Board of Education Meeting October 16, 2025

001and progress monitoring, frequent platform and grading system changes, limited planning time due to meetings. Teacher emphasized the need for more consistency, fewer assessments, and clear grading expectations. Um, I'm going to go through all these and we'll talk through kind of what we're going to do from there. Grade three through five, uh, standardsbased grading, creating create. Oh, hello. standardsbased grading creating confusion and added workload. Weekly PLC meetings and redundant data entry. So to clarify a little bit about the weekly PLC meetings, there's a a built-in plan time that we have that's about 50 extra minutes at middle at elementary school. So that's wouldn't we utilize that PLC time. So that's there there's time that they I think would like to have that instead of PLC's where they can plan that way. Uh too many district communications

002and unclear expectations. Teacher request a clearer district guidance and streamlined reporting process. Middle school summary flex time and SST scheduling inefficiencies. Too many new initiatives and lack of curriculum stability. Disproportionate workload across teams and subjects. Ongoing behavior management challenges. Middle school teachers advocated for simplified scheduling, stable programs, and consistent support. High There we go. High school summary. Parent teacher conferences viewed as outdated. Technology issues reducing instructional time, administrative tasks, and repetitive professional development sessions. High school teachers recommended modernizing conferences and improving technology support systems. So, there is a ton here, guys. There is a lot of stuff for us to pour over. As a leadership team, we've already started looking at this. Um, the the big over overarching thing I think you can read from this is time. People keep saying they want time. Um,

003they want some more clarity on some things that we're doing as well. So, some of the examples that we're looking at, you know, the November PD day is supposed to be a full PD day. We're looking at, you know, how can we possibly work through that with professional development and then allocate some of that time for PLC where they can work and collaborate in their district PLC times instead of just doing straight PD. So, we're going to start exploring those options. We've looked a lot already at the assessment programs. Um the elementarymentaries and and Katie you'll get into this, but a lot of it's just statemandated assessments at the elementary level and there's there's just not a lot there. And we continue to live in an environment that's test test. And so she'll acknowledge all

004of that. She'll go through what are the required tests that we give at the elementary school. If there's any not required, she'll talk through what that looks like. Um, from our end, again, really looking at this, we're going to expand out what we think those issues are. We're working, we've talked a lot to the WNEA already about what are some areas we think, how can we adjust. So, ultimately, right now, I don't have great answers for you other than we're pouring over it and looking at all this data right now, which is what I think the intent was. Um, I I've got Becca in the audience. I think she'll acknowledge that we're definitely talking what can what can be done, what can we take. we recognize more and more is being put on people and

005less and less time to do it. So for us, that's really the focus point. So trying to value the time and make it valuable. PD is a good example of if we can do half day PD and time that way, we'll start looking at some of that stuff too. So Katie, I'll kind of digress and when you pick up on your program eval, you'll kind of hit some of that stuff, right? Okay. All right. That's really kind of the summary that again a high level executive summary of just what the the data showed us. So, we received an email from a community member, and I don't know if if the NEA can weigh in on it or not, if it's a um popular thing with teachers, but uh compartmentalizing at the elementary level, third through

006fifth, where one teacher in the team will teach science, one will teach social studies, one will teach or two will teach different levels of math, and the kids will kind of rotate, and then they have their home room for their ELA or whatever else it is, something like that to help the teachers. They're not planning for five, six different subjects. They plan for their core and their specialized subject. >> I would say I think that's definitely something we would talk with the union about. I also think you we would want to dig in and do some real research. I've been in districts where we've done that. I've had some people say they really enjoyed it and it worked well, others that didn't necessarily think it worked well. I don't know that you saw a huge

007uptick in assessment scores. Um, that being said, usually it occurs either fourth and fifth grade or just straight fifth grade is kind of a transition into middle school. Part of what we're also looking at is schedule in general. Like what do we want the schedule to look like? Is there ways that we can increase the schedule? You know, one of the things in middle school is SST, which is that student support time. Is it effective? Are we utilizing it effective? If it's not, would we be better off putting students more in front of teachers, more class time going back that way? So there's a big study that's going on right now that we, you know, we've got meetings going on about that, looking at proposals that we will actually bring forward when it comes time.

008So I think that would be in that same vein. Um, it's definitely not something I'm opposed to, but I I'd really want to get some research and some opinion from the actual people doing it to see what their thoughts are. >> Did you need to add anything, Katy, or did I hit it? Okay. Thank you. And thank you to the very quick acting teachers who were happy to provide their feedback. All right. Next up, we for new Oh, no. North >> old business 12.2 North Point Campus Road meet. >> I believe it was director Hinky talked about it. We actually have two roads that need to be named. There are three roads there. One of them they've affectionately called Grizzly Way this whole time. So, what has to happen? I actually dug in with the

009city to find out how do you even name a road because I didn't know that even though it's a private road that still has to be run through city guidelines to do that. So what I'm proposing is we do basically a survey to anybody that's in the North Point community since it's their campus. Have them provide suggestions. We'll take kind of the top group of them and bring them to board and we'll vote on what we want and possibly have that for November. And then from there once the board decides what they want we'll do like a first selection, second selection, third selection. There'll be some criteria I put in place. For instance, it can't say saint. I didn't know that, but you can't have a city road that has the word saint in it.

010Don't know why. You just can't. I'm sure somebody will tell me why, but that's one of the criteria that I was given when I found out about it. So, we'll ask for that. We'll get that feedback and we'll bring them back and then we'll pick our top three and then I'll submit them to the city and they'll go from there. And once they're approved, we'll name the roads and put some street signs up. >> That sounds good. That's kind of what we've done in the past. I do like Grizzly Way though, so I think that's cute. >> I I kind of made an executive decision. I'm just going to tell you since they've already been calling that main road that Grizzly Way, we're just going to submit that one. So, it's the other two I

011was looking at. The one that's in between Reach and North and North Point Middle and the one that's behind North Point Middle on the um and North Point High School over there. Those are the two that need names. So, >> great. Thank you. All right. Now we'll move on to new business. 13.1 Academic Service Program Evaluation All right. Hello everyone. We're excited to be back year number three for our program evaluation in the fall. Um I just want to take a minute to recognize my team. They are all here with me tonight. Um, it is without these four, um, I we would be nothing. What's wrong? Are you waving at me, David? Oh. Oh, okay. Sorry. Um, I I just want to take a minute and thank them. Um, genuinely from the bottom of my

012heart. Um, they are like my left hand and my right hand. Um, and are there at the drop of the hat whenever I need them. Um, I'm fortunate this year to be with them at Berry Place for a portion of the week. um kind of in the trenches with them and seeing all the amazing things that they're doing. So, a huge kudos to the four of them. Um they really um make this job a a very pleasant one. So, thank you. Um real quick, I would like to just kind of recognize the rest of our department. Um we have uh instructional content leads, we have assessment coaches, um one who is here with us tonight. Um we have an intervention content lead within our um department. We have two district math coaches. We have six

013content leaders that are oversee our curriculum um access a success ready content lead. Our gifted and enrichment specialist is with us at Barry Place this year. Um we have three student data specialists that manage all of the data. Um currently we have two. We're hiring another one. So if anyone's interested um they handle all of the data in regard to attendance. um everything that funnels through focus, all of our integrations, all of those things. Um through our department, we have a federal program specialist that manages all our title funding. Um she's amazing and then our administrative assistants that really keep us all afloat. Um I'll be quite honest. So, um additionally throughout the district directly, we support seven literacy coaches at the elementary level. Um we have 30 reading interventionists that we support, 13 gifted

014teachers, 13 ELLL teachers, and 20 librarians that work throughout our school district. So those departments mainly we um plan for and facilitate some of that learning for them um and their departments and and we are very grateful for all the hard work that they do day in and day out for our kids. All right. So our um program evaluation we switched it up a little bit this year. We are tying everything directly back to our CIP um which is the work that we are doing on a day in dayout basis. So you will see our four CEP goals in the area of academic excellence and then within that we address all of the action steps which can be found on appendix 3 in our school improvement plan. So we are addressing our progress towards those

015goals, the things that we're doing um to achieve those and um we'll kind of go through those four things and we'll take questions at the end. Um our first goal in um our program evaluation is centered around attendance and engagement. Um our growth from last year to this year is about 1%. We were at 90 about 97%. Um you will receive these type of slides that have the goal information on them for each one of our individual buildings moving forward. So, they will report out on attendance. They'll report out on um things they're doing in curriculum. They'll report out how they're doing achievement wise to you. And then they will report out um the secondary schools for college and career ready. Um so over the next few weeks and staying on board, they've all created

016their own slides. And so you can see how that then applies to them, what we're doing at the district level as well. All right. So for attendance and engagement, um we're going to start and talk about the BTAP program. We have about 99 teachers currently right now who are in our beginning teacher assistance program. Um year one and year two teachers. Our beginning teacher assistance program and mentor program is an intensive two-year program. Um we begin with building administrators pairing first and second year teachers with qualified mentors who provide curriculum guidance and support during the foundational years of their careers. Um, in addition to this one-on-one me mentorship, the academic services department enhances professional growth through quarterly meetings that they meet with those teachers and personalized coaching cycles. Um, we partnered alongside Lynwood University that

017the mentors and the mentees are also able to um gain graduate credits through Linenwood um to complete additional coursework. So, kudos to that group because they they're a hardworking group of individuals. They are also the group um that joins us for the new teacher summit at the beginning of the year as well. Um in our school improvement goals, each building was tasked with writing an attendance goal. Um during our administrator retreat in the summer, we take the time to come together with our administrators and reflect on the data that we have regarding attendance. Um this allows all of us to have sitdown meetings with every single building to talk about their school improvement plan. um and to talk about the progress and the goals that they want to set in the areas of attendance. Um

018so this kind of just gives a few examples of some of the things that they're doing at the building level to address this standard and this action step. One of our other action steps um centers around student mentorships and advisory groups um for engagement in our buildings um to keep keep kids motivated and make them feel like they belong. Our student lighthouse teams play a vital role in integrating students input into the planning and execution of school and community events. Um, participation in these teams provide the Wville school district students with valuable opportunities to strengthen their leadership skills, have a sense of ownership of their building where they're coming to school every day and of their community and build relationships with each other, with the staff, with community members. At both the elementary and the

019secondary levels, student lighthouse teams collaborate with staff to res to review MRA data. Um they pinpoint specific areas of strength and of growth and then they develop and execute strategic action plans to support students, staff and community in these areas. They continually are reflecting on their progress. um their action steps often include planning and sponsoring family events, academic initiatives within the buildings, leading school beautifification projects, and coordinating community initiatives. Additionally, our secondary level teams apply their leadership skills and knowledge to partner with student groups within their building to create engaging learning opportunities and enhance student belonging and connection throughout the building. One of the other ways that we keep our staff engaged is through professional learning. Um, we're constantly working to enhance learning of and experiences for teachers while finding the balance of not putting

020new things on their plate. Um, we're continuously growing our staff and our students and taking feedback data along the way. Um, what you see here is a um, chart. This was our September PD day. We led 42 unique PD sessions throughout the district. Um, and right in the middle or the red is the highest number and I believe it was good and very good for um, current and relevant um, content that they were learning about. Um, all of our PD is led by our teachers. We we lead all of our PD by our staff, our lead teachers, our teachers, our content leads. Um, and we bring in outside people as well. And so September was a success. We had a great day and we look forward to November and some of the adjustments that we're

021trying to make there. All right. We have four technology coaches throughout our 25 buildings and they work to support all of our digital resources and learning management systems in 1,745 classrooms throughout the district. Um they work alongside our teachers and our students. They manage our privacy agreements and have a unifi they've unified our Canvas experience for families to help engage them more so families are getting a unified experience when they sign into Canvas. um and to make to ensure that things are accessible and that everyone can access them. Buildings have established action teams within their buildings in conjunction with their school improvement planning. These action teams align with three areas: leadership, culture, and academics. Each team sets specific goals as a team alongside students and student groups to align the work throughout the building. [Music]

