra and I from this office making all of these things happen and it gives them some leadership capacity. So Cam alluded to like in one of the last bullet points was like student portfolios and things like that. like this team is helping make those decisions on like what do we want this to look like, sound like, and feel like and members of this team are part of building leadership teams so they can have that reciprocal relationship. And then the mentoring is purely just one-on-one mentoring and how do we serve new staff through the ups and downs of what being a new teacher is because it's incredible. Being a

035seasoned teacher is incredible and coming brand new, there are nuances and things like that and it's just helping coach and support and just be there and and that's just an amazing opportunity. And then this last one is really just like some of the ongoing accountability and deliverables. So there's ongoing coach principal meetings, there's ongoing coach director of teaching and learning meetings because I feel it's my job to take care of the people who take care of other people and that's the conversations that we have. There's BLT meetings that are going on all, you know, continuously. There's grade level department leadership through these teacher leaders. There's project development. There's communication and teaching other staff. And then really just supporting what our district processes, procedures, because we don't have it all figured out yet, but we've got

036a group of people who can help make some of these decisions. And when people are invited to the table for shared decision-making, we're going to get better ideas and we're going to get better things because of it because it can't just be something that lives and dies at this office. Yeah, there is a direction. There are things that we expect and all of that district-wide. However, we've got a much better product because we've got people along the way who are there every day in it helping us build it. And really, that's what teacher leadership looks like, sounds like, and feels like. And we're just we're just going and it's been awesome. It's been awesome from the very beginning. Just the beginning of the school year is a whirlwind of stuff. And we couldn't accomplish half

037the things without these individuals. Any questions for me on just like what our systems are or anything that sparks any interest? There's a lot here. I get it. It's a lot in a short amount of time, but it's a group of people who are just incredible. >> The compensation part. Can you explain that to me? >> Yep. So, every position, so there's a there's a funding stream that comes from the state and we have a budget. We have what's called a TLC budget >> which we have not applied for in the past. Correct. >> Oh yeah. >> Is there it's given every >> Is there a new program coming out? >> No. No. That's what I was going to talk about. >> That's next. Got it. Accelerated. That's next. Yeah. >> Yeah. Similar but totally

038different. No, you're correct. There there is a >> way back to our >> No, but you're guys, you know, to help you guys understand, I think it was 2012. I It had to have been winners that was the first year that got it. >> So, I can't remember. um cuz I think it was around 30 or 14 years ago, >> but basically there's a TLC budget and then what we do is we have a group of people who help make decisions on how do we want to spend that and they're all through stipen positions all the way from a full release position to a stipened or a full-time classroom teacher and everything in between. >> And that's what that looks like sounds like and just varies depending on the job and how many extended contract

039days and things like that. So, do these people overlap? So, they could be on all of these teams, >> both there is a lot of overlap. Okay. Yes. So, like I could be a full release coach and be a Pog classroom lead teacher. I could partner with and I could still receive the stipen because I'm doing a project. I'm partnering with a teacher. We wanted this to be as open to as many people as possible. And for the especially like the full release coach, they're coaching them anyway in most situations. So they might as well like look for some of that compensation too. >> Volunteer basis. >> It's a application basis. So yes. So they apply for these positions. We do interviews if we need to. Those types of things minimum or maximum. Sorry. >>

040Yeah. There's a bud there's a budget and so that helps set like a maximum. And then depending on the role, like the district lead teacher, we know we want around 24 of them because that's going to be building leadership team members and high school obviously has more staff than junior high and so we have to allocate for some of those things, but like there is a maximum. Yeah, because we obviously don't want to overspend that budget. >> August 11th, 2014 future leader presentation to the board by Gina Robinson. >> Yeah, that would make sense. No, it's it's annual funding and uh two years >> two years ago >> we did kind of a we gathered a lot of information from staff and and made some changes to the system at that time >> and then

041even last year to again trying to align those resources to strategic priorities. We made more we have more positions available than we have >> and we've aligned them to what we're trying to do as a district. and how do we incentivize going first and how do we incentivize these people who are you know blazing the trails in some of these ideas and that's like I'm super proud of that being able to do that >> and we think the funding is going to continue in the state for that >> has they used to be really strict Tim on what you could use it for right >> and they've taken it away um and as a district you >> you can use it for a lot of things well yeah that's fair you can continue to run

042a teacher leader program or you can use it all for statements for teachers. Um, but we've decided I think a good decision like we wouldn't in my opinion the OG at the elementary that has been really successful and helping has been supported by that coach probably wouldn't have made as much progress without that coach building thinking classrooms for math whiteboards. Um, we're not where we're at without that support. So, we've decided to maintain that structure. We tweaked it over the years to try and maybe better align to what we're doing, but we maintain some of those core pieces, the mentor, the tune, >> uh, >> the content coaches, >> couple building coaches as well. >> Yeah. >> Okay. >> Does that answer your question? >> Yeah, I just got my acronym screwed up. >> I

043get it. Here's another one. P. Here's another one. I'm gonna kick this one off like you did this morning. We got this down to a thanks now. >> Yeah. The teachers accelerated learning grant last year, Governor Reynolds rolled it out and the window of apply was very short. >> Correct. >> And the compensation at the time was $2,500 for 10% of your teachers. Um, we opted, as did many districts, to not do that. We didn't think it was it was pretty limiting on who could get it. Um, and the time frame where we thought to put a good plan together was pretty narrow. this year um because they didn't spend all the money that they allowed last year and more money rolled out with it $15,000 per teacher over two years uh up to 25%

