Whitefish School Board Business Meeting October 14, 2025

001Hey, we're going to call this October uh 14th monthly business meeting to order. Um is there anyone who'd like to lead us? >> You bet. >> Okay. I do the flag of the United States of America and to the republic for one nation under God, indivisible with liberty and justice for >> are there any visions and great so we'll move into D which is public comics. Um, this item is the appropriate place to make comments about an item not on the agenda but within the board's jurisdiction. Each action item on the agenda has its own public comment period. In order to protect individual rights of privacy, avoid comments that identify students or staff members. Additionally, public comment cannot be used to make comments regarding the contested cases, grievances, or legal proceedings. Due to open meeting

002laws, the board cannot respond in any way to comments made during the public comment period. So that essentially means that we cannot answer questions or respond. So um we do it looks like have one public comment. You like to come up. It's I don't know. >> Yes. Right there. >> I'll let you introduce yourself. >> Sure. >> Um yeah and actually I have a letter. My name is Robi and I'm just a white fish resident. I shouldn't say just a strong white fish. Good. >> I was just saying that your letter is very >> Yeah, but it wasn't attached to the handout. So that's why I'm giving you a handout. >> Well, it is actually a public correspondent. >> Oh. All right. >> You're welcome. >> Yeah. So, um yeah, I just uh wanted to

003comment on two things. The Whitefish High School expansion project and also um school bus transportation. So, um I feel like these comments I'm going to make will make our schools healthier and also use our tax dollars wisely. Last month, I attended the community meeting where A&E architects presented their latest design at the high school expansion project. It was really a great meeting. Um, and what was frequently mentioned was the goal to be futureproof. So, um, I'm asking for you to help guide the expansion project design to incorporate nonfossil fuel energy systems, which is future forward thinking. This will not only protect against unpredictable prices um spikes of fossil fuels, but it'll also eliminate harmful emissions in the schools, you know, possible gas leaks and pollution. Using clean tech energy will provide a healthier and safer

004environment for students for years to come. So, I've identified three areas for the high school expansion project um to install heat pump, air conditioning, and heating instead of gas boiler and separate AC. So, heat pumps are both an air conditioner and a heating system. They're twoin one and they use less energy because they are so efficient. So, I'm asking if you could support installing heat pumps for both heating and cooling instead of gas heating and a separate air conditioning system. The second item is to install induction cooking in the teaching kitchens. So, um gas stoves emit pollutants which is you know especially a concern for children or young students. Um, induction cooking is safer because it is actually flameless and it has it is remarkable. Um, it heats the pan and not the surface. It's

005very safe. Um, it also doesn't heat up your kitchen so it's easier to manage indoor climate. So, um, yeah, please consider installing induction cooktops in the culinary arts teaching kitchens. Also, plan for future solar energy. Though the expansion project does not include solar panels, uh being future ready for solar will save expenses down the road. Rooftop solar can save thousands of dollars a year by generating electricity from the free sunshine. So plan roof angles and structures to be solar panel ready. Um so now I'd like to talk about the school bus transportation. On October 6, Montana Department of Environmental Quality announced the clean truck bus and airport equipment program. So, it provides uh funds to replace older diesel fuel buses with electric buses. In my letter, I have a link to the program details. Um,

006something to note is that the deadline to apply is early December and the the Montana DEEQ will be very happy to help with applications. So, several school districts in Montana now operate electric school buses with success. Um, these are the ones I know about. I think there could possibly be others. Big Fork School District 38, Billings Public Schools, Clinton School District 32, East Helena of Public Schools, Fairfield Public Schools, and Havs, Hav public schools. Um, some of the many benefits of electric school buses is it protects the students and drivers lungs because there is no harmful diesel exhaust. It protects the hearing of students and drivers with quiet electric motor operation. It reduces maintenance costs. There's less wear on brakes because of the regenerative braking, no exhaust system, and no oil changes. And it also

007makes budgeting more accurate by eliminating the price and certainty of diesel fuel. So, these are my suggestions for the high school expansion project and the school bus transportation. Um, thank you for listening. >> We will um, thank you. Move on to E which is the public correspondence. Um, we all have weather you and now F which is the approval of minutes for September. Is there any public comment on Okay, back to the board for a motion on the September 2025 minutes. >> I'll move your app. One second. >> Wait. Moved by Casey, seconded by Quincy. All those in favor? Okay. Moving into the student trustee report with Charmela. You're all right. I'll start with the high school. Lots that is going on since the last board meeting. Um, seniors have ordered their caps and gowns

008to get ready for graduation. Seniors participated also in an activity with members from the city of Whitefish related to the vision Whitefish. The purpose is to guide our community growth and change for the next 20 years. on their phones and or sorry, excuse me. Um the members of the city of Whitefish gave the seniors a a survey on their phone which gave real time feedback on where they spend their time outside of school, a digital map of Whitefish, and various questions regarding the livelihood of students at Whitefish High School and how it is living in the city. Homecoming was also, in my opinion, a great success. Bonfire was successful. The homecoming dance made a new record of attendance, which was roughly around 350 students. Spirit week was fun and very interactive, and the pep rally

009was awesome. Um, PIR day is happening recently. It is set on the last Monday of September. Some activities included 17 different sessions pertaining to specific age, group, and content areas. There was a district-wide focus which was teacher clarity and optional sessions like AI education, Indian education for all, career and technical ed breakout co-eing and the use of doodle tools in support of students writing research papers by the library. Some events and meetings that have been taking place like the financial night for seniors and parents. Juniors and sophomore are preparing for the PSAT, which was an informational meeting during base camp. There's 150 students between the two that signed up. A NASA presentation at the high school took place in the blackbox this Monday or students can sign up to talk to a real astronaut. Veterans

010Assembly is coming up on November 11th, arranged by the student council and they prepare an assembly held in the gym. It is an infamous infamous long-standing tradition that honors veterans and Emily and their performance. Um clubs like drama club have been up and running. A production of Midsummer Night's Dream is in the works led by supervisor April Williams. DECA is also coming to a start distributive education club of America. The first meet the first meeting is on the 20th and we'll be going over content, teams and initiative and Missoula information as well as helping the freshman have a good understanding of what deck is all about. Sports and activities are coming to a wrap and football team and volleyball team are coming to the end of their season but tournaments are starting so that's exciting.

011And I'll go into Vivian's write up for the middle school. Um seventh grade students Glacier Park field trips for September and October. They went in small groups to learn more intimately about specific areas of the park led by rangers. The entire sixth grade took a walking field trip to the Whitefish airport. They received a half day of instruction from the National Air or the Air National Guard on air pressure and its relevance to flight as well as lessons on the atmospheric layer. Students also have an opportunity to view a plane and a drone to enhance their understanding of these concepts. White Fish Middle School student council members have been elected for the seventh and eighth graders and they helped organize spirit days, upcoming dances, and other events. Um they recently had a picture day, a

012contained drill and participated in the homecoming spirit week with the high school which they showed great participation. Fall activities for middle school are also coming to a wrap. The football team enjoyed many victories home and away. Volleyball teams achieved great success and cross country competed in the Mountain West race. Girls placing third out of 29 teams and boys placed third as well out of 25 teams. One runner from the girls team placed top 25 and two runners placed top 10 for the boys. One of our middle team members receiving first place. Catch of the day is also new and starting up. is a positive way to reward students for trying to behavior and honoring white pitch school rules which are showing kindness and respect. A drawing is placed each week to reward these behaviors to

013students of white. And this is Leven Elementary School. Um students are finishing the beginning of year I Ready and Fclass reading tests. They are looking to start the MClass math diagnostic to help with math interventions and title. Third and fourth graders are gearing up for the state MAS test in math and reading which will start very soon. Gearing up for the holidays. Moldown is turning orange to black. Halloween is coming up which means students are anticipating the annual Halloween food parade on Friday. And moldown has recently finished arts with masters which community members come down to mold down and teach lesson teach art lessons to the students. This is always a fun event where students can create amazing art pieces. A huge thank you to Lauren Bradley and those who gave their time to >>

014thank you. [laughter] >> Anybody have any question? I was at the growth policy city council and the high school students there were it was they were very they had great opinions weren't afraid to speak about yeah so it was cool to see the high school kids were there >> I did say we have better snacks [laughter] >> I know they do have snacks >> yeah I did So, ours are [laughter] >> I told the high schoolers they still come. >> I was like, okay, so we'll u move on to a wii everybody. Um, a couple things. So, happy October. get to celebrate celebrate shoulder season. Okay, that feels really nice. Um, and there's some really good news. So, November 1st is a Saturday. >> All right. >> All that that entails for teachers, right? >>

015That doesn't happen very often, right? >> So, that's really important. >> Yeah. Like the day after Halloween is brutal. Elementary. Yeah, that's um one thing I just wanted to reiterate, um thank Lisa for the P day on the 29th. Um one of the sessions that was especially informative was Indian education for all and just seeing how many resources have been built in that area um for all grade levels is really helpful for teachers. So, I think there's quite a lot of people who have a lot more understanding of what they could lean on. Um, all kinds of media, lesson plans, videos, uh, content area. So, that that is very helpful. Um, but mostly what I want to share with you guys today is that there's a plan for in the works um, pretty far into

016the works for uh, Mr. Means and Miss Crumb. Welcome, Mr. Crumb. um and Eden and myself to go around to each of the staff meetings on the first Wednesday in November, which I think is the 5th. Um and just start to communicate with each of the buildings with a really strong focus on clarity and on our best practice and communication. Um so that's really kind of what we're up to, but how we're going to approach that. And we've already started we started by meeting um yesterday for the first time and we're starting with cleaning up a lot of documents that have to do with channels of communication, what committee is responsible for what tasks. Um especially because some committees can can be joined by anybody. Some are by appointment. Some are going to be much

017more structured than they've been in the past. And just to make sure that that piece is really clear to teachers and to our classified staff. Um, and really this is the why about the reason we're doing this is um to figure out how to help staff navigate all those different pieces because there's our contracts, there's policy, um there's labor management laws, there's investment committees, there's calendar stuff, there's so much going on, it's hard to know where do I find X, Y, and Z. Um, and really the other why is to overall improve the culture of our relationships in our buildings. Um, so that there's clarity for everybody involved. Um, whether that is, you know, your people working in our food service and working with kids at lunch to crossing guards to teachers to our office

018secretaries um, and working with our administrators. And then hopefully that helps you guys have more clarity about what all of us are up to. So um any questions? >> Yes. I would just also know that you're involved council as well. Congratulations on you guys are involved. >> Yeah, there's actually Can I just brag a little? >> Go ahead. >> Okay. So, and I have we have a pretty fun video because what we the theme was foot loose, which was adorable. >> So, we hired a professional dance teacher to teach the students the foot like line dancing, but especially the foot loose line dance >> and they everybody did it like right like I'm not exaggerating. Like, so the entire lower part of the cafeteria, all the furniture is gone. 300 some students like they were

019still coming in the door. But so I have a really fun video of the dance if anybody's really dying to see it. >> Super fun. Um, yeah, it was good because we, you know, homecoming week's really expensive, but we made back what we needed to, so that was pretty great. >> Thanks. >> All right. Any other? >> No, thank you. >> Oh, yeah. You're welcome. All right. Thanks. >> All right. Yeah, the blue is up. We're moving for a discussion and batch items. So, I'll start with the teacher clarity highlights. >> Greetings from the curriculum department. [laughter] You have heard um from a couple of people already about um White Fish School District's professional development day, Monday the 29th. And you've also heard a kind of a theme, this whole theme of clarity. That's our

020word for the year. AC across I think all um domains whether it be with teachers with administrators with students. We're all about clarity this year. We were lucky enough to be able to have um Dr. Sanja Holland Alexandra come to us from Atlanta, Georgia. um she works with Corwin, which is a company um out of California. And uh she came and spent the day with us and um worked with each building and gave an overview basically of what teacher clarity is. You have that um handout I think in your word packet. Um that day is a big day because it's our one professional development day for our staff. And so that was a big piece of it. As Adrian shared, we had also a number of other pieces because it's important that we uh look

021at our district strategic plan and provide professional development to our staff um in relation to what's in our district strategic plan. So when I looked back at those 17 sessions that we shared with staff, most of them really um relied on um two areas of that district's triplegic plan. One was that students will improve academically each year and that our schools will be safe, inclusive, and welcoming. We also have our district PD committee that um gives us input. We have staff that gives us input and administrators that give us input. So that's how that whole day comes about. As I shared with you earlier, the highlight was teacher clarity. Um and the whole premise behind teacher clarity is that it's important that we ensure um our educators are clearly understanding the concepts and the skills

022that they need to teach within a given standard in their respective content areas. and that once those skills and concepts are clearly identified, they can be mapped across learning progressions which really form the foundation of personalized learning. And personalized learning, as you know, is a key initiative from the state of Montana. Our next step is that we're going to bring together our K12 PLC representatives for English language arts and math. We do have some although we've identified priority standards in each content in grade level. We haven't um vertically align them. And so we're going to look at a sample um from another school district that has K12 standards that are vertically aligned. We're going to take a look at those. We're going to ensure that we understand the learning intentions, learning progressions, and success criteria.

