001There. We'll go ahead and call the meeting to order. Today is Tuesday, September 23rd at 7 p.m. We'll start by saying the pledge of allegiance. >> Ready? Begin. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Okay. Um, Dr. Bench, any changes to the agenda? >> Yes, we have one additional travel request and so we currently have uh six travel requests. So this will be the 7th. This is for our FFA club to go to the national convention. It's for our FFA officers and advisor with there'll be two chaperoons. So FFA National Convention in Indianapolis October 28 to November 1st of the item seven on travel requests. All right. Thank you. Thank
002everybody got a copy of that. Okay, great. We'll go on to communications. >> All right, we have a response to public comment. At the school board meeting on September 9th, a community member commented regarding prayer at schoolboard meetings. Uh the superintendent called the community member and shared information about case law and how the district must follow the ruling of case law. The supernate shared how the district's legal counsel was consulted regarding this issue and how legal council said the school district must follow the ruling of case law. Schools are prohibited from having an invocation. The court ruled specifically regarding the public comment section of a schoolboard meeting. The court ruled that the public comment section of a schoolboard meeting cannot be you cannot be used for quote the creation of a de facto opening invocation
003during the public comment period. Close quote. And that concludes the public comment. >> Thank you, Dr. Finch. Next, we have the high school ASB report. We have our two representatives here. >> Katie Champy and Georgia Bonds are here this evening are representatives of the school board and they're going to share the high school ASB report. Hi guys. Um, I'm Katie and this is Georgia and we're heroes. >> I'm Katie and this is Georgia. If >> you're wondering why we're dressed little today, we just got these sick new jerseys and >> they rep everyone in ASV got one. >> Yeah. So, we thought we'd wear them tonight and show them off. >> Yeah. Um, so I want to do I wanted to start doing the schoolboard reports a little different. I thought it would be more
004fun to share pictures that way you guys can actually see because I feel like when we're just reading from a document, it's a little can be kind of bland sometimes and be more fun because we take a lot of good pictures. So this is our senior sunrise. Um, this happens at the first day of every school year. where all the seniors go and it's kind of like like a last little like celebrating our last birthday first day. Um we had donuts and we had I think um one of our classmates brought he brought a grill and he grilled pancakes and bacon from the back of his truck and it was kind of fun. So just kind of a fun little school activity that everyone looks forward to. That was the first day. And then uh
005West Valley hosted the football jamboree. Unfortunately, we didn't get to have our first football game. And um so at least we got our jamboree since it was reschedled. And this year got to show up for them and show what they've been working on over the summer. And it was fun to see our uh Rams on all dressed up. School pride. Sorry. Also along with our other first day of festivities like senior sunrise, we decided to do a new approach to the first day for every grade except for freshman while they were being oriented into high school. We decided we were going to do first day assemblies for each class level. So we did one I think we started off in morning with the sophomores and just worked our way up from there. Um, and they
006got to play some games with their classmates and cheer taught Chance for the Ram Zone that the football gym that Friday. Um, yeah, it was really fun and students responded very well and I think it prepped it was kind of to prep everyone for our first pep assembly that we had this past Friday. >> Um, the L the Rams are looking forward to our first all school assembly on September 19th. That already happened obviously, but we revealed the homecoming court. >> Yes. >> Yeah. >> Um we're looking forward to homecoming week next week. Um and we are planning to do the service project this year to help Grand Landing. >> Sophomores take the ASBAB on September 30th and then sophomore and juniors can sign up to take the PAP on October 8th during the late
007start. >> Yes. And I'm sure all of you know that we have a volleyball game going on and softball game just got cancelled on today's piece of smoke. But all of our sports are in full swing and we're so excited to see how the Rams do this season. >> What is ASFAB? ASVAB >> that the sophomores are taking. Yeah, we all took it sophomore year and I think it's a more not military, but it's more like technical um test like more mechanical. They test on car parts, electronics, and that kind. It's not >> I'm pretty sure it's like a career finding. >> Yeah, career finding. Okay. >> Yeah. >> Yes. >> Thank you. >> Yeah. >> That's all we have. Thank you. >> Thank you. Thank you. I enjoyed the pictures much. >> And then
008finally on communications, we received a letter from the state board of education that West Valley is fully certified for the 2526 school year. And so I wanted to include that in the board packet as part of our public record. And now we are ready for our program presentation. Uh Wendy Clark is going to do her annual presentation about the highly capable services in West Valley. And let's go ahead and have the board join the audience so we can follow along on the presentation. Give me nearly enough time to switch that. [Music] Since I haven't used this, it's going to take a minute. And I realized one of the graphics did not come through on that PDF. So, I will be sending it to Stephanie to update it for yourselves. Oh, look. Caps lock is not