044of your staff and every district can apply for up to $500,000. There are some uh see restrictions um some parameters that are put on it uh that make it interesting. I have some reservations. I'll be honest. Um I'm all about trying to pay teachers more. Uh this though is for a very narrow scope of teachers and I think Yeah. I just I think there's some potential blowback as well. And we'll get into that question before we jump. >> I just wanted to clarify. You said 15,000 over two years up to 25% of our staff 25% >> and up to a max of 500,000 for the >> Okay. So if we just using that math 500,000 15,000 is 33 teachers total would be about 16 a year >> if all my math is that >> to

045if we went for it. That's who would >> that's how I understand who can get it. You could break that 15,000 probably out more. >> Yeah. >> But you still it's only 25% of your staff. Does that make sense? So you pay the max out 7500 two years it's 33 teachers if you went we're on 126 FT this year. Is that right Jill? Am I number right? >> Y 126 FT. So 25% of that um 25 staff. So yeah. Um so anyway that's the number piece of it. Uh now we'll get into like what the what the grant says and some of the restrictions. >> Yep. So we can talk through this. So the goal this is purelyformational and part of I put a piece of paper in front of you as well. It's a

046stable copy of the grant rubric. U did I do that or I did dream that sometimes I dream these things. Okay, I actually did. Perfect. So >> so this is like what's required and so like this is there there's very little like information. I'm giving you as much information as there is and we shared this. So the goal of the grant and so like this isn't like the district goal. The goal of the grant is to develop measures of teacher effectiveness. That's like bold point number one. And then recognizing teachers bold point number two who significantly increase student learning beyond one year's growth with supplemental pay. So those are the two like like big picture measuring teacher effectiveness years plus growth. not necessarily like proficiency, but it's like am I demonstrating a year's plus growth?

047And we'll get into that if you want to get into that. We do that when we do the ISAs stuff, too. But what we are required to commit to as a district. So, this is what we're required to if we chose to do this. Um, number one, we have to develop a system that identifies and recognizes teacher teachers who do that acceleration of student learning beyond one year's growth. So what we would have to do is create a system for how do we recognize this? How do we know it when we see it? Try to make this as simple as possible. We get to determine some of that, but there are also parameters like Justin's talking about that also we're told to help us generate that. And that's where some of it gets, lack of

048a better word, conflicting. Second thing is we have to develop a methodology for recognizing those highly effective teachers. And we must include another acronym and and it's like a 19letter thing, but it's short for EVOS. And I'll tell you what that is in a second. We talked about it maybe once or twice, but we have to utilize this system in grades four through eight. And so what EVOS is to make this very simple is a few years ago and I think it was three towards the end of the COVID money uh Iowa the DOE bought this EVOS system which is a statistical analysis tool to look at Iowa assessment data at different levels. And what EVOS does that a lot of our other tools don't do is it demonstrates and it shows students and teachers

049who are demonstrating years worth years worth of years worth of growth. And so it puts together all of a kids testing historical data and it makes a statistical analysis more than even the Iowa testing does. But really at the end of the day what it does is it shows which kids are growing, which grade levels are growing. And now they're adding another feature which we must include which classrooms are growing. So what we would need to do which we have not done is what we have access to right now for EVOS is we have grade level data and we have highlevel building data. What we're being asked to do now, which we have not done, which we chose not to do a year ago, was to put in classroom rosters. And then now what it

050would do then in theory it would rank and sort our classroom teachers by their measures of growth and things like that in grades four through eight who take ISAF, which is ELA, math, and science and fifth and eighth grade. And that is not something we've done in the past, but that would be a requirement for this. And so then it gets into because one of the questions is is how do we know who would get this money part of the requirement is that we utilize this EVOS system grades four through eight. And that ties into what the purpose is is to provide supplementary pay for 25% of the teachers who are accelerating learning beyond one years of growth. And that's what EVOS would tell us for kids in grades four through eight in subjects of

051ELA, math, and science. And then where it comes to the next piece is just like what Justin alluded to at the beginning is for 5% of the total award. We can put some admin costs in there because there's some work up front. The EVOS work is there's quite a bit of things and stuff like that. And then the max teacher payout over two years is 15,000. And teacher is defined as well as instructional staff which would mean teacher, coach, and interventionist. So those three are listed as actual things. And then just what the EVOS is is just a fancy way of showing what we just already explained. And it really gives us different ways to look at the data. Here's a couple of examples of what we get. But if you look and and it's

052not the biggest or or best example, but what it does in theory, and this is a sample school, this isn't us, but really where you get into the idea of ranking and sorting. So at the end of the day, our not only schools but then our grade levels and then eventually if we chose to go down this route, our classrooms would demonstrate a level of growth at the bottom. So it's either going to be well above, above, average, below, well below. So a a classroom teacher andor grade level would fall into one of those categories and they're assigned a number either on the plus or minus depending on how many of their kids grew. So you could have a negative growth which means not enough of your kids showed growth or you could have a

053positive growth with which the majority of your kids showed a year's worth of growth and then everything in between. Here's what we need to have in this grant. So local support and expertise. One of the requirements is is we engage school board teacher leaders those things that's happening currently this week. We have to develop what they're calling a teacher evaluation system. Not like our professional growth model with Danielson. We have to create this teacher evaluation system to demonstrate who who gets it, who doesn't, how do we recognize those people, that type of thing. And then we have to describe our implementation plan of this. How do we communicate it? Who participates? All of that. And so our timeline, this information isn't that old. That was even sent to us similar as last year. We finally

