2/26/2025 School Board Meeting

001all right first up is approval of the agenda been moved in second Blake is Michelle on I forgot to ask she is okay thank you I'm here to approve the agenda all those in favor signify by saying I I I I post same sign motion carries uh first up is communities and schools Benton Franklin presentation Laura horo Amber Gonzalez and Lupe mayor's roas did I get it right okay perfect can start okay yeah hi thank you for having us I'm Lupe the executive director um we appreciate the opportunity to present in front of you all I am going to pass it to LA and she's going to talk about about her work with students and then I will close the presentation by talking about the community uh engagement part of that hello everyone I'm laoso

002a lot of us a lot of my students staff members and families know me as Mrs H I am the student support coordinator for communities and schools and I'm currently station at H Middle School um we provide well I provide schoolwide support which is tier one which is for all students um that includes includes family engagement support attendance support life social skill supports enrich motivation supports academic assistance supports physical health supports behavior intervention modification supports professional mental health supports uh these supports aim to address address different areas of what our students may be needing at the time uh the other supports that I provide are for individualized support for youth most at risk and the these are 45 students and they are case manag the only way that they're case manag is through a parent

003consent last school year 91% of my students improved their attendance um also we I've collaborated with the housle fccl and the leadership last year we organized a school dance which was amazing for the kids I think the kids really really needed that there was about 300 and some tickets sold last year and we just wrapped up our last Valentine's this one on Thursday and that was like 200 and some tickets and the kids enjoyed it and they loved it um I also provide and create different activities throughout the year to Foster kindness and inclusion among students um the overall goal is to provide um individualized support to encourage collaboration between schools our community and family to Foster Student Success and I will share a really small story about a family that I was working with

004since the student was a sixth grader and he's currently an eighth grader and they did not have a stable home they were living in a moldi RV considered mckin vento the collaboration with the community and our staff members at the house of middle school and the resources that we have have helped me help that family get them into a sustainable safe housing and not just that but also the collaboration with um Marcy was very smooth she was really good at jumping into the Transportation uh making sure that the rest of the siblings were under mckin ventos because some weren't showing up as that um the staff members at HMS were really quick all the teachers staff members gather up um anything that the family needed at the time and our community resources were really quick

005to donate things for that family so that's just a small little story um that I wanted to share so I'll pass on to L all right so um yeah so I'll talk a little bit about Art Partnership so we have been in the prer school district for the past eight years we have had a great partnership uh we've had a lot of Community Partners also come on board um so some of those Community Partnerships include um proster Thrive Mustangs for Mustangs a West some private donors as well um on top of just the local support that we get we also because we are affiliated we also have support from our state office um and they also Pro provide in kind resources that we bring back to procer um and then also we have support from

006our national office so it's a really a network of support um all local dollars coming into prer stay and procer which is a great thing um and then in regards to um some ink kind support we have in kind for food clothing school supplies hygiene items shoes uh technology uh one of the supports that we recently got was souls for souls and so those are brand new brand name um shoes that we get and that allowed us able to access and bring back to prer um so again just a lot of those resources um that we're able to get um also uh just so that you all know so the proor school district contract um is 40,000 but we also partner with um prer Thrive so they provide a match which is great um we're

007always looking for opportunities um to to do some of those matches further decreasing the school district's contribution um we're always looking for other grants as well that we can apply to to sort of help offset some of those costs um after you figure in like the private donations the actual cost per the district is around $385 per student which is a great um great source of support like I said we're always looking for different opportunities to continue offsetting that cost because we know that you all have you know there's a lot of things right a lot of costs um that go into that we want to make sure that we're still providing students the supports that they need um yeah any questions that we can take from any of you I think for the community

008I think we should have someone to find in kind so that people understand in kind yes yes of course so in kind are Don donations of items that come to us so sometimes we'll get donations of Food donation of clothes school supplies um hygiene items items um they're items that we don't pay for that donates them or we have um corporations that donate them or other that donate uh Community Schools has been with us for quite some time and they're able to provide some support and services for families that we don't really have the resources in the district or the time to do what is more of the case management Style versus just in you know counseling and things that are happening and that extension goes to families so even though they're at the middle

009school families we have have kids at all buildings so they're able to support those students as well if they're in the family that they're supporting through the middle school so um it really has added a layer of support and um that we wouldn't have otherwise yes and and thank you for for mentioning that because we have provided over 15 supports to schools outside of the school that La is at so which is again a great um resource support that we offered any other questions students Michelle no questions thanks thanks L thank you for the okay next up is the cadcut travel debris Genesis you're when you talk you're gonna have to pull it pretty close is that better yeah okay so I'm Genesis I'm the Student Assistance professional at the high school I'ma I'm a

010senior at the high school and I'm the secretary of our Mustang Thrive Club okay so we just wanted to give you guys a little bit of a recap of everything that we learned um at kataa um this is my third time going and I want to say that this this time around it gave us so much valuable information that I'm really excited to share with you all and um we're going to start off with uni by sharing a little bit about her her experience um this my this is my first time attending Kaa and I'm very grateful for this great opportunity um I had lots of fun I met lots of new people and at the workshops I learned a lot of new strategies that I think would be very helpful and useful to start

011using in our community for substance misuse and mental health awareness and um for me one of the key takeaways was um we were able to attend several of the sessions um and what was really interesting to me was that there was a lot of focus in the actual work of prevention and how important it is to prevent future negative outcomes and so what was really interesting is that um the money that the state um allocates for different um things such as prevention treatment and law enforcement prevention Falls the shortest but it has it is showing that is going to be the most effective and so um prevention is a key to long-term wellbeing um it reduces risks and creates Sustainable Solutions before or bigger problems arise and one of the things that really stuck with

012me was um we learned a lot about the um IPM so that's the Icelandic prevention model so in Iceland in the early 1990s they were starting to um the rise of Youth substance use was increasing by a dramatic amount of Youth and so what they did was um they changed their approach to things by focusing on prevention and so uh the way that they did this was um they based it on a holistic approach so they um used all involved everybody in the community and they Bas and they tailored it to each Community needs so this included parents the school friends anything that was a part of the youth's life they included in this framework and so the data that um was gathered was I mean I'm mind blown I was speechless when I saw

013the data so you drinking from 1998 it was at 42% by 2018 it was at 6% the daily smoking in 1998 was 23% in 2018 it was 2% and the cannabis use was 177% in 1998 and in 2018 it was down 7% so that's to me it's a drastic change and I think that I mean it'd be really really nice if every state applied that that model and in addition um one of my favorite Parts was we were able to attend a session with the DEA and so the DEA really it was eye opening too and there was a lot of information that was shared from them and one of the things that um it is scary to think about um because there is a new drug now called xylazine which is a tranquilizer that

014they mainly use on elephants and so now they are starting to include that in ventino and although it's very very common now in States like Philadelphia in New York they're expected for it to make its way down so that's why they focused on you know what are we doing now we can you know increase our efforts in the work of prevention to be able to have safer communities for our kids to be in a safer State of Mind know the risks and are well educated before that gets to us so that was really impacting for me and um other than that I mean do you guys have any questions or comments you mentioned tonight and then in your pocket too about increasing peerto pure connections did you have any ideas takeaways from that that for

015more yes so actually another session that we attended um was Johnny's ambassadors so that one um it was a mom who lost her son to cannabis and psychosis and so after about four to five years of cannabis THC use he developed schizophrenia became very paranoid started thinking that the FBI was after him he just was very delusional and and he sadly took his life and so that motivated her to launch Johnny's ambassadors and she provides everything at no charge which is uh youth letter peer-to-peer education she includes PowerPoints um the training that the youth need to be able to provide that education to their peers and it is designed for middle school and high school students so that is something that um with the support hopefully of our administrators and you guys we are able

016to do in the near future yeah any other questions I have a question on the the Icelandic prevention model uh was this the first you've heard of it at this last conference I had heard of it before but this is the first time that I learned more about it um with the data including the data oh okay um I don't know I don't know how to really phrase this but you mentioned it'd be nice to have more states do it but is it something that you can Implement just within like the Community or the the schools here locally or and how would you might be able to do that I do believe that I mean at PHS we have a pretty good support system with staff and just everybody in general um I do think

017that having Foster Thrive um in our community I feel like it does help bridge a lot of those gaps um in the sense of um getting Community involvement parent education nights and really tailor all of the information to our needs of our own Community the common Trends um as a sap I you know am able to know a little bit of with at least with the students that I work with what substances are being used how often and so that has helped at least me on my end to be able to be more tailored the needs and the services that the students need um depending on on them as an individual um I do think that if we had more um Community involvement parent involvement more than anything because I I do believe that we

018can improve on that a little bit more we can definitely get to a good place great thank you any other questions super good thank you very much all right next up is there Blake is there anybody signed up online this week nope okay we'll skip there moving on to student rep representative reports Alexander start with you tonight I do not have any yet Athletics with boys girls basketball advance to the first round of State girls play on Friday versus West Valley SP wait at West Valley span versus de Park 8m Boys play on Saturday at Richland High School versus Ridgefield grats to our guing hello okay there you go congrats to our wrestlers at place at State both Alex Alexa cross and Rebecca Alvarez Place fifth Julian Torres Place Sixth and lo Logan Myers place

019eth and spring Sports start on Monday yimi um not too much for ASB our ASB president is starting her senior uh her ASB president project and um not too much else other than that uh we have Fine Arts night tomorrow if you guys want to come out to see that and I've been hearing a couple complaints about the B outside of the stadium parking lot like on the left side or well the first entrance to the stadium parking lot um there's like a speed bump type curb thing there that's kind of messing up people's cars so I think that's been there as long as I've been here okay thank you any questions for student reps Michelle no thanks great thank you uh moving on to discussion items uh School building reports Mr Denny how's the

020middle school thanks for having me um just a couple wrap-up pieces Tonight is the last uh girls basketball game uh they're playing Harrison then their season uh is over a lot of growth this year um the boys wrestling uh will finish with the super meet this Saturday so that'll wrap up our winter two sports and then we'll start spring Sports here in a few weeks we have a student incentive reward assembly uh this Friday students will be engaged in games of chance as well as some very talented students and staff will be showing off their skills during a talent show we'll also be um singing happy birthday to the city of proster who is having their 126th birthday um and then Jessica Huntington who you will get to uh hear from a little bit later

021um has created a trivia she does a trivia um uh contest each week to see which swabbed class can get the the highest number of um answers correct did it around proster this week and I've lived here for almost three decades and I spent some time on the interweb trying to find some of the answers to the questions so um that'll be good for kids to um kind of know a little bit more about the prer history and um and the city that they live in and represented School uh silence is piloting uh or science excuse me is piloting a new curriculum Sixth and e8th grade um are the grades that are um piloting that now um they're just jumping into some Labs uh Crystal was in there and has some videos of some of

022the work that they were doing in the labs um a lot of kids up and engaged and doing great work in there so um the teachers were excited about the pilot so far and it seems to be um really good a lot of Engagement strategies that are built into it a lot of interventions built into it um students are are doing more sharing of their thinking and understanding um and they're building off of each other's knowledge so that's um been been great to watch the work that they're doing there and their pilot um wanted to talk real quick about the electives departments they don't get a lot of the um the recognition sometimes so and family consumer Sciences um the uh foundations class was working on Cake Wars um last week and this week they're

