001I call this meeting to order. Please rise to the place. I >> aliance 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. >> Right. Approval of board meeting minutes for May 26, 20.6. I'll move the approval of board meeting minutes for May 26, 2026. I'll second. >> It's been moved and seconded to approve the board meeting minutes for May 26, 2026. Is there any discussion? Seeing none, all those in favor say I. >> All those oppos say nay. Motion cares. >> Approval of meeting agenda. >> I'll move the approval of meeting agenda stands. I'll second. >> It's been moved and second we approve the meeting agenda. Is there any discussion? Is there any changes? >> We
002had to strike through this morning. >> Yeah. >> 10F. >> Yeah. >> I get a motion to amend the agenda. >> I'll move to I'll move to amend the agenda reflecting a strike through on 10F. >> I'll second. It's been moved and seconded to amend the agenda to strike 10F. Is there any discussion? Seeing none, all those in favor say I. I. >> All post say nay. Motion carries. All right. On to the main motion as amended. Approval of the meeting agenda as amended with the strike through of 10F. Is there any further discussion on that? Seeing none, all those in favor say I. >> I. >> All those oppose say nay. Motion carried. All right. consent agenda. >> Approve the consent agenda for the approval of the consent agenda. >> I'll second move in
003a second to approve the consent agenda. Is there any discussion or changes to the consent agenda? >> Seeing none, all those in favor say I. I. >> All those post say nay. Motion carries. Booster fundraiser approvals. Approval of excuse me, slow down tonight. Approval of Lady Eagles booster fundraiser too much. I make a motion for the approval of Lady Eagles. I'll second. move a second to approve the Lady Eagles booster fundraisers. Is there any discussion? >> I don't think any of you guys have questions. >> Seeing none, all those in favor say I. >> I. >> All those post say motion carries approval of ELA a booster. fundraiser fundraiser. Second, >> it's been moved second to approve the Elma Egg Boosters fundraiser. Is there any discussion? Seeing none, all those in favor say I. >>
004All those oppos say N. Motion carries. Approval of Elma Eagles basketball booster fundraisers. >> It's the girls basketball boosters, right? >> Yes. Yes, sorry. >> I'll move the Alma girls basketball booster fundraiser. I'll second. >> It's been moved and seconded to approve the Alma girls basketball booster fundraisers. There any discussion? Seeing none, all those in favor say I. >> I. >> All those oppose say. Motion. >> Yes. Absolutely. You guys do not need a cigarette. get out of here if you would like. >> We are doing school improvement plans. >> No, I'm not. >> I'll give you. >> All right. Thank you guys. Thank you. >> All right. First discussion item is the public comment discussion item. You know, we brought it up before about 10 minutes, five minutes. Well, I don't know where I
005thought it actually said a minute limit on there, but it doesn't. So, we can >> So, what it says in my little packet here for 30 minutes, we came up with that somewhere along the way. So, we can just scrape it and put five. >> I think it was just very common time allotment. >> So, yeah, let's just go five. All right. 2026 27 board meeting dates Tuesday meetings in there. Oh, >> there's typically three that would move that one to >> Yes. >> by today. So, >> what about >> usually we have we just have one in May. >> Well, it's because they moved the date of the >> ESD. Yeah. >> Yeah. >> Okay. question. >> This is a verbal. Okay, we're good. >> Yeah, there's this discussion. >> Yeah, that's right. >>
006Thumbs up. >> Do we need to vote on it like at the next board meeting? >> Okay, good. Just want to confirm. Sometimes we put things on discussion items to vote on later. Give you the ability so that way >> that's clear as mud. >> We don't have to have a failing. >> It's a good idea to talk about it. Usually though we do if we do we'll do it next one doesn't start. All right. elementary school improvement plan. Sweet. Great. >> Okay. So, Mr. Smith, you're going to put up my little PowerPoint presentation. >> Scared me for a second. I don't have >> so um you may have received a packet that has a sixpage document that has our school improvement a document that was catered created uh managed by Katie. What I'm going
007to do is give you an a overview of what we're trying to do elementary school. So um for the upcoming square we have uh the the goal areas that we're working on. Number one is to the implementation of effective teaching practices. So I'm just going to let you read that statement real quick. So, um, at Elma Elementary School, we have really good teachers. We have excellent teachers, and I believe that we need to give them more opportunities to learn from one another. Um, for example, at the beginning of the school year during summer institute, it was so awesome. Debbie Ohashi was sharing instructional practice that she uses with the rest of her grade level student and they were sitting in in her room and they they're watching her just drinking in the the the strategies