054digested this and it's time to just start putting this in front of people and just getting a state of the union on what people feel. Not selling this to you, not selling this to teachers. This is purely just anformational session because we just need to get some feedback because with $7,500 a year for two years, $15,000, that's real money. And so we just want to be on the side of like we want to at least open the conversation. There's a lot that isn't great. And I'll speak to a couple of those things here in a second, but just the timeline is pretty straightforward. We've met with the instructional coach group. We met with the administrative team. We were meeting with you tonight. We met with our first BLT this morning. We've got two more meetings

055this week. And then we're just going to take all that feedback and conversation. We may decide to do we may decide to do it. We may decide to not do it. But we want to make sure we solicit the right amount of feedback and we talk to the talk to the stakeholders and the players in this in this conversation. Where it gets a little challenging for this is anybody outside four through eight, it's going to be a challenge to show how they make a year's worth of growth without standardized testing. Now, junior high has I ready, K3 has fast bridge assessment and things like that. So, there is more and we do have to show other measurements and things like that. So, there is allowable assessments and things like that. And then it comes down

056right to the culture piece and right to the thing of we've never established a teacher evaluation system that ranks and sorts our folks based on standardized test data and not sure I want to start. >> So really that's where and like yeah go ahead and jump in. We can summarize our conversations today and >> what questions do you have? >> But just curious on your thoughts and that's where we're at. >> Can you use it outside of four through eight? We can it just we run into >> you have to your system has to include EVOS. So you could do >> but if you take >> we don't have the measurement. >> Yeah. You take 4 through8 take your 4 through8 teachers who are in EVOS. >> Yep. >> The way I understand it they

057come out of that 25% right away. They're automatically in >> Yep. We do have standardized testing 9 through 11. We do ELA math and science. We do ISAS testing. there is a capability to do that where it gets tricky is okay if I don't teach math language arts or science I might teach social studies going to be very difficult to have a year's worth of growth fine arts all of those things all of these people who put the same amount of ef this comes to play and that's just the conversation we had with one of the staffs today and we've got two more coming >> we've shown um we've shown we have the best year of testing that we've had in this district in a long time and we never started with that goal is

058to drive up test scores. >> We focus on good instruction, train our staff and I think we're reaping the benefits of that. We've never said you have to drive up test scores. Um and that's what we're being this is to do. So like >> PE teacher, English teacher, they are not >> are right be really hard >> because it's going to be hard to show how these folks make a year worth of growth. >> Yeah. >> When you're looking at what the requirement parameters are >> um this is >> this is my thought on it if it's true or not. I think to develop a system where we could really look at what those teachers in your growth would take time. doesn't make sense to to look at measures we could look at where your

059growth for bands uh e ER social studies for example right that would take time so they said it has to include evos they kept your percentage of teachers relatively small and they give you a really narrow window rocket science but I think they're saying we want you to use it for the teachers in four through and jump on Eboss the classroom level. That's my thought. But >> yeah, >> it's real money. >> And you're going to break it down into the classroom level. >> Yes. And actually that's a requirement. So for example, instead of a fifth, right now we have access to like fifth grade growth data and ELA and math and same with 11th. But what it would do now is it would take those four or five fifth grade sections and now a

060name is attached. And so it could be where if there's five fifth grades, three could get it, two couldn't, and like >> and that could and come down to the luck of the draw the classroom >> and and that's the dynamic that's all these dynamics that play. >> Yep. >> And we know like Yeah. And I think like we know there's the classroom teachers are crucially important, >> but we've also got some interventionists, some coaches, >> uh special ed teachers are doing, you know, pull out SDI work with them to try to help kids make >> and we have specialists teachers who are also providing like interventions and support for kids and like where >> that wouldn't be included. >> My thought is if you want to in you want to try throw the money

061out there and then buy if your building shows >> more than yours grow use the money amongst that building but that's not what it is. It's truly out of >> they didn't ask our idea >> then you have to use it for those teachers >> we have to use the parameters >> the classroom level and that growth metrics has to be >> must be included >> so what's the staff feedback then we only junior high school which honestly based on the parameters tough to even think how to include that except for junior high right I would say it was a lot of I would say there were or against us. The excitement level was not at an all-time high. >> These schools applied last year. >> Only four received IKM Manning, Tri Center, Van Meter,

062Noaboji. So what's Darren say about it? >> I think they just limited to that group >> that four through eight last year too. >> They did the 4 through8 lang and left it at that. >> Yes. and just told the rest teachers well you don't doesn't I mean the small percentage and it has to include this kind of pigeon holes you into just >> because my question always is what what did the what's the rank and river soup what are you guys what are you hearing from the >> conversation at our meeting on Thursday is I don't know that any of the schools will apply >> um >> and I don't ask that saying we should do what everybody else is doing but I'd like to hear what other districts are >> hearing about it

063>> we're taking a more in-depth approach even looking. >> Yeah. >> Based on what I heard from them, like >> when you plan to talk to staff, plan to talk to, and you know, obviously you guys get your thoughts, but um I think it's potential to be negative on culture. I do >> 100%. You start ranking teachers and staff and you just erode what we've been building for years. >> And we know there's so much that goes into like to to Tim's point, who ends up in your class, right? Those kinds of things. Um and that information will get out. It I mean it it it will get out like if you have teachers who get it and don't then it's like well this teacher is better than that. The dynamics there's a put more

064pressure on test the middle schoolers and trying to drive up test which we all know have not the principal being flooded with requests from parents >> all the time. I want this one. I want this. >> Yep. Yeah. Goal is to share this information. Goal was to we're going to share this with the remaining staff and Yeah. But just >> that would apply. It would have to be by the 9th. >> Yeah. We've got by the 19th to submit something. But yeah, obviously we'll take the feedback from >> what people are putting down $500,00. Is it going to help our kids? >> And and you know me always on this. I look at these things too. Yes. I hate to leave that money on the table, but is there anything we can pull from this