022In the area of attendance and engagement, we are constantly looking to improve in all areas. And in the area of attendance engagement, we will continue to research effective communication strategies with our families um through focus and ways that focus can support us uh to help increase our attendance percentages throughout the district. All right, on to goal number two. Our second goal is to review and approve curricula on a six-year cycle. Um, and that we want all of our curriculum to be updated from 34% to 100% within that six years. Um, this is a slide I think that you guys have seen before. Last year we had 117 of 325 courses complete. That was 34% of our curriculum. And this year um currently we are at 170 of the 325 complete which is 52% of our

023curriculum. So by the end our cycle is a six-year cycle. So by the end of those that our school improvement cycle we should have all 100% of our curriculums updated which is no small feat. Um the complexity of this goal is what keeps us moving in our department. Um, we balance the urgency to update curriculum, not to overwhelm with curriculum, um, as well as the continuous need to constantly stay up to date on the latest standards, the newest standards, most current learning practices, and the needs of our students and the needs of our community. So, this is kind of just an overview that we've updated 176 curriculums since two since 2020. Um, we're on a six-year cycle. So, by the end of our school improvement cycle, those ones that were done at the beginning will

024start coming back up for review and phase one. Um, so we're working continuously to close that gap of outdated curriculum. 40 curriculums will come to you this year by spring. By spring, right? Um, and we've also um worked to increase our CT offerings throughout the district K12. As a district, we have been hearing from teachers and listening to teachers and we are working to streamline our assessments um throughout the district. Currently, we have several common assessments within the district, but we don't have one central location that provides teachers with easytouse data to drive instruction. So for several years we've been investigating platforms that can provide this for us that we can input assessment into that teachers can create common formative assessments that we can have assessments as the district that we can see how we're

025doing in regard to the standards that we're teaching. Um and we begin our training in the upcoming weeks with Mastery Connect and we look forward to providing those updates for you this year. Um so this gives teachers an expert built standards aligned classroom ready content created assessment. um it's fast for them. It aligns to our standards. It aligns to our curriculum. Um our long-term goals would be to create common subject assessments that we look at at a district level. Um and we have department assessments then that PLC's can access and they know exactly what they're utilizing throughout the process. It is essential that we continue to learn as a school district and ensure that the effective sustained implementation of our curriculum and resources through professional learning. Um we look to grow our teachers in all

026that we're doing in the Wville school district and collect and connect our learning to what we're learning to our teaching. Um we leverage our own internal experts and we embed those skills within their job to strengthen fidelity across key initiatives. Some of the learning that has taken place this year at the elementary level has included letters training. We have two cohorts of teachers who who are deepening their knowledge in the science of reading. We're able to do that inhouse because we have our literacy coaches trained as certified letters trainers um to ensure job embedded support. So they are able to teach our teachers and they are able to work alongside them in the classroom directly with the science of reading. We also work with our dedicated curriculum teams every year to ensure that our instructional

027materials are aligned to the curriculum, the assessments, our proficiency scales, and any supporting documents that are constantly reviewed and updated. So when a curriculum is comes to you for approval, it doesn't just okay, here you go. It's on the shelf, here you go. Those teams are constantly meeting to see is it lining up? How is the pacing going? What does the scope and sequence look like? What are we having troubles with? what are we doing really well in? Um, so those people are constantly coming back together to determine what changes or modifications need to be made. We have been very intentional this year about moving a portion of our curriculum development to the summer months as so um teachers can be in front of kids during the school year. At the secondary level, they've had

028the opportunity to visit off-site locations to learn from industry partners. Um we have done a lot of training within our resources and we have a handful of secondary teachers who are attending um the Aspire training which is the secondary level of letters training um for science of reading. Secondary curriculum teams meet regularly to focus on professional learning and to share information through their PLC process. So those are just a list of of just a few. All right. areas of growth in um in this area for um curriculum and evidence-based instruction. Um this work in this area never stops. So this is something that we are going round and round about all the time. Um our curriculum and instruction will constantly evolve. We have a solid process um for continuous review of our curriculums and resources

029that we're constantly evaluating as a team and making sure that it's working for where we are in in the in the process. And we adjust as needs change. Our goal will always be to ensure that we have a strong tier one instructional program so that all kids are being exposed to that strong tier one instruction um and that we're meeting the needs of our learners and fostering student success. All right. So the next area that's a lot on a slide I apologize. Um our next goal is achievement and growth. This is a slide that we've also looked at before. So in our school improvement plan, our goal is to be at 400 is our target um in the area of ELA, math, science, and social studies. We also have another portion of our achievement goal

030that addresses growth. Um and we measure that through I Ready, NWA, and MAP assessments. We do not have all of our growth data. The state calculates that for us. So when we have our APR um presentation next month, we will have our growth calculations. Um but we do have our achievement calculations now. So a designation of target means that we have a score of 400 or above. That is the goal. 400 or higher. We are at 400 or higher in all areas this year. This is a huge celebration for us. The most significant jumps for us this past year were in math and science. We moved from ontrack to target designation in both with our growth in math taking the largest jump from 397.9 to 407.7. That's that's a big jump. The MBI, the numbers

031that you see up here, looks at student test scores and figures out exactly where they fall within one one of the proficiency levels. It gives a number that shows how close a student is to mastering every skill in that level. For example, a student who's proficient will have a score of at least four. The decimal part of the score tells us how close the student is to reaching the next level. So, if they have a 4.8, they're close to advanced. If they have a 4.2, they're just they're lower in the proficiency level. So, it's a much more detailed and accurate way than just saying that a student is below basic, basic, proficient, or advanced. Our overall MPI has continued to increase since since 2022. We have moved from on track to target. So like our

032school's GPA, our overall MPI in all areas. We have moved from 396 in 2022 to what we are currently at 403 in 2024. In I Ready and MAP, our overall proficiency scores rose while we saw a little bit of a dip in our I Ready growth scores. This stretch growth score is one that we are really digging into this year and we added that in the bottom two boxes. This tells us how fast students are actually closing gaps. So when you see stretch growth being met, that spans typically over three years of of closing gaps. Our first action step in the academic ex in academic excellence is to h enhance and evaluate tier one practices. And that's kind of what we talked about in the curriculum section. And so now we're going to move into

033um some of the tier 2 and tier three learning things that we're doing within the district as well. All right. Um while we strengthen our tier one instruction, we're constantly looking to improve in tier 2 and tier three um in our instructional methods as well as to meet the needs of all students. We've continued our work with our comprehensive integrated three- tiered model of prevention, CI3T, um by refining and implementing our plans, embedding resources within them that teachers have access to meet the needs of students in their classrooms. And we also have designated time at all levels for intervention to take place and a process at all buildings for teachers and staff to identify students who are struggling. Our focus this year must remain on moving from the foundational discussions of what students should know

034and be able to do. So in our PLC's, we talk a lot about we know the standard. we know this is what we need to be teaching and we're really shifting to move those conversations into how do we know that they've learned it? How can we ensure as teachers that we're all on the same page and we know what is expected of the standard and what does the data tell us and what does that mean for our instruction in the classroom tomorrow. It's an ongoing process that our PLC work fosters. This brings us to one of our avenues for identifying who needs tier 2 and two tier three instruction and what we're doing about it. As you know, RSPS took effect three years ago. It's a acronym that we say a lot in the Wville

035school district. Um, and so we kind of broke it down to some of the things that we're currently doing at the district level, the staff level, and with our families. So, at the district level, our 2526 plan really addresses that our academic service team continues to join DESIE's live virtual calls each Thursday to stay up to date on our students, teachers to get the most up-to-date information for our students, teachers, and administrators. Um, our academic services team is currently working on step two of Missou's read, lead, and exceed step to success series. We're developing step two of our comprehensive literacy plan, and that will come to you next fall. with our staff. We provide each teacher and administrator with detailed timelines to ensure that we are in compliance with Senate Bill 681. And we have

036a timeline for grades K5 and one for 67. We do use the state approved what? Oh, sorry. Oh, I said it, didn't I? Darn it. >> My kids will be so disappointed in me. Oh, yep. Good one. Okay, we do use the state approved assessment, which our state approved assessment is I Ready, the I Ready Diagnostic, um alongside the literacy task through I Ready to assess foundational literacy, dyslexia risk, and overall reading proficiency. Our literacy coaches and the academic services teams participate in data team meetings for students who are identified that qualified for RSPs. They worked with with buildings to analyze data. They helped write plans. They determined monitoring schedules for students. And it's so important to note that when we talk about reading success plans and when we look at the numbers here in

037a minute, that our teachers work their tails off to follow the timelines to get the data submitted on time to choose meaningful goals for kids that align with exactly what they need and to monitor and ensure that kids are making progress. Kudos to them because it's not easy work and they're doing it every single day and right now they're in the thick of it. So if you see a teacher, hug them and just say RSP. They'll understand. The academic services team also worked in collaboration with the literacy coaches to support um tier 2 instruction by providing interventions and an intervention and progress monitoring tools for our teachers. For our families, we notify the families of students who qualify for a new RSP in grades K through five and we are and who are continuing with

038their RSPs in grades 1 through 7 or are exiting from their RSPs in grades 1 through 7. Reading success plans will be shared with families by parent teacher conferences. Okay, so I'm gonna show you some data here. Um, and we were kind of on the fence whether we were we wanted to show this or not because it it's really a lot deeper than just like a twominut presentation. Um, when you think about some of these numbers. So, I'm just going to give you a few things to think about when you look at when you look at these numbers. So, these numbers represent new qualifiers of RSPs within the last three school years. So we started in 2324 you see 2425 2526 [Music] from 2324 to 2425. So those first two years we increased by about

039730 students total with an RSP. So you can see that number down along the bottom of 1,616 to 2348. This year from 2,348 to 2647, we only increase or we increased about 326 students with an RSP. Now we did qualify far less this year. However, kindergarten does not qualify until November. So that's a disclaimer. um it will be higher than that, but if we go by our kindergarten numbers, we could potentially see less qualifiers this year. Now, this data is tricky because it does have kids that move out and kids that move in. Um, and it's it's real interesting that way. So, I just kind of want to give you that disclaimer there. As students age, also, it's important to recognize that they can qualify in more areas. For example, um kindergarten can only qualify

040in the area of phmic awareness, but then when they get into first grade, we can qualify for phenemic awareness and their Lexile level and then it just continues to build grade by grade by grade. So it it's not a bad thing that if a kindergartener we master phmic awareness and then we qualify um with Lexile level the next year then we're able to apply those phmic awareness skills within their Lexile level and hopefully work to get them off the RSP. So it truly is meant to be a a remediation cycle with these kiddos and really dig down into the instruction that they need. notice too um and you won't see this everywhere, but we do not age children out of RSPS. So, by law, we are required kindergarten, first, second, and third grade to service

041kids with RSPs. We service through seventh grade um if they haven't come out the come off their RSP. The only way they're able to come off their RSP is not by graduating grades, um is by testing out. Um, so the RSPS continue to um follow the students as they move throughout school. If they don't test out, you will see that this year we're through seventh year, seventh grade. Next year will be um through 8th grade and currently we're really working with middle school teachers to wrap their brains around supports that they can provide for students because this is different than some of the work that they've ever done before and they've been wonderful about it. It's important to note also that in order to exit, a student has to be proficient, completely proficient within the

042score range, not just above the at risk cut score on two consecutive diagnostics. Proficiency must be met in all domains that could qualify them for an RSP, including all their offline tasks in grades one through five. For six and for grades six and seven, we use nationally normed proficiency percentiles. After their first proficient diagnostic, we remove the intensive intervention. So, we take them off of their intervention if they tell us that they're on grade level. Um, this is a really critical step to test students ability to retain and apply the new skills with reduced support. So, we watch them, we see if they can do it. while their intervention is paused, we don't stop monitoring them because we want to know how they're doing. Um, and so there's still progress monitored every three weeks. It's