009on. There we go. Last step. No. And I also promised not to talk as long as last year. Apparently that was like 53 minutes or something someone told me the next day. I was like, "Oh my." But you had good questions. Not all of it was >> was my originally planned information. All right. Is that bright enough for you to see? Do we need to dim some of those lights? >> Um, as Dr. Pitch mentioned, my name is Wendy Clark. I'm the highly capable program coordinator for all grade levels. I also teach at the mid-level campus. Um, I'm teaching five sections this year for the sixth grade highcap elective called HCAP PBL, project-based learning. Um, in my free time spare time, I'm the way past president and professional learning chair. We're getting ready to put
010our conference on here in a few weeks. And in the summers and occasionally over the weekends, I will be an adjunct faculty for Whitworth. Gerilyn Ashba is the state and federal programs director. She's my immediate supervisor over me. So either one of us you can get a hold of for anything HAP related. Tonight's objectives, we've only got two tonight. Going to try and keep it a little brief. The basic basic overview. Last year I went a little more into depth because of the new members on what some of the new laws were, how high was being approached with those new mandates in West Valley, the changes that we had made. Um, this time I'm just going to briefly overview that there have not been more legislative changes since last year and then talk about our
011supports services and some celebrations coming up for our student s staff and families. This graphic is straight from Jodie Hes. She is um in charge of Hikap for Washington State at OSPI. The bolded words come directly from the wax, but they're rewriting them because of that new legislation to be more clear, adding clarity to the term that they've used for years and years now that students who qualify for highly capable or are advanced learners are defined as students who require accelerated learning and enhanced instruction. So, they're adding some clarity to what does that mean? What is accelerated learning? That means to allow academically talented students to access new content at a faster pace as well as reach higher standards or higher grade levels of standards than their typical education program peers. That's the accelerated learning
012side of that. Enhanced instruction means formally guided instruction with increased complexity, abstraction, depth of curriculum, andor instruction that goes beyond the general education curriculum. So, while it is well and proper and good to provide um supplementals, computer programs that will take them above and beyond, we're also looking at that instruction piece, the formally guided instruction from their teacher, um not just access online. So, knowing that we need kind of a combination of all of those things, this is really hard for a screen to see. This is just the basic overview of our identification cycle. Um, updated to reflect needing to have dedicated answers from families by the end of February to help inform staffing for the following year. So, we start this October 1st, October, November. Our referrals are open. I'm getting information out to
013families. We're hosting webinars. Um there will be lots of information parent square things going out those two months. Starting in December I'll do the second grade screening testing. Um that is not the full test. That is a small portion of the Kogat test called the screener. And then while they are doing that I'm also collecting universal screening data for fifth grade. They don't take a separate test because they've got quite a lot of tests already. We have a lot of data on our fifth graders between I Ready and Smarter Balance. We data mine all of that to look for students that could potentially benefit from this program once they enter middle school. So that universal screening is happening in December in January after the committee gets together and we um identify students to go on
014for further testing. The all grades are tested in the month of January. The second graders that qualify for further testing complete their Kogat and then all other grade levels take the full KOAT. That takes about two to three hours per like full KOAT per grade level. And then by the end of February or excuse me the end of January those that data is in the committee reconvenes and placement determinations are made. Throughout the month of February, families have information nights. They've got opportunities to ask questions, find out, you know, all the information that they can. We want all families to be the most informed as possible to allow for permissions to enter in the program. And then students will enter in the first day of school the following school year. So, when I said that
015first one was a brief overview, that's what I meant. as the brief overview because this is what's more important >> when sorry can I ask a question before you jump I just um I didn't want to forget but the you mentioned all grades take the Kogat >> all grades for the students that were identified for further testing so at grades two and five we universally screen >> we we look at every student in math ELA and then for all services at second and fifth grade and then those that qualify for further testing will go on for the full COAP. At all other grade levels, it's by referral, student referral, parent referral, family referral. Um, okay. >> Sometimes there are students that like maybe the previous year they didn't qualify, but they're sort of on kind
016of a watch. >> Um, and I will be getting those names to the teachers to say, "Hey, this is a kid that we, you know, was just like there's just not enough evidence there, but man, there's some potential." So, we'll put them on a watch and then I'll ask the teacher this time of the year like be watching knowing that and if you feel like this is someone to refer or if the family even mentions it at all, please have them refer >> because at all other grade levels it does come down to they to cross my desk, I need that referral or something to put them on my radar to start collecting data. >> Okay. >> Yeah, good question though. I um I typically will uh test from kindergarten every year up through 8ighth
