001up here. Got 7:00. So, we will uh we have a quorum here and uh perhaps one joining us online. We'll uh begin the meeting. Pledge of allegiance. All right. Thank you all for being here this morning. Um, we are uh now open for district guidelines for public comment. I don't believe there were any public comments uh mailed in. Is there anyone in the audience who would like to make a public comment? Okay, great. We do have an audience here this morning. Uh, and we will move directly into our study session um item uh items I should say. The first is the student data report from Hunter Sison. Hunter is uh getting prepared here. Before Hunter jumps in, I'll start real quick with what we had hoped to accomplish through the course of the year. Um
002especially with the I Ready data, it seemed like you uh in previous years you were kind of left without it being finished in a way. And so we had to come back at the beginning of the next school year and catch you up to the last of the I Ready assessment datas. And so this time just happened to work out. And I think it hopefully will be beneficial to you as you'll be able to to see the whole picture of uh all the way through the entire assessment window all four Hunter has given four reports on student data through the course of the year. So hopefully this will continue and then you'll be able to see at the very end um for each of the buildings about the growth that was made. I'm hoping that
003this uh will kind of meet one of those goals that we had um established I think a couple years ago that we have continual data focus throughout the year and uh Alicia started that and then Hunter has definitely taken it over. So this will be the fourth in report provided this school year with regards to our student data and he's got today he's going to go over I ready data and then uh some behavior data as well. All yours Hunter. I thank you. I was trying to the clicker I think was out of battery so I'm going to use the mouse for today. Um, so like Kevin said, uh, the data we're going to be going over that you've seen before, but this is, uh, kind of where all of our schools ended with data
004for the year. Uh, I'm going go over growth by content and school. I'll have both contents on a slide for each school. We're going to do final results by like kind of achievement for I Ready behavior data which is just a big overview for a few different data points for our our behavioral like uh Swiss data and then a few uh kind of just data points on the class of 2025 that graduated. The cadence will be start the youngest and go oldest throughout. So that's kind of what the what we'll be following. Uh this is growth um for Robert Lintz. On the left is reading on the right is math. Uh you can see this is what the dividing line between the two contents here in the middle of the screen. Uh one caveat to
005Lintz, they don't take this in the beginning of the year. They have the W kids assessment. Um kids aren't necessarily used to taking assessments online. So we don't do I Ready learning I Ready assessment in the fall for for Lint. They take it in the January to February window. So growth is uh really what this would more look like about a third of the way through the year because they take it uh end it in February and they take it again relatively quickly in May. So we're not expecting to see 100% growth because they only have a a few months and the growth is based off of where their initial placement was to where their the last assessment was taken. So you can see uh this bar up top is uh typical growth on the
006left. um we we would want to see about a third of the way through the school year or uh that we would want to see about a third a third 33% typical growth. This is again remember the median students. So if we lined up all students in a line the middle student how much did they grow compared to what we would typically grow a year and typical growth is what is what we what is norm for all students to grow within one school year like one year's growth. Stretch growth is what we would want to see uh if uh like a year and a third's growth like so going grow going beyond what would be just a typical in a year if that makes sense. Generally what we want to see at the bottom we
007uh this is students who have met 100% of their typical growth. Again lint is going to be hard to kind of have this be a true measure because they it wasn't a full year's uh assessment for them. So I'll jump to JCP now. JCP you can see in reading the median student had 107% typical growth. So the middle student grew more than we would we would typically see within a school year. So that's that's good. We want to see 100% typical growth or or more. And in math the median student grew 97% so right up to really close to 100%. This is the distribution of of uh the bands of how much growth students made on the far what we want to see is most of our students on the far right. most of our
008students make meeting their 100% typical growth. Uh and we would generally what we what we want to see or we typically see is a like a cell phone graph where it's the most of the 100% uh a little bit smaller 80% kind of going down. We we want to see our smallest bar being on the ones uh students who grew the least amount if that makes sense. Uh going on to CIS now. CIS's growth the median student. Gosh, this is this is small to read. I'm have to look at my laptop. uh sis's median uh typical growth progress towards typical growth sorry one second was 103% so again passing that well we 100% is kind of the bar we go for so in reading we made really great progress at CIS and at JCP math
009is at 85% so this is one that's a little bit lower we want to be within a at least a few percentage points of 100% typical growth and this is a little bit lower than what we would want to effect. Then dropping down to see kind of the the distribution. We have a lot of students making uh that met their typical growth for the year. But then this is not we don't want to see the goalpost here. We don't want our second biggest graph uh bar bar on the graph to be students making minimal growth. So that's something we're going to our SIS team is going to dive into. Middle school had a lot to celebrate within their reading growth. Their their t their median student made 150% of typical growth for the year. That's
010huge and that's a different from the past within at our middle school. Um the one concerning element here is that their their bar their um distribution is even more uh polarized where a lot of students made made their expected growth for the year and beyond. But we also our next biggest graph bar on this graph is students who made little growth. So middle school and CIS are both going to d uh are diving into today actually our admin team when we have our uh admin retreat uh to to look at some of these factors what what could be uh causing this and who are those students because uh it's not always uh a one for one just because they were far behind doesn't mean that they were the students who were not making growth. Now
011jumping into actual like the achievement placement of where students ended in in relation to the grade level standards. Uh this is Robert Lyn's reading. Uh we had almost 60% of students at grade level within reading um uh at Robertland's kindergarten. You can see the actual skills of breakdown. Uh these skills are uh uh foundational. They build on themselves. So the first skills funological awareness is the first skills that we teach within kindergarten. And then they get more and more um um complex skills as we go along. So it goes into phonics then high frequency words vocabulary and then comprehension JCP reading they are at uh 47% uh on grade level. You can see also where they started the year they started at 34%. Um so we see we generally want to see green get bigger
012yellow gets smaller red gets smaller and that's what this graph is showing as well. Same skills below that's assessed as was in kindergarten. This is the first year where there is the the dark red bar in the far right where there's two or more grade levels below because they have multip they have that many grade levels below uh where LIN doesn't have grade levels below. So the yellow is the is the lowest we would see. Uh again where they started 33% on grade level and they got up to 41%. Again we want to see yellow get smaller, green get bigger, red gets smaller and we're seeing that. So we're seeing growth across uh each school. SMS reading uh where they started was 37% on grade level and they ended at 41% on grade level. Going
