Fremont #1 School Board meeting for 10/21/2025

001Get out of this [ __ ] >> Yeah. We are now holding county school board of trustees members guest of pages. actually roll call. Everyone's here. Uh chairman Kale. So you're lucky and give me a guess. Hopefully this thing is fast and efficient. Um additional agenda items. Do we have anything that's not on the agenda they'd like to uh cover today? Move on. We have a motion to have approval of the minutes from the September 16th board. >> Second. >> It's been moved and seconded. Is there any discussion? Discussion discussions. All those in favor signify by saying I. I. >> Most passes. Um we need a motion for the adoption of the agenda. >> Second move and seconded. Um all those in favor signify by saying I. Same sign passes. Recognitions. Recognition. All right. Um, we have

002a lot of recognitions and celebrations built into some of the items on this agenda, but there are a couple specific ones related to activities that I wanted to share since we're at the end of some of those seasons. Uh, first off, I wanted to recognize Ner Valley Special Olympics, which includes several student athletes from Fremont One. They recently wrapped up their fall season, which is bowling in this case. Um, several students got medals at the state games in Casper recently. In singles bowling, Pathfinder High School student Damascus Shock took bronze in his division. Uh, in singles, LMS student L took silver. And then in unified bowling, which is doubles, LMS student George Sparks teamed up with Desiree Track and they won gold in their division. Also from LMS, Eli Kess and his younger brother Quinton

003is from Breen. They took gold in their division as well. So, congratulations to these student athletes, their coaches, and their parents. >> Couple other things here. We don't really have culminating events for most middle school sports, but some of our team this fall had some noteworthy accomplishments. First off, our eighth grade volleyball team. Hats off to those girls. They finished the year runner up in the conference, which is great. And then on the boys cross country side of things, they took the conference championship with Chase winning first place overall. So well done to those boys and girls. >> Mr. Chair, one last thing at OHS, several state events are still coming up as aware, I'm sure. Um, but our band recently competed in the state marching band finals of Catholic and I'm really proud to

004report that the LBH LBHS band received a rating of excellent this year's performance which was called Fire and Ice. In addition, both percussion sections or the percussion section and LBHS color guard uh earned caption awards. My understanding is this means they were the best sections of each class or division. So, percussioning and color guard. So, congratulations to Mr. Parker, our band director, and Mr. our color guard director all these students on their accomplishments this season. Is there any public comment that is not on the agenda? Okay. Yes. Uh hey everybody. I'm Peter Nichols. I'm English at Middle School. It's really fun. We're doing great. Um right now I'm representing the education association uh which is our local teachers union um part of the NEA WA. Um we met last month and across um union members

005from different schools. The chief concern was the number of unfilled uh vacancies. Um the substitutes are not covering. Um I don't have solid numbers but I'm sure you all ask so for solid numbers you can get there by my account at Lander Middle School we have 21 um sub days that were not covered that's for classroom teachers not um not like one direct supports parents or so when those go uncovered what happens you guys um we'll cover them for an instructional facilitator, um a death coordinator or teachers will move their preps to bank cover um I guess classes uh and the result of that is increased stress on the whole system um which you all should be aware of. So um that's the sort of the chief complaint across buildings. It's not just at middle

006school. Um, but that's what I see. That's communicate and we'll try to do a better job going forward of sharing concerns with you all. Um, sort of a start or restart. Thanks much. I'll go first. Just want to give a shout out to Dr. and the high school choir. So have a boy in a choir. So I was at the choir concert. Suppose I could have been anyway, but that's why I was there particularly to see him. But I was very impressed with the Valley Singers and their rendition of the national anthem to start the concert was just powerful as part of that. It was it was really impressed. >> That's all I have. >> Mr. Mr. Chair, I'll go. Um, last month the state board of education met here in Lander for our monthly

007meeting and we just um were very grateful to have the spot here. I was very very travel and we had students from the Wind River Outdoor Education Program come and talk about um what awesome things our LMS did and our community supporters. And so I'm really grateful for that opportunity for other stakeholders in the state to see that and see what awesome things Labor is doing. And there was just overwhelming um just positive feedback about um you know learning can happen in so many places not just in the classroom and just being able to have that um opportunity here in the Wind Rivers and Lander. They were just very blown away by that opportunity. So thanks again for the middle school for coordinating that um at our state board meeting and um parent teacher conferences

008are underway. We appreciate all the teachers spending their evenings doing that. Yeah. >> Yeah. Um I had the opportunity to attend the curriculum coordinating council meeting last week along with Mara. Um and the thing that really jumped out at me is just how um amazing the work has been in this district in regards to AI. Um, Dedra provided a lot of information about the ongoing education. Um, and through Dedra's work and Chris's work and our instructional facilitators and really all of the educators in our district, um, I think that the approach has been both open-minded and also fairly um, careful um, in terms of assessing and evaluating and using AI tools in our classrooms. So, I just wanted to thank um everyone in the district who's participated in all of that work because um Dedra

009made the comment that in some schools AI is still the wild west. Um and I feel like um we have a lot to be grateful for with the careful consideration that the employees of our district are putting into this for our students and for themselves. And I also had um the ability to participate in the recalibration education workshops being offered by the Wyoming School Board Association um over the past four weeks and they've been really interesting and the state legislative recalibration committee will meet next week in Casper on the 28th and 29th um to look at recommendations from the professional judgment panels. um recommendations from the um consulting group that they've hired for recalibration and then finally public comment. Um, so it'll be really interesting to see what happens next week. And I know I'm

010going on a little too long, but the big topics that have come up, um, have been teacher salaries, um, health insurance, funding for mental health professionals in our school districts, technology funding, um, and the list goes on, but there's some really big, um, points that will be looked at in this recalibration process. So hopefully we can keep up with it. >> Thank you student representative. >> Thanks Mr. Chair. Um the fall sports season is coming to a close which is crazy and I for one but um I just wanted to say a shout out to student council. We had our homecoming like two weeks ago I think. Um, but it was a a huge success. We had so much participation every year. We just keep building up those numbers more and more, building up that

011Tiger culture. And you know, at the football game, we just had so many kids there. It was loud. It was We were bleeding out there and showing our school pride. And then, um, upcoming, we have our Veterans Day assembly, which we do in Canada Day. That'll be on November 11th where we're gonna um unveil the new honor wall at the LHS. So yeah, just a shout out to student council. We've been working hard to try and build a good culture for our high schools. Yeah. Thank you. >> Presentation for tonight. I think you got great ones to go on with, but we'll start with Michael presentation. The go baby go group first. Yeah, they're they're ready to go. I believe uh as we get started here that introduce to introduce this presentation, our our math

012science computer science teacher from Pathfinder High School, Sam Mark Vince, he's with go baby go. He's got some additional students and folks that help with this project and he's gonna maybe walk us through some slides and talk a little bit more about that. >> Uh yeah. Uh thank you Mr. Chair. Uh so this is mostly the Lander Robotics Club. Uh actually not most. This is only about a third or a quarter of the robotics club. We have a new member here, Ku. Uh Ku is going to be doing this kind of work very very soon. Um this project was not my brainchild. Uh this actually was activated by uh Amber Peekom Jones who uh also was recently um awarded the governor's >> the Wyoming Governor's Council for Developmental Disabilities Extraordinary Advocate Award. >> Here we

013go. very proud of um all of the work that Amber had done, but uh really I have been kind of described as a project net. Uh people throw things and I happen to catch it and this is one of them. Initially uh was a little bit reluctant, but it's turned into one of the most meaningful experiences I've ever had in my life. So, uh yeah, if you guys get the presentation up, we can kind of chat a little bit. We're not super polished. uh we we have to rehearse this or anything. So we're gonna pass along here over to Sebastian's here and let me introduce everybody. So we have Sebastian Banyan. Uh this is uh Kindu. This is uh Brayley Bishop, Ethan Titus, Ethan Bryce uh from Mr. Harts. And uh so what this project