065as a district to say, okay, is there anything we can do with this model? I know we don't have any money to throw at it, but look at some some of that data and just, you know, anything we can beef up. And >> so we took the TLC and made like that almost everywhere could have applied and got a stipen. Now, it wasn't gonna be $15,000, >> but um and we set up support for them to if you implement these things and do these things and here's a feedback, you're going to get additional it's more work, additional money. >> Um so, there's ways you could do that. Um can I mean, do we have $500,000? I mean, no. >> Agree. But I just is there, you know, any any of the framework that they have

066built on this of looking at some of that that data. Is there any more the BLT teams can look at that or administrative team or anything like that where >> I don't I don't agree. I don't want a a ranked I think that is just catastrophic to the morale of our district is having teachers ranked one through 126 or whatever. >> Yeah, I saw the PLC two years ago when they were talking about math instruction and it was collaborative, right? They here's the assessment coming up. Who's teaching like this? This is our kids are going to struggle with the way that that problem's written because that's not how we instructed. Okay. So then we is it align. It was great discussion. They were cloud. They were sharing and then we go back and everybody's going

067to classroom. Well, I know that if I can outperform act on I don't know what that I don't know. I'd like to say no, but I can say that our PLC structure is strong enough they continue to collaborate and do that. I do. I I don't want to put faith in our staff and that it's hanging out there. >> To your point about the ranking one through 126, that's literally what EVOS will do. So like what it what it will also do is it'll rank every classroom teacher like in fifth grade across the state and you can see that on a scatter plot. >> That's my next it does have that functionality. >> What I really don't like about it is it says you have to create an evaluation system. >> Yeah. >> It's on

068a test that we take one time a year. >> Yeah. One day of >> because that's not part of our current professional growth model. That that mindset is not. >> I don't like it. Part of it that really bothers me is at the grade level having three qualify and two that would make for an uncomfortable staff I would think. >> Yeah. >> I think that's why a lot of people chose not to apply last year and when it was when you when you throw out like 15,000 that's I mean >> that's a savings account for a staff. I mean that's >> and we just need to be prepared to have this conversation again when it goes to 20,000 >> and I want and I want our staff to get paid more. I want I mean

069I want teachers to get paid >> the state that when you only have four schools that get it that quickly shows I would think the state oh maybe >> well you want you saw more money and a higher percentage. I mean you budgeted that money and nobody applied for it. Where did that money go? >> That's what they're paying 15,000 for now. They are rolling it. But they didn't see it as huh maybe this was a bad idea. Let's increase it. Nobody ever asked for their ide were kind of honest about the feedback. The timeline was too short >> last year, right? >> For the the small amount of staff for 2500 bucks. Just like that's >> Yeah. >> Juice wasn't worth the squeeze. >> So they made the window like a little longer. >>

070It's only really been out since the middle of August, right? over double the percentage that >> and they made the stipen >> jeez way bigger. >> I mean, >> but then on on the other hand, >> yeah, >> we all know that even when we were going to school, we there were teachers that obviously did great stuff >> and there were teachers that didn't and you'd like to reward those teachers. >> That's literally why we're having the conversation there for >> Yeah. uh a band teacher, a PE teacher, the relationship they have, that's they're they're coming for that relationship every day and this >> I don't know doesn't really value it means >> that's the state's incentive and they want to try this >> this model out is that what they're wanting you think >>

071this again this is not backed but I think the state invested in EVOS and people have been slow to jump on it because it evaluates teachers >> and so they're trying to incentivize you to do it. Does that make sense? >> To use their program. >> Yeah. To use this. Yeah. Because it is a software product. Like it's a proprietary software product. >> I think they really have pushed money to do it. Few districts have. So they're trying to set it again. >> Yeah. >> We Yeah. The goal is to keep you informed of what we're up to. We didn't want to be on the other side of I could have made 15,000 and nobody told me. And also we want to make sure it's clear like what comes with it and what the implications

072are. That's the goal for tonight. >> Yeah. And I I'm not fearful, but I think I don't know what the narrow would be when if you don't apply. >> Yeah. >> You know, coming out of the from D like we made this available, you chose not to apply. I don't know, but >> they got to weigh all those things. >> So, $7,500. So, if if we jump on it, we're going to get that money for this school year. >> You get $500,000 to be paid out over two years. So if we could we could lower that per teacher to get to that 25%. So does that make sense? >> Each year I think 25% is each year. >> Yiscal year 30 >> the grant would be yeah >> because we would take a test till

073spring. >> Okay. >> And then you don't find out till the fall. >> We wouldn't find out until like middle of August that date next >> who would have qualified for. So then if I'm a teacher and I'm here this year and my kids take ISAs and I'm here next year and my kids take ISAs but then I leave >> did I get paid $7500 or >> if you leave in between the years do you get >> yeah forward check to new district >> that would be in our implementation plan but yeah if if it's paid over two years and they're not able to have to be with the current district that somewhere got the employ got the grant. >> Yeah, there's not a lot of information on Iowa grants about it's very vague. >>

074I think I think if you apply a pretty good chance >> Oh, yeah. They've got $8 million in there. They're trying to >> application is not that extensive. >> Anyway, >> thank you. >> Yeah, good like to hear more from what you hear from everybody else. Yep. >> Yeah. So we meet um >> Wednesday. >> I'm not able to meet Wednesday. Corey is Friday. >> Friday morning. So >> we met with Junior High School today. >> Yeah. >> So that's all we got. >> And when do we have to make a decision on this? >> We'd have to by a week Friday the 19th. 19th. >> Right. >> Okay. >> Yeah. Yeah. >> Okay. Any other questions about PLC or the T? >> I love that. Thank you. Okay, thank you, Corey. Uh, consent agenda,