013into math, uh lint ended at 5 57% on grade level starting at 29%. Uh again remember they took this assessment uh the first their first iteration was uh was in January February timeline. JCP math starting at 22% and got up to 41% on grade level by the end of the year. CIS's math data uh starting at 25% ended at 39% on grade level. Again looking at the yellow and red get shrinking. That's that's our goal. our our goal going to the next year is how can we expedite even more having those bars get smaller quicker. Uh one one caveat to this I mentioned this last time when I presented I ready data they altered uh the timeline of when they took uh the IR assessment. So generally we take it in the fall very early
014uh in September uh and then we take it mid middle of the year in September end it I'm sorry not September in February and we take it again in May. Uh what we have found is it's uh it makes the springtime very very heavy on assessments with SBA. Um and so CIS uh made the decision to bump up their middle of year uh assessment and their end of year assessment to take it earlier. Um which the other schools next year are interested in as well because it's just it's a lot for students to be taking all all at once in May where we're really losing a month of instruction where kids are just assessing on a computer. the the benefits of that are that we spread that out more and and we have data that
015we can use more uh quickly like coming out of winter break to to do interventions and extensions. Um the one thing that will change is it we we're taking the assessment earlier or at the end of the year than we typically would. So not all learning is done. So we're predicting that our I Ready assessments data will look a little different going in future years and then but then we can use the SBA data as a true summitive assessment and have that be our final data point. And the reason I'm not presenting on SBA today is it's it's all preliminary. So I I want to present it as final data. So I'll do that uh early on either late uh late late summer or early on in the in the school year next year when
016we have that finalized data. SMS math uh started at 23% on grade level, ended at 30%. Again, the yellow and red bars uh are what we want to see shrink and they did, although nominally. So, that was our ready data. Do you have any questions over any of that? What are some common trends between all the all the schools that you're seeing, Hunter? uh common trends JC well I would say JCP had the most um kind of typical even distribution of growth um which is what we want to see I think the trends that we see are uh there's kids who are not making much growth and there are kids that are making a ton and not a lot in the middle so we want to more evenly dist distribute that we'd like to see
017you know uh students making 60% of typical growth is better than making 10% right so I think that we need to dive in and study a little more on what is happening for our students who are just making little growth. Last time when I presented a lot of it was students who were already at or above grade level. Uh and that that is uh something that we're we're diving into with some of our highcap programming and talking about how can we make it more rigorous and actually provide true extensions within within uh every single day. not just one-off extensions, but how do we truly differentiate for our students who have already mastered the grade level skills? Um, so that's that's probably the the trend I see most. Uh, and uh, using kind of John Campbell
018to because they've they've shown the most growth for those students that are already at grade level to see what are they doing differently than some of our other schools. Yeah. Is are there any programs that we instituted say this year or maybe within the last couple years that are especially promising in terms of their results with growth? I I'm I'm thinking sure schoolwide or yeah even grade level. So in our in our u for our elementary schools uh our our core curriculum is American Reading Company. Uh it's a great program. Um the one uh and with any with any curriculum, no there's not one perfect curriculum out there that meets the needs of of of all of of a school district. Oh, what our uh early our primary grade levels found is it was lighter
019on uh funological awareness and phonics. So we uh supplemented that with uh Heggerty and and Saxon. They're two curriculums that focus more heavily on that and we've embedded that. This is our uh third year now at Lintz doing that and our second year at John Campbell. So what and what we've seen is those skills are are are um both for phonics and funological awareness are not as big of a concern. I in years past we looked at I read funological awareness we had we had read a lot of read and that so our students who were far behind didn't have those foundational reading skills. We're seeing that that kind of be repaired with this the new curriculum. And that's why I think John Campbell's uh data looks the way it does because Lince did that
020for the kindergarters that came through and then they're as they go through first second grade they're they're uh they're doing and that way then once they get to CIS in third grade and fourth grade we're not having to go back and retach foundational skills that might not have ever been taught. Uh and so our kids going through I'm I'm interested to see what the third grade group for next year what their uh literacy data will look like. uh and that that's been a big success coming through and our teachers have really appreciated because it was a definitely a gap within our uh our curriculum and you can probably use this data once we continue to be consistent in using it in this manner. You can probably use it a couple different ways to track a
021class that's coming through that's getting extra support in a subject. But then over time you can probably see also maybe a building that struggles with a certain portion of the absolutely curriculum where needs more support. And what I would like to do in the future uh as a personal goal for for me for you guys is to do some type of longitudinal kind of to track a a grade level to show growth over time and to show uh what rather than just doing what third grade was this year and then third grade was next year because that's those are different students. But where do they start and then as they're progressing through the system, what are we seeing all the way throughout? Yeah. Yeah. It's it's hard to do for every single grade level. It
022would be that would be like a probably a three or four hour data session with you guys. And I don't know if you guys would appreciate that too much, but um so I'm that's my one of my goals for next year is to find the just right um data presentation to to to highlight that. Great. Thank you, Hunter. Okay, now I'm going to jump into the these are uh this is data pulled directly from Swiss. I pulled it just the other day, so it doesn't have the last two days of school. Um yeah so Swiss is our uh how we track behavioral referrals. Um this is any and all behavioral referrals are on this. Um uh this is not necessarily uh school discipline. It can be uh our formal school discipline is entered into skyward.
023Uh this is any and all behavioral infractions that could happen with within a school day. uh gen we track these so that way we can uh develop plans if we're seeing trends for a student or a grade level or school and address those uh as we see patterns start to show up. So this is yeah this this is per school. Yeah. So um I'll explain a little bit th this I'm going move this to the side if I can do that. Um the top uh bar graph is average referrals per day per month. So you can see um which months were a little bit heavier with behavior than others. Uh and this is this takes in account how many months were in how many actual school days were in that month. U so this is
024Robert Lince's data. So that's the top bar graph. This is by time. We do uh see patterns uh depending on developmental age level what what parts of the day are hardest for students. Uh this is referrals by location. Uh, as you can see for lints, they're they're where behavioral concerns happen the most were in the classroom. Pretty typical for five and six year olds. Um, as they're learning how to do school that that would be the the number one location. This is by day of the week. You can't quite see uh that's Monday, Tuesday, Wednesday, Thursday, Friday. So Mondays are our highest referrals. Again, pretty typical we see in kindergarten uh coming out of the weekend getting back into routine. And this is by behavior. you're not going to be able to read all this.