014was uh we built adaptive toys uh for kids with disabilities. Uh we had three kids with uh CP, cerebral paly, we had a kid with um spinal bipida. Um another kid with just some orthopedic challenges. Um and another kid with an array of challenges that we're still kind of working through. Um so so far we've delivered five of these adaptive cars. Next, how about you? You want to take on this slide slide two or would you like me to? Okay. So, uh this project is grounded in empathy. Um many children with mobility uh challenges um they don't have the opportunity to play autonomously. Um they are sometimes even anchored to the hip of their parents. And so really the goal was to have them have the ability to kind of explore space on their own

015under their own control. Uh do it for a reasonable amount of cost. Um these cars were um the cars itself were probably less than $500 or $600 a piece. Um we also had to tool up a little bit. So we bought some tools um for some sustainable use so we could continue to do this in the future. Um none of these cars are exactly the same. Um, you know, this kid is left-handed, this kid is right-handed. Uh, this kid has pretty good trunk support, so he doesn't need all of the harnesses. Um, one of the kids with spinal bipida, in fact, not much use with his legs, but he is a tank because he hasn't had use of his legs. So, he gets around with his arms a lot. And so, he's super strong and

016he has broken his car twice and we fixed it twice. Um, because he's he's just Yeah, he's just a really really strong kid. So, um, a lot of this has been iterative. Um, we've tried some things and see if it's worse. We've had to revise things. So, yeah, none of the cars are the same. Um, my personal thought or hope is that the kids also uh just kind of gain uh some of them need a little bit of assistance with like cause and effect uh relationships and um just kind of learning how to explore their space as well. So you can go to the next slide. Sebastian, this one's all >> right, right, right. Well, you could probably look and kind of get an idea of what's going on. >> Okay. Um, it says, "Our

017students take commercially available Rion cars and redesign them." That would be us. Yeah, we take commercially available Ron cars for removing the or modifying existing parts and adding custom components. I guess that's picture of one of the things I made. Yeah, it's a 3D model. So, this says I >> Yeah, it's a joystick box. Yeah. This is a a box joystick in it and you can you can like stick to the car. >> Yeah. And we we met like between two to seven and a half hours a week all summer long. Um when this was going undergoing uh as best disab um working on these cars, sometimes we had 10 kids, sometimes we had very few kids. Sebastian sometimes he couldn't meet but even when Sebastian couldn't meet uh the screen captures there are actually

018like captures of his model off the screen capture and just some like markup notes we were using via email. So Sebastian actually designed this uh part of the go baby go car. You did take a picture of it. you did take a picture of where he wanted it to go, but he designed it over a couple of weeks when he actually didn't show up to a build day. >> And Chase and I were also trying to design one and Jason actually and Ethan, we installed my my sons and my my design initially. So, and ours was terrible and we didn't even feel bad. Like Sebastian's, if you look at it on the car, it looks like it just belongs there. Like it was always intended to be there. She's really proud of uh something's done

019work. So, I think everybody here would agree that Sebastian led the the 3D modeling efforts. I'm just nodding. Any other questions? >> Sebastian. Okay, you can go ahead and skip to the next um >> Yeah, sure. Oh, PT. >> So, so this is the code we made for the cars. So, how it works is the like so we took out the like little computer thing it had in it, replaced with a custom one with custom code on it, but this is some of the code with it. And so trying to make it work with an ecosystem it was not designed to go in was a challenge. It's a lot of like reversed wiring and stuff, signal interference and a lot of stuff and just random overrides and voltage problems. Yeah. Uh the control systems there

020were three separate circuits. There was a 3volt circuit for the microcontroller. There was a 5volt circuit for some of the logic and then there was a 24volt system for the actual power. Um we are not electrical engineers. I'm not an electrical engineer. I could do a little bit of code. Um, and we found out that when you run high voltage, high current right next to a signal wire, it creates its own magnetic field which can interfere with those signal wires. >> Aluminum. >> Yeah. So, we we learned all about shielding, learned about wiring, that's all pretty new to us. So, even though these guys have been programming and building robots for a while, uh, we learned just some next level stuff with this project. So, next one. Yeah, we can go to the next one.

021So, speaking of we're not super polished, uh some of these interactions with Sebastian and I were just over email. This presentation was uh built over an email this last week. So, these guys are uh really getting used to collaborating when we're down in the lab working together. Also collaborating when we can. So, it's been another just kind of additional part of the experience. >> Yeah. So delivery is the end. The vehicles are living systems. As a child becomes more comfortable, we might increase top speed, adjust the control sensitivity or redesign team geometry. We're in the early stages of developing a parent control app which I try to work on. I had no idea how to do it. Giving takers nice control of maximum speed enabling us them safe use and remote limiting as needed. Through

022through this ongoing iteration, students learn that finished is never truly finished. It is a part of re refinement, feedback, and continuous improvement. So I yeah, I think Johnny is anxiously awaiting that mobile app uh that will allow him to maybe put some guard rails. It's nice. You know, Ollie's one of the kids that doesn't have we are at his hip off. Um there's a lot of causes that sometimes he has to get out of his car. >> Yeah. >> Because he's not being safe. But it's been great. >> But Ollie also was one of the first people who got the speed cranked up. He was also the first person to get the cruise. >> Yeah. So, it's an iterative process. Like I said, we we've had two repairs already on on uh this kid's car.

023just because he's he's a tank. He's he's a strong strong kid. Um I think uh actually Mike, you were there the first time he broke his car. >> Yeah. Yeah. A lot of fun. Uh so the next one, you want to do the next slide? >> Yeah, sure. Um our um our employment um sorry um so our middle school and high school students we um get to use the STEM works um to enjoy for enjoyments for children for I'm not reading this by the way I'm pretending to um for kids to enjoy their cars. Um this is isn't a role for points project. It's one students for meaningful giving for pride and purpose. >> Yeah. And overall, uh, I think I had probably a 100 hours of volunteer work on it. Um, Carson Peters is

024up here today. He and Chase, my son, I mean, on a Saturday, uh, when I was trying to brainstorm things, and I couldn't put the blast out to the entire group, uh, Chase would come and help me, uh, troubleshoot some stuff. So, Chase was second in the volunteer hours in around 40 and Carson was just underneath that. You two were both around 30 hours. Brayley, you're around 20. Sebastian, I have no idea how much time we put into work on anything else because >> Yeah. And Sebastian was kind of funny. He was very autonomous. Uh sometimes I could get on the multimeter and just say, "This doesn't work." And he'd troubleshoot for a couple of hours and have it working. >> And he didn't even use the multimeter that time. Yeah. So, uh yeah. So,

025I don't know. I can't I can't quantify your hours because uh a lot of Sebastian's hours were spent because he he just couldn't meet up for us with whether for whatever reason, but he was still so uh so committed to the project that he was uh collaborating via email a lot. So yeah, this um again impact on me personally like this is one of the most meaningful things I've ever done in my life. Um I have been on a chat with all of the other robotics coaches in the state. I have said if you guys aren't going to do this in your communities, we can't be friends. And uh I have every intention to have kind of a a presentation to the robotics uh coaches around the state to try to just amplify this project,

026be on the community, and just give the other kids an opportunity to do it. Um, and I I' I've probably said it too much, but uh it's I I guess it's worth repeating is, you know, as a math teacher, I don't get that opportunity to teach how to make other people feel for other people that often. And and all of these guys were sitting in these cars and thinking about their experience and thinking about how to bring joy into their lives. And uh some things we thought well through. Some things were still Yeah. broke thinking. Yeah. Yeah. Yeah. We we broke some stuff. Um so yeah, it's >> Yeah, we did that a lot. >> Yeah. Yeah. Uh so it's it's just been a phenomenal experience. It's been great to see what some of these

