001Order the flag [Music] pledge. Pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible with liberty and justice for all. call Julie Shelle Carol six Dallas's MIA Dallas is in route. Yeah. He's got a date here. Okay. I see the first thing we have is agenda item two board comments. Okay, that's what we have. Silence means no. Agenda item three, integrated plan approval. It's an action item and I guess I'd like to say something. I know I came in was two days ago. When did I come in? I hadn't read this and it's a 28 page. 28 page. It was uh it's extremely well written, Tim. I want to thank you. Thank you. Yes, Tim. It was extremely well written and
002uh yeah, I think you did a great job. In fact, if I'd say any wants to know what's happening in the district, read this this and it's this gets you for sure the 80%. So, yeah, really good job with that. Is there any any other discussion or general comments about it? I have um I have a presentation to kind of summarize it and explain the integrated guided process. Um I appreciate the comments and and your your time looking that over. Um and and you so you have essentially which one you want to power. It makes no difference. Whatever is easiest to flip through probably. Um um did did that did you have a comment or question and explain why we need to do this? Okay. Yeah, definitely. So, integrated application presentation integrated Oregon's integrated guidance
003is a combination of several grants. These are um non-competitive grants, but they have a lot of uh strict guidelines we have to follow in order to actually receive the money. Um there's quite a bit of steps um as you you'll see from from the work here um that's upfront that needs to take place. There is um there there are several steps where the board is involved. There's a whole lot of reporting attached to it. And the grants initially started as um SIA, student investment account, the high school success. Um and then there's an early indicator, early warning system. It's like a EIS is the grant and there's a and there's a few grants that are that basically they they fit in here, but there's no money associated with them. So as part of the process
004for um the next round of budgeting in the next bianium, we we have to initiate this process. Um so I wanted to give you a little bit about um what we've gone through um who contributed to the plan, a plan overview, and then what's next. Um, so the the large packet you have, um, it really is a a full kind of synopsis of what we do in this district and and it's it's it's answering the questions provided by the state, so we can't change the question. Those are in bold. Um, and and really getting sort of in detail about what it is we do in these areas and what we plan to do based on our strategic planning process. So, so I've sort of um intertwined the two things that aren't funded through the grant
005are also included in these explanations because there's requirements that have to be met by the district in order to receive funding and they allow what's called the braiding of funds. So, to meet some of the requirements, we can use funds from other sources that aren't part of the grant, but we also want to talk about them and highlight them in here. So you might see things when you're reading this that that you won't actually see a budget item that that aligns to it. And that's why because maybe we're trying to show how we're braiding some other funds into meeting the requirements of the grant. Um, as we're going through this, um, after we're done, we'll open this up for, um, comments from the board, questions from the board, and, um, open it up for, um,
006public hearing, which is also a requirement, and then ultimately seek board approval for the first phase of the grant application. Um, and so there's just some of the summary there. Um, it was, um, initially these grants were all separate grants. So OD so there was a lot of push back like you know could you make this process easier for us um and and integrate the grants and make a combined process for community engagement. So sometimes we were we were going to a community engagement for this grant community engagement for that grant. So this was a process designed to try to try to streamline it. It streamlined the community engagement for these pieces. Alls they did with the with the grants is really stack them on top of each other. They still have separate reporting. They
007still have different requirements. That didn't really make that easier. It actually made it more complicated for the public record. Um, which but I'm just going to say this. I got to say this. Leave it to OD to be responsive to the voice of districts who said you need to help make the process easier. Let's try to combine them so that we can make it easier for OD out of the goodness of their heart to listen. and then to ultimately create a process that was harder than the original process to begin with, right? And and the OD team is very responsive and very supportive. I will I will say that um you know, so um if we if we are confused um and frustrated, they will they will help out. Um and and they're quick to
008point out um things that you may have missed along the way that still need to be done. So um so there you see the different things that are kind of associated with the integrated guidance high school success uh student investment account. So each one of the high school success student investment account and then now they've and actually this is um this is pre this is pre um so the other one that's in here is um early literacy which was the which were the fund. So the the early literacy is integrated into the writing of it. It's in the rest of these slides and it's in our budget. Um the other ones there, we don't really get funding directly from OD for those other ones except for the bottom one which is a small amount of
