001be close to money in money out year in year out. So he'll >> well and I would assume we are often impacted by people that maybe challenge their property taxes. So you may not always even know for a couple years if you're going to collect everything that you're projecting to collect. >> Yes. >> Any other questions? >> Okay. Uh next up we have uh our student learning commitment and I'm turn over to Javier or worry one of you guys to get started. >> Yeah. So, uh as promised we are excited to give you a first semester kind of review uh updating you with uh all things uh middle of the year data and so uh we'll follow the slides here but um want to start with uh our five core values. Y >> we review
002these with our principles every time we meet that our students are first. We address the needs of the whole child. Tonight you'll hear how we're addressing academic needs. Um that we all work with that craftsman mindset that we all work away and incrementally we're getting better and better together. Integrity in all that we do. We have high expectations each other and we treat each other respectfully and hold each other accountable to those. And then finally teamwork. We know that great multiple minds are better than one. So we are always working on teamwork too and what that looks like. >> Right. Uh the this is essentially our ABC report. And so we're going to uh present some middle of the year data regarding attendance uh in regards to our 94% of students who are here and
003um doing well. I can tell you that uh the safe and orderly which is the behavior we're doing exceptionally well in regards to that percentage wise and and so we'll have some details to go over here as we progress. >> So you can see that um I think the last time we presented attendance we were up in the we were well past our goal for this year of percentage of students with 94% or better attendance. That has dropped days of school. So, we did anticipate that, but you can see that we are still well above our goal for this 25 26 school year in terms of attendance. So, feeling really great about what we've been implementing to communicate expectations about attendance and then supporting families along the way um when we notice that attendance that
004students might be struggling with. >> So, it looks like a big increase again this year. You can hold on. >> We're holding on to that. >> Yeah. So, uh this one has to do with And so the the data point that we want to mention here is the percentage of our students who have two or fewer behav behavior referrals. And so you can see as of the first semester which ended on the 16th uh of January, we had uh over 5600 kids who have uh none or two behavior referrals. So overwhelmingly the majority of our kids are doing the right things right um as far as behavior. So that's uh that's great. We anticipate again like attendance things get uh we we can see uh come March things will kind of start to peak and
005so we we are talking about proactive measures uh you know incrementally last year went up in February and then in March will be the hottest compared to like like September and so it is on us to take measures to you know try to keep that at that 94 95% which would be exceptional and it would be a huge jump from the year before which was you know right around 90% of Right. So, um that's good celebration there. >> We get better at counting too. That's another thing. We were always counting too. >> Uh this slide is just just for just as a a reminder. Uh we will not know what our I read scores are until we take iie. Uh and this usually will not be finalized until the summer session sometime uh at the
006end. But as soon as there is data and we're allowed to share, I will share that with you. Uh our goal for this year is to get you know close to % or above 80% in the third grade and our 1% better for second grade will be to have 54% of our kids pass it in second grade. So again, so that they don't have to worry about it in third grade. So we'll update you on that as we uh as we do that. But the next few slides will talk about our preparation in regards to that by using our Acadians uh reading. Um and and there's a lot here. I just wanted to give you a a a view of uh what the beginning of the year was last year compared to this year and
007what the middle of the year was last year compared to this year. Um I think some some good celebrations there. What is that? Um you know I feel like we're moving in the right direction. Uh one of the things to look at is is looking at our kids who are in the well below and how we're decreasing that number. This is in kindergarten as you can see. Um, and and I don't want to speak for Mr. De Boyce, but he will tell you one of the pain points is, you know, our kindergarten readiness. Uh, 27% of our kiddos were kindergarten ready last year. 23% of them are now. And so we're we're really, you know, our our kindergarten teachers are, you know, doing exceptional work in getting, you know, kids reading uh, as they go
008into first grade. And then the next few slides will go into our Acadius middle of the year for first grade. And then at the bottom u again the top two show the same information. The bottom is now a cohort. So you can see where kindergarten in 2425 and how they're uh performing now middle of the year first grade. So uh the red doesn't look as good as it uh before but if you look at the percentage of on the app proficiency or above um you know we're we're right right there maybe a little bit better even than last year. And so This is where MTSS process and and those things, you know, we want to make sure that we're doing what we can to help our kids. Um, first grade is significantly more difficult than
009kindergarten. And so, it is it is not a surprise, but again, it's anytime that you're around 50% in the red, it's it's a cause for concern. And so, we'll we'll work on getting better at helping kids. And then finally, second grade here. Again, you can see comparing beginning of the year last year to this year, middle of the year last year to this year, and then the second graders, how they performed as kindergarteners, uh how they did as first graders and how they're doing now as second graders. And so, um that that's where we are in kindergarten to second grade. And is there any questions about Acadians? When we're tracking from year to year, is it they would have to be in our system all three years in that last example. So, someone moved in,
010they wouldn't be part of >> not not necessarily. And so it's it's big data. I mean, we we can see uh individually students who were here in kindergarten, first or second grade. What I've uh what I've done is uh with Regina's help is just looking at how did we how did they do as as a kindergarten two years ago and how did they do as first graders at this time of year. So we can we can drill down to get those uh for you, but that that is not that detailed. Just big picture. So now we'll move into data and our goal for this year is to have our students passing both math and ELA 28%. Um we did have a percent increase last year as you can see and we um hope to meet