027kids are capable. And we're talking hours and hours and hours of work in the summer. Uh 90 degree days in my garage. No chairs, no tables. I have 12 people. I had water. >> No bathroom. Was no bathroom there. That was that was a bathroom. >> Yeah. Yeah. Um but all of these kids I I didn't have to beg for volunteers. Um there were a couple of times where we had a lean and mean crew of two or three and then yeah there were times where I didn't know how to solve the problem that we were faced with and we had 10 or 12 kids there. Uh so I I didn't exactly know how to direct them sometimes. Um but they did their best to be as productive as they can always and kind of

028always had the eye on the prize. something. Yeah. And it was a welldeserved award for the summer. >> I just want to add that um just over the summer that these kids are amazing. They um put in just just their sweat and tears into this and they actually like just being a a mother of special needs, they would like ask, "Hey, do you think this would work or you know and we actually brainstorm like when they had questions?" They asked like they wanted to really get in the nitty-gritty and just find out how to help how to make the car adaptable to each individual kid. So, I mean, they're amazing. >> Yeah. And sometimes going like in the in the basement, these guys will start talking about uh what they want to do when they

029grow up. And I think just about every single kid is an engineer and they're just arguing about what kind of engineer except for Brayley. We think she just might be a boss. >> Yeah. >> Any questions? >> I have a question for you all or a question to the students and programmers. I'm curious to hear what is something you all learned through working on this project that you would not have learned in the traditional classroom. >> Anything related? >> Yeah. All the computer hardware. There's no class that I know that like coding basically. >> I mean I do science in middle school and most of the other stuff >> but like all the physical stuff we kind of have to do by ourselves or do something like this or robotics. Yeah, they got very good

030with crimp connectors and the heat gun and heat shrink and um yeah, I would say also I don't think even me so I I have a physics degree um so I know conceptually that yeah current down a conductor makes magnetic field um but I it made sense after I came to that conclusion but I'm not trained to look for that error because I'm not an electrical engineer that's not not in my purview. So although I kind of understood conceptually even even myself I didn't know to look for that as a potential problem. So that was a big one. We also like normal classes don't get to think of an idea and then like >> Yeah. >> Most of the time like you can't think of a I don't know remember by yourself. >> Yeah. That

031kind of idea. Personally for me, um, for math class, it's really hard for me to get into like doing problems, but for this, I got to do hands-on stuff, so I can do like math faster, me doing hands-on. >> Yeah. And I Yeah, they had a lot of free games to try stuff um and fail. And that's that's always the case. We fail a lot. It comes out at the end. >> Instead of doing math, just we're doing math. do math to fix a problem. >> Mr. um I just want to thank you guys. I think on behalf of the board, it's just so cool to see you guys using your passion and things that you're, you know, interested in and getting together and using your own time and just serving other people. That's just

032that's your life skill and, you know, service that just makes us all proud. So, thank you guys for that and I look forward to hearing more about what you guys are going to do in the future. >> Yes. Thank you very much guys. That's an amazing project you guys young people and you not so young people that volunteer your time to share your talents and your strengths and your ambition and dreams to try and help other people is more than you should be really really proud of yourself that that's something that you should have big broad shoulders and you should be proud of the people that you are and who you are and what you are and and the efforts that you make to make other people's lives That's really an admirable thing to do.

033So, thank you guys very very much. Appreciate all your hard work and congratulations on successful project. Thank you presentations is the uh is the latter middle school river outdoor education. They had this and I guess I guess they just last month just last month. >> Yeah. Mr. Chair, members of the board, thanks for having us tonight. Um, our presentation is going to start with a video. Can you pull that up, Mr. Harris? Um, and as we're pulling that up, uh, the some students have some gifts for me. >> I don't know if we can take it. All right. This video was shot on site obviously and then made by sixth graders with the help of Miss Abbott since we've been back. So he'll do the majority of the talking for us. So those are the

034main partners still up on the screen. We uh definitely couldn't have done that with done this program without them. Kelsey Beex here, she was the uh brainchild of the whole thing. Came into the team room and presented an idea that I quite liked and um thank you all so much for supporting it. Um, we'll go back to the presentation and I just want we have quite a few students here. So, we're just going to go through the classes really quick and see what students remember. heard about the eight core classes. Um, archery. Anybody have something to share about? >> Okay. So, so archery, we learned how to use a bow and if we're left to right, I dominate. So what So and I are she's going to make the she's going to do this make

035a little triangle with her hands on my nose and whichever eye is showing more is it's what right eye dominant she is it she is right eye dominant. So she'll use a right hand bow and then we would have our own stations with cones and arrows and then she would do she would have a clicker and would never emit a certain buzz. We would have to load and then she would tell us when we could fire. So um one whistle was shoot, two was get the boat um and >> no three was don't get arrows. >> Yeah. Yeah. From the target. Yeah. And we actually used what we learned um so cuz we had an archery unit in PE. So we actually used a lot of what we learned there to help um us in

036PE as well. And it learned and it taught us that we have to make sure that we're listening to the whoever is telling us what to do. Um that is a you know the the priority standards that were like the focus of each class or on the presentation. Um but certainly not everything was taught to mastery up there and that's a great example of that. You know we were up there for two and a half days each group and um they got a kind of crash course in this stuff and um the science standards are banned so we were focused on stuff that will happen in middle school. Our seventh and eighth grade science teachers were there as well. They'll be able to draw on this experience for the next three years in middle school

037as that kind of alludes to or exemplifies. Next class, please. Chris uh stream ecology. Anybody have any streamology? is um different like recognize them and um how they like live to survive. We played a game of tagging like sharks and minnows where we have the environmental distressor who um tries to uh like the shark tag the um others ecosystem. It cannot be harmed in the water but all the other ones can besides the bats. So that uh kind kind of demonstrates how we use our um or how the bugs and ecosystem water um work together and don't also determined how strip was based on which types of bugs there were. And how healthy is >> next? >> Waterways, canoeing on Trail Lake. >> Um, so on waterways, we learned how mountains usually get shaped by

038rivers when they slow down. So, it's like a U or depending on what happened, like a glacier or a mountain. And then we also learned how to kayak safely with a person. And we also learned how all the inhabitants of the lake, but also what happened like if like something happened like if you dropped the do or something like that. So, that taught us safety. And then we also learned about glacier lakes and how sometimes they'll usually have the same like level of depth in um the lake uh but I think it was like in the middle. Yeah. >> Um and then we Yeah. >> Who kept you safe in your jail? Uh Parker and ourselves and our other canoe people. >> Yeah, that helped us if there was an emergency, they would tell somebody.

039And then they also help steer the boat kayaks, but depending they're in back. >> Yeah. So the back would usually help um >> the stronger person and then the person in the front would usually be like the steer person and then the one in the back would just propel and copy the person >> um that you know there's a ton of academic learning that's the whole point of the experience but there's also very intentional kind of right at the past welcome to middle school and uh yeah Mr. Parker was great and did teach them how to stay safe, but they had to keep themselves safe. Nobody would I mean they would have been there in a full amount of water. They had me. Okay. All right. We'll go to the next class. Wildlife. Memories of

040wildlife. um from wildlife we learned like uh so first we like talked about like all the so like if there's more animals like there's more elk then you get more tags and then if uh there's less animals you get less tags and then we played a dodgeball game where we learned like the diseases and stuff like that where one person had to do the disease and then you had like all these like water and stuff and we had to go connect somebody else on the other side. >> Yeah. What I remember from wildlife is if there are too too many of one species, then other species might die out or other species will grow large because they're larger, too. And um and it'll just mess up the whole entire system that keeps the all the

041animals alive. Our science teachers really like that because there's graphing data involved in that. That's definitely something they see in eighth grade on an important test leadership class. Anybody remember anything leadership? Yeah. >> So, in leadership, we like learned about like communication and like like conflict and like how to solve that. And we did like a few like um activities to help like work that out. And so our first one we did the helium stick where we used um like a like yeah we used the tips of our finger on like a king or a tent hold and then we like had to bring it like it was like started right here. Every everybody's finger be on it. We had to bring it all the way back to the ground and all the way back