025Um, at our younger levels, physical aggression is, uh, and this, that's a very broad term. This, you know, could be pushing, um, could be hitting. Um, those are that that was our number one referral reason for Robert Lind's data. One thing with these graphs, um, they are I can't set them to stay the same, um, metric on the side. So you'll need to really pay attention to uh to the numbers on on each graph because they do change per school if that makes sense. Um so like in September for for Robert Lince uh you can see it was about five referrals per day uh average. Uh we also this is including all major referrals. anything that that would potentially be disciplined, but also minor referrals, something that uh doesn't necessarily need a response, but uh
026the teacher wants to uh track it and document it to make sure that if it becomes a pattern, we can address it and uh and support the student. JCP's data, uh referrals per day per month, um a little bit higher in September. uh that was their heaviest month. But and generally what we want to see, we'd like to see uh this trending down as school goes along. Um we see less referrals per day. Students become acclimated to the routines and the procedures. Um and the system the kind of the behavioral response system we have set up. Uh they again have their their two highest uh referrals by location at JCP were both the classroom and the playground. That's typically what we see uh in in our younger grades. uh referrals per uh by day of
027the week. Um nothing really stands out too much. Friday is is one of our lowest days at John Campbell. And then uh the highest behavior uh was minor physical aggression. So this could be just like a disagreement. Uh maybe got too rough playing on the playground. Um minors are again not the ones that would be anything discipline related, but like uh cross the boundary a little bit here. And each of our schools has has a flowchart that defines what is a minor versus what is a major. CIS's data. Uh you can see uh this is why I wanted you to to to really queue in on that the numbers are are uh are different by school. Uh they were processing a lot of uh behavioral refers referrals this year. Uh you can see there in
028September they were processing uh about 18 referrals per day. Uh and it did trend down especially towards the end of the year but it was higher than our other schools and that's something that shouldn't be a surprise. uh uh our third grade cohort has different behavioral needs than the rest of our cohorts and they were uh I was really proud of the cyst team of of how they persevered uh and the students too. The students showed a lot of growth but and our system started to take hold because we did start to see fewer referrals uh per day. Uh classroom and playground again were the two highest uh location referrals. The highest uh referral behavior was uh minor for physical aggression. So again, nothing uh that would uh warrant uh major discipline, but was definitely
029um uh something that wanted to be documented and noted. Uh middle schools referrals per day uh sim similar a little bit less than cyst. They were their high water mark was in September was a little over 16 referrals per day in that month. Uh their their highest was in classroom and gym. their uh their highest referral, this is where it changes developmentally uh was uh a minor disruption uh blurting out um potentially talking too much in class. The other thing that both the secondary schools they document uh or middle school specifically, they document if the Chromebook's not charged. Uh that's and for middle school students, that happens quite often. And so our the referrals are somewhat inflated there. But they wanted a way to kind of document that. So that way then if they needed
030a student to to leave their Chromebook at school and and and leave it in a the the charging um case at school because it's not a habitual issue for a student, they can track that. So these generally at middle school the behavior this year was um was was relatively calm. Oh, sorry. That's just I'm looking at I'm looking at middle school on my computer. I'm toggling back and forth. Sorry. This is middle school's data that I was just uh talking through. You click back. I can go backwards there. Yeah. What's the number on the September? This is September. What is that? 18 referrals per day. So 18 referrals today per day for post 800 kids or more. Yeah. Okay. Yeah. So just to put it in context, we're talking about every student in that school,
031correct? And 18. Yeah. These are total referrals for that. Okay. Yeah. Yeah. Um so 18 referrals per day for Yeah. I think it's about 840 students at CIS this year. Um Yes. And then we can further break down this data and see that um certain students are Yeah. I don't have that here today. But uh what we see uh especially at CIS is our ref the referrals are made up predominantly of 10 to 15 students make up 90% of our referrals. So it's a it's a small it's a small portion. It's not um I would say our students who struggle who have struggled with behavior at CIS was not a uh schoolwide issue. It's uh it's it's students that have documented need. uh we see a higher level of disability uh in one of our
032cohorts coming through that u show a different need in behavior u but it's not a uh where every single student is is struggling with behavior or is there become a compounding consequence for repeat offender of a referral? Yeah. Yeah. So um and CIS has built different additional system to to support our students who who have continually struggled uh and with some of the more concerning behaviors behaviors that are unsafe where uh it's called a reset process where it's um more of a a a smaller environment or it's very structured and they have to earn their way back into um their general a class setting. uh and it's it's based off of a point system where they have to show that they're being safe and responsible and doing their work and they have to have so
033many days where they have earned their points and then they start to transition back uh with their peers. um that that is a a new system that was built partway through the year based off of the need we were seeing at CIS and it and it was probably around it was in January when we implemented that I believe and that's when you started to see some of our referral like that's really uh in February is when we started to see our referrals go down um because it was uh addressing our students who were struggling the most um it wasn't perfect but it it did start to take hold and and that will continue going into next year at CIS I'm I'm interested also to see how uh um hallway reconfiguration with older students modeling behavior.