008and the ideas that that she has taught uh for many many years. She's she's a master teacher and and we have many teachers like that at elementary school. We want to focus more on allowing them to to share their ideas and and be a resource for each other. For example, uh this year um in in second grade, I'll tell a story and and you'll kind of get the point. We're hoping that we can duplicate this across all grades. So um grade two this year in our fall assessment of mathematics I read uh 14% of the kids were were at standard or at grade level in in math beginning of the year. winter the winter assessment. We did our winter assessment and we looked at 30 we had at 36%. That's lower than what we would
009normally have here. And so our second grade team got together and I said, "Hey, we're going to have to um do some things differently." One teacher in particular, I'm chatting with she said, "I'm going to do some reorganization of systems, more more sports, have more time for math." We we just finished our last assessment window. 87% of those second graders are at grade level in reading. They'll say this this is it. We want to duplicate those practices. What did you do and share that? And then uh so and and it and we're talking across the board that that's the whole grade. So there were some wonderful ideas that were shared um and we wanted to duplicate that. And so what we want uh kind of a vision that or how I look at this is
010so first grade, second grade, third grade, fourth grade, fifth grade that there would be instructional practices, protocols for different things like student talk or um different uh instructional practices where where we would have it spelled out. Here's an idea. This is I think a great starting point for for a teacher when they need to make it work for them and then use that in their classroom. that this is a vetted process that has worked our veteran teachers you know it's it's a good practice so so throughout the year we want to create a document and build these practices so that we are using uh effective teaching practices in every classroom get better so that's one area and second area if you want to advance me there Mr. You guys want to read that real quick?
011Stand. So, we're really excited when we we see that uh 87% of our second graders are at grade level and uh but there are some kids that are struggling across the board and our MTSS uh system, it's just how are we catching those kids? How are we getting targeted interventions to help them system and with a school our size, it can be pretty challenging to um do this in a really uh efficient manner. Uh Katie Gallagher uh has looked at a system that we're going to use next year that's going to help us. It's it's going to um create a a systematic way where we can target kids with their where they're at academically. We'll be able to target what strategies we use with these kids to try to address whatever their deficit is, what
012data we looked at to see if it was effective, and then if it's if not, what was our next attempt or next effort? And we'll have a systematic way to track this data. so that years down the road or you know the following year or whatever instead of a teacher starting over with the student or we can look back and say hey this is what we've done with this student so that we're so that we have a better use of time so that we're not we're not uh spinning our wheels. So, um, Katie has a new system that she's going to introduce to us that will help us, uh, organize our systems better and it communicates with our IEP, um, platform. So, with with special education because if if we're trying things and it's not
013working, then we may uh, need to look at does a student qualify for special education, whatever. And so this system uh will allow us to easily look at the data, look at what we've tried to help us with those conversations. So uh so goal number two is we're going to try and be more efficient with our supports that we're putting in place for our kids. And number three, oh there it is. Check that out. So the first two areas, we want our kids to be right academically, but it really doesn't matter if you're not great citizen. So we want to teach our kids to be um a great citizens. And so, um, we want to continue with our, um, uh, student of the month assemblies. And, and if you've ever been to one of our
014assemblies, we we focus on gratefulness, responsibility, um, all kinds of different traits. We recognize kids that have displayed those. And we have assemblies and our our teachers at the beginning of the year created a like a pacing guide for the year of how they were going to be intentionally teaching um and using our second steps curriculum other tools to to teach whatever the you know if it's responsibility we make sure we're teaching about responsibility and and um so we want to continue that but we want to take it to the next step like what else can we do because we think that we make uh these traits, if we make them a really big deal, the kids are going to respond. Whatever we value, they're they're going to to um uh it's going to become