009money about $6,000 per year. Um everyday matters has to do with attendance. So um common elements they all require authentic engagement um equity based decision-making process focus on students who have been historically marginalized. These are things written into the grant guidelines. And if you if you take um some time to read my section number two, um you'll see how um I'm ensuring that we're meeting those guidelines using a process that's more in tune with our community and it's what um has been coined by me um recently. I think I'm going to write a book about this. Inclusive excellence. So, it's it's really about focusing on all students and providing what all students need to um succeed. So, looking through the lens of of how can we address every student's needs to make sure we're not
010leaving any students behind. Okay, Tim, I want to thank you for defining under equity advance. You said when we talk about an equity lens or being equity advanced, we simply mean taking a thoughtful student centered approach to our decisions and more. But I want to thank you for defining what that is. Yes. Because often equity is uh thrown around and around and I think it uh can mean many things to many different people. Sure. Yes. So again, um there's a summary of the programs that are that are included. We can go past this. Um uh go ahead and go past this one. The planning team is really was really the um strategic planning process. So what what we wanted to do was align our strategic planning process to the integrated guidance application as well. So
011because the strategic planning process was so um in you know the community was so involved the teachers the staff the students um multiple layers of community were involved with that it it really did meet all the requirements of engagement and it is true authentic engagement. So um the the strategic planning team is the integrated guidance planning team. So we we we looked at, you know, the basically a comprehensive needs assessment. Um looked at the quality education model. QEM is, you know, it's an interesting thing that we talk about a lot because it requires a lot more funding to actually really completely do it. Um but it it does have a lot of um things that that are beneficial for districts to include in their plans. um looked at um some different regional CTE information, potential
012impact of our student groups, and um developed a and and it's what you're seeing is a two-year budget plan, but it's considered a four-year integrated guidance plan. And after the next two years, we'll go through the GA community engagement process again to redevelop the plan and make sure it still aligns to our previous goals. Okay. So again here I talk about inclusive excellence in our schools and um recognizing and responding to each and every student's unique strengths and challenges. Um and to do that we analyze data engage in multiple community groups and develop and target develop targeted strategies aligned to the funding to ensure every student receives what they need. Okay. Um the highlights of the community engagement process really go back to us about a year ago um seeking um a partner to help
013develop our strategic plan. That partner was performance fact and through their processes we embraced the diverse voices and perspectives our commu of our community um including um business leaders, community leaders, um parents, staff from all um groups and our students as well. And so a ver uh a variety of different teams contributed to that. Um the core planning team was at the the center of that process and then we had the student voice team, family groups, um instructional focus team, um different school um departments were represented in our instructional focus teams. We had the alignment team and of course the school board was a big part of that as well. Had community forums and then uh the superintendent's leadership team. Overall, 24 planning sessions, over 125 participants, and over 2,000 voices contributed to the plan.
014So, the comprehensive needs assessment um included multiple data sources. So we have sort of the the main five components through OD's achievement data insights and that's the regular attenders third grade reading 9th grade on track four year and five graduation and five-year completion rates. We looked at local data which included student um well-being and climate surveys, um credit attainment and student behavior data. And we looked at uh CTE program success and participation data and um looked at it disagregated, meaning we broke it down by student groups to highlight areas that we may be missing some students and not realizing it. and identifi identified some key areas, attendance, literacy, graduation outcomes. Um again, uh reiterated the planning sessions there. Um highlighting the needs assessment process and then um integrated a plan and and the desired outcomes
015based off of the needs. develop strategies and a budget aligned to that in order to um build a plan based on a transparency and trust. Some of the high priority strengths and concerns um some of the strengths and concerns were the same. they they were um essentially supporting supportive relationships with the teachers um engaging in learning um attendance. So areas of strength but also areas of concern because we know we can improve those areas and we know that they have such a a strong effect on student outcomes. Uh achievement gaps were noted. Um and again some of this I mean this in this right here is directly from the strategic plan. So you I I'm sort of just highlighting it here because you've all seen it. And so um math achievement at secondary level and