034Uh how that affects the numbers next year. I'm I'm I'm remembering I looked it up that the fifth graders had a 58% drop in referrals compared to last year at SIS. Maybe that's just that cohort, but it could be that as they as they get a little bit older, they uh they start to mature a little bit. Absolutely. Yeah. And that's generally why we see, you know, physical aggression is something we see with younger kids. It's they don't have uh the the the vocabulary always to to settle conflicts with their words. Um they don't have the um um they're more impulsive when they're younger, right? Uh and so that's as kids mature, we do see some of those behaviors change uh and the behav um as they progress and go into middle school and late
035elementary. Okay, I get my bearings here to see make sure I'm matching my laptop with my um so high school, this is their their chart looks a little bit different. Um, and their biggest referrals, uh, I'll start with location rather by month are, uh, bathroom and class and classroom. And their number one referral is skipping. Skipping is by far in a way that's the on the bottom right. That is, uh, the one that they try to address most often. Uh, and that is, uh, not necessarily skipping off campus. That's what's considered major. If they leave campus, it's skipping. It's they're just not going to class. They're hiding in the bathrooms, which um sounds gross to me. Like I don't know why I'd want to hang out in a bathroom for an hour, but uh that's
036something that their team has addressed. We saw a spike in that. In high school, we do see this with senioritis. Um where and during testing season, we see that's why April uh there was a a bigger jump in referrals there. Um and um let me see what else I want to highlight here. So yeah, that was the April was an anomaly in that regard. We saw a lot more skipping happen. That's where most of the referrals were. Generally, it was a really calm, safe year at at the high school. Not a lot of majors in incidents. Very few fights throughout the year. Uh Hunter, at the high school, they two years ago instituted a I don't remember what it's called. There's some system that they have for a card system for leaving class. A minga.
037Minga. That's it. That's being used this year as well. Correct. And that so that is uh how they uh allow students kind of it's their passes to go if they need to go outside of class. And then if they are outside of class they're checked in through Minga and it automatically updates with uh like to our attendance system to let let teachers know if they were tardy if it was unexcused or if they had a Minga passed then it automatically excuses them being tardy if they had to go to the counseling office or see another teacher. Yeah. And and do the high school staff feel like or the administration feel like that's been a helpful tool for them? It's been super helpful. And as as they've learned it more, they've added on to it. So
038they it's also how they do um their kind of schoolwide reinforcement where they do Minga praises. Uh kids can earn points there and then turn that in at the at the store to buy buy food. Um yeah. And um hanging out in the bathroom. I part of what's interesting is the CTE program or the expansion of it is kind of meant to have kids find something that they're really excited about to go to school with. There's still obviously some population of kids that are not as connected to something that they really care about that will make them want to go to class and instead skip out on some things. Um I'm I'm hopefully we can reach those kids. I guess I would say uh we've also installed a lot of technology for um um I
039guess smoking sessation or vaping sessation to catch kids doing that and increased monitoring of the bathrooms. Is that decreasing some of that bathroom referrals or is that increasing the bathroom? No. So I think it was last year two years ago and last year I think our biggest concern was vaping. Uh we have seen that drop pretty drastically this year. Um, is was there still issue? Yes, there were still times uh in kids who were caught vaping or had substances on them at school, but it was drastically less. I could pull that data pull that data for and and present that to you guys. I think looking longitudinally too over over time of a cohort would make sense for behavioral data too, but I I think our systems of monitoring in the bathrooms. Generally, the skipping
040this year was just kids not going to class. And again, it was a handful of kids. It's not uh it's kind of repeat offenders. Um not necessarily that it was a rampant issue across the whole school. Uh and usually this is not up here, but it's our our our freshmen um the uh that we see skipping more until the end of the school year when kids are uh the seniors uh feel like, hey, I'm all done. Graduation's a month away. I don't need to go to class. That's typically what why we saw a spike in in in April and in the spring. I I just think it is interesting to see uh I don't even want to call them trends, but to see some of the things that we implement having effects positively. Absolutely. Or
041or if they're not working to be able to tell that. And it seems like the vaping one, we haven't heard it. Yeah. We haven't had anything on that. There's probably some truth to that. Yeah. Um I do think I I think it has gotten better. It's just not something that we are seeing. And we have such a great uh engagement team and or our behavior support team in all of our schools where they are monitor I mean they they're they're monitoring sweeping bathrooms sweeping the hallways constantly. So it's really hard for students to to hide it. Um and especially with some of the systems they don't know about in regards to the bathroom monitoring. Uh I also think our our our SAP positions and our mental health uh counselor position has helped um get students
042support who need it that are before it's before it really truly is a substance uh addiction issue. U we've done more preventative ways uh to to get students support when they show early signs of substance use and abuse. And are we still are we going to be able to hold on to those supports from the ESD? Yes. Oh, it's fantastic news. Great. Uh the last data slide I have for you is just I mean I think to celebrate our seniors that graduated a little over a week ago. Such an awesome class. Um we had 264 stu total students graduate on on June 7th. I didn't put the total number of students up there. It's but our graduation rate was super high. Uh only a few students did not make it through the end. We will
043have a few more that will finish uh in summer school. And then to to this is our fi our our preliminary final post-secary plans. You can see the majority of our students um have some type of plan of a post-secary. Uh we have with 11% going straight to work and 6% just undecided. But um that is uh you know over 80% of our students have some where they're going on to some type of post-secary um learning for themselves. And what we've seen from our data in the past is our students who do go into post-secary persevere and they they complete postsec their postsecondary plans at a higher rate than than schools across the state. So that's a huge celebration. We are preparing our students to be successful after high school and um and we're doing
044it at this this year's class is doing at a high rate. They're they're going on to bigger and better things. Yeah. Hunter mentioned some things about students who who didn't make the graduation and so there is accountability there. You have to meet local and state graduation requirements and simply if you do not you don't go through the ceremony. Uh but those students will have opportunities to get their diploma. Some of them will complete and are probably working on it right now and we'll work on it throughout the through the summer until they get to the point where they have met the state or local graduation requirements. And then we'll have some that will need an extra year. They'll need the fifth year in order to get that. And so we still still continue to push,
045still continue to engage in and and in our attempts to get them a high school diploma. But those students of 6 264 who walked across the stage did meet everything. They had all completed all of state and local. Um but we still have responsibilities for those other smaller numbers of students to get those get them through as well. What does a fifth year look like? Do they are they in the high school or is it an outside line situation? Either. It could be either. Um depending on how um how far how much they need to complete before um the open doors is also sorry GED program is is an option too. I'd say most probably do online um because they do that in summer school and summer school is a way that they can finish
