001[Music] your board docs. This is just again opening day uh enrollment trends. Uh next month I'll bring you our our official enrollments um which is when we we report on a pick the state picks a date in October to make that our official day. um here. So, you can see we're we're down district-wide K12, we're down about 40 kids from last year um you know, at this point. But again, once things settle, uh we'll see where that number ends up, you know, by time October rolls around, as you I I've mentioned before, I think to the board, we've we had a lot of kids coming in here this first uh first week of school. We still got some trickling in uh right now. So, that that number will certainly change um as we go forward
002there. So it's kind of just for your information. Um you know at this time the other uh topic is uh regional cooperation. U if you may recall about a year ago the state education department put out a big thing about regionalization and that uh set some people off a little bit on that. Um and really what it's about is regional cooperation which is what we already kind of do. we try to do uh is as districts in in the area in our case in Questar three Boseies. So um so there was a plan and it's in your uh your board packets uh that we agreed you know as as district leaders we met uh and teams from districts met uh what do we want to help each other and support each other on uh as
003the region right and the big topics are math performance attendance chronic absenteeism attendance educator recruitment um were were the big three involved everybody um and then we also put into the man just because uh the way it was is is mergers between schools. Now there's no don't no don't no don't no don't no don't no don't no don't no don't no don't no don't no to worry about that here that specifically um to allowance skill and Troy to talk about merging together so uh and to leverage the state aid that could come from that. So let's don't I don't want to get everybody wound up on that one. So really what our focus would be on the regionalization uh plan would be uh working together as a region on improving math performance amongst our students,
004improving attendance amongst our students and staff and also just overall educator recruitment looking for different ways for different pipelines uh to fill um vacancies that are still actually in a lot of schools um have vacancies and teaching positions right now as we speak. So um so that's for your information. Also just would just want the board's consensus that you're okay that you know we participate in that that work if you will as a region as far as those those three we're not working on the merger you know those three uh topics there. So ask you know if the board is okay with that consensus on that that'd be great and then we could be a part of it and partake in no cost to the district to partake in any of this stuff um as
005well. So anybody have any questions on that? That's all I got. >> What What does that mean for us? Do you have to participate in things? Is that what that >> it like for math performance? It would just mean like uh we would well that wouldn't be me for math. Sure. Uh you know, we it just be more opportunities for our math teachers to get PD and training uh to get to meet with other math teachers in the region, things like that. Uh the Boseies would help us out with analyzing data, you know, to say, "Hey, CA, this is where you're struggling the most in maybe, you know, and oh, so's, you know, so is Carol Durham." So maybe we'll get you two together because it seems like your kids are both you know don't
006know integers or something like that. Um you know student attendance same thing just PD ideas suggestions on you know support and helping you know kids get here. um which you know some of the stuff we're doing certainly already internally we don't know we're doing it here at CA but just you know again getting people under uh the same ceiling to kind of get ideas from each other what's working what's not working in different schools uh in that regard and educator recruitment is just is a it's a common uh challenge for everybody not just our region that's across the country uh in that regard so how do we near-term fill our our ranks but also long term how do we start building that pipeline out how do we start getting kids interested again in going into
007the teaching profession, you know, when they're still in high school, you know, and they're thinking that thing because right now it's, you know, it's not being seen as a the great profession it is, you know, for that. So, how do we build that up again? >> Okay. Thank you, >> Mike. Can can we go back to the cities committee? >> Sure. That was >> Mr. Donahghue at the beginning of the year. Um, I had also made a plan for our for our team regarding that special person and that was something that I was going to report on today. So, one thing that we started at the high school this year is we have a list of all students. We've had new entrance, so we're making sure we're adding them, but it's 9 through 12. And
008my ask of everyone was, can you pick five students who you will who will be your students? Five students who you will connect with throughout the year. Five students who you'll check in with. five students who know that you're there for them. Um, so we started out with that. Not all students have been chosen yet, but it's really interesting because they're colorcoded, the students, green, yellow, and red based off of attendance. And what I noticed initially is that a lot of the students in green were picked up really fast, right? Those are students who are maybe in athletics pe students who are here obviously consistently have those easy relationships. the students who are read chronically absent, those ones may not have those close relationships and that's showing that they're the ones who really need that.