016peer relationships and bullying were also concerns. Okay. You have next few slides you have on your large papers. So this here is uh outcomes and strategies. Um, based off of the needs assessment, the plan would require us to develop a list of outcomes, strategies aligned to those outcomes and and then we'll get down into the budget, which will be an actual list of activities. And these outcomes and strategies, they are all aligned to the strategic plan as well. But but you'll notice that it's not a direct onetoone correlation. So there there the strategic plan has maybe um a key, you know, signature strategy or or an outcome. And it might be hit in several areas here, which is why it's not just a onetoone correlation because we're also again trying to meet the requirements of
017several different grants to ensure money the money flows. So it it I had to make sure that um but if like if we hire a graduation coach for high school that it meets a certain requirement. You know, it's got to check certain boxes in order to get that funding. So that's why they're not just you're not just seeing four strategies or four goals like you do on a strategic plan, but all those goals are hit within these outcomes and strategies. So we're we're focused on um uh K3 students will achieve grade level ELA standards by the end of each school year. So that does correlate to the strategic plan which also includes math and social emotional learning but this is tied to the actual early learning early literacy grant which is why this wording is
018just about um ELA. And then based on that desired outcome to have all K3 students achieve at grade level by the end of each school year. We then have three strategies listed which are essentially aligning our budgeting process to the desired outcome. So those strategies basically we have a literacy coach who provides professional development and coaching support. Um um we need to have some staff to support highdosese tutoring and extended learning opportunities. Some of these things are not in the first round of budgeting and the first round of planning for the early literacy grant. But now we were required to hit all of these different areas. So we had to have something that was around professional development and coaching. We had to have something that was focused on highdose tutoring and something that focuses on
019extended learning opportunities. Um, so sometimes when we talk about unfunded mandates, this is a huge one that there unless you're taking this grant and and creating um an extended learning opportunity like summer school focused on literacy K3, you have to come up with that funding elsewhere. And that's where we have to have the goal in here, the outcome in here, but that's where it allows us to then braid funds meet meet those needs somewhere else. So essentially by the end of these two years, this is a requirement that we learned um uh just um today actually that um we needed to include that in this grant. Um and and then we have um some supplemental materials to help support those outcomes. um we want to outcome A is focused on um reading and mathematic performance
020for all students while closing achievement gaps. So again, you can see there's a direct correlation to our strategic plan there which had to do with the academic achievement of all students and about closing the achievement gaps. In other words, accelerating students. Um outcome B was on developing improving multiple pathways to graduation that link our CTE programs and post high school success. So you're hearing the multiple pathways to success in high school achievement of all students, but also the grant requirement for high school success itself, which must include information on CTE programs and that that we're using funds for that and that we're also creating opportunities for post high school success. Um, in other words, the grant also requires you to provide opportunities for students to achieve um, um, college credit. And so we do have
021funding that goes to that. Um, without careful planning, it would be super easy to miss some of these requirements and and miss out on on opportunities for funding. Um we have outcome C was to create and support a school culture that addresses safety needs and social emotional needs of our students. So again we heard that in a strategic plan over and over again. Um we have um outcome D 90% of students will be on top track to graduate after completing nth grade. Outcome E. Students will document and track post-secary plans and will move along a deliberate path through school towards their preferred next steps in college and career. Also something that you saw highlighted heavily in our strategic planning process and outcome F leveraged strategies and supports for our attendance advocates to continue to work
022addressing chronic absenteeism. uh quite a bit of information. And so again, that's why this document is 27 28 pages because we're trying to then write a narrative that captures all of this work. Go ahead and go to the next one. Um here you're getting into really the the true meat of the budget. So, here is an opportunity for you to actually see, and it's much easier to read on this, although it is still small. Um, exactly where funds are going. Um, and I will point out that you have, if we look at the top, um, indirect administrative costs, those are those are costs that come off of the top of grants that help support our implementation of the grants. In other words, they help offset administrative costs. Um, if that grant didn't exist, we might
023not need as many, you know, a certain part of an administrator to do the job. So, this helps offset those salaries so we can make sure this work gets done. It's not all coming from general fund. So, um, that's important to note. You know, we we receive so many grants that help pay administrative salaries. So, um, it it's necessary to have those administrators in order to continue to receive the grants and to meet these requirements and then to make sure, you know, it's not just about putting the plans in place. It's about actually implementing from the district level to the school level to the classroom level to the individual student level and that takes administrative support all along the way to make sure those things happen. Um, Tim, can I ask a quick question just