023And then we're going to share those out to our PLC teams and really talk about that so that we get an understanding of what we're what our work is, where we're going with our work, and what really drives our instruction in my school district. So, that kind of gives you an idea of where we're headed. Questions? I just wanted to say that in our two ones, Dave mentioned that it was just a really great day and that there were so many sessions offered and that they were all aligned with strategic plan and it sounds like it was a big list to have all of these sessions going and all of these happen. Congratulations. Hats off to teachers and everybody. >> Very cool. Another thing that got brought up in our 12 months is that there's

024a training that you're traveling to in San Diego. >> It is. So, there is a teacher clarity conference. >> Cool. >> And we we in February, the end of February in San Diego, we'd like to take a team of administrators and teachers >> so that um we can continue the next steps. Um our teacher clarity implementation plan is really a two-year plan. Um It's a big lift to try to get everybody on board in a year. So, we're we're we're trying to do this the right way, not pushing, not rushing, um but being very deliberate and making sure we're, you know, clarity about what we're doing every step of the way and that staff hear that as well. >> It also seems really responsive to the surveys, right, that we did last year that were

025asking for why seems really district. So, good job everybody. >> Thank you. >> Do you know are there any other districts who are doing this as well? >> Yes, Missoula is. >> Are they in the same path as are they? >> They are ahead of us actually. Yeah. >> Third year. >> Oh, well helpful. They are >> what should we sidestep >> and others are doing similar types of work but specifically with I think some of the around that >> well I'm not sure that >> have you been able to talk with a little >> a little bit cool yeah >> they've been a great resource >> another It It explains it very well. Yes. You know, very clear. >> I've heard it. Yeah. [laughter] >> I love that word. [laughter] >> Okay. >> I'm

026just gonna say it. >> Oh, yeah. You're up still. Okay. So, now we're doing the WHS advanced placement data. >> Yes. So last month, as you recall, uh was our end of the year uh data report for the 2425 school year. And at the time, uh I shared um uh advanced placement results for the 2425 school year. It was requested um that um you would like to see the historical data for um AP and the AP classes. Um and that's um been interesting to to find uh advanced placement. Every company uh gives different permission sets and sometimes it can be very difficult [gasps] to get them and when counselors move on and new people take places um um and sometimes that data uh doesn't change hands and we have some turnover there. Um but I

027think we're on the right track and I think we have um the historical data now from the last five years and and we have a plan in place to continue that from here on out. Uh so if you will notice in the slide deck um I just wanted to highlight a few things. Um, one is that uh the it's been the last two years that we've actually required our AP students to take AP tests. So, you will see a huge increase in the amount of students that are taking the test. um with the amount of students taking the test, I will highlight that um we have um more students that are scoring in the range of three or higher than we've ever had. So in 2021, we only had 47 students and last year we

028had 165. Speaks volumes to our AP um classes, right? and our and our AP teachers. Um the total number of students although that's kind of fluctuated um within the classes of of which classes have scored three um it reached a high of 88% in 2025. So again, we see even though depends on the classes that we see a huge increase in those stu the number of students and how well they're scoring on those tests. Um they're doing very well. I went through and um I we took a look at incrementally each class and although you'll see that some classes maybe didn't score as well as others when you look at it against the five-year historical data you will see a a um steady increase. So every year our students have been increasing that score um

029in that content area. And I wanted to mention that there's an error in AP US history. I sometimes I get distracted or interrupted and I make an error. But the but year five in AP US history, 100% of students scored three or higher. Um, so I wanted to make sure that I I shared that with you. Um, overall I think we're pretty excited about that. I think last time I shared with you that the uh AP physics test, we had students last year take it even though we didn't have an AP physics class. Um, and they didn't have the materials. This year they have the materials. It is an AP class. Um, so we expect that score to go up. We know that our calculus and our statistics classes are are not the scores that

030we want to have. We would like to see higher, but if you look at that against the fiveyear historical data, there's a steady increase. So, we're on the right trajectory there. Questions about any of that? So, okay, I'm curious just there were 187 students that took any of the classes. So, some could have taken two or three or >> yes, five. >> That was the total. >> So, so the 165 that had scores of three plus or 187 but not 370 exams, >> right? >> And then seems like data that would have been helpful over the last five years just I mean it's great to have it now. Was um I just wondering it just wasn't considered before or >> uh Rainy the company it's really hard to get the so >> like you said

031in the beginning >> yeah it's difficult to get the >> the data like Unlike I Ready where I'm a district administrator and I have access to all of the data. It's not that way with AP. It's confined solely to the site. >> Yeah. >> Like a different thing. >> It's very It's very interesting how and matter of fact Dave and I talked about it. So I when I contacted the um college board and I said I would like to get access to this. They had to verify that Dave was a superintendent and send him a docu sign so that he could allow me to get the data and we have to do that every year from here on out. >> It's just crazy. >> Yeah. From here on out we can look at it and

032then you know we had some counselors that retired and then >> yeah there was a changing of the guard in regards to who was doing what roles and >> I think it's complicated. is they just learned that you could look at it for five years. >> So that's new information from what I understand. So but interestingly enough the uh too that I have not received that email more than so to this day. So we're gonna keep working on it. >> It kind of highlights how diffult >> I called them like three times. Thanks for persevering. >> And it's such cool information to have as part of our public meeting because it's so much to celebrate. Yeah. I mean, this level of growth is insane. From 59 students to 107. >> It's really impressive. >> Sounds

033good. >> Way to go students. Way to go teachers. That's like really a lot to celebrate. >> Yes. >> And how well our students are doing. they're thriving and that they have the confidence to attack a challenging and rigorous course with the support to do well in it. >> Something really cool. >> Yeah. >> So, thank you for bringing it to our attention. I much appreciate it. >> Any other questions? >> Okay. Thank you. >> Okay. So, we're moving on to C, which is uh the Nate Health and wellness grant updates with Mr. Means and Brad Ray. >> Yeah, I wanted to thank Brad Ray for joining us. He's the executive director for Nate. Don't push down. >> I will not. Uh but I'm excited he's here to give us a little update on that

034of wellness mental health wellness grant that we've been working on together with Shu and it came through the school services of Montana. So just kind of highlight some of the the work that's being done there. So thank you for being here. >> Sure. Thank you. Uh yeah and so you have all the reports for what we've been doing in the Whitefish School District. It really involves um a highlight of the happiness for educators that was a cohort that is brought to us from the University of Montana, Dr. John Summers and Rita Summers Flanigan. Uh we historically have offered a cohort of one group of about 30 people. This year, because of Ssom, we offered a second group and we opened those up for free for Whitefish uh educators that wanted to attend. We also and

035and I actually have a book here. I'm going to leave some journals. Uh part of it is teaching people adults and kids how to uh be grat grateful, how to savor gratitude, how to find glimmers in your day. And the idea is with the journaling is uh a lot of times when you you're struggling with something and you go to a mental health service provider and they'll say you should start journaling. And if that's the case, the first things you start writing down are the things you're struggling with. So the idea is how do you get ahead of that and start writing down the things for which you're grateful for the things for that you get you up in the morning for the things that make you glad that you put your head on the

036pillow at night and can get up the next day and so how do we do that and that's a lot of there's a lot of science around that and it's an evidenceinformed practice called happiness. Uh we also were able to bring that same level of education to the school the kids. Uh so we do happiness for students. We do it in middle and high school uh in the county in the entire county. We did the same for SOS which is signs of suicide. That really is kind of our bread and butter uh is teaching kids to um identify trusted adults when they're struggling with mental health to have people to talk to to process with uh to find resources. So, we were able to bring all of those um on a continual basis here uh

037through the the uh the city as well as throughout the county. And then there a few of the things that we're looking to do. Uh part of this is we'll bring some very specific uh learning opportunities for parents and teachers here in Whitefish that we're right now planning to do. Uh some would involve like anxiety with schools, social media, using your cell phones inappropriately or appropriately and and how to like create some of those additional tools to plan out. Again, all of that is in your your um packet. And the one biggest piece of this that we're very proud of, we actually this is we're in year one of our three-year strategic plan uh that will uh wrap us up in 2028. Can't believe we're two months away from the first of the year, the

038first year, but we've created what's now called the people in need of services program. And the design is to have someone who when you're struggling as a kid or a parent to reach out to this one person and we know all the therapists. We have a resource directory of who's available, who's an expert at certain things. and you could come to us and we we can not only knock those barriers down, whether it's financial barriers, transportation barriers, other barriers, but we can also coordinate that care throughout. So, if you miss a session, we can check in on you and say, "Hey, Lucy, why'd you miss that?" Or if if the session wouldn't went great, we can reach out and say, "Hey, Quincy, it sounds like you had a session today. We just wanted to follow

039up. Is there anything we can do to help?" The idea is that a lot of times when you're struggling with mental health, you feel alone and you feel disconnected. And the last thing you want to do when you're struggling with that is to fill out a bunch of forms and to wait for phone calls and return calls. We've created this program to have a sustainability long term that if you're struggling, we can be a resource to get you where you need to go and to continue to provide those supports and services so along the way as you have hiccups as we all do as humans that there's someone there to say it's okay. And so that was we hired this person two months ago. Uh and and right now we're working on creating protocols with

040the major agencies within the county to identify how we can all work together to triage, meet together every month, talk about these cases to make sure that they're connected to all of the services that silos are now break broken down. So I think that's pretty much it. I do have I'll leave our your matter stickers. I'll leave our 908 stickers and magnets in the back and an overview of all of the programs and services that Nate Foundation offers in the back if anyone wants them. Any questions? >> Um I just was gonna ask so just to clarify um because you mentioned a countywide step which is awesome. So as far as like the happiness basics and happiness SOS is like are all middle school and high schools in the county getting like throughout everyone's getting

041that our enrollment numbers always show how much people intermix in our valley. Yes. >> So it's nice to know that they're all getting the same thing. >> Yeah. Very much so. In fact, one of our strategic plans, priority one, is that we want to make it so that at an age appropriate level, we're providing or ensuring that there are services and conversations and trainings being provided around mental services because one of the things we know is we do SNS at sixth and ninth grade, but when you get to 11th grade, maybe someone's doing something else around this and you're like, I've never heard of this before. uh we are going to thread the needle so that eventually from the time you get out of your socioeotional kind of stages in elementary school that there is

042an intervention a training at every level at age appropriate level so that the conversation becomes very normalized and isn't jarring we do this throughout the county uh every county every district uh district is doing things a little differently we've been bringing Jud Foundation to the valley uh this is our first year into that it's an evidence-based program out of uh New York that is about as old as we are 25 years. Uh there are two high schools in Callispell that are doing that now. Our it's a three-year plan. Our goal is to bring this everywhere and every different school system has a different reason why it's going to make sense at some point to integrate this. Uh so and then we we work with different school like Evergreen is a very different type of school

043system than Callispel than is Columbia Falls then is Big Fork. So with each one we have this uniform thread of training but with each one we are very in uh intentional in ensuring that that the the communities can identify what they need because every community even in a county of 10 what 5,000 people is very different. I'm from uh Florida where I've never seen this many school districts in my entire life uh and it's very complicated. So we're we're very mindful that that although we're providing consistent support and consistent training that we're also customizing it to meet the needs of the schools. >> Thank you for explaining that. >> Sure. >> Yeah. I just want to tag on to that. We learned one thing during the pandemic and the 2025. It was that what happens

044in one school affects what happens >> Yeah. >> in all the other. And we also learned how it all really are. Like they all know each other even great school. >> Yes. So um I also wanted to thank you because at that time you really helped our students establish the student outreach committee >> which was absolutely critical and I think a really important part of that was the training and I was curious if QPR which was function persuaded response what I heard is that students aren't old enough to do a book so is the science of dop how does that work >> you know there's always some shiny new object Well, well, um, what we're trying and SOS are really kind of the two statewide identified, uh, suicide reduction trainings that are that are certified

045for these age groups. Uh, SOS is something that's interesting about SOS that we're looking into right now is it SOS actually offers tiered up trainings from fifth or sixth grade all the way up to seniors. And so one of the things we're looking at now is how can instead of like right now we bring Yam to high schools and we have SOS and SOS and we have happiness and what we're trying to how can we maybe just bring SOS into every grade level. So even though the the um the interactions may change, even though the level of maturity and expectations may change, you can look back and see, oh, I learned that in sixth grade or I learned that in ninth grade, and even though the escalation for the maturity level we anticipate that will

046be needed for that, the answer is yeah, it'll be consistent throughout. And like you said, the the youth consortiums, we just had our youth summit, which is our second year. Uh last year we had 40 participants. This year we had 118. the school systems, all the youth from all around the county came together. And as you say, Evergreen is very different than Whitefish, is very different than Bigfoot. But what connects us all is our youth because the kid that goes to school here plays soccer in Columbia Falls and goes to see his therapist in in Callispel and and they're all so connected. And we can we can honor the differences that the school districts have and still be very mindful of the connectedness these kids have within the community that they operate. And and this

047is this no one in this county is an island. And how do we make sure we're connecting that and make them recognize their uniqueness and also still recognize their their their connectedness around the county. The other thing I wanted to say just really quickly, which thank you because you train these kids when they're here, but then the cool thing is when they go to college, they still have these skills >> and they're able to inform the people around them. Oh, here's what I learned about mental health first aid. I need to do this, you know? So, it's really neat that you're kind of infecting >> everybody in a positive way and then there's they have length. >> Yeah. Well, thank you. That is certainly the goal and and please pick up this kind of stuff,

048take it to your kids, hand it out. Uh, none of this stuff is scary stuff. This is all very happy stuff. And and we can talk about the scary sad stuff, but as long as I think we wrap it around this model of positivity and accessing people's sources of strength, then we we can truly like navigate the scary stuff and still build upon the happy. So, thank you. >> Thank you. >> And yeah, I think it's amazing. And I remember I was a sophomore in high school when they shoot died and I remember where I was when you hear about it. And so to see kind of what has become of his legacy to me is just mind-blowing. Um, >> and his parents are still on our board. >> Yeah. Truly like a grassroots, you

049know, identifying a problem. And I, you know, I think he didn't really even talk about it at that time. And so to see where it Yeah. has come is pretty amazing. I have a question maybe more for Dave as far as the the 12 staff of the 30. Is that was that do you feel like that's a pretty good turnout or did we when the happiness for educators >> I can't recall when you offered that I think we offered it in the spring >> it was it started in the spring went through the summer >> went through the summer so the 12 at that time >> I will say though Elizabeth we did offer a 90minute session on the 29th we offered two actually >> two sessions and then we offered a learn session P.