011or even exceed that goal. So the next data points are going to be where we are with our checkpoints. So these checkpoint um assessments that we give throughout the day are not the sumitative um but what it's data that our uh principles and our teachers can look at to see where students are with standards along the way and then to try to intervene um and do some things differently if they see that students aren't being successful. Um so you can see the progression here in the second uh box there bullet point um that was where we were with our checkpoints 242 jump down then 256. You can see a comparison of where we are this year so far. So we already gave checkpoint one. We talked through that data. Some of that data is looking
012pretty good. Checkpoint two this year. This is all English language arts right now. Um you know we're kind of like staying about the same. But if you recall last time when we talked to you about checkpoint one data we gave this we're giving the checkpoints earlier this year. So maybe not as much curriculum has been covered. And so we're optimisting some optimism about that. Um that we're holding our ground with students um and we don't have all of our English language arts data in. We're waiting a little bit. The weather has been tricky with getting all of our students through. Um but you can see again holding our own a little bit of progress here in English language arts. The second thing that this data doesn't show you that's um unique about these checkpoints is
013that there's a an opportunity to test. So, for example, um with checkpoint one, um our teachers determined students who didn't pass in checkpoint one and they did intervened and then they gave it again. And so, for example, in English language arts, we had 100 more students [clears throat] that passed than the first time. And that's not shown here. So, that's something we're being a lot more strategic about this year than last year that you can't see here in the data. Our principles and teachers will do the same now with checkpoint 2. That window is closing. Um but they have already g they gave the checkpoint and now they're intervening and they're giving the uh second opportunity for checkpoint 2 again um to see if their interventions were successful. So again that's not shown here unfortunately
014um but uh we anticipate that even though the data is looking like kind of similar that we'll So the next slide is a very similar format. It's our math and I would jump in here with with the math uh because the from checkpoint one opportunity one to opportunity two uh we had 182 students who did not perform proficiency during checkpoint one opportunity one that by taking it the second time we're able to reach proficiency. So and and that addition of 182 students is not reflected in the checkpoint one uh proficiency that you see here. The reporting from the state it just gives you by assessment and so it doesn't combine the two opportunities. So eventually we I mean for I learn we will know. >> Yeah, I was very pleased and optimistic about the data
015even though you see a 1% 1% improvement as our goal. Uh that's just the minimum. Uh you know we're to name a stretch goal. We're looking probably more like 3%. And then last year you can see in math improved by 5.4% overall. didn't pass in the previous cohort and passing it now districtwide third through 8th grade. So I think we're getting better at using the data. That's something that I think is crucial. Our teams are digging in the data, working with the data and trying to hit that second assessment which we didn't use last year and of course not reflected here but uh will be reflected hopefully on the test itself. So, I'm cautiously optimistic about the data that I'm seeing. We've met with the intermediate school and impressed with the data and things that
016are going on there this year. So, >> and I don't know if I did say, but each of these checkpoints, they're different standards. So, you might think if they were the same, you'd see, they're actually different. >> Yeah. And not align to our curriculum >> at this point. We have this separate curriculum we use called Eureka Math and we're trying to do that with Fidelity and then we have 30 minutes where they're working on remediation and they're focusing on skills that are on the checkpoint for the most part through 8th grade to do that. We call it win time and so everybody's got at least 30 minutes of win time to work on these two skill sets that we know are showing up on the assessment and getting that line. >> Very complex work. >>
017We're getting better. We're getting a lot better. I just think each year we get a little bit better and the scores will keep going up more than 1% but like last year 5% if we do another 5% or so this year they'll be pretty happy. What percentage of those that are below or maybe approaching are the lower grades as opposed to their eighth grade going into nth grade and they're not far behind. Uh majority of like you get disegregated by grade level. Uh our red gets smaller as our kids are with us longer. So in third grade we have the greatest number of kids who are below proficiency. >> Fourth grade gets a little bit better. Uh looking at the intermediate school this year like that is better than than last year. Uh the junior
018high particularly eighth grade is making the rest of us look really good. >> Yeah. Which is I mean what you would want from continued school. You want It's not always just a one year thing that changes. It sometimes will take multiple years to get kids >> where they need to go. >> Right. >> Absolutely. >> So, if you look at our 27% of our kindergarteners were ready, they're now uh in first grade and it went down this year. 23% of our kindergarten ready. So, that are kind in kindergarten this year when they came in. So, the goal is to take, you know, keep keep getting a higher percentage of them make group larger and larger and larger that's proficient and ready for the work of that school year and I think we're making some really
019good improvement and hate to steal thunder from Dr. Medap. I'm let him Why don't you give them an update real quick on the work that's going to go on with Head Start in collaboration with us and the community foundation. >> So the community foundations approving 500 500 kindergart kindergarters students four years old going into kindergarten. We'll have about six weeks of jump start into that uh done through the Head Start program this this summer. So, uh, and that includes students who weren't necessarily in Head Start. So, these are just students that, um, as we identify and we look like our blasto coming up here in about a month, we're bringing kids in, families in, starting to meet them. As we start identifying students who have needs, we'll be recommending for that program. It's a great
020opportunity. Um, and I think you'll see more February se 6th or 7th. Um, one of the new stations is coming over to do a kind of a a piece on on that summer jump start. So, we're excited about that. >> And you know, last year the pilot was done at I forget which Elkart school, but at Chamberlain. >> And there were 50 students that finished 48 of the 50 were ready for kindergarten that scored on the Indiana kindergarten readiness assessment, which is a new, this is our second year of doing it, but uh we're ready. So, we do a pre which would kind of in that pilot but my guess is none of them would have been ready and then after six weeks uh work 48 out of the 50 of those kids were ready.