042up. And then we our other one was we did it was the log one. We did a lot of them where we were like up on this big rock. We got into a position. He Mr. took a picture of us and then we had to like switch it. So then if I was on the end then she had to be on the other end. Then if I was like next to her then I be right next to her on the other side. >> What' you learn about communication? >> That there's like different types of communication. There's like verbal, there's like body language. >> Which is most difficult? Uh, I think body. Well, honestly, I think it's body language because you weren't allowed to talk because next class. the false hike. >> Okay. So, on the

043false hike again, we were we learned like to stay on the trail and not ruin anything any other wildlife and to not trust many bridges. But how about steers just and I slipped off of it. I was like, "Oh my gosh." Also, uh, who went with us? Like some of the people who went with us, they told us that all the water that's coming down falls is also glaciers up on. >> Yes. So, kind of following the water cycle through gravity. And then, uh, we heard somebody mentioned a be or Ushape. What is it? Or >> what shape is it? >> We'll come back to that. >> We'll do a picture. >> Next class. >> Leave no trace. >> Yeah. Um, so leave no trace was a really fun class. The first thing we did

044is this activity to really show on the importance of leave no trace where like there was a bunch of objects on a table and we were told told to like sort them and then we were told them to put ex put them back exactly how they were and that just like showed a lot of leave no trace and stuff. Then we went on a hike and um we did >> Yeah. And we like um to learn more about them on way there was like different stops to show different things. >> So >> yeah, there was like an old campfire ring. I think we have >> I was actually um the first group who did that and we actually found that and it showed like like so sort of what they did grow up. So how

045we could improve to make the fire and like what they did right. Um then we uh we did our hike and then we came back and along the way um the instructor had been um telling us some things about leaving tricks and then when we went back she we played a Jeopardy game and um the questions were all like leave things that she had like told us along the way and waiting that very class. >> So And then so petrol. So these are like uh like the Native Americans who lived like before we were here. Um they like would like in their free time they would like take rocks and they would rub it like against the big rocks and make like all these different animals and all these other pictures like I think we

046saw big like we saw. >> Yeah. We we also >> also our instructor said that it was somebody who uh did it in a free time like said but then she said one of the possibilities is that people had um hallucinations when they didn't have enough food and water so then they would drop the things that they saw. >> Yeah. Is there some pretty wild looking things there too, right? Can you see any of that? >> A Spongebob thing. >> Yeah. >> But like so they were just like like they were just sketched in like like a tinier rock to uh like Miss Lington, our like social studies teacher. Oh, she was like thinking like um she was thinking that maybe like um like like you know arrowheads like for like tools and stuff like

047sometimes they would like rub it on there like to get it sharp and then they would also make and when we went for the Petria Pike we noticed something about the rocks and how they all were kind of the same type of rock. So, um yeah, and then we also it was a really pretty hike because you could see all the lakes that were there that um we had my class had just kayaked on. Oh, one more thing. Okay. Um, so like we weren't like just like we weren't allowed to like touch it because um like someone like down and then like if you touch it then it was like I think that's all. Next slide. Yeah. Um so um Miss Gance came up and visited and really like jumped in with both feet. She

048played mafia right there, maybe with that group. I can't remember. Um, and she asked a great question which she just asked again of go way to go. What can you learn up there that you could learn in your classroom? And so, you know, it's a lot of work to get up there. It's a lot of money. It's a lot of planning. There's a lot of things that go into that. So, students, is it worth it? What can you learn up there that you can't learn down here at Grace? Um, I think it's definitely worth it. Um if um you want to um stay indoor control and you can't stream but >> um I I know we challen Next. >> Um, something you can't learn can't learn like the picture. You can't really like like less

049valuable than like actually seeing it through your own eyes. >> And Ken, can I share? Call was a little hesitant to go. Um, do you want to share about that? >> I just didn't really want to go because um I don't know. I just like >> sometimes I get home and I don't like >> And how was it though? >> It was really good. I really like >> um some families had some hesitations too for sure which is completely reasonable. Um would any families like to share about what they noticed with their kids or what kind of the experience at home has been? No pressure. >> We had a lot of excitement in our house. Lots of planning and just goodwill. >> A lot of times when you ask them like how their day was

050good when they got home from this trip and um I had a couple of kiddos with me and they were so excited and shared their stories. They were on different cycles of the trip that they went and to hear them talking about their experiences really great. >> All right. So, we'll go to the last slide that I think it's worth it to. You actually can't see the whole valley there, but it is a U-shaped valley, which means that it's glacial. Um, and and you can almost see you heard them talk about the north facing north facing and south facing. Yeah, you can pull up pictures, you can pull up videos, you can see all this stuff in the classroom, but you can't stand there. Um, and I just felt that that captured what it means

051to be up there. You can see it, you can learn about it, you can think that you know it, and up there you just feel it. You're a part of it. Um, and yeah, I think it's worth it, too. Appreciate you all supporting the program. Um, and we're hope to keep going. Yeah. Question. I've got a question. The the young lady in the Jacksonville sweatshirt talked about um the stream and looking at the bugs in there that there was predation maybe or there was some predator environmental pressure, but she mentioned the ratailed maggot did not. I'm curious what is a rat magnet. >> Um I actually when we decided when we were doing it I was the one who actually got to be the rat magnet. It was uh one because in the game um

052the environment stress was doing the ratchet up maggots. So that was how you determined if it was healthy or not if there were a bunch of rat magnets. They're very resilient. >> And so in this game of char and minnows, they had no limitations. Um whereas like the the um some of the other really healthy stream could take two steps and then do two push-ups. or take three sets and then do three jumping jacks demonstrate the fragility of the ecosystem and how a ratfaced maggot can survive almost anywhere. Whereas some of these other um microvertebrates that we were looking at, they have to have a really healthy survival. >> Um it wasn't just that froth, it was the environment. >> Oh, really? >> Yeah. Okay. Any other questions? >> Mr. Chair, and then to our

053team here, I just want to express immense gratitude. Immense gratitude to you all students for taking this seriously, for respecting for each other, for being enthusiastic about learning. It is clear you all learned so much. Um, I actually I teach all of these things at a college level and right now if I were to put you headtohead with my college students, you would remember more. So you want to come teach my students. I got a job for you. Um, to our parents and families, thank you all for letting for trusting us and trusting our staff with your students. What an amazing opportunity. And a huge amount of thank you to all the staff and volunteers and teachers who put this on. Um I've worked in this arena in the private sector in a long time

054and you all for a first year put together a phenomenal experience which is absolutely amazing and such an incredible opportunity for these students. So thanks for making it happen. Yeah. >> Very good. Thank you guys very much for sharing that with us and we are glad that you had a great experience, great trip. You guys have put it all together. Kudos to you guys and let's hope we can continue doing great work and keep these guys excited about school so they don't come home. So congratulations. Thank you guys very much. Good work. Yeah. No, that was four act. Mr. Chair, I do not want to keep this pretty brief because want to follow up on a comment that I made about the state recalibration process. Um, it happens every five years, but this year is

055especially noteworthy in light of the the decision that was handed down last summer in the WA versus State of Wyoming case. Um, which basically said that the state's underfunding public education. Uh, so that weighs heavy on this year's recalibration. Uh, Mr. Sweeney and I have both attended multiple professional judgment panel meetings, including the one that most recently landed here on October 8th. So the consultant group that's putting together recommendations for the select comma has gotten a ton of feedback from school people um school board members all around the state teachers parents superintendent business managers parents and they distilled that down into a report that select next week as I mentioned and cas I won't get to be there in person but Mr. committee will be there and we look forward to hearing about what the