023working on Food Truck Wars both of those they plan the menu um budget work on all that and then they um present it to the staff and the staff votes on who had the best cake or the best presentation or the best um you know enchilada or whatever they're making so um they're going to be working on that seventh grade um finished their Cupcake Wars so not Cake Wars will'll work on that next year Cupcake Wars this year and then this week they've been working on um Financial um decisions um for or finan personal finance and uh road map to financial decision making that they have they had a guest speaker come in and then this week I was able to sit in in a class where they were learning about herbs and spices from

024the old world and the new world and how those are used to um to cook and to to develop menus for um for historical and current um menus uh sixth grade is um and and I was I have some pictures of this so on the on the March newsletter will be in there um they created some dough that they used for pizzas and cinnamon rolls and then they're working on rethink your snack and drink by creating posters to put up around the school to promotee um healthier eating habits so that's good um sccla has four kids going to State um professional presentations one on anti-cyberbullying and then one on top uh tropical twist which is um having healthy beverages for less than 10% of the daily recommended sugars in the drinks so really trying to

025find some some healthy work there in art they're studying um artists in art history and then they're doing self-portraits um based on this the artists that they select seventh grade is working on optical illusions I was in there um yesterday very impressive work with some of the um work they're doing on visual um 2D um Illusions and then the eighth grade is working on their digital art and in uh stem class they're working on robotics um they've built robots at the eighth grade level seventh grade are working on code.org where they're learning about conditionals Loops um event blocks and they're getting to see what all of that coding does to um the program of a little robot that they have so they get to see that and then sixth grade they're working on 3D printing

026so we got them some 3D printers or we didn't um CTE uh the program um got some 3D printers they're working on CAD Tinker CAD which is a smaller version of it but then they get a build models um using the 3D printer so um they've got some products that they can see their programming and work come to life in front of them so um art family consumer science and stem are all active all doing things that build on top of each other they connect with the elementary to build off of what they've learned and work with the high school to um help support the work that they're going to be doing at the high school so our electives program is is up running strong and and getting after to H middle school any questions

027for Michael how many you get one elect year well they get one class of elective but since we're on trimesters they get three rotations if they're in the rotation but if they choose ban then band is there choir choir um you know that there are some yearlong but the majority of them are um trimester and they rotate between all three of those opportunities that's the majority of our students are in that any other questions thanks Michael all right thanks for your time okay next up is Food Services director darene marrow darling will you pull that closer oh is it on is it green or red push it all right there you go so far for going on in our department this year for 2025 is we started a salad bar at the housel middle school

028where students get to go through the line and make their own salads with fresh produce we have been um inspected by the health department this year for our second time at Heights and at PHS and we have received 100% on our inspections we had a apple tasting test at the middle school on February 11th where we had um meet the farmer which was Mark Rolland from oel and he brought samples of freeze dried apples and dried apple rings for the students to test and the students like the freeze dried apples the best we're still using um grant money that we received from the farm to school uh wsda we are purchasing our fresh apples from ring and Hawkins each week we have purchased ground beef from Snipes Mountain Ranch that we used for naos this

029month and beef patties from holy Cal better beef and we had the Great American cheeseburger this month in the month of March we will be celebrating National School breakfast week and the theme is clue in to school of breakfast we would like to invite each one of you to come to one of our schools to be there at breakfast to um help service or help serve breast or pass out little stickers to the students and the end of March we have Andrea oo from Tri Cities coming to PHS to do a micr greens tasting with our farm to school grant money and we will be having two different types of microgreens for the students to test one will be radish flavored and the other will be broccoli flavor flavors so if you would also like

030to come down and do a taste testing on the microG grain and give us your opinion um I have right here the pamphlet for our clue into school breakfast it just gives you some information on the breakfast program and that started in 1989 to raise awareness for students that um needed to have breakfast each each morning I also have on the very the back the different times of um when we serve breakfast at our different schools any questions all right well thank youcome all right moving on is the capital facilities planning um this has been something that's been the board has tked me with since I've started um about how we're going taking care of our facilities and so forth long term um this is a in draft form it basically just talks about um

031the different pieces that we are trying to do making good use of our money um who's getting involved and how we're going to review this um and so we have our first capital uh committee meeting and I should know the date it's next week but I can't remember I think it's Thursday I could look when I get on and I could pull up my calendar in just a moment um oh see that's why you have an amazing assistant like it's March 6 thank you oh so it is next Thursday so I did all right um so we've invited community members and if you are listening tonight or you would like to participate we'd love to hear it and um hear from you we're looking for all various stakeholders in the community to join um because

032you need different perspectives when you're looking for things long term um I had a fun joke with a gentleman who was calling me and asked me and we're looking for somebody maybe younger than me and we were he said what do you mean and I said well if you sit on the committee we'd like you to be able to look longer than 20 years down the road I don't think I'm going to be on the capital committee I'm hoping to be retired on some beach somewhere so I in other words we're looking for all age groups and all different people to come and sit with us I'm welcome any questions but this is where we're starting from any questions for Kim no I think it looks good it's a good a good start I'm very

033organized so I appreciate that um moving on to the item four is review review of policy and procedure 3425 an aaxis prevention and response so um there was a change in the law a little while back that allows uh districts to have a standing order of f pens in stock um to address um primarily unknown allergies if a student were to come along with an unknown allergy because our students that have um a life-threatening allergy would have an epip pin should have already have an epip pin on in on hand to be at school but this allows us to stock epip pins um to have available if there were to be an unknown allergy and we've had those happen Ur at school and when that happens we although you still would have to call 911

034your only solution is to call 911 because you don't have a weight you can't give them somebody else's F pay um it's been around for a little while for several months but we could wouldn't get the epip pin and we have recently been able to get about half of the epip pin there's a we basically get them for free but getting them is the challenge you probably heard there's a shortage um but we do have some EP pens on on hand and so we need to move forward and get the policy in place so that those can be available um there is you have to have training that's normal we've had that up you know for years we do up print training every year at the beginning of school um there is in the law

035if it it is an unknown allergy only the nurse can administer the EpiPen otherwise if it's a known allergy other trained staff can um they can administer it themselves so a you know a student who's able to administer it themselves can do it but little kids can't and usually kids who are students or or adults that didn't know they had an allergy may not be feel prepared to do that so um this would give us the opportunity to have that be pins here and um use them if we had an emergency I have one question and I don't know enough about it but U I know I think FB penss are based on size right every yeah person would have their own if if there's just two kinds there's kids and adults and adults so

036if we have those um and and we say an emergency unknown allergy is there any liability to the dist by giving them that no because um one there's a policy in place and it's the Good Samaritan law you're trying to to help someone and it's it's it's um epinephrine it's not going to hurt you you might feel a rush or a charge from it um I myself have a h my son has life-threatening allergies and so he went through all through school with you know he had to have an EP pin on site but um it raises the awareness I we see a lot more allergies particularly to peanuts and tree nuts than we've seen in the past but we also see them for fish and eggs and milk all bees bees although that's I

037mean I think the nuts the nut situation there's a lot of that so there are things that come along a kid who never ate kiwi before and then eats kiwi and because we served it in school lunch right darling yeah we and that is one that is a pretty common I mean well not common but when we get a reaction it's because kids have never had kiwiel and they have it oh this is good and then all my throat's itching um and don't feel well so um it's it it's just the opportun like I said opportunity to save someone who if we can't get a ambulance there fast enough questions did you say we did we do have some on hand we have just recently received some doses about half of the doses we ordered

038so we do have some on hand the other thing is and I actually we didn't I haven't talked to the nurses about this we'll have we'll have a discussion about it but if a student has life-threatening allergy and they don't have a prescription they can't come to school so if if we have these on hand it maybe would alleviate that problem especially if there's a challenge getting a pin because of shortages sometimes you go to get the prescription and you have to wait so yeah and they're super expensive but we get them for free well that's nice um that's not normal but yeah in this case it's great so at this point we can't administer it until this is approved correct so is this going to be on the next yes yes thank you any

039other questions thanks U moving on to uh review of policy and procedure 3241 student discipline so for those of you who have opened your board packet and those who are see in the audience this is about this thick um so I I'm going to because this is a discussion item right I I want to talk about it and tell you what I know and what I can explain up to this point um policy 32141 um comes about for changes in the discipline laws um they were legislatively changed in August and then some pieces came about we if you remember right we talked at a board meeting about all of the administrators went to a training a few months ago I put on your dusk today um what the the discipline handbook that the ad administrators

040received at that training as kind of a piece for educating you about what these are to the public that's listening tonight and to those in the audience the big one is some language change and putting some responsibility back in the teachers hands and removing the term emergency expulsion and adding a term called emergency removal I'm going to look over my shoulder here to Deana because she's going to correct me if she thinks I'm saying anything incorrectly because this is new law right and we're we're learning it together but it works like this when a student when a situation happened in a classroom regardless of the age and we were like we have to investigate this there's a problem we would notify the pull the student notify the parent that we are releasing the student in

041a form of what's called emergency expulsion what that means is until we're done investigating the student is not allowed on school property pretty much period that's about all it said it didn't say the student was guilty it didn't say the student was innocent it was not expelling them it was a term that was used to keep them off property off our um like from going to a game and different things what happened in that law is it said but when the investigation was done they had to have it changed or their discipline then became a one day suspension a three-day suspension a long-term suspension and expulsion there was discipline related to it with emergency removal emergency removal says this exactly the same thing we're removing you from the school environment while we investigate but if

042you think about it sometimes you do an investigation and the person or situation is innocent in this case they would not receive any discipline the emergency removal is not a disciplinary action on their permanent discipline resued and their attendance has changed to non-disciplinary in nature okay so that's a big one that's in here anything on emergency removal that I missed I think the reason behind the change parv it is understanding when we say you're emergency expelled they sounds like you're gone forever well it was never that even with a firearm a firearm on campuses a one-ear mandatory was a onee mandatory longterm basically it's a long-term suspension but eventually so the kids get to come back to school so I think some of it was semantics and people being more clear on what it meant

043an emergency expulsion never stayed on a kid's record it always had to turn into something else so this is I think I don't I think the purpose might on making it a little easier like not confusing what expulsion versus we're removing you for right now but then there's going to be something else there always was before but I I mean think that's part of it and then the next piece um is allowing some teachers or not some allowing teachers the ability to control discipline in their classroom and let's do young children at this point um student X is is struggling with behaviors and or just being focused today um and the teacher says you know I know student X um and they just need per se that timeout idea right so we're going to send

044them to my neighbor teacher next door and they're going to chill out for a little bit they come back that doesn't necessarily have to be a discipline in nature there's some rules about keeping your eyes on the student the whole time there's some different pieces but allows the then the teacher to contact the parent says by law they have to contact the parent that they contact the parent they put a plan in place and that student is not removed from for disciplinary purpose okay another example um as a high school teacher um there would be situations that would happen and I just knew by how they walked in the classroom something wasn't right um home I don't know fight with their girlfriend or boyfriend um argument with the teacher before something it would have allowed

045me to say you know um student X I'm going to have you work in the library today here's your assignment here's what we're working on in class I'm going to make sure you make it to the library meaning I have to see you right I have to have my eyes on you all the way and you're going to do that and this is what we're going to do today versus the situation that comes up when well you don't want to work today fine go to the office you're out and then they end up being removed from the educational environment and then and it becomes a negative in their discipline so what we brought to you today and the reason it's so big is you have our old policy um Selena is very gifted at doing