075we'll move right along there. We have two sets of minutes. One from the special session to fill a vacancy and then the second set from the regular meeting in August. Anybody have any additions, corrections, or anything else on those paid bills? They are presented. Jill, do you have anything? >> Um, do you guys have any questions on anything that was on the list? >> I had one. I'm like um a lot of renewals are still on there for the new year. I didn't think of anything else. >> I saying I'm like half of them. So >> yeah, >> I didn't I didn't see anything that was out of these ones. I could answer most of them. >> I mean I always you know me I always question the Waldinger. was 24,000. Making sure it's not

076>> something we can slide into Pebble or say. >> Yeah, >> what we had wasing repairs and stuff. >> Perfect. I just always ask that one. >> I always I'm going to start sending it off. >> You have it when I ask Gina. Okay. Anybody else? Okay. Um personnel report is presented there. We have lots of changes and moves and news and >> teacher leaders last minute some stipens. We did have some movement there right before the end of school or start of the school year. Uh and some athletic coaches. Uh yeah, so kind of summarizes it. >> Okay. Open enrollment. Jill has that on there. Uh we've got looks like six uh out to accept and one in to accept. So all for cause there financial report Jill. >> So our audit um was

077successful in August. So and all reports have been certified. So we are into the new year. So um I >> congratulations with lots of help with >> um I showed um you the the last final um of statement positions for June 30th um along with your expenditures and revenues. Um, so we you guys had mentioned that you were possibly going to deficit spend um over 400,000. It's more more like 610,000. So just wanted to show that it's most of probably for like special ed expenses >> always. >> Um my expense, you know, the extra four months that I've been here, that type of thing. So um do you have any questions with that? And so the next set is for August. Um again, we're just getting started with the the new year. Um so again

078it's just the revenues and expenses are pretty close to what was um predicted um with percentages and everything. So any questions on August? I also included the unspent balance report um which looks like you've seen that over the years too. Um it's not completely finalized yet. We're still waiting to finalize um the FBRC line number one um on line 16 that will get approved um on the next month's um board agenda. Um but our special ed deficit is final that $657,000 number um that's going to be approved here later on in the in the meeting today. And um so yeah, it looks like our unspent balance which I gave you some information. I know a lot of the newbies here don't know maybe about what unspent balance it is. I kind of provide you some

079information on there. Um, if you get that chance to go to the special ed 10 class 101 in November, you know, you'll learn a lot more there as well, too. So, if you have any questions, just let us know. >> So, yes. So, we're >> Yep. So, you may see that we gained authority. >> If you look at there, say gained authority and yet we deficit spent. How do you do that? um because you can go back and get the authority back for your unspent on your special ed deficit. So you spend the cash so you overspent your revenue. So your expenditures are high in revenue so your deficit spending and yet you're able to turn around and go get the authority back for special ed which you've been doing. So, you've we've been getting

080special ed um uh additional waiting every year and we've had enough cash to cover that deficit until this year. Does that make sense? So, now you're spending cash but you're still gaining authority because you've been able to go do that. Anything else I missed on that? >> Um so, and we talked about the budget that just leads you to when you start levying cash. you know, you you haven't had the ability to levy cash. >> If you can, you do. >> Um, so when that comes on, you'll need to levy cash because you're starting to spend more. Even though our authorities in a really really strong unspent balance is really strong position. So, want to clear that up. >> It also reduced your solveny ratio, too. >> It did. Yeah. Your solution went down because

081you suspend. >> Oh, that's right. That hasn't moved in a long time. Any other questions on those? All right. Contracts. We have amended contract with Bray Architect. >> Yeah. So, Bray and ASIS of both based on your decisions in August have sub submitted amendments to their contracts to align with the CMA as agent. uh the fee structures in there as far as u gives you a timeline and their amendment and then ESIS gives you timeline and then their cost for construction man which is going to be around 3 3.5% of the construction cost. Um they do take some of that is it 30% or 50% up front or something like that during the design phase and then it carries on. It extends beyond that. You'll see in there that they do charge on a a

082cost for service basis. Um and then they also provide the schedule that um Bray provided them. >> Yes. >> So that's what you have there. It's just based on those decisions, some amendments and updates. Any questions on those two? >> Any questions on Essis or Bray? >> Next up, we have a schoolbased mental health service agreement. Those are the ones. So this something we've started a couple years ago uh putting meus in place with uh mental health providers who come on site and Kendra's got four of them there that she's worked with to update for this year. So we try to approve those every August if they're uh our first of the year when they're coming to the district coming in the district to serve students. So that's what you have there. >> Perfect. No

083questions on those. I would entertain a motion to approve the consent agenda as presented. >> Motion by Ross. Is there a second? >> Second. I'm going to give it to Tim. Motion or second by Tim. Any other discussion? All those in favor say I. Oppose. Same sign. Motion carries. Uh no old business. So moving along to new business is the first one is the MSA request for fiscal year 25 special education deficit. >> So yes um that's the report that so the amount of 657,000 what is requested for approval. So, um, and then this will be then uploaded to the safe website and good to go. >> Okay. We do this every year. This is just a way to get money back. >> Get the authority back. >> Authority, sorry. Authority back. >> Any questions