056committee does with those recommendations. A lot of about possible adjustments to salary, benefits, technology, school resource officers, health professionals, accounts for especially for elementary. Um so we're anxiously await the the committee's feedback to those recommendations and then the full legislaturator's consideration in the winter. Um, the last thing I just wanted to share was just real quickly on recruiting. It seems early in the school year, kind of a weird topic to be thinking about, but I attended a University of Wyoming district residency connection fair on October 9th. And so when you go to that, you set up a table and it's kind of like a trade show. You're trying to sell your district to potential student teachers and potential applicants. And a lot of people there, a lot of students, current students and recent soon to

057be graduates were super interested in Fremont One. um gave away a lot of swag, gave away a lot of information about our benefits, about our district, salaries and that and a lot of students would like to come here to do teach and some would like to apply positions. Awesome. Um I'll be talking with the admin team a little bit more about the possibilities in terms of getting some new teachers here because the biggest question they have is about availability and cost of housing. Um, most of them have apartments in Laramie or they share a house with some roommates in Laramie and so they come to another community for part of the year to do student teaching as a financial burden. They they don't get to take a salary because they're getting college credit for their

058their student teaching. So, that's a little bit of a hardship on a lot of the candidates. Some have relatives around the state. We try to use those connections if they can. Um, but there are a lot of good candidates who don't have those connections. We want to make sure they're if they're interested in 31, we find a way to get them up here. So, we'll be talking more about that and if you have ideas on that and that's all I have. >> Thank you. >> Mr. Chair, yes, these are just routine personnel actions, resignations, appointments, and transfers. Okay. Motion to accept. I'll >> second. It's >> been moved and seconded. All those in favor sign by saying I. >> Motion passes. Um consideration for the graduation requests. Motion to approve those. So moved. >> Move.

059Seconded. All those in favor of accepting the graduation early graduation request by saying >> I passes and then we have some monetary donations um that we accept all from they are going to are donating $5,000 in support of river outdoor education program at middle school. So that's a a good thing right there. And then we also have a donation again from the Laura Foundation $8,683 to purchase equipment for the new LPHS softball program. So we have a motion to accept donations. >> So second all those in favor accept motion passes. All right. Discussion items. >> Yes, Mr. Chair, members of the board. Um, as mentioned during the September board meeting, the Wyoming Department of Education released a whole bunch of information about assessment results and accountability system results for the state of Wyoming, uh, particularly

060districts and and individual schools as well. So what we have are principles. I put together some highlights of those data want to share some areas where we're making particular efforts to improve and some some positive aspects as well. So what we have is a slide deck and I will get that shared on the zoom here. Um we'll start with a piece and kind of go through each school just so you guys can get an idea of how we did for 242. >> Hey, thanks for letting me talk to you a little bit today. I know that we're all excited to share with you the great things that are um coming out data wise in our schools. So, okay. So, I will start with the white dot data from Janet Peak. Um obviously only our third

061graders take that measure, but here we have three years worth of data and so those are the different cohorts and you can see how those scores have changed over time. I know that last year um we stood before you and showed this the same three-year rolling average type picture and coming out of that we said that one of our goals was to really focus on math and I I'm pretty proud of the increase that happened there although it looks like across the state there also was an increase and so while we made building gain we also are just this short of the state average in math which was kind of a bummer but still a celebration all in Um you can go to the next slide. With that being said, um peak met expectations and

062was average or above average in each of those three indicators um and categories that white looks at. So outside of white, I wanted to talk a little bit about this. Um, as you may know, there was legislation that was put forward two years ago related to K3 reading assessment and intervention. And out of that, um, became chapter 56 rules, which are state law, related to early identification and then addressing, uh, potential issues specifically in literacy. Um, so the state identified a couple very specific measures and allowed districts the opportunity to pick which of those measures they would they would give um at three periods of time throughout the school year to all of their K3 students. Um, and so this is our Aadian measures from last school year and you can see where each of

063the cohorts came in. Um, and the percentages represent the number of students in those grades that were at or above the expected benchmark for those periods of time. Um, and really some interesting data and a lot of takeaways for our teams in looking at that and discussing how those those scores fell where they went. Um, a cadence is a pretty cool measure though because it's this is the reading composite score, but it is composed of very specific smaller measures that are administered to students. And depending on if we're talking about kindergart third grade, it could be, you know, in kindergarten letter identification and first first word sound um all the way up into third grade where we're really looking at oral reading fluency and maze comprehension probes to um gather where the students are at.

064So they're really short and pretty easy to give, but um also indicative of where we're at. I'm ready for the next slide. Um this this slide illustrates our growth from beginning of the year to end of year and it's not broken out by grade level but by each of the risk categories that Aadians allocates dependent on scores. So you can see that from the start to the end overall there was an 11% increase of students who um were in those at benchmark or above benchmark categories. So, some celebrations. I'm actually going to start right um with the ELA um tier 2 intervention plans. So, this is not all of our tier 2 plans. These are like the formal ones where we're looking at that Acadians data, looking at measures of um student progress and then

065giving very specific intervention for um those measures. And so in each of the grade levels from fall to spring, the students who um were requiring a tier 2 plan for intervention, you can see how those um started and then where we ended. Some of those students um were no longer in tier two plans because they uh demonstrated a greater need and were either moved to a tier three plan using our intervention teachers or perhaps qualified for a special education IEP. Um but a lot of them were exited from requiring a tier 2 plan. um in the middle. I already talked about that we were just pretty glad to see that our benchmark or above growth on math, excuse me, I'm looking at the bottom. Our math wise top improved, but also I did talk about

066the bottom too, those Acadian scores growing. And then on the left side, this is from this year, but it's something I just wanted to bring out because it's something that's currently going on at our school that's worth celebrating. Um our school counselors have put together their annual goal and focus and it's related to attendance and um as you can see over the last three years after the end of the first quarter and looking at student attendance of percent of students in seed every day. It's really consistent from year to year. And this year the counselors have put together a neat program that they call the good morning club. Um, and it's really a partnership with some families of students who have been habitually struggling to get to school on time. They've um started a mentor

067program with these students and got parents involved and the kids are so excited to get to show up every morning to be mentors for some of our younger students that the parents are getting them there. And so while that percentage of just one point seems small, it's very representative of some of our most um chronically absent students and this super cool initiative that's going on in our school. So when I saw celebrations, I thought that's something we're celebrating even though it's not quite top driven um but still data driven. I think my last one is next. So, in considering continuous improvement efforts that we have going on at the end of Peak this year, um, professional development wise, we really are trying to focus on looking at our tier one instruction because we know that

068the best way to move students forward is not that we're going to intervene our way out of the deficits. We really need to be looking at what's going on in the classrooms and at the tier one level and how we're reaching students. Um our our teachers are taking on a book study that will run through all of third quarter. Um it's called effective universal instruction. We also have our teacher mentor core lead teachers monthly putting on wheels that are we're calling them cougars helping cougars. But it's also an exciting initiative because it's allowing the teachers in the building who have areas and pockets of specialty to share those areas with their colleagues. Um, and we also are ruling out Kagan coaching models. Um, Mr. Butler, the assistant principal, and Diane Weller, our leading that charge.