017grade. Last year I did uh ninth grader as well. >> Okay. >> All right. the the meat and the potatoes like the actual the reason reason like identifying is great but if we don't have those services and supports in place to know what we're identifying for and how to serve them the identification won't make as much of a difference. So, ways that we serve our students, staff, and families, we'll talk about real quick. Um, just a little bit of data. Right now, that number might be a little bit different because there's always some fluctuation with students coming in and out of the district. There are about 60 664 students K12 currently in the highly capable program in some capacity, whether that means they're served in math, in language arts, or in all subject areas. And
018that is that's K12. About 1808 85 um are K5 and the rest are 612. As far as staff serving highly capable, there are 54 elementary teachers that have currently identified students in their classrooms right now, full days. And then the majority of secondary teachers have highcap students in their classrooms because of how like diversified their pathways are once they get to sixth grade. They can be in some all highcap classes. They can be in genet classes with differentiation. They in the electives that they choose at the high school level. They are not specifically high cap classes, but there are a lot of advanced options at the high school. Um, so pretty much almost every secondary teacher ends up with some highcap kids in their classrooms. And then for families, we are serving over 500 families
019in our district currently with students served in program. You might notice that that number is considerably smaller than the students we're serving because there are a lot of siblings. There's a lot of families that have um two, three, four, and we might still have one or two families with five that are in program. Um it's not a given that a family that with one or two high taps will have the rest of them. Um but there is absolute science behind it being somewhat hereditary. So it's not surprising either. As for the continuum of services at the elementary level, most of these are not new. A lot of this is the same graphic you saw before except for this one, the Beast Academy at grades K5. Um, I was able to secure an Ellison Foundation grant
020for um, Beast Academy subscriptions, which is an online math enrichment written specifically for advanced learners, for highcap gifted learners for all students K5, regardless of what school they're at. That um, P, not the PO, excuse me, the invoice and everything just went through today and I just got those loginins. So I'll start getting that information to the teachers and putting it on the students high Google classrooms that when I come around to meet with them I'll be able to show them how to log in and access that. So that of the list of services there at the elementary that's the one that's new for this year at the middle levels. Um all of these have been in place for quite some time. Um, in fact, the Alex math that's folded at grades 6 through 8,
021that has been in place for several years. I've just never thought to add it to this continuum until I added Beast Academy and I thought, "Oh, well, yeah, we actually have another service at middle school for students that test out of I Ready Math." Um, and we have had some sixth graders do it. It's more common that my high caps seventh graders and eighth graders will test out during their diagnostic for I Ready Math when they've tested out of that. Um it's it's no longer a good use of their time. It's it's actually kind of disrespectful of their time and ability to require them to do 45 minutes, one lesson a week in something that they have already well mastered. So we put them into the Alex program which is um subscriptions that the high
022school has extras of. And I message Ben up here at the high school and go, "Okay, I have like four more that need Alex." And he's like, "Yep, go ahead and take the subscriptions and I'll go in and I'll manage that." And it's not just for highcap students. It's for any math student that has topped out of I Ready. I put them into Alex and then monitor them through their middle level years. >> Do you know how many subscriptions we have for Alex Math? >> I do not. Um, overall it starts in the hundreds. >> Yeah. and Alex is um there's a lot of different courses on there besides just very very math specific ones. So I know it's used in a lot of capacities and I and I've used it I used it in
023my former district. I really like it. Um the kids that transition into Alex very much appreciate it because it goes at their pace once they've started a new concept and they've looked at the examples in the video. As soon as they've got it they can go, "Oh, this makes sense to me." and then they can go and take the mastery quiz and quiz out. >> So they don't have to wait through extra instruction. They can be like, "Yeah, I know this." And then as I mentioned a little bit that the high school there's, and I love this about this small district of ours, we are small yet mighty. We have got so many powerful pathways for these students. Um it it makes it tricky on my end to code them in the system because there's
024four different codes for for high cap for gifted. Um and we it's not uncommon for a high school student to have some of all four of those codes. So then I'm like kind of left wondering, all right, which one's the majority? How do I put it in? It doesn't really make a difference on anybody else's end because they see it the same way in Skyward. Um, it's handled the same way in our home room data collection. Um, but I just want to brag about our district that we serve kids in so many different ways. Um, as for the multi-tered systems of support, and that's something that I'm sure you hear at other schoolboard meetings as well, how we're meeting kids needs because we know that there are more than just like one level of students.
