001present. Present here. God, breaking the rule. All right, please stand for the pledge of allegiance. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. All right. Since Is there anybody that couldn't make it last night wanted to come tonight for public comment? Holly? No, we have. Okay. Spare everyone that. And then our only item of tonight reports item 3.1 overview of BPS 101, alignment with the board strategic plan. Tom. All right. So, uh, board, uh, we'll have it posted up here, uh, but I emailed you, if you want to go into your email, uh, a revised version because we need to finish merging some of our slides, uh, in the deck. So, uh,
002that'll that version that I emailed you that we'll be walking through tonight will be used as part of our minutes when we're done with the meeting tonight. All right. So, the most updated version will be uh, available to the public. All right. All right. So, um, this presentation tonight, similar to what you saw in the May board meeting with our principles and our buildings, this is a followup to the district's December presentation that was done as a mid-year check-in where where we were right with some of the data points. Um, and this is the first year similar to what our buildings were doing. This is the first year we're doing this at at the very least in the two years I've been here. uh in terms of a presentation for the board and the community
003about different metric points and this is tailored around different data we collect as a district. Some of it is reported to the state of Illinois as part of ISBY. Some of it will be like internal data that we use such as our MAP results, you know, and that's critical still to the process we have internally for our schools uh and our students. And so as we move forward tonight, um I want to thank everybody who's here and and everybody on on uh my team that helped put this presentation together. Um I think that's really it. So without any startoff questions, if there aren't any, I'm going to go ahead and turn it over and we'll start getting through the presentation. All right. Okay. Awesome. All right, board. So you I'm up first on deck here
004and then u we'll get to some of the more operational pieces, but we'll talk about the academics. Some of this information is updated and some of it's not. So our kids are exposed to a lot of of testing by the state of Illinois in the spring, but we don't get those results until late summer. So we don't have a lot of that data to update. So you'll get that in the fall when we share that with you around the school report card. So it is forthcoming. So, I'll try and note that, but at any time, stop me if you have any questions and we can kind of go through this. I can explain as in as much detail as you want or as little um as well. So, just you know, kind of referencing back
005to our strategic plan. This is how we're organizing. It's given us a common language, a common focus that's really helped us to look at the data, I think, in a a way that makes sense and can really drive improvement. H. So I'm going to talk really about the first two of those and then we have a lot of people that will talk about three. So priority one is enhancing those teaching and learning practices using that in those instructional strategies that are going to make a difference for our kids. And then there's a list of metrics that are in your strategic plan uh that kind of guide us as to what to look at. I think looking at all of these you can kind of get lost or you can make it tell any story you
006want. So, um, I think it's important to look at all of this, to look at it in a number of different ways, but to me, the most important thing is like what do we do with this information, right? We're about action. We're about doing things for our kids. So, we have to find a way to make sense of the data, look for trends in the data so that we can uh act and make kids lives better. I'm going to start with this one here um just to um look at some internal metrics. So, this is the MAP test. Our students in grades uh K through 8 take this test three times a year. It's a computer adaptive test. So, there's about 43 questions. And computer adaptive means you can have a a shorter assessment but
007get the accuracy of a longer assessment. So, computer adaptive means it will give a kid a question and if a student gets that question right, it gives them a harder question. The computer always wants the kid to get the answer wrong because then it knows how to adjust and what to look at. So, um, our students will sit down. So, if you have a child that takes the math test, they might get a question right and another question right and then they might get a question that is not even in their grade level standards. So, you have a third grader and they start getting questions about multiplying fractions. Well, that's not a third grade standard, but they might get that because the computer seeing how far can this child go. So it allows us to
008have shorter assessments um which is is really great because we don't take up as much instructional time. So you can see in this slide here on the left hand side u as I'm looking at it is the number of students who are proficient and then on the right hand side is students who met their projected growth. So based on your grade level, based on where you're starting, you can you're the MAP test gives you a growth target. Now the growth target is for you to stay at the same national percentile. So a first grader is going to be expected to grow maybe 20 RIT points, which is their little scale that they measure the math test on. But an eighth grader may just need to stay the same two points because growth slows down over
009time. So it's looking at what are the national trends. They have about 8 million students who take this test nationwide. So they have pretty good norms to look at. So what I when I look at this particular slide, I see that our students are more proficient in math, the red line, than they are the blue line. and we're getting more students proficient in math and more students meeting their growth targets in math and reading is kind of stagnated and I talked I gave a little highlight of this last night. Um our reading is a little bit stagnant. We're seeing some growth but not as much as we would like. This is a nationally norm test so there's a huge population that we're looking at and comparing ourselves to. Um, but we're looking for a growth
010over time. Here is broken down by some of the categories that we have to look at some of our demographic categories. These two particular slides are on reading, both the proficiency of reading and then the growth of reading. And you can see that we're pretty stagnant there. So, it's telling telling me the same story going a little bit up, a little bit down, but not really getting the growth that we're going to want for our populations. Kind of a highlight is you can see on the right hand side, E, EL, English learner growth and IEP growth are on the rise. And that's not a a one-year thing. So, I think that's a a good thing for us is to take a look at what we're doing in those two particular areas and capitalizing on that.
011questions so far. Here's the same two slides. One one question. Um do you have a sense like that discrepancy between the district and the other uh groups? Uh is that like other districts? Uh how is that about the same gap that you see or? Yep. Every district that I interact with nationally, these are the trends as well is that you have those achievement gaps. Math. So if you look at coming out of COVID, the national research around that we're not any different than the national research and what it's telling is that math growth, kids are recovering in math faster than they are in reading. Reading is a really complex behavior. It actually uses about seven different parts of the brain in order to read something. It's a visual spatial process of making meaning. It's not
012a very natural process for the brain actually to read, but it's something that is really important for our students. So that's why last night you guys approving those field test materials is really important to us so we can get back um that growth for our students. the new curriculum that we talked about last night that is elementary school level. So kids that were kindergarteners when COVID started are going into middle school. Is there a plan for getting how to get them caught up to where they should be? Yeah. Uh I wouldn't say kids are like behind. They're just not growing as much as we would like. So the ELA salt team has a secondary team. Um, this year we only had two middle school, two high schools teachers on it. So, we're trying to get
013more voice on that team for next year and they're looking at what their next steps are in that process to make sure um it's kind of when we're at unit districts, it's like where do you start? Do you start in the middle with middle school and work your way up and down? You start at elementary. Um, we've done different things over the years. So with with elementary math, which we're looking at these slides now, we're seeing really good results, but we were seeing a stagnation at the middle school, which is why we worked with that team, that math team at the middle school. That's why we approve the EM squared math materials because we're looking to accelerate and keep going with that growth and align with that growth that we're seeing at the elementary school.
014But here you can see you can see all those uh changes over time. Pretty positive. I would actually say rockstar positive. Like that's our staff should be commended for those math scores. Yeah. I I I think it's really important to note uh this is a tremendous result. While math may be the area, the top subject area that um nationally you see the trend having a quicker recovery for students, um for us to see this level of delta or change in results in a positive direction is is pretty significant. Um and in as Brad has pointed out, I mean, I really really applaud the efforts that everyone has made to to do that. And I think that's part of the reason why you heard at the last month's meeting, if you remember, all the principles were
015like, "We had a reading goal, but we didn't want to leave out math, right?" Because they were really proud of the accomplishment they had in in the math growth area. So, I really this is um this is really actually pretty significant data at 22% growth. Yeah, it's it's tremendous. Yeah, that's pretty amazing. So besides the curriculum um for the math, what any other thoughts on why how we're we put PD time into it? Teachers need time to get comfortable with the the resources and the materials, right? So I was a high school teacher, so I was lucky. I got to teach things twice or multiple times a year. Sometimes four times uh three times a day and then multiple times over the course of a year. So I could refine my lessons and get better
016pretty quickly. Elementary teachers get one shot at it. Most middle school teachers get one shot at it because of um the way that they their year is. Um so at the high school with the block schedule, I got to teach it multiple times and get better at it quicker. So I think like they need multiple reps with those materials, practice with those materials before they're really hum and you can see kind of that acceleration. So PD uh PLC's are working on this within the schools. they're looking at their data over time. Um, we also have more robust like check-ins, assessments along the way in math than we do in ELA. Something that we're going to try and remedy so a teacher can know almost like every day or every week how a student is progressing
017with those skills. Yeah. One of the things when I was the um AGS rep, I was able to go, you know, and visit uh their STEM club and they had kindergarten, first graders, you know, in that doing activities in that club. So, I I guess I'm trying to see if do you think those are making an impact? Are we like those type of extracurricular activities, clubs, um besides just what's happening on the curriculum and teaching level? Yeah, I do think that has an impact because kids need conceptual thinking, right? Mathematic is more than just solving equations. It's really about conceptual thinking. And I think STEM and those activities that kids are engaged in, robotics, uh, computer science, all of those pieces take what they're doing maybe in a classroom and make it more real and
018conceptual. So, I do think there's an impact from some of those pieces that they're experiencing. I don't know if I could prove that in a research study, but that's my word for it. This slide is not updated, but I is our our state assessment that we look at once a year. I'm hoping the state gets a little faster with getting us our results back. Same thing with with this slide. This is old data. Remember, we've transitioned from SAT to ACT. And I have some beginning data here. You're going to probably want to look at this on your screen just because there's a lot there, but this is kind of hot off the presses. And I want to start at the bottom corner just to kind of explaining the benchmarks. So ACT um for years is
019conducted research around their assessment and what they have done is literally millions of data points. They look to see what ACT score translates into a C or better in freshman year college classes. So they said in that case an 18 on your English test, a 22 on your reading test. Those combined with your writing is a 20. In math a 22, science a 23. In STEM, which is your science and math combined a little bit higher there. So those combinations are a little newer to the the assessment, but you can see in this chart that um overall we're seeing some gaps with those students who have IEPs. LII is low income indicator and then EL English learners. So we see gaps between those proficiencies. This is our first year of data with the ACT. So
020I'm really interested to see how this progresses over time and if we can close some of those gaps. So that's part of the high school's work in looking at that questions about ACT. So those are percentage of students who've met those college readiness benchmarks. This freshman on track data, which is to me a really important piece of data. We're were very high for this. Uh that won't come out till October. E exit rates. Again, this is probably something you want to look at on your screen. How I look at this data is the students who are identified for EL services, they um receive extra supports um throughout their school day, whether that's uh native language instruction, um culture instruction, um all of those pieces go into our EL services, both bilingual and um EL services,
021ESL services. And when a student starts with us in kindergarten, really our goal is that they exit EL services, which means they have shown proficiency in listening, speaking, writing, all of the components of the English language at a level where they're going to be able to access academic language. So many of our students um whose homes speak other languages, they very rapidly pick up conversational language, but it takes a little bit longer to pick up academic language. So that's really important is that they're able to pick up academic language because that's really going to fuel their growth. And we don't see knowing two languages as a deficit. We see that as an asset. And we what we see is that they they kind of rise in their proficiency a little bit slower than the general
022population, but then they go really fast in terms of accelerating. So because they have all of these assets of knowing two languages. So the kind of the target for me to look at is fourth and fifth grade. Are we exiting students in fourth and fifth grade is a really important metric. So taking a look at that, we will update this data when we get that data. But as a board member, I would be looking at fourth and fifth grade exit rates because those are important. We don't want students languishing in EL services. We want to give them the supports that they need and exit them from EL services. So on that is that percentage of overall EEL at that grade level or is that over percentage of overall EEL like in I'm just trying to