069Um, as far as systems of support, I already said we're looking at tier one, and I talked about that attendance goal. We also are participating in an MTSS leadership coaching initiative that's put on through the WDE and the Air Institute. Um and then we are trying our best to get the branching minds platform um up and running so that we can really streamline and improve our data collection that then looks at our programming decisions for students. And lastly, I would just say as far as continuously improving, you know, our focus is really on our students who are learning to be learners. And so we've over the last few years created and continue to grow beginning of the year and then mid-year behavior boot camp efforts which are really just like what's expected and what's maybe

070not expected in the various environments the kids are at. And a big piece of that is um having some schoolwide common language that that teachers have rallied around and that all of the kids have learned and and very good. So I think that is all I have for you guys from the peak front. Do you have any questions? All right. Mr. Chair, members of the board, I am incredibly honored to be standing next to Nicole Jordan. I think most of you probably know her from all of her public face work at she is always working on our Bobcat News broadcast and leads our Bobcat news team. She leads our student council which the elections just happen and our student council is in full force. What the public doesn't often see is that she also leads

071our school improvement team each year and has for a very long time. Uh she is known as our internal data nerd and we love hanging out with her because she loves geeking out about data and then she shares that with us and puts it together in really powerful ways that helps us guide our decision making. And so when I asked her if she was willing to come to and stand in front of the board and share data, she said yes. I was giddy. I was really happy and I'm glad you guys get to see her shine. Um, and her immense knowledge about how our kids do are doing just as much as I have the pleasure of doing quite often. So, we're ready to kick off the ball one day and she's gonna get started.

072Good. >> Well, now follow what we just said. Okay. Um, so to start with our achievement data showing our three years, you can see that our fifth grade on ELA really were quite performing really well. They've increased. If you follow diagonally, you can see they were 47 down to 73. If you follow, we'll have we have to data, too. 57 to 73. Am I saying the numbers backwards? I'm being dyslexic tonight. And our fourth grade last year is 53% advanced and proficient in WTO, which is down from the previous year. But as a reminder, this is achievement data, which is different groups of kids being compared to different groups of kids. We're not comparing the same kids here. We're comparing that grade level each year. So, it does go up and down. You will see

073that fluctuation. Yeah. Okay. Um the next slide it shows our math kind of the same story. You can see it goes up and down again. Apples to oranges, different grade levels of kids. Um uh you know what can I say? Our fourth our math is really shining at Baldwin Creek. Both grade levels that fourth grade last year's proficient advance may not reflect it but it really does. Um you can see just even growth between the the year consistently apples to oranges. Same kind of scenario. Okay. And then this is a better picture of seeing the kids growth. This is cohort data. So this is comparing our students and then the different lines. Our blue one is of course our math. This would be our current sixth graders. So we had them so that would be

074and we had them in fourth and fifth. It shows where they started in third of course to fourth and to fifth. So like just for example for the math going from 56 to 70 growing that much in one year and then continuing to grow up to six or fifth I mean so it just shows the work that goes into these students and how well you know they're performing with math. They're doing a great job. ELA the same thing. We kind of you can see the green line but then a huge growth again from fourth to fifth. So it's nice to see the whole picture from third to fifth and the kind of the fourth in between. It shows a longer range picture. Of course the yellow and orange are the state averages and you can

075just see where we are above the state averages. Okay. >> Yeah. And these are our current four fifth graders. Okay, we had them last year tested in fourth last year and this is the data that has you know where >> that we spend the most time on >> yes looking at this cohort and looking at places for improvement things like this I'll let you take over here okay so just thinking about the work we're doing um around this data we are meeting with our uh school improvement team and also visiting with classroom teachers quite a bit um to talk about the what has changed and what we know is that our curriculum is pretty solid. So we're thinking about other factors that have may have influenced it and unfortunately all of these are big and

076we can't sort them out one from another to say which had the most impact but we know that uh this particular group had a pretty extensive need for behavior support and executive functioning. We are addressing those things and we are seeing um significant growth between their fourth grade and their fifth grade year and um we had decreased intervention staffing and that was due to esser funds running out but we aren't able to serve the same number of students and in our intervention settings and so that goes back to what Megan referred to as we really need to beef up our tier one our our school improvement team thinks about how we can do that and how we can address that because the the reality of funding is uh everpresent and so we want to make

077sure that we're responding in ways that are realistic and also that make a difference for our kids. There's also because of that there's some changes in our special education model and we know that our class sizes increase as kids move through the grade levels and so we have some of those factors. We can't pinpoint it to say we're not seeing the growth within a particular year, but we do know that those are all impacting us. And so we're uh redesigning our systems to make sure that kids can receive intensive intervention supports uh without the intervention team being the primary provider of that. So we're working on our systems. This also isn't overly concerning to me because we also look at our data longitudinally and know that we see growth as we have them longer in

078our district. So, um I I want to say all of our language work is priming them and getting them ready for the content knowledge that they're exposed to in fifth grade and beyond. And we uh expect to see significant gains. So stay tuned for more on that. work. So, this is really about our continuous improvement um efforts. Uh we continue our professional development and working as content teams to collaborate to meet the needs of all students. We really also want to check our professional development to make sure that we are make um that we are making an impact for kids of all levels. So is the example I always go to is our language work. When we look at all of our work around language, is it impacting the growth of our students who are

079performing um who are struggling right now? Is it impacting our high high achieving students right now? We want to make sure that whatever work we're doing is having an impact across achievement levels and not just targeted to one specific group. Of course, uh we are always working on our systems of support, making sure that students have full access to grade level learning. Even if they're not at grade level yet, we want to make sure that we don't make them f or get them further behind by removing them from that grade level learning. Uh we want to make sure we're by um providing enrichment opportunities as well as intervention. Executive functioning, as you've heard, um over the years, is a really big focus for us. And it's a developmentally appropriate time to be working on the

080executive functioning skills that kids need to access their academic learning, but also to be successful in their peer interactions and their interactions with staff. Uh little plug right now, uh we are offering offering an executive functioning night and that's available to all K12 parents. We work with Matt Jacobson to uh offer that. That'll be November 13th at 5:30. Um and we en encourage all community members to attend because it's really powerful in terms of how kids are accessing their academics. Once again, content focused instruction and student engagement is always a a focus for us. the continuous improvement efforts that we spend the most amount of time on are kids in the subgroup of low SCES. Um these graphs really highlight in um concerning ways the difference um in achievement for our students who are not

081low in the low SCES category compared to the students who are and it also emphasizes our need to make sure that our systems are providing high quality interventions to close the gap um particularly in this K5 grade band so that we have them ready for that secondary experience. Next slide, please. >> Oh, okay. Okay. So, these are our celebrations basically that we kind of picked out from the white top data for the previous year. And you saw the two scores for ELA and math for fourth grade. What you didn't see was science. Our fourth grade achievement data is 68% proficient in advance for that same grade level in science. Woohoo. Probably I can't believe I don't have the exact number at the top of my head, but I'm sure this the state average is right

082around 54. So we're at least 14% higher than the state average in science with our fourth graders. So that is a huge celebration. >> That test is rigorous. Oh, it is requires a lot of skills and their content knowledge. >> It's a challenging test. >> Yeah. Yeah. >> And then um of course I mentioned our fifth grade last year. Um quite a growth looking at them all the way from third to fifth. 19 percentile points in both ELA and math growing that much for proficient and advanced students. So good celebrations there. >> Absolutely. That's and we say give us give us those two years. We want to see what we can do in that amount of time. Um I want to say one of the celebrations that I have is the work that Ganet Peak

083does. And before they ever get to us, they are receiving really high quality education. And so I want to thank the Ganet Peak team for everything they're doing to prepare their kids to get to some really rigorous instruction at Baldwin. And so that's always a celebration for me is the work that the the teams at Hannon are doing to prepare our kids. Always appreciative. Also want to thank the staff at Baldwin. One of the things I'm most proud of is how kid focused we are at Baldwin. And um it always it always makes me feel proud to be the principal of the school to know that this data is absolutely uh has a kids face tied to the to the numbers and that we're looking at this data not in these not always in these

084holistic ways but how we can actually make a difference for individual kids. And so want to celebrate the work that happens before and beyond why to make our kids really successful. Any questions for us? >> No. chair, members of the board. A year ago, really excited about all of our data. Last year, we made a lot of progress and we hit the marks on the state report card very well. This year, we have a lot to celebrate, but we also have some areas of growth and I want to talk to you about how we're going to approach those this year. So, I'm going to start with some celebrations. I'm going to start with our seventh grade. Our seventh grade really knocked it out of the park last year. Was really the highlight with all of