021So if we can multiply that and expand that the hope is we have more kids ready for kindergarten and they'll be able to accept the instruction and they won't have to close gaps as much. So we're really excited about that and thanks for Dr. Medcaf for his work and making that happen. He does represent us on the Head Start board. So, >> so the effects of that will show up in next year's >> we'll be we'll know the effects we'll know the effects of that come probably the end of September when the IK is finished we'll be able to say September now what we might not know but we would would have to kind of assume is that um because like Mr. said we don't they don't pre-EST coming in but normally the students in
022those in those programs are students with needs and so we could assume that those students we'll be able to track who they were so we'll be able to see what percentage they they came in ready after that six weeks >> you said they're 100 >> countywide >> okay so not between schools and go schools >> and is there another school district >> I think the other districts I think the that won't be participating might be Fairfield because they they do not have a Head Start program within their district, >> but we're going to have four classrooms. >> I have not heard the details. Okay. >> We're going to have we're going to try to get as many as we can. >> We think we're going to have four. We're hoping for four. >> I was
023just curious what percentage of the >> kindergarters would be going into that like of our total. >> So if four and it's probably right around 15 to 20% of our incoming kindergarters if we have like 400 going in. No, that's not right. I take that back. It's about a quarter about 25%. If we have 20 about 20 to 25 in each head start program hopefully we'll have above 400 but we have about a quarter and we have our own preschool program. Pretty confident those are great teachers doing great work with kids. So that would pick up another percentage. So we're playing the percentage numbers as we're trying to get more and more kids with this good school experience and or we're also talking about having little workshops for parents that are doing that to help
024them get their children ready. And then there's the special ed preschool we do. So we do significant outreach into preschool the preschool world and we just haven't done much with parents but that's something that Lor's work she and her committee are doing. We're looking at how can we expand that and get preschool parents up to here's a list of things to do with your kids so they're ready for kindergarten not just academics either pretty interesting list of skills. So at the end hopefully yielding better scores you're seeing here and uh just incrementally getting better early and then each year thereafter you take cohort groups and you just by the end you've made a significant impact and hopefully those get better 1% every year going through the system. And then we also are going to be
025adding uh Lori is now doing the interim work although she's still maintaining her secondary assistant principle. Uh she is starting some work with curriculum towards building towards the SAT. What can we do? We've really not done anything in that regard at the high school. How we can improve SAT scores and we're starting that work this spring with curriculum. Just one more question. I love our values, right? I love the fact that we focus on the student child and we don't teach the class. We focus on the student. We identify the student that are struggling. We help them improve. So you've given us the big picture of all the students first grade. In past years, we looked at the buildings each individual elementary school >> to not necessarily make a school look bad, but identify things
026that need to be improved, things that could help individual schools. Um, do we know the numbers for for each schools? I personally like to see >> um elementary for the most part. Jav can you give a general summary of that and details >> like as far as like if you were going to look at that for grade level the elementaryaries are all about the same as a matter of fact you know we had this conversation >> you know is there one elementary where you would say it's really doing really really well in one grade level in one of these tests and uh I think I said fourth grade math uh we did a little bit better uh than the rest and then I want to say maybe did a little bit better than the rest
027in the ELA in third grade, but it's it's very even. Um there's not one that you would say like wow the other ones like what is happening. But yeah, definitely something that if you would like to see it's it's an easy report to print. >> Um this is trying to global. >> There's been a significant drop and this is not on the fifth grade teachers. They're working hard But we think they're going to be some better improvements in fifth grade this year. They've been doing a lot better on their pre-date is looking better. So the fifth grade has been a fourth grade to fifth grade cohort kind of dropped. And then Jan, I'm going to put you on the spot. think for a minute. How would you answer that for the for the junior high?