043an ongoing check and it's designed to ensure that they can maintain in the gap between the first and con second consecutive diagnostic test. If they're not able to maintain profic proficiency, then they they resume intervention. So, it's like you let them off for a little bit, you try some things, you monitor them, and then you decide kind of what the next steps are. Um, this ensures that we're just not prematurely removing kids from supports that they need. But we are allowing them the ability to try um and to be exposed to that. Our goal is to have 80% of students learning and succeeding with just tier one instruction. So all of those things we talk about our curriculum and our standards and everything we write to a grade level. Our goal is that 80% of

044our students are proficient at that level. Um currently we're at about 76% of our students who are able to perform at that level. So we know that we've got some work to do there and we are working on that every single day. We've exited 303 students in grades 1 through 7 and currently we have 235 who are being monitored on tier 1 instruction that if they have the diagnostic score and get through their monitoring this semester, they too will be released um in the winter. So, we will definitely report back out and celebrate that hopefully. That was a lot of information. I know. I'm sorry. Um, curriculum teams have worked tirelessly to create clear success criteria for teachers so they know exactly what they're supposed to be teaching in their classroom. Um, it's important that

045teachers know and understand their grade level standards that um they know clear mastery levels and that they can use proficiency skills to assess where kids are in the learning process. Um, we target instruction, we maximize instructional time um by using scope and sequence and pacing guides. So, we're getting through content throughout the year um and addressing students needs at every level level through proficiency skills, assessment data, formative and summitative data directly informs our next steps. Um we look for kids who have demonstrated and we look to accelerate student growth um within our standards mastery learning. Speaking of standardsbased standards mastery, we're going to talk a little bit about standardsbased grading. So this is something I know you guys have seen a lot of information about this. Um this kind of shares with you the journey

046that the Wville school district has been on about report grading and reporting. Um and so it goes all the way to 2011 down to 2024 um to last year. Um, our curriculum teams um created and shared standard aligned proficiency skills with specific learning targets and common assessments for um instruction and assessment. This year um this year we worked to launch um clear communication to families. I believe we have more going out here within the next week or so. Um we are really excited about report cards um and what parents are going to see within standards and the reporting practices that teachers are working really hard on. Um we had teacher training um last spring. We did some one-on-one and small groupoup PD. Um we also have we had summer options this summer um and did

047some grade level PD. We visited every single building. Um Katie was in every single building this fall working with teachers um and content leads have made themselves available to go over standards and expectations with teachers so that um they were not led astray. Um along the lines of standards, um and I know we've talked about standards a little bit as a group. Um we really are working through our PLC cycles and focusing on how our kids are performing on standards. Um, I'm going to show you a slide next that has a breakdown um that our assessment department has created for each individual building and each individual teacher um that tells us how they're performing on each standard. So, this is a general one. It's a generic one that we created so you can have an

048idea. Um, but this is the work that our teachers are doing um on a daily basis. So, this is a little different than something we've ever done before. um our assess assessment department takes every single standard within our um MA within our uh grade level assessments and our EOCC's. They break it down by standard and they tell you by teacher where teachers are performing within that standard. They tell them how those teachers then compare to Wville school district as a whole. We also compare to other districts within the area and then other buildings within our district. So, we're able to look at if I'm a teacher and I'm struggling on 3R1AB, who isn't that I can go talk to and collaborate with to try to get help. Um, so this is just some of the

049work that's being done on a daily basis for our teachers to really dig in to their performance. Um, which is why it's so important that we're working with common assessments and assessment platforms so that we're not getting to the end of the year and seeing this data, but that we're seeing this data throughout the year so we know that we're continuously making progress and that is no easy feat. So we have areas of growth in um in the area of academic excellence. We are constantly talking about areas of growth. Um, our first one is achievement. I mean, we we want higher scores. We want to have better achievement. Um, we think that deeply an analyzing data this year. Um, shifting from focusing on what our scores are to why our students are doing what they're

050doing and learning kind of the caveats of that. Um, and then why are kids doing well and why why are kids struggling with some things. Um, we also are looking at ways to identify how we can intervene through the entire year. So, we're not just waiting till the end of the year to get that data. In the area of academic achievement, we are always growing in professional learning. It's at the heart of what we do. Um, our goal is to go deeper into the learning and what we are already doing. Um, and not continuously add more. We want to go deep and not wide. Um, and so that's something that we constantly talk about. What can we take off? what can we take off people's plates so that we can do a better job of

051of what we're supposed to be doing. We must do better in uh the area of PLC's. We must go deeper into our thinking with PLC's. We must go deeper than um moving we we got to move away from question one about what our students know and be able to do um and go into the mind shift that PLC's are not just one more thing but those are the thing that are going to help get us to the next level. um and that ultimately they lead us to a better understanding of our standards, our teaching practices. Um and as a result, our students are able to achieve. We need to get better in the Missouri learning standards. Um this goes handinhand with everything we've talked about today. Um we need to know our standards. We know

052need to know how our students are progressing in our standards. Um not just when we assess given assessment, but every single day when we're teaching and and talking with them. Tier two and tier three instructional practices need to be firmed up. Um that is something over the last few years we've had a lot of conversations about and we are all in agreement that is that that is a constant um body of work that we are doing. So we are working to align and to tie tier 2 and tier three resources into curriculums um so teachers have a place to go to support if kids are struggling. Um, also we're working in the area of academics um on goal setting that feeds into our school improvement plan. Every building should know how they're progressing in their

053school improvement plan that is feeding the district's school improvement plan. So, it shouldn't be a surprise. Teachers and students are setting goals with specific action steps to give a clear path to success. We're going to be busy. All right. So our last goal in the area of academic excellence is um centered around college and career. Um this looks at four different components. Um ultimately like our other goals, our goal is to be at target for all of these areas. Um so we our first one is grad follow-up. We were at 91.5 last year. This year we're at 92.2. The target um to be at the target to be at target is 90%. Um, grad follow-up is graduates who meet one of the five categories when they leave us. So, they go to college, they go

054to trade or tech school, they're employed, they're in the military, national service or serving like community service, peace corps type of work. The next area is CCR. The target is 71.5. You can see that we are at 49.5 and approaching. Um this is um the uses of student achievement on various assessments. So this is ACT. I know we have ACT going on tomorrow. Um some preACT going on tomorrow. Um and our college and career readiness score. So we have ACT, SAT, ASVAB and work keys. And we are working with our students over the next few weeks during day of week of testing um to get those things done. Um advanced coursework um is is another component. The target here is 47.8. 8. We currently are at 61.6. We've grown from 58.3. Um this is the

055proportion of students that we have passing advanced coursework. Um career training or other other college and career preparedness experiences. Um and then our last one is success ready and we get those that is um our career tech at expansion and we will know that next month when we get our APR. So just a few things under college and career. One thing that we focus on with college and career is the IAP, the individual career academic plan. Um, that's us sitting with kids and making a four-year plan. Um, it is required. It's one of the things that we're doing um and honing on the things that students have to do to be DESIE compliant. Um, they also need a forum for their transcripts, to develop resumeums. Um, the last couple years we've used Zello to teach

056a few lessons to become acclimated to the programming. We're now kind of taking a step back and just kind of looking how we can incorporate it for the DESI required things um and how teachers can access it a little bit differently. Another really exciting thing in our action steps that we um are really love in the summertime um is our teacher externships. So these are all grant-f funed opportunities that we provide for our teachers in the summer. Um then they take the learning and they create project-based lessons for their kiddos that integrate into our curriculum. Uh many lessons connect students with community partners. Um so our teachers are able to go out into area businesses within the St. Charles um county community um across a wide range of industries and then bring that learning back

057for our students. Um our community partners and career speakers. Um we have um several team members um of ours that attend Chamber of Commerce meetings that are forming relationships with area businesses. Um they we work through parent and stakeholder engagement to provide internships and job shadowing um and be part of the CTE. We have our own CTE advisory board and we're expanding now. We'll be part of um the St. Charles kind of county CTE advisory board um to partner with districts to be able to kind of expand our reach um throughout the county. Um, so we're really excited about that. Um, for this slide, so this kind of is just an overview of just some of the different career teched um, future ready student things that we have going on. It's very exciting. Um, so

058we have five CTSOs. So that's our career teched student um, organization. So that's like our TSA, FFCCLA, DECA, FBALA, HOSA, all of those things. Um we have 143 industry recognized credentials. Um and we are looking to expand that. Mark is very excited about that. Um this is some of our like Adobe certified professional um certificate um credentials, Microsoft Office Specialist, computer science opportunities. Um they can get them in family consumer science, fashion design. Um we also have some students that pass the desi subsert and the par profofessional exams. Um so those are all industry recognized credentials that they can go and use pastville. Um we have 27% of the we make up 27% of the population at Louiswis and Clark. Um we have four SEC partnerships are welding CNA farm techch um and industrial career

059explorations. Um and we have 255 stackable credentials which is like our serve safe food handler. So, all our culinary arts 2 students um and they can use that then to get management level jobs or get extra pay in the in the culinary industry. All right, I'm almost done, I promise. Um so, one of our action steps, um and this um happened last year and we've talked a little bit about it is our registered youth apprenticeship. Um industry partners have partnered with St. Charles County School Districts. Um this is a really exciting opportunity for us um for work experience and apprenticeship experience. Um we provide the related instruction within our coursework. Uh meaning that we have courses that align to the industry standard um through PLTW and through Lewis and Clark. Um all of our our

060way all of our apprenticeships are in the advanced manufacturing and machining um area. Um, and then our students are able to go out and to partner with these companies to get work experience outside of school. We're fortunate that they can do that outside of school hours. Um, right now it's outside of the school day and we are able to do this because we are a nationally registered youth apprenticeship site here in the Wentzville School District. Um, we have curriculum that's being written to a high level of industry recognized standards. Missouri is wonderful in this area um, and provides a lot of this for us. We are so fortunate to be in a leading state for CTE with high CTE standards. All right. When we rolled out um uh our pathways last year, um we had

061304 students who went above and beyond that we recognized at graduation. Um they made schedule changes so they could complete. So, we had 304 students um who weren't originally on a pathway look at their schedule and say, "I want to be a pathway completer." Um they made changes in their schedules um and they graduated um as path as our first inaugural group of pathways completers last year. Um the next thing is um capstone experiences for all. So within our pathways, um our goal is that every student by the time they hit their senior year, um has a capstone that they complete. Um that could be um ex getting gaining an IRC that we talked about before. Um career teched classes. Um we've really been working hard to build relationships with St. Charles Community College um

062and their um regional workforce innovation center and how can we partner with them in the Wville area. It's right in our backyard. Um we're expanding our registered youth apprenticeship program to reach more students. Um we are recognizing um pathway completers and prerequisites to increase higher level programming for AP courses as well. So all of those things are a few examples of capstone experiences that we provide within our pathways. And some of our areas of growth in college and career ready um are um just remaining update the remaining CTE curriculum in family and consumer sciences. So we have some work to do there um by next year. Um CTE Desi announced in October that schools could apply for program approval um in industrial technology program. So that's exciting very exciting for us. Um and so we

063are working to app apply for that approval. Um we're actively working on gathering the required elements currently in the process of that. Um we look forward to expanding our dual enrollment opportunities for kids through SEC um including CTE courses um and inc and increase the awareness enrollment in Wsville um for offering college credits to students um beyond beyond our our walls. So with that I'm done. Yay. It's a lot of information. I know. I'm sorry. >> But I'm happy to take any questions. I have the experts here. So, absolutely. Yeah. >> Our assessment team. We have two people on that team. Jill Clan Smith and Katie. >> And then >> so we so we I say we the royal we they create that information at the beginning of the year after we receive our reports.