046the legal red line so it allows you to see where the difference we did talk a little bit about um do I have any English teachers here today um so you'll see that it for example one of the red lines that it does is it takes out our word board with a capital B and makes it with a little B so it always comes up as red line well my English teacher taught me that if I can say the Kim it's supposed I don't say the Kim so Kim has to be little right or I'm just saying so the reason I'm joking about that is there's a lot of things in that that is redlined for a period or a comma or a capital letter or something like that what we're really focusing in here

047is on the language the reason this is sitting in front of you is this is what's going to impact our student handbook changes for next year it also impacts what we need to work with our Teachers Association and what language needs to be handled inside the teacher contract um it's not any more or less work necessarily it's just possibly I was at a superintendent's meeting and they said something like and I wasn't a principal in the years but it's like we went back to 2010 all over again where the some of the empowerment's going back to the class classroom um so that's what's there in front of you I'm welcome for any questions but it is something you're going to get to do that great old reading on and kind of read through and if

048you have questions I'm happy to answer them now but that's what's in front of you now great you questions for Kim I actually right now finish reading it um we have a couple princi here that were at that training did I miss anything or anything you'd want to add just while they're reviewing this I would just add that the thing about the the piece with teachers like a kid could be in class and be like very agitated like the teacher just recognizes they need to be out of class and in the old language if they remove them from class even for a break that is a suspension when you're doing it because maybe it's what's best for the kid so this does change that to a more like that that there's that teacher discretion and

049decision making on maybe an alternative location might be better for that child today in the in the Old Law that's a suspension and in this law it's not Brian came up he must want to talk oh oh okay he does not want to talk he doesn't want to talk about this he's just next so um to anybody who's read the documents online or has anything Dean and I would love the question so that we can help because one of the things we found is the more we read and research then in turn the more we learn so any other questions students you get question great thank you moving to number six is review of policy and procedure 2410 graduation requirements so Brian's going to come up and join us so so um we have for

050as many years as I've been here and probably longer had a higher there's there's a few things one is our graduation policy needed to be updated it hadn't been updated for several years it had multiple years of graduation requirements because the law changed like three or four times over a span of about 15 years so this cleans that up it's a little more concise and a little easier to read than than our previous policy and procedure but um recently in conversations and historically we have talked about we have a three and a half credit social studies requirement the state only requires three credits um so in Kim and I and Brian's discussion um we made the decision to go to the state requirement three credits it does impact our staffing and to have that additional

051half of credit requires us to have an extra teacher to teach extra credit a year to cover those four basically four classes so so um Brian worked on this with his teachers we met with his teachers to let them know and they' they've come up with some plans to adjust um our Co course offerings for social studies and history we have um they I will say they are not happy about this moving from 3.5 to 3.0 U it was not an easy conversation with our social studies Department uh page four of the draft proced 3241 in it that one definitely is battery Blake's coming so talk really loud until he gets here looking at this stud temporary problems what then this is with feedback from the Department with feedback from the Department Thank You Blake

052one half social studies credit must be in contemporary world problems and then I would Redline out everything else until you get to courses with emphasis on contemporary world problems may be accepted as equivalencies meaning we are teaching we are going to teach contemporary world problems for one trimester for a 0 five credit if students come to us and they have classes that they've taken at other high schools and they transfer in and they have an emphasis on contemporary world problems we could count that as an equivalency when we look into that curriculum okay the rest of those things on there we don't actually have okay U and so that's I would suggest making that change to number two number three would stay the same number four reads one social study credit must be in an

053elective course or courses oh actually I'm sorry I'm Number Two needs to be split again so one half social studies credit must be in contemporary world problems I would follow that up with one half social studies credit must be in world history and that was one of the recommendations from our staff was to we want to continue to keep world history in there but now students would get the option to choose between time periods Rena Rance would be would be one and I have my notes I left my notes at the building but um for example Renaissance through I'm not a historian so I can't even tell you there I would say they said like and then world history B would be for example through World War II or World War II history so you'd

054have the option students would have the option to choose world world history a or world history B for a total of 0.5 credit instead of a 1.0 uh that we currently have I see a brow are you you have a question you had a brow you had a brow okay I was I do though so it's fair and I had okay so I'm tracking with you and I agree with you on that okay um I'll I'll there's one more okay I'm sorry for calling you out well apologies all right um and I'm doing this without my glasses so for the you younger kids yes I'm doing this okay um number four would stay the same no number four would change because we're changing to 3.0 credits instead of 3.5 we still want to offer all

055of our elective courses our staff has worked really hard to be able to offer those um we feel like and I'm gonna stop right there there was some social I don't want to say social media but there was some um talk about cutting like college in the high school or AP classes that is not what this is about our rigor at our high school is going to remain as equal or whatever as it's always been or even maybe improving um so I just want to dispel that room for the public record for anybody who's listening so I just want to we're actually adding a college in the high school history course this year that we didn't have well this coming year that we don't have now so I just wanted there was some talk about

056that AP US History and we're adding another college and the high school course that uh would take the place of our high school Civic um as a college level course uh but the requirement itself stays the same and it would be one one half of that credit would be in Civics and then number four again one half of a social studies credit would be in an elective course or courses students can still take more they can still have the option we're not asking to change the graduation requirement we're not reducing that at all uh so students still need to take 26 and complete 26 credits um we're just changing the language for temporary world problems and reducing a half of world history um and then number five is a little bit different um although a

057student does not need to receive credit for such a course a student must and I would strike through complete and I would say pass corre students must pass a Washington State History or and government course um they don't have to receive credit for it most of our students actually take this class and pass it in um but there are some that don't and so they then take it at the high school and the kids that do take it at the high school do receive credit for it and to pass in grade but they have to pass that class in order to graduate that is a requirement the the one thing I would say in this draft policy or and procedure it has a total number of credits of 24 and it is not the plan

058to go to 24 yeah the plan is it should be 26 so again this came from sample wasda policy and we have to adjust it to to match our district everything else stays the same yes yeah we're not we're not changing any of the other departments or requirements uh the other ones all match what we do at the high school match the state requirements AP History stay AP US History is stay I think the piece that is there's lots of ones again red lines right um I think the other piece is that the half a credit that used to be 3.5 is now in the elective category so the 26 STS the same so a student can still choose to take three and a half credits but it's a choice versus a required three and

059a half and for everybody's listening and I'm looking at my students over here this starts with the class that's coming in next year you have to know what's expected of you when you start school I I am not sure on that one actually Well we'd have to have more discussion on that our last discussion was that if we are requiring more then it had to start with your incoming fresh oh you're correct I stand corrected I stand corrected you're correct I stand corrected so would this mean that the college level Civics would become an elective class and not we still have Civics but we're adding so if kids don't want to if they wanted to take the college Civics it's kind of like biology oh so you have B regular biology and bio 101 so

060now we would have Civics and a it's like polyi 110 POI 110 is that American government yeah but it's the equivalent of Civic so you could take either order any questions I I probably need a little clarification I've got so if we go back to one D1 yep that's going to go from one to a half okay sorry find it again social studies US history okay so D1 uh one social studies CR credit will be in must be in United States history that stays the same okay that's okay that's what my ma and then a half two number two gets split into two parts you have a half a credit of contemporary world problems and a half a credit of world history okay that world history students can choose between the two sections that we

061offer the two time frames of of world history that we offer that's the half of thank you yeah any other questions for Brian Kim great thank you I would assume all these discussion will be on next yes next and will go to First reading so if anybody has questions between now and then um we would always entertain that discussion thank you uh next up is the BL you want to put on the PowerPoint oh pressor School District data review so we had talked about doing um a data review the board had asked for that um previously and we done our second round of I ready there's so much other data so really I did some District level data and the buildings did some building data but there's it's kind of hard to narrow it down

062um in some respects uh because we are doing a lot of work with data but if you want to go to the next slide Blake this versus just an overview of some of our district data from our the report card is it working Blake go ahead and go to the next slide um it's going to be hard for you to read on there so hopefully you have it in front of you um it talks it shows what our our students that are um getting college level percentages Ela Math and Science and then down below that is students have got that foundational grade level knowledge we did last year and this is 2324 data we have 2539 that was was probably what was reported in October and then it also shows the breakdown of the different

063programs we have the percentage of students in those programs um as well as our R and race and ethn go ahead Blake di Could You Blake go back one real quick could you explain the difference between the top set of numbers on the left and the lower 34.7 versus 61 so the top set of numbers that students that earned a three or a four and then uh the 61 part the one the bottom set of numbers is what they are considering foundational knowledge so that basically level to and up that would that equate to proficiency or um it would it would like it would be equate to uh grade like graduation standard oh good okay go ahead next one this is just some uh brief in little bit of information this comes is we get

064what's called whip data so they do some other measures that isn't just uh the proficiency on the state assessment our graduation rate last year was 91% um our regular attendance uh this has been been 74.5 it sounds very low but this has continued to grow since Co because it was much higher before Co and went dripped really low so that's about a 4% improvement from the previous year our ninth grade on track that's another area we've been working on they were at 58.6% so that means they didn't fail any classes as a freshman um they could even fail a class and then recover it but they still wouldn't be considered on track if they failed any classes and that had with the work that they've been doing specifically Ally David's leading that they had 7.3%

065growth from the previous year and then dual credit um this is one I'd love like to see us grow because we have a lot of classes at the high school so this is any CTE college and the high school running start um a could be AP if they earn credit on the AP test we are about 56% of our students are earning adult credit class before they graduate and then our kindergarten Readiness and this really does go up and down because every group of kindergarteners is different um but last last year 33% of our kindergarteners were um had kindergarten Readiness in all six level six areas that we test that are tested once they start in Kinder coming into Kinder yeah um and there you know so there's six areas that they're assessed on so

066there's a lot of kids that had five and kids that had four and then there's kids all the way that down to like one so go ahead do you think U with the amount of the with the increase in our TK program do you think that would the year before it was 16 sorry the year before it was 16% it is but every group is different so like next year I mean because there a lot of we have the majority of the kids are coming in with no most of our kids come in with no early learning experience of course there are a lot more now we have our two ecap classes we have our three TK classes but I'm going to talk about that in the report about um the possible loss of those

067based on what's happening in the right federal and state legislature um so I Jody Kevin did Jesse talk you into doing hers Jesse was not feeling well Jesse wasn't feeling well so she's joining us maybe online okay she oh so Kevin Kevin is talking for her yeah she wasn't feeling well so she had gone home this afternoon so Kevin is is stepping in for her so the this one so the first one here is I ready math and it shows the fall and winter comparison um you could see that there was a lot of growth um moving students across from red to Yellow um and then yellow to green and then green to Mid or above grade level and then uh the first one is like I said the fall you can see the number

068of students at each one of those levels below and then winter you can also see the movement with uh 4741 245 28 and then zero and the reason why they have zero for three or more you can't go three or more at K2 so that data is not going to be available until they get older um a note down here is that the number in operations was their lowest domain in all gray levels and they've taken that um and they're starting to really narrow it in and look at at numbers and operations and then during the PLC time I already has comprehension checks for Math and so they're going through numbers and operations and using those comprehension checks to determine what areas and number and operations that they really need to work on in the

069next steps next slide they have a quick question um on this slide it it looks like you know you look at the trend and it is increasing you know you saw what is it like a 177% reduction in the uh numbers that were one to two grade levels behind um you know to get up to 24% in on grade level or above at we're sitting at 24% now so I guess my question I know we're seeing growth we're seeing that how do we get it from 24% to 50% well she started what she's doing now is you start to use the data that you have um and you you start measuring more often if that makes sense not bigger tests um it might be one problem and you you start to do that daily measurement