015more important to them. I was talking with Terry Callahan before I came in here. I said, "Hey, Terry, she's now this is her second year of being a school counselor." I said, "I'm going to I'm going to be presenting. We're going to be talking about social emotional. Tell me what what have you what have you done this year?" And so this being year too, she has really been able to step up her game for um just learning all the systems, being able to provide supports for kids that are struggling and friendship groups and and then just getting to know kids. And she's focused on our four fifth graders because that's really kind of where kids really start to wrestle with a lot of this social emotional friendship type stuff. So we want to just keep
016expanding that. And we think that if we do that, you go and take it to the next one there, sir. Yeah, we think if we do this uh we're going to continue to have really impressive learning and it's it's just been great to look at the learning data for this square. Um and then we're going to have these awesome little citizens ready to go out in the world and uh do whatever they put their mind to. We are blessed you guys. We have great kids and Alexandria is one of them. Your sweet little girl Thursday. Um we are we are truly blessed. we have the greatest students in the world and uh can't wait for next year. We're going to kick it up we're going to kick it up a notch and uh see even
017higher levels of learning and uh continue to create these awesome little citizens. >> Ring and Heather done some pretty good work this year. They have tables mapped out where during their league starts the teachers who are mapping out instructional practice then they're doing I ready score and then I ready for growth. So then that way we were taking inventory of what instructional practices are we using and then how can we build a collegial you know academic language around those instructional practices you know more than just like well I don't know I stand in my lecture using that I always work on is we're using a station rotation model which means I put students into three groups over 15 minutes I have one group that is working on a class activity one group targeting the teacher
018one group that is doing their um ready assessment And we rotate every 15 minutes that way, you know. So what are these like research proven based practice instruction you know instructional practices that we see we have in charts and tables and at this point we had no weight on we just wanted to know what the instructional practices were and we wanted to be intentional about the instructional practices and we find that without any data when we roll into our strategic planning process we can show these instructional practices generated this type of outcome and this generated this type of outcome. So my conversations with Greg really been like how do we set the stage for improvement to our strategic planning work so we can show what it'll be doing and then the third one really spoke
019who discussed that at the beginning of the year you've seen a decrease in our walk kids assessment scores as a whole and that's because we put higher emphasis on that academic readiness of social emotional learning. So we're starting to see positive yields by ensuring that our kindergarten readiness our priority is that we have ready students feeling ready to learn that that class from readiness will have longer standing compounding academic you know outcome results by capturing our conversation. >> Yeah. Yeah. And so as Chris said part mentioned this but part of our early release starts this year we try to set the stage for the work doing the square. We look at are we are we covering our safe standards? Are we assessing? Are we are we teaching all of the standards? What are the most
020effective ways that we're teaching? The way we've done this work so we're ready to launch at the beginning of the year say you know let's get let's get together and identify those and um let's start to create to meet those protocols so it can be a resource for as we move forward for years. Um we we have a point where we this is good teaching, this is great instruction at this grade level. Um, so any questions for >> I don't have any questions. That's all a comment, but I really appreciate um in your commitment um statement. The words that you use very much align with what we're trying to work on as what what we want to communicate in our strategic plan >> and just naturally falls into that place. I love that. >> It's
021nice to see that that Go watch baseball game. >> You should get out there and watch it for both of us. >> Last game. Yeah, that's right. Watch it for both. >> Yeah, you should. >> I got there for one hit. So, you knew I was throwing. >> I did. I did. I ran across the bed. So, >> thank you, Greg. Have a great >> Thank you. I did not bring a PowerPoint. You have a paper point in your packet. I hold it. And I'm going to jump to the uh comprehensive needs assessment. So as we and we've looked at our data that we've had gathering throughout this year um we have some strengths that have emerged. Um one of them so out of those strengths we looked at we've increased the eighth grade students