064Um and then they share that. So that's all based on map and EOCC data is what the way that we give it to them. So they're given that at the beginning of the year as kind of a dissection from the previous year. >> Okay. And then on 29, slide 29, that CCR number >> that says it's approaching. >> What What does that all entail? Is that ACT you says and stuff? >> Yeah. So that's ACT, SAT, ASVAB, and work keys. >> We're not taking them enough. >> So yes and no. Jill, do you want to answer that? students. And their tests also have that That's where I was going with that. Yeah. Okay. They take >> scores. that they qualify for. five points. >> Katie, I'm going to ask just real quick if if people

065have questions and we want our experts to come up, just come up to the mic so everybody at home can hear it. And then director Way, I'm gonna ask you to use your microphone, too. Not everybody's hearing. I could hear you. >> David, Director Lewis, >> you know, I have a question or two. So we talked earlier in the evening about all the the comments or the suggestions from the teachers to to me going through all this and all the things that you're touching the teachers on with I don't know it's assessments how you look at this how you look at that how you measure all these things does the this amount of data in and of itself overload the teachers and Is all of this needed at a teacher level or are you making

066decisions on what goes to the teachers and what is just used for overall reporting? >> Yeah, that's a great question. Um because that's something that we reflect on all the time is we have all of this information. So what do they absolutely need? So I think a great example of that is the the grid that looked that had like the standards breakdown in it that looked like this. when we get that report, it's every single standard, every question type, every all the things, right? Um, and so what our assessment people have done, just in this specific example, is really tried to simplify that to what do you absolutely need? What do you need to know? Um, we kind of like keep the motto like keep it simple, stupid, right? Like we like tell ourselves all

067the time like just kind of simplify till it hurts. Um, I'm sure it doesn't always seem like that on the teacher's end, but the amount of information that they're processing and deciphering before it gets to them. Um, the other thing is, and and we talked a little bit about this, was not going wide, but going deep. So, really focusing on what are our standards, how are our kids doing, and how are we letting families know how kids are performing um throughout the school year. Um, and so those are some things that we constantly go back to. How are our PLC's supporting that work? Um, how does data support that work? Common assessments go into your PLC's. And so thinking of PLC's as not one more thing, but the avenue to funnel all of that collaboration

068and and success. So that's a good question and yes and yes. >> Yeah, I I can only imagine. It's it's overwhelming just watching you talk through the slides tonight. Um, but I commend you and your team on all this data and finding a way to make sense of it all. Holy cow. Um, last month we and I specifically talked about some of the map and the I Ready numbers and the note that I had from October was that we were going to see an update of numbers with great improvements this month. Are are you pointing to the 400 score slide as where we're seeing the the improvements or is there something else coming that's going to >> Good question. So our so what I reported out on is what our comprehensive school impro improvement plan

069states is our target. So our target is 400 as a school district which is the highest designation that you can get. Um and so what we showed tonight was a growth that we had from last year to this year. Um, last month we looked at some prof some um, proficiency levels is some of the data that we looked at. I believe it was by grade. I think we looked by grade level and by assessment. Next month what we'll be looking at is our APR report. Um, not next month, December typically because it comes out in November and we don't have it by the November board meetings. I think we typically do that in December. Um, that looks at our growth and how we improved. Um, in the next few weeks, the other thing I'll be

070sharing with you is individual building data. So, you can see how is Dwell doing, how is Boon Trail doing, how is Wville Middle doing, how is Liberty doing, um, across the board measured to these same standards. Um, and so that'll show you by building how how buildings are performing as well. So when you say how they're performing um is it something that I could look and say okay here's here's 23 24 25 26 using the same map and I ready measurements that we saw in the files last month or is it something different that I'm I'm trying to understand how do I compare equally? >> Yeah. So on this slide here um what you can see here is we have our designation but then down at the bottom we also have our I ready proficiency

071rates >> right >> our MAP proficiency rates from last year and then we move into this year the only scores we don't have yet are growth scores >> okay but that's a holistic number across all the schools >> correct >> I mean know we >> will you see that for individual buildings Is that what you're asking? >> Well, I see it for individual grades so we can look at what we saw last month in the reports versus this year. >> I can send you that information again. Yeah, absolutely. >> So, it's an update from again last month. >> So, last month we looked at that data together. We looked at I Ready and MAP data. Current right >> I Ready and MAP data. There is no new I don't have any new I Ready or

072MAP data from what we looked at last month. >> Okay. Uh Brian, help me understand. You know, I'm slow in this stuff, but I I I kind of get a hold of it and don't let go too easily. Um your comment specifically to me last month was wait until this month of October and you're going to see great improvements. >> I don't recall great improvements. I recall you saying we're going to see that, but I will say right here is where you're going to see those improvements. And I think what I'm struggling with, we showed you the individual breakdown by grade level. Then you wanted to know what it would look like holistically. So now we're showing holistic viewpoint. So if we want to go back to what you looked at last month, that's going

073to show you the individual breakdown by grade level. And it shows you the improvement from grade level to grade level. I also stated that it's very difficult when you look grade level to grade level because you're not comparing apples to apples. You're comparing the 25 26 version of fifth grade to the 24 25 version of fifth grade which is an entirely different group of people. So really the best way to measure growth is by looking at the cohort data from when they go from fifth grade to sixth grade. That's how you're going to see the growth. the comparison data for what you're looking at grade level was in that information that we provided you and then it was also to everybody in the state and everything else what and as far as what are we

074going to see this month it's it's absolutely this like here's holistically where we're at. So the idea was and if correct me if I'm wrong what you were what you were referencing last month and in the quote I believe that occurred was we we've got 50% of our students who can't read or who are below grade level right >> to which I corrected and said well really you're looking at that differently. >> What what I would say is that's where we got into the ABCDF right >> as opposed to and then you're missing that center group. And then I said at the time like remember the state's now going to put in for this next cycle the on grade level. So what you're seeing here is giving you an idea like for reading specifically when

075you look at the reading success plans that's very detailed data that shows you here's how many kids we have on a reading success plan here's how many we've identified since reading success plans come into play here's how they progressed out of that or how the numbers are increasing or decreasing from that data I would tell you it from a reading level you see good things because you're seeing the reading success plan numbers go down which means that we're improving with kids coming in, which hopefully is a a sign of early childhood's working better. B, as our teachers are getting more familiar and working through reading success plans, we're able to reach their levels at a different better here. This is just showing you the holistic how is the district evaluated by the state of Missouri.

076That that's this information. So, our CIP is based on everything that the state of Missouri assesses us on. So, this is MSI 6. What we're saying in the academic achievement from the holistic standpoint is here's where you see us improving. So the assessment scores you were referencing, >> here's the district assessment, here's how we've improved or haven't improved. The only one we went down in was a tenth of a point in ELA. Everything else went up and everything was up to over 400, which is the target area that we need to be. So I think it would be fair to say that we are happy where we're at as far as the where we're seeing it. Do we want to get better? I think Katie addressed that. There's absolutely ways we can get better. I

077think when you look at if Katie goes back to that grid and you were asking about data, the the one with all the the teacher stuff in it. This is where PLC's become incredibly important. When we talk about adding one more thing to teachers, the expectation right now, if you look at it that way, because you don't have allocated plan or allocated PLC time, they can't take that data and break it down like they should be able to because they're not doing it weekly. So, the expectation is utilizing that data right there, Katie. Utilizing that data, they can now look, every one of those letters and numbers tells you where the state of Missouri is as far as their expectations on curriculum. So, this is the learning objective or target for each one of those

078areas. And that's not even close to what actually exists. That's a a reduced version. What it says is now as a teacher, I can look and see where I was teaching and where my deficiencies or where I need to say, okay, I didn't and I say deficiency, it's probably the wrong term. Where can I grow or where did I maybe not spend quite enough time at? And then if I've got somebody like that's one building there and I can see and I can't see that far, but I can see one person is in red and I was the red person and I've got somebody on my team that's scoring like 20 points higher. How did you do that? You can actually have that discussion now or you haven't been able to have that before. That's

079huge. So, I I guess I'm not sure exactly maybe what I we were going back and forth on, but I I feel like the information we're giving you showed you the holistic view last month shows you the individualized view and it shows you everything from good and bad. Again, from the state to where we're at, it's the same thing I said like I think if you want to have a discussion about proficient advanced, that's where we can have that discussion. I agree with you. our number of proficient advanced students is less than surrounding areas proficient advanced. The terminology of they can't read is that's inaccurate. It's that yes, we need to score better. This is what other districts do that help them score better. They're looking at the individual standards. They're assessing them and then

080they're figuring out where do we need to grow at and where are we actually at. We've never had this data before. We haven't had teams that have done that. And so this this data right here is incredibly important and is going to have to drive what everything goes in a PLC. And then you take this data and you look at the eye observation information which is based off of these same standards and that's going to show you okay how are we growing in that standard if you want after I after I observation that's what K was I ready sorry I always say I observation I ready after the I ready assessments I I don't know what the time would look like if we can give that kind of an update align this way or how

081that works but >> yeah we can definitely look into that the other thing that this report informs us at the district level is what curricular changes we need to make. Um so what standards do we need to do a better job of providing support for our teachers in the area of curriculum and instruction resource and professional learning. Um and there was another point and I forget um uh cohort data. You had talked a little bit about cohort data and we shared cohort data uh and staying on board last week. >> So that that growth is in there as well. >> Okay. So when I'm looking at the achievement growth slide where it says ELA map ELA for TW current 25 is at 56. That's a reflection of all of the different grades rolled together into

082a number and it's 56% that are either A or B. Is that >> for MAP? Yes. That's proficient or advanced percentages. >> So that's I if I >> that's the A or B level. If I looked at last year, >> the file from last month, we were at 54%. >> When you add them all up and divide by the number of reports, >> we've gone up based on the state standard, based on the state scores provided, we've gone up 2%. >> Okay, that's what I was trying to make sure I understood. >> Yes. So, those are showing like 2324 MAP ELA. So, that would be your MAP test and your EOC as in a comp a complete district, we've gone up by 2%. >> Okay. And that's significant. >> That's a good number. I mean,

083it Yes. 2%. It's not like it's not like a sales margin where you see a massive increase. You know, this is definitely a 2% increase is a good increase. >> Um, can you get better? Yeah. I mean, I think we can always try to get better. We're not satisfied with, you know, >> I understand that. Yeah. >> Sorry. Um, I've got that set where my kids bones go off on me. Thanks, Jack. Um, but yes, what what happens with that is 2%'s good. It's I I think we can do better. But again, that gets into it's high stakes testing. It's high pressure testing. It's it's looking at these things. It's getting kids to understand the value of that test and how to improve on it. I I really like I Ready only because and and

084our numbers aren't where I want them to be in I Ready either when you look at them. I mean, obviously, you'd like to have more than 60% of your students are 66% proficient. So, the goal is to keep getting higher on that. The goal is also to continue to show growth and the rewriting the curriculums that you know as we spent a lot of time talking about were outdated and didn't necessarily match up to Missouri learning standards. That that's where you keep hearing us say like we were pretty transparent. We need to continue to to write curriculum that aligns to Missouri learning standards that maybe wasn't there before and we'll see growth as we continue teaching that with Fidelity. The other piece that uh we talked about in the presentation was um focusing on I

085Ready stretch growth. And so what that does is it takes a larger chunk of us monitoring um the rate at which kids are able to close those gaps um their learning gaps. Um and so a lot of buildings are setting really aggressive goals around monitoring like how fast are kids able to go from a first grade level to a third grade level and be proficient and know all the things. Um, but we're really having good data team conversations around that as well. So, we will have growth reports for I already from fall to winter um after we get back from break. >> Okay. Thanks. I appreciate the update. >> Yep. >> Um, I'm in sales and I will sign up for plus 2% right now. >> So, um, first Katie, thank you. Uh, a ton