070and make adjustments on a daily basis it's the daily instruction that's happening and the adjustments to the instruction that's going to have the greatest impact in movement in kids and we're not quite there yet but we're trying to and the better data points that we have because I already really is a benchmark so three times a year um it can be more of an autopsy than well we've talked about that a little bit kind of too late we need in the moment like in our in our reading we have in the moment data that can teachers can use that data make adjustments to strategic groups on a daily basis and address their needs um we're not quite there yet with and and part of that speaks to the curriculum we have for reading supports that

071the curriculum we have for math does not so and I think you'll see that on this slide here for sure thank you and this is this is the reading growth from krb so again it's the same uh format as uh she had for Math and I also cop basically copied what she had because she was the first one to put it in uh so you can see the movement of students uh from the fall to the winter and those greens getting bigger I'm really I told a PLC today that I'm I'm green might be my favorite color now uh the more green I see happy or good can we talk about the bottom graph a little bit can you explain that one a little bit so this is the arc data and this tells you

072um how many kids or what percentage is at the emergency level at risk and then at proficiency or above and then the number of students I'm I'm assuming one of these is ear and anneal but I'm not quite sure I think that's correct so the first row with the 3979 243 would be the English reading assessment and then the 69 and 52 would be her dual language kits in the Spanish reading assessment uh so you can see that I basically used to the next one BL oh sorry I basically use the same slides um we have older stud students also so you can see that the uh three or more grade levels are on there and there's percentages um getting it down to the single digits is really important it's one of our goals is

073getting that three or more grade levels down to single digits and also the Reds down to single single digits not quite there yet in the red um and then increasing the the greens now one thing that I'm kind of excited about is the number of yellows and the percentage of yellows and you also saw that with caraves because these kids are are right there that if we can get those kids to move that's a large percentage of kids and we want all of them to move but if we get those yellows into the greens there's a big big chunk that's available there Kevin can you explain um just for those who are watching or listening when the number at the bottom of the first part shows 12 students um at three or more grade levels

074right from 31 how many students are in your building uh around 250 so we're talking 12 students of 250 I think that's relevant to this conversation I think when you look at a graph and you don't know the number that's in the whole G graph right and then I just I just think that for when we're doing public presentations I think that's relevant and I also will state that here over the last few weeks we're are having kids exit interventions and we also are having kids exit special and I think as this continues because every year is going to get better um we were part of doing a national webinar with Arc the reading company that we've adopted uh last Thursday um and part of the reason why we were asked to do that and

075I don't know if you're sharing the other part with the data later well she'll share a little bit more they're asking us because they're seeing an impact at in our district and wanting that data um and that's why they also asked us to present it's so it's slow and it's going to be because it's not going to happen quickly but it is it is starting to shift well and when he says present this is a it's a one-hour webinar but Arc is a national company they're in hundreds and hundreds of districts with thousands and thousands of kids and they were one of four districts that was asked to present on the webinar because of what they're seeing and how the curriculum is working for them and I'll talk a little bit more about some other

076stuff that Arc is hoping we'll do with them so you ready for your next slide have like um and then you also see the here again this is this is reading and this just a different movement of students progressing um to to the left and that's really what we want again getting the three or more grade levels down to a single digit our goal by the end is to get the Reds down to a single digit and um continue to work and like I said these are benchmarked they kind of just giving you a glimpse of what's what's going on you kind of have to dig a little bit deeper or use some of the assessments and I ready to get like standards Mastery which really assesses a particular standard um to really kind of

077start seeing the movement um yeah Kev can you just talk about that bottom graph with all the different domains yeah so those when readings assessed it's broken down into these domains and this all of these are on the assessment except for if you notice under phic awareness there's a bunch of gray there because most of our kids have graduated out of that so it's you're looking at you know your kindergarten kids uh maybe through second grade which I'm going to tell you wasn't always the case a few years ago uh we still had upper level kids that were still working on uh phonic awareness and phonics and that continues to shrink as years go by and especially with this with this program thank go ahead BL to the next one um and these numbers right

078now are already old it's already old data and we put this in a week ago these numbers have already gone up again um so this is our new program which is like I said it's daily um inputs put in Daily those adjustments are doing being made daily and uh the percentages are inal has gone up I think it's to 59 and the has also gone up to 45 when you look at wistrand era data that also includes all of our bilingual kids but in English so even our kindergarten kids that are learning 80% Spanish and only 20% English is included on this test and um we have you know the state has recommended that we have a bilingual program one of those things we I don't think we can go without a biling program I

079wish because I'm telling you right now some of our Spanish speaking kids are are really good at Spanish and we're starting to see it with this program where you know they're at reading middle school level in Spanish but then when they get to the SBA there it's it's in English so one of those things if I had some power like well if you're going to require a bilingual program allows these kids then if you're really have after knowledge allow them to test in Spanish but that's just me if you're not don't require it one more Blake uh this is just similar data that um Dian had put up so I I just kind of matched what she put up so you could see at the different building or at our building um again it's the

080same College um track for college level learning and then the foundational skills and then the demographics and this is uh about growth so this is the report you can pull off about the different demographics and how they're growing and if if you notice the majority except for what we're in school Improvement for uh which is um students with disability if you look at the other demographics they're actually um exceeding the bottom one or matching did you want me to step up here you want him just talk about your your data too I also kind of did the same thing we all took Jesse's lead and so if you look at our um Heights data for I ready reading um we've kind of broken it up a little bit more when we were looking at it

081your first one is math math oh I'm not I'm not on math I'm on reading okay let's try read either way math or reading um here's our data but what I really want to you can see it it's it is what it is but I really want to tell you what we're doing with the data so this is a snapshot of what our kids are doing from fall to winter but it's not telling you what our kids are doing as third grade winter versus when they're in fourth grade winter and that's what we need to see because when you look at our SBA data third grades here and then we dip and we can't like there's a dip and the standards are um changed like it's just a I don't know so you kind of

082have to think of it as like I just got um a text message from my lawn PE Lawn Care people so it's kind of like when you're carrying a heavy load in a wheelbarrow like you're slow and steady like and that's what we have to look at we're needing to look at um really our third grade data to see when they're fourth grade or when our fourth graders are in there and fifth grade so in our plc's we actually our fifth grade PLC we looked at their third fourth and fifth grade data like how are they moving that's not showing you this but that's probably the more data what you is more um beneficial than a snapshot as Kevin said so you can see um yeah we've gone about 50% in both reading and math

083um for I ready for two or more grade levels behind we're closing that Gap um we're staying the same for reading it's important that we we slow down just for a second on the math and look at the amount of area in red for fall vers is the amount of area in red for winter right and that's a that's a big um Improvement much like Kevin said we're moving that register into the yellow and green side and that's what we're trying to work on here is decreasing that that red portion and what Kevin was talking about those kids in yellow that's I mean all of the kids are important and it's fantastic that we're shrinking that red and growing that green those kids in yellow are approaching standard they're like knocking on the door some

084closer than others but that's the group that's a group that can get over that hump before the end of the year and that's the one that we are focusing on you know we're having our student of the month assembly this Friday and we're handing out I ready Awards you know because we want to see the kids that and those are the kids that you you want them to see that this is important because it is only three times and how many times do we kind of blow things off and so if they can see their growth they don't have to be in the green I needed them to grow I need them to move from red to Yellow I need them to move from yellow to green and so that's kind of our Focus so

085and I think going back to when I asked the number of students it shows your number here is on the top it shows we that 400 were tested right and we reduced from 86 students in the red to 40 student or 47 students in Red so I think that's another piece for those who are listening right we're the work that we're doing in the PLC and the work is wor yeah so so you can see can you go on to the next one Blake for reading I'll talk about reading reading um until it gets up there um reading we were can you advance that slide please well I'll I'll I'm going to continue um it's at 50% again with our reading and we have decreased it to 38% so it's continuing um and I really

086actually really want to point out if you see like the domains that's th those are exciting to see also especially when you see the comprehension um the green moving you know the amount of red that's decreasing those are fun to watch okay so I'm going to keep going is that okay does anyone have any questions just on our I ready data what I didn't point out um I will answer my own question on this one what I didn't point out is when I was talking about seeing that same cohort every year we are seeing the growth you know like we're not losing that and so that's what we want to see is like I need the third graders to not lose that and so we are seeing that go ahead Blake one more and this

087is just the ear and um enil about Who's On Target the percentage of Who's On Target at this point so it's pretty self-explanatory I do want to point out like look at our third grade um dual language 62% so that's super exciting fifth grade 65% you know well done okay so Blake can you go on to the next one and this is just kind of our current reality for last year um overall schoolwide you'll see schoolwide and then it's broken down into and you can see the third grade ELA when they hit fourth grade it it does dip it's dip that's been the trend for years like years and so because of the differences in in um standards and so for ELA and then math and math is our fractions like that just that's why

088it's so exciting this year is that all of our we've created smart goals for our plc's and every single grade level is focusing on is fr fractions just by chance they all picked fractions because fractions is just such a hard concept tip for our students to get and then the assessment results it just breaks it down by the different levels so I think that's all for me Mr Denny all right Mr Denny oh yes so you started your presentation by talking about how most important is to look year over-ear data so we looked the high data look at Riverview data and we look at footstand every year foot strand really well comparison rview and high so going to what you said the year-to-year data you talk about Community Schools K five schools which trans our

089K through five school is that what we're hoping to see with Community Schools is that increase to have that year-to-year data to have that consistency in the LA transition so I think that that all of those pieces are important then the idea that you have those students being staffed by people in that building for six years maybe seven if they were TK and that communication is happened the third grade knows what you know they got from second grade and so on there's just not that break and then you're really those are your students and you're really focusing and tracking we lose that transition all that change that they experience and so yeah I would I would definitely say that would be important I probably shouldn't say this but I'm going to just because this is

090my school and I it's very personal you know is our data is good and I do want if you look at if you break it down to grade level data there are times where our scores do beat witch strands and so I know that overall we're seeing that and it's not um it may not be showing that but when you look at third grade and third grade fourth grade and fourth grade fifth grade and fifth grade we're about even so I definitely want I don't want I guess that I that I just don't want people to think that wit is better than Heights I guess just because I'm at Heights so that's I just want to make sure that that's and if you look at SBA data there are areas that Heights is definitely higher

091because I think that's the that what stands out you know you're having the same curriculum you're getting the same instruction the difference is one building with the k25 and I'm I'm hopeful that when we hopefully make that transition that that's what we're going to see another okay any other questions thanks thanks sh Mr Denny go ahead Blake what thank you okay so following in the in the pattern that they had um at the elementary looking at I ready um I used a different graphic um just not to confuse or to um make it ambiguous but on the left I just wanted to highlight um the progress towards annual typical growth so they um take the Baseline assessment in September and then the system will say here's based on your score what we'd expect a typical

092Year's worth of growth to be then we also have stretch growth which if they match their stretch growth for multiple years in a row it that's what catches them up so a typical growth is staying where you're at and moving a Year's worth of growth ahead uh stretch growth is really moving more than that year and really really catching up so this is the reading growth um for this year and and one thing you'll notice between this slide and the next slide is in Reading we have far more students that are in the um the two red groups Less in the yellow and then the green is pretty good there um so the annual typical growth is a median score it's not the mean or the average it's the median so if we line them