024so I can where does this grant money come from and how how is it allocated like a certain amount of money based on the size of your district or like how is it determined? There are funding formulas for each grant from the state. Okay. And um typically it is a your student population you know it's there's a correlation to that. Okay. Is it are all school districts applying for this or is it like how I'm not aware. I would imagine it would be foolish not to because because the money is guaranteed that it's the like SIA is funded through the corporate activity tax. Okay. Um the student success act student investment account specifically is funded through the corporate activity tax. So the money is already carved out. It's there. Um so I mean for a
025district not to go through this process would be somewhat somewhat foolish um in my my opinion. Um does that answer your question? Yes. Thank you. Okay. So on if you look at like um graduation coaches, it's on two lines. I was just going to point out that. So if if we go we look at graduation coaches, we see outcome strategies. Those are what I just went over. So, those are on this other page. Outcome B1, um, develop and improve multiple pathways to graduation and high school alternative pathway program and graduation coaches is how we do it. So, here's the funding that goes with that. It also aligns to F1, leveraging strategies and supports for attendance advocates. So, the part of the grad coach is to support attendance. And um when you go over a little
026bit, I also have the strategic planning goals checked off that it's hidden. So you can also see where this funding meets our strategic planning process goals because we want to make sure in the end I it was important that we could see that we're funding all of those goals and that we're putting the resources where our plans are. Um and then you you see it you see it twice because there's money put in there for the actual sal there there's a few columns here that you don't see which is like the the actual accounting codes that go with those people. So really there's um there's salaries and then associated payroll costs and then some a little bit of overtime or extra duty put in there too. So that's why you see the line twice because
027it covers the whole the whole salary of the individuals allocated there. and it kind of I just in the packet there was a list of year one allocations but it didn't have the dollar amounts associated with it so I wanted to make sure you could see that this will all be posted on our district website so it's all available to the public again full transparency is important with this um so we'll get this up there for before the grant application is submitted and um as you kind to just glance down that list. I wanted to make sure you had an opportunity to ask about any of those positions or or any of the funds that are sort of set aside for those different areas. So Tim, when we do our budgeting exercise in May and
028approve that budget, these funds are not included in that budget. They are. They are included. Yeah. When you are looking at the budget, you will be looking at um at the function level fund and function levels. So you'll have the general fund which is your state school fund and then your property taxes. So the property taxes are getting paid to us directly from the county and then the state school fund, those amounts, they vary depending on how much property tax you collect. Um so that's where that sort of offset balance is. Um and then so you'll see that in the general fund and then um the grants are all in special revenue funds. So you'll see all these in the 200s. So that'll be a combination of all of our grants which is also in
029the budget. Um then you have 300s, 400s. Is there one specific special grant? It's Is it like if there's a one number they can look at for all of these or is it split out? No. So, high school success is different. There's a number for high school success. um student investment account has we have um several numbers like you might you might see 263 264 265 like those are those are money the money is associated specifically with SIA and that just allows us to make sure we're spending the money on the outcomes that we're saying we're going to spend it on. So, it it makes sure that once the school board approves this that we have a way of tracking those funds on on um you can know exactly where the expenditures go and to
030make sure that it's actually going where you think it's going, where the public thinks it's going. So, there's not going to be a point where you look at the budget and go, "Oh, this next year we're budgeting for um total activity for 2526 is 3.5814 2550." you start rumaging through the budget to try to find that number somewhere, you're not going to find it's going to be split up almost in the 200s, you'll see that because there's there's other grants, too, that'll be in that. There's title one allocations. There's just for the overall 200, but then you you'll see some you'll see it broken down to a certain level. Um, just not it won't be we talk about it in the narrative in the front of the budget. we can address it through our discussions
031around the budget. Um, and I can point to it where the money is in the budget, but um, it's not just going to there's not going to be a page that says that says this. It's a lot of money. It's a lot. It's a whole lot of money. This is a very important very be crazy not to it's it's um yeah we we were we were really excited when this um this source of funding came through to schools because it's it was highly needed. Is is this I mean we've done this before though correct is this number higher than it was before or it's gone up a little bit. Um our population has gone down. I mean, I guess what you I mean, you would say it's gone up, but it's really considered more flat