086of information. Sure took a lot. Um, I just got a couple quick things. I'll kind of stay within where we were. So on that slide 19, so this was 24 to 25. So as a whole, and I think you said it, since 2022, as a district, our scores have improved. Correct? Is that what you said? >> Yep. >> So as a district, our scores are improving. Just wanted to clarify that. Um, so that's great. And the one area where we talk about where we want to see the most improvement is ELA. That's something we've talked about for a long time. And then you go into the reading success plans and the literacy coaches and the uh you know uh reading interventionists. My question is >> for all those kids that are on RSPs are those

087literacy coaches or those reading that's just >> whichever >> are they the ones who are going in sitting with the students or is it their individual teachers their e teachers are taking >> a whole complete team effort. Kim do you want to talk a little bit about that? Kim is at the groundwork of all of the RSP work in the district. Um but it is absolutely a team effort. >> I love talking about RSPs. It's my favorite thing. Um so when a student is identified with a substantial reading um deficiency, then we meet as a team and that team consists of um oh sorry our special education teachers um our reading interventionists, classroom teachers, administrators and literacy coaches. So I wanted to clarify. So literacy coaches actually don't um work directly with students. They're there

088to support teachers. So when we meet with um the team and we have all of our students in front of us, then we start deciding, okay, we have a student that has qualified for an RSP. The first question we like to talk about is does that student currently have an IEP in place? And if that IEP has a goal that addresses that reading deficiency, then the RSP can be served under that um IEP. Then we have qualification measures that we do with our reading interventionist. And so that's kind of like a separate process. We don't we look at our students based on our already and then they have other assessments that they do with our students. And so then we determine what students will qualify for reading intervention. Some of those students have an RSP

089and some of them do not. So then we have students who now have an RSP and how are we going to service them? So that's our tier 2 and that is provided by the classroom teachers. So really it's kind of a three-fold. we have students who um potentially have an IEP that that RSP could be served underneath that. So, their case manager, their special education teacher will will meet those needs. Then we have our reading interventionist who also serve students with RSPs and then classroom teachers as well. Um and and that and that may eb and flow just in terms of when we get to the winter diagnostic and as students shift on reading case loads, they may go back to the classroom teacher as we have to pick up other students and vice versa.

090But the literacy coaches, their role that they play in that is supporting our classroom teachers and making sure that they um have solid practices in place for their tier 2 instruction. Our reading interventionists, they have their programs, but they have they use 95% um they're amazing teachers and they know that program inside and out working with our students. But we have to make sure that our classroom teachers have instruction above and beyond that tier one instruction that they're working with. And that's where our literacy coaches, um, our content leads have created, uh, tools that our teachers can access. >> And then we've actually even carried that on to the middle school as well to support them. >> I have a question for you actually. >> Absolutely. Um, and thank you to all of you. This

091is incredible and it's really good to see kind of this this big picture. Um, specifically on the RSPs. >> So, you know, they started three years ago, >> correct? has the um I guess the criteria for getting an RSP or qualifying for one changed or is that the same criteria? >> It is the same criteria. Okay. So the the state um in terms of the qualifications like kindergarten um is a phological awareness and then in first grade they have that then they add the Lexile score and then second through third um then they look at all of those domains. Um but it does differ for second and third they can qualify in two and then fourth and fifth we look at all. And then just to clarify that too, so the state guidelines do just

092say K through three, but in Wville, we want to make sure that we don't let any students slip through the cracks. So we are still identifying students in fourth and fifth grade. In sixth and seventh, they do not newly qualify for an RSP, but as Dr. Brett Schneider said, we also do not release them until they meet that exit criteria, which is actually per state law. >> Great. Thank you. I just wanted, you know, to see the numbers decrease over the years to know that they're being, you know, studied or tested against the same criteria is better because we know better. I mean, that first year we were all just like, well, what are we doing? You know, so we are and I think what what that data tells me is that we are definitely

093shoring up our tier one processes because we are seeing less students picked up. So, our tier one is getting more and more solid. And I just want to note on this right here, um, last year, you know, we implemented a new ELA. I know this maybe you didn't ask this, but I'm going to add it anyway. Um, typically when you know you adopt new programs, you usually see an implementation dip. So, I'm actually really excited about our ELA. I know that it was just that little tent there, but I'm proud of our teachers because it was a huge undertaking last year with Wonders, a huge comprehensive program and I think our scores are great and our RSP shows that as well that our students are really digging into those tier one processes. >> Thank you.

094>> I also have a question for you. >> Absolutely. So with the RSP again, how many minutes do students get with that extra um intervention? >> So um our reading intervention is serviced then between about about 30 to 40 minutes and there and that is a daily process are in the classroom they're expected around 20 to 30 minutes as well and that can vary between three to four times sometimes two just depending on their needs as well. So, but they do they are serviced um by reading intervention if they go every single day and then the classroom teacher then will just pull the groups based on like two to three times a week. >> So then the kids that are pulled what what part of their day are they being pulled? Is it with that

095instruction time or is it Okay. >> Yep. Absolutely. So we have we have designated times that we have actually set in the elementary scheduling guidance um that I worked with my department on to make sure that we send out to um our teachers so they know. So, in we we think about our ELA blocks just in general, um we have built into that time what we call small group and that small group time is tier one because all students deserve an opportunity to have small group because we want to make sure that we are meeting students needs especially our students because I think we often talk about our students who are struggling but we want to make sure that we're pushing our students with enrichment as well. So in that tier one block technically tier

096one we have a small group time that is not RSP time. Then we also have built in the schedule two additional times. One is a tier 2 time that is specifically for um classroom teachers to work with students with RSPs or for students that need to be pulled out. So that way they're not missing that core instruction. And then we have another time in the day which is our CI3T time. And that time can be used for RSPs, but we also know that students need um extra instruction with math and other subjects as well. So that designated time can be for other subjects as well. But our tier 2 small group is that time for our students um that are receiving services with with the RSP. >> And then in the secondary in middle school,

097how does that work? Is it part of their ELA class or they are they pulled out? How how is that implement? >> I'll let Dr. Tier come up a little bit to talk about that. But I can I can tell you a little bit that we are having our reading enrichment teachers that they are servicing a lot of that. Um, but I know that we have worked really hard with our middle school teachers of what that might look like in the classroom because again, not all students can be serviced by the reading enrichment teachers. >> Uh, yeah. So, the um the middle school teachers are starting to get that training. Um, as we mentioned earlier, it's a big shift for the secondary um um in that teaching of those specific areas. They've typically they say

098uh teaching to or learning to read or learning from reading is kind of their their deal. So, working with them in those processes, working with our our um ELA content lead to help them develop strategies. And then we also have those uh universal supports built into our curriculum. So, they can go right to um the curriculum document canvas page that we have for them to access the curriculum and click on those and get ideas. >> So, then it is all just in the classroom then in the secondary. >> No. Um so, same process. We have uh reading enrichment teachers um are like the reading interventionists. they have minutes that they pull kids out depending on those kids specific plans. Um and then RSPs can also be serviced by those sped teachers if it's a specific

099to um those RSP areas. >> Yeah. >> Okay, that's perfect. Yeah, I love that we're getting this into secondary. That was one of my biggest pushes is that it kind of dropped at elementary and then, you know, those kids were struggling. So, I think this is really awesome that we're continuing this on secondary. All right. Anybody else? Excellent. Thank you guys so much. >> I I actually do have a question. I don't know if it's relevant to this. Um student success time is that I know that we do there's like uh I ready during student success time and then there's like two other things. Is it a study hall or is it a planned curriculum type thing? >> Secondary mark. >> It's not a planned curriculum. It's time for the teachers to be able to

100work with those students um on on specific areas that they identify a need. Um there on during those times, you've got half of your team, so you're able to interact with a smaller group of students. And each school does it a little bit differently depending on their admin team and kind of their strategy for their building. >> Okay. So during student success time, if someone needed more help with math or with reading or correct >> something like that, they could go see that teacher. >> That's correct. >> Okay. >> So there's there's no curriculum, there's no thing in there that says you have to do these lessons during this time. It's both enrichment and intervention for students. >> Okay. Well, okay. So, >> I guess I'm hearing from some parents that the student success time

101isn't really um like they're not getting any time to do the things that they need to do because they have to do something with I Ready and then something with like watching uh news videos or something. It's at the middle school level. >> Yeah. >> Okay. >> Yeah. Please send us that. We'd be happy to look into it. >> Okay. I can speak to this a little bit. Um, I was actually at student success time yesterday and watching it um at several different grade levels. I do think that there are periods of time where they have time for um their own independent reading as well as I they're ready at whatever level that they're at and then I think on occasion some news outlets. But in addition to that, there's like a 10-minute student news

102something. I can't remember what it's called. Um but in addition to that in an ELA classroom they were pulling students and working on reading fluency in um independently and then with partners and then they were almost doing like a running record with that reading fluency um for the students who needed it. Additionally, in a math classroom right next door, um students who didn't necessarily need assistance may have been doing um may have gone to a different teacher's classroom and worked on missing work, more I ready, things like that, but the teacher had a small group back at her desk working on um fractions and ratios and things like that. So, there is generally assigned work for students to do so that they're busy at that level. Um, and you know, if somebody doesn't have missing

103assignments to work on or a test to make up or need extra intervention in math or ELA, then they are doing some of those things or I think sometimes they use the first part of the hour to do some of those things, but they are intentionally pulling those who need it. So, if you've got a student who doesn't need to get caught up on anything, doesn't have any missing assignments, doesn't have any intervention needs, they're getting assigned the I think it's the CNN 10 videos and then the I Ready and they don't have the option to just like sit there and work on their homework or like an essay or something. >> There were some working on homework. Yes. >> Okay. So, they can do that. I think that there's probably a set and again

104every building is probably have a little bit structure. I was in two different grade levels yesterday looking at things on a couple different teams. So it wasn't exact every single time I went in. But there may be an expectation that okay guys it's a 60-minute period. We do 10 minutes of reading independently. We do 10 minutes of I ready on your level. We do 10 minutes of our news thing. And then the last half of the hour is yours to be pulled or work on or whatever based on what that team of teachers determines is needed for that student. All right. Excellent. Thank you guys. All right. Continuing on with new business. Oh, no. We need a motion to approve the district assessment plan as presented. >> Motion. >> Katie, do you want to talk

105about this at all? Uh we I mean we talked a little bit about assessments throughout the um our presentation. What this really does is just outlines what our um testing protocols are procedure- wise um kind of throughout the district throughout the year. It also in includes our testing schedule and the assessments that we give throughout the school district. And this is um something new that we do need approved um this year according to to Desie. >> Thank you. Any discussion? >> No. Okay. All of those in favor? >> I. >> Any opposed? All right. Motion carries. Next, we need a motion to approve the district professional learning plan as presented. >> Motion. >> Second. Any discussion here? Nope. All right. All those in favor? >> I I. >> Any opposed? >> Motion carries. >> All

106right. 13.2. We need a motion to approve the Raptor Technologies Samuelson contract as presented. >> Motion. >> Second. >> Any discussion? I just pulled this because I don't support the way that we use Raptor. So, I'm going to vote no. >> Any other discussion? >> All right, we will uh take a roll call vote, please. Joanie. >> Secretary Basinthal. >> I. >> Dr. Olsen. >> Nay. >> Dr. We. >> Director Lewis. >> I. >> President Scott. I, >> Vice President Walsh, >> I. >> Dr. Hanky, >> nay. Motion carries. >> Next, we need a motion to approve the Raptor Technologies Dwell contract as presented. >> Motion. >> Second. >> I assume similar. All right. Can we Any other discussion on that? Okay. Roll call, please. >> Secretary Bisinthaw. I >> Dr. Olsen >> nay. >>