046credits. They have a few more rather than coming back for for a full semester to earn credits. If they're if they're only a few classes away, they would we'd see students finish online. If they're kind of in the middle, I we would see students come back for a fifth year in person. Um but just it really is dependent on the student and their their transcript and what their credit situation looks like. We may have a student that's uh during their freshman year for whatever reason was going on in their life. They may have may have accumulated one to two credits. Well, it's going to be very difficult for them to get themselves back on track totally and they may need a full year and they may have another year with us. Some of those students
047come to us, move into the district and come to us very credit deficient and they just spend an additional year or additional trimester to get what they need to get done. Hunter, I I'm going to give you my uh quick summary. Good at reading, okay? At math. I'd say that's accurate. Uh yes, I'd say that's accurate. Good growth overall. Still too many before below grade level. Correct. Yep. Um and referrals down generally behavior uh improved this year because of some of the systems been put in place. Yeah. Uh okay, good. That helps. Those are the big bullet points. How do we how do we get the the still too many below grade level? Right? There's this this issue where they either they enter below grade level or below, you know, um readiness for kindergarten and
048then there's this persistence of it or for students traveling through the system where they're they're in fifth grade but they're doing, you know, they're at fourth grade level or they're in seventh grade and they're at fifth grade level. Um that's just got to be really a huge challenge for us. Right. Yeah. that that's it's our biggest uh concern. It's it's our and is it is a big challenge. It's also a challenge that we see uh across across other districts too. I think our our data for districts with our demographics looks relatively similar. We're a little bit high we're higher in some areas. We're lower in other areas. Uh literacy our focus has been literacy throughout the time I've been in CAB. Uh and that's and been intentional because in order to do higher level math
049you also have to be literate. Um, so I it is uh a celebration that our our reading and our literacy scores are we're making more growth there and we're showing higher achievement there. I would be more concerned if our because that's been a more of our more of our focus if it was the inverse, right? If our reading scores were were more depressed than our math scores. Um, but yeah, it is a that that's going back to the CSL. The PLC process is the triedand-true method of what do we do when students have learned it? What do we do if they not learned it? and being really uh following that with fidelity with all of our teachers and really being clear on what standards are we teaching to make sure they are because we only
050have so many days with students and some students don't attend a lot uh and so we need to every minute every second counts in the classroom and we need to make sure that we're using that on the most essential learning for our kids. So you hit some of the big points that I wanted to I wanted to just highlight which is that this is a trend that is national trend regional obviously but national as well and we only have so many days with students and I would just put a plug in for increased funding from the state and federal level for summer school extended school years not necessarily balanced school years although I think there's some merit to that but extended school years from what I understand of the research nationally it's intensive work especially
051uh giving it extra extra time uh for students uh over that summer uh period that really makes catchup happen. Like if you look at Louisiana for instance, they've had some huge results by investing a lot in um giving those students a lot more time and that is something you know last we funding for summer school uh has dropped uh the past few years with uh state budgets. Um so last it's been last last year we ran a really small summer school. this year. Uh same same thing. Uh there's just not funding for it. We for whatever reason, the one thing we do see more I see more in CEA than I have in other we do from other districts is our summer slide, something I referred to at the very beginning of the year. Um
052where students ended their school year and then where they start in the fall, our slide seems to be kids fall back further. They're having to re, you know, kind of relearn and get back up to just where they ended. That's part of the the problem like so how do we keep kids uh uh maintaining their learning over the summer so that way when they come back we're not having to go back a few months on previous learning and and spending time within their current grade level year on uh standards and teaching that is is not at the grade level. Well that was I don't miss anything about COVID but I I missed that we had summer school programs that were robust during that esser period. That was really good. Uh I I uh thank you
053for your report. Any any other questions for Hunter? Just a thought that we really need to put that out to parents that our summer slide is as worse or worse in any other area and they have some responsibility on that. Yeah. I think you know just it doesn't have to be anything uh huge. I would if you're going to do anything read with your kids at night have kids as they get older they have time for them to read themselves. um and and doing it based off of the activities you do in the summer. It doesn't need to be where they're sitting and working in a workbook for hours on end, right? But just engaging in uh the skills that they're ending uh their school school year with throughout the summer so that way they
054can start off where they left. Thank you, Hunter. I I I just feel um one one last thing. uh a great job communicating the successes that we've had this year and by far the most amount of reports on student data I because I would went back I'm thought about the whole school year and I went back and looked at the minutes for the school year and we've had way more information on data this year and it um it seems valid to me. it seems like we're getting good uh reports and good data, especially as we see that those yellow and red bars get smaller and smaller over the school year. Um so uh great job communicating that success and um u yeah, thank you. Thank you. And just so I'm clear to make sure that
055Hunter and I plan for next year, one of the requests from you is to to look at a cohort as they move through our system. Is that something you have an interest in, Zack? That would be great. Yeah. All right. All right. Thank you. That'll be Hunter's PhD work. Yeah. There we go. Got through the year, so we'll work on that next year. Good. Good. All right. We'll move on now to the uh budget update. Uh and this is from Chris this morning. All right. Um, I'd like to start out uh with the last slide and I'm just going to speak to it at this time about budget timeline just to kind of give the board an awareness or reminder about where we're at with our budget process for 2526. As a reminder, back in
056December um of 24, that's really when we dive in on a typical year. and I put together the initial enrollment projections, staffing projections, uh several conversations first one-on-one with Kevin to walk through the information, get his input, get his um any modifications that he wants to make, and then running it through our cabinet. And then that all happens in December. Um January, we dive in the the legislative session starts. Um we present I present the preliminary enrollment and staffing uh information to our principles. uh we get uh our timeline down to start our what we call our collaboration sessions with buildings to really start dialing in where our staffing um needs to land by the end of the the budget season or actually we like to have those plans done by April end of April.