023make sure I understand what the percent is type two that's the percent of students exit right that exit the percentage of that of the students at that particular grade okay thank you yeah good question So the ones that are in the later grades is it are a lot of those they've come in they didn't necessarily start in kindergarten. Hopefully not right like that's something that my team monitors is we don't want students staying in it for all 12 years. Right. That would be to me a failure on our part is to make sure that they're not getting enough support to give them that academic language so that they can um do it without that support more independently. the test does change at the the middle school and high school. You can see sixth and seventh
024grade exit rates are never going to be high. It's a national trend with the WEDA standards. Um so we're looking at at those pieces as well. Our team has done a lot of work recently um to really capitalize on what our students strengths are and then fill in some of those areas that they struggle. So one of the areas that they struggled that team looked at the data and put together an improvement plan for themselves around writing because writing is a really complex skill that students really need to be successful especially in the older grades. So they put together an improvement plan for writing and then um have really implemented that because we saw with their access scores writing was one of the lowest things. So, they're able to speak it, they're able to listen,
025able to read English, but they were really struggling with that writing piece. So, I'm I'm really happy with the way that they've improved over time. This again, you probably want to look at on your screen. It's not updated data, but we do look at um students in their courses in the fall. I'll look at this data again because I want to make sure that we're not putting up any systematic barriers to our students getting into higher level classes. So on the left hand side there is high ability. So we have that in fourth and fifth grade for math. I want to make sure I'm not locking kids out of fourth and fifth grade high ability math. We can see some highlights in there of of things. We've as a team implemented some different processes to
026make sure we're finding the right kids for that program and not excluding kids. RMS, honors, ELA and advanced math is something we look at and then AP and dual credit at the high school. So when a kid's able to do that, so I wrote my dissertation like a million years ago and I studied growth through the high school years and I found what everyone else has found. So nothing earthshattering here. So I don't recommend reading my dissertation, but it really just said when we put kids in higher level classes, doesn't matter what grade they get, they get better because they're rising to those challenges. So we always want to put kids in the highest level course that they can take because that's going to yield the most growth for them. So a lot of kids
027are like, I don't know if I'm ready for an honors class. Yes, you are. Let's go. We can do this. So with minimal supports they can be really successful and they can we can see their growth over time. I have a question about that slide. So the male female ratio of grades four to five it looks like it's evening out like there's more y females but then when they get to RMS we're not seeing that. Is there a reason for that? There's more selection. there's more choices at the middle school and more choices at the high school. So we start to see this is a national phenomenon too is that girls in seventh grade start to opt out of math and science. So I participated in some uh research study group with University of Indiana
028because all the all the districts in the in the country are looking for why are we missing representation of females of minorities in STEM uh related fields and we all see that it starts in seventh grade. So our students female students in particular opting out of math and science higher levels of math and science something we want to turn around. So I think it goes back to there's a uh if you recall from Dr. Smith's presentation. A lot of that comes back to what students shared was when I was asked to, it made me feel like I could and go I would go do it, right? And I think that goes back to where we'll get into priority too. Uh but when you talk about academics and learning and teaching and then also the sense
029of belonging and the relationships that exists in the buildings, those aren't exclusive of each other, right? like a student's self-efficacy as a learner is also tied to how do they feel in school, how do they feel with their peers, how do they feel with their adult relationships. It all kind of has a has a relationship to each other and how we can affect each other. Um, one of the things I've always noted is I believe with how strong our ed pathways program is, and Brad will talk to that ear later, um, you know, it when we talk about teacher recruitment, one of the most impactful u programming that a district can do to improve who they want teaching in their buildings is to tap into your own future pipeline for a teacher program. But what
030we have to do as in as adults is use our relationships with kids and leverage that and say hey you should Tom you should think about becoming a teacher we have these classes you can get a jump start on college credits like it's really about identifying those and that's part of the reason why we had talked about the middle school counselor addition is that we really want to to that point that's being discussed right now we want students to start thinking about their their futures even at the middle school level and what do what do those career pathways look like and if they identify something then it's kind of like that opportunity. No, no, no, no, no. Kristen, don't opt out of taking that class. You should actually think about taking that class if that's
031what you want to do. So, anyway, sorry. We actually um this is a I think it's cool, but you might think it's a little longwinded here, but so part of that research group, we met made some connections and Dr. Allison Master, she's a a senior research fellow at University of Houston and she does a lot of mindset studies. So looking at small interventions that we can use with students to help give them a more growth mindset. So we worked at the middle school with her because of this seventh grade phenomenon and she did a very simple intervention research study. So she showed she had two different videos and then a a like a a a control group. So kids who got no videos, kids who saw one video, kids who saw two videos. And the
032videos are like three minutes on YouTube. if I can share them with you if you want to see them, but they're super short, but they show girls and girls of color talking about how much they love STEM classes. And then when kids registered, so they did this before registration, and then when students registered, we looked at the data to see if that made a difference. And what we saw is students who were exposed to those short little videos, which you think like that's not going to make a difference to a kid, right? I was like I was very skeptical of it. Those students were three times more likely to sign up for an advanced math, science, or computer science class. That's pretty amazing. A threeminute video can make a big difference in what a kid
033perception of themselves is in terms of their course selection. So, some good research coming out. Postsecary, our kids have amazing access to dual credit classes, to AP classes. This is something that I I think we should probably tell our story a little bit better about. Um, you know, not to bagg on Geneva, but I think they added two two dual credit courses and we have over 20 options for students. So, our kids have these options. And to me, the next frontier for this is not adding more classes. we can do that too um to give more options, but making sure we're pushing more kids into those dual credits because if a student has a jump start with those college credits, who knows where they can go, right? Kids who didn't think they could do college
034now are like, I already have 12 credits. Why why wouldn't I finish my associates? So, I think this is a a huge benefit for Bavia. I mean, I'll just share my personal story. So, my daughter graduated last year. She just finished her freshman year and did very well and she's um made the honor roll and she's listed as a junior now even though she's only been in school for one year because her college accepted almost all of the dual credits. So mine was the same but he won't manage to graduate early. That's still to be determined. I'm not saving any money. I bribe my child and say if you graduate early I'll give you that cash you can go on trip. And I don't think it's going to work. didn't think of that. Yeah. I
035it so to to just one statistic that I think is really important to highlight Brad's point is the CLA graduating class of 24 uh at Pavia High School, almost half of that class took either a dual credit or AP credit class. Almost half of that graduating class did that. Whereas when I look at certain Northshore high schools that I'm very familiar with in the Northshore or even in our region that is can be as low as 8% to like high 20s. So for me it's it's it is something that I think we do tremendously well. Just so you're aware the pathways to prosperity re Aurora regional group has asked and had people come visit with Mr. Gamblin and with Brad to ask them what is the model we're doing? What are we doing strategically to
036get kids to take these classes? People are asking us about that because um our numbers are pretty unusual. Yeah, we have a great partner in that is another factor. I mean the other part for me again I'm just sharing my personal stories that you know I would ask her a lot about how was it going and not even with the credits that she came to but it's just she was prepared for the rigor. I mean it was still challenging don't get me wrong but it wasn't like this overwhelming thing like she had to develop some of the study skills to keep you know keep up with the coursework in high school. So it it seems like uh the kids that are taking advantage of it are going to be more prepared to have early success
037in that transition. So that's that uh that slide was post secondary college enrollment. What about like some of the other programs like I'm I don't know right word but like if they're going into the trades or something like that, you know, going to be a learn to be a mechanic or something like that. Can they take some classes in high school and get credit for that when they go to those particular schools? Yeah, that's called articulated credit. So, students can uh take those courses in high school and then they used to have to pay like a very small amount to get those on their transcript for college when they went, but now it's free in the state of Illinois. They made some changes to that. So, um those kids can apply, say, "Hey, I took
038these courses in in high school." And then they get that. It's not like a dual credit where they get both at the same time, but they can apply and get those credits. It's a different form of dual credit called articulate credit. And we offer that. Yeah, we offer that through our Fox Valley career center and through our own manufacturing program as well through a just have a quick question. So that the uh graph on the left, it goes to 2022. Do we not have 2023 and 2024's data? They it's all in our rears right now. They changed some of our reporting on this so it's very late in being published. Just going on to the this is the end of uh priority number one just kind of what does this tell me and my team
039um people can make their own interpretations but this is kind of what it tells me and then I wanted to share with the board some of the work that we're doing. So we see math growth and proficiency is trending in the right direction. That's super important. We're not just resting. We're doing that EM squared implementation at the middle school. And then as an access issue, adding that seventh and eighth combined. So what we currently do in fourth and fifth grade, we're going to do a seventh and eighth grade to give multiple opportunities for students who are ready for that challenge and acceleration in math. Our reading growth and proficiency is stagnant. and we talked last night about the work that that team is doing. We're seeing some minimal growth in closing achievement gaps, not enough
040for me. We will continue to evaluate access issues, provide supports through our um multi-tered system of support to make sure students are getting what they need so we can close those achievement gaps. And then looking at uh a celebration is that um post-secary. So our dual credit numbers are great. This year we had our first um ISB pathway approved. So the state has required each school district to have is it two or three? I can't remember. I think it's three. Three pathways in your high school. So it's like a concentration into one of eight career fields. So our first one is in education. So you have to go through an application process and the requirements of that are you have a number of courses for students that you have um work-based learning opportunities for students
041in that particular field and that you also have work-based like experiences like um they set up mock interviews and those types of things have to be a part of your application. So we have our first approved and we're going to start this year working on our second one. So our kids who are who just graduated in May. Some of them have earned on their um transcript a pathway certificate in education, which I think is really cool. Inclusion and belonging. So again, there's a number of different metrics that the the plan identifies, and I'll take you through a few of those. Again, you might want to look at this on your screen. So, there are two parts to the the panorama survey that we do with students, and it's I'll try and make sure each of
042these is labeled correctly, but there's a skills part. So, what are the skills that students need to be um really successful and then the belonging part. So, this particular chart shows you those skills in emotional regulation, social awareness, grit, and self-management. So, you can self-management is our lowest area and this is reported by teachers so of our elementary students. So this is our teachers when they observe our students they also take the survey and this is what they're identifying as what students need is self-management work. the students are still scoring really high, but it's good for us to know like what kind of lessons can we help give our elementary students that will help booster those self-management skills. Here's the same type of information, but it's um there's one added called supportive relationships, and you
043can see that that's in the '9s. So in the survey for our grades three through five kids, they tell us that they have 90 90 some percent of our students in all categories say they have supportive relationships. That's supportive relationships, family and community, peers, and with their teacher. So all three groups. So to me, that's a huge celebration is that students feel like they have those supportive relationships and telling us that. Is that broken out? But like they're telling us I you can look at it by question. Yeah. Okay. And like we saw in the the um the building presentations peer-to-peer is our lowest area within that. So they feel really good about their teachers. They feel they're really good about family and the community less so about but still very high. So there's a
044quick question. Um why do you so two things really so on the teacher one there's grit and on the student one is that would be the same as perseverance. Yeah there's two different questions sets the teachers get one but they're relatively the same thing. Why why do you think there's like a difference between the teacher and the student? Is the student think more and I'm just like I don't know that they think they're more I think I can do this where the teacher is kind of like I don't know if that student can do it right like self-management. Look how high kids are scoring themselves, right? Look what the teachers say, right? So, we have we're investigating that. This is our first year with this data. That's a really interesting phenomenon is that difference between