025So tier one and you usually see this as a triangle but I have flipped it to be a rhombus because that tier one that's usually the base of the triangle that you've seen that's that grade level content plus or minus a year that all students are experiencing differentiated lessons in one way or another. Maybe scaffolds to help support their learning when they're struggling with something. Maybe taking it up a notch and adding some more depth complexity when they've already shown some mastery. But that's kind of just within the general curriculum. Where tier two is supplemental supports, whether that's more scaffolding or more challenge. And then same for tier three, whether that's intensive support or intensive challenge. Taking the right side of that triangle and flipping it up. I really like this one, and I apologize.
026This is the graphic that did not come through on the PDF that came to you. So, this is the one that I'm going to make sure that Stephanie gets a corrected one for. I love this one because of the 3Dness of this base down here, the community support, school district support, family support, and supporting that base that will make all of those other tiers stronger. So tier one ways that we're serving students in the classroom up to tier two with some like the peer-based SEAL some project based learning that's going on um inquiry projects that maybe like last year I had a third I believe it was a third grader um that teacher reached out and said they've already shown mastery on this math unit we're going to do here pretty soon um they're really
027into this topic can you help them design an inquiry project they can work on while the rest of the class is doing this math unit. And so we worked on something together and then the kid and I like just communicated over a shared Google doc and he ended up making a presentation that he shared with his class. That was a tier 2 level type of support. And then tier three are the most intensive like with our self-contained classes, our dual enrollment at the high school mentorships, all of those. In the background of all of that, learning plans, counseling, staff development, coordination, and ongoing evaluation for all tiers. So, lots of different ways of trying to serve all of our needs, all of our kids' needs. [Music] This is from the students. These are some quotes
028from last year's survey. Um, let's see, how many did I have? 64 students completed the K5 survey. Um, most of them from the PAL classes, a couple from gened. I'm happy the community made PAL program because if something is too easy for you in a regular class, the PAL class is harder in a good way. That was a third grader. This Oh, excuse me. The question they're answering is, "What is West Valley doing right for our highly capable students?" That's the question they're answering. Thank you for giving us teachers that know and understand the our needs and the ways we learn, fourth grade PAL student. I think they're doing a great job challenging me and other students. That's a fifth grade. I think that West Valley is doing the right thing because they're placing us
029in advanced classes that let us meet our needs. That's a six sixth grade inquiry student. So, it's sixth, seventh, and eighth grade. Um, there are full highcap classes called highcap inquiry in language arts, science, and social studies. Here's a seventh grade inquiry student. I feel like West Valley is doing a good job for highly capable students because they provide classes that meet our needs and are challenging enough. Jump up to a ninth grade honors classes student. I think the teachers they chose to run the highly capable classes are phenomenal. I love how the vocabulary gets better right as we go through the grades. For ninth grade at least, I believe all the teachers have a really good grasp on who they are teaching and they give us enriching work. And then here's a tenth grader.
030I like how the classes are more challenging and require more critical thinking. I also like how many of these classes try to apply what we are learning to the real world. And that's a student in um college and high school classes and honors classes as a sophomore. All right. On to our staff supports. Most of these are are not new um but making improvements in them hopefully every year. the monthly newsletters that go out with training opportunities, resources, timelines of everything, dates that are coming up, um information about some changes for this year, monthly PLC meetings with the teachers of the dedicated highcap classes. So I have four of those meetings a year. One at the elementary and then an ELA ELA social studies cross grade level 6 through 8, a science crossrade level 6
031through 8, and all advanced math cross grade level 6 through 8. Um once a month we get together for those PLC's. And then professional development opportunities for all staff members in person, online. Um, I've got a course set up right now for equity clock hours for um, Cottonwood. Michelle Saguenza and Jender reached out and asked if I could come and do an hour from 4 to 5 one day that students or excuse me, teachers can get paid with their VOTE hours and also earn equity clock hours that they're going to need. We're just trying to narrow down a date for that. And then once I've done that, it's ready in PD Enroller and we can start scheduling at other schools if they want me to come. um that Google classroom of ready-made materials is still
032there. Adding to that and the online 247 access to bird seed TV for some professional development videos, I've still got my lending library. I am addicted to books. I will never not have books. So, I just keep growing that library. And online advanced learning plans for all K8 students. K5 plans are done other than meeting with the students to set individual goals. And then um tomorrow and the next day I'll work on rolling up the sixth through 8th grade plans. And then once all of those plans are out, I'll send information to families on how to log in because they have 247 access to that. Um and there all of their teachers while they're advisory home room teachers, I'll have to add the secondary teachers as well. So, some staff quotes from last year's survey.