107Dr. We Dr. Lewis >> I. >> President Scott >> I. >> Vice President Walsh >> I. >> Dr. Hanky. >> Nay. >> Motion carries. >> Next we need a motion to approve the reach appliances bid as presented. Motion. Second >> discussion. >> Okay. So, I pulled this because I just kind of did some price comparison to like Home Depot and Lowe's and the bid is way way over what it would be if if we just went to Lowe's or Home Depot. So my thought process here is how do we I don't know maybe put into the bid like pricing expectations or parameters or we you know like a a some kind of a blurb at the end where we'll we'll accept a bid that is within 10% of local retail um you know cost for

108these same items because like for instance the GE refrigerators were buying nine of them for $1,998 each. They are $16.99 at Lowe's. So, it's like 29 $2,700 less for that whole entire line item. I think that's a big chunk of money. Um the dryers, the bid shows $9.98. They're 778 at Lowe's and Home Depot. So, I don't with the buying volume that we have, we shouldn't be paying more than the parents in the district would pay for the exact same washer or dryer or refrigerator. Um, we should be getting a deal. We should be, you know, suppliers should be giving us a deal considering how much we purchase. So, uh, regulation 3180 outlines our process that we use for purchasing and, uh, calls for any I purchase order valued over 15,000 to go through the

109open bid process and that's what we did. Um, I mean, if the board wants us to do something different, we can talk about that, but we follow the procedure. >> So, does the procedure outline Does it prohibit us from saying something to the effect of needs to be within x amount of percent of local retail value or price cost for these items? Because that's something I think that would bring down the bid. >> I mean, we could say whatever we want in in any proposal. >> That's all I'm suggesting is that maybe we >> The thing I will add on on this is they are installed. We don't have to do anything. Those are extra line item costs though, just like they would be at Home Depot and Lowe's. I'm going off of the actual

110line item of the like the one washer, the one dryer. >> They're zeroed out though. >> Yeah, it's it's zero for any installation. It's it's included in the total cost and includes the the uh electrical plugs and and those type of things that are all extra. >> So, and I understand that completely would have to do. I we don't at home I don't pay for installation because I can me and my husband could install a washer and a dryer. Um we could install a microwave. So even if you buy it at Lowe's or Home Depot, it's like $50 to $100 for installation. So the amount that the bid is over what I believe based on my pricing or my research pricing is significant and it doesn't install isn't the difference. The price of install isn't

111the difference. So that's why I'm even bringing this up. It's over five grand and that's not a very I mean the whole bid itself isn't very much. >> So five grand is a pretty good chunk. speak to that. I mean, again, if we're going to use that as an personally, I just purchased a washer and dryer and most of these things that are $0 on here, I paid extra. I had to pay for extra hoses, different hose. Like, yes, I understand what you're saying, but I also paid for installation and delivery and like it's not it's not apples to apples. I think it's apples to oranges when you consider all of these things. >> And maybe I need a husband that >> So, I I'll jump in real quick. I I think if it's the

112will of the board that we look at that regulation and we say that you want to try to add something like that. I I don't know what what that necessarily look like. Uh I don't know what that percentage um as it was now. I mean we struggled. We got one bid. That's all when it was put out for bid, one group bid. >> So what happens when we don't have bids? >> You put it back out again. >> Or could you um section it off so that it's not over 15,000? I I mean that would be something that has been frowned upon in the past. Like we've just done it. If we want to >> like if we just buy the washers today and then three months from now and we buy the refrigerators. >>

113Well, I mean I not in this specific situation because we know that the the building's going to open. I I if the board wants to look at that, we've typically shied away and kind of been told to shy away from breaking things out in individual bids like that to avoid the bidding process because that's what it would appear to be like at that that stage. So, what if there was something in the uh actual policy that said if the bid comes if all the bids that we receive come back way over retail market value whatever it's 5% 10% then the board allows purchasing to go out and individually buy them instead of doing the bid process. I guess we did the bid process the bid process failed per our policy or our expectations and now

114we're going to go for the cheaper option. Is that something that we can do? >> I mean, I guess I I I'll be honest. I worry about circumventing the bid process. I think your better option was what you were talking about before. You know, do we put some kind of a clause in there if that's the will of the board to do that? But then I also think you have to identify what you mean by local source. So, >> Wville retailers. >> So, yeah. So, that would be what I'd say. Are we talking about you just want to you need three Wville retailers nonale price? You know it again I don't know what that would look like from a cumbersome standpoint. That's why we do the bidding process. Um but again if it's the will

115of the board we can look at the regulation and and absolutely talk about what are options that it would even look like. >> How many places do we post um our solicitations? We use vendor registry for all of our solicitations and then it's uh typically will be posted also in the post dispatch. I'm not sure if this one was or not, but a lot of them are when we're we're soliciting bids. So vendor registry is a it's a actually we approved a new version of that tonight. Um it's used by a lot of uh providers and and vendors. >> Is it mostly people that are um in business with school districts? No, >> just every kind of business. >> Yeah, it's really any business that's looking to sell bulk like that to do, but I

116I don't know how often we'd see a Lowe's or a home de. It's not something I've typically seen them jump on a vendor registry and be a part of. Um it's it's usually more wholesale type people. My experience very limited in it though. >> Question about installation. Is that something that maintenance would be able to do? >> I mean there there's a cost to that too. >> Yeah. >> There they're not doing something else. So there's a cost to whatever we do. Even if it's in house, it's still a cost to it. There's other jobs that they, you know, we don't have guys sitting around doing nothing. So there is just a it's going to be a cost whether our guys do it, we pay someone else to do it. Um, so they certainly could.

117>> I would worry the volume we're talking about in a new building like this would pull them away from general day-to-day maintenance that we already talk a lot about needing. Um, I think it would be just one more thing they need to do. Um, that that's my two cents. I Josh is over there if we want to ask him specifically what that would look like, but I I would worry that would pull them too far away. like I I don't know what the intake's going to be to set up nine refrigerators, make sure the water lines are all hooked up and do all that. I I'm I'm not handy like that. So, I I pay for the installer. I'm just not very good at it. I acknowledge it. Um >> I think the the biggest

118concern that I have over something like this is when we build new buildings, we look for a certain percent of local construction companies. We look for buying it in county, buy it in city. And the fact that we have consistently seeing no locals means maybe we need to look at different place to post because I got to believe that there's plenty of businesses within Wville who'd like a $27,000 bid. And I think that going forward, we should consider how do we do a better job of getting the local population, the local businesses that we depend on for donations, tax base, and everything else so that they have an opportunity to see this and bid on it and and support the school district or we support them with our business. I mean I I don't have

119a argument against that except we talk about buying power and we talk about our ability at what point I mean are we supposed to call the local business and say bid and and I say that because vendor registry is a very generic type program. It's used pretty much by anybody who does bid processes and so or a version of that. um local, you know, the the company that bid was Maryland Heights, so I know they're not Wville and and I don't know if there's a business within Wville. I mean, when we really look at it, Lowe's isn't local. Lowe's is a national firm. Home Depot is a national firm. So, I guess we'd be looking at like the mom or pop shop that's based out of Wsville, which I'd be all in favor of them

120bidding for that. I I don't know how to tell them, go get on these registries that you can vote for big projects that require bidding. I think that the way you do that is create a form letter. You create a list of businesses that that typically fit these type of bids and you send them a letter once a year or once every two years, something like that. So, you make them aware of that and then if they don't bid on it, then we've tried that. That's my comment to that. Do we pay taxes on any of this? Okay. So, it doesn't impact tax base. All right. Thanks. >> Any >> So the wording on the bid, how you were saying we can put whatever we want in it. Is that just something that you can

121do at the administrative level >> or do you need policy? >> This is a regulation. I mean, I would be interested in exactly what you're wanting to put on that. Um because again it comes down to the wording and how you're wanting that to be. I'm not asking I'm not saying anything specific, but just like encouraging um lower prices on things, whether it's putting a percentage on it or I don't know being within this price range, like going out and looking at the prices first and saying we're looking for something between $450 and $600 or whatever it is. Something, I don't know, creativity just to get people to give us a deal instead of paying top dollar for it. >> Yeah. Again, I think that the top dollar goes to the delivery and setup that

122we're getting. I >> I I think again, if we can figure out maybe send me some things you're looking at, maybe we can find something else that a different district does that would maybe meet what you're talking about. We we can talk through it. Um, I do think it's important with this, this is good discussion, but with this specific bid, I do want to make sure everybody knows if we don't approve it, we don't hit substantial completion. So, that would prevent us from meeting substantial completion. This is just the way the process works. Um, so if we do that, that's just understanding that. I don't know that it means we don't get moved in, but it does prevent it'll slow substantial completion. It'll push us back. Um, so ultimately, again, if we want to look

123at how we're doing a competitive bid and we want to do that, I again going back like to the splitting the bid, I'm not sure that's legal. I want to know more from Pat, can we split bids like that uh to avoid the bidding process? I I don't think it's strong ethically, although I appreciate where you're trying to go with it. Um, I do think I I just don't know what that wording would look like. I think we can try to write something or look like it being something. Then I also wonder does that prevent anybody from will we not get bids? And then where do we go from there? And so I I I'm not disagreeing. I I get what you're trying to say. I just don't have the great answer to it right

124now. >> And that's kind of >> this goes back to like when I think about our purchasing power, the our purchasing volume. If we're buying postits by by the pallet, like we should be getting a really good discount and buying nine refrigerators. I mean, that's that's a lot of refrigerators. So, that's my thought process. Like, I feel like we need to get a deal here, and I don't feel like we're getting a deal. >> You've heard me talk about buying power. I totally agree with you. I I don't I mean, we can talk about the form letters. We can talk about, you know, identifying. That's manpower on our side, like from the business department to generate that and find the businesses you're going to send it to and do all that kind of stuff. Meaning,

125like all the appliance stores, who do we reach out to? Do we need to spend time determining if they're a locally owned company or if they're an out ofstate company? Do we need to? So, there are lots of questions that I would have if we want to explore looking at that and what that exactly would look like. And if we want to talk about the bid, how do we write the bid? We can talk about that, too. I just also don't want to write it to a point where we don't get bids. That's the other side of this equation. I 100% agree with you. When you buy nine refrigerators, there should be a bulk discount that's going with that. I I would agree. Um, and we're pretty dang limited right now because one one vendor

126bid. >> So, Brad, >> that was just kind of going to be my comment. We got one bid back, so making the bid more restrictive is not going to lead to us getting more bids. U, but I hear what you're saying. And then I kind of agree with uh what David said is how do we, you know, make part of that our engagement like letting people know what we're going to be putting out to bid maybe ahead of time and getting more local involvement. So again, fully understand this is something we need to do now because we need to get reach open. So >> all right, any other question? So what's the difference between this purchase and when we go we do go to Lowe's and we'll buy wood, drywall, etc. for a classroom? >>

127It's under 15,000. You're buying individually because you only need the individual. You're not saying we need nine of them and splitting nine to go that route. So, if you wanted to do it that way, you'd have to say, which I don't know again that's legal, but you would have to say, "Okay, we know we need nine. We're going to only go buy one at a time." And to avoid the bid process, I don't think you want to do that. When we go buy wood, it's for that job specifically. So, you're well under within the purchase order process. >> I do have just one small suggestion. I swear it's the last thing. >> Go ahead. Um, as far as engagement with the community and businesses, there's several Winsville 411 Facebook pages. I think one of them

128has like 500 thou 250,000 people on it that are local. Wentsville, Lake St. Louis, of Fallen, St. Peters, all businesses. Maybe throwing some just a post. You don't even have to pay for it. You just throw a post out there. Say, "Hey, we're going to open a bid process for this. Okay, we uh have a motion and a second for the approval of the reach appliances bid. All those in favor? >> I. >> Any opposed? >> Nay. >> Motion carries. We need a motion to approve the October bill list as presented. >> Motion second >> discussion. >> Um, can someone I guess just give me the 30,000 foot view of what this is? It just says print services for $750,000 for one month. >> That's a purchase of copers that was approved. Oh, >> so