032funding just because our population's also gone down. So, with the added increase in expenses and whatnot, it it it's not a whole lot of extra um compared to what it was relatively, it's it's pretty equal, but um it's also it's also quite specific to corporate activity tax. So rises and falls in corporate activity tax are reflected and then what goes out to districts. Also from a legislative level um corporate activity tax was built to primarily do what it's doing come directly to schools. Um every legislative session there are groups out there who want to carve out a little bit of it for their group for their cause for their area. And so part of what KOSA and OSBA does with our lobbyists every session is to make sure that we try to block all of
033that so that it can stay coming to schools because we don't want that to be watered down. That was the original intent was for it to come to school. So, some some items um you know, we we essentially carve out a line item and put a dollar amount in here, not quite knowing exactly what we'll spend in that area. If we if we don't spend in one area, that money is allowed to be reallocated anywhere on our approved list. And after the end of the two years, like you see there, $7.3 million is what we're expecting to see over the next two years. Any questions on that page? um right now. Um you're welcome, of course, if something pops up later, take this home and study it and read it in your free time. So,
034there's a deadline for this. I'm looking forward to that. The first I bet. I bet the first I mean, you know, it it's neat to see what our schools are doing. Like, when you're putting something together like this packet and narrating it, it just it just, you know, it there is an element of it. It feels good to be part of a system that does so many good things for kids. It's very rewarding. So, so how often can you apply for this grant? It's a we go through this process every two years. Every year. Yeah. Yeah. So, you can renew every two years. Yeah. Yeah. Okay. Yeah. All right. I know like on university college campuses. I know you can get like title three grants, but you have to wait so long before you can
035reapply. Oh, okay. Yeah. So you get them for like five years and then you have to wait two years or something before you can apply again. Yeah. So I didn't know that was nice. It is nice. Yeah. The um there is there they also allow what's called a tiered planning approach. So these are some tiered planning items that don't have dollars associated with them but are things in areas where we could allocate dollars. Like so let's say you know there's been situations where you know you might be looking for like let's say we we we had an opening at for a grad coach and you had it posted and it's posted half the year and you don't find anybody. Well now you might be looking at you know $40,000 that doesn't get used. So so
036we would be asking ourselves how are we going to reallocate that that still holds true to the purpose of the plan and that's where the tiered planning list would come in. So, these are some other items that didn't quite make it to the budget, but they're things we would love to be able to do if the if some money gets freed up in the budget. And we try to write these a little bit generalized on purpose, so they're not as specific as say a grad coach, but more family outreach, engagement, transportation services, supplies, because then it could fit multiple areas of need. Um, and without having to reddraft the whole plan and go through this whole process again, it allows some of that flexibility. And as you can see, we put some things in there
037like I talked about, you know, the requirements are early literacy, um, highdosese tutoring, which has some specific definitions of what qualifies or extended day opportunities, very specific things that qualify. So, um, those are in here because as money gets freed up, we can reallocate to those requirements that are required under early literacy. Tim, in all of this, um, the state came up with all the requirements for the changes at the school that locks have to be or handles this way and doors that way. Is that that that is a completely different We don't have to deal with that's nothing in here. That's not in here. Okay. Yeah, that's because there was quite a list of Yeah. All of those costs for the ADA compliance and all that stuff that we have to do, that's a
038completely different process and unfortunately a lot of that cost is going to have to come out of our general. Yeah, I know it was a lot. Yeah. Um, next slide there. There is one other thing here I didn't put on the slides on the back of your um on this page here on the bottom and that was the early literacy um allowable uses. You had to whether or not you spent money in these four areas on the left you had your plan had to address all four areas. In other words, we still have to do you don't see a dollar amount associated with extended learning. you see it on the tiered planning list, but we have to provide some sort of extended learning opportunity within these two years that's focused on early literacy um achievement.
039Um same with highdose tutoring, highdose tutoring, um our title one program does qualify for the highdosese tutoring component. So that's where the funds are braided again. Um, and this grant also requires the the early literacy piece of it requires a 25% district match, but they don't really care where the match comes from. So, in this case, the match is title one funding. Um, should title one funding um get cut, we would have to find another source for the 25% match. So the again here you're seeing more of a of an overview of the performance measures um that the state uses to define success. Um there are common things you see again um on the state report cards. Um what will be developed um it's a great acronym and I try not to say it wrong.