033Same question. What is West Valley doing right for our highly capable students? I had um 25 staff surveys returned. These were some of the answers to that question. And that was one of the optional, you know, most of them are like on a scale of one to five type questions and then these are the optional ones at the end. Providing resources and ideas to support our high cap students. I appreciate the resources and tools shared having the option for students to be in a highcap classroom at White Hollow Walk to Read professional development for staff. I appreciate that we have an extremely qualified individual overseeing our highly capable program here at West Valley. That was a little a word for me to put in there, but I like the the last part and if I'm
034going to quote it, I'm going to quote the whole thing. It has been much more objective and data driven than it was in previous years before we had someone who oversaw it. Um it is it is a big big job. Um and I know that it's not that it wasn't done well. It's just um you have to know the wax at a very deep level in order to know how every part of the program is is meeting those mandates. All right. And then for some family and community support. So this is where we're getting into some of our new celebrations. The advanced learning plans that I mentioned are being finalized this week. Um, this this year I'm going to do bimonthly, so a monthly or excuse me, a newsletter every other month rather than quarterly
035so that I get more information out there. Um, the high cap information webinars during the referral window coming up. We will do it again in English and in Spanish. Um, I like doing two separate ones rather than just having an interpreter during the main webinar because I want to make sure that families are very very comfortable to speak up and ask their questions. and I feel like they'll be more comfortable if it's if the entire webinar is in their home language. Um, our highcap advisory committee is continuing to meet. We're meeting four times this year rather than three. Uh, we've got the updated highly capable website that Dr. Finch has linked on the district's website, Highly Capable page. And then new this year, um, we're going to do some HighCap family night presentations. So, similar
036to I believe there was a title family night last night. Yes. Okay. Thank you. Um, so it'll be for families that have students in these programs. If this fall, I want to do one on the nature and needs of gifted from a parenting lens. I've got requests into Northwest Gifted Child Association to lead that. um if they're not able to come either by Zoom webinar or in person, that's something that I'll need. And then in the spring, some rollup information nights. So for families of highcap fifth graders, including the newly identified, because we universally screen at fifth grade, so we get a lot of new fifth graders, they're very curious like, what's it going to look like when my kid gets to middle school? And I can put that in the newsletter and I do
037every single time, but I still get a lot of phone calls like because until it really really matters to you, you might miss that information. But once you know that your kids in fifth grade, they're in high cap, there are these opportunities at middle school. What will it look like? I want to have that like roll up nice so they can see what it looks like and have some current highcap middle schoolers there to talk to the families and the students about how they navigated their pathways similar to what I want to have for the eighth graders and their families hearing from families of and high school students what they did to navigate their pathways what opportunities they took advantage of districts and it it seems like a really great idea because they'll hear it
038you from the horse's mouth, so to speak. And then in February, it's going to be on February 23rd at White Hollow, we're going to do our first annual high cap showcase. So, very similar to the STEM showcase that we do each year at the innovation center. Um, kind of showing off what our students are doing across the district in Highly Capable. I've got information in the first teacher newsletter that went out already saying, "Hey, be thinking about some of those those projects you're having students do. Something that they can they can like really highlight whether they come and present it themselves and stand next to it or whether they send it to me to put on display. Um, but we'll have students there from all grade levels. I that was one of the questions I
039asked in the survey um the the 612 survey and there was a lot of students saying yes, I'd be very interested in that." So, I'm going to get back with those and show off or at least to just put on display and that'll be happening in February. More information obviously will come out as that gets closer. And then for the last of the quotes, this is from the family survey. We had 51 families um return the surveys and that represented 71 students in program because of a lot of the siblings. I do have them break it down by um so for the questions specific to content area like how much do you feel like your child's needs were met in language arts that's specific to each grade level and service area these are the overall
040what do you think West Valley is doing right for our highly capable students same question you saw answers from the students and the staff I don't want to be dramatic and say saving lives but in a way you are seeing My depressed bored kid last year really freaked me out. He's done a 360 this year. It's the constant challenge, wedding of curiosity and encouragement that make that making a huge difference. But like I said, I take the quote word for word. You're helping our kids excel in the areas they are the most comfortable in and also growing their minds and other areas and helping their well-being. The variety of options for highly capable students in such a small district is impressive. The PAL program was a great fit for two of my kids, but I