085our grade levels. That hasn't been typical over the last five years. So, put a lot of work into seventh grade helping support them to get to this point and they did a great job. I just want to highlight that. So if you look at our class last year of seventh graders, uh their growth from 24 to 25 and so if you look down at math, they went from 37% to 56% proficient and or advanced. In ELA, they went from 44% to 59% proficient in which really highlights seventh grade and the work they did last year, but it also shows us there's some areas below that that we needed to work on and continue to work on. And so when you look at the state average in math, we're above that by six percentage points. I

086felt like over the last four to five years that the sentiment at the middle school was let's meet the state average and I've been trying to instill let's beat that by quite a bit. I always felt at B Creek that was far or modest right and that's that's what we live by. So I'm going to talk about how I'm reinstating that with the staff and the improvements that I'm seeing already with that. So with our seventh grade math teacher, her name is Alana McGelry and she was the district teacher of the year and these are some of the reasons why she was just her hard work in math and she's really our math leader in the building right now. So we're utilizing her quite a bit this year with our discussions in math and how

087we're approaching math this year. So next slide please. So that is hard to see, but if you look over in the corner where the uh percentages are, Alana had some of the highest growth in the state. So for like schools, like districts, she had a 13 13.5% growth, which is one of the highest in the state. And if you look at this graph here of timeline graph, look at year 23, 24, and 25. And so if you look at the growth with that particular class, we have three different classes there, but there's a dip in 24 with with that class. And then you can see the raise or the increase last year 25 which concerns us in 20. Sorry, I didn't read the bottom part. I'll go back. Mike told me we had to be

088very quick tonight because he's Jared. He wants to break the record. Yeah, just a huge turn around. Seventh grade reading scores as well. So, I'm sorry. This is this is ELA. Uh my my apologies. In ELA, seventh grade is an area we've been working on. And so, this one makes me really proud and proud of our teacher. the work that we did last year with that teacher in particular just helping supporting how do we get those AO scores up. So huge turnaround for that teacher in that in that unit. Okay, we can move on. So again, he's the second highest growth. So not only in our math in seventh grade but our ELA teacher as well. So here we go with math. If you look at hers, she has the highest growth in math in

089the state in our cohort. So I'm proud of Amana and the work that she's doing there. as well. And there's some there's some uh districts that we often compete with. Part one, for example, and just having a seventh grade teacher that had that much growth, we're really proud of her and the district should be proud too because I think she had a shot as statewide teacher there, but we fell short there. with them. So, this is where um the area of growth and disappointment for me. Last year, we thought we were having a really great year. It was one of the best years that I've had since I've been there. Our star scores, which I'll show you in a bit, were fully indicating that we were going to have an outstanding year in white. And

090when you look at our year last year and when I presented to you 23 and 24, we made a lot of improvements and increases for that school year. Last year at the end of the year, for whatever reason, on that particular day, we did not perform the way we did the previous year. As soon as I got this information, I started to drill down into what could have happened in that year. Our star scores were indicating that we were doing well. Our CFAs were telling us that we were doing well. And so as I thought, what can I do? What can I figure out? Talked to a lot of staff members. And so I just reached out to some of the school districts that performed super well, reached out to those principles in those middle

091schools and I collaborated with them all fall. So one of the first things I did when I got back to work in August was get on the horn with them. They shared information with me. We shared ideas and I started to really pinpoint the areas that I think were the issue last year. I think logistically we got a little complacent and so meeting the way we set up the test structure for that given day in those two weeks for testing um we got it wrong. So that's one of the first things that I've addressed and how we're going to address that for next year. Uh you can go move the slide. Thank you. Pinpointing and drilling down into the areas. So the the biggest area we got hit was our growth and equity. So those

092students that haven't met proficiency in white for two years in a row. And so we've identified every single student that hits that criteria. And that's one of our points of focus. We've ramped up our special education approach. We've hired new staff in that area. We've hired new staff across the building. In the five years that I've been there, this is the strongest staff that we have had. No doubt. That goes from Paris to all of our exploratory teachers and our new ELA teacher. Uh, sixth grade math was a move as well. And so we're very excited about those areas because those are the areas that I when you drill it down, we didn't perform so well. So new staff in those areas that we didn't perform well. Our exploratory teachers also have ramped it up.

093And I do think there were some areas there with new staff that have increased the rigor across the board. When you think about it, some of those areas struggle and that can transition into the classroom for sure in the course. So uh let's see here. Yeah, we can go ahead. Going back to the star. If you look at our star compared to our white top, star would be red, our white top did blue. So noticing that for whatever reason that didn't match. So we were looking at those red scores at the winter break saying we're on the right track. If we're looking at star, we know star doesn't always match up with white top and it doesn't always give us an accurate picture, but it does give us somewhat of an indicator that we're moving

094in the right direction. And so our last star assessment was in January and it told us that hey, we're kind of head in there. Then reviewing our white top or I mean our CFAs as well. So again talking to some of the principles talking to my team what is it that we can do to change our practice at all levels. So instructionally culturally as a staff in our team times what can we do to change our trajectory for the end of this school year. So we have met with a as our guiding coalition. We've met as our teams. We've met I have met with several principles and I'm drilling it down to these areas here for continuous improvement. So, professional development, content, team collaborations, our team times are way more intense with non-negotiables this year.

095So, I identified the areas from my conversations with the principles that we need to change within our teams to get better at what we do. And so, drilling down with the training for AI, we we had to integrate more of that. Our teachers were working way too hard not to use some AI to help support that. with the training from the district that's helping support us too. So those teachers that are not familiar with it or not comfortable with it are now understanding that wow this can really help us within our lesson plans and lessons and just getting kids engaged into the lesson as well. Continuing our Kagan, we just finished our first round of Kagan coaching in our school. So those teachers have to be a part of the Kagan coaching. they get to

096be a part of the game coaching and so there are three of us that lead the coaching. So Mr. Horton, Miss Hogan or IF myself and they get to pick what structures they're going to use in class and we go on and coach them on those structures and then we follow up with them on how they continue to use those in the classroom continuing with fundamental five which is tier one instruction and win which is behavioral side of that. Our systems of support. So what are we doing outside of our classroom teachers? But I will tell you what, my math and ELA intervention people are amazing. So, Caleb Steven, he is intricral with helping me identify with our math team what it is we need to do to teach math better in our school and

097how do we prepare our kids for life. I think we were doing a pretty good job of teaching our kids last year instructionally with the core material, but we needed to ramp up our instruction in math with white top. So, how are we doing that in our team times? I I get to that down there actually down at the bottom. Um, and then in ELA intervention, I've taken over ELA team with in our school and that's where I probably met the most with the principles and talked to how they approach teaching ELA. We've changed our practices on that. And I would say for the first time in a very long time, we're the most consistent within our teams vertically. There were some gaps that I noticed when I started to assess where we actually were

098this August and there are non-negotiables not agreed upon with our ELA team to make some shifts and integrate more of our blueprints from Winetop the released items and what we really found is when we started to look at our CFAs earlier this year. So those are those common formative assessments. They were not rigorous enough and I learned that through my conversations with principles and dissecting the resources that white top allows us to use which is the released items for example. So once we started really diving in those this fall with our team, we realized that the released items um the authored assessments from W talk were written differently than what we were currently using and the rigor was much higher. So for example, one of my non-negotiables is blending those type questions into your common

099formative assessments. So now our kids from an early stage of the year are going to see more rigorous questions that white top language and that white top structure more often in their common formative assessments. So we were you go back to a year ago we were doing really well with not diving into at this level. So, I'm really optimistic now that with this introduction early into the year that logistically they're going to be able to see the structure of the test much earlier before we get to the end of the school year. Targeted support from our interventionists. They're consistently identifying our kiddos through progress monitoring which kids are those equity kids and getting them into the sport they need. So that could be catchup lunch, that could be catchup recess, that could be a intervention