022reaching a 3.0 GPA or better. Um we've also increased our end of the year data has shown that that our eighth grade students improving overall GPA has increased as well. Um sixth grade math students. And so the numbers you have or the numbers we have here is based on when when I gather the data because not all the testing was done at completing time I gathered this data. So >> real quick sorry it's not the approval of um the plan lower. >> That's okay. >> Um sixth grade math student scores are at state average. uh sixth grade ELA SBA scores are above state average. Seventh and eighth grade uh SBA ELA SBA scores are also above state average. So that's an improvement that we've really been working on to inc to improve those uh uh
023averages to try to at least get to state average now and then we can start improving as we go there. But also that those that data has shown we have some um needs that in our our instruction that we need to look at. So, we've decided out out of the data that uh we need to focus on ML programming and support. We're going to focus on seventh grade math through LAP math coaching support and training on foundational math and reading skills for sixth graders. That's going to be helped because we've just I think it's been on this order of the last one, the ML uh reading uh teacher that we've hired is going to be a great help to us. Um we we've been working with Katie Galler on Cal Katie Gallagher on developing um
024classes that she's going to assist uh teachers in for for those things. Um and so the back page on number seven, we talked about some some goals that we have uh to to continue through this year. Some of our short-term goals are teacher training on inclusionary practices. And we're going to focus our PD training throughout this year for that and student-based leadership activities to help develop a sense of belonging because we all know when kids feel like they belong, they are more engaged with curriculum and and teachers and their and their classmates. Um, some long-term goals. We want we want to have a we want to map out uh PD training not just for this year but maybe for the next year to to to get to where we want to be with all of
025our students being successful. And we want to work with our student led leadership to become more involved in involving all the students, not just the popular ones or the athletes or the ones everybody talks about. Um, and so to do that we we have some smart goals that we've talked about. And so our first smart goal, we're going to establish a fully functioning multi-tered system of supports with a functional SAT. So we have tiered academic reading and math interventions across all grades. Right now we don't have a strong MTSS or SAT because we're lacking some staff members participation, but that should change here pretty quick. And so we're going to we've been working on mapping out a different SCT strategy. uh we've we've had to change some of the uh past practices of what a
026SCT team looks like and and before we when teachers had a recommendation for a student to move to a to a testing level or to an IEP evaluation, we didn't have data to show that that's what kind of um accommodations, what kind of interventions have we used for those things. how how do we know that student is is is ready for an IEP uh test? And so we're going to we're going to shore up those kind of um areas so we can make sure that student has some have some interventions. What have we tried? What's not worked? What has worked and why? Is it is it a teacher issue? Is it a student issue? Is it is it really a student lacking in skill? Or is there really some kind of academic shortcoming of that
027student? And we're going to do that by using tier one intervention framework. Um we're we're putting that in place with our SCT uh team uh baseline data collector. That's going to be some of our I Ready testing and our SBA testing. And then we're going to train staff on how to use the tier one uh interventions how they're designed to be used because teachers believe that tier one interventions means they recommend a student and it gets pushed out to special ed or somebody else and it's not. Tier one happens inside of a classroom and it happens with it could be an ML teacher coming in. It could be a reading specialist coming in. It could be a math uh specialist coming in helping the students inside the classroom, not always just pushing students out. So,
028that's how we're changing the our tier one recommendations and going to do it with inside the classroom for those students. And that's going to help keep those students in the classroom that instead of pushing them out as as much as it has been in the past. Our second goal, um we're going to enhance our inclusion efforts and intervention support by continuing push-in efforts. I just talked about that and imple implementation of our MBL and UDL and behavior instruction strategies to reduce out of class time. This last year we focused a lot on culture and behavior within our building and expectations consistent expectations so students knew what they were going to get. they knew this is what's expected of them and if not h if that doesn't happen these are the consequences and so we tried