093up from the highest score to the lowest score we find that middle ground that middle score was 93% of the annual expected growth at the midyear part part where we would expect to have um 50% at that time right because we measured it in January it's mid year so the average or the the median score for us was 93% so what that means we've got some students that have two three 400% of their annual expected growth and we have some students that have 0% of their annual expected growth but the median score was 93% and I want to highlight when we talk about the students that have zero let's say little Michael Denny takes the fall assessment and he's a sixth grader but he tests it to eighth grade he takes the January one test

094at the eighth grade again he's above grade level so obviously this wouldn't probably be my example but he tested above grade level twice but he didn't grow from that e8th grade to the eth grade during that time so he showed no growth however he is still two grade levels above so there are some caveats when we look at the data that I wanted it to to bring up now with um with this group when we're looking at this um I want to say that for reading we had um in sixth grade it was 142% of annual expected growth was the average growth over the time seventh grade was 103 and 8th grade was 72% when we look at that stretch growth the students that had met stretch growth for the year which is if they

095do that year after year they will catch up at the midyear point 53% of our sixth graders had met their stretch growth at the midyear Point that's an end-year measurement but they met it at the midyear 36% of our seventh grade 24% of our e8th grade now Deanna kind of brought this up a little bit there's a difference between our Ela and our math curriculums that we have Ela has a devoted component that is half of the period that they're in there is working in toolkits or small group or workshop model which is at their level targeted assistance in math we don't have those resources so when we're meeting with math and they're at plc's they're looking at their data themselves grouping students themselves finding the intervention themselves and doing that work they aren't handed

096a curriculum as we would say our Ela are they're doing that work and it's very hard work um but that's the work that they're doing in plcs we've talked about plc's a couple weeks AG go so Blake can you go to the next oh sorry actually go back back to the one that says math growth can I ask a quick um so when I look at I'm looking at the reading uh chart and I'm assuming that's the I ready assessment data right is that for sixth and eth or is it just for six for for the one that you see there that has the greens and the yellows and reds yeah that's our school just as a whole yeah yeah so it doesn't show the numbers like the the elementaries have the numbers this was

097percent to percent so when you look at below it'll say like the more than three years below went from 46 to 39% so we lost that many students to the next level up which is great we want to lose as many kids out of that as we can so um so yeah the comparison isn't line by line it's the percent below to the percent above so and it's whole school schoolwide so my so a question you know if if you're a say you're a seventh grader and you're sitting in that three or more grade levels below how do you how do we function as a district to make sure that we can continue to engage those students that they don't lose hope as they get so close to high school when you know things can

098just snowball in the wrong direction how do we manage that that's a great question um when you talk to our staff and and I don't want to put Miss Huntington on the spot but those are the questions that we ask when you're that far behind so one of the ways we do that and and we talked about percentage of annual expected growth if I'm at the second grade level but I can see that I have 200% of my annual expected growth I'm still in the red I'm still in the Striped red area but I'm showing growth and so we we talk about writing goals for our students they write goals um we try to give them feedback on an ongoing basis these the the hard part that you see here these are as uh Mr

099Gilman had said um done three times throughout the year so not as much it's the feedback that we get day-to-day and the um the work that the teachers are doing so part of teacher Clarity that we're working on is relevance how is this relevant to you and so they have to make a connection with those students on a dayto day so um you know uh Jessica may be working on Pythagorean theorem well what does Pythagorean theorem mean to me when would I ever use that and so her ability to connect with students show them how it's relevant show them how they're going to use it in their everyday life because that's what you hear is how when am I ever going to use this again right so that's part of the the hard work that

100they have to do is each lesson asking them to create connections through relevance to your kids and so it's a combination of of feedback through this and we try to reward it we give popcorn out we have celebrations but then it's the day-to-day week- to week stuff on top of that and and it's the hard work of these teachers that are saying and listen I believe in you and and and and I've seen it in in her class and in other classes as well those kids that are for lack of a better will say when you ask them what what do you see for yourself and and it's a great example and we've got some some pictures of it on the wall and I think I've shared this before there are students that will say

101I I don't even know that I'll survive past graduation the like the harsh reality of that and Jessica and Crystal and jod and Michelle and all those teachers pulled together and that kid graduated and so it that's stuff you don't see in the scores here but it's those connections and that's where um and I don't want to to put it above and beyond but they bust their butts every day to make those connections with those kids to keep them engaged keep them believing that there's something more because some of our kids for six seven eight years have have struggled have been told you're not you're not meeting standard you're not doing well SBA every year there's a color chart you get that color chart and it's full of red that is just one piece after

102another after another that is negative feedback so they're working on turning that tide every day through connections through meeting him at the door um through feedback through the grades I mean it's a it's a ton of work um That You Don't See in these scores here that they do every day to keep them connected keep them you know working putting that carrot in front of them and and keep that that hope alive are you using is that Middle School using Arc now yes yep so we're in in our second year of of aration yep so I guess I have another question this I ready test how many questions is it each time they a student takes it I don't know that we're supposed to know that but I'm going to turn and this Huntington how

103many questions would you say are on I ready or K in your class if you're to give a number and not that we're supposed to look or know anything about it but is it 100 is it's a small no no no it's not that many 50 yeah yeah okay so it's not an inundative test that kids get tired of okay but it's not it's not a an exhaustive 200 question sit down for three days sometimes kids are done that day within that class period they're done with the now some of them like maybe little Michael Denny was in he was school was ccccc enter and I'm done um some do take longer but um it's it's two to three days for Math and two to three days for ELA when we get but not they're

104not doing it all day no throughout their period yeah two to three two to three class periods for for each us sometimes more thank you question for you Mike um so in in these worst case scenarios is there how much interaction is with ends up going back to that student and say parents and saying hey little Michael Denny's two Grays behind um and this kind of stems from I mean we've got teachers in the building from 8 o'clock to 3 o'clock so these worst case scenarios I mean we're asking these teachers that that that's D near impossible um so like is there interaction with the students parents and saying hey here here's where we at we we need help there there are um as you know there's there's components that are set up through the

105course of the year we have student Le conferences twice a year um but that is the importance in and and they listen to me harp on it every year about keeping grades up to date keeping them fresh if they've taken a retest get that in there um so that parents are able to look at that tool and see how their student is doing um we use uh parent square and as the um yeah yeah I guess question more rather right yeah yeah and and one of the things that I'll say is the struggle is when when we have the core class instruction and the work they're doing there and we don't have the opportunity to call and say hey we've got an after school program for you hey we've got a a couple of intervention

106teachers on staff that can work with your kid um we don't have that so now it's down to that classroom teacher is the beginning and the end the Alpha and the mega of what they do for that year and and that's the where the the communication comes in and we see it we see the the phone calls home we see them come in and meet we have um Student Success team meetings on a regular basis where you come in you meet with all the teachers maybe you meet with a couple teachers so there is a there is Outreach to parents um you know is it is it as much as we would like with time time allowing probably probably not but there are components in place with teachers taking that responsibility and then we've talked

107about mtss that system of um SST Student Success teams and then of course we've got your IEP and your um you know your MDT teams as well um we're meeting with parents throughout the week throughout you know every day we're having multiple parent meetings in there so is it a systematic that we would say when you hit a certain component that you're going to get a phone call um and here's the list of things maybe not but it's um it's an ongoing process we're working on we'll talk about panorama in another board Panama is exciting that will help us with that and that will help significantly with that yeah so what slide do you want to be on uh are we we haven't talked about math but let's jump to math real quick I think

108you're on there Blake I think you were on there you might have already jumped ahead on that one so I appreciate that um so math we talked about the median score in that is 54% um you can see the growth in the students math has less students in the in the red and the double red or the you know the three or more behind we have more in the yellow um and so the the pushes as we've said is to move everybody up um but there's um less students in that in that triple red area so that is good but when we look at their scores as well we've got um 35% of the students of all the students at the middle school have met their annual expected growth in January um there's fewer that

109have met the stretch growth but again as as we've said we're we're um asking those teachers to um be curriculum developers and to be interventionists and they're taking that on that wasn't always the rule that we had in the time that we had available for them and so with the blocks this year we've we've opened up more time for them to do that work um and so we're seeing the the growth from that um there are less students in that lower red area compared to ELA um and they're working on that growth and the typical growth is where we'd want to see it at this time given the the assessment that they have um but we are seeing there's 2 5% of the kids that have met their annual um stretch growth already and so

110um there are a lot of students that are are really cranking that up and and really working hard and the teachers are really pushing them hard to to get through that um the next two are are kind of snapshots of of the same information that you've seen is just specific to the middle school so the report card 5750 and 56 and Ela Math and Science are that foundational grade level Knowledge and Skills um you can see the growth percentages um higher growth um of our students over time um and that's at all levels level one two three and four on the SBA um then in ela um they were at 42 for ELA and 50 for math so um you can see the work that math has been doing is showing up in the in

111the annual measurement of SBA that we have there so and then the next page the last one that we have in there is um just um what everybody else has had of where do our kids um land in the different um sub classes subgroups um and the the part that that needs to be um maybe restated and and sometimes I forget about this but we probably have kids that fall into six or seven of those groups at a time they might be um highly capable but they might also be on um an IEP with a disability they might be low income and they might be migrant students and so um we're we're working on that student level in our plc's to develop their skills build them up because we know that that they fall into

112multiple areas and and so we've got our our two areas are English language learners and our students with disabilities are the areas where we've been identified um as underperforming as a school and so those are really the areas we're hitting hard in our in our work in the classes and in our plcs one statistic on the section five4 is you've had tremendous growth with math and I think you think that's attribute to those kids are in an IEP or in a 504 plant and they're getting more interventions and more help and then your appro yeah so so the the students on an IEP are receiving specially design instruction in um either the General Ed classroom with support from the special ed teacher or they're in a resource room model or in life skills model 504

113students are typically in the general education class with accommodations and so um I might be a student with um attention deficit hyperactivity disorder so for years I may have struggled with that maybe I haven't been identified we get the identification and now I'm able to um sit on a squishy chair um frequent breaks take testing in a different location and so as our teachers get to know those students better we're able to provide those accommodations um and and it helps when Heights and wh trans centers up we just continue where they're at so um those are some of those students you'll typically see in the yellow um especially the 504 student that might have a 504 plan um they're they're not underperforming where they've been struggling and struggling and struggling for multiple years they're in

114that yellow range they just need a little bit of something different um maybe it's a a classroom accommodation maybe it's a different way of um having a blue overlay for their um reading instead of a white page or whatever and those are are quick wins and you can see that in the in the Grove there so Mr Bailey thanks mik go ahead to the next one Blake you can see my data looks a little different um the top left corner is is similar to what you've seen from other other schools um but these ones are taken from Tableau reader on OPI on the Eds website um so a couple things I want to point out before I really get going on this uh number one I love looking at the the I data that they

115presented High School doesn't offer I ready uh we do offer that to our special education students we found that the platform um still works for them but the majority of our general ed students do not find the platform of I ready have not found the platform conducive to their own testing needs if you will um as a former Middle School teacher granted in the state of Wyoming I gave the I ready test it is tailored specifically to lower to Elementary to lower Middle School um and so when I got here and we still gave the the I test it was a problem be because we're not seeing we're not seeing accurate information coming from that test um and we stopped giving the I ready years ago I don't even know how how many years it's