129it's physical copers. >> Physical copier bill. >> I thought we were printing almost a million dollars worth of things. >> Okay. >> Any other discussion? >> All right, we have a motion and second. All those in favor? >> I. Any opposed? Motion carries. All right, next up we have a bunch of first readings. to a first reading part one of the propos revisions to chapter 1000 proposed recessions and replacement policies. Next we have a first reading of revisions to policy 4840 conflict of interest. The first reading of revisions to policy 5240 comprehensive emergency operations plan. The first reading of revisions to policy 5260 safety standards and coordinators. The first reading of revisions to policy 5270, security of buildings and grounds. And then the first reading of revisions to policy 5330, anti-Israel boycott prohibition. >> So

130those are all separate agenda items, correct? >> Yes, they are. >> Okay. Can we go back to the beginning to 1405? >> Do you Yes. So these are all just first reads, correct? Yes. >> I just want to make some friendly suggested amendments. um for when it comes back to us for a second read on 1405. Um I feel it's school community relations. I feel like taking out the verbiage strong parent family involvement could have the appearance of discounting parents role um in the education of their children. And I think we should probably just leave it in. It's really um I don't know if we're just matching some model policy by taking it out or if there's some kind of reason behind it, but I think we should leave it in. Um it fortifies that

131relationship or at least it helps fortify that relationship with school and community school and parents and families. So if I have board support, I'd like to ask for that to be added back in when it comes back. Any board comments, wanting to keep it, not keep it, any preference. >> Does anybody object? >> No, I think I think that's fine. >> Any objections to that? >> No. Okay. Okay. Um 1412. Uh this one relates relations with parent organizations. Um so we're taking out the word the board expects or the term the board expects and replacing it with encourages. Um and this is in the context of u building principles uh maintaining collaborative and respectful relationships with parent organizations. And I think taking out the expects leaves room for I don't know if it's desperate treatment

132but like favoritism or we expect we expect there to be um maintaining the collaborative relationship because encouraging is just an a suggestion and if it's a policy it's it's an expectation it's not an encourage or suggestion. So, I think we should just change the word back to expects if there's no um >> What page are you on, John? >> This is uh policy 1412. >> The red lines for 1412. I'm not on a page. I just wrote it down. >> I think it's like the first sentence or so. I'm going to be completely honest. Um I don't love having just 30 seconds to look at something and have a discussion about like you know without reading it myself per your um you know proposed changes. Do you >> I can bring them back. >> I

133was going to say do you mind like doing Yeah. sending them versus just reading them all out while we try to you know filter through everything to look >> Yeah. It's just those two. >> Okay. Yeah. if you don't mind. >> And I would just say most of our policies do say like the board expects. It doesn't say encourage. Most of our policies do say when we're talking about the board that we do, we have expectations and it's that verbiage. >> Pat, are these just model MCE policies? You're just >> Oh, I apologize. Uh not these two in particular. Um, but most of the other ones were >> Is there any other suggestions for edits on any of the other first readings that you would like to bring up? Please, I think, you know, send

134it to the board so we can all have a opportunity to review those. So to be clear, I just want those two words changed on those two policies, expects and strong parent family involvement. >> Noted. All right. Moving to 13.2 redistricting discussion. And I I'll be fully transparent. I asked for this to be on the agenda because it's come up in many many discussions. >> All right. So, President Scott asked me to talk about I guess you guys are starting to feel some questions about redistricting. It's becoming more and more prevalent. So, I'm happy to hear that because I think it's obviously a topic we want to talk a lot about. So, I'm going to give a an overview of a lot of stuff just as the beginning of this discussion. So this is the

135newest um building capacity from 2526 as of September 24th. There are some changes when you look at it whole and and so the plus minus or the zero. That's just going to indicate how many the percentage points that that school went up. The keys to look at right now are in the frontier pattern or in the Liberty pattern. 104% is where Liberty is at right now. 90% is Frontier Middle. You can look at Crossroads. It's the highest growing at 6%. We had a pretty big increase there. Well over 800 students now. Um and then you look at the south side of the feeder pattern, those all went down. North Point kind of went up and down and stayed the same and then uh whole, you know, other than Heritage went up. I think you can

136you can probably speculate why we think some of that pattern was looking at it. So the key is when you're looking and when we talk about redistricting is how do we equitably spread the population to fill buildings in a manner that makes it more user friendly that makes it to where the the learning experience and the learning environment are for everybody while still trying to rep the geographical boundaries that exist and things like that. So as we're talking about that I thought this was a good place to start. Um, I think the other thing that I wanted to bring up was here's where we see a lot of feeder pattern growth. And what I'm really explaining right now is why I think we're going to have to talk about a pretty substantial redistricting in the

137very very near future. Um, Holt right now has and and I want to preface it by saying this. I've asked I don't know that you can get an actual Wsville school district breakdown that says here's the newest developments coming in in the with in the city in the Wville school district. So I basically spent a lot of time on the internet trying to research the individual ones. So I fully admit there may be some I missed. This is not meant to be a total representation. It's most likely lower than what it actually is. So I would I would say that ahead of time. It's not going to be higher than what it is. Holt right now the only development I could found is to trarms which is it's got 90 homes. It's going to be

138north of where Lake View is kind of in the industrial area and their big acre lots is what that is. Liberty it's all harvested hope well right now in that area it's 900 homes roughly. It's a little under 900 homes but that when you look at Harvest of Hopewell that whole subject that whole project is going to be of about 900 homes coming in there at varying price points. So it's a living community. It'll range from single family to my understanding town homes to in and of all price points. So that's a monster that's coming. North Point has another approximately 900 many of which are in the Wilmer area. So Wilmer Crossing, Wilmer or Wilmer Crossing Estates, the boulevard of Wilmer Valley and then Wilmer Woods is a separate separate uh subdivision that's coming in.

139The estates at Huntley Ridge are already being sold. Um Sutton Farms is nearly all sold. West Haven's about a third remaining from what I could tell and then we have the brand new wildflower community that's coming in. So you're still looking at our current attendance boundaries of another 900 going into to North Point. Then we get to the big guys the highway in where we're at Timberland you're looking at anywhere between 750 upwards, 1100. Now I'll tell you with Trailside Farm being denied right now I think there's a high probability it'll come back. I don't think you know it's going to come. They've they'd already done it. So right now it's been denied uh that's going to be about 400 homes. But prior to that you start looking the village of Post Farms, Postfarmm Enclave,

140Postfarmm Meadows, the estates of Post Farms, Autumn Hollow, those are all going to be another 750ish more homes. That's what I can find in the very near future. That is not land that's already been purchased that's going to be developed. So the this is what we're looking at. And then you come back and you look at that growth and you start looking at ah that and we start saying where are we overflowing and where is all the growth and you got to look at the hold feeder pattern. You have to look at hold and you have to say it's sitting at 60%. But then you look at their elementaryaries there's only two and so those look full. So how do you adjust and how do you move people over that way? So, lots of things

141are going to have to be discussed when we start looking at this and and it's it's an in-depth discussion that we're not going to do any in a in a short amount of time. We're going to spend a lot of time, but the takeaways that I think that I'm trying to get everybody to understand, it is going to be a significant redistricting. When we talk about the need for facilities and we talk about the need to make sure that we're getting them where they need to be, this is what we're looking at right now. the way it's set up, if we left the B, if we left the facilities all the same, I would say by 2728 is our goal time to have a redistricting done. If we think we're going to improve the legacy

142buildings like we were hoping to do with the Prop L, then I think you push it back a year because what we can do is absorb that growth while we're finishing those buildings up and not have to do modular classrooms, not have to do any of that. You work around kind of like we did with the HVAC. you work around. So you move wings of the building in each one of those. So that's you you've got to talk about what does that look like and where do we as a as a community want to go. So I think those are discussions you got to consider the building capacities. The other thing we got to look at is incoming class sizes versus outgoing class sizes right now. And I I sent that data to you guys.

143Right now though you can see our kindergarten numbers are less by about 300 than our graduating class. Now, I will also tell you, you see an uptick that not every student in kindergarten comes straight to Lentville. You also see an uptick in secondary because a lot of times private school students from K8 will wind up in a 912 building. So, those are all factors that you have to look at and consider. But right now, we've got to say, where are we? Where are our buildings capable? Liberty can't handle anymore. They're full. They they can't go higher. We have to figure out how to drop Liberty down. We have to figure out does that mean you look at Timberland but then you look at all the growth that's exploding on on Highway K or in and

144you got to say okay we don't want to do more than one redistricting. I'm just going to tell you that right now. Once we get the redistricting in it needs to be projected for the long range. So then you start having questions. We all have feeder elementaryaries right now. Does that make the most sense? A lot of school districts that grow at our rate don't have a feeder elementary. So maybe you try to develop a pattern that says, "Okay, if we need to build another elementary that'll absorb into this." So, and I can get into a lot of detail like I've spent a lot of time looking at this right now, but maybe you look at not having feeder patterns. Maybe they split. Maybe it's more your elementary geographic based and then they all go

145to the same middle school and high school. We look at a lot of things like that that maybe make a little bit more sense. Um, and then that makes it a little easier for us to accommodate growth as well at the elementary. and then make sure we're okay within the the middle school and the high school. So, I think you look at that. The other thing we've got to look at is honestly the home prices and what are they going to bring? Are they second homes? Are they first homes? Like right now, a lot of those developments I looking at, they're they're probably second homes. They're probably older students that are coming in. There's very few. I think I saw one of those that's around that 300 or less entry point. Most of the other

146ones are over 400. I don't know. I you know I'm not an expert in that but I think that's going to be typically a second home for somebody. We also got to look at you know the average person the average size of the family moving into the community is three and a half right now and it's dropping. So how many students are actually going to live in those homes? We got to look at that. I want to be incredibly cognizant when we talk about do we need to buy land? Do we need to build buildings? I don't want to put our community 15 years from now when growth is completely stopped sitting on buildings that are half full. I think we need to be very cognizant and aware that when you look at that that

147we may have to suffer a little bit or adjust this to try to make it that way so we're not looking at okay we've got buildings half full that we're staffing that we're paying electricity for that we're paying staff for. All of those are things that I think you need to look at. Then the other side of it I already brought up is how do you look at this growth and still address the deferred maintenance needs that are outside of our district capital budget. And we plan to bring to the board a very extensive plan that talks about everything like here are the options with options for the board to consider from here to here. And you know and there's going to be a wide range from bond issues to no bond issues uh taking

148on debt to not taking on debt. uh bonding capacities, all kinds of stuff. And I I would imagine that's probably going to be sometime in the spring that we'll bring that to you guys. Uh but we're working pretty hard at that right now. So, with all of that in mind, I guess the message I would say, President Scott, is yes, we we do know that there is a redistricting that has to happen. Anybody who says they know what those boundaries are, I don't know how you know that because I don't know that. I I don't even have a tool to give me an example right now of how we would do that. um next month we're pro we're looking right now at possible tools that we could look utilize from some of the programs that

149we'll probably bring to you and say this is exactly what this is for and what they ultimately do the short version is this they allow us to take our current boundaries and they pull off of the current demographic information provided by the county and everybody else and we can manipulate boundaries to show where we would address so when we bring that we'll have that to show to you so that's that's really I guess I don't know how much more you want to get into redistricting. But that's kind of the 300 foot overview. >> Go ahead, Brad. >> I uh just quick question. You may or may not know this off hand. If you don't, it's not a big deal, but um do you know what our average class size is now in the district? >>

150I don't. It would vary on elementary. It'll even vary from grade level at elementary. Um it'll vary. I mean, we can go on Desi. I think it's it says it's DESIE I think is 16 or 17 to1 but again I don't that's a very tricky number when you look at that because that's going to account for every certified staff member even if they're not in a classroom so it just does a basic average of here's your number of students here's that um I I would say the majority of our classes at the elementary level we have a lower than targeted DESIE number right now that was a point of emphasis for us the board agreed to that a couple years ago where we were able to reduce class sizes at that elementary. Our our high