029to make it uniform for all students and we we had we've had some struggles but I think it's it's well on its way of where being where we want to be with those students and with our staff we've had to retrain our staff a little bit on how they how they recommend uh some interventions behavior interventions with students that that they are the first level of of behavior interventions not the office not anybody else they they have to do the work before they can just uh remove a kid from from their classroom. Um and so to to work on those um MBL and UDL, we want to make sure we have a measurable dis decrease in students out of class time. And we think using tier one interventions because a lot of time behavior issues
030become because they're struggling academically. And so they they aren't successful in classroom academically, their behavior becomes an issue because that's kind of an avoidance uh concept for them and that's what they use. And so we're trying to eliminate some of those things so they can be more successful in the classroom and that will eliminate some of those behavior issues. Uh so that increases our student engagement and evidence of collaboration with our new ML hire. We've already designed classrooms where she's going to be assisting uh three other teachers. We already have the the periods designed and the place some of the ML students in there so she could work with them as well as other students that are lacking some of those same skills too. it's not going to be just identifying ML students or because
031some of our regular students have the same skills that they're lacking. And so using her to help develop all those skills is really going to help students become more successful in the classroom. And our third um goal is we're going to increase meaningful family and community engagement by hosting a minimum of four family engaging activities or events annually. Currently we already have open house parent teacher conferences. uh seeing the calendar for the first time today. I realize we've our parent teacher conferences are changing. Okay. Which is going to be a good thing. I think I think it's going to be beneficial to do that. Um so we do that, but we we'd like to do some uh ML focused events to get some of the those students and their families in. We've done that in
032the past with one of our a couple of our um ELA teachers that they have a a teacher that's with her that's a what was the ML teacher and they they focus just on ML families and and it was very well attended. You know, it was a reading night. They caught come and look at books and they got to to meet the teachers and just changed the culture of the ML classroom for some of those students. The other thing we've done with our library, Miss Oak's really been helping us with our library. We have a section now of Spanish books written in Spanish for some of those students that struggle reading English but are fluent in Spanish to help them feel part of the community as well. And so we got have a section of
033just, you know, uh, Spanish books for them to to read. And we have a couple students that have checked out several and that are really excited to have something that they can grasp on to as well. And so we think with those three things, um, that's going to set us on our way of of increasing our academic performance at at the middle school. So there's my paper point. Um, I I appreciate you having this year focus and see kind of this bird's eye view that feels so well thought out of, okay, now I know where I want to work, where I want to be. And I love I love every bit of that. It's fantastic. I'm pretty excited about Fresh Eyes and the new life you're injecting into it. So, >> thank you. >> It's
034good stuff. Um, I think the family nights are a great addition. We've struggled as a community to have positive for families to have positive things to say. And um I think we have to weed the narrative by bringing them into and and seeing the reality of what kids really do have access to, not just um the information that Elma likes to share. So, um, thank you for giving them opportunities to see the good stuff that is happening >> or their students like to share because they're not always forthcoming with exactly what's going on in the building, you know, um, you know, as making as a principal, I'm making phone calls home. It's typically not the positive phone calls that I'm making. So, I've I've worked hard on this year of also adding, hey, I saw
035your student do this today. I just want you to know they did a really great job. But I've heard a couple of when I've called and the first comment made by the by the parent or the the parent to the student because you could hear the background. What did you do now? And it was it was a positive phone call. Hey, I know your student did this. She's she's she she's got all her grades up and she's really doing a great job. I just wanted you to hear that because the last three phone calls you heard from me were not that. And so I think help that helps build the trust in us that we also see good in their students, not just the discipline type of things. So >> anything so much >> making