045what teachers are saying and what students are saying about themselves. I don't know. I see that at home with my kids occasionally. It's like you're not doing as good as you think you are. You know, always cover classes a bit. And some of these things could be like just a misperception, right? So a student could be very well self-managed but their behaviors might show a teacher and the teacher might pick up on that and label that as a lack of self-management. So these can be like inward be inward thoughts and then outward behaviors can be a part of that as well. We see a very similar picture here at the uh 6 through 11. Again, supportive relationships, huge strength, peers, um peers, family, community, and teacher. And we don't do a teacher survey at the
046upper levels. So, here you can see some information around belonging. Again, the the buildings really talked a little bit about this, so I won't spend too much time on this, but really we're starting in a really good spot. You can see that 70 uh% there of our students are are answering that favorably. That puts us in the 90th percentile nationally. So, the national comparison gives us kind of a benchmark of where we're at with this. So, we have 70% of our students scoring that um that positive range. They're telling us that and that puts us in the 90th percentile. Below we have 66 of our 6 through 11. That puts us in the 80th percentile. So a really solid base. Is this the first year that the kids were at the grade school levels were
047doing the questions, right? So they're also figuring this test out because it's the first time they ever had it, I suppose, too. So it'll be interesting to see how that trends. Mhm. Here we have it broken down by race. You can do you do see some gaps here in terms of our belongingness data. So, white students, black students, two or more races, and then we have really small groups that we don't report out. So, three to five, we're seeing some of those gaps. Brad, before you move on to that, I know this was our first year using Panorama. How do you feel it was as a tool? Was it embraced by the staff? And do you think it's giving more than I ever thought? Because sometimes data and getting information about how kids are feeling
048about their experience can be pretty scary, right? You're like, I don't know what they're going to say or I think our staff has really embraced that. They've seen positives, but they've also because I sit on a couple of school leadership teams. I sit on JB Nelson's and Grace McWain's and I can tell you that they had really, really robust, honest conversations in looking at that data. It's something that they really dug into. So, they were like, "All right, we're doing okay as a school, but let's look deeper." And they looked deeper at some of these types of numbers and they were like, "All right, what can we do?" And that you heard um Jeff Modaf talk about and Nicole Brentice, both both teams did this. They're like, "We got to find out more." So they
049talked to the kids. So they did those focus groups. That's what I was going to say. I remember from the the building uh presentations that it seemed like they got it and was like sometimes they were a little surprised and they were taking different actions to try to uh address some things which is I think what we're want for this. That's money right there. And even at the dcc level, you know, our our colleagues at the table, hearing some of the teacher leaders that are a part of TCC express their um surprise even at the secondary level about what the students were reporting through this new tool. It was interesting to hear them processing through that. and the um some of the middle school representatives shared that they were really glad that we've moved over
050to letting students share their voice as well because they acknowledged that there was a disconnect in seeing the results between what teachers perception were versus what the students were reporting because that's the thing I think about I mean 100 years ago when I was in grade school but I never really remember any adult in the building ever asking me like I mean they cared about you but it wasn't like diving into it like this so it seemed like this sort of um had a this reporting sort of then at least some of the buildings said we need to go out and have more conversations with the kids and and uh investigate further. So I think that's a real big positive actually. Yeah, I think that Joanne talked about street data. They're using that that book.
051It's really important right because we can get this high level you know this is a survey we give a couple times a year. It does tell us stuff, but unless you hear it from the kids, it's harder to make like appropriate changes to your school, your school climate, the school environment that will really benefit the kids. Well, and you're not going to have it on here, not maybe off the top of your head, but was there for the grades three through five, were they all pretty similar like for our elementary schools? Like nothing like one school didn't score like this and like that? No, they were they were all fairly stable from fall to and then they took a little dip, right? I remember they all took a dip in like that winter or was
052it this? I think they felt pretty good about winter. It was the spring where they were like, "Hey, what happened here in the spring?" What's your thoughts, Brad, on why why is Asian and American Indian showing up on the grades six through 11 and not on three through five? We have more students to report. So, Panorama will not report out in the district level reports if we have under 10 students in that particular category. That's a setting that we have to protect anonymity. One of the things with Panorama, I love talking about it. I think our staff is using it. I want kids to believe in this too, right? I want them to tell us the truth and I think like that's really important to me. So like I try not to reveal too much
053where kids would be like, "Hey, they're talking about me, right? I don't want that. I don't want them to start distrusting. I want them to feel that we're not um going to reveal anything about what they're saying to us." And the state does the same thing. Just FYI, uh when we have to submit to the data dashboard at the end of each year, uh Rob, if there's a uh if it's under a certain number on our state like district report card, they will not report the results of what was entered if if the number is too small. Right. And that makes sense. Um what about Hispanic or Latino? Where does that fit in here? I don't that should be on there for both areas. I don't know why it's not. I'll have to take a
054look at that. That's one of our bigger subgroups. So, with the Panorama survey, this is our first year. One of the biggest complaints I get about Panorama is that more teachers want access to the system so that they can look at the data. That's my biggest complaint, which I think is a great complaint, right? Our problem is we want to make sure teachers have the training in order to use that system. So we are um we're going to possibly expand the use of this tool to both families uh in the BPS families as well as our staff. And the reason we're taking a look at that is because we think that we can start to triangulate and get a clearer picture on what's going on related to those skills and that sense of belonging by
055talking and hearing from parents and our staff as well. So that's something that we're going to explore this year and possibly launch uh is to add on those two additional surveys, one for families and then one for our staff related to and that could help us triangulate that data a little bit better. Five essentials has not been updated, so I won't spend a lot of time there. We So belonging is like the gold standard for us. We want all kids to feel like they're belonging, but we also look at other data. The board should know that we look at other data that is related to that and either confirms it or brings up further questions. One of those pieces of data is looking at discipline data, particularly exclusionary discipline. So that would be on the
056the far right hand, which is where I'll kind of focus my comments. When a discipline incident is serious enough to warrant a kid being put out of school, whether it's for an inschool or out of school suspension, that's a big deal, right? Because we are denying them their education during that time. So the state has put in a lot of requirements for um that process, but it's also something that we take a look at as well. So focusing on that upper right quadrant, you can see that there were a total of 309 incidents that led to a suspension. And then just how to read this is 167 of those students were white. It's about 54% of the total incidents which white students represent 74% of the student body. So there's not a discrepancy there, right?
057They're under represented in terms of suspensions. Go one column to the right. Of the 309 incidents, 32 of those students were black. They represent 10% of the total incidents. But is in terms of the student body, they are just 4% of our student body. So there's a discrepancy there. They're over represented. So we represent that by saying it's 2.5 times discrepant. So that is a number that we carefully watch because we don't need those discrepancies. The numbers highlighted in green because it was actually much higher the previous year. It was 6.2%. 6.2 two times discrepant in the previous year. So we did see a massive decrease in that particular number is because we're looking at that talking about it looking at what alternatives we can have instead of putting a student out of school because
058that's a pretty severe form of punishment and you can see the rest of the grades there too. So we're making some progress in some areas but this will be an area that we take a look at. This was uh we had our administrative retreat in uh in June, early June, and this was something that we talked about it as an administrative team is is doing this. In fact, one of the things that we talked about doing was making sure before we put a student out for suspension that we're not doing that in isolation, we're conferring with another administrator to talk through whether that's the right thing to do. Sometimes it is the right thing to do. We have an obligation to maintain um safe schools but if we're not doing that in a way that
059is is fair to student that is causing discrepancies then we need to check ourselves. So that is something that we're talking about as an administrative team just as kind of a we do look at this and we do take action based on this is state reported too right? We got we have to report all this to the state and if you hit a certain trend or a certain amount and they come back and slap you on the wrist until you need to fix something. Yeah. It's more than a slap on the wrist though. Okay. It's pretty serious. Yeah. So if you have these big longlasting discrepancies in discipline rates, there's more punitive measures. They can tell you how to spend your money. They can tell you they can put you on an improvement plan. It's
060a lot of monitor. I had a conversation with uh one of my sessions with board presidents at triple I one of them two or three of them were lamenting and they're pretty far down south they have high numbers of this because they can't quite figure out how to reconcile a particular discipline abuse type issue and being able to actually get corrective behavior. And so they were like leaning hard on suspensions to try to solve a problem. The state was basically telling them you can't do what you're doing, you know? So, and this has changed a lot. I mean, when I was a high school administrator, I suspended a lot of kids and that wasn't even my primary job. I was a curriculum guy, but like this used to be a much more prevalent practice. And
061then we started seeing all sorts of research about how detrimental this is. It's detrimental not only to that student missing their education, but then they're like, I don't belong at that school. Right? that really impacts that student's um emotional health by putting them out of school and it really doesn't stop those behaviors. So my question is, so are I talked about how we looked at it and we're keeping I don't know if we're keeping a closer eye on it, but like are there different uh procedures or protocols that we're now adhering to or we're looking at this more often or we're doing more training with our staff so that they're more cognizant of maybe biases or I mean I'm just trying to figure out like is this something we think is going to be consistent
062that we can keep trending this down? Hopefully we do look at our procedures. We do look at our our policies, our board policies around discipline. To me, the biggest impact is mindset, right? And it's the mindset of all the adults within our system. When we went to school, school probably had a very punitive mindset, right? You punish and that's going to correct the behavior. And in some cases, that worked. What we're now after is shifting that mindset from punitive to restorative. So restorative is really saying, "All right, a student made a mistake. It can be a really bad mistake, too, but I need to repair that relationship. Not only do I need to have the adult and the student repair that relationship, but I need to have the student and the other student that they
063may be hurt emotionally, physically restore that relationship to." Because when you break those relationships, that's when students start to disengage from school. they start to have repeat recidivism of those those common behaviors. You see increases in drug and alcohol use. Uh there's numbing some of those behaviors as well. So we want to take a restorative mindset which means we look for opportunities to restore relationships with students. They they have done something wrong according to our policies that doesn't make them a bad kid. So, do we have restorative practices like if both parties are aligned to it? Yep. So, that's something that we're going to really work on in the next couple of years where we got some ground work done. We're doing some work at our middle school. Um, we had a little grant to
064do that and then that got taken away. But, um, we're going to really focus on restorative practices. If you think about it, we're very trained in punitive. Like that's our mindset. It's like you do something wrong, there's a consequence, but we don't go that next step. All right, there might be a consequence, but how do I amend that relationship? So, giving our staff and our students those tools to have a more restorative mindset is really important. Tom, I was just going to add a part of what has been going on for the last two years, which um is what we would attribute uh for some of the successes and where we're seeing us able to mitigate those numbers has been through our tier one level of approach in social emotional learning, our castle framework that
065you've heard about. um you know and that is researchbased uh skill researchbased skills uh in terms of how we're asking teachers to look at their classroom learning environment and what we can do to continually create a more positive learning environment. In fact, I think Raquel at the May board meeting you had talked a little bit about so these visits are surprise are not surprise visits. You might you know and you were talking about your job, right? like I would do surprise visits for the look force, right? And I so but that conversation in May is a reflection of the work that we've been doing and working to um expand across the district so that the there's a common vernacular and vocabulary being used from bottom to top and top to bottom in our district. So
066a student who comes into our district knows like what Castle is. It's going to look a little bit different and feel a little bit different depending on what what age the student is, right? like what you're doing at the elementary level schools isn't going to be the same as what you might be doing at BHS, right? But this is um this is one of the heaviest researchbased practices and approach schools can do to be proactive in trying to attack that. So, do we have a sense of how like representation impacts all of this? Yeah. I mean, I think we have like what 90% white staff, right? I don't know the current numbers. I wish she was here to know that more. I don't know those current numbers. Okay. Yeah. Okay. But yeah, representation does matter.