028Um, as far as the, you know, the I learn data just generally speaking, English language arts and math, uh, seventh grade and eighth grade. He had pretty good scores in eighth grade as I recall. So, some bright spots and then also I think If I recall, and correct me if I'm wrong, like the points of struggle that you're working on improving this year would be some seventh grade scores, uh, working in your teams to improve some of the seventh grade scores. I hope. Love it. We are all young. doing some great work and you're going to hear about we have a contract with the speaker for back to school next year later on in the agenda and uh Jan is uh doing a book study with her staff on that uh to learn about how
029learning takes place and about how we can maximize uh what the cognitive science says about learning to for every student so we see better scores and keep that moving and so impressed with some of the work that you guys are doing this year but yeah there's been some good and bad probably fifth through eighth grade and we talked a little about K [clears throat] through four so does that answer your question Ziece of Also, you know, we want to have students in the classroom. So, attendance is crucial. And I know in the past we've talked about the high school struggling with attendance. Correct me if I'm wrong. We're also looking at third graders, elementary school struggle with attendance. I can't remember the grade specific, but that's kind of the other piece of >> historic historically
030seems like after third grade attendance starts dropping off. We used to we used to see that. We since uh we put in some efforts to really address attendance, we should probably reook at that see you know do we still have those grade levels that are dropping off high school. Part of that was I believe also but how with how we were counting attendance period attendance instead of daily attendance and so we fixed that. So I I anticipate us seeing better attendance scores out of the high schools. Okay, any other questions? Just keep trying to get a little bit better every day. So, that concludes that report. Uh, then we have operation. >> There's more to that. >> Oh, just a couple >> very quickly. Hit it. Okay. >> Where are we at? Um, no updates
031for CTE credit. That will come at the end of year. Go to the next slide. Um talked about making a plan to address our SAT scores which will now be part of high school. Um and just for semester course requirements. Um this is where we're at. The number of the percentage of students with zero D's or Fs 52% >> at the high school. >> The high school high school only not not the junior high >> um students with fewer andors 76% of our students. But again, we had some good conversation again about like, you know, what what is the meaning of this data and what do we think about this data? But the goal of course is um to make sure that our students are learning and mastering material um so that they can ever
032have every opportunity before them. That is our goal and why we want to monitor the success rate of our students earning good. >> Anything else? >> The importance of the D's and F is the research says if you have two or fewer D's and Fs and none of them are in English language arts uh or math that you're more likely to graduate. That's what we're all about getting kids graduate ready for life. So, thanks. Thank you. Okay, we're done. Sorry. Didn't mean to cut you guys off. I just totally forgot about the the end of this good conversation. So, um next up we have uh Allan's going to give a special ed for elementary school kind of overview and and where we are intermediate principal, I think. So with special ed, one of the things
033we are looking at, one of the things you we'll talk about later on is transfers in uh and the case load of our special ed teachers. Special ed has been an area where we've been struggling. I think nationwide people have been struggling to find teachers of special ed. Uh we have made some efforts both financially and benefit wise to make a more attractive place and I think that's paid off. Um however, there is not an infinite supply of special ed teachers and As we look at the case loads, we want to make sure that our special ed teachers case loads are appropriate uh and they're not overloaded. Um and when we talk overloaded, we're going to be talking about um students who are not motion residents um coming in and how do we how are
034we going to address that this year, which will be coming up in the transfer piece. We'll also be uh here in the near future talking about a special that we're looking at creating in every elementary. It will be kind of a resource room for students who have behavioral or other social behavioral the younger grades um need an area to go where instead of sending them to prairie to our life skills classrooms how do we address them and decentralize that bring those kids who are west kids chamberlain kids instead of sending prairie view servicing them in their home school we think that's important because that's where all their friends are and that's where that's where the people really know them. Um then uh we are in the process the intermediate principal search is on uh we
035are scheduling some interviews interviews for Friday uh this Friday um this Friday afternoon. So our goal would be to uh bring a name to you on the 9th of February 9th board meeting. We had some good applicants with some good experience and so we've sorted through those and we've narrowed it down to three that we're going to bring back for interviews after paper screening. So that's where we're at. >> And in our office, you've already started thinking about the high school principal and we tend to follow right on the heels of that high school. Once we once we wrap that one up, then we'll get posting up and ready for high school. Goal would be by spring break or right after spring break be able to announce who that person is. >> Thank you, Dr.
036Medcap. Um, next up, uh, we have our people commitments and we've done our Gallup poll. Um, some good, some bad. Very quick overview. >> Won't go into too much detail, Tracy, but just hit the >> I'll share some celebrations that we've noticed with the reports that came out. Um there were two schools that we were especially concerned about since we've been taking the Gallup poll and one of them which was um Gan Intermediate School um had significant growth in quite a few areas. So kudos to GIS and their administrative staff to work to build their school culture and engage all their stakeholders in the process of the work there. Um, our elementary buildings continue to remain steady with their results um, in terms of employees engaged and the just the overall satisfaction in their workplace.
037Um, and then two areas that were highest overall for our district um, was the opportunity to do our best work, which means employees across the district feel like they are given opportunities to showcase their skills and use their expertise to um, drive the work that they do for their their families and their students. Um and then the second area was commitment to quality which I think says a lot about goan. There's just a overall big sense of commitment to do quality [clears throat] work um each and every day that people show up here to work. And so those were some celebrations. Um growth areas, we had a few that we'll be addressing. Um one is in general the participation rate. uh we hit around 50% of our uh staff as a district taking the poll.