050>> Yeah. >> So that is the course. That's the three credit course that occurred over the summer. >> Yeah. I know. >> Yes. It's great. >> And that course is typically, if you look at three credit, master credit hours, I think it's somewhere around $1,200. And we were able to get it um SOS allowed us to offer it for free to Whitefish. We also have some private funders that allow us to offset that cost so the rest of the county can attend and get uh the entire training for 75 or 100 bucks. So the idea is that even if even if it's not free to get three M's credit hours for 75 or 100 bucks, it's not bad. >> And and it's really a partnership with us and and um Cape at University of Montana

051that offsets that cost here. Did you guys feel like it's a good spread across the district as far as the educators that took it like from the schools? >> Yeah, so there's more there. >> Yeah, there were a number of people that took advantage of it on the seller scale. >> Oh, there you go. And well, we did John has started Dr. Summers Flanigan has started testing it. It's in the evidence informed phase now, but they're starting to test it. And one of the things that they have found interestingly enough is not only that people feel kind of better about going through the happiness for educators, but because more people register for uh try to get into the class and actually get into the class, they can do pre and post tests from those who've

052gone through the cohort and those who haven't. And one of the things he found uh across the board with this cohort is with these cohorts is that teachers who go through it on the back end their depressive um symptoms have dropped, their ability to sleep has increased, their headaches have dropped, uh their fatigue has dropped. So they're moving into the space of trying to identif turn it into an evidencebased practice because it's not just having like behavioral changes. People are starting to experience physiological changes in the two months it take to do it just in how do you refocus and reframe your day in a consistent way versus an episodic way. Hopefully we're going to get John back to do some stuff because he's a great partner in this. He and Rita both are. >>

053I was going to comment on that too the story a little bit but it just highlights how small the squirrels is. Uh John's professor Montana as opposed to my dad. So probably not by no new John. and I used to play on his basketball team >> and just uh you know so it's really neat to to hear him doing this work and I think it's really positive work. I was able to attend the session we had on the 29th and they were relaying some of this information that he's sharing in the three credit course but also in the sessions he's offered. I think it's outstanding like focus on the happy people but also very work on those things challenge because of so neat stuff and I'm really glad we're bringing that to our educators but

054also to our staff a variety of not just at the course but also >> can I just ask one clarifying question it's on the other handout that you provided um the second one it's more like the flyer kind of about the Nate shoot I just >> this one Yes. Yeah, that one. Yes. >> Um about just just general aid. It's less education but just general knowledge for the um >> survivors of suicide loss. Is that something people would just reach out to Nate Shu directly? >> I don't know if that was another >> Okay, great. >> Yeah. So, we actually just got a grant was formerly known as HB118. It's a statewide grant that we just found out we got um two months ago. And we're going to be able to bring what's called the

055loss team here. Okay? >> And a loss team when someone goes out if someone's died by suicide, uh we have a bluebird box that was created by a local person who lost her husband to suicide. That is a it's got resources in it. Um uh one of my colleagues has partnered with a few restaurants. So there are $50 gift cards in there for a handful of restaurants. There are tons of um blankets and windchimes and candles and all this stuff. So we bring that out and and part of that is we give a warm handoff and a warm connection to additional support and services in the community. And so we also have the solus which is a peer-to-peer facilitated uh survivors of loss that we're actually partnering with a mental health service provider to provide

056guard rails around. So the idea is this pins people in need of services is going to be an umbrella for all of the services that surround suicide for those who've survived or those who are struggling around those who may be they've been connected to to provide outreach to provide support and services to provide a therapeutic space to share their conversations, their concerns, their grief, their pain and really to provide this holistic arm wrapped around the approach. So that one of the things we know is that someone who is close to someone who's died by suicide is three more times more likely to be a victim. So how can we get ahead of that by having this comprehensive approach and that what you just described is is a it is our foray. It's the first time

057we've ever moved into the space of direct services in the last two months. But the idea is we have the we have the relationships, we have the resources. What we need is the program to connect all of these things together to ensure that the people who've survived this loss actually have the resources they need to knock down the barriers to get the help when they want it. >> Great. Thanks for explaining. I was curious about seems to Yeah. Thank you. >> It's all in there. >> Thank you so much. Thank you. >> Thanks everybody. I'll leave this on the on the back for anyone who wants to talk. >> Thank you. Uh so we'll move on to which is the WHS expansion owners report >> is online. >> Hey guys, can you hear me? Okay.

058>> Awesome. Okay. Um sorry I couldn't be there in person. Um, I was actually over the weekend on a hiking, backpacking trip and tripped and broke a rib. So, I'm actually I'm nursing that currently um couple days into it. So, uh sorry I couldn't be there, but I am excited to share the October update for the academic and athletic expansion projects. Um I believe you all have the report in front of you. So, starting off with the budget, um this is all consistent with previous months, um except for the line item for total spent to date. Um that is currently at 1,94,932 and change. Um which is roughly 3% of the overall budget. Um and again that's mainly um design consulting and some early work that needed to occur for the project. Um so that

059is basically the same um at this point. Uh jumping into the construction GCCM contract status. Um nothing has changed here. However, we will talk about one item um in a minute that will um that's already will be starting soon. um which will uh input some some figures here as we progress. Um so I'll talk about that in a minute. Uh jumping down to the next section for current uh schedule milestones. These are all consistent as well. Everything is on track as far as the schedule goes from a design perspective and um starting construction perspective. Um so that is all great news. Um, and as we progress, these will continue to be updated, but this is consistent with the past couple months. So, nothing major to note there. Um, however, jumping into the key monthly updates,

060there are a couple key updates from those milestones. Uh, the first of which being that, um, A&E design has completed the 100% DD set of drawings for the academic phase. Uh that was on October 1st and um that is currently in Martell's court uh for a cost estimate that they're working on. Um Annie is also uh in the in the process of working on the athletic phase 100% DD set uh which is on track to complete October 22nd. Um so a lot of progress there. Those are great milestones to see and we're really excited to see the cost estimate from that 100% set uh which is on track to complete tomorrow actually and we've got a meeting scheduled for Monday to review that. Um so that input will be great as we progress through design

061um for seeing where things are at from a cost perspective. Um, item number three, uh, circling back to the GCCM contract, uh, we have our first contract amendment for Martell and their GMP contract. Um, if you remember earlier this year, we executed their contract, uh, which brought them onto the team. Uh, but this amendment number one is the first, um, amendment to actually add scope and cost into their contract. And this amendment is for the grandstand uh bleacher design build scope. Um we will talk about that more in detail here in a minute. It's actually the next agenda item. So that's just a brief uh capture of um something coming up here. Um and then item number four, um we are actually starting some work on site uh starting tomorrow, uh sorry, starting Thursday and

062Friday of this week. Um which will be some early preparatory scopes uh to get things ready for mobilization in March. Uh we're taking advantage of school being out Thursday, Friday and getting ahead of winter um for some things like infrastructure and a couple uh asphalt pathways um for student traffic and flow around where um temporary fencing and layown areas will be for the construction team. Um so that's exciting to actually see something happening. Although it's just early preparatory work, um it's still uh actually um you know equipment and things going on on site, which is always fun to see. Um jumping down to progress photos. Um again, you know, these are kind of just some snapshots of uh some of the things that are happening monthtomonth. And so this first one is simply just a

063a snapshot of the cover sheet to that 100% set of uh design documents. um that A&E has completed and um I know Shane will be I believe speaking on this in more detail here in a minute as well. So the visual is just basically an update that that occurred and hit the milestone uh date that we were tracking. And then uh the next visual you see there is just a highlight of some of that early work that I just talked about. Uh for those what you see highlighted in the the red clouds uh are the additions to some pathways. um for for traffic for pedestrians um around what will be construction fencing [clears throat] and lay down yards um for the construction team um as well as some infrastructure work just to get in advance

064of um the demo work that will occur in March uh just so we can be really efficient with the sk with the schedule and hit the ground running when they get out there to start the work. Um, so things are starting to progress and they'll get they'll get more um meaty, a little bit more uh substantial here as as we get closer. Um, but that is the October update. Um, any questions from anyone on any of that information? >> Of course. Yeah, I think we should we uh just move right into the next agenda item. >> Perfect. >> All right. So, we'll move on to E, which is the uh WHS expansion contract amendment. >> Excellent. So, as I mentioned earlier briefly, uh this contract amendment is the first of probably several. Um, at this

065point we're tracking four contract amendments to loop in um, all scopes before we actually have everything uh, included in Martell's contract for the project. Um, and this one is for the grandstands and the bleachers as I mentioned. Um it is necessary to do early like this because we are uh bringing on that team member from a design perspective um so that we can have clarity on what those grandstands will look like from a structural perspective, spacing perspective and um integrate with other design team members. Um and also to start the process so that we can get ahead of ordering and uh lead times for the materials. Um the next the the other uh amendments that will be forthcoming are for other scopes. We've got a we've got another one that's actually in the works for

066the stadium lighting uh which is a very similar scope because it's kind of a design build um aspect as well. Um that one is currently in the RFP phase. Um, and we haven't we haven't got reviewed those RFPs to date. Um, but this one also went through an RFP process and we selected TUT construction for the grandstands. Um, and so this amendment would be looping that scope into Martell's contract and the amount for that is 1,238,160. Um and again that is for both the design and the um material and the installation of that material uh for the grandstands and the bleachers. So um it allows for a lot of coordination to occur on what those bleachers will actually look like. The high school made a trip down to uh Hamilton High School to look at

067some of their bleachers that um Tut Construction also installed. And so there's a there's a a lot of things happening to coordinate that design and what those bleachers will actually look like. But this uh allows for that to occur. Um and so this action item for the agenda is to u to recommend approval and a board vote for approval for that amendment to occur. [clears throat] Are there any questions on that amendment? >> So >> yeah. Oh, go ahead. Right. >> Yep. >> So that amount was expected. >> Yes, that is the current expected amount. If it changes, then it would just adjust via change order. Uh whether it's um whether it increases or decreases um based on what the final design is. Um so that is just looping in the design build portion that

068it currently is at. Correct. share him Shannon. >> So I'm I'm just trying to understand why um why the need for a contract amendment I guess is my question. Um this is the let me understand this work is work that was going to need to be done and this mill two is coming out of the six six mill eight that we're spending on the academic base. Correct. So >> correct. So why uh you know I guess I'm I'm just trying to understand will there be a an amendment to the contract you know for every phase that we build or why are we seeing >> no there won't be one for every phase um the contract that we executed currently with Martell does not have any scopes or uh GMP amount dollars included in it um

069from a from a GMP perspective. So this is adding the first scope essentially to that and we're just doing it early because we are um needing to execute that contract with TUT at this point uh to coordinate the design. Um there will be a few more uh probably four total amendments before we get to uh looping in all portions of work uh for both phases. Um, and so that again, that'll probably be one more for the for the stadium lighting. And then depending on if we need to do a couple things before the actual project gets bid out to for in in full, um, there might be one or two more before that project gets bid out and then the entirety gets looped into the GMP contract with Martell. Um, so it's really just a

070phasing um perspective of when it happens uh to be able to do it all at once versus um the more phased uh multiple amendment process. Um this is the same process that has occurred on previous projects. Um like moldown uh was this way as well. Um to loop in additional amendments just because uh things just like this have to be ordered and designed uh early and just be a part of that contract before other things like we're not ready to bid out the project obviously um until the designs are complete um later this year, early next year. And so getting this one included now will just uh allow us to get this work coordinated at this point which is a necessary step in the design process. >> Okay, one more just to clarify. So this

071this amount is the amount to design uh build including all the contractor's fees etc. This is the maximum and install for setup. Correct. >> Correct. >> And then one sorry one more um You had mentioned that this had been that we had been given a bid and I'm curious how that happened before we designed it. >> Uh the the RFP that went out for this bleacher scope um was for companies to provide their their proposals uh for this scope of work. And so the design build score scope means that whatever company is selected they actually design it um to their you know standards whatever is actually going to be the manufacturer of the actual bleacher system. Um and each company has a little bit of a proprietary or they use different uh manufacturers and so

072they were slightly different between all of them. Um, but it includes the design, the whoever will manufacture and supply the material and then the installation was what was included in that RFP. Um, and so when we reviewed those RFPs, TUT was selected with their system and their ability to design it for and coordinate based on whatever specs and um, you know, what we want the actual bleacher system to look like um, and ultimately be the best installer as well. So, it's kind of a package deal for all of those scopes. And this is just one that's a very specific design build scope um for how these grand stands work. Um a similar aspect to the the the stadium lighting which will be forthcoming as well. >> Thank you. >> Yep. Okay. >> Well, I had

073one clarifying question because in your discussion you said you may need to bring this amendment back if it if it came in under or over budget, but according to what this says, it says total guaranteed maximum price. So, the cost would not ever go up. Correct. >> Well, it it's partially correct. Um the GMP guaranteed >> Yeah. Guaranteed maximum price is the term used for um the scope that's included in the contract. Um but if there are changes to it uh like if we change the the you know this a 1500 uh seat grandstand for example if it changed to a700 square uh seating ability grandstand or uh in the other direction a thousand seat capacity grandstand that would change the scope and therefore um that would be a very easy example of how the

074cost could either increase or decrease that would potentially adjust this number that we're looking at here. Um, so there are things that can change with what we currently have anticipated that might change this, but if it were to be if it were to if nothing were to change based on what the current design is that proposed on, this would be the number that it ends at. Does that make sense? >> It does. So basically, if we ask for changes for something bigger, then we would have to pay more. >> Correct. But if it stays the same, this would be the maximum price. >> Yeah. And and just a clarifying a nuance to that is is changes that we request that would be bigger, it would increase or if there was simply just a a change

075to the design for some reason that wasn't necessarily a a owner upgrade request. Um some of those things can have the um they can result in a cost increase or a cost decrease. Um, so it's really just a coordination effort to get to that point. Um, you know, those those are the things that we don't anticipate to happen, but um, I just mention it because there are times where that could occur. Yes. >> Any other questions? >> Is there any public comment on >> Sure. Well, if they keep it the two minutes is our time. >> Oh, yeah. I just had I just had some questions. Um, so, uh, when will the detailed design, um, you know, the engineering drawings be of complete and will those be submitted to the city of Whitefish or where

076will I be able to see them? >> Unfortunately, because it's public comment, we can't he can't respond. >> Oh, okay. >> Yeah. Sorry. It's confusing, but >> Yeah. Sorry about that. >> Um he you can ask the questions but no he a person can answer. >> Gotcha. So okay. >> Okay. >> Yeah. Is there any other public comment? >> I said public comment about the whole stadium or is it just about stands? >> Um >> this point it would be about this item. So >> just this item. So it would be about this. Yeah the stand. I mean, I had to comment and please >> um I'm Lindsay shot and I just I didn't know there was a meeting tonight so I'm not as organized but um one thing that just listening about the stands

077um and thank you board for all of your service to the community. But um I had talked to Dave Means like two years ago about including in these grand stands um a po to have like them be multifunctional and it sounds like you guys are just talking about maybe a flat just metal stand and just as we um grow as a community I think that we're missing a huge opportunity at this point in time to make this stadium a multifunctional um like facility. And so are I don't know if it's a public comment or a question, but can the board just state if these are going to be just flat stands or is there going to be like housing for teachers under these stands or is there going to be um like some sort of

078I don't know like a culinary arts studio? Are there going to be other things under these stands? or is it just going to be like what we have more of when our community is growing so rapidly and it's come up um time [clears throat] after time that people have moved to this community because their community didn't plan for the growth and that um I just I don't know where you are exactly with this and I just felt like I jump in and it was something sorry I wanted to be more involved in this process but our house burned down about two weeks after I talked to Dave And so I always kind of joke Dave Means must be psyched our house burned down because >> there was >> I doubt it >> because I think