067Okay. The other thing I like to point out with this slide is we have really good kids, right? I we talk about discipline and discipline incidents are are hot. I remember my kids, they would come home and I'd ask them how school was and they'd tell me who got marked down on the behavior chart. Right? like it's just something we naturally gravitate towards. But our kids are really good. This represents 173 students. That's 3.4% of our students. So 97% of our students are doing great. So we have really good kids here in Batavia, but this is something that we will monitor and get better at. I have a quick question. Yeah. So this gets reported to the state. Does only the suspensions get reported to the state or does the overall discipline incidents get reported
068to the state? Not all incidents because that overall incidence could be like excessive tardies. It could be something really minor like excessive tardies or it could be I stole from the lunch line or it could be I got in a fight. So there's a huge range of those total discipline incidents. The state only looks at certain categories of discipline and they look at suspension. So they look at fighting, drugs, alcohol, tobacco, assault, staff assault. They they tell us the categories that they want us to report on, but they also look at exclusionary discipline. Has staff ever had implicit bias training to try to see how their own preconceived notions affect decisions they make about students? Yeah, we've done some stuff as a district a couple years ago and then some buildings have done some more
069follow up on that, but that's definitely a factor. bullying data. Again, you can see this is a very small number of students. We've talked a lot about bullying at the board level. There was a new data collection which actually served to help our discussions and that came through the state of Illinois through the racism free schools act which uh requires us to track bullying in a different way. So it standardized some bullying practices throughout the state and then also gave us a new reporting mechanism to get more granular with the data that were reporting to the state related to bullying. So we had nine incidents of bullying um this school year. Uh three went through the process of looking at that but it was not found to be bullying. So something there's a strict definition
070of what bullying is and is not. So they went through the process and three incidents were found unfounded. That doesn't mean nothing happened. It means it was another form of uh it could have been harassment or something else, but uh nine incidents were reported in our district. They went through this process. Um seven of those related to a protected class. So, this could be about a student's sexual orientation, gender identity, or race, or there's about six or seven other areas that we report on, but those would be the big ones. Do you know if these were reported um to staff or if they went to the hotline number or That is not data that I collect, but that would be interesting. Yeah, I was. So 2,433 discipline incidents but only nine were considered bullying. Remember
071total discipline incidents is that wide range of things from fighting and assault to uh come in late to school every day or skipping a class those types of things. So a lot a lot of discipline incidents and then these are the ones that met the through the process of what are the are there specific criteria that have to be met? Because I looked at like the de definition on the ISB and it still seemed pretty open to interpretation like about how the student feels. So that can be very different for from student to student. Mhm. So are there specific criteria that have to be met or There are specific criteria but there's there's always that room in there, right? Because we have to find that that bullying is severe and pervasive, right? So those words,
072there's some flex in those words. So through the investigation process, they look at those to see whether they meet that definition. It also has to be something that's targeted. Whether it's race, gender identity, one of those pieces, or it could be a student's physical appearance, there has to be that aspect of it as well. So, they're looking for all of those pieces through that bullying investigation. So like just out of if there's an incident between students where you know maybe the student calls another student a name that's not necessarily bullying that's just going to be a discipline incident. That would be one of those 2000 some discipline. You said harassment and bullying are two different things. Yeah. Are we acknowledging yet that bullying has to do with power imbalances or is that not part of
073the criteria? It is. I think that's something that always is a factor within those bullying incidents. So, um I do I do a few of these um because sometimes there's distrust at the building level because they've had a bad experience at the building level. So, I'll step in and do some of these in all of the ones that I've investigated and gone through that process. That is a factor in all of them that I've ever done in my career is those power imbalances. Um, I am always shocked at the the social pressures and the social impact that these have on students and and their families as well. Sometimes a lot of the issues are resting with families and how um they're feeling about it. So whether they report it or not or um there's problem
074with the parents that lead into the kids, those things are always very surprising to me. Those are just a few incidents that I've I've looked at this year. It just seems really low just based on, you know, when we hear from students coming to like I can think of more than seven incidents that I know about actively right now that are maybe not being reported. Yeah. Um so that's just Yeah, I I think and that's fair. You know, I met with a student at the high school this year and this student shared with me certain things that they had experienced and they acknowledged 95% of their high school. It was a this person's a senior and acknowledged 95% of their experience in this entire time they've been a student in our district has been super
075positive. Good stuff. But acknowledge certain things that were happening peer-to-peer that are not good. They're not great. um students have never reported it, never felt that it was a it was it was never what this student shared with me was it was never one stu other student always coming at that same at this you know person I'm speaking with and never felt like they were the target of a constant attack of either harassment, intimidation or bullying but does hear certain things that if a student were to take a second just reflect like, yeah, what you just said in the hallway, maybe passing by or maybe at in that one conversation you had and you use some of that language was probably not great if you if you're just looking at student, you know, that's not
076that that probably wasn't appropriate, right? Um, but the student never reports it, right? And so I think there is that conundrum that we're we that's part of the reason why um and we'll actually get into the next uh two slides. Oh, okay. Uh and I think that's a part of what generated the conversation we've had this year uh with the board prior to this iteration of our board and then kind of transitioning now into this board. Right. So this year um we had created two documents. Um, one is a flowchart trying to illustrate with a quick visual like look at to help clarify what some of the steps and processes look look like when bullying u an incident is being reported, right? And that's pertinent to the board policy and then how how does that
077then set off our procedures? Um, and that is currently posted at a later board meeting this past year or this in this final current school year here month. We then also created a document that uh I have linked for you that shows a draft of how we tried to drill down to help clarify what does that process actually look like, right? Because one is an infographic, right? Just to give you a quick snapshot and then has a reporting mechanism on it. The other document is to try and help people understand deeper if they want to look at it. You know, parents sometimes are curious, well, what what exactly does happen then? Right? So we illustrated what those steps might look like and then are trying to share and convey like we have questions, we have
078forms our administration is required to file or complete and file. Um and we got feedback from uh principal advisory committee and from our Betavia inner school council um that's our parent group and in that feedback an overwhelming amount of the feedback we got from students and from that parent group was very positive. they felt that this was helpful. They felt like two documents, you know, some said this document is really clear and helps me understand things or some said pairing the two was really nice because one provided a little bit more in-depth drill down on some of that information. The one piece of feedback that we did get back that was constructive was uh students don't quite understand what ISB stands for or means. Um, so there is some language and lingo here that isn't
079necessarily studentfriendly like such as Isby or when we talk about board policy such and such, you know, but there that was some of the feedback there. I don't we haven't figured out how to mitigate that component of it yet. Uh but the second piece was this especially the parents can you work on ways to put this in the hands of parents at any time you have like forward- facing meetings you know when we have like um uh Brad is it freshman night ninth grade night you know at the high school and we invite parents to the auditorium then they go see programming could that be an opportunity where we're also kind of sharing this information pushing that far and I thought that was a really good point because we I don't think we really do
080that right now Um, we have put in some of our weekly update messengers, you know, from time to time we've put that information out there. Um, we have signage in our buildings, but I thought that was a really good suggestion when we're holding a captive audience for an event. You know, that might be a good opportunity for us to share more of this information. So, that's one of the things that um we got back late this semester as feedback and u you know I've already shared that with our team and we're talking about what what are some more proactive ways we can get information out to people including the u QR code to help report things. So, one comment I have is um I kind of agree when you look at this and then the
081the low number of bullying incidents it does seem like that doesn't seem possible that could be that low even if you're doing a great job with as many students as we have. So, one thing I might be interested in just because I think what we're trying to do is get uh create a culture where students are treating each other with respect and dignity and all that type of thing. I would sort of be interested the next time the data is presented to maybe have a little more of a breakdown of some of the other classifications of the incidents. I know a lot of them are going to be like tardies and things like that, but um just to kind of get because this is hard for me to judge if like we're getting better or
082not because it's such a small number that I mean I'm sure there's we can agree that even when I think we were looking at panorama like the peer-to-peer interactions is one of the lower rated scores for some of them. I would just be sort of interested in some of these other categories that are uh related maybe you know just to how the kids are treating each other and if they feel uh you know respected by their peers. I mean harassment might be one of them. I I wouldn't pretend to understand which ones we should look at. You guys would have a better grasp of that. But well I think that's part of what we noted. Uh peer-to-peer relationships is the is one of the areas that scores the lows, right? And that's that's what we
083know and have to continue to work on and focus. As a board though, if I could just ask you the question though, as a board at at a governance level, the data you want to monitor to understand whether or not we're moving the needle in the right direction under priority 2 is it in my opinion what we uh have been talking about with the general sense of belonging. Okay? Right? Because one of the legs on the stool is about peer-to-peer relationships, right? And that's really important that I think that's really critical. Um, but as we're working on these things, as some buildings might be improving in one area and other buildings are still lagging in another, we have to allow those buildings flexibility to start addressing those at their school leadership team level with their
084principal and figure out some proactive strategies to how to approach that, right? Because if one building um on peer-to-p peer relationships has found a way to uh you know really move their reporting in a very positive direction and another one is lagging you know I think someone at one of our board meetings asked you know do the principles share and dialogue and the answer is yes you know and that's a part of what why why we collaborate and have monthly meetings uh with principles so they have time to share but they they obviously talk to each other um all the time as well without having to have a formal meeting here at the office right at the district office. So I think it's you're raising a really good point, but I I think that that
085is where um staff and administration data is what we are looking at and so that the board's level with the power goals is not replacing our monitoring of this data. I mean we're still required to report this um information to the state of Illinois. We're still using it to inform our practices and our strategies, you know, the tactics we're using to try and address these situations. Um, so yeah, that question. Um, so I know at the middle school, right, we put QR Did we put the QR code on the ID? I know we did. Do we do at the high school or I don't remember. I really don't remember. Is it everywhere or I think we put them on all IDs, didn't we? is it on the electronic ID? I don't know. And then so