040LPGTS the longitudinal performance growth targets. So we will be developing longitudinal performance growth targets in unison with the state as a next step um to this process. So um again we have to make sure that overall we have these four sort of areas that we have to have to hit well-rounded education equity advanced engaged community strengthening district systems and capacity and then the first two will be measured with those LPGTS and then um there's some of the eligibility requirements of the of the high school success and of the state Perkins targets. Um over here we have performance auditing. So part of the requirements for this are to be have the independent audit completed and have a clean audit. And so those um are pieces that get submitted as part of the reporting. You know just
041all in in in line with that transparency and trust we want to develop. Um, and then we we submit quarterly um program and financial reports to keep um the state and um taxpayers if they're looking for the information um up to date on the progress and of our of our district. And then there's an annual performance review as well which also then comes back to the board. So um earlier this year we reviewed what we did last year with the grant. Okay, next slide. We'll make sure this is posted um as well on the district web page. Um and is there another piece to this? I didn't know it did that when I filled it in. Very professional. That's it. Yeah. Cool. That's pretty cool. That was automatic. I should have just played and played
042it off. Um so again you see that the the five common metrics we see those in used for lots of grants lots of performance and then the final one will be the development of the local performance metrics. And so later tonight you'll be looking at a lot of the things we use as local performance metrics um which will end up being part of this that we'll then again kind of work with the state to use as a as our ind success indicators for this grant. and and also for our strategic plan. Okay. So here we are the very first tile this process. We are in the blue space here. We are looking at public review and board approval of this part of the plan. All the narrative components, all the budgetary components that are planned.
043Um if if this gets approved tonight, which would be great, um then we'll submit this application, it's due by um April 30th. Um and then the state reviews it and then um that would be our next step, submitting to OT. They take it in, they do the plan and full budget review. Then there's this um QAP is like um quality, it's a team quality I can't remember the acronym quality learning program. So it's a it's a it's like it's a public team of people that actually review our plan to make sure that they think that it's okay that we spend our money this way too. Um this was one of the things that when student su uh student success act SIA came out there was a lot of concern around this because the plans are
044are these teams are generally composed of people from other areas of the state not necessarily representing our local districts. Um, but we do know that if they find anything that that they feel is not up to par that they'll come back to us and work with us on on updating the plan. Then they will the state will co-develop the LPGTS and local option metrics um with us and then those get um submitted and then a grant agreement gets sent out and then I will be back presenting the local performance growth targets and doing another public comment section and then um approval at that level. Then it's in the grant agreement as well. You also have to prove the grant agreement on this one. How long does this process take? I'm hoping before we start next
045school year. Quality assurance learning panels. Thank you. Learning panel. That was the word that I couldn't figure out that quality assurance learning panel. Nice. Tell us. Yes. Got to love all the acronyms. Yeah. alphabet soup. We did I mean when we did it for SIA last time I mean we did go through the process before the start of the following school year. So this should be happening over the next course of the next two three months. And with that we have uh questions or comments and then next up would be public public hearing question. Yeah. So, back way back on page 11. Um, there was you you were talking about um 11 of the page 11 in here. Okay. Um, what the only thing I remember is does it specifically identify a student so that
046you can find that student so you can help that student or is it kind of a broadcast of a group? Let me just refresh my memory here. Yeah, I don't remember because I thought, oh, that's a good question and now I don't remember why I wrote it down except for the fact that I was well, when we when we look at the the inclusive excellence kind of disagregating the data, breaking it apart by student groups. So, and then and then we we do then break it down another level. So, we we are constantly breaking down data um to the student level. Um, so again, depending on what level you're looking at it at, you know, so at the board level or at the district administrative level, we might not be driving down to the specific
047student level every time, but does it get there somewhere? It does. Okay. Yeah. And I Yeah. And I could let David um and Bruce speak to that because Okay. those focal student groups, you know, special education is a huge focal student group, right? Um, so yeah, how do we how do we break down, you know, the data to the actual individual student level? Where where do we see that in our schools? That was a question question for me. Well, I mean, of course, in special education, it's it's your IEP where you're meeting as a team and and um considering student needs and um creating a plan. Okay. So it does actually help you filter to find that one student to find where they need to have growth, right? Yeah. We are constantly looking at data