079we are also missing a huge opportunity and I wanted to write about this but I've been busy upstairs and just trying to get a house back that we're not punching through um Fourth to Second Street to address the traffic flow problem. In addition to that, I know you're just talking about the grandstand, but I don't know that we should just be building a flat building that doesn't address any of the other issues in the community. And I think that you guys as a school board, and I mean, this seems like it's a train that's like going, you know, down a path. But I don't think it's ever too late to be a really powerful community. And I think that's what I why I've lived in Whitefish for over 30 years is that we are able

080to do amazing things in this community. And I I don't know, maybe you guys need to rein this back in because it's a train that like you guys are on and I don't know how many people like come to public comment. I don't hear a lot of it, but it sort of feels like it's being planned in the dark without addressing the needs of this community as we grow so rapidly. And I know it's probably two minutes. We already did moldown and I was all for moldown and then it was too small. So, just are these just going to be flat stands? Because I think that we can make these like multi-dimensional stands. And um I'll work on that proposal that I started before the fire, but I just don't want us to miss an

081opportunity as a community because this is a really really big deal. This also I think affects where the high school stays and there's been chatter that it's going to be moved out to Highway 40 and Route Two in the community. Like some people are like, "Oh, Americans shouldn't move it and we should be a school district with Columbia Falls." So anyways, I think that this is just about the stands, but I think it's so much more. And I hope you guys are all considering that because this is we're really at a I don't know. Uh I don't know if it's a precipice or it's not an apex, but I think we just need to think about this a lot more. And I think that I mean I wanted to sit on this and I just

082haven't had a lot of time but just it's really important that we like view this not as a flat project but as a 3D project. So thank you. Thanks for your time. >> Thank you. >> Any other public comment back to the board for further discussion or motion. I will make a motion that we approve as presented. >> That is moved by Shannon and seconded by Katie. All those in favor. >> We'll move on to agenda item F. >> Thank you, Luke. Thanks guys. >> Yeah, thank you. >> I have F which is the expansion A&E report. >> Good evening, Shane Jacobs. A&E design. Got a slightly different kind of presentation style tonight. It's mostly just kind of bulleted, but I do have a little graphic that is um something to look at. But I

083warned you in previous meetings that we're going to not see these big moves between at this stage in the game. And really we're working on a lot of detail. So um as you saw when you walked in tonight, every building, well this building received two, one for the district office, one for the middle school, the high school received two, and Maldon received one as well. Copy of uh nine presentation boards that were used largely over homecoming week but then are on display now. And so that's that's one attachment. It's just a copy of those those boards for your record, a digital copy of it. Um, so I just wanted to pretty much just break my presentation into two pieces looking back over the last month and then looking forward over what I think the next

084month looks like, the things on our horizon and radar. Uh, so over the last month, we uh had a meeting with the school district regarding deferred maintenance, which was an item that was part of the bond and the original um the original bond cost. So that was walking through kind of a running list that the maintenance um department had created since the 2013 high school was opened. And so it's continuing to just kind of keep those things up to speed and operational. Uh we also had a what's kind of the beginning of a OAC and owner architect contractor meeting to review phasing. So, it's construction phasing and starting to really think about how does Martell approach a project like this and what does that mean in terms of operating school while contractors are on site.

085Uh we had a a meeting the following week about an item related to one topic that came out of uh that phasing plan and that was a topic with the building department about reviewing occupancy in the gym during construction. That's still an ongoing conversation. I've got a follow-up meeting to that on Monday. Um, so just looking at what does this look like when we have less egress, when there's less amenities. We I always think of a project like this is taking something away before you give it back. So, it's definitely a short-term pain for long-term gain uh kind of kind of approach to a project like this. Um, we had a big week over homecoming week. We had an opening house listening listening session on Monday of that week. Uh on Wednesday we had a

086very full day where we met with all the staff that would be moving into that are impacted by the project that would be largely moving into those new classrooms or represent the department that would be using those new classrooms. And then later that evening on Wednesday we had a community presentation and spoke to both the academics and athletic side of the projects. And then the next day was a volleyball game. So, we were uh set up in the gym foyer and caught the end of second half of the JB game and all of the varsity game and were available for parents and and staff or parents and um parents of both the athletes, but any really any member of the district or any member of the community to come join and and uh ask questions

087and listen to um listen to any responses. So, we were just available to them there and then did something very similar for the homecoming game the next evening on that Friday night. Mr. Means and I had a booth set up there as well right at the entrance just being available for uh any community members. We received a lot of good questions, had some conversations with um other people that were interested in what more they could do. Uh a lot of parents are just interested when these fields are going to be available for their students or the facility going to be available for their students. Um and then we've had numerous other visits to the school to be measuring and and understanding more about the building themselves. So you can see so much and um in

088old documents which we have a good collection of in previous construction documents but we've made several visits to measure and document the things within there particularly culinary arts and um and athletics both indoor and outdoor sports uh we've got a few things like that for arts as well. Also, there's a couple departments that will be moving around that we just wanted to understand more about the equipment you have and how you're working and be able to apply that the dos and don'ts, the lessons learned from your current systems and be able to apply it to the new design. Um, Luke mentioned that we uh pushed out that 100% design development set for the academic expansion on the first of the month and then uh we had an we had a on-site meeting. I think it

089was I think it was maybe that same day uh a cohort from the high school went down to Hamilton to review their uh their athletics facility particularly the bleachers that were uh had the same uh design build consultant Tut um involved with that project. So we had a meeting the next day upon that return to just review what the school district had observed. So it was everything from just track surfaces to scoreboards to particularly the bleachers and how that worked from an operational standpoint. Um so it's always good to kind of touch and see and particularly look at kind of sighteline and viewing angles from from the bleachers themselves. Um they are elevated that they are an elevated set of bleachers and there will be some program underneath of it particularly um athletic storage. Um

090and then uh rounding out that week, we also had a meeting on site to review some potential early work which might lead to one of those other contract amendments of some of the additional work that or some of the work that would need to happen as part of the project anyway. But the cse building is fed off of the high school building in the direction that we would be demolishing and building. So, it's kind of a preparatory comment that we were out there seeing how we keep that building live for the next school year without disrupting it and without slowing down Martell during their work. And then um and then as Luke mentioned, uh Tut was informally uh selected with at that time. They're formally tonight. Um so we're anxious to be kicking off meetings

091with them. We actually start tomorrow with that. So we just hit the ground running. um they're really a key component of that. A&E could design we could design bleachers but then it would go out to a propri to all these different proprietary manufacturers that would that would work under their system. So work to design it to complete the design to their system. So getting them on board really makes us kind of hand and glove and have a complete team and since they both design and they build they're complimenting Martell on their side and A&E on the design team side and then um we've had several other design meetings with uh consultants and Tel and Martell and conversations to um help develop and coordinate that design development set. So looking forward we uh take that set

092and really it's used for a couple purposes. We're doing a quality assurance, quality control review internally. We continue that coordination with all of our consultants. Uh the school district is reviewing those documents and commenting on it. We're also having some early conversations with the city and continue to do so just to make sure they're not caught off guard with anything at public works, the building department, um or planning and zoning. And then we take those and progress into the construction document phase. And Martell, as was mentioned, is pricing it. And then we're able to sit down and review that pricing and adjust any scope accordingly and and continue strategizing with um the that pricing information. And so that's kind of the beauty of this process. We take that information and let it continues to hone

093the design and inform um for inform an aspect of schedule and design and constructibility that he wouldn't have if he didn't have this particular delivery method and a contractor counterpart at the table working closely with us. Um we'll continue working with Tel and Martell in the school district to identify those early bid packages. Um so that's what are the things that can happen sooner than later. Um, obviously want to keep those to a minimum as we can, but as Bloop so uh so well described, there's often need for that in project like this with just the complexities and being able to kind of set yourself up for the bigger move before it's time to actually break around and get to the the bulk of the work. Um, our documents in that 100% DD set will

094also be used for some hazardous material testing in the school, which is a requirement, something that you want to do anyway when you're working around students. And then the contractors themselves that are building it. So, um, when you start dipping into an old building, got to go take little samples before and send it off to a lab and do a full-blown report about it. So, that work will be coming up soon. We're working with with Luke on that. And then um we've got an upcoming coordination meeting that uh I think will probably get scheduled next week with the county sanitarian just to walk through the program at col at culinary arts and then both the uh internal and external concessions. So both for the athletic project and the academic project we will deliver that 100%

095design development set for athletics. the same milestone, but for the athletics, we're a little staggered in how we're um how we're approaching both projects and just our delivery and our milestones. And then um tomorrow, we have a couple meetings to talk about some of that potential early work with uh with fiber and utilities going up to CSSE and I'll sit down with Mr. Brown. We'll walk through some of the parking lot and just making sure we got enough parking spots with our our fairly packed site to make sure that we all the people that need to park here and there have spaces to do so or we're allocating them appropriately. Um we spoke a little bit, Mr. Means and I spoke a little bit at the football game about with some of those donors about

096beginning to put together a donor ask graphics package. Um, so if somebody's interested, it would be above and beyond what is included in the bond. Um, but there seems to be a need there because people are asking. So if they want to elevate materials or provide more that that would be an opportunity for the community to do so. Uh the next bullet I we completed last week. Spent some time on the roof of the high school walking around and just seeing where um potential um past failures are where we might be having leaks and other things that uh Chad Smith has been dealing with over the years. So we we brought out Martell and A&E and Tel uh so Luke from Tel and we and then a roofing subcontractor and walk the roof to kind

097of kick the tires so to speak on what to do about a couple conditions up there so we can translate those into our documents as well. Um we're working on completing a conditional use permit which is requirement of uh expanding the high school within the neighborhood that it's in. And so it's a kind of a non-conforming use because it's not a residence. And so that's something that you did in the last high school expansion project. We're also don't have it scheduled yet, but we're planning on uh planning on bringing the project to a preliminary architectural review committee at the city of Whitefish. So that's mainly commenting on aesthetics and the design. And that's something that's required of a permit, but there is a a preliminary version of that that's a on a on a larger

098complicated project like this, it's good to bring it in front of that board um early to be able to get their buy in and kind of early comments so you're not taken off guard by something late when you're waiting on a permit and all of a sudden they've got an opinion that you need to address. And then similarly some preliminary site reviews for both athletics and academics and that's largely led by our civil engineer but I will join those meetings with public works and zoning as well. And then um there is a contract modification that is in development in the background on our side that is related to mostly engineering but it's some things with the um that deferred maintenance list and um some other things that we know you'll need and we had some

099of the placeholders in our um in our proposal and A's proposal related to furniture selection and u bringing a kitchen consultant on board for some of the lighter kitchen work that's associated with culinary arts and um in the concession areas. What do you have for me? >> I do. I noticing that you had a ton of listening sessions and community presentations and I want to thank you both for that. I think it was really strategic to do it with homecoming when people were already in the building. If people wanted a listening session or opportunity to meet and get questions asked in the future, do you have like office hours or is there any time that's convenient for people to contact you? >> That's a good question. That's probably a more accessible way. I know I

100mean you've received a few questions, Mr. Ne, and that you've passed along to us if if there was a if there was a question about something. So, we're happy to address those in that way. Or if there's if this is a good forum, I could do that as well. Yeah, I do receive some time those share those for discussion and some ideas that are working on but also yeah throughout the spring we offer those opportunities multiple opportunities for that like we moved into the summer farmers market goes up a lot of ideas that were shared those events and we share those uh Lou and Jane and everybody at other meetings as well. So I think we're getting some of those opportunities. I think future opportunities is a good I wrote down some thoughts about parent

101teacher conferences is another opportunity we have those boards and some of their available questions that I'm ask at least another another update or two prior to March u although we are progressing quickly we just finished our 100% designs drums but there's opportunities for people to share their thoughts regarding those those updates. >> How do you advertise like wanted to find out what the listing sessions are? >> Those are in pilot >> and some of those have been carried on Apex and other stations >> and they're on your web >> and they're also on >> questions. try to leave no stone unturned, but every once in a while you get a good doozy out there. And so >> I just was curious because you talked about um chatting with the departments and school etc that are

102going to be most impacted as you build. Do we speaking of communication, do we ever and you guys did this with I'm sure, but the neighborhoods around there that are going to be most impacted. Do we do like little flyers of like hey by the way if we could accurately let the neighborhood know? >> Sure. Yeah. Um, >> I I sped to an answer and you you went into it. It was your question ended up a little differently than I anticipated, but the conditional use permit is an opportunity that the city offers for all of the surrounding properties to um be part of a public process. So, there will be some public processes. >> So, they'll know. >> Yes. And so, it'll go through a couple steps. Site planning will be a public meeting and

103ultimately it's accepted by council. Um but if there are other things as well of like traffic patterns and things like that I know um we are we are working between the school district and Martell and Tel and A&E thinking about what are those disruptions what are those changes there will be some most of them are going to happen right on the high school property but inevitably there will be some other circulation changes that impact the neighborhood >> so we're not getting into too many utilities so I don't think we're shutting many people down on anything >> but there There will be some scheduled things for sure. >> I was I I I think maybe this she was alluding to this and I'm not sure if you answered it. When this progresses forward, this is what

104I want to know. Do how do we say um hey, we're going to be uh starting construction and moving equipment around and it's going to affect your traffic flow. Do we go out to the neighborhoods at that point, knock on doors, you know, say to people, "Hey, by the way, when you get up tomorrow, you're not going to be able to get to work." >> Yeah. Most of it's happening right within the school district property. We had a couple utilities we thought we were going to get into in the bordering streets in Pine and Fourth. Um but we solved for other ways to do that. Um there's still going to be deliveries and things like that and we're going to work closely with well Martell is going to work closely with the school district. It's

105going to be a a monthly, weekly, and sometimes daily outlook on making sure like okay we got a big delivery or we're pouring concrete and those are happening at certain days at certain times and >> Yeah. Yeah. So, I know that communication is planned to happen with um anybody that receives district emails. I'm not sure how specific neighbors if they're not already linked to the school, but um it won't be as disruptive as your sixth street like the highways are where I can text a certain thing to some code and it'll update me all the time like when you're blasting out on 93, etc. Is that >> update? I think one of the thoughts there was to set up on our website any updates like you said >> I don't want to have to go