086the other No, we did it because we talked about it. I remember I know we did the middle school. I don't remember the high school. Okay. I I don't remember. Um but I know we did the middle school because I I saw it and that's I was like right that's kind of because we also put the suicide hotline in that. Exactly. Cool. Um, and I know so it's June now and I'm just asking I don't know but the bullan flowchart, right? I know we just did the budget. Um, but do you think this would be a useful thing to make like a bookmark like an actual printed bookmark? So for like the parents or kids that go to registration like they have to physically go to registration and just like like I don't know if
087I don't think they get packets anymore when they go to like elementary school but I really don't know or middle school. I don't know. We can look at it. No, we don't do a lot of tackets, right? But just like you know that's something that they can just again I know we're getting try to get away from printing stuff but I I still keep stuff up on my fridge. Well, and I think, you know, Raquel, you're you're raising a really good question because I think that is act I think that's in spirit with some of the feedback we got from the parents in that how can we create more opportunities for uh forward- facing pushin type of information delivery. Um so I you know I think that's a one of those ideas that we can
088tack on to something we can discuss um as an administration trying to think about that. I quite frankly thought that was a great suggestion when when the one parent said, you know, have you thought about like the big parent come two nights? That's just one of the things you guys have you're giving out and informing. And I was like, yeah, one of the things I like about that idea is a lot of the process that happens with this is kind of like from a perception. It goes into a black hole when the event happens, right? And so because of student privacy, student safety, and everything else, nobody report out that anybody was ever punished or whatever else. So people just think it disappears into the ether which does not necessarily encourage anyone to actually report
089it. So maybe if you know these this information wasn't out there that people understood there was a process maybe they feel like okay at least there's something I can kind of recognize and hold. I'm I love that idea that that parent mentioned about bringing that out there because my hope is and we've talked about this is yes, this is low bullying numbers and actually there's kind of a bit of an expectation that that number might rise as people and kids are feeling more comfortable reporting it and we'll get a more honest number over time because what I've heard from people which kind of alluded to what you were talking about but what you alluded to is you kind of like know there's more people out there but this isn't aligning to are at a minimum
090right now perception which I think is equaling reality in this case. So I think that's what I kind of like about what I that idea of pushing that out there because then people understand there's a process that they might not have known. Yeah. It takes a long time to create an environment of trust for people to report to us and go through that. I have a question. If if it is determined to be bullying is part of the process that the parents are they let the parents know that yes, this did qualify as bullying and it's been reported. Uh I believe the window of time is actually 24 hours, Brad, is that correct? Parents have to know that we're going into an investigation within 24 hours and within 10 days we're required to conclude the
091investigation and let them know. Yeah. Okay. So if it is bullying, you would let the parents know. Do you let them know if it is determined not to be bullying? Yeah. And if it's not bullying, it doesn't mean we don't do anything. Yeah. Right. And that's the hard part to explain to parents. We're like, this isn't bullying, but this is not acceptable behavior in our schools. So here's what we're going to do with that. So another like in terms of like we're looking for that sense of belonging, we use discipline data as like a check on that. We also look at absenteeism. So you can see here chronic absenteeism which is missing 10% or more of the school days. So it's about 18 days that a student would miss. So you can see 22 23
092coming off of the pandemic at high chronic absenteeism and that has uh clicked down a little bit the past two years. Holly and her team have done a great job of promoting more of an awareness of attendance issues through our district messengers and the buildings have done that as well. So I I really appreciate that. Um, you know, you can see in all areas we're seeing smaller. There's some groups that I would like to see even smaller. So, our our e students um we're still worried about their attendance and looking at that. That's one of our highest areas right now. So, how do we communicate with parents about the value of school, about when to keep your kid home? I think Kristen Stevens from AGS talked about their nurse doing some teaching of parents as
093to when it's appropriate to stay home from school and when it's not. Breaking breaking that down a little bit further into demographics, you can see again it's headed in the right direction, but there are things that we need to take care of. And then the high school talked about this data. We're seeing activity participation is kind of another way of keeping kids engaged, feeling that sense of belonging. You can see those three-year trends are are positive. Low income students again is another area that I'm impressed by. 10% or yeah, 10% increase in that over three years. So, some positive things. So, lots of opportunities for our our our kids, but making sure that they have access to those. There's a lot going on with that, as I understand that on outside partners, like getting kids
094that might not be able to like have a parent that drives them to an event or a thing, then there's activity buses that are working through something. Yeah, activity buses that Mark is Mark and Josh, they have gotten going at the middle school and high school, I think, have been great. Baft. Um, that organization has been great about giving kids opportunities that they may not have had before. And our newer partner with boys partnership with boys and girls club too has been huge. And the reason why part because they along with baff buffs stage some of these other groups. The reason why I really appreciate their partnership and support in the district mother's club too is the financial resources they're putting behind it to to students, right, who might have financial barriers to be able
095to participate. And I think that's just such a significant thing because sometimes some partners have the ability to subsidize some scholarships, but not for everybody who wants to participate. And the groups that we're mentioning right now will pretty much try and do it for every kid or family that says we can't afford to do it. That's I think a significant difference. When did we start the activity bus? Is that a year ago? Two years ago. Two years ago. Yeah. And that's like two buses in the evening, right? Is that am I right about that? Yeah. So the um middle school it's east side and west side. Um, at the high school it's basically it's one bus but two different times. Two times. Yeah. So it kind of gets the earlier practices later. Yeah. So just
096to kind of conclude with the priority two is we have a good base of those social emotional behavioral skills and a sense of belonging but we need to dig deeper into that um belonging. It was one of our again at our administrative retreat looking at that. What does that really mean? How do we dig deeper into that? How do we get to true belonging? And then I talked a little bit about before that staff and parent survey to triangulate that data to see what they're saying. And then um we're seeing you know that high level of of sense of belonging but confirming it with discipline attendance. We're making some incremental gains there too. So we need to continue building our systems, examining those systems, making sure we're not putting up barriers, looking at our processes,
097and then PD to target those gaps. So the overall assessment is we're doing well for some, but we need to continue to work on all. So for the staff and parent survey, would that be asking staff, do you feel a sense of belonging? Like those same questions? That's that's the opportunity. So um Natalie Osel, who's the director of student services, is going to oversee that implementation. So, she's going to work with they have like I'm going to say dozens of surveys for for staff and dozens for parents. So, she's going to use our um student services group and the equity team to select what surveys, what information are we going to want, okay, uh out of their bank of surveys. So, she's going to use those two teams to select that and work through those
098two teams. But, I'm kind of excited to see what they pick and what What other piece of the the puzzle that tells us? Sure. So, what would be falling off the survey train would be the five essentials because right now that's the piece that's used for staff and parents, but they will only give us the results if we hit a certain amount of stu of parents and staff to respond. Staff typically are really high response rate and that's easy because we provide them some time to to be able to complete. they might think at a staff meeting or something like that right at the buildings and they're able to do that when the the survey portal opens in the spring. But you'll notice as parents uh the campaign onslaught that happens on comm community emails
099to please we're begging you fill this survey out fill the survey out 7% only 12 more of you to please fill this out. But we, you know, so our our belief is that using this tool will probably uh on the front face of it be a little bit friendlier to approach as a tool and um you know it'll coordinate well and we'll get the results and we'll be able to see the results ourselves rather than relying on uh an arm of the agency of the state and if we don't hit the cutoff number we don't even get the results. The reason I assume they do that is you get a statistically valid set pool of responses get skewed by overly overly active parents in their kids' lives. We're just we're not just tapping on people's
100shoulders saying, "Hey, would you filter that out?" Right. All the results. Just click through. Okay. So, five5 everybody in music box. And the nice thing is that staff would all feed in the panorama which is a platform. So we could see it all together which will be really nice for comparison sake. Okay. So our kids are saying this, our teachers are saying this and this is what the parents saying. Are they lining up or are they gaps? And that I think will be very instructive for us. All right. I talk to you guys a lot. I'm really sorry, but I'm going to hand it off to Josh. 78 minutes. 53,000. Yes. Okay. All right. So, let's transition to priority three. Um, that's what you're going to hear pretty much the rest of the night. And
101we're going to talk specifically about some things that the business office is working on. Um, when we were here in January and we talked about priority three, these were some of the goals that I outlined for you guys. So, for those of you who are new, I'll just go through them really quick. We're going to talk about my schoolbox and payment processing. We're going to do a recap of how our new food service company did throughout the year. We're going to look at benefits and the costs and how that affects budgets. And then we're going to talk about enrollment and residency and making sure that we're servicing uh the residents of Battavia Public Schools. All right. So, payment processing. So, back in December, the board approved a new payment processing tool. Um and we got
102a lot of feedback from parents and from staff that we needed to move to a new platform and make it consolidated for um all stakeholders to ease payments and also now have different apps that they were working on. So we're doing a great job on this timeline. Uh it's actually ready to roll out now. Um and we've been using it at um RMS and BHS um ever since really April. And really that is a testament to so many different departments in the district. Uh technology was a huge part in making sure that this occurred. Holly did a great job communicating it out and the staffs at BHS and RMS have done a great job implementing this. I've been to a lot of coaches meetings about this and they're all very excited to get this up
103and running. Um and really that's what it comes down to. It's moving away from the example of kids coming in with quarters and dollars and permission forms and it all being electronic. Our schools are going to be able to actually take payment in the office. So, if a parent comes in and they want to pay for something, they can just pay. Um they don't have to, you know, go back and log in and do anything like that. We can service anyone that comes into the office. Um, and we can also do it online with the, um, portal. And this is what the portal looks like. So, uh, this is fresh off the, um, development floor. It's, it's in its almost final phase, but when a parent logs into the system, they're going to see all
104of their pertinent pertinent information um, there. So, you've got your meal balances, positive or negative, and you can pay them. And you can click in there and you can see what um students ate. You get your invoices. They're all piled in there. The little corner there, it'll be a total of them if you've got a lot pending. Um but it's each individual invoice that you can see and what you're being charged for. And then the store is where parents can go in and purchase um items or give permission for field trips and pay for field trips. It's all on one platform so you don't have to be going to different websites to process payments. I have a quick question of course. Uh so I know like you have to like pay before you register. Yes.