048and really drilling down to and you're doing that through different teams, data teams, monitoring progress on the standards as you go through some of our through some of our interimm assessments that we're giving uh the STAR testing, the Dibbles testing right at the elementary level. those that are not making progress that they're supposed to be making, that's when we go in provide that extra intervention and support, work with parents to ensure that we close that gap. Okay. Is it usually very successful when you find that one student or those two students and they you actually focus on them? Is that usually depends on the reasoning behind it. Sometimes if it's a learning disability, it takes longer to get them there and and we close a gap and they learn or we it's difficult to close
049a gap when the learning is growing. I mean what our expectation is growing if they learn a little bit slower it takes a little bit longer and they get may grow a little bit even though they're learning right so growth for them looks a little different right so it's a difficult question because if we could stop what they're supposed to the knowledge from increasing they would eventually need it but the knowledge is growing as they're doing it so it's difficult that makes sense constantly catching up Right. But we have to have a plan that meets their needs, right? That they're capable of achieving and feeling that success as they do that. And I think that's what we work on and that's why we individualize it as we go through because it looks different for every
050student and it and it becomes individualized even before they get into special education. If we're looking at that that individual student data and we're not seeing the growth that we would anticipate and we're hoping to see despite our efforts, then we um we have a process that that goes into and and we collect a team together and and hit start hitting it a little harder on an individual level and and try um try to get that progress. Um and then sometimes we get it and sometimes that student ends up um going through the special education process. Going to be a time keeper. We're going to try to be at the high school library and starting in 14 minutes. Right. I I I have one really quick question on the hearing or or either that or
051I approve it and I ask you later. I could do that. Ask question. Okay. On page eight of this um it where it's talking about removal of barriers. Um a recent review of the CTE program has led to removal of previous instructor approval or recommendation requirements for CTE courses. this change was implemented to ensure that students are not inadvertently excluded. I'm I'm just trying to understand what that meant. Um you you would have seen in our previous course catalog for for the high school some entrance requirements to certain CTE programs or classes that require the instructor to actually approve the student. Oh, and um through um one of our internal audits, we essentially discovered that by removing that requirement, we can increase opportunities for students and and and because they shouldn't necessarily always have to
052have that that that instructor approval. They should be able to register for the class that they want to register for. Okay. With the exception of like construction two, you need to do construction one first. meet the correct there might be a prerequisite but there would have been you might have seen that prerequisite and instructor approval right but if the student why was there when there was an instructure instructor approval what were they looking for a certain grade point average like why were they not being accepted into a number of things could be and honestly one of the reasons why is because it could be because they don't think girls should be in I'm not I'm just we're not saying as an extreme We could say something as simple as, "Yeah, maybe you should think about
053being a secretary, go into business instead." But we but we want the opportunity for that person to take the classes they want. So that's increasing those opportunities as well. Although it's still okay for uh to have um auditions in performance like band choir. Yeah, you can still audition. That makes sense. Because there's still the opportunity of another option. Another quick thing. I I was looking through here, but is there actually a list of the CTE choices um in here or is it vague because it might be changing or they they could they this is more about the the overview of the of it, not the specific program. But you're right, it doesn't actually list the choices in here. Okay. Um you would see that someone just looking at this might wonder what's offered, but then
054that's shown elsewhere. I wondered the same thing. Yeah. and those kind of things. That's that's our course catalog that shows you that we have state approved programs in construction and welding and health occupations and um business and uh culinary right so I mean we can say all those things but we don't that this isn't the place to list that there's there's an assumption that we have state approved special CTE programs so which is yeah that's that's that's great that you noticed that and asked that Okay. Agenda item 3A, open public hearing. It's open. It's open. Agenda item open. B public comments and questions. So the open public hearing, I think you want to announce the opening and then announce the closing is is I believe how that one works. Okay. So, it's open and uh
055there's an appropriate amount of silence we will have. That's it. Okay. We will agenda item 3 C. We're closing the public hearing. Nobody was here or online. Joe, correct? No, the only one on the line is a staff member. Okay. All right, Heather. Hi, Heather. Hi, Heather. We'll be there soon, Heather. All right. Thanks for watching. With that, agenda item four, we will adjourn. Thank you. Oh, I'm sorry. Hold on, man. I was ready to go out the door. So excited. I move we approve the integrated guidance plan as set forth above. There's a motion. Okay, there's a motion and a second. The motion is I move to approve the integrated guidance plan as set forth above. Any further discussion? Can I recommend that you have a roll call? You can't. Okay. All right, no
056further discussion. We will have a roll call vote. With that, I Julie Fes I I Mary Schilling. Michelle Roberts Carley. Hi. Nathan McCclear. Jim Jordan. I Dallas Petenbrink. Hi. He was waiting for that. Yeah, I was waiting to see if he had the last name. I always I always give a little pause just to to make him think I'm going to go wrong. I'm going to just say it wrong just one of these days. You'll do it again. And then we would like to thank Yes, we're journal.