106check >> no >> I'm lazy want to get a test >> yeah we'll see if there's >> design and then I just last thing I just want to um appreciate the public comments on the letter that Robin % um and she was part of our uh community meeting on that Wednesday night in the middle of uh homecoming week. So a lot of great comments there. I appreciate the comments. And I also I don't know if you did this on purpose. A couple of the projects you referenced were A&E projects. So [laughter] these are these are good [clears throat] these are good projects to follow. So we do try to futureproof our buildings. Um and that's from capacity standpoint. We understand the investment in the community and how long this building needs to last. Um, so

107there's a ton of sustainable pieces of that, but it's also just understanding how it plugs in from an embodied energy, from a fossil fuel, from an indoor air quality, and the sustainability of design excellence aspects of what it is that we do. So there's a lot of layers in there and a lot of complexities. There's a lot of moving pieces right now. And so we we recognize the importance of that as something that hold in high regard as our our firm and I think the community appreciates that as well. >> I had one more quick question just because it started about the donor ask and I don't know if that so who is making like if there's a donor who's just or however this is going to look I guess maybe this is a conversation

108later to explain to us what that's going to look like um as far as if someone comes and says oh I want to donate. I'm just thinking like at the hospital, like a foundation that says, "I want to donate this for this specific diagnosis or something like that." So, there's certainly those donors, but then like you said, if there's just general, >> I'll give you $5,000. How would you like to spend it? Who's helping prioritize that list? >> Yeah, it's uh it's something I want to talk about with Luke and the district. We're meeting on Monday. Uh we usually meet bi-weekly and this Friday would be the the meeting typically but because of MA we're pushing it to Monday this week but it's something that I have volunteered that will work Amy will work on

109the graphics for that since we have so many of the assets already with the design work itself. So, you have like a priority list based upon the idea. I've got an idea how it looks, but I need to bring it to the school district and then have them refine it and give me some direction on it. >> Okay. >> Yeah. Yeah. >> Thanks for problem. >> Yes, I know, right? >> We'll take it. There any other >> Thank you so much. >> Thank you. We will be moving on to G with Mr. Lee which is the uh WSBWA jazz band MOA. this Jan Ma we've been had on the agenda for the past few years so it's not new to you but um what is different about this month this year is we've uh outlined

110it for two years because we have budget bargaining agreement for two years so we were able to then identify the amounts for that two-year period so before you was a recommendation for this memory bill allow allows us to do an additional section essentially of jazz band opportunity for jazz band. >> Any questions? Any public comment on agenda item? Go back to the board for further discussion or motion. I'll move to approve. I second moved by PD and seconded by Quincy. All those in favor? Okay. So now move on to H which is disposal of property resolution with Lucy Sh. >> Thank you. Presented for your consideration is a resolution calling for disposal all musical. Uh the district has a total of 99 obsolete instruments that are no longer suitable for for theation. Uh before the

111items are disposed of, best efforts will be made to sell them online, sell them for the value of their parts or metal. Any proceeds from the sale will be deposited into the band program fund. Uh a complete list of the instrument was attached to your agenda. It was a very nice documentary prepared by uh Martin Grady who uh knows the ins and outs of [snorts] the instrument inventory like nobody else. Uh I would also like to mention that uh 63 musical instruments have already been replaced. Will be made music and 37 more instruments are going to be purchased soon. Uh any resolution of any property owned by the district uh or any disposition of assets needs to have a resolution approval. >> Nicely done. Is there any public comment? back to the board for a

112motion for further discussion. >> I was just gonna say that's a crazy long list. I don't know like oh my god stuff but >> you know >> thank you. Yeah. In subscriptions. Yes. >> And he knows. Yeah. It's crazy. And he mentions exactly 17 plus 82. >> Yeah. >> And I count it and it is exactly 17. Um if >> I approve the resolution, >> I >> All right. That is moved by Ra seconded by Vincy. All in favor? >> Okay. Thank you. >> We are moving into I which is the White School District action plan update. What's the need? >> Thank you. I'm excited to share with you tonight the latest draft of our White School District action implementation plan. Uh this plan includes some updates based on data, >> survey feedback, committee feedback

113and input. It's also recommendations. So, um we try to capture some of those things in this latest implementation plan essentially. I think it's important to point that out. So we have a strategic plan and we have the goals and the goals or action steps are a the district will develop and implement a consistent frequent and purposeful collaborations. We're not adjusting any of those. This is the imple really essentially the implementation component, right? So we looked at this and said, okay, we want to prioritize collaboration that was based on feedback. So that's based on uh our feedback from our surveys, things like that that indicated. So we really need to prioritize that teacher collaboration make sure that we're anduring that like for instance our professional learning team that are always focused on that specific task rather

114than other purposes. Um here's another uh come up. So if you look at B in that one we drafted we had added status learning intentions success criteria developing teacher care players club heard about that. So it's based on feedback um essentially too as well because really uh this gets to guaranteed by curriculum and all the things we have here. measure that and look at the progress related to that through curriculum documents as we develop them to see our progress. Um you can see that we also looked at um added district assessments to the data to drive our guide our decisions and then we've added some specific district assessments this year MC class the previous CT act just as ways to monitor our progress and some other areas just to give you an example would be

115to document the the frequency regular classroom visits by administration. And because we've um added some information about looking at learning progressions, intentions, and success criteria related to our interventions and personalized learning, but we also are going to be increasing our visits, less visits by administration. Then yeah, you can see we've added quite a bit there too, but related to teacher clarity again and that increased frequency of classroom visits. So that's the whole academic that included some of the updates we added. And then I'll just quickly go through some of the other areas. the the safe inclusive and welcoming component. We added quite a bit in there as you can see based on that feedback surveys, committee input, so forth. We've added um the school climate survey because that wasn't in there previously. Uh communication survey

116as well. And then we've added some information related to an updated MTS guidelines which we did that process emergency operation plan that will help us as well. We'll look at schools and safe school protocols a balanced screen time initiative. These are all related to implementing safe welcome practices. The graduate profile is related to that as well. And then that frequency class supporting teachers and supporting staff and supporting students and classroom visits. And then again the district will um in the professional development will be guided by input the MTSS committees PC representatives QR committees as well as district surveys etc. So we're trying to emphasize we're looking at this feedback that's going to guide a lot of these areas. And then the um as you get to the last oh family and community engagement section you

117can see some components there. The district will collaborate says determine the resource assistance required to most efficiently support communication engagement. what we did last year. Continue that progress consulting with others to help us guide our our next steps related to infrastructure in terms of the resources required to effectively support. And then the last component was really looking at the enrollment facilities committee. Can I convene needed? I changed that language in there just to keep you updated because um it said that we'll meet annually and it may not be necessary to be. So just put that language in there district review the long-term range facility plan and we'll do review the school board. So >> So that was a quick review because we had a lot to go over this evening. Uh but these are just

118some of the components we added to the district plan based on the feedback data. Any thoughts or questions on knowled previously? >> I was just going to ask because you did there's quite a few changes and it's for 24 to 27. I remember we talked a lot about it. Um so would you anticipate that then this won't need to be changed again? Um I think we annually want to look at our data and information about this time of year. >> Consider whether there'd be sweet updates. We have a lot of data >> and feedback and information to [clears throat] look at this time. So it may not be as successful. >> We're already talk about um the strict frequency of regular class. illustration. >> So then each school will define what that frequency is and

119then and it says the same thing that when you go to M down in middle school and high school as reference to visits but not a minimum. I wonder if you all discussed that when you did that action plan to feel like >> we have definitely discussed that as a goal to be in there each week to every classroom buildings between the two >> and as a as district administration we just didn'tify the exact time. It just seems like it that it would be wise since you're going to monitor it to assess to either have consistency between the schools or depend on their developmental population. Um a defined frequency you say once a week but it's not anywhere that and once a week might be too much for some schools. It's certainly noted in our

120documents as administration as we look at it and as we we look at it each time we come together and the frequency we are all documenting that on the same spreadsheet. So it's really nice to for us to be able to look at it together and see look what we're doing each time we come together you know look at it together see how we're progressing so it is documented on those forums it's not action plans per se but it's good good suggestion >> yeah I mean just for clarity and transparency across the district it might be helpful you did say district will document weekly classroom visits by administration [clears throat] >> because frequency regular might be different. >> And then you've defined what a I mean is a visit I pop my head in and

121look and leave or is a visit I come in and spend a couple of minutes walking around because I mean what is a visit I guess? Well, we definitely didn't get into that detail in this, but yes, we have that defined for ourselves what that looks like. We do plan on discussing that in work session. >> Good. Okay. So, we'll get more information on >> Yeah, >> I do think it's very obvious that your changes reflect >> all sort of surveys, rectification. >> Yes. I mean, this is excellent evidence of listening. >> Thank you. Yeah, >> we tried to capture. >> Yeah, >> what a lot of work. >> Yeah, really, honestly. And to be able to synthesize it down to just a few pages makes it feel really actionable. Did you have to remove

122from that's the >> It's not It's in the community engagement. Yeah. >> Yeah. Okay. Any other questions? Let me try. It's just like a lot to do. So, do you pick one? Like, how do you prioritize it? >> It's a great point. I think there's a lot here to do. We try to do our best to address some things and took Quincy's point >> really these are not annual actions. So you think you have >> you have time to address this, right? >> Yeah. It's like eating elephant right here. >> But it's not an annual. >> Okay. >> Yeah, >> that helps. Like that. >> I guess my only comment would be um I would love to see some a grammar review of this. I'm not going to go into the specifics for once. Um,

123but it would be nice. There's some sentences here that are beyond runons. >> And believe me, I know run on sentences. So, >> yeah, >> if somebody could just >> Sure, that's good. And just to be clear, too, this is really >> Yeah, it's just a idea for us to get some input also from board on this. We've talked about it various levels. Thankful for that. >> Well, these are great mission statements, but I I agree with Katie that >> not everything is going to be accomplished at once. Many things are coinciding at the same time, and that's great, but it takes time to get all of your actions going. >> I wanted to say to you that I appreciate you both saying that because it is super clear to us there there's there's too

124much, right? >> Yeah. >> For us to achieve one time. So yeah, we don't see this. >> It's small bodies. >> Thank you for that. >> Yeah. >> Any other questions for you? >> Thanks. So we'll move on to J, which is the moldown middle school and high school action plan updates. Mr. Coins's up first. >> Drew the short straw. >> [laughter] >> That's because I have all the little ones. >> Um the action plan, you know, I'm listening to Dave talk and listening to the questions you have that it's all kind of it all kind of goes into that one container. I think that um you know, because a lot of the things that we talk about at the schools at the school level are the same thing that Dave was talking about as

125a district. um you know and then you look at the first three goals you got academic improvement, safe and inclusive schools and family community partnership and engagement. And so those and then all the the uh letters that come underneath that directed towards uh what we can do to make those things uh a part of our plan. Um so as far as collaboration goes, we changed that from I think it originally said um three times a year to six every six weeks. Um and that part of that was because uh we had started out in the beginning at 6 weeks, kind of switched it up due to a number of different reasons and then went back to six weeks because that's what we were supposed to do and um and it was very wellreceived and they

126value collaboration time like none other. Um and it's productive. I mean that's where they do these these alignments. That's where they talk about uh uh priority standards. They talk about data. They talk about how they can improve their their classrooms, how they can improve, you know, if they have students that they're struggling with all those kind of things. And it's, you know, it's kind of a set aside from the PLC um itself. So, it's it's a halfday subrelease and and it works really well um as long as we can find subs. Um um as far as intervention goes, intervention is another big piece of what we do. um trying to address the needs of all the students. You know, wind time. We last year we talked about wind time having a a schoolwide win time

127for math in the afternoon. It didn't quite work the way we had hoped it did or would. Um just basically because uh it was the end of the day and it logistically it just wasn't what was hoping. Wasn't what we were hoping. Now they're all they don't want to get rid of wind time. Win time is important. They have one time for math and reading and they do it kind of they set it up based upon their their grade level schedule and so um and they're and they're I think they're getting more out of it. You know, I know it's early in the year but I think they're getting more out of it now. So that's a priority. Um it's you know the intervention we have the the different um tests that we use I

128Ready MClass this year for math and reading um used for title placement used to progress monitor used to develop our intervention groups. Um and the three ladies that work in that department um do a heck of a job uh putting all that stuff together. There's a lot of data gathering. A lot of data gathering. And if you see the word data throughout all this that it's that's why it's so important um data analysis gathering data. PLC's we meet weekly to to u go over that data. Um, and so that data drives the decisions that are being made and the instruction that's taking place. Um, you know, and we throw teacher clarity into it, which is a big push right now. Um, and just kind of gathering those, uh, um, standards, those priority standards and the

129and the practices, um, the learning progressions, the desired outcomes, that's all going to be a part of what we do as we move forward through the next couple years. It's pretty important. And of course, we're going to need professional development. That is another piece. And that professional de development that uh comes from the the the information that we gathered from the surveys and from teacher input. And Lisa did a great job of putting together this last PD day that we had based upon that information that we received from those from this the teachers and from the the surveys. Um, [clears throat] excuse me. Classroom visits. I'm glad you guys were talking about those a little bit. That's kind of new to us this year and then we're really enjoying it because we get to see

130bits and pieces of all kinds of things and uh you know and and but but but you look at it, you look at teacher styles, you look at uh um consistency um you know uh effectiveness, student engagement has been amazing. Uh and every once in a while they get interrupted because they see you come in the room and they go, "What are you doing here?" But it's always a lot of fun. Um, >> can I say so? >> Sure. >> That's because he's >> I know he's like a celebrity. [laughter] >> They just like me. They feel bad for me because I'm old. >> Some of the Yeah, I'm sorry. some of the initiatives this year, you know, with not just this year, but the screen balance, you know, the the limited screen time has

131been um in action. That's part of the of the plan as well. Um this year we've looking at math fluency. Um so, you know, just fact fluency and math. Math has been kind of a focus this year for us because we're looking at new math curriculum and so we're looking at we're piloting right now and we're looking at the possible adoption next year. And so those things are are happening all the time based upon the plan. Um PLC's and MTSS have been kind of streamlined a little bit. That was something that we talked about based on information we got from um a meeting we had with Genevie Thomas who was a consultant who gave us you know we need to condense and and kind of you know not have people all over the place and

132then getting misinformation. um personalized learning, attendance, communication, these are all things that we're focusing on within this this plan because they're so important. And then as far as um the family and community involvement um now that we are our doors are open and people can come in. We got volunteer I've been signing volunteer paperwork for three weeks. Um and it's great because they all come in and read and they go on field trips and they do all the fun things that and uh helpful things that um we do at the elementary school. um family night. Kelly does such a great job of putting together community events for uh for our kids and for the families. And um that's a part of that plan, too, because we want people to know what we're doing and we