105So can they So I guess the question is is if I say I don't I didn't pay but I go to register can I pay when I register? You can the registration process is separate from payment. Okay. So we're registering and we're getting a schedule and we're going to school that affects the child and we want to make sure that they know what's going on and they can get their classes. Payment is an adult issue and we'll work with the parents on that. So, it used to be that you couldn't get your class schedule, right? Um, and then kids found ways to hack around and go through other sites that I'm not going to say on here because Dave will, you know, get frustrated with me, but kids are smart and resilient and they can
106figure it out. Um, so that that method didn't work anymore. So, um, the other nice part about this is those of you who've had kids in the district for a long time, you used to get like this soy balance and what the heck is that? Because it was all the old balances rolled into one. That's not going to happen anymore. Each invoice will stay with the student as long as they're a student in the school district. So, if you don't pay for eighth grade football, you're always going to see that you didn't pay for eighth grade football. And when you get to pay for it, you can pay for it, but it'll be there. it just won't get lumped into something. Also, with the food service, it's going to stay in that realm. So, if
107you've got a negative $5.90 balance, like that young man there, when he starts um the first day of school next time around, he's going to have a negative $5.90 balance, unless his father, who gave me permission to put his name up there, pays for that. He's my example student. The system didn't let me give fake students negative meal balances. It didn't want me to do that. But that's what parents will see when they log in. Oh, and then real quick. Yeah, of course. Uh, so if there's a parent with multiple students, will there students will be laid out or is there a separate? Yeah. No, it'll look like So Bod's number one student, my BHS student would be my second student. My RMS 8th grade. I took a snapshot. I also have an RMS 7th
108grade student just so I could see the different I just didn't know if Bodie had outstanding from RMS. No, no, no. Cuz you just said three years later. No, no. Well, he didn't pay for eighth grade football yet. One year left. Y Yes. So, the idea here is to help consolidate for parents. Um, I actually was just on the phone with Kevin Johnson today and we're working with the kids are doing a Purdue camp and what was great is he gives the kids credit off of their invoice if they work um his camp and it was seamless. It was so easy to do and then the parents see that it's supposed to cost X but my kid did this many hours so this much has taken off. Here's my bill. So it's very organized. So,
109this probably saved a lot of manh hour. I mean, yes, the the reconciliation on the back end. Kelly is ecstatic. This is seamless for her. Um, it it's it's great. She's loving it. So, so far so good. It is new and I'm painting it with a nice broad picture. There will be hiccups along the way. I'm very transparent with people about that and we're just going to, you know, find what we don't know and learn and grow. What did you anything you found in the soft launch? Yes, there was um at RMS we didn't click a silly little button that said you could only purchase one field trip. So, a mom and a dad, both well-meaning, both bought the field trip for their kiddo. So, good. We learned. And now you can set it up
110where once the the a parent or guardian or whoever pays for it, it prevents that child from paying for it again. So that was definitely one of those user error like we're learning, we're growing, and you know, there's a button that can turn off anyway. Yeah. Awesome. Any other questions on payment processing? I'm just jealous you didn't have this when my kids were in I'm sorry. nine different websites, three different passwords. All right, the next one is is food service. Um, we have three very large great partners that we use for contracted services. Food service being one of them. And this was our first year with organic life. So, we wanted to make sure that they were giving us the product that we were looking for. And at the end of the day, I wanted
11120% increase in participation. It was probably a little too ambitious of a goal. Um, but we got close to 10% increase. So, I'm happy with that. Um, and every single site we saw increased participation. So, that was a a win in my book. Um, looking ahead to next year, one of the things that we really saw at all three levels and talking with kids and and getting feedback from kids, and that was really our main driver for feedback was they wanted more and more cultural food. So, we started to do some things more at the middle school and the high school. Um, trying to have a more diverse menu. Also, trying to have more theme days. They did like a single day mile day. They did uh um tossed wings for um March Madness. Like
112just trying to have more fun in the cafeteria because whatever we can do to have kids want to come to school, that's a win. So, you know, if that's food service, awesome. If that's extracurriculars, great. Whatever it is, we want that win. But one of the things that me and Organic Life are going to work on this year is actually getting feedback from staff and parents. kind of like Brad said, having that triangulated approach. Um, kids are great. They're giving us good feedback, but what do parents want to see in the food? What do the staff feel that their kids need to be fueled for their educational process? So, that's one of the things that we're going to work on next year. So, I comment the quality of the food, the feedback I got was
113pretty positive on that, you know. Um I think the one thing was they have such a short lunch period in the timing of it right so it's and that may have affected participation I think um you know they don't have the time to wait to get this food and then have an adequate time to sit down and eat. Um, so and I know you you we did the program with lunch ahead, right? So that was a to me I think that's a problem. Um, is that something we're looking at or or are you still seeing that as a barrier to participation is the timeliness of you know what when I'm at the high school there's two waves of kids. There's the kids that come in right away. They're trying to get to the the line
114as fast as they can and then there's another wave of kids that they've like gained the system and they wait for the lines to kind of, you know, go down and then they show up and get their food. It's very interesting to see that. Um, lunch ahead was great for us this year. Um, I'd say on average they do like 70 meals a day, which that's 70 people that aren't in the line. They're still getting food, which is awesome. Um, but that didn't take off like the kids thought it would or I thought it would have. Uh, really it comes down to people like to see what they're going to get. So, they want to be able to peruse the line. Oh, that looks good today. I'm going to get that. Um, but the duration
115of the lunch period, that's that's a different story. That's a principal matter. Yeah. I'm not I'm not talking about changing that. That is what it is. Yeah. Exactly. Rabbi, he can work on things like uh they were doing some modifications. high school in particular to the point of sale. Yes, reconfiguring those are the kind of things those are the kinds of things that I think they're looking at. Um there's some physical constraints that I think we want to consider over time, but even how it feels when you walk down the hallway is part of, you know, some of the things that we we talk about and some are easier to fix than others, but you know, we'll keep tinkering with it so that we can maximize participation. We want a lunch program, a food service
116program where the more people that participate in it, the higher quality that everybody gets at a lower price. So, we we we defin we've made very impressive progress in the last year. Josh and his team and uh and the folks at Organic Life have done I'm impressed. We'll keep working on it. Any other questions on food service? All right. The business office likes to tackle lots of pieces that always don't fit together. So, we're going from food to benefits and healthcare. Okay. Um, you know, last night when Tony talked about the budget, benefits is a large portion of the budget. It's roughly $14 million of the budget. A lot of that is medical. The we're self-funded. So, that means that every bill that we get, we pay as a district. Um there's no mythical, you
117know, bank that pays that. We pay it. Um the last couple years, the insurance committee has done a lot of work to try to get our spending on the right track. So coming out of COVID, we had a lot of money in reserves. A lot of people didn't go to the doctor during CO. They didn't leave their house. Um then when people started to get back out into the world, they started going for those elective procedures, seeing doctors again, and we saw that we were running deficits. So we ran $2 million deficits in consecutive years. Um and now we're projected to run about $540,000 in the red. We're eating up our reserves. You can do it once or twice, but it's not something that you can do sustainment. Um, so the insurance committee has been
118doing a lot of good work to make sure that we can curtail those costs and make a minimum increase because this is a huge driver in our budget. So, this is actually something that you're going to see in September. That's when the board actually approves the plan for the next year's um benefits. But these are the things that we're looking to do. We're restructuring our wellness program um to have only one tier of incentives instead of two. We restructured our RX and repriced it so that we're staying with the same company, but we got better billing and pricing. And then we're making some changes to our Blue Cross plan. We're staying with Blue Cross, but there's going to be a tier deductible system which gets us better rates when we go to Delnor and CDH.
119And then if you go to a very specific um you know hospital, then there sometimes is a greater deductible with that. So would you mind or Tony you could do this too just I know we have a few new board members kind of walking through how the district funds I was on the insurance committee and it's not like a typical experience if you're in the private sector I think so could you walk through why it's such a significant portion of our budget and how we fund it well we're self-funded and that's a big difference that's what I'm getting at so with that self-funded piece we have all the money and we spend it out. So whatever we take in, whatever the board contributes, whatever the employees contribute, that pool of money pays all the bills.
120So if we're having a good year, then our balance goes up, our fund balance goes up. If we have a year that we're spending in the red, it goes down. So after two years spending in the red, we're trying to make some changes so that we get back in the black. To be clear that this isn't it isn't expensive because we're self-insured. It's expensive because we have quite literally one of the best plans there is. Even when you compare, you know, school district in general have very generous plans. We have perhaps the most generous of generous plans and it accordingly is very expensive and there's a whole host of reasons for that and a long history to why we have the plan that we have. Um, but at the same time, we don't want to
121peel away the generosity of that plan because our employees have come to rely upon it and value it. But it is very expensive and it's going to be increasingly difficult to maintain that level of benefit over time without making adjustments. I I just I'll speak from being on that committee for two years that really is a committee that does some really great work because it's impacts everybody in the district just about and it's a significant benefit like you said and uh but they have to make tough choices and then the other piece is the communication piece because just in general it's very hard to understand. Now, we're doing a lot of things with like the newsletters and that type of thing so people can live try to live healthier lifestyles or take advantage of some
122of these other benefits to minimize uh you know having to go to the doctors for emergency like living healthier lifestyles I guess for better outcomes. So yeah, I really think that u it's a challenge but uh the district is the group that's on that Josh you're a big part of that obviously Tony that uh um it's important work because it really can like you know it's challenging just because the cost of healthcare is exploding and so managing it's always an ongoing struggle it is it is it is any other questions on the insurance that'll be coming for to you in September. Okay. All right. And then the last piece is enrollment and residency. We want to service the kids that are residents of Battavia Public Schools. We want to make sure that we're giving them
123the best education we can. So with that, you're always hearing things about, hey, maybe someone moved, what's going on there? Um, we've done a good job, in my opinion, of creating a system around that. So last year we had 50 cases of residency and what you'll see is there's a large in the staff reporting um in that old data and then this year a big change in that data a lot less cases um and a lot of it is parent change the parents telling us hey we're moving hey something happened a lot of times this is elementary schools where they move within the district they just change their address in P It's like, whoa, you got to tell us. You got to give us the formal documentation that you moved. Like, we we need to
124know that. You can't just change your address in P school. Um, so we're glad to see that. One of the things that we do at any transition point is we run um some information through a system called clear. And that gives us a like a rating. How accurate do we think this person really says they live there? And if we get below a certain rating, then we ask questions and and reach out to the family. So that has also decreased, which is great. Um, a lot of this has to do with communication, talking with the buildings, making sure that they know what the process is. One of the things that we started this year was also um keeping a log of leases. So, previously in the district, someone will register they've they're renting and we
125would register them and then we would move on. Well, if the lease expires in two years, now we follow up with the family a little bit before the lease is expiring. Hey, your lease that you registered with is expiring, please send us a new copy, you know. So, we try to get ahead of it that way um before it becomes, you know, a potential issue. and 99% of the time like, "Oh, here's a release, you know, thanks for checking with us." So, uh, and then we're just constantly looking for ways to make it as simple to register and to reestablish residency as we can. So, how do we leverage technology that we can possibly do that every year for every student, but not make it laborious on the families? That's what we're kind of weighing
126in the business office. Any questions on that? All right. Well, with that, I'm going to turn it over to Dave. Here you go. All right. So, I'm going to give you uh my basic synopsis. Uh my time frame this time. Uh we were showing you kind of last cycle, last year. Uh I'm starting this statistical thing from January till current. So some of the numbers will look a little different, but that's kind of why. So I'll explain a little more when I get into that. Um so up first is our strategic goals. So this is kind of what we were committing to uh when we met last. Um so very briefly, um number one, service efficiency. Uh we want to maintain that 95% on-time ticket resolution. That's important because that means my team is getting