041think it's good that the other elementary schools have improved at challenging highcap that stay at their home school at the mid-level campus and the high school. I also appreciate that there's a variety of options to challenge my kids. The PAL classroom at White Hollow were instrumental in classrooms, sorry, at White Hollow were instrumental in re-engaging my child's love of learning. the experienced teachers, project-based learning, social emotional lessons, and the school's principal involvement have all had a positive impact. I like the testimonials on the high website. And then finally, PAL advanced classes at the mid-level campus, college in the high school, and advanced placement in the high school, mechanical trade classes at the high school. Some students are highly mechanical mechanically minded, and it's great that this can be explored. Um, what I loved about these,
042and these were not the only ones. As you can see, it's it's about a lot more than academics. There's a lot of social, emotional, mental well-being, um, woven into all of this. It is a 247 365 wiring of neurode divergence. It is more than I just need more math when I'm done with my math. And you can see that reflected in here. And finally, just something to brag about, celebrate. Besides all that qualitative information collected on the surveys, um we look at a lot of quantitative data each year. This is just one little snapshot of the passing rates for the state assessments for our highly capable students. Um note that not all of them are served in all areas. So, it's very possible that like some of the ones that you see that maybe got
043a two in an area rather than casting it a three or a four, that might not be one of their areas of service. But like I mentioned earlier, once I put their code in Skyward and home room, it it reads them all as PAP or the G green G for gifted. Um, but not only are they they passing, the vast majority of them are passing at the very highest levels with 71% passing the English language arts SBA, 78 at a level four, 78% passing math at a level four, and 54% science at a four, 37% science at a three. Um, compared to state averages, um, far surpasses. So definitely want to acknowledge and celebrate all of this work that they're doing as well. And that is it. >> We'll see. Yeah, I know. [Music] Well,
044Miss Clark, I would just say that I uh I've got my my youngest, just one of the middle school and she's been in the high tech program. Um, and last week she asked for help on her homework, which is like a first. Like, she never did that in elementary school. and I was super excited to be able to help her with her math and >> um >> and and so it's just it's just good to see the challenge there for her. >> That's good. As I try and say like we can't steal their struggle. They've got to learn that productive struggle. >> Yeah. Um the that last slide showed the percentages and I noticed like grade four was exceptionally high. Um do you see that high passage rate? Does that continue on with that particular
045class of students or does that more of like it's just here in grade four that it stays there? >> No, they're they're staying high in like level four. So I put it back on the screen now that you can see it. Um so I I think what you're talking about is this one right here, the 84% the level four. >> So when that class goes to grade five, do you see that percent? So when I get that data because this is the 23 24 is that's when I collect the end ofear report that I turn into the state that's due in August and we don't always have all of the data back by the time I do this in June. >> So the next time I run this I will put those same students like
046comparing apples to apples. Yeah. Not just gradewise, but those same 69 plus however many we picked up in, you know, for their testing, compare them the next year at fifth grade, how did they pass the next year at sixth grade, how did they pass? So that's some trend data that we're looking at and they stay pretty high. They do. >> Yeah. >> Okay. >> Yeah. I was just kind of curious kind of seeing how much of it is with this the student and how much of it is teachers. >> Well class it's all on the student I'm going to say but you know obviously instruction goes in I shouldn't say it's all on the student but it really does matter how much they decide to put into it during that test. >> Thank you. Just
047a comment. I I read through all this this morning and I just want to say thank you for all the work you do because I'm reading through and I said, "Wow, there's a lot." My youngest son graduated here about what 17 years ago and he had some options, but not I wish I wish you had the options you have now, but >> it wasn't part of basic ed. >> Yeah. >> At that point, it was it was very optional and now it's not. So, that's great. >> Thank you. And and a question um I don't think you said it in there. So if you have some you start now or in October and then you decide by February for the next fall. What if somebody comes in mid year? How do you hand like somebody
048comes in in January? >> So if they trans if they transfer in those are the exceptions that are made to that identification cycle. Um and it happens in August when we get new students like starting October or August 1. I will quite often get emails I'm moving into the district. my child was in program in another district or maybe we're just interested in programs in your district. It doesn't transfer like like an individualized education plan, an IEP, it does not automatically transfer from district to district or state to state unless they moved here for military purposes. If they move here for military purposes and they have high or gifted identification, they go right into program and then we can choose to reassess them at our next cycle if we want. Um, I as soon as