116been we did recently just have within the last week have a discussion they have updated their platform uh we are going to take a look at it because I do like seeing that the color-coded system it is it is nice to look at it is uh very read it is user friendly to look at the data that's provided um is accurate and so we want take a look at that again and and see if that's a possibility for the high school as we adopted curriculum we uh wanted to bring something into our Ela Department um that had a diagnostic we chose savis uh we are the only School in the district that does not use ARC um for similar reasons um our teachers felt that the the curriculum itself of savis uh matched the level

117of our students a little bit more um and again we at the high school level kids are a little bit maybe they're not more vocal they're vocal in a different way um we I hear a lot about kids being offended by when we try to talk down to them or we try to why am I taking this test this is a kids test why am I taking character strong curriculum I've had this for eight years why am I doing this I've had so we play that game a lot and trying to find the right fit for our kids um the data that I have pres uh presented to you you guys is SBA data uh there are three charts that I put on the board uh the top right is our graduation chart now it

118looks a little bit different so I'm gonna try to explain it to you guys um Deanna actually mentioned earlier there's an overall score when you're looking at the report card uh and so prer high school might be not as high as we want prer high school we might be more in the middle on the overall score but when you break it down and look at what these actually mean you'll see you'll see where we sit where we stand um I might even just grab this and walk over to the board so I can so I can do this so when we look at this data the further to the right that you get you're looking at higher percentages so we just talked about our graduation rate being 90 91st percentile well according to this chart

119right here it says we're within the 84.5 to 89.2 range okay so already this data is just a little bit off uh for whatever reason I don't know because really it comes from the state um so I'm not quite sure what that is but then you'll notice the color-coded system here so the darker green that you have is the higher socioeconomic status of the families of the kids that are that are testing so it goes from Green Shades down into yellow into orange and then into red okay so the darker your red color the lower the socioeconomic status now I only bring that up because I think it's important to recognize what we're we're trying to to look at apples and apples here we're trying to look at oranges and oranges and I don't want

120it to seem like a justification so I'll come back to that in just a minute but I think it is important when we're talking about overall perceptions to make sure that we're looking at things the correct way we're looking at this really we're trying to find the other oranges here in this case because those are the similar demographics uh socioeconomic demographics to our students so we're sitting right here this graduation rate we're continually trying to bring that up we would like it to be higher we will continue to try to make that higher but now when you get into this aspect of it you know when you look at our overall report card people weigh in on that and our report card doesn't look great but when you break this down 2023 Ela proficiency for

121all students there are a couple things that you notice so I'm going to go here this is us the highlighted one is us 54.2 to 58.7% that's this entire band here okay so we're Within the 50 56% range okay now if we want to compare that we'd look to the right and say man let's look at these other schools you don't see many oranges over here you see a lot more yellows and greens over this way okay there are a couple so as I look at this I say man okay let's take a look at this data and we'll try to evaluate this data there's two right there those are the two schools that I am that I look at because those are the most closely related to us that socioeconomic status those are the

122schools that I'm going to look at and say man what did what are they doing to get their students at and this is the other thing I want to talk about to get their students at 68% okay and then we go to math proficiency now this little thing right here is throwing me off just a bit but you can see you somebody will have to help me with the percentages 2.6 to 26.4 21.6 to 26.4 okay so we look at that and I probably everybody in this room is going what in the heck okay 26% proficient what's the furthest right what's the one at the top of this scale 45.8 45% so the best we have now this isn't the entire State this is our Valley this is the valley the very best we have

123in the entire Valley is 45% proficient that's our highest socioeconomic status and it's producing our highest proficient level of student I don't see any oranges in this part when we're talking math so when really we're looking at our math scores man that doesn't feel good doesn't feel good to be 26% but it feels good to be the top of our socioeconomic status it it does it feels good for for the socioeconomic stat that we have and we're performing better than the rest of those oranges that feels pretty good to me but is that good enough no that's not good we're continually trying to find ways and we talked about that or some of my colleagues talked about that earlier finding that and I refer to it as the tip of the spear we want to

124find the tip of the spear there for those entry points what are those and if you can go to the next slide Blake you've actually seen this data the last board meeting but we I did something a little different here because this is this is what our English teachers are looking at so this is savis data that our teachers do and that it's it's similar to IR ready we give it three times a year um this diagnostic to see where kids are at we can put it into charts now the difference between savis and and Arc is the the tables they're not as easy to look at in in this and that may be user error as we're trying to learn this curriculum so we're trying to get better at it but we put this

125together now I look at this and I say okay well it's giving us a lot of data to look at based on the actual individual um component of each standard okay each each individual standard uh reading for information reading informational text Reading literature language there's every single standard here and it you can see the number of students that are getting those questions right versus wrong and so what we then try to do is determine okay based on our let's correlate the SBA data with this data and try to correlate with our also cross reference our priority standards so we're choosing which standards we feel are most important for our kids to get and that's where we're putting our time now hopefully those standards and that's what we're looking at when we put it into something

126like this is hopefully something like this is a priority standard or this one is a priority standard because if this is a priority standard that's my entry that's the tip of the spear that's the question that now I'm going to lean on and we are going to lean on as teachers and administrators as the entry point to try and reach that kid and and see more growth there because we're gonna we're going to modify our instruction we're going to stop slow things down put kids into groups use our teaching strategies that that we find effective to try and focus on the needs of that student those students that are falling into that question does that make sense questions for Brian so do we know we talk about the math and socioeconomic status is that school

127district doing something or not are they having after school tutoring or that's those are the questions that we're asking ourselves right now um and then if it's a it's within the valley so it is a close enough School District so then we're reaching out to them I don't know specifically um but we will uh we will know specifics we feel like I'm I'm just going to piggyback off what Michael said and the others have talked about mtss multi- systems of support those are huge we focused on that decided that as a focus for our district um and trying to provide ways to reach kids within the school day um and and we're building on those we're we're identifying those and I think everybody in this room is on that committee at least the all the

128administrators are on that committee uh to try and identify what those next steps will be specifically for that and um you know part of that is identifying what those what those need to be and Kevin Gilman is leading n work um but identifying what those needs are and then we'll we'll reach out and see what other schools are doing we have adopted some things uh freshman success tienna referenced um you know David Funk has done a great job with that we have Megan vandergraph doing your internship with us right now for administration and she's helping with that as well um but we brought in some Concepts that uh that some of our teachers picked up from conell high school and has been very effective in trying to reach our students doing during Mustang period so

129we're trying that trying that on now and hopefully going to be able to to push that out to all of our grades instead of just freshman so just a couple things thanks yeah do the next slide Blake and this one I'm all the principles talked about this so we're going to skip over this one uh this is this is important because and I I know it's small so it's going to be hard to read but what this report shows is in 2022 at the top those were our kindergarteners those same kids now in this year down here in February 2025 what I want you to notice and this is the power of a really strong curriculum and it has robust data and that's the challenge we're experiencing with math we just don't have a curriculum

130that does this for us um when we when th our second graders started in kindergarten 83 of them were at emergency right now in that same grade we have 31 we had 21 kids that were perici and now we have 79 so those are apples apples now there is some cohort there are some kids that have come and gone within those groups you first graders it's the same story our first graders three years ago 120 kids were in red now that number is 48 so there is growth happening go to the next one please Blake this is the same thing for our third graders you can see we went from 99 99 in the red now to 85 in the green when there was only 13 three years ago and the same thing here's our

131fourth graders our fourth graders um you can see the growth there as well so those are the kind of reports and the information we can get out of Arc and it is giving us that individual student information on a very current basis go to the next one these are our dual language kids and this is um our kids all the way across you know across the board it's much smaller numbers because we have just one class per grade at each each of the schools but if you look at for instance the second graders uh this is just this year's growth we started out um in like for instance in our our Kinders they don't have they don't get emergency because they can't be that far behind um but you can see the growth already of

132kids just in those you know four months or five months this report was from October 1st you can see as the color moves to the right we still have kids in red we still have kids in yellow we still have kids in green but they that's a one year's growth picture or five months and then the overtime for our dual language kids our kindergarteners in 2022 if you look down here at second graders in 2025 we had 29 kids in red in kindergarten and 10 in yellow and right now in those second graders we have 13 kids in red and 20 of them are in green and there weren't any greens when they were in kind so take some time just to look at it it there there is a lot of data that you

133can look at and we'll talk a little bit more about individual student data when we talk about panorama um but here we are our celebrations and our next steps that next slide Blake our students are growing they are growing are they always growing at the pace we want them to to catch up bck can you move forward please um sometimes yes and sometimes we need more we need more there's more that we can do reading is showing the most growth overall our schools are using data to make instructural improvements um our next steps is we have to focus on math professional development and program change um we have to continue to strengthen the core in all of our contents and do our question is and I'll talk about this actually in my report for reading

134do we need to continue do I ready reading we have really robust data in Arc do we need to continue that so that's a discussion that's happening as well and that's it questions for on the math curriculum I mean it sounds like we're obviously in need of doing something there I know uh principal Denny said that they're working on science curriculum currently I mean is there anything in the pipeline that we're so um so it's on our schedule because we do kind of break things some of our smaller contents like the Arts and stuff we did K qu K12 adoption but uh elementary math is on the schedule for next year and secondary math would be the year after it's pretty expensive and hard to do a K12 math adoption big content like that it's

135it's expensive so yes that's coming but it isn't always just about curriculum it's also about us and you know our level uh our professional development things that we have to do but you know like Jessica's here she's a math teacher they don't have a curriculum that has built-in intervention in it Arc does they don't have a curriculum that has the DAT kind of data that we can get to track students because you saw big picture data but the reality is we have to look at every single kid and what they can do and know every day that's what teachers are doing we're looking at big chunk data but you're looking at the kid that's the way to get growth is to know each and every kid great thank you that was very informative so I

136appreciate the update thank you for everybody that all the principles that came in and talked appreciate that um all right moving on to our action items first up is a procer high school Mariachi Club green my name is Matt gal I'm the ASB adviser at the high school um a student approached me about creating a mariachi Club so I gave her the step by steps what she needed to do um so the last step is getting your approval uh they have been meeting and rehearsing uh with your approval they would be able to raise money and buy the in specific INR instruments they need you any questions about the club I would defer to Mr Norris here who is helping advise so I'm Dan Norris I'm the band teacher and I've been working with Josh

137Madison who's going to be the official adviser um for the group and we've had eight meetings so far I think with the students uh we actually had started talking about the possibility of class and two days later these students came to us and said we want to start a mariachi Club how do we do that and I've been going to a lot of sessions at conferences about starting them up and so we said let's go for it and we're trying it we've had I think about 20 students at most and so some of them are here right now with us we did get a donation from Professor music boosters to buy two of the instruments that we need already so that's they're going to be buying those directly from Ted Brown Music as soon as

138we get this approved and yeah we're gonna they're going to play one song tomorrow night at the Fine Arts night so what other instruments um so the base instruments they use are standard guitar which we have plenty of those and then there's a it's a small guitar called a Vela it's a five string guitar that's kind of a higher pitch a guitar own it's a very big guitar with kind of a expanded back that's the Bas voice and then eventually we'd want to add in violins right now we've actually got a flute player playing a violin part a saxophone player playing a violin part and then trumpets which we already have so they rehearsing uh after school yes they've been doing Mondays and Fridays after school I think they might be moving to lunchtime meetings