038Um so that will be a big ask of our leaders to figure out how to get those voices in at on the table to take that survey. Um we have especially have a difficulty with our classified staff which you know their hours are different. They come and go at different places, different times and so it makes sense but how do we overcome that? Um and then the second area was recognition in general. Um I think uh based on the data that there's just a need for us to continue to recognize the work that's being done by everyone in this district. Um and just that sense of did somebody tell me I'm doing an okay job today or did somebody tell me that this went well today? Um and then the other area that was a
039growth area is just um development um which just means that staff is is thriving on wanting to do better. Um I think there's always been as as long as I've been here a big commitment to just always learn and move ahead and always be developed to be better at what they do each and every day. And so that makes sense when you think about our strengths which were that commitment to quality. Um in order to have that commitment quality you need to have that development all the time. So that those two go hand in hand. So what's next for the Gallot poll? um our leaders will be asked to think about their greatest needs in their buildings and make action plans to address those needs. Um and then as a uh district admin um as
040we [clears throat] think about our strategic planning um and the places that we can tag in some of those uh areas where we can also commit to showing people they're appreciated, showing that recognition, just just also embed that in our strategic strategic planning. >> Since there only 12 questions, one of the things we will as a district team is work on getting more our staff because we went down the number of staff that took the 12 question. Just a quick >> It doesn't take very long. >> So, we need to make sure our leaders are making sure that So, we're going to work with their leaders to get better percentage participation. But, thank you, Tracy. If it's okay, I'd like to boards to talk about that. Uh, I'd like to keep things moving and go
041to Dr. Medaf. Just a quick talk about our TAG grant teacher appreciation grant, >> which is a huge frustration for me. I don't like what the state did. I'm just going to come out on the record and say that [snorts] I love recognizing our great teachers, but this grant does not adequately do that work and the state has muddled in an area I think they should have stayed out of. But having said that, we participated did it anyways and Dr. Medcap and Tracy and who gave input did a great job with the work. So that >> so the teacher appreciation grant this year is an application process. Teachers had to meet criteria first criteria would be highly effective and then also then have data that show have a roster of students and and data that
042shows that their students made or students within their within their their class made at least a year significantly more than a year's growth. Um we had 187 teachers that were eligible. We had 70 apply. Um once we went through the criteria and made sure that they all made the criteria, had the data to back it up, uh we were down to 62 student teachers. Um that being said, we only the state only funded enough for 54. So, we will be doing a lottery on Wednesday morning with the association and um it'll be a blind it'll just be a blind draw for those those 62 teachers for the 54 that will receive the $3,500 teacher appreciation grant which will be then we'll get those names to the state on Thursday afternoon and then that grant will
043be awarded sometime in the spring after April I believe. >> Thank you, Dr. Mcc. Um, I think Lori, you're going to do the pleasure of introducing our new volleyball. >> Yes. So, I have the pleasure of introducing our new head volleyball coach, Phil Havbecker. We're so excited for you to join our our team here in Goan. Um, Phil lives in our community, lives here in Goan. He has three daughters. Um, one just graduated from Goan High School and he has two other daughters coming through. He has uh two decades of experience working with young people. So he was both an educator and coach volleyball in Concord and then also um club club volleyball. Uh so he brings a lot of experience and you work at Inc. in Milbury um in charge of operations, do some
044team building there. >> Okay. A lot of stuff. So yeah. Yeah. So we know behind great teams is great teamwork. So, um, anything that you would like to say? [laughter] >> 30 seconds. Uh, you've heard of Curt Signetti, >> right? Phil Jackson, Bill Bich, morons. [laughter] So, I'm I'm really excited. I'm really excited to be part of the team that my daughters went to school. I like hearing the special ed stuff. You know, I think many of you know my older oldest daughter is blind and she's now she graduated soon and was attending Indian Wesley and my two younger daughters are still going to go. So, I trusted Goan schools. I live in the community. I love volleyball. I'm really excited. I'm happy that Jude took the program last year. I was happy that Lexa
045took it the year before. And, you know, I knew Mel and I was happy that she had it the four years before, but I'm really, really excited and I hope that some of you come out to a match or two or the entire season. Thanks. Oh, go ahead. >> Thank you. Uh, like Lori said, we're very excited to have you. I thought you were gonna say, "Google me because I win." [laughter] >> Not yet. After this season, right? >> Just 1% better is all we ask. Just get 1% better every year. And I know you will. And appreciate the what you're going to be pouring into the kids. So, coaching's a it's a gift uh for the kids to have great coaches. And we just have we just we believe in you. Yeah, thanks. Yeah,
046I was a student first teacher. I'm a student first coach and this is a student first corporation. So, I'm happy to be here. Thanks. >> Appreciate it. >> Good luck to you and the team next year. >> Thank you. >> And you do not have to stay for this whole board meeting. I mean, you s >> Okay. Um, next up, uh, we have, uh, couple celebrations that Tracy's going to outline for the board just just to make you aware of some great things that's going on. >> And you've probably seen these on social media on our own Facebook pages, but um, first recognize Sean Patrick. He's our junior high orchestra teacher. He was named the NSTA junior high teacher of the year. uh that is given out by the Indiana Chapter of American Strings Association.