009So, it's it's good news that we're doing that. We're going to be focusing on that throughout the year. I'm interested to see how that's going to improve our attendance. Um, a couple other small good news pieces. When I was reflecting on today, as a principal, your day is so busy and when you uh you don't always get huge wins at one time, right? So, you have to reflect on the small wins. And some really great small wins today for the school. We had a student who turned in a vape. This student was on probate is on probation. This student got severely injured last year. Really hard times. I built a relationship with him as other staff. He came in and turned in a vape that he found because it was the right thing to do
010and because he didn't want to vape. Like that to me made my day. Another piece of good news, a student who struggled so much last year, who would get angry and punch a hole in the wall, came to me to tell me he made a mistake and he broke something and he wanted to come and tell me and make it right. That is huge news. That is huge transformation and that speaks to all of the work that the teachers have been doing to get here. And so I was just that made my day. Uh lastly, one more thing I'll share two more things. students are engaging with each other. They're not using their cell phones. The cell phones are away for the most part. So, there's more engagement, which is really great to see. I
011think that's decreased a lot of conflict. Um, and uh I had one more piece. We also today, this is another good news. Today I had a student schedule a meeting with me and she came in and presented an idea for a club called the Clear Mind Club because she felt like last year a vaping and substance abuse was an issue. So she took initiative to come and create a club and brought a representative and we talked and we came up with some really great ideas and that's studentled. So all of this is student focus and I'm just really excited to share it. So thank you. >> Oh sure. >> So so students that were chosen and some not all students have been picked up yet. What percentage of students haven't been picked up yet and
012what's your goal for getting them picked up? >> So, my goal is when I meet with my team is to go back to this spreadsheet and say exactly what I've said to you. You know, I didn't necessarily point out the correlation and what I noticed. I wanted to kind of let it settle. I put out there to the team to say, "Hey, if you" because people asked, "Can we take more than five students? There are other students." And I said, "Of course you can. You just want to make sure that you're consistent with them, right? So, I need to review the sheet and then I >> Do they know who's in green, red, and yellow? >> I did make a comment when I shared it with them to tell them that it was based off
013of attendance last year. >> You did. >> I did. I did. >> But I still just wanted to see, right? Um, so I'm going to circle back to them and make it a focus for the team and for those who have not been picked up to talk about it and and include everyone. So like we have our cafeteria workers. They connect really well with certain students who may not connect in the classroom. There's a variety. We have our custodian Mikey who coaches. There's a lot of people in the school. We have people in cash. We have Tommy, you know. Um so really utilizing all of our team members. So I'm excited to do that. >> I'm just I'm just concerned because obviously the reds and the yellows are the ones that we >> they are.
014Yeah. But we're going to focus we will focus on that. Um at one point not all the students were on there. We are missing a few students. So, I'm having our secretary go through and just double check to make sure all students are there. And the goal is to have all students be picked up, including myself picking I'm waiting on picking up students who don't get picked up. But the goal is 100%. But also making sure that it is doable, right? That we're not all picking 15 students and then we're not following through on that. >> And what is it they have to what do you expect them? >> Yeah. So to check in to say you know you see them in the hall you know their name you're saying hello to be a person
015for them it's the intent is not to say hey I'm assigned your person right it's to be more organic to keep an eye out for that person and and say like hey you know Amanda I see you today how's it going you know I noticed you had a game yesterday how was the game just having that personal connection because research shows the more personal connection you have right the more touches you have with a student throughout the week the positive impact that's going to make. It's going to improve engagement. It's going to improve attendance, which is going to improve academic performance and social well-being. >> Do the kids know? >> No. >> Who? >> No. >> We we've been focused on this since I've been on the board and >> sales, right? >> And it
016we it I'm so glad it's it's still there and it's >> we're doing it and because they really do need to go to a person. >> They need a person. Yeah. >> Yes. >> It's not going to be perfect. Like it's not perfect, right? But the goal is consistency. The high school needs consistency. That's what it needs. It needs consistency. Our goals need to be clear and they need a leader to follow up w with whatever those priorities are. As I reflect about how the year started, there are there are a lot of things that I would like to do as a team. We really have to prioritize and make a plan, which is what I'm doing, to pick the most top things to focus on and then spread out and hit those other points.
017It can't be everything at once. >> And then mental health is very important. Correct. >> And so with that, we're doing character strong. I know I only have one minute. I'm supposed to be quick, so I'll stop. But there's other things we're doing. If you have more if you want me to share, I will, but I know it's short. >> Thank you. >> Okay. Thank you. >> Hello. >> Um, so it's been a really great start at CE this year. I think that the best thing um that's not reflected in my presentation was watching all our kids come back. Um, and it's not just watching them come in the night before to meet the teacher and see the new person that they're with or see their friends, but I stood out on the playground for
018every recess and to watch the kids and I took pictures of it, but to watch the kids, it was like they were coming home like returning to the playground, running across the field to get there and like that was really the highlight of my opening days was seeing how happy that they were to be back. Um, elementary school is kind of magic and so that's really fun at a lot of different times during the year, but I am especially proud of how we opened this year. Um, I really feel like kids feel cared for and supported and that's really what it's all about. Um, another thing that I am super proud of is that new arrival system that has been and dismissal system that has been a little bit challenging for some of us. Um
019it was perfect until somebody blew our our great streak. But um we have gotten it down from 30 minutes in our first two days to about 13 to 15 minutes um in dismissal. But what's even more than that is that it is safe outside of a fender bender. Um because kids are being walked across by adults. Um they are getting buses over here. There is lots of moving parts, but it's like a welloiled machine by now. Um and it's really really safe. there's not people driving across where kids are walking. Um, and I feel really good about it. Um, academically, we've started win um, and right now it's just a routine. Um, so kids are split into groups from their FastBridge data last year. And I'm a data nerd. So I am really, really, really
020excited to start I Ready on Monday and see a little bit more about where our kids are at, but mostly why they're where they are and what moves we can make to move them and improve student outcomes. Um, and then lastly, one piece of data that I was struck by when I was looking at our state test scores this summer, um, was not the disparity between our students with disabilities and our gened students, but it was our students who were reported as lower socioeconomic status. So, that's my focus this year. And I have a big fluorescent poster on my wall that says, what are we going to do today to ensure that socioeconomic status is not a predictor of success at CE? Um, so that's really what we're focusing on and thinking about how we
021can wrap around and make sure that we are moving all kids toward better outcomes. >> Great. >> Any questions? >> Thank you. >> Okay, we had an email in between meetings that I think