084on that? Now, I entertain a motion to approve the agreement or the request for fiscal year 25 special education deficit of $657,9816. I'll make that motion. >> Motion by Tim. Is there a second? Second by Gina. Any other discussion? All those in favor say I. >> Uh we're move on. It should say for um those you've been on the board here for a while that you'll see that number is higher than it has been in the past. Um uh we had more students in heart program than we've had previously and that program also went from an actual fee for actual services about two years ago. So the cost for student went out. That's why that expense is higher. >> It goes like that. Yeah. >> So anyway, just some clarification on that point. >> Oppos

085same side. Motion carries. >> Uh appointment of schoolboard member. Uh this time of year we always appoint our schoolboard member. It looks like uh McKenzie, you got nominated again and with Brooks as your backup. So I would entertain a motion to approve the appointment of our schoolboard member. >> Motion by Jeremy. Is there a second? >> Second by Tim. Any other discussion? All those in favor say I. Oppose. Same sign. Motion carries. Congratulations. >> Mackenzie. >> Thank you for hanging in there with us. We'll get to you in just a few minutes. >> Um, next up is approval of 2526 fundraisers. >> Yeah. So, these are fundraisers been turning in. Nick, at this point, there will be more. You know, that's probably going to be coming, but uh these are the ones uh that have

086turned in. And then also forms. So he's collecting forms on those. Those are the ones he said actually that all their stuff in that says yes. We'll keep this updated. But okay, >> those are the fundraisers um that he's gotten so far that will we intend to run. >> Okay. Any questions on those? Not. Uh you want to approve all those? Yes. I would entertain a motion to approve the presented list of 2526 fundraisers. >> Motion by Ross. Is there a second? >> Second by Gina. Any other discussion? All those in favor say I. Oppose. Same sign. Motion carries. Approval of 2526 SCIAK members. >> Yes. Sak board approved committee uh meets uh at least once a year. We meet three times a year. Any requirements to meet once. >> What does SCAK stand for?

087>> School improvement advisory committee. Um >> I'm I'm getting back to that. I forgot. I I used to do that with Malcolm and other people. We'll get back to that. committee. Uh there are some state there are some code requirements that they have to meet. Um and so Corey makes sure that's part of the agenda. We post the agenda. Um and then they go on other well they do other things as well. We try to be them on um things throughout the year. Um but they need to be board approved. So that's the list for this upcoming year. I have a fast guy. I'm not sure. >> But okay. I would entertain a motion to approve the 2526 membership list as presented. The last guy >> I will make that motion. >> Motion by Gina.

088Is there a second? >> I'll second. >> Second by Jeremy. Any other discussion? All those in favor say I. >> I. Oppose. Same sign. >> Motion carries. Next up, resolution to consider continued participation in the instructional support program and schedule of public hearing. Yeah. So, structure support levy, uh, Jill gave some information on the districts who have it. All but one participate in structural support program. Uh, you can go board or border approved. It's been past practice in here for you guys just do the five-year board approved ISL levy. Um, and it can be used for any general fund expense. I believe correctly. So, >> we're asking for the ability to put the resolution to continue. It will go in the paper in either September 24th or October 3rd which is that 10 to 28th

089and then um next month you guys will officially approve it. >> Okay. So we'll do the hearing at that meeting open it up see if anybody comes. Okay. Any questions? Not. I would entertain a motion to approve uh the resolution to continue uh to continue in that and to schedule the public hearing for the instructional support program. >> Motion by Jeremy. Is there a second? >> Second by Tim. Any other discussion? >> All those in favor say I. >> I. Oppose. Same sign. Motion carries. Superintendent's professional development plan. >> Yes. So I uh just pulled up behind you. I think you all can access is the my evaluation through assembly but basically what about the five goals um one is that these closely align to what the rest of the district is doing uh outside

090of uh the last two um 100% of our staff will implement authentic application based learning past unit to meet our definition by the end of the year by the end of year 100% of teachers will share at least two artifacts represent the three levels of learn outcomes demonstrating the PG competencies um implement districtwide CKS CKH expectations so that Santa staff are implementing CH principles. Uh CAM showed some preliminary data for that. Our admin team is similar to the staff. I've challenged us to throw at least three affirmations every week and we're tracking that. So trying to affirm our staff. Uh fourth goal is aligned to the budget again just to continue modern enrollment trends key financial indicators and make staff decisions that allow us to provide the best education opportun providing the board timely updates.

091So those are the goals. Um we'll uh in December after the new board is set we'll have a close session. We'll provide you uh documents update uh that align to those things and how I'm doing. So and from my seat on those top two just make sure we put systems in place structure in place. So we have a pretty well laid out plan with our outside consultant Andrea Stewart to ensure all staff have support. I'll share some of that with you in some of our work as well. So any questions or comments from me on those five goals? >> Good set of goals. >> If no questions, I would entertain a motion. Do you want those approved? Correct, sir? >> Yep. >> To approve the superintendent professional development plan as presented. >> I'll make that

092motion. >> Motion by Gina. Is there a second? >> Second by Ross. Any other discussion? All those in favor say I. >> I. Oppose. Same sign. Motion carries. We are up to board member reports. McKenzie. >> All right. Um so to begin, the city council this year really wanted to focus on um creating more school spirit, especially during football games and such. So we started this plan to create a banner every home game that kind of represents our theme and what like goes along with it. Um, for example, for the Green Gang two weeks ago, I helped to make a poster that um was in honor of Billy Sweeney, which the Green Gang is for, and I feel like a lot of people didn't know that. So, I thought that it would just be nice

093to like make something for her and just to honor her. Um, also going along with school spirit, we started draft drafting a list of items that we could potentially use to in the student section, like face paint or other like non-tangible items. Um, and then we also created a um, set of t-shirts that goes along with the student section themes that people could buy at a low price um, just in case they didn't have anything already or for any of the incoming freshmen. Um, some um, things that we just wrapped up was the official thank you letters. So for this, the student council made um, thank you letters to officials who helped or are going to ref sports. And in these letters, we just say how grateful we are that they helped since I know