057So, in January, we uh started with our round one staffing collaboration meetings with our principles um and others that are involved in those meetings. We have obviously Kevin, our cabinet. We have our uh uh federal and state program directors there. We have all the players at the table that have a stake or responsibilities around budget. And it's important that everyone's there because we fund staff with different sources of revenue. and we need to have all the players in the conversation. Principles being essential obviously because they are responsible to set their staffing plan for the next year. So January we dove into that. Um we in February we continue the collaboration sessions. We bring the information to the board. Uh for as long as I can remember February is the month that we bring the enrollment
058staffing projections to the school board. Um the at the per the teachers collectively bargained agreement, we're required to bring and present staffing enrollment staffing projections to our certificated staff at the next regularly scheduled staff meeting after the board receives the information. So that's typically in March. So we roll into March, we continue our collaboration sessions. This year we had minimum of three collaboration sessions with each principal. We ended up with four sessions with a few different buildings to iron out the last few uh kinks. And so uh that rolled through basically in Mar we even met in April with a couple buildings. So after that May May is kind of the month we dive into the MSOC budgets and we continue to build the what we call the salary negotiation plan and the budget on
059our side. Um and we work through our program directors and we get all that information lined out. So, by the end of June um or end of May this year, our goal was to have our first draft budget out of the system. Unfortunately, this year, the state didn't release any of the revenue and and uh tools to actually run the budget until uh middle of May. Um so, that was kind of disheartening to us because we wanted to have the first budget. Actually, it was end of June that we got the F195 um document. But so we're in the process now of our reconciliation of the budget. We've got some uh definitely some work to do to get to where we want to be, but we're we feel good about it. Giving you all a
060budget update today on a few things that we can speak about. And then um July 24th is the date that we present the preliminary budget to the school board and we recommend adoption. school board obviously has a decision to make whether they adopt that evening or whether they have us come back with anything that they'd like us to work on and we adopt the budget in August. We have to adopt it in August um because the deadline is August 31st to submit to OSPI. I think my 25 years one time we've pushed it to August once or twice. So what time are you teaching your lessons? Most of the time we we adopt the board adopts in July which is nice and I like the process because there's communication throughout. I'm going to be back
061around 2:30 to pick up AET and I'll put those Jeep doors back on. Eric, you're not on mute. Okay. So, um yeah, I didn't feel like going to the board meeting. So, I appreciate the collaboration throughout the budget. I don't really feel like talking to those people. Oh, okay. Yeah. So, I I just appreciate the opportunity to bring um information to the board throughout the process so that the board stays in the loop, has an opportunity to collaborate with us on the information. So, we feel like we're in a really good place right now. We again, we still have work to do. We'll be working hard here in the next uh couple weeks to get the budget nailed down. And then our requirement is to have the draft budget to the ESD for review by
062July 10th. And actually right around that same time, we're required to have the draft budget available to the public. Um, so we we always meet those deadlines. We'll get there. Oops. Okay. Minimals. Oh, oh, oh, oh. Hunter here. My tech skills. They're lacking this morning. Okay, you got Yeah, actually the first slide. That's good. Right there. We're going to start now. We'll dive into the presentation. So, I just wanted to give everyone a heads up about where we're at and where we've where we started from, what's happened since. Okay. So, I just want a couple slides on where we're at right now in the 2425 school year. This is the May financial status report that just uh we just finalized with our county treasur report coming in around the 10th. So, um this information will
063also come to the board in the at the business meeting at the end of the month, but I just wanted to give you a heads up on where we're at right now. So, you'll see on this uh summary page, which you see every month the at the end of May, we're 75% through the school year. We've received 71.3% of our revenues and 72 we've expended 72.3% of our budgeted appropriations. Our ending fund balance at this point in time is just over $10 million. Um just as a reminder to the board a year ago in May May 2024, our fund balance was a little over $11 million. So, we're down about a million dollars, which as a reminder, when we uh adopted when you adopted the budget last year, we predicted a $1.3 million uh hit
064to our fund balance with our budget. So, we've we're about a million down right now. We're projecting at the end of the year to be uh 10.5 million. Um and you'll see that Dang, why am I doing What's going on? Oh, I thought you had to click on the right. Okay, I need uh Okay, so I got to click on Okay, perfect. So, as a reminder, okay, so talking about projected ending fund balance, you'll see here um at the top, April 30th, our fund balance, always a high fund higher fund balance in April because of our tax collections, our LEA uh collections that month, we were at 11.5 million. Um projected revenues from May through August are here. Um projected expenditures are here May through August. So, we're looking at about 10.5 million as an
065ending fund balance. Um, which is 15.54%. Uh, as a reminder, we uh landed at the end of last school year at 18.7% on our fund balance. So, we are looking at a drop uh as we planned. Um, we we ended last year at 11.6 million. We projected a 1 uh $3 million hit to our fund balance in the budget for this year. So that would land about 10.3. So we're going to be in that range of where we anticipated our ending fund balance to be. So we're I mean obviously we don't like to see a a big hit to our fund balance, but we're where we projected based on our budget last year or this year that we that you all adopted. Any questions on that on where we're at right now? All right, I
066think I got it. Okay. Legislative. So today, what I'd like to provide the board is just an overview of the 25 session legislative impacts that are going to be a factor in our 2526 budget. So that's really what I wanted to focus on at the end of the the last few slides are just where we're looking to uh recommend a budget for our other funds, not the general fund. We're not ready to present the general fund yet. So these are kind of the key areas. K12 compensation, material supplies and operating costs, special education, transitional kindergarten and levy and levy equalization. So those are kind of the key key buckets uh where legislative impacts come into play. So K12 compensation, I think everybody knows the uh IPD came in at 2.5% and what that means is
067the state funds us um an average salary for all of the different classifications. our certificated staff, teachers and such, our administrative staff and our classified staff. So in 2425 this it was 78,209 that they funded per uh funded FTE for teaching, 116 for administrative and 56 for classified. So they're looking at a 2.5% increase to those numbers at 80,118 and 57. Just a reminder to you all, they when they went away from the staff mix factor, and I won't get into it, they went to an average salary for all districts. Some districts win and some districts lose. Districts that have a senior staff lose because we're only funded $80,000, say, for our teachers, but our average teacher salary is 95,000. We're not alone. A lot of districts are in this situation. some districts that have
068a very uh early or uh young not young but novice staff that are lower on the salary schedule then they may win on that and again these are this is the funding just for basic education not for all of our categorical programs. So then administrative and classified, there's different more than one salary schedule, so I didn't put all the averages down, but we we have a gap in funding in all of our classifications, administrative, certified, and classified. So it makes it more difficult to u you know balance your budget when you're not getting enough funding for your staff. M socks. So MSOCs were a little disappointed when the legislature ended this year with MSOcks. Um only seeing just a slight increase in uh funding. This is one of the was the legislative priorities out there
069to with all of our associations to get more money. Our insurance costs, our utilities, and everything that goes along with that are increasing at a much higher rate than our funding that's coming in. So it just makes it difficult. So here you can see we um they increased the allocation um from 15330 to or just 1533 to614 on per FTE per student FTEE. So that's $81 increase per FTE in MSOCS. We got a slight increase in our 9 through 12 as well in addition to that of $469 which doesn't amount to much but total increase to the district for MSOX is 285,000 there at the top of the slide. So that rolls into our funding that helps us um balance our budget. Okay, special education. So this has been a priority for quite some time.