127back to the staff quickly, promptly, and it's getting closed and fixed promptly. We're not letting it sit there. Um, ticket volume reduction. Um, generally you want to have less problems. We're trying to get that to decrease. Uh, I've got a little trend here that I'll share when I get to that slide as well, uh, that we're noticing. Um, security compliance, obviously, we want to get everything done with that, uh, to keep everything secure and safe. uh we were able to accomplish all of that uh recommendations based on our last audit that we did. So that that was actually checked off. Um our system uptime um that is providing all the services for the district. So we try to keep everything up as much as we possibly can and maintaining that 49s is actually a very
128good statistic. Um it can only go up from there. Um so that's a really good number. Um, all right. So, this is ticket volume. Uh, what I did for some of you guys that maybe not have seen this from last time, um, this dotted line is last year. Um, so I'm trying to show the comparison here. One caveat to this is last December is when we started onboarding our new help desk. You guys approved incident IQ. Um, so in December we started rolling that through. Um, so you'll see kind of like the crazy line here. um from last year. What we've noticed is now the trend is kind of starting to average out a little more close to normal. Um but we are seeing actually more tickets. People are putting more tickets in because they
129know how to get to it. Um and they're knowing, you know, what to report on. We're getting a lot better data on that. I'm really anxious to see what we have happen over the summer here. June, July, August is the crazy month obviously. Um that's generally the massive spike of everyone coming back. Hey, I need XYZ in my classroom. Um, that's generally why that happens. Uh, this system we're using now, we actually have like an inventory process. So, we actually use barcode scanners on our cell phones and we can walk into a classroom and start scanning tags of all of our stuff in the room, verify it's still good, check it out to try to avoid some issues for these staff when they do come back. So, we're basically checking and re-checking every room as
130we go through. Um, a little more modernized compared to what we used to do. Um 95% on-time close rate. That was the goal. So that's the solid red line. Um you can see we did very well this year. I'm very proud of that. The team's been knocking that out. Even though we are seeing more tickets, we're closing them quickly. Uh one statistic I don't have on here is our first response. Uh I try to maintain that at under an hour. So, if Aaron submits a ticket, someone from my team within an hour will get back and have a response like, "Hey, let me look into it or whatever." So, we're we're doing very well, and that's actually helping us get some more back and forth stuff with the users out of the way or, hey,
131quick link, go here. Here's a how-to or something like that. Um, that's helping a lot. Uh, we've had some couple other things develop because of these numbers. uh we started a knowledge base so we're able to like link an article back and like how to do something in Gmail or how to you know print something. Uh we're able to really quickly get back to that person and close that ticket a lot faster than we really had before. Again, you can see August uh the dip. Uh I'm anxious to see again uh if we maintain a higher stat there. Um on average um previous before this new help desk we were in mid 80s uh but I don't think we were getting half the amount of ticket help. We were getting a lot of phone calls
132and various other ways to get a hold of us. And this has really helped us optimize the team spread it around properly to the right people to get that answered faster instead of waiting, oh hey, I got to wait till someone's back at their desk or I got to come see you. That kind of thing. So it's working really well. Um so this uh service request versus incidents and to kind of briefly explain the gist of why you want one or the other. Um right now with a request that means I'm providing a service to someone. I'm not having to fix something. Um but you can see this time I don't have the previous year. Uh this is actually flipped. Uh last year we had a lot of hires, retirees, lots of staff movement that
133increased a lot of our request numbers, a lot of moveins as well with students and changing buildings, things like that adds request work for us. Um now, uh we're also not getting clear, you know, into the full year. So we're January, like I said, till now. Chromebook damage primarily is why the incidents are high. um that's mostly device repairs and screen repairs, things like that. And next slide here, I'll show you. Um as you can see, 60% of the tickets are device and hardware. That's primarily Chromebook repairs and device breakage. Um we're actually doing pretty well as far as the other statistics. Um we do get a lot of apps and software throughout a year. Um very little network issues this year, which I'm happy to see. Very low. Um I think last almost like
134six or seven%. Um, a lot of power issues and things were causing issues for us that we were able to kind of tweak some things around, add a little redundancy. The big project you guys approved uh for network switching, uh, we're actually starting that process this month. Um, so that's going to hopefully help some of those issues as well. So again, preventive maintenance. Uh, this this is basically sharing requests for changes. So, what that means is, you know, Tom calls me, I need a port in my office for my phone, or a teacher in a classroom says, I need better Wi-Fi, or I'm not, you know, something's not working on the internet. Um, we may need to make a change on our entire system to solve that. So, like allowing a website potentially could fall
135in that realm or, hey, we need phones fixed in this area of the building. They're old, they're breaking. Um, things like that have come into play. updates to like certain backend gear that nobody sees. That's part of this. Um you can see the little red sliver. Uh I'm sure you read about Crowd Strike on the news uh with all the airports. Um and then we had one other one. There were two of those emergency changes this year. The other one was some issues we had with a a firmware bug on our hardware in the closets that messed up our phones. So when you'd pick it up, you'd sound like a robot. Um so that was actually our two emergency changes. And what that means is we need it fixed within a couple hours basically. Um
136so all hands on deck and having that low or no is where I want it and I I think we definitely accomplish that. So um pending changes are stuff that's still on the list and that number is always growing usually. So I like to get that down as well. So we'll get there. I think that's it. Yep. You're up. I'm one of his most frequent customers. That's not being reported in the system. Just FYI, there's a separate slide for Yeah, that is a totally separate presentation at the end. All right. First is well, it's facilities. So, I'll be talking about facilities and transportation. Um, just a brief overview. This is what makes up the facilities department. Um, here are the metrics I'm looking at. um kind of some similarities what Dave just talked about but
137um on-time work performance um just kind of ratio of work orders to maintenance workers you know kind of go through those um so in here this is the ontime um what's a little different in this one is if you look at the first one um basically December what was reported and then in June so our department for our work orders is transitioning so we have switched over to the same system as tech is using. Um so incident IQ our our department worked with that in end of February, March just internally just to kind of get used to it. They did their own work orders through that and then we rolled that out to staff after spring break. So really they only had it for probably seven weeks and the other system which is called school
138dude was still open um because we didn't close that. We didn't want to miss anything so we left them both open. So, you know, this data is a little skewed. Um, but 88% and then 89%. Uh, here are some of the metrics that are, you know, kind of continued um as far as what average monthly ratio of work orders to maintenance workers. So, basically 51 work orders um per uh maintenance employee. Uh, this is just some of the square um footage. I mean, this doesn't change. This is just kind of see how our buildings are. Um, that a year annual figure as far as the 51 month. No, that's per month. That's Oh, I'm sorry. Monthly ratio. Sorry, I missed that actually went down a little bit. Um, it was 55 um in the beginning
139of the year. I think that has a lot to do with having two different systems. Um, next one, just kind of hear the um goals and where we were. So 95% on-time work order by the end of the school year. Um as you can see we didn't get that goal. Um hopefully with one system. Um if we keep that we'll get there. Uh decrease backlog ratio 5%. Um this is basically all of the work that we have to do in the district. Now this has a lot to do with warm safe dry. Okay. and to decrease that by 5%. Um, and we did decrease that by 5%. We're going to continue decreasing that probably more and more. Now, as you heard from Tony, and I know I wasn't here, but as you heard from Tony,
140we're going to spread that out a little bit probably in warm, safe, dry. Um, just because of where we're at with the budget. Um but really that's the goal with the deferred maintenance is right now most of that focus is at HC Storm and the work that's going on there. Um and that's really what drives that number down. Um and next year we already know it's going to be um at Louise White and then some more site work or some site work done at um Storm as well. Um develop and implement uh comprehensive indoor air quality that is still in process that is not completed yet. um we're really looking specifically to start that with um temperature in each room. So basically, are we maintaining that temperature in every single classroom? So, you know, Alice
141Custoson for instance, you know, are all the classrooms within a range. Now, they're not all going to be 71 degrees every single minute of the day. But we want to try to get that range so they stay there. So then you don't have that, you know, you walk in at 66 degrees and or you walk in another room and it's 75 degrees. So really get that piece where that's at. Um and then the other one is streamline facility operations. So fully implement incident IQ facility management and that will be done. Um so the work orders is done. That's implemented. The next piece that will roll out to the public I'm hoping right after the 4th of July is um the rentals. So interior. So, if a teacher needs to rent a space for something or
142if an organization needs to rent a space. So, that we're going to roll that out um hopefully, you know, by like I said, after the 4th of July. And then the last piece that we're still working on is our inventory piece. So, all of the inventory, Dave talked specifically about his inventory, but we have, you know, anything from, you know, paper towels to um copy paper to changing a light bulb. So all the inventory in the entire district will also be in the system. Here's just an update on some current projects and upcoming. So the current is in that you know the the first piece. So design and bid for HD Storm improvements that's well under the way as you saw last night. Um that um Rob came and gave that. Unfortunately I was literally
143probably well I was maybe landed by the time he was presenting. So, it was a long travel day for me yesterday. Um, and then addressing HVAC issues and solutions at JB Nelson. We are still in that process. We have dug into a lot of different things. We're still trying to figure out what exactly works at that school. Um, then the other one was updating evacuation, shelter, and safety placards. Um, as of today, it's done through three elementary schools, completely done. Um we're kind of working um school to school. I'm not having a lot of hands do this. I'm having select people. Um so it's very straight and positioned in the same spot in all the schools and that's kind of the goal for this. Um so then if you walk into an HC Storm classroom
144and you look at it or if you walk into Grace McWain, it's in the same location and it looks very much the same. So what this is is how you I don't know if I can click on this. I could show an example. I don't have Thank you, Holly. Guess some of you weren't here. So, that is what it's going to look like. This is an example of August. So, it all is the same. So, over the years, you know, different, and I'm being serious here, different handdrawing evacuation maps have been put. So, this is um very um consistent throughout. Most school districts, by the way, that I'm aware of, only indicate evacuation routes. There's no obligation necessarily to show shelter. Um, but so we're including this now. I think it's very valuable. And it's
145also colorcoded along with the same color codes as our ELP. You'll notice that all the green indicators match the evacuation icon for the the standard response protocol and the shelter is orange. So, I think it's pretty cool. That's pretty cool. Just I don't want to open up a can of worms here or not, but is there something about active shooter on there? Uh there is lockdown. Yes. And so that depending on the nature of the of the incident, you could either use what is called a hold or a secure or a lockdown. See? Oh, okay. Yeah. Can you click off? Thank you. I can't control. Where? I don't know. I know where. Got three minutes. Mark. Three minutes. I'll get it done. Should have done that, Brad. I know. I just had that alarm going
146the whole time. Again, you I mean I don't have to go over every single one of these, but some of these you saw as an update last night, the LRC's um the flooring um we are targeting to get the flooring done at Gustoson and JB Nelson um throughout next year and get it done by next summer. Uh master facility plan is is still in progress and I spoke about some other of these. I have a quick question. You might have said it, but um I know I remember last year we were coming out of winter break and the high school had the issue and just I mean are we doing steps to I think it's the C-wing. It is the C-wing. Yes, that's our problem area and um Yep. Just if you could talk a
147little bit about what steps we're doing to what kind of problem was it? Yeah, so it was um heating. We had a some heating issues in Sewing. Um we had basically at the high school we had to extend um the closing of school one extra day um because uh we had some failure in our heating system there um and it was very specific to SeaWing. Um so C-wing was built in 95. Um it's 30 years old at this point and um we are looking not only for the HVAC. HVAC's the number one thing that we need to get updated in there. But um it's kind of a a domino effect. Um you're looking at univvents and then if you're replacing the univvents um you need to look at the shell, you need to look at
148some interior things as well. Um, I'd like to, you know, we're looking at putting a forced air system in there. So then you, it's very similar to this. So the air or the heat is spread out throughout the room instead of coming from one singular place. Um, but if you do that, um, you have to look at how your ceilings look, you have to look at your flooring, you have to look at where you're going to put all of that. So yeah and current look at that is the HVAC would not get done in a single summer um because it's just too much work to do. So we're looking at how are we going to phase that in and how are we going to phase all of the other things that need to be done
149in there as well. Um and there's another piece of how do you phase that in and with the cost and how do you spread that out over fiscal years. Um I'm very deep into that one um as we speak right now. Um I'm hoping that we could start a phase um in the summer of 26. That is the hope. Um so we have this and we are doing some changes currently through our maintenance staff and to hopefully not have that happen again. Um but you don't want to put a lot of money into something that you're going to, you know, replace, but you also need it to run. You need heat and you need air. Well, you definitely need heat. Now, it's nice to have error, but you have to have heat. So, yes, Sewing