047Um so congratulations to Sean and we know he does a great job with those kids that are in orchest or orchestra are in strings. Um and just just nice to have him aboard with us all the time. >> We don't talk tons about that, but what a great program. It's one of our uniques to this district and it is compet gives us competitive advantage over other districts and Sean is a great leader. He's definitely a student first. He fits in really well with that student first. So, >> um and then the second one is Le Levi Sawatski who scored a thousand points in a recent game at Typicanw Valley. So, quite a feat for a young man um in our basketball program here at Goan. So, we were all very excited to see that he
048made that milestone mark and I'm sure he's got a future ahead of him as well in basketball. Thanks Tracy. So that completes our uh superintendent reports unless the board has any questions or other things they have interest in talking about. >> Wonderful achievements by our educators and our our students. So it's wonderful to see. Uh okay, we will now move on to board committee reports. Um so I will look around the room here to our board members and our student advisor. Um anything to comment on? Well, we're having our February meeting tomorrow and we're planning on doing um last year we did our Valentine's Day hot chocolate sale which we would give out like regular cups of hot chocolate to all the students that came to school in the morning and if they wanted toppings
049they it was like a dollar or three and we um donated it to the Valentine's Day um charity. So this year we're planning on doing it again. >> [clears throat] >> uh legislative um Allan talked about cell phones and that bill that's I think most bills are in the first reading in the house. There's you only read all five pages. Just the one. [laughter] >> I'll just go. Uh, one thing HP 1059 uh nothing super dramatic. Commercial advertising on a school bus is being uh debated, which I thought was intriguing. Um, possible revenue stream among uh among some of the bills that are on there, but it's the only one I'll talk about. other things for board members this month. Okay, with that we will now move on to item five, which is our consent
050agenda items. We'll start with item 5.1, approval of accounts payable data January 26, 2026 and payroll data January 9th, 2026. 5.2 2 is the 2026 renewal of youth apprenticeship program with Horizon Education Alliance and 5.3 is personnel. Uh any items to highlight there? >> No, I mean the HA is unique that still kids participating in apprenticeships. We have some internal apprentichips and external apprentichips. There's been some work unique things going on in the county and we just want to keep that relationship going. With that, the consent agenda items are approved as presented. Moving on to item six is our action items and we'll start with item 6.1 approval of the 202627 student transfers. Dr. Mecca. So uh in your packet there were a couple things one was added couple were added today just as clarification.
051Uh first of all, you'll find in the fir in the first piece where we actually talk about what our out of district transfer um at windows are for high school and um elementary and junior elementary to junior high if you remember uh with some of thea's rules about the ability for students to transfer within their first couple years. Once we've uh left transfers open uh to all grades 9 through in 9 through 12. We'll take we'll take students as long as they meet our criteria which is still in place from last year which means attendance behavior um uh suspension expulsion uh all that has to be checked and if they're found that they are not they're not an issue that they're granted um their application will be granted. Uh but that window will go from
052March 2nd next this uh actually this coming March 2nd to October 5th for summer for the uh for the 9th through 12. The elementary will actually go uh we're only doing kindergarten 1st, fifth and 7th those transition grades. Um and we're the window is May March 2nd through May 31st of this year. Um and then uh after that they can apply for admission second semester. uh and that has to be uh in by January 15th of 2027. I do see there's a mistake on my memo that the high school. That window ends February 10th, 2027, not 26. Um and then students who are already in good standing um are still expected to reapply every year issues. Uh when we talk about special education and transfers, there were two documents. One was actually a one was
053actually kind of a outline of the policy and how we want what we think our policy should be. But the one I would would really like to direct your attention to is the flowchart that look like this should be the second one should be say to special ed um as the name and it basically walks you through that if a student who um lives in goan you come to go special ed not special ed you're accepted as long as you live within our district. That's that's the law. If you're If you are an out of district student requesting a transfer, um one of the things we ask is if you um if you if you have an IEP and what services your you receive. Uh once we find out if somebody is applies to us
054with a with a disability and has an IEP that requires minutes of service, we identify which service model at the different levels, whether it be uh pulled out by a special ed teacher. Special ed teacher pushes into support in the classroom. Uh sometimes they co-e uh we have our uh self-contained classrooms such as life skills and our ED classrooms down at Prairie View. Uh so we look at what what model is needed for the student. Um then we look at where they want to go and the licensing of the teacher because not all special education teachers have the same licenses. So we got to make sure that where they go uh the teacher has the appropriate license because we do not want to have to add a teacher with another with a different license um
055um if we already have if we have teachers within the district. But we also not only look at that but we look at the case load of teachers and a an act an average teacher case load um be about 1550 minutes special minutes of a week. Um, which translates to about an hour to 70 to 85 minutes a day per student um based upon the number of hours a day. That that's about 15 to 18 um students per teacher. And so we kind of use that 15 to 18 students per teacher that um that 1550 at the elementary level. As we get up as we get go higher, the the number comes down a little bit and it goes down to about to 16 um students per teacher. If we look at the students total
056um we look we we look at the teachers workload we look at their schedule and we look at the push and pull out impact of that and we look at what the student coming in IEP requires. If we if we are already at these thresholds, we will deny that transfer that that trans that transfer. Um because um doing that would take minutes and time away from students who are Gan students um that reside in Goan. Uh and so we would we would then compare the capacity at the different level and we would either approve if we have space we'll approve it. um as long as we can meet their the full IEP that they come with. Uh if we cannot or if or if it exceeds the capacity that we have, we'll deny that. Um
057working through this process gives us very, you know, s Miss Burger, our director of special ed, worked really hard to look at making sure we were obeying article 7, which is the which outlines uh special education and what it means in within the school setting. We feel like this is a this is very defensible. It's not that we're just saying, you know what, we'll only take five students and that's it. If we have space and you're a good student standing and we have the capacity to take you, we will take you. If we do not have the capacity, we will not take you because it would it would impair and and pull away from the programming our current students have. And so that's basically what this the the flowchart kind of outlines in a much
058more brief way what's in the what's in the u the kind of policy that she would like that Cindy is recommending us adopt and I'm open to questions. Well thank you for that Dr. Be. Uh so what I will do is I'll actually accept a motion in a second so we can begin discussing the item and ultimately determine a vote. Move for the passage of item 6.1 approval of 2026 to 27 student transfers. >> Moved by Mr. Glicks, seconded by Mr. Goodman. Uh, some questions of kind of the transfer window as well as the policy for Dr. Metaf. >> Dr. Medaf, do you know off top of your head our teacher record ratio to students? You've got some numbers here. Is it we looking like 30 to one for every 30 depends on the elementaryaries.