036those buttons were fun. >> Oh yeah. Yeah. >> Yeah. >> That was a great activity. >> It was a great activity. I thought I mean you know and uh to speak to that my son was excited to go. He's like we got to go. >> All right. We're going. >> So we got there and we made those buttons. Thanks for Timberland came out. library partner found us a couple times. They they come to our lunch a couple of times and then did a little display. We make sure they notice. We had kids go stand in line and do the spin the wheel or whatever they you know they do just to get some some exposure to hey it's not just school. You can go to library anytime and get books and so has been a
037a great resource for us as well. Well, I like how you are also recognizing the um the academic piece of things when it goes sideways for kids. That's where the behavior or negative behavior comes in and it is interested what's really going on and I appreciate the focus on that and so like I told you earlier I think you're doing a great job. >> Thank you. I appreciate it. I have good staff with our I read source and we knew Paul's in my word Paul's work. We met with Paul. The goal was is we needed to get a handle on sixth grade. She knew that if anything sixth grade happened, we would move. So just as an example, our level fives, because I already tested the five level window last year, 17% were at the
038top level and 23% were in the seventh level. That's kind of your pastic grade. Um this year and that's been pretty consistent year. 17 students at 17% of our students and 23% of our students. Um we're a total of 40%. So about 40% of our students where I says they want to be. Um on this new test it's um 23% and 30% for 53%. So we went from 40% to 53% of our students. So that's more than half of our students in sixth grade. So on I ready our sixth rate has been low. So Paul had a 13% increase took us from a 40% to a 53% I ready score rate. Well that's all it's all about future dip but but we we were really intentional about if we can and and we'll discuss this
039Taj is going to present um and a lot of our work has been gaps within sixth grade. So even in 10th grade, you keep on saying our 10th grade has had is being impacted because there's gaps of what should have been taught sixth grade that's just carrying all the way through. So we knew that we could resolve sixth grade math, we should be able to see that resolve all the way through. So 13% increase in math scores in one year on using IE assessment. >> So good. Yes. Yes, he does. Get in there and do your math, buddy. Loving that conversation this year. >> All right. Anybody have anything else for Paul? No. >> Is everybody okay if I sit and present? >> Perfect. >> Oh, okay. In the room. I am so proud of
040my school and I know I know a secret of that. I did not pres present a PowerPoint or a paper point because what I've included in the school improvement plan doesn't really capture all the work that the high school's been doing. So, I'm just going to roll through it. We know that math is an area of focus. So, we brought in, as you know, building thinking classrooms and it's in every single classroom, including special ed, which means every single student is being exposed to grade level standards and talking and thinking and interacting mathematically. um new this year we're going to have a math readiness camp. We've noticed that kids as they transition from middle to high are maybe feeling as confident as they should and can with math. And so Amanda Guerrero is going to
041teach uh four days where kids come and really explore math and talk about math in a building thinking classrooms environment to give them a little jump start into their freshman year um of high school. >> This is the this is the beginning of the year. This is in August. Y >> we're also going to have a co-e algebra 1 class. So that will be with Amanda Guerrero and Jennifer Rippy. Again, a building thinking classrooms class. We noticed when students take the SBA in 10th grade, it is heavy in algebraic concepts. And when you go from ninth grade algebra, not taking doing SBA to 10th grade in your geometry, there's kind of, you know, a gap. if you don't do math every day, if you don't use it, you lose it. And so really, really, really
042um focusing on those algebraic skills and across every math classroom, the focused IES. So um we played around with some math data this year. The math team has been really great with talking about here's the kind of data that we need to see that so that we can use building thinking classrooms in a meaningful way um to impact kids. And they've just really decided that the FABS do that. They allow teachers to see specific skills, algebra and geometry skills that students struggle with and also expose students to the tools that they'll see on the test because teachers are seeing that sometimes kids know the math but they're not yet using the tools available to them correctly. Um we're also developing common mathematical language and that's part of building thinking classrooms and we'll continue our work