139to accommodate Sports everything else as we go into spring I just want to applaud the students for organizing this great great job any other questions I move to approve the prer high school Mariachi Club second moved in seconded good all those in favor signify by saying I I post same sign motion carries congratulations thank you looking forward till tomorrow night uh next up is out of state travel for uh girls and boys basketball the Florida good how are you you thanks for waiting being patient is it there we go uh so last year we talked to you guys about going to uh Phoenix Arizona where we went this year with our boys and girls basketball teams and uh Toby and I and the other coaches and players have been kind of throwing some ideas around

140about going to Orlando Florida next year with our boys and girls basketball team again and you guys have been talking a lot about data tonight so if you want to look at the data from our trip this year we enjoyed it we had a good time there was no issues we raised all the money for it and then some and so it would be a great experience for our kids again to get to go somewhere new and uh we want to keep it with both both programs because that was a really special experience for our players and coaches and all the families that got to join us and if you have questions about it I think all the information is in the packet but we'd be willing to answer those for you questions I don't

141know if you know your exact for going you anticipate missing any regular gam it would be similar to this year uh the tournament runs from December 28th to January 1st and so they wouldn't miss any school as it would be during winter break and then it is a part of our regular season so we're only allotted 20 games plus a foundation game which is 21 total and those games would account for some of our non-league games so we wouldn't miss anything for our re season it's the main fundraising for basketball year tournament uh yes the summer tournament and also the kids camp that we start organizing and the banner sponsors I think you guys do a really good job as coaches with your methoding in the fundraising I had a Community member and you can't

142control it so I guess itn't matter of just making sure you know the message M where I had a Community member say why why um aren't Sports funded why they have to fundraising and I'm like sports sports are funded what's going on like Well everybody's fundraising they pay for their Sports I'm like no there that's for extra or you know you know uniforms there's a rotation for that I would say any other questions comments move to approve out of state travel for girls and boys basketball i' second it then moved in seconded me all those in favor signify by saying I I I oppose same sign motion carries thank you and good luck this Friday uh next up is out of state travel for Deca to International Career Development conference pleas going to Florida get

143out of the cold is it in December January too would you mind pulling your microphone just so people online can thank you yep e e oh another great opportunity to jump I'd make a motion to approve the Becca to the international Career Development conference second it's been moved in second in uh to approve the out of state travel for Deca to International Career Development conference students all those in favor signify by saying I I post same sign motion carried good luck thank you and good luck yeah that's exciting uh next up is the uh Panorama contract si in heaven oh whoops sorry got a little handsy with my cross off uh out of state travel for plc's at work housel middle school and prer Heights ele just keep you here a little longer I don't

144know if Jody's going to come up but um so this is part of our uh School Improvement plan you've um heard a presentation on it already this year on professional learning communities um as a district we are investing in this and one of the things that we um that I've my experience is that we take on a new um program or a new idea we get the initial awareness training of it we try to implement it and it falls somewhere weekly on its face and successful um we believe in this so much that we believe that all the staff should have the training on it level or at the national level where we get the professional training they offer limited on site trainings the majority of this training is in person at their summer institutes

145so what we're asking for is permission for out ofate travel uh to be able to travel to PLC at work we would take a team um Jody's in a little different situation than we are um but we would like to continue that process of taking um a team to get trained we are using OSI office of school and support uh systems Improvement um that is our money the grant that we get every year um from the state that is what we use to implement what we have in our school Improvement plan so that we can support that through professional development or training or materials or whatever the case is so um this is consistent with our plan that we've had um in our plan we're going to meet tomorrow with Chris CLM she is our

146state coach and she's outlined it as a three to five year process um and so this is just continuing that work that we've been doing of training uh staff giving them the professional development so that we have um success with the program but then we have sustainability um if we only train a couple and they retire move resign move to a different building we lose all that capacity so we're asking to be able to send another cohort to um to a summer Institute from plc's at work and receive the training in that area thanks uh thanks Michael so for those who are listening this is program many specifically Divine designed for this development no General funds no building it's all from the state grant that we receive I just like to always say that real

147loud so that it gets in the on the record I agree y oh go it's situation if we don't use that money we do lose that money so this isn't the only thing we use it for but this is one of our big pieces so think any questions for Michael or Jody I'll move to approve out of state travel for plc's at work for HMS and Heights a second it it's been moved in seconded all those in favor signify by saying I motion carries thank you thank you now you're all right Panama you could jump ahead to me it would be fine um uh the the Panorama I've talked about it a few times at the board meeting this is a system a multi-tiered system of support mtss platform that will help us track and

148monitor students very specifically and the communication will then be able to go from building to building I was talking to a group of reading interventionists last week and we were talking about how they're doing reading ion they're tracking their data but they're doing on a piece of paper in their CL in their room in kindergarten first second grade and that data we don't have a system that's collecting that data so that when they move on to third grade or fourth grade or go to the middle school that we can all see like anybody that needs to see that information about that student this platform um is very powerful it does probably even more than we even know Kevin and I have spent quite a bit of time as well as the mtss um all the

149principles are part of the Mt District MTS team we're really excited about it we think it's really going to take us to the next step and be able to individualize and track our students in their success and when they're experiencing challenges so that we can support them the funding for this uh T it's about $10,000 for the initial implementation set up all the data integration all those pieces and about it's about $447,000 for the remainder of the contract it will be funded out of lab and it is it's it's something at this point that I we feel like is is we're like so impressed by it we're really excited and we also feel like we're going to be able to let go of some other things we're doing that cost us some other funds um

150because it'll do those things for us um does this is this similar to I'll probably get it way off is this similar to another system we have within the district so this wouldn't be like a replacement for Skyward or no it will integrate the data from Skyward right now if we have a student um who uh maybe has been really good all along for attendance and then has started to drop off missed a lot of school maybe it's getting into trouble well if I'm the attendant secretary I might know that they're missing some days if I'm the principal or a teacher I might know they're getting into trouble if I am um uh their coach I might know like we there's all these different systems but we don't talk they don't talk to each other

151we don't we would maybe necessarily know the student is struggling and uh this is a way our buildings will be able to monitor their kids as well as put data in to help track um the system actually T can take student data and write IEP goals based on the academic performance of the student so it it really does a lot I can't even describe it all I mean I tried to describe it in here Kevin could probably add to it as well um but if we want our if we want to be able to to imple the state is expecting us to mtss platform and it is tiered tiered supports and it's the right thing to do it's not just because they're telling us to do it this is the way that we would be

152able to collect and monitor that data to help support our students so just looking at all the arc data that is available every single day this Arc feeds into it I already feeds into it I'm not having to go to Arc and look at it not having to go to I ready if I pull up a kid the attendance will be attached to them Arc will be attached to them if they are in interventions what the interventions teacher doing will be attached to that student at the attendance we have to go into Skyward the reports are not the easiest to run the everything will be right there if I pull up a student there so it also will do cell screeners three times a year with with kids so they're social emotional for kids that

153are having you know some challenges um that's all integrated as part of this as well so there's the four buckets the behavior attendance academics and social learning and it'll be like a One-Stop shop we can go in and filter for kids to find out who might be having challenges we get to set our thresholds for like attendance what do we consider a green just like we see green well and yellow and red up there we'll be able to do that same thing for attendance we'll be able to do that same thing for kids who might be struggling in the area with their social emotional um any having social emotional challenges so we're we're pretty excited about it our counselors are really excited princi everybody prk2 yeah say that Arc and I already all work together

154with it is there anybody that has to put these pieces together for it all to work together so so the data integration is part of that initial setup but it is a system that will feed from our systems so they talk to each other some systems don't talk to each other we have to put the data in and put the data in and put the data in to see it the the systems will talk to each other and so that it'll be on time in the moment data so it's real time um there are some backend pieces that start in that first part but once they're talking unless we have a a problem they will continually talk a lot of times are real time and sometimes they do do middle of the night updates like

155at 2 am for the data for the next day some of it's real time and some of it's like part of the reason why we're bringing it now is so that we can use the dat from this year uh the data data integration starts this year this way we can have this year's data going in and next year's if we wait late until later we'll just get next year's data so this wouldn't be I'm just thinking of like Skyward and as a having students years ago like waiting for this stuff to be updated so th this isn't that case like you're not waiting on someone to put no once it's up and going dat entering now we might be entering so for instance our reading interventionists are going to three times a year enter minimum

156of three times a year enter their students progress through their Orton Gillingham curriculum and how they're progressing through that so there is data entry that will have to happen and for certain you know circumstances yeah but but that would be hand entered but that's like something we're asking them to do or if a counselor has pulled a group from the cell survey that says these kids are all struggling with friend relationships and I'm going to do a group on with friend relationships on these kids they'll be able to enter data to show what they've done and so that we can see if that worked and pull the intervention that's in there it has inter yeah it has intervention curriculum this is the intervention I used with this group of or this individual so you want

157to do you want to talk quickly about your uh where you talked about if a a student the high school was meeting with oh so I was I was meeting with our social worker and and a student came by and we and I said to her um she goes oh that student comes by a lot and I said well how do how do you know you're the only one like meeting with the student so a lot of things when you're working with students with their their mental health and you're giving them tools and tricks like we do release of informations because if we have someone working with the council off site we want to use the same language we want to make sure they're telling the kid the same thing and that we're supporting them

158so she goes well I did see that student with hesis the other day so who was Genesis was here today and I said so is the kid like to get out of class going to Genesis and then going to you and then maybe their counselor and stopping by the principal's office so but nobody knows that's happening because there's that's not a form we have no tracking of that and then is it something they really need then it probably should be one person who's the one person that's responsible and so some of that is counselors like they have to know like this is my student is there on my case load doesn't mean they can't ever talk to anybody else but sometimes some of that happens to to and it's probably not very effective and it

159also is they're not in class when they're doing that so is that necessary and I I think it was was it Jason that sent an article out uh that we read about doing the U individual student plans yeah this would really contribute to that because you get all the data points from all over then to really come in and create a plan just for that student y that nice have a couple questions uh it looks like it's a three-year process um at least based on the year one as you build the foundation um that it just kind of goes right from there um is it 50 would it be 57 or $50,000 a year every year or is that so the 57 so that really right now it's 47 if we did a extended contract

160it would be could be a little bit less but it's not really significant so we don't have to buy an annual membership for this this is a you're buying a one-year membership basically we're buying and this one year is next year's actually but they're going to do all the frontend work and all the data integration for it'll be $47,000 because we don't pay the 10,000 again right so if we wanted to keep the if we were going to keep this long term yep um it'd be about 47,000 here yeah is lap funding um stable enough to support that lap funding is yes yes so this will cover well I guess I should say anything that has to do with funding right now with the grain is like with the caveat that yes it's been very

161stable for all the years I've been here um I but I obviously I can't 100% guarantee anything at this point yeah it's year to year what is the it's a state it's stay funding and so this will cover beginning now 2025 through right so they're going to do all the data integration and prepare for all the training have everything will be there and set so we can capture this year's data and we're going to do the training in um the stage one training basically with a core group because they don't want you to start with your entire District because it doesn't usually work it's too much it's too big of a system so we'll start with the core group in August and then we'll layer in as we go through to train others for the

162and to use the system system other question how many other school districts are doing this there's a lot of other school districts that have it I can't tell you off the top of my head whom um but they're a uh National company the the guy the gentleman we work with is on the East Coast but they have many districts I can get you some a you names of some if you'd like would this um be a good tool for transfer students and you know so transfer students coming in we aren't necessarily going to have information on um but it would allow you to group to have a group of new students coming in to be able to monitor those just to see how things are going for them so you can create custom groups so