059We do have a couple elementaryaries where it's like it's about 15 to1. Uh we do have one elementary this year who's um it's right around 25 to one. Um but as we as those kids those kids are leaving the elementary so that capacity will grow as those kids move over to the different kind of things schools. Um but Cindy Cindy estimated that on average we're about we're about 18 to 20 to1 That's where we'd love to be. But we do have we do have a number that are above that. We work real hard over the last couple years to hire people. It's difficult. We've been negotiating and working and getting so we're some of them were 40. >> That's the higher you get the higher rest. >> I will say that there are still some
060such as our speech language pathologist. It is It is not unusual for a speech language pathologist to have 40 30 35 to 40 to one. Um what they're doing is is much more centralized and they can work with multiple kids with the same disability at one time. And we can do that within the general edge setting. Um as long as the student need is very is similar. How does this play into our partnership within SSX and working with obviously Fairfield still concerning council I'll let him chime in here. Um XC has decentralized a lot of programs for example life skills and ED every system should have their own life skills and should be their own students within there. Um, sometimes we've had parents come to us and I I'm not telling tales out of school
061that have said, uh, you know, the principal at this other school in another district said, you know, you guys, we should come here because you have a better program than we do. That's great. We'd love to hear that, but we also have a have a program that is designed for the kids within our system and for those that live and we don't want to we don't want to dilute that if we can possibly have happen by by taking minutes away from some one kid to get to students who are not ocean residents. >> This is probably the first year feel like we're really well staffed. But Xac provides uh well there's a director there is support through school psychologists that are all hired by the entire co-op uh occupational therapists, physical therapists, um behavior consultants
062and then uh we have an adult program that is through the co-op. We house it here. Uh the kids after they kind of typically graduate but still would be in the adult uh program they would come to us and it's over at the junior high Jan and her group over there and they're on one wing of the school that's a co-op program but we really don't and we did have this year we have de heart of hearing program that's housed at Concord and that was a co-op program because it's a low incident program but Since Concord and Bago are no longer in the co-op as of the end of this year, uh Concord has announced that they're not going to work with us to have the program still housed there. Uh about half the kids
063come from Elcart that are housed there. And so we work with Elcart Community Schools to the co-op to have them in there. So that's pretty much the programs. Every it's all going to be completely decentralized and everyone's going Bago and Concord will not be able to share in our school sites. You know, some of those support services. Every school now has a preschool special ed program their own. Used to be shared. Now, everybody's doing it on their own. That happened a couple years ago. So, it's decentralizing. So, hope that helps. Other questions? Ready to vote? All right. So, we have a motion and a second on the floor for item 6.1. All those in favor, please raise your hand and say, "I." >> I. Post. Same sign. The passes 6. >> Uh item 6.2 is
064approval of opening day. Speaker contract. >> Yeah. And so to piggyback on the powerful teaching uh going on uh had the opportunity to speak with uh the co-author uh the scientist behind the book uh for her to come to goan as a keynote speaker uh for opening day and spend the day with us and do some workshops around the district. And so that is what we're presenting here. The contract also includes us purchasing books for teachers much like we did for last year's open opening day keynote. So uh this contract is for her for Dr. Agawal to come to go and for the purchase of 500 books. >> Thank you. Um I'll ask for a motion and a second for item 6.2. Second move by Mr. Goodman, second by Mr. Questions regarding the uh proposed
065contract for the opening day speaker. >> I don't remember last year what we spent as that pretty common ballpark range. It's in the range. The books are kind of expensive, but you know, it's what they often do. So it says that she's doing all day workshops. I assume that's multiple workshops, not one that last time. >> There'll be one big speaking engagement like we did this last year and then Jav has a use around the district, >> right? And so we wanted to get ahead of time. Opening day is crucial for principles wanting to be with teachers and so we figure we do this ahead of time. And so ideally an hour keynote in uh at the high school much like uh the gentleman last year uh about powerful teaching and this new book uh
066smart teaching stronger learning which is uh identifying more like the how to um it's an easy read she says about 100 pages uh easy to read chapters and so then we would spend time whether it's uh three different workshops across the district 90 minutes each or whatever um at the elementary school. We're thinking maybe leaders lead leadership teams. Um I don't know if we can get everybody together, but this gives me the opportunity to kind of plan a schedule with our principles and with her to better use her um yeah her time with us. >> Just to add too, um our principles will be reading the first book and we will be making connections to our rubric. So this is really like the how of teaching and how of learning. So sometimes with the keynote,