043next year with the ESD um teaching and learning to really um work with teachers on it's called thin slicing and really dissecting the um specific skills that students are missing when they're doing mathematics. for literacy. Um, the building is committed to a renewed focus on fostering a love of reading and access to highinterest materials, including materials for multilingual students. So, Casey Oman has been working with all of us to kind of revamp that. We're going to refresh the space and host book talks. Our new multilingual reading interventionist will be there to really help students develop a renewed love for a book, a paper book, not your phone, not your text, a paper book. Um, we're going to work on common language and a structure for writing. So, how you organize your writing in English, you
044can use these same strategies across the content area so that kids know that they're just communicating their knowledge of whatever uh subject they're in without having to try to unpack how do I even put a paragraph together and along with that common academic language. So, words like summary um that are used across the content. What does that mean in math? What does that mean in AGME? What does that mean in go down the list? This year for every course we've developed scope and sequences. We've memorialized them so that as teachers come and go or as they build on their programming, we're not starting from scratch and teachers are um designing assessments aligned to standards and including that in the scope and sequences. Um which will also help when we have say long-term subs in our
045building. that will allow kids to kind of stay on track with their regular course of studying. And we have every student working on grade level standards in each course. So it might be a scaffolded text and task, but every nth grade student is working on nth grade standards. Again, we scaffold what they're doing, but every single student is looking at grade level standards. Um, we have increased interest in chemistry, which is exciting. kids are wanting rigorous core coursework. So, we're offering two sections this coming year for dual language. We've had we had seven students earn seal of literacy or the advanced seal of by literacy. And um what's so significant about that is students can earn up to four uh credits in high school, which opens up their schedule to explore other courses and some
046of those credits will move with them to college. And so it's been it's just been so cool to call students down to the office. We have this kid Orion. I'm like, you just earned the advanced seal by literacy explaining what that means, the doors that that's going to open. You are multilingual. This is going to open up opportunities for you. And he is self-taught. He's like, I guess all those years of Dualingo really paid off. And I was like, "What? That is flabbergasting." Um, so that has been really cool to see. And the kids proceverate through that test with, you know, computers lifting and then the head sets didn't work and and I didn't do the best job of rolling it out and explaining it to parents, but to still have seven students earn the
047seal of biiteracy and to be able to celebrate that has been really cool. We're going to have a co-e model with our multilingual teacher. it'll be cushion uh without besides the newcomers class those will stand alone students sense of belonging being the blue is still alive and well um we started our work with Isaac butts last year this year ASB was taking data on student sense of belonging and across every metric students indicated they feel better about being school they feel seen and loved by the staff and each other and so we're going to continue that work um with Isaac next year and maybe Aaron Jones as well to work with kids around words matter and what you say in the halls and what you say over text what you say to your teacher and
048what you say to yourself matters. Um we've increased student recognition honor role and we have student of the month focused on being the blue and it was important to us to be very specific in what we're recognizing students for. So parents then know that if Candace is being recognized for being brave, what it is she did that teachers noticed. We've gotten really positive feedback about that. And we have our car show field day and honor chair. All student led events which is supporting the portrait of an eagle being community contributors and kids from different groups working together to do something for Elma High School. Um and then one of the things we've started doing is addressing staff absences. So, we have a lot of cool things going on Elma High School, clubs, sports. Um, but
049I got kind of curious thinking, I wonder how many days we've had all of our certificated staff in the building, right? Because we know achievements affected by student absence, staff absence, which sub is in the building. Um, and so it was really clear moving forward, our instructional leadership team is going to be very judicious around planning field trips and sporting events so that we can m maximize the number of days that our certificated teachers are working with kids. And I've been very communicative with staff. And sometimes my communication has probably not seemed very positive, but it's like you guys, the classroom teacher is the highest leverage point in helping students achieve. Kids have to be with their regular teacher as much as possible. And so that will continue to be a push for next year.