150is the next large one. Louise White is planned. It's going to roll out. I mean, we already did. We planned Storm and Louise together, but um Sewing is in the process of being planned right now. Thank you. Um just again, this is just a repeat. I know I I left these in here because I know we have new board members. just some challenges and opportunities. And then um one of the success I want to talk about again and it still is is um our partnership with GSF. That's our we outsource our cleaning our um nighttime cleaning service. Um continuing to impress um really we've been with them a little more than a year now. We're going to go through our second summer of cleaning um for the summer. Summer is always very difficult because you
151have to get in and get every single building deep cleaned. Um they are on schedule and they can't even get into HC Storm yet because HC storm's not even at this point not close for them to get into to clean. Um some other um again just continuing with uh warm safe dry and that is it before I move on to transportation. Anything else on facilities? I'm just gonna make a note. I want to thank Mark and Tony. There's an email to you inviting you. Um, if you'd like to tour some of the construction sites this summer, um, we've put a date out there and depending on how you reply, we'll treat it as such. I I put some notes in there on how we would handle that depending on how you reply. Okay. So, we'd
152love to take you around. Thanks to making time for that course. Have there been any unexpected surprises with the projects at HC Storm? No. That's the million-dollar question. Literally. Um there have been, but nothing that can't get worked through. So, yeah, there's some things that, you know, there's assumptions that were there. I mean, you don't really know until you open open up the, you know, building. Um, and it's it's mainly about like, well, the plan says that the pipe was supposed to be there and now it's not there. So then you have to adjust and you know, so it's supposed to be a 4 inch pipe and it's a 3inch pipe and you know, things like that. But um, yeah, there's there's change orders and things like that, but that's why you have contingency budgets
153and we are well within the contingency um, plans that we had um, allowances. Um, so yeah, nothing like some interesting paint colors I would say. It's like, huh, they just left the, you know, left the brick the way it is, but just painted some lines and didn't paint the whole wall. So, some of that kind of stuff, but plenty of those pictures and try to save all those. Now, the nice thing about this is you can take the notes because really Louise White is almost identical for next summer. So, hopefully we'll be a little bit of ahead. Um, we have some some delays in some equipment that I'm a little concerned about. I get to the 4th of July and I get a little more concerned because that's in my book when summer's over. I
154know that nobody likes to hear that, but that's my my reality. Um, but we're working to kind of figure out how to, you know, get those pieces and you need certain pieces in place for other trades to start working and we're starting to get there. But, um, and it does not really help when you're tuck pointing and roofing a building and it's 97 degrees and heat indices of 110. That's very difficult um on all of those contractors. We're working through that. Transportation update. Again, our department is um very small. It's basically myself overseeing it and D our transportation coordinator. And yes, we outsource our busing um so we don't need um the personnel. Here's just some metrics um where we're at. um basically 193 routes. That's how many buses, that's how many drivers. Um 54%
155of our students um take the bus. And it's just shy of 400,000 miles traveled to and from school. So that's for the year. And there was eight total accidents this year. I'll get into these a little bit later. Um here are our goals. uh increase on-time performance to 99% by the end of the school year and we did that. So how we know this is um basically every school has access to this metric to put in any type of you know if the bus is late if it's late to school if it's late to a bus stop um and if a parent calls in we record it all in one spot. So, all eight schools um have this. And does that say 99.3? I can't read it. Yeah, I know. All right. Good. My memory
156serves. So, yes, we did definitely achieve this. Um decrease the number of routes. Uh we are literally working with this right now. So, we look at routes over the summers. We tweak during the year, but we try to do any of the bigger changes over the summer. At this point, it looks like we can go down two routes. Now, that doesn't mean that it's entire, you know, bus that's going to be done. It might be in a tier that could be changed a little bit. So, you either have a single tier. That means there's one bus that runs either the high school back and forth or you could have a double tier or a triple tier. Triple tier is what you want. So, then that same bus is taking high school kids and then it's
157taking middle school kids and then it's taking elementary students. That is the most efficient you can be. If we had more than one bridge, we'd probably be even more efficient, but we have some limitations. Um, and then the other one is achieve less than one accident per 100,000 miles. We did not do that, but I go to any accident that has students involved. So, I'm there as a district um person. And really, we had three of those. So some of these accidents are well could be a bus hitting another bus like running in the back of them or a car backing into a bus. Any type of accident you have to report. So I can say that there was three accidents that had students involved and no injuries, nothing major at all. And then just
158some things that basically some of these projects they're always in progress. route efficiency. You're always trying to make the routes as efficient as they can be. Um, communication with Illinois Central. So, Illinois Central does both our regular transportation and our specialed transportation and we're continuing to try to make that communication as as good as we can get it because if we get the information from Illinois Central, we can get it out to parents quickly. And that's the goal because it's very difficult to talk to parents when they know more information than you do and try to eliminate that as best we can. And really what this is is it's that communication and communication, you know, with their manager to see, you know, what what are they doing with their drivers and do they have enough
159drivers and things like that. So, we're working on getting that weekly update from them. We're not quite there yet, but um you know, actually Tony and I just had this conversation today about some other ideas um to work with Illinois Central on that. Um the other one is is you know, working on some solutions and we're getting we're getting this and it's just basically trying to get more providers um for some of our special needs students and um homelessness is trying to figure out to work with other districts because we're taking students either to another district or they're coming in here from another district. So working with those other districts to see what they're doing and to use their transportation as well. And then we talked about this earlier about the student activity bus. Um
160that is continuing to go very well and it's just really it's getting the word out um more to more and more kids that know that you know it's there. And again like the um like facilities transportation costs are continuing to go up. Um we're in the middle of a contract right now. Um so it's not, you know, pressing this now, but you know, when we have to go back out to bid, um you know, that is that is a challenge. Retention of drivers, you know, once the drivers are here for the most part, you're fine. It's just getting that new group in every single year because there's a lot of other, you know, really it's, you know, it's Amazon, UPS, that's where a lot of the drivers go. Um and then again just you know
161changing enrollments just making sure that we're um efficient in routes. Um again talked about only central being um our only transportation provider as far as for special ed and regular. Um and that's it. Thank you. Any questions for transportation? No. Thank you. You're welcome. This is not a topic that you were presented with last time, but I got really jealous of everybody else getting screen time. So, I asked Tom if I could share some information. Um actually this is something that the public told us they wanted information on and wanted to see us expand our services in the communications and sharing our story with our community. So surveys told us this and they told us that they wanted to learn more about what we do and what is happening within our schools. So, I just
162put a few quick slides together and I thought it would be really nice to land here on our presentation because it's a little bit more pictorial and a little less numbers. I think Tony's now going to put the cameras on me instead of leaving it on the uh presentation now like I was hoping to do. Um, so priority two, foster inclusion and belonging, engagement through storytelling. We're trying to get um more information out to our families and one of the ways that we thought that we could do that is through increasing our posts and our social media. Of course, as you've heard in some of these other presentations today, the communications department is a lot more broad than just this and but I thought that this would be a good place for us to start
163in sharing some information with you about what we do in our in our department. So the as you can see from this quick graph here is that the number of posts that we did in the um 2025 school year versus the 2024 school year um almost doubled uh on Facebook and tripled on Instagram. Um those are two main outlets in social media. Um, we use Twitter at times, but it's more just to share some of the stories from within our buildings. If we see something that's going on or is uh getting a lot of traction, we will share it out. Um, Twitter and through speaking with other communication directors throughout King County is a challenging place to get factual information and keep it clean for our families to continue to engage with us. So, we
164have eliminated that from being a a main point of our outreach to our community and have focused on Facebook and Instagram. And you'll see that the results have been very positive. So we have seen growth in our followers uh on Facebook and Instagram of of course more a higher percentage of growth on Instagram because we have become far more active on Instagram. So we're getting more attention. Um and then content interactions and the print is very small there but that's likes, comments, shares, saves. Um how much people are actually not just seeing but doing something with our posts. Um on Facebook, we saw a huge increase of that. Um again, about a seven over 7,000 more interactions this year than last. Um and then on Instagram, again, we have tripled the amount that we were
165putting out there and we've tripled the amount of interactions that we are seeing as well. I thought you'd want to see some of those high performers for us. And of course, Craig is going to be super proud that the uh highest performing or the top performing um post on Facebook um is of course the marching band and their successes um winning first place out of 10 bands in the class 2A best general effect in class 2A. Um so you can see there that we had uh a lot of performance on this from 400 likes or loves on that uh 17 comments and when people share our posts that reach becomes far more which includes kind of in that metrics of how something has become a top performer. Um, and on Instagram, Tom's really mad that
166I talked about this, but a weather related post was actually one, uh, that people reacted to the most. Um, because people want to know if we're going to have school. Um, so down. Yes. Um, there's and and it's very the is a lot of reactions can be very polar. Some people really like when their kids we are opening our schools for their kids to come in and some people aren't really happy that we are making their kids stand out at the bus stop uh because we make them do that. It's not a choice that they can make but they can also choose not to send their kids. But this that's a very again Instagram is very picture. We try to do the best that we can to stay on brand with all of our posts.
167Um, and so you'll see that if you follow along with us, and we'd appreciate it if all of you did like our Facebook and Instagram uh pages and follow us. Um, but the most liked, so that's just that one metric um was you'll see that uh we're very proud, our community is very proud of Rachel Agro who designed the community flag and then we did a highlight on her actually making that mural within the halls of Betavia High School. So, um that was 587 likes um on that post on Facebook. Um but the homecoming parade, again, very pictorial group, um saw a ton of positive comments and likes. Uh 251 likes on our homecoming parade slideshow. So, that's what I wanted to share. I wanted to kind of close out today and so I put
168my own presentation last. Um but uh some sweet pictures of our students and what we do what we do. So um it is thanks to the administration and the board for allowing Amy Nelson to be a part of the communications department over this past year. We just had our uh our oneyear anniversary of working together as a team. um she's the one that's going out get these pictures or soliciting these stories from our families. We also have an awesome summer intern that does a lot of those um celebration posts of the different um groups within whether that it's a um pride month or those they do all of those graphics for us. We're giving credit to them for their work. So um we're very proud of of these changes. There'll be more to report again
169in the future of the other things that we're doing to storytell um the great things and some of the things that we need or we are going to be working on uh moving forward with our district. So that's what I have. All right. So board um great questions. Appreciate all the dialogue, the interaction. Um that is your your one's first attempt I guess at satisfying what the strategic plans call for in terms of accountability reporting. Um so that that is um almost a year in wrap for fiscal year 25. Um and I think as we move forward you see that we you've heard from our buildings our principles and their SLT leaders and then you're hearing from us. Um, I think probably the best way to summarize it is we have a lot of good
170stuff happening, a lot of good work happening, but also realize that there's more to be done. And I think there's a, you know, there's really good dialogue about like some questions that are are hitting some of those targeted areas that we're talking about. Um, and so that's the work that will continue. Um, as we move forward, one of the the comprehensiveness of this presentation I think really is fitting based on the budgetary conversation we had last night with the board um that Tony walked you through. Uh, because if you look at your charge at per your own board policy and board governance, that's what the $130 million plus operating budget of this school district that you approve for us encompasses. everything you saw tonight, right? And then some. Uh, so that's the interview. I guess
171I'll turn it over to you, Craig. Um, does anybody have any other final questions or comments? Just thank you for the presentations. That's a lot of information. You answered a lot of questions and details. So, appreciate everybody all the hard work went into putting that together. Ditto. Ditto. Ditto. All right. All right. Um, unless there is anything else, I will entertain a motion to adjurnn. So moved. So moved by Katie, second by Raquel. Uh, the all in favor? I opposed. It is now 9:19 p.m. and the meeting is adjourned. Thank you. Thank you everybody. Questions guys. If I don't see you or talk to you,