049they enroll and they mark the box, whether it's a hard copy form or online, there's a box that says if they ever received these services and then what district were they identified for those services so that I can reach out to get that information. Sometimes that's enough to qualify them. Sometimes it's enough to say there's potential. Let's see what happens when they take their first I diagnostic. or often what happens is in the weeks right before school. I think this year I tested eight or nine transfer students at all different grade levels um that they come in and they're testing while I'm kind of working on my computer and trying to set up for the year. So I will that that happens outside of the identification cycle because I don't want a kid that moves
050here in January to potentially have to wait a year and a half >> just because of the luck of the timing. Yeah. So great question. Thank you for asking that. >> Anyone else? >> I have no comment. Just just thank you again. I think Mr. Walcott said that, but all of my kids have gone through the POW and Hikap program and it's just a wonderful program and to see it do so well here in West Valley is just another accomplishment for us as a school district. So, thank you. And you've been a big part of that. So, >> Oh, thank you. I I love what I do. I get the best of both worlds. I'll stay at home all the time. I start my day with kids >> every day. I get to regground myself
051and and why I'm doing what I'm doing and then I get to try and affect the whole program. So, you didn't need this anymore, did you, Stephanie? >> All right. Well, thank you, Wendy. Thank you so much. >> Okay. Uh, next on the agenda is the public comment of non discussion agenda items. All right. So, just a reminder here that members of the public who would like to provide public comment will sign in. Speakers will be called in the order that they signed in to speak. Speakers will be given three minutes for their comments. Public comment is not the proper forum to address concerns about specific staff member. If a person has concerns about a specific staff member, they should make an appointment with the superintendent to address their concerns. Thank you, Dr. P, for
052that. So, with that, do we have a list of anyone? No list. All right. Then I will ask, is there anyone in the audience? Anyone else? All right. Then public comment section is closed and we'll approve move on to item eight on the agenda. Approval of the consent. Motion to approve the consent agenda as presented. So move. >> Thank you, Mr. Walcott. We have a motion to approve the consent agenda as presented. We'll go ahead and vote. All those in favor signify by saying I. >> I. Oppose. Same sign. Motion carries. 5. Next we have [Applause] approval of this one. Yeah, that was it. That's concerned. So number nine, >> I'm sorry. Number nine. Number nine, discussion items. Um the replacement levy. Everybody probably saw that in their tag didn't there's anything that anyone wants
053to discuss further or >> so. Yeah, we have on >> um not necessarily, but that's something that I can put together and and uh but but you're absolutely right. We want to be >> we don't want to put ourselves in a tough spot where we we're promising something very specific and other needs arise that we want to spend this money on. >> Um but we we do want some some specifics to it so that we can articulate to our community what we're going to spend those monies on. So, I can dig into that a little bit more and get see if we can get a little more specific uh for the board. >> Thank you. >> I did have a question tonight about the the LEA funds and with Yeah, the the assessment of values.
054I think ours was like a 20% jump, which is crazy for our property value, but you know, and so that affects the $150 amount, which which you said is a $1.13. Yeah, it's projected to be a dollar69 million. >> Okay. Um, and then so if we are unable to get the LEA funds, what do those amount to? How much does the LEA funds amount to? It >> it's on that document. But just cuz we don't get the $150 doesn't mean we don't get any. >> Yeah, >> it's just a ratio. So $1.13 divided by $150 gives you a percentage um probably about 72%. So you get 72% of the math. It's a It's not a huge step down. It's a small step down. >> Um it just depends. Going from $1.50 to $1.13, you're talking
055about some pretty significant drops. And I don't have it on there, but I do have it on my computer. Um and actually, it's right here. It's actually on the first page there. At $1.13, uh we're projected to lose uh about $667,000 in in LE >> LEA matching funds. So, it's a pretty big chunk of change. >> Yeah. Yeah. Okay. Have we had I don't know if you able to see this, but have we had one of these levies not pass in the past? >> Not recently. >> Because you got to have 50% for these and um Yeah. Okay. I just >> Any other questions? >> All right. I guess not. >> Okay. But my task is get a little more specific with >> um% of those fun. >> Yeah. And I understand your um reasoning
056behind you don't want to be too specific because you want to be able to use the money as the needs come. So I appreciate that. >> Ryan, what heard was like percentages. What's what percent is spent on safety security? What percent on instructional materials that >> Thank you. All right. Next, we move on to uh item number 10, public comment on discussion items. Again, the same comment. I'm not going to reread it, but uh if anyone has any public comments on discussion items, this is the time. Anyone? All right. Hearing none and having no list, um public comment discuss discussion items is closed. We move on to action items. There are several of them. Certainly, we'll start. It looks like they're all traveling. Is that right? >> Yes, we have the travel requests one through
057seven. We added number seven, the FFA National Convention in to Indianapolis, October 28th to November 1st. >> So, there are six of them. We can we'll take them one at a time here. >> There's seven. >> Seven. I'm sorry. I keep looking at this. Here there are seven. Um, and I did see that last one that was added. So, the first one, um, >> you can take them as a group if you like. >> We can. Yes. Okay. Hey, does anybody have any of them that they want to discuss any further? >> I move to approve uh all seven of the travel requests as presented. >> Great. Thank you, Mr. Thorner. We have a motion to approve all the travel requests together. So, we'll go ahead and vote. All those in favor signify by saying