133also want them to see how how well we're doing. And uh and of course, some people have never been in the building, you know, and uh isn't that right, Rainey? >> Yes. [laughter] >> so much fun. >> Yeah. And so, um that's a big deal. And and it's helpful. And they're and I want them to feel welcome. I want them to to know that they can come and view and watch and visit anytime that they can want. And that's the same thing with programs and special events, you know, music, Molly night. Well, we don't do Molly night anymore. The uh um circus, the uh you know, just the different activities that we do. So, um that's kind of kind of a in a nutshell. It hasn't changed a whole lot, but we took information that

134the staff has given us, kind of tweaked a few things, and we'll continue to do so as we need to. So, yeah. Any questions? >> I have one. What do we know about the report cards? >> Oh, thank you. >> Yeah. Yeah. Report cards, they for years now, we've been looking at adjusting those and we're and we're still doing that. So, we kind I've kind of been uh playing around in in IC in the what's called the sandbox. So you can go in there and do things and not worry about messing everything up. And and so I've been doing that and we've been adjusting some some of the uh standards. We want to try to one of the issues or one of the things in here is that vertical and alignment and we're trying to

135look at, you know, putting that together. And so we're going from grade one to two to three and then eventually kind of addressing the same standards and building upon them as we go from grade to grade. Right now the report cards are kind of scattered and they've been that way for a number of years. And so it's it's it's a slow work, but it's coming. So hopefully we're going to do make some adjustments this year and then we'll continue to do so. >> Uh John, is one of the adjustments one of the things I've noticed is um report cards seldom don't always include some kind of personal comment about the child. And I would hope that in moving forward >> as a teacher I felt the most valuable thing on a report card was not

136all that the beep beep beep be beat and the data but the comment about the child because the parent wants to know how the child is interacting with others what the child's strengths and weaknesses are beyond >> the twos or the threes or the whatever. So I would hope that the encouragement I've had grandchildren's report cards who've had some sort of nice comments and then had report cards that had no comments, >> right? >> And so the comment I think would be wonderful and I know it's a lot of work. Believe me, >> they don't know what work is. However, when we I started teaching, it was all handwritten and you had a pack as thing this big and you wrote on every subject. So there was no computers to use but just a com

137I just think that that's one of the most important things about >> one of the things we talked about for behavior or for that part of that you know that that uh social emotional piece or whatever is to just stick with because our our our three universals are be safe, be kind, work hard and use those as the three categories and then comment below that within those and so that would be a good application. Thanks. >> Yeah. Well, you want to make it easy for for teachers. >> Exactly. Yeah. >> Do that. >> The theme that I see in yours, John, is clarity. >> Yeah. You have clarity all throughout even doing the report cards. It's about establishing not just teacher clarity, but parent clarity. Yeah. Right. Right. >> Thank you. >> Yeah. Can I

138ask Steve back? >> Can I ask one question about um because this had come up a few years back especially at moldown just because of the agent that get the importance of being able to communicate with teachers and that each year like this teacher uses Seesaw, this teacher uses Jojo or this teacher uses Remont like it was so confusing as a parent. Oh my gosh. >> What is the system now? >> Majority of the teachers still use Seessaw. >> So um >> but not everybody does. But I think now that we were able to um have uh parents log into IC and into the portal. Yeah, I will probably start using that I would assume more and more. Okay. >> Um I think the teachers really really like Seesaw and it has its benefits. >>

139But yes, I just remember that being a very confusing thing down having a universally >> right. >> Like I do enjoy that middle school just >> Yeah. >> campus like we just know each year it's the same thing. >> Yeah. I don't blame. >> Yeah. Thank you. >> Thanks. Thank you. >> I would like to introduce Mr. Josh Brand. Thank you sir. >> The beauty part of having John go first is he says most of the things that Carrie not um most of the changes we've had um this has been most of the changes so that we've had in quite some time since we put this uh put in place >> and a lot of that's based on the multiple surveys and staff discussions that and the data that we we received uh recently from

140last year. So, it was helpful to at least have some uh something to go on. In years past, we put the present it to the staff any changes. Nope. Um so, again, we've done the same thing um had the staff look at it, review it, um and and just take a look at uh from different lenses. So, the first time for the middle school, we presented and said, "Hey, here's our building plan. Let's take a look at it through the lens of the graduate profile that's relatively new for our district and received some feedback from that and made some revisions and then the next month we put it out to the staff again. So, all right, take a look at the plan now with these revisions with the um idea of teacher clarity and um

141the recent training they received. It was right after our PIR sessions and received some more feedback and made some revisions there. And then through the feedback and the uh in conjunction with the district work that we um did together is um we made the changes that you see here. Um lots of additions regarding learning intentions, teacher clarity, learning outcomes um sprinkled throughout all of them. Um I'm going to do a little bit different than what John did instead of going through a lot of the same themes come through in both in all three categories. Um additions to goals in regards to measuring and facilitation um walkthroughs and surveys from the feedback we will receive more from the surveys that go out here again this year. Excuse me. And then the revisions of PD and collaboration

142was a a big theme that you would see throughout the the document that is placed in front of you. So um one aspect I like about this is the the freedom that each building has to create their own plan. Um and looking at the at John's plan and at Car's plan and seeing like what are they doing? Um everyone's different. John's is a very specific of of grade levels. Um Carrie's is specific with you know preparing them for that next level of either career or college and ours is kind of in the middle of you preparing our kids to be academic and uh citizens for that next. Thank you Dave for allowing us to have freedom to create our own specific plans to meet our own specific needs. Questions? It's nice to see all the

143collaboration because it recognizes the value of each participant. >> They they depends on who you talk to. They want collaboration but they don't want the day so much. What's that? >> I'll bring up Terry Dr. >> Principal of the high school. >> Thank you, Mr. >> Wonderful. Good evening everyone. Um, >> thank you. >> Um, shift. Um so in our plan uh I guess the way that we approached this is we we asked ourselves you know what systems and programs do we have in place that we could make more effective be more efficient um utilize to the next level. And so that's where you see some of our terminology that hopefully jumps off the page to you are focusing on our collaboration team times. Um we've advanced quite a bit with our data um anal

144analysis. Every one of our collaboration team themes is assigned to a grade level and they analyze data in that grade level. The work that was done with our freshman team that if you recall Cole Davidson when he did some um presentation a presentation here recently um that work that the freshman team did really has permeated and spread across our school. And so we have that kind of a model. He's he's at the definitely the advanced level. Um but we have that kind of model in place and all of our teams are starting to delve in look at spreadsheets with that kind of information in it. The greens, the reds, the yellows and identifying students need interventions and so forth. So um that's in here in terms of collaboration team um growth and and their you

145know their involvement increasing throughout this document. Um, of course, teacher clarity is is peppered in here as well um as a focal point for our district and our schools. Like my colleagues also mentioned um the administration involvement in our collaboration teams is a next level um commitment from us. We heard that like you said in the surveys and so Hi and I sat down and mapped it out for the entire year. Um and we've made those commitments in our calendars to visit each of those teams um each of us every other week. Um so we're sitting with those teams and and finding out what's uh on their minds, watch the work that they're doing. Um there's some incredible stuff going on. So um and they're very proud of that and and I you know that

146we are as well. Um you'll see some let's see in one of our data it's talking about the advanced placement that Lisa brought up earlier. Um so now we're you know now we know that we can access that kind of information at some deeper levels in terms of analyzing that over time. Um so that's in one of our sections there. We added advanced placement tests to our other testing um analysis and you know CTE with our expansion coming up here and and all of that a lot of work is going into increasing those facilities and we want to be very strategic how we select our programs that infill those spaces and and what we're able to offer our students now with the facilities um on the horizon. So, um, utilizing the what's called the comprehensive

147local needs assessment, um, which we already do, but it, uh, we do went to a workshop here recently with several other administrators in the state and talking about the Perkins grant and and CTE programs in particular and analyzing um, a lot of the the workforce needs. Um, they've got a lot of information out there about the labor force and and where the needs are and what the projections are for the future. So, we're using you're trying to utilize um good information to guide us, particularly like local information. Um yeah, it's nice to know what's going on in even in Eastern Montana or other states, but really what's going on here in the Flathead Valley. A lot of these students are, you know, finding jobs here and we want to support that. Um and then base

148camp pops up in here. And I think it's worth noting that we, you know, we've really um taken um another level move with um trying to guide our students into helping them um use their time efficiently and effectively for them. So more involvement, check and connect is what we call it time with our staff. Um um those each of our teachers has a uh a small group 12ish students in their base camp of the same grade level. They get to know they look at their grades. They have a a lock in. We call it Monday lock in for base camp. They don't they don't go anywhere. They go to them for a half hour and they're checking with each of those students. And then other base camps they're meeting with other teachers and getting to

149you know navigate their world wherever their needs are. but it's guided with the green sheet, the infamous green sheet on Monday that they they map their week. And that's, you know, that's just a really important um component of helping students. Some students it comes naturally um and there's kind of this interesting correlation. the ones that it comes more naturally and they fill it out every week without prompting um are naturally, you know, higher achievers in school. And so what it means is the ones that aren't filling it out, they're the ones that really need the green sheets. And that's why we have them and we need to give them guided practice with that so that they can make better decisions on the use of their time and and so forth. So anyway, it's good stuff.

150that base camp program should be nationwide. I mean, that's such a great idea. >> Yeah, we really um we've landed on a really strong part in our in our schedule and it's a it's a big deal for us. Yeah. Um there's lots of residual effects that come off of that. Um you know, and how we're able to access entire grade levels for different meetings without interrupting other classes. the old days, you know, you wanted to have an assembly with the seniors. You were interrupting a whole bunch of classes to get them together. Um, so anyway, I think base base camp uh adds to our overall wellness in our school, too. And that's hard to measure, but all these little elements that help relieve stress, help when people feel like they know where they're going, what

151they're supposed to do, get that clarity back in the picture. um it relieves um a lot of their their internal angst and then uh I think that's about it and then the tail end is the same for all of our schools. The whole facilities thing is you know the district piece is just superimposed in each of our plans. Um so anyway, kind of the the gist of it all. Is there anything on there that I didn't quite touch or get a sense of how we're trying to take things to the next level? I think I just think even just the rewriting of that base camp it just the whole that sentence versus the one that was there before it focuses like it seems like wellness as a focus. It just is really well written I

152think. So I appreciated that. >> Remember the survey said we want to know the why. The why is so clear all throughout. And the other thing in terms of clarity I love how specific and measurable your goals are. like we're looking exactly for the number of D's and Fs and we're looking exactly, you know, twice a month and it's like very actionable. It's so specific and measurable and you'll know like we did it or we didn't so here's what we need to fix. I just it's really well done. >> Thank you. >> Yeah, >> clarity is our focus. I mean it's it's teaching teacher clarity is you know an aspect but the word clarity I said that is my personal focus this year. I want to be more clear in everything that I'm doing, everything

153that I'm expressing, am expecting, so on and so forth. So that that's that's one of my own personal. >> True. >> Yeah. >> Also, I love that you use um kid terms like high school kids lock in, >> right? Like I think lock in means I need to focus >> and so you're using their verbiage with lock in. I mean, if it wasn't their words, it would sound like frisk, but >> yeah. No, we're we're really happy with this document. We feel it's really hyped. Yeah. >> Thanks, Carrie. It >> was cool in the 70s. >> Is there anything else? >> Six or seven. Yeah. All right. >> Anything else? >> Thank you. the school district agreement. >> To be clear, >> we do this every year. >> Yeah. This is a memorandum of understanding

154what Logan Health Center. We've had this for many years. Um essentially this provides us an opportunity to partner with Logan Health um to support wellness services in our school district. uh later in our agenda, you'll see a recommendation or hire for the wellness court. So we have someone on site who helps coordate committee that works with the health partnership. So this is the loan health component of that health wellness effort. >> There any clarifying question? I move we approve why is there any public >> now back to board a motion or >> I move we approve the memorandum with ven the school okay so moved by jerry and seconded by rainy all in favor >> or >> I think it said I think I read 2013 >> that's Yeah. >> Okay. We're moving on to

155L the superintendent evaluation tool with Mr. Hansen presenting >> elated to present it. We went back and get another brush of this in the committee. Um just made a few little changes that you see reflected here. There's one thing that page is that on the last page that is not correct in this document that needs to be addressed. >> There's one like extra page >> like page 14. >> Yeah, page 14. >> I don't know if that's what you're referencing. or we could say this page is text that blank. >> I don't know what that's about. >> Um, this has to do with there's a there's a place in here where it Okay, so it says it's on page 12 is an example of this. It might be other places, but on page 12, the

156blue there just pick the three three to five areas to expand upon. That actually should say provide three to five examples of evidence of your uh of the above. And this will be everywhere with after each section. Um there was some discussion in the in this meeting about um going back to what the chair had said, you know, can this be more concise? Can we not have to spend three days reading it? Um and so there was some discussion as to, you know, should we limit >> and where and at what point should we limit? To be fair, I voted for more than 300 words. Um but this is where we settled. and uh and so I I don't still don't think that's enough, but um I I'll I'll deal with it. So that should

157say something along the lines. Um, and I I want to make sure that that language is clear before we, you know, before we vote on this, but it's basically pick three to five examples of evidence for the and then the part about limited limit narrative should say limit narrative two 300 words maximum use of concise statements isn't. >> Do we need to have an amendment? Um we we really do. Yeah. So um I I would move that we preend the amendment that we that we change that or as reflected by the committee. >> I have a clarifying question on the same thing. Is it 300 words per example? >> No. So the three the three the the way that at least the way I understand it is that the examples are potentially links like here's

158a document >> okay >> that that's how I understood and that's in the past what mines provided was >> team um >> very thorough >> very you know links to documents that we could click on and go read etc >> and that's fine except we don't need um and so we thought three to five >> would sufficient for that and that's how obvious is that as a or I think it could be also a bullet point would that be correct you could just say the data from section so indicates this as one of your bullets of so could sorry three points of editing so >> whether it's an attached document or and then I think the narrative was a three that whole correct So what is your are you making amend? Well, before you make

159the amendment, >> sure. >> Can we discuss a little bit more? >> Yeah, absolutely. >> So, as a member of that committee, I think this was a really tiny way and making this more more reasonable for the superintendent and for the board. And I more than three areas to expand upon is excessive and I was outnumbered in the committee. But I What do you guys think? Like how much time did he spend doing this? And don't we see him three times a month at least for a total of at least five hours? And can't we kind of figure out if he knows what he's doing by examples over the top. But I I um very much feel like Dave is a good or any superintendent like can probably get their um you know yes like

160these are the things that guide me in my leadership. These are the things that I reference for my um decision making kind of things probably I mean I could probably but I'm gonna stop one second. I'm gonna do is there any public comment on this item? >> Okay. Then we'll come back the board and then we I think we'll discuss >> I'm also 505 because this is a big change. So I'm okay to ease into this change. >> The discussion and Liberian was one about this discussion was that >> as it was worded before >> it was a it was easy for him to see that said that it that he wanted like all examples of all evidence. It was definitely worth >> this was basically discovery at this point. >> Yes. >> You know,

161and and it was like here's, >> you know, and it was and frankly it was just too much. >> What if we changed it to pick up? That's the other thing I also thought of as I read it. I was like, what if this implies you have to pick three? Like what if you don't want it to? Yeah. Pick up to five, I think, would be another option. So then if you want to pick one or if a different superintendent wants to do two, like you don't have to find three things. I would also have an example of a superintendent that's overachiever, >> right? >> So you have to limit them. So >> exactly. >> Yeah. But I I mean we may also if you're like you said I see these people all the time.