094it can be a little rough rough being some high school games with all like playing sex and everything. Um, so I think it was just great that we already completed all these notes for all the rest um for the rest of the fall activity season and we plan the duties for the winter and spring. Awesome. Um just to recap too, um we helped to hold the senior sunrise which happened the first day of school on Monday or two weeks ago I guess. Um for this event the student council provided donuts and juice. We also had a really good turnout and we got really cute group senior pictures. I feel like we also included a lot of people that usually aren't together so that was also good. Um, and then some important upcoming events obviously is

095homecoming. Um, in case anybody didn't know, our theme this year is New York, New York or Broadway. So, it's it's a little bit funny and we like it. Um, but for now, we don't have a decided theme for the buttons or we haven't designed um the buttons yet, but we do have the shirts which I believe are due the 15th or 17th homecoming. And for these um they're usually for the high school students or any other people that want to buy in the community and it has their years um like 2026 or graduation years on the back. So I think those are pretty fun. Um but right now we're also currently in groups working on the assembly homecoming/carade um decorations and any homecoming court rounds or any of their assembly things. Um next up we

096have senior decorating seniors parking spots. The seniors are coming together to decorate the curtain spots before the powderpuff game on the 21st. Um, but before then we have to turn in paper contracts by the 10th. That basically just ensures that we're following the rules and we have to turn in a drawing just so there's no inappropriate um images on there. Um, all profits of the parking spots will either go towards the paint used for the project or the thirst project. Um, lastly is the powderpuff game. Um, all participants are either required to buy a t-shirt for $20 or a wristband for I think an armband for $5 at the game. The practice will be held on the 17th and the game will be on the 21st. And I feel like that's always fun. So feel

097free to come. Um, the student Oh, I should preface that the student council is just helping for this. Um, most of it's just ran by postprom and all the profits will go towards postp prom. So that's it. >> Perfect. Jeremy, >> really good. >> I I can't follow up. >> She did a great job, but I really don't have anything >> in speaking with a lot of the fall coaches and sponsors. It sounds like we are have great participation numbers levels this year. I mean, that's a reflection on who we have in those positions and their relationship with the kids. and I just enjoy going and watching them do their thing. So, congrats to those coaches and sponsors. >> Gina, >> I don't really have anything. >> Ross, you got nothing to do. >> I

098just have reiterate been a great How many weeks been going? Two, three weeks now? I don't four weeks. How long we been going? It feels like it's old hat already. Um, a lot of good things I, you know, from athletics to fine arts. The marching band kicks off in a couple of weeks. um officially with contest on the 20th. So that'll be fun and lots of great things going on and I'm super excited for a great year again as always. So keep up the good work guys. Mr. Gross, your turn. >> It's in and the cross country cross country meet tomorrow. Talking about there's also doing a fun which is a new twist for us. >> Hey Kendra, are you working the shoot? >> Be interesting. >> No. >> What? She wasn't invited back. >>

099No, I was saying she's been reallocated. Excuse me. But I had it fired. >> Oh, I am. You and I will be there. >> I'm out on the course if I change my job. >> Got you. >> Uh the truth, I just wanted to highlight a couple things. Uh start of the year. I think we had a good start of the year. Obviously, the family engagement night was a really great event again, but the teacher career fair is something new we tried this year. Teachers got to connect with over 20 businesses. Um, this was an idea I came across about this time last year and kind of threw it at Cy like, "Yeah, let's do it." And he put a lot of work in and pulled it off and I think it gave our staff

100the opportunity to make some connection with uh businesses that will lead to some great projects for our students. So, thought that was a good bet. Uh, I'm not sure if you've heard or not, but uh had some practice football field concerns brought to my attention. Um we uh Ray has brought in the leaders from Pro Turf who's going to also do the work on the junior high uh baseball field and we're going to ask them to like do an analysis tell us what we can do to try and improve it. Um my understanding I wasn't here before but I don't think the soil is very good and it's just really tough to get quality grass growing there. We did have some issue with watering uh where a couple of the sprinkler heads weren't working that

101we became aware of and addressed, but it's just Yeah. So, if you're hearing those concerns, we we do have somebody looking into it, but it's probably not going to be a quick fix. Um so, uh one thing that did come out of that was, and I think this is a good idea, is to put a gate on the south side of the field. So, you'll see they're going to put a gate on the south side in the black fence. Congestion with band and both teams, it >> it's a nightmare on Friday night. So, one will be shorter for them and I think it'll help us on Friday nights as well during event. So, they're going to put that in. I was hoping I do it for next home game, but I don't know that that's

102going to happen. >> Um, and I think, you know, some of this put maybe there's more interest at Churchville than I thought. See, uh, trans if you saw on Friday. Uh, but we did tweak uh that process. Um, uh, yeah, we are not required to provide that service, but it's something district's done for a long time. So, with a little bit of work with Ben, I think we're able to accommodate any student who lives in the country that needs to get to the elementary um, for an activity. So, we started that plate of day. I don't think there was a lot. Wednesday will be a big day. Um, four of the buses were already going there. So, we just told the girl bus get off. It was just the other five buses. They're going to

103jump on the last two buses in line and they'll swing through on their way out of town and drop them off. So, should be able to accommodate all middle school students who need a ride to get over there. Uh Chad and I met on Friday did our first AIformational video just kind of highlighted where the task force has been the board policy. I shared with you we've already had four or five questions comments submitted which is good. uh one individual who thinks kind of spoke to how they're using it in their career and they prompt it needs to be something we're teaching kids. So Chad was going to reach out to him and learn more and and maybe see what he has for ideas and then some all the way down to just the basic