163you could have a custom group of new students so that you're checking in on those kids monitoring their social emotional but if their previous school had this already on hand I that I don't know that I don't know but I can that's a question I can ask I like when you talked about you can the IEP the 504 language would be links so who had a conference and I'm thinking like middle school high school we have multiple teachers that well I didn't I didn't know they had an IEP maybe not everybody could be coordinated for that meeting and then they can you know they have that access to it like no that's that's in the I so that would allow for that um so it has the IEP comp where actually Nicky and I are

164going to meet with him to find more out more it has so many pieces we didn't have anybody special ed with us in the first three presentations we've done but it has a whole IEP component can write actually write IEPs um you could and all of the monitoring so is a state law to monitor progress monitoring for special education so it will provide that and it'll we can also then establish the expectation of how every teacher is doing the progress monitoring in our district to make sure we're compliant we can even create custom forms to put in there if we want that uh for an example like um a referral process where everybody we kind of have that now but it would be on there all the you could do your whole referral process SST

165and everything right in that it's all in a binder in buildings right now so even even if a student say we had an SST process this is what we did even if they didn't qualify the Middle School still would be able to see that later and go oh wow which strand had an SST referral here they didn't qualify but they would at least see that the process was initiated yeah yeah any other questions for de and Kevin I'm move to approve Panorama contract that's been moved and seconded to approve the Panorama contract Alexander all those in favor signify by saying I I I motion Carri uh next up is RFQ 1-25 professional Real Estate Services so we are getting ready to do a request um for qualifications to hire real estate or a real tour

166for our properties other than that it's pretty much self-explanatory there um the RFQ specifically calls out to make sure that they have the proper lure and so forth and ask for their fees and so on and so forth um and this is the first step that then kind of goes hand inand with our Capital Pro uh facilities um committee and so forth so all this is just tying that up now that we're here and settled and um boys and girls club are out of the white church and some different pieces like that any questions for Kim I make a motion to approve the RFQ 00 1-25 professional Real Estate Services been moved and seconded to approve R q001 d25 professional Real Estate Services students all those in favor signify by saying I I motion carried

167uh next up is vouchers anybody have any questions on vouchers I said I hope not because Delise isn't here to answer I was just kind of chuckling under my breath I'm like holding my breath that nobody had any major questions I can generally answer a lot of them but if it's real technical I probably could um no I had my questions I had a few questions one was uh and maybe you could just touch on that Kim is the uh Shanel and so there's a um you can list the number if you want to find the number there's a bill to Shanel Shanel is the company that or the construction contractor who built wst Elementary um it went like this we had um a fire suppression tank failure which was really a failure related to

168a freezing of the pump pipe and different pieces and I and I am not going to get into the technical side of it when so what happened was it was a lot of finger pointing when somebody is held responsible for the bill when we talked to clear risk they said they brought up the page in our our insurance policy and said no we're not going to cover this Sher vanel Andy how myself we had a meeting and everybody is in agreement that there was a failure that was not the issue the issue was kind of the chicken and egg issue part of the pipe and some of the stuff was original equipment part of the equipment was new fittings part of it was the old tank do you remember when we had the discussion about

169the water storage tank for the fire and it sloughed off and then it had the pieces in it we had to drain it and did when we drained it was there any moisture left in the valve before we got to cold weather those kinds of things so um because it was not I attempted to cover it by insurance first and because it was not covered by Insurance sh vanel ate half and we paid half it's always nice to pay for insurance any other questions comments how do we keep this from happening again well I guess I don't know that there really is an answer to keeping that problem from happening again in the respect that now that we have an enclosed pump wellhouse fire suppression we have alarms on things things are working um so

170it it stemmed from the slepping of the particles that were in the tank and then we replaced a valve and did valve get replaced did it gets sealed up there's I'm going to go to the old outage of the light on in the pump house pardon me and don't it doesn't mean we have a light on in the plump house but what I'm saying is we had an alarm on the pump did it not go off because of the sluffing that was already happening and so on and so forth so I think if Andy was sitting here he can say all of the alarms are in place so it should not happen again because we're solved the problem that caused the fixture problem I move to approve vouchers all second it been moved and seconded

171to approve the vouchers everybody's gotb Al Z you got a thumb up he like had a long I know um all those in all those in favor uh approving the vouchers signify by saying I'm all confused now car goodness has been a long way next up is first reading of policy and procedure 6114 gifts and donations we've talked about this multiple times yeah so I don't think there's any changes from what we move forward oh sorry go ahead I'd make a motion to approve policy number 614 I'll second that um it's been moved in second to approve the first reading of policy and procedure 6114 shimi Alexander all those in favor signify by saying I i i i motion carried uh next up is the first reading of policy and procedure 3204 sex discrimination and

172sex based harassment of students prohibited I'm not going to talk unless you have question I think we've seen this a few times and remember this one there's two procedures because one's the implement ation and once the grievance procedure of someone as a complaint this is just getting in line with state state requirement state law yeah the wasda S it's a waser sample policy I I would first reading2 discrimination andx I second it been moved and seconded to approve the first reading of policy and procedure Alexander all in favor signify by saying I I I I motion Carri uh second reading of policy and procedure 43 second final reading of policy and procedure 4300 limiting immigrant enforcement schools move to approve the second reading of policy procedure 43 second been moved in seconded to approve the

173second final reading of policy procedure 4300 Bimi Cammy Alexander all those in favor signify by saying I I motion carries next up is the second reading of policy 2106 program compliance move to approve second reading of policy second been moved in second to approve the second final reading of policy 2106 Shing Cammy Alexander all those in favor signify by saying I I I motion carries all right uh next up is consent agenda ition to approve consent agenda I'll second it right sorry um it's been a motion in a second to approve the consent itemsi Jammy Alexander all those in favor signify by saying I I I motion carries all right that's it for business tonight moving on to reports the lease has submitted her report I guess the one thing to note is our enrollment

174was up for February by 13 34 new students in February is a lot crazy all right um we'll save the questions for when she gets back the next Mee um de you're up um I just wanted to recognize Kevin Gilman Tatiana Tano and Jessica Perez they Kevin referred talked to about that we talked about that presentation where they joined the arc presentation that National webinar they did a really great job I got it I got a recording of it today um if you want it I'm happy to send it out to you they're there with four other districts um we also because of our Arc data and the growth that our students are experiencing we've been asked by Arc to do a re they want to do a research study on our district and our

175on our student data um the benefit the primary benefit of it is they can do a correlation study on I ready Arc and Arc and uh to see along with SBA if it's a good if Arc is a good predictive measure then maybe we can quit doing I ready I ready cost us about $100,000 a year it's very expensive and if our I ready if our Arc data is going to give us what we need then maybe we don't need to do that anymore for reading uh for our K8 at least and then um I just want to give you heads up uh Early Learning is really up in the air uh there's all kinds of talk and rumors everything from um everything from there'll be no ecap next year that to there'll be one

176t one TK 2 TK who knows about TK three weeks ago it was one TK last two TKS last week it was one TK this week it's back to what we had last year which is two TK this year two years ago two TKS I who knows and um it is making it very um uh a lot of a lot of uncertainty for families who have applied for those programs if ecap goes away that two full classes of ecap serving three and four year olds um it's it's very uncertain um and I mean I I hope that we at least get to keep some of it but boy there's tens of thousands of kids in ecap and so I think people who are listening ecap is a a federal program and so they don't as

177we know in the state of Washington they're not playing very well together and so our transitional kindergarten kindergarten with the State financial mess is what's the thing and so like d says literally every day we're getting different messages and so it's also very hard to predict the legislative sension is over April 10ish if unless they extend the session um they have a lot of work to do in 45 days or so do the state no not so far no well we we expected that they were going to fully fund TK but then they haven't not federal fund no it's state so stay tuned on that one we I think that was it was that it Dan yep and you have my written report in front of you basically things are are going well um I've

178touched on most of them in some way or another tonight in the different talking that we've done um the the big thing that I want to do to do here on some things that the public is always really interested in the RFQ went out for the realtor thing that's a big deal the old tennis courts you should start seeing right here outside the building here you should see some movement in the next few weeks that's one tennis court six pickle ball court that's a big deal the I'm not going to call it a ribbon cutting but I'll be out there with my camera on Monday when tennis starts I want to have a picture of those kids on that new tennis court um the friends of the fields it's gotten a little slow getting started

179but we had a real strong meeting last night we're really working on irrigation and chemicals and lawn or I don't want to call it lawn field turf management bases lines track Vector in the track I mean all different kinds of things so it was it was a really good conversation um and I think that's about it um the only other thing that is um relative extremely relative is the work that we're doing with the city council in a potential site for a cross country tap track over at the sprayfield and they've invited us back for meeting too to hear more and ask more questions thank you any questions for Kim all right uh moving on to board reports uh Michelle do you have anything yeah I'll keep it brief um tomorrow at 7 o'clock is

180the Arts showcase at crer high school I'll be driving into that um FCCLA State leadership conference is this upcoming weekend in Spokane oh wait following weekend in Spokane so as Michael mentioned there's two groups from the Middle School going to do presentations at that State conference um I'll be there to cheer them on National History Day is Saturday March Mar 8th and I think they're still looking for judges for that event so please reach out um I believe it's to Dean Smith if you can volunteer to be a judge during that event um I also saw that the eighth grade parent and student night is 6 PM March 10th at the high school so if you have a freshman next year that would be a good event to pop into and then I want to

181congratulate the boys swim team who got four top 10 finishes at State last weekend awesome great thanks Michelle uh I just want to thank you guys for putting that um that data together I it's always always good to see how things are going I'll leave it at that right I have nothing Lisa um I attended Regional not Regional our local history night in the Middle School a couple weeks ago which is always one of the best nights of the year I was lucky enough to get to judge group and individual performance and it's just incredible study and do and to say what follow up on Michelle Regional history day is in procer for the first time we've always had to they've always had to take the kids go early in the morning go to yaka

182so they froster always does so well so I think they have a total of 90 volunteers so half the day part the whole day um you're you're just going to leave the day feeling smarter learn something for sure and feel great about what these kids is it after the whole school when the high school the high school in nice great thank you um I don't have much but I did attend the senior fundraising dinner for the safe and uh sober graduation um so I think it was well attended you know it always I guess it it shouldn't surprise me but this community is very generous um very willing to help the kids of our community and at last I heard I think they were just really close to what um what they were budgeting for

183the amount that they were looking at um so I think they've were able to achieve all their funds and and uh I got to be a live auctioner for the first time in my life and probably the last so uh with that uh our next meetings will be uh Safety and Security March 12th right oh uh room 1:30 5:00 p.m. uh regular board meeting March 12th right here at 6 pm and with that we are going to recess into executive session pursuant to RCW 4230 11101 G no action to follow midyear Val superintendent evaluation uh to include the board of directors and superintendent Kim Casey uh to evaluate the qualifications of an applicant for Public Employee order to review the performance of a Public Employee how subject to RCW 42 3144 discussion by a governing

184body of salaries wages and other conditions of employment to be generally applied within the agency shall occur in a meeting open to the public and when a governing body elects to take final action hiring setting the salary of an individual employee or a class of employees or discharging or disciplining an the action shall be taken in a meeting open to the public and this will last until 8:49 we read the Mee e e e