162I we've discussed this already. I don't need to add any links. That's also fine too. I wouldn't want to have to force anybody. But if you feel like it's important for you to express your or whomever to express their Yeah. I think up to five is better based eight hours, but I I like the number three >> or three up to whatever number. >> I think my feeling is and and I I kind of agree with Ry on this is if you said you could provide the three and then if there's an area in an evaluation that the board says we need we need to see more. What I think then you could say you can expand and say we need can you provide us a few more examples of achieving this but I think

163>> personally if I see five links >> I'm going to be like I might click on three links right you know and so I think and then just setting it like >> again clarity let's just give them a number that it's three is the limit >> y >> and if we need more >> we give examples all >> right that's Yeah. >> So true. All here you're showing us examples how you're doing things. >> And I do think you can always ask for more. I mean I think it's something that you can always think. >> Yeah. Yeah. You can say I just I need more more information on this. But I think again in this idea of clarity maybe we just say provide maximum three examples and you know those links. But also I do

164think if it's one certain area you know, providing, you know, three really good examples I think should be plenty to support your statement, but that's just so I kind of like three. >> I was like, well, can add to nine. >> So, I don't I just think that >> So, we need to make a motion to change the instructions to say um >> Yes, that is that is the motion right now is changing this length. >> Yeah. So you could amend it saying pick three up up to three areas to expand >> examples of it. >> Okay. >> As opposed to >> would someone like to word that amendment? >> You want to try with >> Yeah. I mean it's it's fairly simple. It would say pick I guess we're saying up to three. Um,

165pick up the three example or provide, excuse me, provide up to three examples of of evidence >> supporting to support >> to support >> of supporting evidence. Yeah. >> So, so provide up to three example examples of evidence to support >> of supporting evidence. That's that's the state up to three >> examples up to 300 words maximum. >> So then would we pass that first? >> Yes. >> Okay. >> Would you like to make that motion? >> Yeah, >> I just >> Yeah, you got that. >> Lucia, do you want to read it back? Are you comfortable? >> I got it. Provide up to three examples of supporting evidence. Period. >> Period. And then the rest stays the same. Right. >> Limit narrative >> two up to three >> up to it just one more.

166Yeah. Yeah. >> So that is >> Hold on. I want to make I want to be very clear. >> Are you saying that it should say limit narrative up to 300 words? Because that makes no sense. So either limit narrative to 300 words. Provide up to 300. >> Yeah. limited to three. >> Okay. >> We hope it's less work for sure. >> So that motion was made by Shannon and seconded by Katie. Yes. For the amendment for the amendment. >> Okay. Language. Yeah. >> So now I will have a motion >> and then the amendment should include that that is everywhere. throughout >> and so then we make a motion with >> we haven't voted on the amendment first. >> Okay. So now >> we need >> we haven't Oh, we have vote on amendment.

167Correct. Okay. Thank you. >> Okay. All those in favor. >> There we go. >> Okay. So now we need amended. >> I move you approve the new superintendent evaluation with the new amendment. >> Seconded. >> Moved by seconded by Jerry. favor and we hope it's less work. >> Thank you. Thank you. >> Okay. >> Thanks. >> So, we're moving on to visit Stant Inc. Jant Inc. Davis. >> It bothered me as well. So, I looked up how the company got that name. Uh, and it's it's a play on two of the founders. One was nicknamed Stu, the other name hits. and they were making student software. So they thought it would be fun to make Stu Kent the name of the company. So >> I thought it was spelling correctly and I was meeting >>

168uh so yes the the data privacy agreement with Stu Kant is for personal finance simulation software. Uh the program has been used at the high school for years uh by Mr. Roach. Um, but it's integrated some new um, uh, well, it's it's integrated with Google in a different way than it has in the past. Uh, and so now there's some more data that's going to be shared with the the company. And so we just wanted to make sure we had a data privacy agreement in place to um, you know, monitor and take care of any data issues that we have with them. So that's uh, what it is. If you have any questions, let me know. >> Are there any questions? So we're the party that we're >> Yes. Uh is there any uh public

169comment on this item? Right. Back to the board for a motion. >> I move we accept the data privacy agreement with Stukant. >> Second. [clears throat] >> Okay. Moved by Jerry and seconded by Rainy. All in favor. >> All right. Uh and is personnel recommendations for hired. Thank you. So front of you, you have uh recommendations for hire. The attachment includes recommendations as well as the substitute list as well. Uh so you included in the recommendations for hire the wellness leaison spoke to earlier uh WMS custodian WMS yearbook advisor as well. Uh so in concert with my discussions with my new colleague or resources director recommending approval >> clarifying questions it's not exactly clarifying. Oh yeah is clarifying I think it would be helpful to know what FTES are in the future. Does anybody else

170think that would help or just my knowing what were >> well thank you for bringing that up at some point yeah in I think in trust he oh you're right for discussion >> I did I had one question though I was just curious because we were just talking about the wellness leazison is that a one-year position or is that we >> yes just >> so each year this they have to apply >> uh they can continue in on a renewal basis Okay, got it. >> If you get if you continue to get a sip for it or does that person have to reapply every year? >> They don't have to reapply. >> They could be recommended for >> and the term of the of theou it's automatically extended for up to some number of years.

171I know is that I'm just you know if you have the coordinator and you have theou >> are they kind of hand in hand but we do it every year >> they um it's these are they're separate >> okay >> we would have a wellness as if we didn't have >> Oh okay >> any other clarifying questions >> there any public comments agenda back to the board for further discussion or motion approve second. >> Okay. Moved by Katie, seconded by Rainey. All in favor? And then I've been asked can we take a five minute after break. >> We are back. Okay. >> Fresh. So we are moving on to reports. So trustee announcements. Um so I think the first thing we'll start with is there's a new face here this evening hear a lot of

172evenings. So Sarah's here and sorry [laughter] but I'm gonna hand introduction over to Dave and we have tonight. Yeah, we're really excited to have Sarah Grim, our new human resources director, join us this evening. Um, she comes to us with extensive experience director positions herself and different areas, but also has a lot of experience human resources as well. We're excited about what she can bring staff district. over. >> Um, I've enjoyed working with over the past few weeks and just happy to have you here. Welcome. >> That's >> our meetings do not normally go this far. >> No. >> Um, okay. So, and so moving I'll >> moving on. We had discussed when we do our recommendation for hires uh additional information being provided and I I think the question is a little bit about

173what exactly are we looking for or an idea going forward what we would like to see as additional information on those iters. So, and then open my complete biography. >> I personally are not a fan of and I think it's actually dangerous for us to see some of the information listed here. I think it's frankly I think it's too part of the weed. I think that is for the committee that deals with this when they bring a recommendation to us. We should have assumed that they have vetted all this information and frankly I don't want that people spend. >> I agree. I think that the way now that we've revamped how it's presented. Yeah. >> And it's understandable how many people applied, who was there at the interview, but those are my questions as far

174as processes. So that's sort of what we're supposed to approve. Um the rest of it should be done before they even got to the interview process honestly in my mind. And then if I have questions like I did on this one, I just ask like case by case basis. So I feel very comfortable with from my perspective how it's currently presented. I like to revamp what that satisfies what I want. That's a different >> I'm fine with having right now. Yeah. >> I'm not opposed to any recommendation. >> FTP is more clarified to the physician, not clarify the person. >> The FT applies to the position. >> Yeah. >> But it can apply to the person because for example, we could have two of something, >> right? >> One working half of PD, >> right?

175>> Like a shared position. >> Yeah. I think it would be clarifying >> and that and that applies to our duty applies to our duty that we should know >> right >> what is this person >> and I think having talked to that like a lot of the degree you know a lot of that stuff she said is not a big deal to know if you wanted to know it made it seem like >> that's pretty generic information and so um but I really think it's up to you know I'm open to whatever um but if we want that I think we have to make that change specifically ask what we want and the other way that kind of information can relevant is you know and I think that data is available for as a

176say faculty you know how um what's the average years of experience for teachers here um how many who have advanced you know the master's degree um because that has a budgetary impact too and hopefully we're not not hiring because they have a master's degree um you know like because of the cost on maybe that person is would be really valuable to the group it doesn't guarantee that but and does any Seems like I've seen data on the average amount of teaching experience people have here or those go >> um I was just on that I think certainly can bring reports to the or about those kinds of experience in our district how many years we allow in somebody you talk about could also talk about more about our process trying to process what it looks

177like clear about that special >> which we recently >> you know we recently done with you know telling us how many people were on committee to hire him >> that's super about number of years tends to come out in IB right because Lucy has to explain our budget how it works and Lucy will be the first person to tell you we don't hire based on who's cheapest we really don't that's not our practice at all. we hire based on um who's the most qualified >> and so I do think that information is available you know the average number of experience the average and all that kind of stuff if people are wondering like to do the ID stuff so >> the consensus not change anything yeah >> well I'd like make a motion that we

178add so we know that our psychologist just does a full She >> sure >> just for clarity. I just want to make sure >> Yeah, we're just trying to kind of gauge the consensus of the group. It's not really necessarily >> FTE. That's something That's interest I I I >> And I think the only thing that we've had in the past is when we renew all the teachers contract. So we see that list >> there's been a an ask to say like what building they're in >> or their job is. >> Yeah. Math teacher high school. >> Yeah. >> You know or something because I think sometimes you just look at that name and you don't know what building or >> but that's not that's just kind of >> giving them just a little identity

179just context. And also if they're pre-tenure or post, you know, if they've been through it. I think that's interesting. Is that possible? Like they they're in their three-year probationary period or they're I don't know. I just feel like I see that list when I zero contact. So it's very >> all that information is on the seniority list. >> That's what I was thinking. >> That may be a better two. >> Exactly. Well, and the seniority list would also give the number of years down to one year. >> Yeah. And it shows the building and it shows their uh what they teach. >> Right. And that doesn't necessarily have anything to do with new hires. It's just for that. >> But when you're renewing all the contracts and the reason for that comes back to that

180it happens highly effective school boards which was in the districts that weren't effective. teacher said, "Oh, the board doesn't even know me." Right? And so it just helps us know who the people are, how long they've been here, what they do. It's more about valation. >> Okay. >> And so that renewal is maybe that's something come back to us. >> Yeah. I would like to clarify that >> because I would say not just senior but also tears within the district like you said. I think that's something to celebrate lots of times. How many teachers Yeah. rehearsal in context. >> So maybe that could be a >> topic that list is overwhelming. >> Yeah. Okay. >> So only [clears throat] does anyone else >> I just have one as I promised but I would say it

181I'll be 30 seconds for all of you who don't know. Effective October 1st, Montana changed the law about uh booster seats basically and car seats. So the laws have changed and I don't know if mold people probably know this but middle school should know it and anyone who brings their grandkids around or their other kids around but in Montana it was very advocated for uh by Logan Children's a couple of the surgeons waiting just at a legislature session. So, in all those laws, um, the biggest thing is that there's a lot of changes that you have to be in a true car seat until they're four, an actual car seat with a fivepoint harness system until they're four, and from four to eight, it needs to be still a car seat or a booster seat

182until they're nine. 8 through nine. >> And now it's enforceable by Yes. until the age of nine. And it's enforceable with a $100 fine or you can have the fine wave if you show up with a car seat, you can prove you have the But just so you know for anyone who takes people around and it's good to just let the word out. >> Well, it's not based on weight though. >> The seat in which you choose to use is needs to match the weight of the child, but they need to be in the appropriate device. >> Well, and they expire like every six months. You can go through a lot. They don't expire that fast. But yes, >> they silly that they >> but just as that's my public service announcement for real quick.