104what is it. So we'll try and uh address those questions, provide resources every month as those come in. Uh we start the construction core planning team meetings next week, keep an eye out every other week and those are Monday afternoons at 12:30 as we start ramping up the design and moving towards kind of launching that project in January. Um I shared with you uh Tim and recent regarding tax rate uh where I pulled some of the information on that little big document I feel like I've given you uh going back to 2012 and it does you shows that your tax rate went from 1961 in 2012 to 1565 for this year how much general fund dollars are levied and then uh the taxable valuation. So um yes when somebody says you you're raising more taxes

105yes we are and the rate has dropped considerably why well the assessed valuation has gone up why would you levy more taxes u anytime our budget guarantee that's 100% property tax so that's a math um the management fund you rate you've done to try and um cover the 1% wind and hail the last two years and then the pre-Ling tax I mean your preending to or pre-lending debt to pay up your debt. So those are some things as to why it would be bigger year to year. So just some context for you to have that. >> Can you can you explain when they came? >> So two years ago uh EMC came and said and it wasn't EMC it was kind of across the board that you're 1% of your buildings assessed valuation. So for

106us um we put all the buildings together 1% we had about 1.2 $2 million on hand. >> So in the event of an event, we need to pay that upfront before the insurance kicks in. So the board made a decision a year ago to levy about half of that through management fund. The overall levy rates went down, but they put a bigger portion of management to have that and then this this year you're picking up the second half. So after this year, you'll have that um money sitting there. We were just really worried if we had something happen not having that chunk readily available for us. >> You look at you know tornado that south of town the tornado field >> and with our buildings all very close aligned >> these treasure safar. >> Yep.

107And when I met with when I met with uh represent Sorenson this fall I I kind of like so you you're looking at management fund balance understand they're this is the context right we or Lord choice they'll have a what any plan you have allow it to be um I don't restrict what they call them Joe not restricted funds or you know but anyway you have set aside for that purpose does that make sense and that to not count that in your balance >> your balance their management balance when they look at because that's limited, right? >> Well, it would it would having that sitting there as a balance for that purpose. Yeah. >> Would negatively impact us if they don't take into consideration. So, I I made that easy because I I said our

108rate went down and in two years time we'll have enough that catastrophic event we've got the deductible to pay it. Make sense? >> So, that's where that came from. Uh and then I shared the the last thing I shared a couple about weeks ago, but we we kind of brought this from Walke Development Group means numbers rackets on the web page a really great overview of the different funds, the revenues, the expenses, what those funds can be used for and how all those build up to your tax rate of 1565. I turned that off. It was really helpful. >> Yeah, I think it's hopefully it's easy to understand if you fall across what you can use those for um and what they cover. Uh and then just last thing was my schedule. Um I don't

109have any days out of the district scheduled except for the 22nd 23rd and I also so I will be out those two days but available by phone but other than I should be here. Yeah. Event and everything else. >> Let us know that David. >> Any questions for me? >> Can't wait situation seems to be smoothed out. Uh yeah, the before that the they were hitting the time and and Vinn was actually they're getting back sooner than they were last year. The buses were getting back quicker than they were last year off the routes. Um we don't anticipate this shuttle adding a ton of time to those two routes. U he said they were already headed out of town that way, those last two buses. Um we won't, again, it hinges on the kids who

110are already on the bus staying on those staying on their route bus. If they jump off the rout jump on the two last thing in their shuttle, it'll throw the numbers way off. They're already getting there. Stay on the bus. You're gonna get there anyway. And um the middle school kids will just who need it on a daily basis can get on the last two buses online and they'll get dropped off there. Doug loves it. Tim, >> that's all I care about. >> I know. How's it going? >> Happy bus drop off. >> Yeah, it's a little tight. Um, and as you know, that's a one to two-year and then it'll shift to the back of the building. It has helped for what it's worth on the other end. >> Mhm. >> It has helped

111on eight up on that end and people be able to pull through, but it has made it a little more congested down on the where the high school kids are coming out of the parking lot and the buses there >> may have skywalked. Well, we >> the part to the north if we could connect to that street, which I asked Drew, I said, "Would the city be okay if we were able to uh have an accent?" He thought that would be a good idea. >> It just when the kids are coming out of the parking lot, it's just >> Cam's picked up Cam's not as happy with that because Cam's picked up a new job on the school. >> I And I appreciate that. Dam and Chad both are out there, you know, making sure

112everybody's safe as they all >> we have a crosswalk and I think one out of every 25 kid actually walks through the crosswalk. >> The rest go realize, but in all joking aside, if you were an elementary teacher, your contract, you had 10 minutes of contract time before after school that you weren't with kids. No other building has that, >> right? >> I mean, and it was a lot. I mean, I'm g Doug a hard time and that's just the way it ran for a while. It it's it's a little bit of growing pain, but yeah, it's Yeah, those teachers have those kids all day long and then they had them they started let them at 7:35 and have them at 3:20 and then their contracts over at 3:30. That's a lot. I'm not going

113to deny that. That wasn't a a legitimate just took a little bit to just work it out. So, yeah. >> Good. >> She does. And we picked what we picked up other things too like special ed now to meet with these teams after school instead of having other team meetings which means they can teach all day instead of missing for team meetings. There's other things that go along with it as well but yeah good stuff. Really good stuff. Good. Any other questions for >> next meeting October 13th Monday after cover bridge festival. >> Wow. We are ajourned.