067right, like they come in and it's like they hear a lot but then doesn't transfer. So just so you know too, we are committed to having these best practices that teachers are learning about and making sure that they're showing up in the classroom. >> Dr. Baker's leading the charge for us. She's the point of the spear doing great work with her team on this concept. >> Any additional questions from the board? All right, we have a motion and a second the floor. All those in favor, please raise your hand and say I. >> I. Same sign. Passes 60. >> And item 6.3, approval of the Elcar County Workbased learning hub. Voice. >> Yes. So, all the county school districts are working together uh and uh kind of collaboratively on how we can do workbased learning
068better in the county. And it's not so much that the schools, this is my read it, we can get better, but we need the businesses uh to have support. So, there's a collaboration uh and is right now it's really not going to cost us anything, but just working together and we're doing thisou uh that you can see before you. Um but the idea is how can we get better opportunities for kids to get out into businesses and to earn work-based learning hours and to gain credits and more apprenticeships, more uh capstones for us where they're placed in businesses, more opportunities for our kids. And we want to participate in in that. And to do that, we kind of the group has come up with this uhou just that says we're going to work together. So
069asking the board to approve that. >> Thank you. I'll ask for a motion and a second for item 6.3. Move for the passage of item 6.3, approval of the Elk County by Mr. Brook, seconded by Mr. Goodman. Questions, board members, comments. Good. Okay. All right. So, we have a motion to second the floor. All those in favor, please raise your hand and say, "I." >> I post same sign passes. 6. [clears throat] All right. concludes our action items tonight. Uh we'll move us to closing items. Uh Mr. Voice, any miscellaneous administrative items? >> Speaking of closing, we have announced two-hour delay for tomorrow. We'll have to see how how it all turns out overnight. You know, supposed to be very high winds and blowing and some of that stuff. So, hopefully we'll be able to
070come in after two hours, but and they can clean up the city so everybody can get in here. But you never know. We'll check in in the morning. I will say special thanks to Dr. Medaf who um gets out there and drives every morning and and uh and Don, thank you Don for all that you do. Don Graves, he's checking make sure it's a safe way to transport kids in the morning. So I talk to these guys in the morning. We make decisions and and then post it. So >> can I ask you a question? >> Yes. >> If we would happen to need to close again, how how many e-learning days are we allowed to have in a calendar year? >> Go ahead, Alan. So the state allows you to have three asynchronous days
071which means that the lessons are just posted online. They can access them at any time. They have have up to five days to finish that work and there has to be 80% attendance on that. We can have three of those which means you know pretty simple to do uh the synchronous learning days where the teacher you have to have minimum of half of the required instructional time face to face with a teacher whether Zoom, um, Seesaw, some of those things. So, at the elementary that means two and a minimum of two and a half hours of Zoom with kids and at the secondary level starting in junior high, it's three hours. Um, those are actually unlimited. Um, so we as long as we are having that face to face and the attendance is is is
072one of the things we talked about is we need to today we kind of anticipated Friday because we saw it coming in. So, we sent devices home. They were all charged. Um, talking to some teachers today over the weekend, we still did synchronous again today. Um, I know of a first grade teacher who had she had 85% of her kids there on Friday. She had 80% there today, which is still um devices might have died, but parents were doing it on phones, their home computer. Um, we do have that ability. So, um, we have uh as many of those days as we need. >> Thank you. So other than that, our next board meeting is February 9th here in this building at 6 p.m. >> Okay. And board members, anything from us tonight? >> I
073just asked one question in reference to the attendance statistics. How does that affect attendance? >> It does affect attendance. It does count as a normal school day. So it does well it does it will. So the these e the e-learning days of either type will probably on our attendance. The nice thing about >> Yeah. >> And if we don't have 80% attendance, then that'll be added on >> on the asynchronous one >> on asynchronous that have to make made up. >> Correct. >> So the kids better be going to school. >> Well, they don't and and those those asynchronous ones are really for those things that are just we we kind of view them as just an emergency. Um all of a sudden power went out at one school. they needed, you know, they don't
074have the power to go in to do the synchronous one. So, um, the asynchronous, we like to say for emergencies, I know there are some schools that have already used their all three of their asynchronous, and they I don't know why they haven't developed synchronous protocols, but they're already starting to tack on it to the end of the school year. [laughter] >> Any else board members? All right, so With that, I'll take a motion and a second for adjournment. >> So moved. >> Second. >> Move the second. All in favor, please say I. >> I. We are adjourned.