183>> Okay. Um Chris Trey, I think we came to the high school defeat. He's the author of the Montana One. It's called Becoming Little. Anyways, FCC is having a free community lecture with him on November 4th that everybody's invited to and they're offering P. So if teachers want to go, they should earn credit and supposedly he's a fantastic speaker and it's right up Indian for all. >> So yeah, >> November 4th 6 o' 18 building >> downstairs for writers >> and interested in all you love. >> But I'm going >> Oh, okay. Well, sorry. >> Do what you have to do. anything else. Okay, >> we will uh move on to the superintendent announcements. >> Looking for brevity here. There's not a few things. We've covered quite a bit here today. So, I want to

184cover the calendar. I think we've covered uh enrollment. You would see that attachment there. We had an opportunity to look at that. You can see that we are at 1960 up over last year. This time we were at 1945 last year. So our total enrollment is 60. So this year has um we also um give you an idea how this works. We had an enrollment of total 20 enrolled in just October or in this >> most recent I guess it so and six withdrawn. So the idea is >> yeah it's a very large in the high school there that looks like that will continue for a while and we're continuing to see that trend that we've discussed before >> and that is that we're seeing increases as in the middle school and high school >>

185people moving into students. Okay. So, um, additional I had some district updates here in terms of the Milican student data was brought up as something should look into. So, I did research that a little bit. Um, that is a site organization that provides information with surveys and data analysis and look at information for districts. Um, I I did have a conversation with them. Um the one thing that it does not do is allow us to do our own surveys or change the surveys. So they provide their own surveys and we purchase them and then use them. Um so I was um so I think at this point I think I would suggest maybe we look at a different direction. It may not be what we need to we do have some options. I'll get into

186here in just a minute with what's the next topic the survey update. That's what I wanted to touch on. I did talk to Darlene or I mean sorry uh Deborah Phil and she is eager to offer their services as MTSBA to provide an option to look at our surveys incorporate them into possibly two different surveys. So you would think about a school climate survey our CNA and the uh communication survey. Um kind of putting those together uh probably the school time and communications together CNA subre um and looking at possibly January and March just because of putting some distance between when they were done and maybe progressing them up into November, December and future like that. But this year maybe January setting it up for having the CNA last which would provide an opportunity for

187us to look at data end of the year data academic data CNA data that helps you derive your action plan updates. So, so those are just some initial insights, but they offer that service and they would be able to provide those and do those through MTSBA services that I'll provide more information on that our work sessions coming up. Just want to give you a little update there. Commemorative holidays are are being recognized throughout our district, too. We're following that policy that we approved to trustees approved in a recent meeting this summer based on the new law and those are being addressed through communications from Lisa out to the buildings and out to all the staff relate to some different activities that could be followed and different resources for them to consider. Um, see and then

188the resignations you see there for assistant tim spoke secretary. >> Can I ask a question just back to the calendar? It's just uh and it came up earlier too uh that parent teacher conferences are coming up. >> I was just curious this has come up every year about when and how we communicate with families about parent conferences because it's about two and a half weeks away you're working. you have to ask it's Friday is off but it would work if you want to go to your teachers like you need to ask the day off >> there's limited opportunities which is great on Thursday evening for sure but giving some up like you have that one time that Thursday evening or you need if you want to participate anyway so just curious what the plan was

189going to be if there was a district-wide plan or if it's based on building like how that information gets disseminated in a timely manner >> the communications would go out from the building typically um and but we did talk about it today in our meeting actually. Okay. >> So, uh we're looking at >> getting that information out soon. So, but u >> yeah, >> I don't know. >> No, just as long as I was like it every year, but it goes to making parents feel welcome and included and then it's not just an act of that like we actually want you to participate. Is there invitation for you to come to the school and just making it feel really and do we want kids to come or not come? That's also one of the questions

190that has come up over the years as well. Is a student supposed to be there or not? >> Just clarifying that with I don't have an opinion on it. >> I think depends on the type of of conference you're running. It's a student le conference that begins to be there. >> Thank you for bringing it up. It is definitely on our radar. >> Any other questions? Well, the one question I have on the survey update, we have often done surveys of of graduates of Whitefish High School to get feedback. And um I think a survey would possibly be better than what we've done in the past um where we brought students in. But in order for that to be successful, it probably would have to be done fairly soon. I don't think you should wait

191till the complete end of the school year because by then they may have forgotten some of the things that was they were experiencing the beginning. But you know and it could be something that we put together ourselves. But um just in terms of when we're talking about clarity and improvement and and knowing what areas we might be able to improve um I think it could be helpful. >> We can explore that as well. We have explored that. I have contacted a few companies that do that. Um we have done some of that work before like you said in the past but it it's hard very difficult. I don't I think it does need to be something we do with an outside organization. There's a company that I think they're actually that comes from they are

192they work to provide that not only for your graduates but for your postgraduates >> okay >> it is expensive so it is something we've looked at budget wise it's been a challenge >> so I'll be looking into that further though and see if there's some opportunity there. >> All right. So, we'll move on to director of business. >> Okay. So, uh before we dive into our monthly financial report, I want to uh give you an update about health insurance and every time. >> Um but uh we would like to update you about the lakes developments uh related to bridge health elements which is the new official name for the uh uh new state health trust. So less than a week ago, we received information from the new trust regarding premium rates and benefit structures. And

193I would like to note that we received this information only after numerous I want to stress numerous requests since summer since the summer. Uh so we're currently working with our health insurance consultant to we through the proposal which includes 15 different plan options to determine which plans will be suitable for our employees and to determine if they provide enough financial incentive to join this new health. This is part of the press just we got just a few days ago. Uh the members of the health insurance committee have also received all the information. We just forward it to them and we will be uh meeting with the committee and with the uh health insurance consultant next Tuesday uh to dive into your proposal. We will keep you infor. >> Is that standard 15 options? >> It

194is not standard. >> We've never seen anything once a year. >> Uh I think that what they do uh they have uh 15 plants because there's so many school districts and so many wives to every district has different Of course not. We not Yes, we're not going to of course sign up for 015 because it would be a payroll. But uh so right now um I I cannot tell you which way. We don't know. It's unclear at this point. Are we going to join as of July one or not? We'll keep you posted. You have to decide by Lucy >> yesterday. That's what I was worried. I was hoping you would not. >> So the official date is November one. But you got it yesterday. >> Yeah, >> but we got it a few days

195ago and we have clear to the trust people that our answer since we waited so long for a proposal will not be delivered by the >> I thought they modified it. >> It was originally November one, but >> yeah. Okay. >> Maybe they modified it after we tossed it. Yeah, maybe the first >> Yeah. Uh it's it's a big decision as you know uh the commitment is a fiveyear commitment and we will still regardless of how much time Kelly Ed Melinda Gold. >> And who's our health consultant? >> Our health consultant is Mike Burns. Okay. >> He's been Yes. Mike Burns with IMA Corporation and I think we've been working with them for three months or ever since. >> Okay. >> You went from and Yeah, perfect. >> Insurance committee representatives are appointed essentially through

196the >> Div and I participate >> during those meetings but we are not. >> So stay tuned. uh financial report. Um not sure why page one is so much bigger than all the other pages. I I couldn't figure it out, but it's all online so you can zoom in and out. Uh but per request uh expressed last month, I've added uh two new pie charts like >> or uh for the uh high school bonds and you can see that I uh specifically stated WHS bonds 1 to 25 series just to make sure that's the one we're talking about because we still have the 2012 12 series outstanding. Okay. Um with about seven more years to go and $5.6 million to pay off. Uh but I know the interest of focus now is on the construction

197market. So there it is right after those state rents. >> Thank you. >> You're welcome. I enjoyed doing >> I hope it wasn't a lot of >> No, it was too easy. I wish I could have spent four times. [laughter] >> She likes too easy. Way too easy. >> The federal ramp pie charts too because we've been talking about the school year is ongoing. So we are starting to eat away at the pie a little bit. Um uh so expenditures uh as a whole are usually and as always as they should be for this time of the year but you know every year I get every year I get a curve ball from when it it works like a clock and that's why I always say a budget is a point in time it works

198in the total dollar amount but within those areas forget I have to say that every time the curriculum department is successful in their a AP curriculum >> and their numbers are up and up and there's more students enrolled it costs money and my numbers [clears throat] section of the budget crazy Now forget things are going well as your exact soft discussion. >> Yes. >> The love hate relationship. >> It's a lovehate relationship between these two department. >> So the 8 p.m. then we had that everyday math uh pilot run. >> Yes. that also put us over. But um all we do after categories but it's coming >> other than that uh everything is going well. Do you have any specific questions about the reports? >> About perfection. >> Yes. My charts are beautiful. Thank you.

199>> Thank you. >> Green and gold. I would not. >> Thank you, Lucy. >> I wouldn't dare to offer a different color. >> It's a color. [clears throat] >> Um, okay. We'll move to G, which is administrator announcement. And we have Jacob Phillips. >> Step. start. >> Hello. >> Yeah. Um, well, I love to talk about technology. I'm not sure if everyone else is really excited about it at nine o'clock. Um, but just have a few things I'll I'll touch on. Um, big thing with our department is we try and be as proactive as we can because it's a whole lot easier a lot of times to prevent things from happening uh than to have to remedy it, you know, after the fact. So, uh, one thing that's that's really important is we are in

200year two of our three-year infrastructure kind of uh, revamp. Um, so last year, um, won't go into a lot of details, but we replaced our our core switches. They're the main network switches at each of the buildings. And so we got that in place. Um, originally it was planned to also replace our, uh, phone system last year, but that got postponed till this year. So that kind of moved into year, too. So, >> but next year, >> um, but this is the second year. And so, um, we replaced all of our edge switches, network switches, um, districtwide. Um, we've upped our, uh, bandwidth. We've doubled our bandwidth. We have network, um, and, um, internet bandwidth. Um, we've replaced our firewall. We've replaced our wireless controller. So, we're getting a lot of that, uh, just infrastructure

201in place for dealing with the, uh, just the increase in network and computer usage that we have. Um, so we're we're trying to stay ahead of the the curve as much as possible. Um, so that's what we're kind of working on this year. And then next year, we're going to finish out this this three-year plan, uh, with replacing all of our wireless access points, um, which is kind of the final bottleneck that we're starting to see issues sometimes when we're trying to test all at once or, um, if people are using some really intense programs. Uh, so we're going to be doing that and then also looking to try and replace a lot of the wiring in this building uh, because we're running into issues. we don't have enough drops in a lot of the

202the rooms and and that sort of thing. So, and that's mostly here. That's the biggest issue, but we're going to try and address a few other trouble spots around the district as well. So, um but all that is relying on the -ate grant program. Um so, you know, that's what it funds 60% of any project we do like this. Um so, without that, we couldn't do it. So, um I mean, we we have a good track record. We've never been denied um and that's nothing real special. most schools don't get denied um funding for it, but still um that's kind of where we're at with the the infrastructure side of things. So um just working to stay ahead of the curve, especially with all the AI stuff that's that's coming down the uh the pipe.

203So um so there's that. Uh the second thing is just to touch on AI just a tiny bit. Um you know, that's again we're trying to stay ahead of the curve with that. Uh we provided some training beginning the school year, uh a little bit more in-depth than what we did last year. Um we're still using Magic School. Um, we're also now starting to use Google Gemini, which is kind of like Chat GBT, but Google's version. Um, but it is a core service in our Google domain, which means it's protected by the same data privacy agreements that we have with all of our other Google projects, our products. So, we can use it just like we do chat GPT, but we don't have to be as careful about what we put into it. Uh, nothing

204ever leaves our our domain. No, nobody at Google can ever see it or or use it to train their their models or anything like that. Um, Magic School was pretty cool this year. Um, we're looking at uh helping to use it to help teachers create rubrics um or to use their own rubrics to uh provide feedback to students on assignments or to help them um create kind of just a a first glance what a a grade that it might have for a a writing project or excuse me or a math project or something like that. Um so starting to get some kind of cool use out of that saving teachers quite a bit of time with some of those things. Um, so we're really excited about AI. Um, there's a couple other tools with uh

205Google Gemini that we're using uh to help create lesson plans um or um uh student um uh like story books. It's it's fun for the the younger kids. Uh and at the older older ages, we're starting to use Notebook LM it's called with Google. Um which you can create uh pretty much AI generated podcasts and they kind of talk back over subjects. you feed it in um websites that you want for resources and they use those resources to have a conversation and you can interrupt at any time say hey I've got a question about this and then they'll like hey we got a caller or whatever and uh they've got a question about this and so let's jump into that and so then they'll start talking about you know that specific thing that you have

206a question about so we have a couple teachers are starting to use that on some subjects uh so they're they're creating kind of these podcast with these AI speakers going back and forth and the students can can ask it questions about the subject and and it kind of responds to them that. So yes, >> you know the accuracy of the information generated by that AI sites school uses >> well I mean AI still they call it hallucinates. Um so it definitely can still give you inaccurate information. So that's where you know common sense and critical thinking are you know extremely important thing to be teaching at this point um with all that data that's fed into it. Um with some of those are you're giving it specific websites to pull the data from. Um, so

207it instead of it just going out there and getting some random Reddit post and it's decided it's going to use that for its information, you know, it's it's sticking to the ones that you're providing it. So, um, that that helps a lot, but you still have to think through does this make sense or not. Um, and then with those like with those podcasts, it lists in all their different resources. So, you can go definitely into it and check after the fact if that something doesn't sound quite right or if you're surprised by it, you can go and look for yourself and see. Um, so definitely not it's not the end all of everything, you know, um, but it's it's a great place to start with a lot of things and, um, you know, create some

208interesting conversations. So, so, um, and then the only third thing is, you know, as as proactive as we can be, there's always, uh, tickets that we have to deal with, you know. So, so far this this school year, we're up to 650 tickets that we've addressed. Um, and that's only through our ticketing system. we probably have at least that many that have been phone calls or, you know, stops in the hallway um that we've we've had to work through. So, um so our our teams, you know, we're try to be as efficient as we can, but we've got a a lot of different things out there that we work on. So, um and we have so far this year provided over 30 hours of training um either one-on-one, small group, or some larger group trainings

209like in the PR days and that kind of stuff. So, um that's just a real little snippet of uh some of the stuff we're doing this year, but Lucy Lucy, I saw a female referencing a checklist, a list of checks. >> Thank you for bringing that up. Uh, that's actually something that I was going to mention, but I forgot. So, thank you. Uh, those of you who have been from the board longer than Rainey, you may remember that in the past we did send these emails out to you every time we cut checks or when we ran check routes. for transparency. Okay. Um and then for some reason we stopped doing it and I don't remember why. Okay. And I decided to resume that practice in light of the fraud happening at Hot Springs. >>

210Uh I don't know if you read it either. Uh it was in daily play I believe for if any of you are receiving the MPS daily updates it was included there as well. >> Um the hot springs uh school u school clerk uh because of the small size of the district and lack of segregation opportunities. Long story short, there was a fraud uh that auditors reveals. Uh so I just thought that okay, in light of that, let's go back to sharing as much as possible with you. Uh so you can ask questions and not see the list of payments only when you have board meeting or getting ready for the board meeting. So that's why I think that so she's >> great. >> So you can say, "Oh, why is this $100,000 expense here?" And

211I'll say, "Well, because that's Mrs. But that's the reason that's the reason why I decided to res." >> Yeah. Also, would you have to fill out the paperwork for the auditing? >> You know, budget mean the chair has to fill out paperwork when we get audited question. >> Yes. Include that. >> It's one of the transparency measures and has to fill it out like a variety of people have to fill out a survey about what we do to ensure transparency and that's >> so thank you for I don't know if that's the consent agenda. >> Oh, it's time. >> Is there u any clarifying questions on it? >> Any public comment on the consent agenda? Well, back to the board for a motion. >> Move to approve the consent details. >> Second. Move by Chen,

212seconded by R. All in favor? 13. One more. I move we second move by Quincy. Second invite K. All in favor invite everyone. >> Yes. Okay.