070Um many districts, most districts do not balance uh with their state special ed program because we don't have a choice on whether to serve students and per IEP. So districts end up having to spend money to do this and we don't have a choice. So the the funding's always been um insufficient for our special education program and it's not we're not alone in CILA. It's across the state. they did make an effort to uh to increase funding. So what they did is they eliminated the uh multiple tiers. Um I won't get into all the details on that and went to a single factor which did generate additional funding for CILA. Um they also decided to take a a small percentage of the total funding in the state and use it for um research on inclusionary
071practices and different things that they're utilizing for that that for on the state level. They eliminated the funding cap. So the funding cap um of 16% that used to be uh the maximum uh funding cap. Now they don't have a funding cap for CIA. It doesn't matter. We're only at 12 uh% so we don't even come close to the funding cap. So it that doesn't help us with additional funding and allows services for a student who turns 22 until the end of the school year. So that's that's a new requirement as well. Basic ed allocation. So this is one um remember uh special needs students are basic students first and then we serve additional needs. So we always the state has always had in their formula that a certain percentage of basic ed funds get
072funneled into special ed because we need to provide the additional services for those kids. So for CILA the way that it calculated in the past was 17 to 19% most recently 19% that was used in the calculation to drive excess cost funds for special ed. Now they've capped it at 25% or they've made it 25% across all districts. So nobody you don't have an individualized percentage. So that's an additional 6% that comes out of basic ed that goes into special ed for CILA. So some districts are in the opposite position, but we we actually are needing to put in more money. So you'll see that on the far right with the calculations. So 2425 funding, our state special ed funding was 5.4 million and then the excess cost allocation was 775,000. So 6.2 million for
0732526. And I'm and I'm I'm looking at budget 2425 to budget 2526. Um the actual funding for sped this current school year is a little higher because we're serving more students than what we budgeted. So um that's but I wanted to be apples to apples. So 2526 we're looking at 5.7 million for state special ed money and the excess cost allocation of just under a million dollar. So there's about $200,000 more that the basic ed side's putting into the special ed budget for the following school year using the same enrollment projection. But so the increase total increase when you're looking budget to budget is about $520,000 for sped. So that that's a good thing. Um we we can utilize those funds definitely to help support those our students with special needs. And that's just revenue.
074No expense is described in that. Yeah. No, no expenses. We every, you know, we'll we'll present that when we have our um budget presentation. So that's the the impact on the legislative for special ed funding TK. So TK what um the decision was is to cap where every district was. So if you had four TK classrooms with so many students, they capped you at that for the 25 26. We have one TK classroom in CILA and so we will continue with one TK classroom. Our interest is to to get 18 kids in this in the class, but if we get 16 17 kids, we'll be good with with funding, but um we can't have more than that more than TK one more than one TK classroom for next school year, which is what we have
075this year. So those are certificated positions. Is that correct? It can it's both. It's the funding part. So for us it funds a teacher and a parah if we cap if we get 18 in the class and a very small portion of of admin. Um like hardly anything but um so it works for us. It's not part of the basic you'll see here they they're not calling it's not part of basic education. The funding is separate from our normal basic education funding. It's all state funding now. It was federal and state. It's all state funding, but it's it's separate from the the normal way that we get our funding for K through 12. Okay. Levy and LEA. Um bottom line, they've got you'll see there the description of the the changes uh and impacts from
076the legislative session. for us just based on what we passed by voters and the legislation change we are increasing the levy uh revenue by $450,000 to next year. So that's an increase. Um LEA is actually we're looking at a decrease of $100,000. So that's what our projected numbers are. All right. So any questions on the legislative impacts? Okay. So the last things I just wanted to highlight are the other funds and these are the draft budgets for our other funds. Remember our operating fund being the general fund. We're waiting on that to present next uh in July. But the other funds, we thought that we could just give you a heads up on where we're at with those. So, starting with debt service fund, you can see here at the we're projecting at the end
077of this uh school year, August 31, we'll have 55.9 million outstanding debt with our bonds. You can see the payoff numbers. I'm kind of behind on my slides, aren't I? Um, okay. So, um, you'll see here that the payoff on the 2018 bonds is 2042 and the payoff on the 22 bonds is 2036. So 2036 is the first uh bonds that pay off and then the second the 2018 bonds pay off in 2042. We have an outstanding balance at the end of this school year at 55.9 million. And um if you look at our budget for this coming school year, we're projecting a $ 1.5 million ending fund balance at the end of this current school year. We have projected taxes uh coming in 4.1 million. You can see there. So total revenues budgeted at
0784.1 million uh for 2526 and projected expenditures 4.2 million and that's principal and interest payments on our debt. So projected ending fund balance of 1 uh just under 1.4 million and that's typically what we we roll with every year is about 1.2 to 1.4 million in this fund. Um we can't try to build the fund up. That's we try to just collect taxes and pay the principal and interest. That's what the goal is of this this fund. All right. Transportation vehicle. I know that's hard to see. Um we're projecting an ending fund balance at this current school year of $295,000. Um we're looking at interest in or investment income and uh depreciation depreciation around 250,000. Remember our buses are on a depreciation schedule. So, this fund um the revenue that comes in is investment earnings
079and depreciation on our current buses. That's why we we want one of the reasons we want to keep up on our fleet of buses. The other reason we want reliable buses, but we want to keep so many buses on the depreciation schedule so that we have a constant and continual funding source to buy new buses moving forward. So, um, we're looking at, uh, building capacity there, 450,000 for one big bus, one small bus, um, and with an end projected ending fund balance of 110,000. The other thing that's out there that the the that landed in the legislative session this year that's not totally approved at this point is buying uh motorpool like types of vehicles with the depreciation and getting uh depreciation back on those vehicles. So like say if we needed to buy some