050And I know our focus on kids, you got to see the work that's been going on with the building, the classrooms, been an impact. Students are big transition around changing how we're instructing. So a lot of this year was focused on getting our students used to new forms of instruction. And hopefully you see that theme kind of going across all of our buildings. All of our principles have been focused on student instruction. What learning looks like in the classroom? What is high quality, high yield researchbased practice instruction? So it drives students >> I'm impressed with that still classroom. So really a great was really a great workshop to get to be a part of and watch that in motion. >> Our summer institute days the staff is going to be all around that. And how
051do you pull Tim Livingston and John Guerrero have actually pulled in some of those concepts into their teaching. Um and so I think it'll be a really powerful day. And then kids feel better being in class because they're busy. They're doing all the things. We've seen improved communication between kids. We've seen increased engagement. Um, it's been really positive. >> Great. Good work. >> It's an awesome building. Great stuff. >> Thank you. All right. I'm finished business. Approval of policy 1820 board self assessment second. Make a motion to approval policy 1820 court self assessment second reading. So we have a second approval follow the 1820 boards self assessment second final reading. Is there any discussion? Seeing none, all those in favor say I. I. >> All those post say nay. Motion car. Policy 1822 training and
052development for board members. Policy 1822 training development board members meeting. Second. >> Move seconded to approve policy 1822 training and development for board members. Second reading. Is there any discussion? Seeing none, all those in favor say I. I. >> All those oppos say nay. Motion carries. New business. Approval of Elma Elementary School approvement. >> Motion to the approval of the elementary school elementary school improvement plan. >> Second. >> Move and seconded to approve Elma Elementary School improvement plan. There any discussion? Seeing none, all those in favor say I. I. Post say nay. Motion car. Approval of Elma Middle School improvement plan. >> Approval of the school improvement plan. >> One second. >> It's been moved and seconded to approve the EMS school improvement plan. Is there any discussion? Seeing none, all those in favor say
053I. >> I. >> All those oppos say nay. Motion carries. >> Approval of EHS school improvement plan. >> I'll move the approval of the EHS school improvement plan. >> Second. It's been moved and second to approve EHS school improvement plan. Is there any discussion? Seeing none, all those in favor say I. I. >> All those opposed say nay. Motion carries. >> Approval of resolution 1-2627 waiver of 180day minimum minimum requirement. >> This is a waiver that would go to the state. The idea is to consolidate from eight parent teacher conference half days to four full day parent teacher conference days which would result in four no school days. We think it reduces the impact on parents because parents right now currently need to navigate child care for four half days. It would mean two full
054days. We also think it'll increase the engagement of parents for parent teacher conferences because now parents who work in the afternoon in the morning and do parent teacher conferences. Um we also think because it's going to be through that week of veterans day right through the middle on November 11th for half days half day half day no school half day half day to from you know Wednesday Thursday Friday with those two days being a parent teacher conference day we can actually reduce the impact on our business does require that we apply for a state waiver so it would mean that we actually are only going to school for 176 days for a school year no longer 180 days but we have the instructional maintenance for the last half days to have more resolution. >> Second.
055>> It's been moved a second to approve resolution 1-2627 waiver of 180day minimum requirement. Is there any discussion? Seeing none, all those in favor say I. I. >> All those oppos say nay. Motion carries. Approval of 2026 27 school calendar. >> Approval of 2026 2027 school calendar. >> I'll second. >> It's been moved and seconded to approve the 2026 27 school calendar. Is there any discussion? Seeing none, all those in favor say I. >> I. All those oppose say nay. Motion carried. Approval of Davis Field accessibility ramp change order number two. >> For the approval of Davis Field accessibility ramp change order number two. >> I'll second. >> It's been moved to second approve Davis Field accessibility ramp change order number two. Is there any discussion? Seeing none, all those in favor say I. I.
056>> All those oppos say nay. Motion carries. Right. Tomorrow is the last day of school. All I have. That's a good one. The last full day was today. Oh well, they'll be ready to go tomorrow. >> It'll be a little while for the hot drink, right? The building. have much other than >> graduation was nice. >> Yes, graduation was good. It was all >> quick. It's also nice. >> Pull them back or pull them up. Weather was terrible. >> No, that is nice about having facility that we can have access to, right? Yes. Very nice. Nobody has anything else uh as far as have a good summer, you know, next time. Well, okay. For those that that aren't coming Yeah, exactly. But our next meeting will be in summer break. So, for those and our
057kids, have a great summer. Enjoy your summer. Uh future agenda stuff, just really fast. Uh we have a joint board retreat with Summit Pacific on Friday at 8 to 12 and then our budget hearing is July 22nd at 5:30 p.m. And we will convene to executive session at uh 6:55. How much time? >> Do the math really fast. >> 7:45. Yeah. >> 6 minutes. >> I know. All right. We'll be out at 7:45. Oh, I have Oh, you can be in the sunset with me. It's at the baseball field. All right. Do I have a motion to adjurnn? >> I'll make a motion to adjurnn the meeting. >> I'll second. >> It has been moved and seconded to adjourn the meeting. Is there any discuss? Seeing none, all those in favor say I. >> I.
058>> All those oppose say nay. Motion carries. Meeting adjourned.