151school, middle school numbers, depending on the school, some of them are pretty high. I think, you know, North Point Middle's got pretty high class sizes right now. Um, Wentzville Middle, you know, again, those are probably a little bit higher than what they would be. Are they at the Desi average? No, I don't believe we have many that are the Desi average. I don't have that data in front of me. And >> just if you knew it, great. The question I was kind of leading into is when we look at capacity, are we looking at capacity in those buildings of then having class sizes of 30 plus or you know I I think the community and for everything I've heard is we want to keep class sizes small like >> Yeah. >> So is our capacity

152possibly overstated? Um unless we're going to like 30 plus class sizes. >> I don't think it's overstated. What I would say is this. It's stated without trying to have every teacher travel, which is not ideal. We do have some teachers traveling in buildings right now. Um, it's stated to make sure that even like within a special education classroom, unfortunately, a lot of times it seems like our special ed teachers and districts are the ones that have to travel. Ideally, you don't want that to occur. You want teachers to have a classroom that they can take care of that allows them to prep and be ready to go. I think our building capacities are set at a comfort level. They could go slightly higher if we want to max the class size, the the full building

153seats. If you want to do that and you maximize every single space, you may be able to add a little bit more into that. These are more set towards how do we comfortably not have teachers traveling? How do we try to make sure of that? So, I don't know if that answers it. >> No, no, that's perfect. And again, you know, class sizes, like you said, will vary from year to year. And um there'll obviously be exceptions, but I I just think that's something I want the public to keep in mind as we look at if we're going to grow and what we need to do is, you know, make sure that we're keeping those class sizes what at a size that everybody wants. >> Yeah. And I would say that that really gets down

154into what we're talking about when you look at that. When you look at 60% 104 86 86 you get into 86 that's about that's a pretty decent spot. I don't know that I it's not ideal to go over that. Um 104 like I said is astronomical. That's just a lot. You're you're crowded. You're crammed in every every nook and cranny. Um and then 60% it's great. I mean, there's a lot of open space there and and that specific building is designed to be the biggest building in the district as far as a high school level. And so, you could easily easily probably house 500 kids and not overblow it. It It's been well over that as everybody knows. I've got multiple hold high graduates in here who were there when it was 2000 and it

155was there were trailers everywhere. So, you know, 1500 it would house and not not really be overwhelmed or anything like that. So, you know, then you're talking about 500 more students. This whole percentages looks different then. >> So, the elementary schools that only have like 51 and 60% capacity and then we've got two that are 80 90% capacity like can we do a soft boundary change with that? >> We we can definitely look at that. Uh we've kind of pushed pause on that. Now, I will be honestly Crossroads blew or it blew up on us this year. I don't think anybody could expect a 6% increase. We had and we had a lot of late last minute type registrations that were coming in. >> Yeah. >> Okay. >> Yeah. And so I can't it's too

156far away either. I can't see it. So, um I think we can look at soft boundary exemptions. You know, the issue would be like Boone Trail. you move some kids over to Boone Trail and they would still stay in that that Timberland feeder pattern. Um, but then you're kind of tweaking them because there's a high probability that may move again like there. So, it's it's the question of do we do a short-term gain for a year or two to ease some of the pressure while we get the redistricting and if yes, that's something we're gonna have to explore. Crossroads is a good example. You know, unfortunately, Heritage grew 4%. That's a monster school. It's about a thousand kids right now at an elementary school. It can house that, but it it's big. It's hard. That's

157a lot of little kids running around in space. So, I you know, I think yes, we can to answer your question. Yes. And we probably will have to do a few soft boundaries, especially where crossroads and that liberty feeder pattern is. >> So, Brian, I I get everything you're saying there. So how do we go from this discussion today which is eyeopening again >> to here's an example of we could do A B or C. >> Yeah. So for us it'll be we're evaluating those programs right now. There's two different ones, two different companies that kind of give us these boundary programs that you can buy and you can get a a subscription through June. You can go further than that. I don't know that I want to go further than that. I think we

158use it for what we need it for. I think ultimately you'll talk about does a company do it or do we want to do it as a as a district. I think that's the question. How do we get to that when we get that program then we spend a lot of time or I spend a lot of time and then bring it back and kind of ask for that input and share that input. And then what we'll do is my go what I envision right now is kind of a work session to do nothing but talk about redistricting. within that work session. That's when we'll talk about everything from deferred maintenance to here's your first look at what boundaries could be, get feedback on what we think those boundaries could be from the board, and

159then we continue to move forward with that and continue soliciting the input and moving forward. >> Are there companies that specifically do this task? I think it'd be interesting to see those costs because when you say that's something that you're going to handle, >> learning software and doing all that on top of all the other duties. >> I think I think that's counterintuitive to what we're trying to accomplish. >> It it is, but I here's my concern and if the board doesn't want me to do it, I won't. My concern with it is these programs from what I understand are pretty user friendly. They're like literally so it takes your current boundaries and I can move the line like this and it'll show me what the per how many kids will be in that building

160then. So for us it's just playing with that and getting it done and kind of coming up with this rough plan to be able to then say okay before we go to a company and say do all of this and give me five or six different options and do that. I'm afraid that would cost more than what we're talking about here. Uh honestly David it's stuff I'll probably do a lot at home. I mean, it it's kind of been interesting to look through this. Um, and it's something I think I really want to make sure we get right. So, I don't want to rush it. That that's that's really why. I mean, that's I'm just giving you the the truth. That's the real reason why. And then when we come in and I think when

161we kind of give that update and we say, "Okay, what is the board thinking? Where do we want to go?" That's when we then write out the RFP for the company. This is what we expect. Here's what we want. What I can't do is account for future growth. And what I want to make sure we do is if we have a demographic study, if we want to go that way, I'm not interested if they can't give me future growth numbers. >> Yeah. And to to that end, Brian, I mean, I I'm assuming that you're heavily engaged with the city planners. >> Trying to be. >> Okay. Because I mean, every month they're approving new plats. >> Yes, they are. And the challenge that we're seeing well I I think we saw it you know Fallon's

162annex and different different areas they've annexed some of these areas off Highway N and that's becoming the city of Fallon where it was unincorporated. Um the city of Wentzville has tried to slow development. I think you can see that when you talk to them and Dougley is pretty open about that. They're not necessarily automatically approving. Um and I you know I don't know based on what the the planning and zoning commission did. Are they going to start pushing back a little bit? So yes, I'm in I wouldn't say monthly engaged yet. It's Doug Lee and I have talked a couple of times from Wentzville. >> Sure. >> Haven't really heard much at all from Ofallen. Um in fairness, I haven't necessarily reached out to them to ask on that yet. It's that's pretty transparent where

163they're at right there. Yeah, I think that's really a key starting point to know not just when they're what's being approved, but timelines for development because that that plays big into the schedule of when we have to make changes and what's impacted. >> That's where I want that out of district company that we be talking about that like you were asking me why do I see them coming in? That's where I see them coming in. I see us getting the preliminary. Here's, you know, we're going to get preliminary data. here's how we're going to do it, here's how we're going to address it. Then we go out for an RFP that says, you know, and and in that we write out very specific, we need you to work within and find the next whatever's been

164approved for how many ever or which and what I even also want to say is dig into it, find out which plots of land have been bought and they're no longer going to be farmland. They've been bought up by developers. I think those are things that I would expect us to know and then kind of project out from their expertise. If you have a hundred acres, what's the average lot size and how many homes can we guess to how can you estimate? Then we would make the final predictions if you're talking about here's what we're looking at. Here's how that works. >> I agree. I would just also offer or suggest that that yes, the question or the question get answered and when do you see the building of that? because some of these companies

165are buying up land not for today or tomorrow but for 5 10 years down the road. >> Where we really see that's North Point. Most of that land up there has been bought and and like I said I in a conversation last year with the city of Lindsville they're kind of on hold till 4061 gets fixed. So they're they're going to kind of wait a little bit to see what that now I don't know how long they can hold off those developers. I don't know what that looks like but yeah I agree with you. We need to know like when do they plan on these being you know put out there. I also recognize even when you buy a plot of land, it's still going to be a couple years before the home goes up.

166We've got to grade it out. We've got to get, you know, sewers in there. We got to get roads in there. We got to do all that stuff before the home's even coming up. So, I recognize that. I guess that's where I come into a little bit more of that like urgency of now is the right time. If we think we're going to do anything with buildings, we need to talk about getting that done before that big growth hits. Um, so that's I guess ultimately where I look at it. So, I think the redistricting I brought up because I think people need to understand and get an idea at least on a tentative side that here's what we're technically looking at. There could absolutely be a few tweaks here and there, but this would give

167you a good idea of where your home may be falling in that redistric. And that was kind of my idea behind the preliminary, me just drawing it up like that. >> Sense. >> So, Brian, just a quick kind of point of clarification. You mentioned 2728 or 28 29. So with the initial one, that's when we'd have everything redistrict and that year would start with the new patterns or that's the year we have that conversation to finalize what we're doing. >> I think that would be I think it depends. I think it depends on what we decide we want to do with with buildings that need deferred maintenance. If we're going to roll with them and figure out later down the road and kind of push that down the road, then we push that down the

168road and we say, "Okay, 28 29 is the right time to do or 27 28 is the right time to do there's not a reason to wait. We need to ease off and back off of where we're at overpop populated right now. If we say no, we think we want to fix those now, then we go and we fix those now. We keep the populations a little bit lower so you don't have to bring in mobile classrooms and do everything that's involved with that. There's there's a ton that gets into those mobile classrooms from porn peers um running electrical back out all of that stuff. There's a lot that goes into those mobile classrooms. It's a high cost. So, if you can avoid that, then you start talking about, okay, we we maybe figure out,

169can we do like we talked about earlier, if we're going to go that route, do we do a soft boundary to eliminate some of some of Liberty or move a little bit of Liberty possibly over to Timberland? Uh, I think you got to be really careful with that. I would not want to move anybody who's currently in high school to a different building. So, I think, you know, when you talk about redistricting, you also explore that. What do we want to do from a grandfather's perspective? My idea would be if you started a school, you finished a school at whatever grade level. So if you go to Boone Trail right now, you have the option, you know, you would transport to your new school. If you want to stay at Boone Trail, you transport. Um

170the same would go with like a South Middle. And the same would go with a high school. The only thing with a high school is I think, you know, you'd still be responsible for trans, but ultimately if you start it, you finish it. And that slows that and it maybe takes a little bit of that sting out of it, but at the same time we start seeing the immediate the moving of it. >> Can you send us the your presentation? >> Yep. >> You would have got it. I just finished it today. Sorry. Just being honest. Anything else on it? Was that what you wanted, President Scott? >> It was. Thank you. >> All right. Next, board action items. Anything that people would like to add to that particular document. Okay. And last but not

171least, board comments. I anybody Okay. I do have one, just a brief one. I want to say that I'm very encouraged by the discussion tonight and the presentation tonight from academic services. Um I think there's a lot of really good things happening and I it's good to see those things start to change in terms of numbers. Um and I think you know obviously as you stated there's always work to be done and then especially with talking about redistricting um that's going to take a lot of work. um you know with you know a one school over capacity currently and all of these other you know potential things that could happen um I just think it's really important for the public to hear these things and to know you know how well we are are improving

172academically. So thank you guys for all of that and that's it. Do we have a motion to adjurnn? >> Motion. >> Roll call. >> Secretary Bezenthal >> I. >> Dr. Dr. Olsson. >> Hi, >> Director. We >> hi. >> Dr. Lewis, >> I >> President Scott, >> I. >> Vice President Walsh, >> I. >> Dr. Hanky, >> I. Motion carries.