080vehicles to we have a pretty high number of Mckin Vento students that we're transporting now that are kind of oneoffs that we have different people running. We could have some some vehicles to do that along with the other needs for motorpool but at this point we're not it's not going to be I think finalized until 2027 something like that. So, um, so that's a TVF fund. CAP projects. Um, you can see here, as you all know, the two big projects that are upcoming are turf field on the high at the high school and the CTE edition and partially being the CTE edition partially being funded by the Wilbur Rep donation. Um, so those are the the ones you're going to really will be focusing on in the capital projects fund. We're projecting an ending fund
081balance just under 7.5 million at the end of this school year. Uh we're looking at and nonbond funds in that is 5.8 million and leftover state match is 1.6 million. So it's 7.5 million for an ending fund balance. looking at uh investment income and uh actually the transfer from the general fund. I need to update that. That's we've now during our reconciliation process have wiped that out. Um we're not going to recommend a transfer just to help us with to balance a budget. So I I should have updated this updated this slide. Um so the capacity for non-bond projects is 1.3 million and capacity for bond projects is 3 million. And I'll get to that list here shortly. So looking at an ending fund balance of just under 3.9 million um which will be 4.3
082million without the transfer. Okay. Um the next slide is the list of projects. Um so basically our CTE edition uh will be funded with Wolver rep funds and also uh some other leftover state match. Uh this year it the focus for 2526 is the turf field. The majority of the work on the turf field is uh 2526 the CTE edition the construction and a and a bulk of that project will be done the following school year 2627 but there will still be some stuff going on in between. So the cash flow produces this much. We probably won't spend 900,000 and 2526 on the CTE edition, but building capacity capacity to to get the work done that needs to be done before they really dive into the construction. Um, like I said, under the bond projects,
083leftover state match money will be used to put the turf in. Um, and then the other projects I have listed there, the 500,000 is just capacity. 300,000 above is just capacity. is building in additional capacity in case we ended up getting ahead of schedule and spending more on those projects. Chris, the first four or five, I guess three or four things on that list. The game classrooms, bathrooms, parking lot striping, those are all pretty common things that stuff like that we do every single year. And that's a process of probably Frank and his staff reporting you and says, "Here's what needs to be done in order to keep us." And then that also ends up showing up in some of the building audits and all that kind of stuff down the road. Exactly. And we
084and Frank has done a really nice job with that. We did we went through a cycle rotation at the high school. We upgraded the bathrooms. We did paint and uh carpet and classrooms. We, you know, really did our uh due diligence there to keep that building in good shape. And that is our priority to keep our facilities in the best shape we can so that they last longer. Now we're going through a process with CIS again. It kind of goes in a rotation. CIS is the next one. So we've been um painting already started painting. So we'll be those will be on a rotation for classrooms and then bathroom upgrades as well. So the next probably three years we'll have those uh budgeted each year to get through all of them for CIS to keep
085that building up as well. So good question. Thank you. Any other questions on the other funds? Okay, we talked about timeline. Any questions about the timeline? It looks like we'll get the at the next at the at the board meeting at the end of the month. Is that when we get the budget or is it in August? I'm we the July business meeting. July 24th is when we'll come back and present the preliminary budget to the board. Uh the we decided to do the budget update this meeting instead of the end of June because we have a lot of other reports at the end of the end of June. Great. Thank you. The end of June we'll have the general fund update in it. Right. Um part of the July meeting if there's a short
086uh possibly a short update. We'll talk I'll talk to Kevin and see what he wants me to do on that. Otherwise it'll come back in July. All right. Other questions? Got that down. I think I think Thank you very much, Chris. Appreciate back two slides. Uh oh. No, I just want to see if you could. It's not very nice. Everyone knows how good I am on computer. I was so glad Hunter started. He had to deal with Fantastic. Thank you, Chris. Thank you, Chris. Um, all right. So, yes, we've been very data centric today. Uh, I appreciate that. There's nothing from the superintendent this morning. Uh, no executive session is necessary. Uh, I I just um Well, maybe maybe I'll No, I'll I'll say it now. So, I'm I'm uh I was, as I mentioned,
087looking back over the school year and reflecting on uh what we've what we've accomplished as a district this year and especially what the board has been presented with. Uh and I just I've just got a couple of quick bullet points to kind of think about trends, but also uh to congratulate the district on a lot of the accomplishments. So, um one one of the things that jumped out at me is the Viking Promise 2.0, the work that we've done there. These are kind of the big picture things. long range facilities resulting in CTE building that we just heard about uh and uh upgrades to the uh to the athletic field, long awaited upgrades to the athletic field. The budget continues to be steady. Um enrollment was just about right on a little bit under projections,
088but right where we want it to be. CTE expansion in the middle school, CTE in the high school, number one in the state for CTE and dual credit, which is absolutely incredible. a C CWU wild Viking to wildcat pipeline that is unique to CELA. I'm sure they're trying to expand that to other places, but we're way out in front of things on that. 94% graduation rate as we mentioned. uh great statistics on on reading from the testing point of view. Um and on behavior uh uh overall um uh um implementation of the since time and memorial curriculum uh uh this year, which if this has taken us all the way back to the beginning of last year, um um uh uh successful uh defense of um uh library books being available to students. Um boy,
089just a a lot of excellent work done by the district this year and I'm proud to be on the school board uh to be um representing the citizens uh and to be working with the uh with everybody here in the school district. So, thank you for a great school year um and I'm looking forward to continuing the work uh this summer and next year as well. Any other comments for the good of the order? I like your little add-on at the end of the presentation uh where we go through the data that's very overwhelming and then the last slide that talks about where the students are headed and how we have kind of prepared them for success. So that was a that was a good add-on to that. Thank you. Appreciate that. Great. Thank you
090very much. Uh we will adjourn the meeting.