058I. I >> oppose. Same sign. All travel requests pass 5. Item 12 on the agenda. Items arising. anyone anything there? I'm just anxious to get to one of the new football games at the new field. I haven't been here yet, so I don't know if that's a new item, action items, but I'm really anxious to see it. Uh, so especially with the new U press box. So, looking forward to that. All right, moving on to items item 13. There are those administrative reports, enrollment report, safety report, travel log, and you can see for each of the schools, those are down there. Anyone have any questions about that? That's just I think anformational item for us. >> Just information. I appreciate the administrators. You can see a common theme in all the reports, the focus on
059teacher clarity. We kicked off the school year with professional development uh regarding teacher clarity and then we have a professional development day coming up here on Friday and they'll we'll continue to go more in depth into teacher clarity and so I really appreciate just the whole professional development across the district having a focus and maintaining that focus. Uh we were in classrooms today as principles and debriefing all about teacher clarity, learning targets and um the success criteria aligned to the learning target and hearing students able to assess their learning based on that learning target and the success criteria. So it's just great to have that um consistency across the district and I I saw that in the administrative uh report. So, I appreciate that from the administrators >> and and I would take note just
060I want to say it was Mountain View, one of the schools, but they reported on their science scores >> and it was at 76% compared to the state average which is like 52% which I thought was was awesome to to hear the students. >> Yeah, Mary Lewis is a science trainer. She and so she teams there's two teachers at Mountain View so they were able to be very aligned to the science standards and and had some great uh student scores there. That's correct. May I ask one question on the uh enrollment report class size? >> Yes. >> Um >> I I don't and maybe this has always been there, but I don't recall the category for out of boundary. Is that something that you is that new this year? >> That was new this year.
061>> Okay, good. See, I do pay attention. >> Um that Steph out of boundary means it was out of their uh their in district but out of the elementary attendance boundary. Okay. >> And out of district means they're from out of district. And I believe those out of district are they don't include staff members uh out of district because staff members by law they are allowed to >> that was my qu that was going to be my question. So OB is for out of boundary not necessarily out of district. >> Correct. >> And the out of boundary also that was my specific question. The OOB would not include the the the statutory requirement that the that the staff can have their their child at >> right >> that elementary school. Okay, that's that was my
062question. You were right on it. Thank you. >> Very good. All right. Any more comments or questions there? >> All right. Hearing none, we'll move on to item 14, superintendent report. There's actually four reports there. Yeah, I just included in the packet some of the nice press that we received about the defeasants. So, appreciate um just the positive press that we're receiving there. And then also I include the community forum. It actually looks very small but it's going to be printed on large paper so it'll be easier to read. And we have that coming. We did vet this with the uh long range facilities planning committee and u there was someone who had said hey you should probably highlight the fact that there's a lot of state match coming in this project. So we added
063that little bullet there. So that was u so this is basically hot off the press and we'll have um hard copies here. I'll be able to share I'm going to be doing presentations at Tan Valley and the mid-level campus on Friday and share this information and and hopefully we'll have a good turnout to the community forum which is this next uh Wednesday night next October 1st next week. And um looking forward to the feedback about you know this is a proposal. We want to hear feedback from the public. uh are we on the right track and or do we need to make some adjustments? So, looking forward to that feedback and if we're on the right track, then we'll be able to move forward and and really start uh to publicize this. >> How are
064um how's the the word being put out there for the community forum next Wednesday? >> Yeah, we'll do multiple uh messages on the parent square. Uh we asked the long-range facilities committee to uh really spread the the information about that. And then I'm going to be doing a a promo in the morning on the KIT the morning show. That'll be next Monday. And uh and Tony Fina is going to be joining me. So Tony was the one who presented on in July with >> so I think that'll be uh that'll be a nice way to get some public publicity and promote the community forum as well. >> Okay. >> All right. There's nothing else. Board reports for development. I had the opportunity to uh participated in the WASDA general assembly on Saturday about 3 4
065hours. Um as you probably know is where the legislative representatives vote on issues of WADA and they take it to the legislature. So that was a nice uh 3 to 4 hour Saturday morning on my computer. >> Great. Thank you Mr. Wat. >> Thank you for doing that. >> Yeah. Appreciate your service there. >> All right. Hearing nothing else, um we will go ahead and adjourn. Today again is Tuesday the 23rd of September and it we are journinging officially at 8:04 p.m. Thank you everybody for attending.