100class that they are taking in the morning and it could be tutoring after school as well. But just having them working on that and giving that information to the teachers here are your equity students. Our core teachers now know that they can differentiate within their classroom too for these kiddos that we know have historically or may have been last year an equity student that hasn't met proficiency in two years. So this big wraparound process for these students. We're really ramping that up this year. And so in in uh special education, we have ramped our expectation and our collaboration between our general ed teachers and our scheduled teachers. And so we have a cohort this year with Mindy and Nicole Show, Mindy Clansancy that has general education teachers working with our special education teachers on certain

101Wednesdays. Cleos and having those conversations being led by a book discussion on how do we better bridge that gap between our our special education kiddos and our our special education teachers and our special or our general ed teachers so that there's no gaps in between what uh supports and services that our special education kids because you go back to the data with a lot of our equity kids and this is pretty common across any school with your equity group your special education kids can fall under that rate. So, we're ramping that up quite a bit. Our tier one instruction and differentiation, our special education teachers by theory are probably our best differentiation as well. Think about it, right? They're constantly differentiating lessons for their students needs. So through that cohort now they're talking about and

102teaching some of our general education kids better teachers better strategies within their classroom to differentiate. So I'm really excited about that. That's a really good group of people and uh they're really excited about the work they're doing right now. So going to our instructional resources, the rigor of the assessments I talked about, I am so excited about what I'm seeing as a product from their CFAs and the teachers are actually really excited about it as well. So talking to a lot of our math teachers, science teacher, I want to add that too. So I've been talking a lot about ELA and math, but in the other teams, science and social studies, we have a set of non-negotiables and agreements, too. How do we support our math teachers and how do we support our ELA teachers?

103I think that's maybe an area that we weren't doing as great in as we can. So, they have also made commitments and it's really cool to hear them talk about yes, we will do this to ramp it up because there are students. It's not just your students. It's a lot of pressure on our math and science, eighth grade science teacher, right? social studies and muscle science deal and all of our exploratories, they don't get assessed at the state level. So what can they do to help support? So they're also looking at the author assessments and putting that language from white author assessments which is basically a rep of what questions look like and could be like on the actual sum why at the end of year. So all the departments are looking at how do

104we support math ELA in science and I think that's a big change up from the last couple years. So I'm very excited about that. L is a personalized learning online pro program that also allows that repeated practice. So you plug in standards, you're working on the same standards and it's an online program that works with the students ability. So it's progressive with them. So the the higher level questions you answer the higher level question. The next one is so a lot of schools and in particular PA elementary uses this and it's just an additional opportunity for our kids to get repeated practice. And so it also prints out nice reports for our teachers to tell them how those students are doing and what areas they need extra support in as well. So, I purchased that

105this year and I've used it before at the elementary level and I liked it. And so, our teachers are using this. This is not their tier one instruction, but this is a supplemental piece to their tier one instruction. And it's pretty cool. At the last 10 minutes of class, 15 minutes of class, they all have assignments on. instead of the opportunity to chill towards the end of class, they have the opportunity to continue their learning now. So that's a non-negotiable as well. And feeling like teachers are excited about that additional piece. Uh data discussion protocols, our team meetings are much more centered now on bringing data in and looking at it. So now we can look at if we say and we agree that we're going to build a CFA that incorporates the language and

106the question style from white top assessments I want you to bring that piece of data into the meeting so that you can show the rest of the team. So that's what we're seeing there. And so again, ramping that up and some of the things that we've added in, I think over the last couple years, we've really focused on culture. And again, we've just got to find the balance to focus on both and keep those sustaining at the same time at the same level. Sometimes it's easy to get shifted over into one area like culture because you're feeling it within the building. You're getting feedback about it, right? And so my MTSS coordinator, Darcy Wells, is amazing and she's brought a lot of joy and fun opportunities into our school for our kiddos. So, um, Super

107Saver Days is one of those days incentivizing our learning as well. It's just an opportunity for our kids, they're doing well, to have a day where they have some enrichment and fun. She's awesome at ketchup recess. We have way less missing assignments this year than we've had in previous years. And I want to share some other data that we have that I think is positive. So when we're looking at the building as a whole if you want to know a little more, this might not mean a lot to some people, but it means a heck of a lot to me and my time obviously. So I've always been hoping and waiting for that big corner to turn with our behavior da d d d d d d d d d d d d d d

108d d d d d d d d d d d d d d d d d d d d d d d d d da and we've seen a little bit of change. This is a huge change for us this year. So this is from the beginning of school until about a week ago both years. And so this change right here is is pretty large. And you think about it, what can entail in these behavior referrals, some of those could be very minor, some of those could be very major, but a lot of it has the potential to pull kids out of class. If they're not in class, they're not learning. If they're somebody who has multiple writeups, then this kid's probably an equity kid as well, right? So, finding more supports to help those

109students out. And uh man, for me, only 31 items at the beginning of the school year is pretty amazing. And it tells me that we are making a lot of positive shifts and changes. And it's the overall attitude of the building to not just meet the the standard, but to exceed the standard. This to me is exceeding the standard with the previous data that I've had. You'd be amazed at how this behavior data can correlate with your achievement scores. Right? So this is early data tells me that we are making that shift in the building this year. Wait, Chris, this is other data that I'm really proud of and it's very encouraging. So tardies, if you look at that, people are like, "How can middle school kids beat Tardis so much?" I, you know, I

110wish I had the answer to that, but we've really ramped up our approach to TARDIS with uh a couple different approaches. And so obviously there's a sequence of consequences for it. There's there's uh after every six tardy there is nicles to parents to talk about but the area that I really push the teachers in this year is I want you making the phone call after six ties also right so not only are the parents getting a phone call or an email from the parents that they're also getting indication from the front office and they're also getting information from Mr. or the knife becomes habitual. But I really think the key pieces is when the parents and the students understand the impact when a kid walks into your class five minutes late or even two, three

111minutes late when you've started your instruction. That's what we try to talk to them a lot about is you know your teach you're saying your teacher's yelling at you. Okay, well they really addressed you when you walked in. If you want to avoid that confrontation if you're on time that'll never happen, right? if you're in there in your seat on time, it will never happen. And actually, what we find with our targets, it's typically habitual offenders. And so, we're working with them, their families much better this year. So, that one to the left is really u again monumental for me. And then if you shift over to the right side of the screen and we look at students with tardies and a lunch. So that means that they've at least hit six tardies and they've

112had the one lunch stitch for it conversation email home. If you look in that first graph last year 118 kids or there was 118 Right. And 33. Yeah. So 118 kids had tardies last year. I mean there was 118 already, but 33 kids were multiple offenders. So that was a lot of students, way too many. This year with our new approaches, look at the difference, the change, right? Only nine kids have gotten that lunch detection this year or the fall. For me, that's a big deal because if I were to go back four to five years ago, show you this data, you wouldn't believe it. So, it's been a lot of work effort to get to this point, which I'm really proud of, which again, it goes back to the overall feel and approach of

113the building with overall supports. And again, I believe that that data there is reflective of where we are academically already in the school year as well. It tells me more kids are in school on time because this also counts morning ties, guys. Morning tardies alone, which is out of control of most of our kiddos, is a lot significant. Sometimes they're just not getting to school on time for whatever reason. So again, phone calls home, letters, newsletters that indicate that we are working on our tardies, trying to get that support. That's amazing to me if you if you understand that we're counting beginning of the day first period target state because sometimes we pull that out because we say how much is it control get over not so that's what I'm going to end with in

114this presentation and just let you know that everything that we've put together this year has been a lot of hard work and we're already seeing a big turnaround and change and we're very optimistic that we are going to blow it out of the water again. I can't guarantee anything. I never will. But I will say that I'm super pumped about where our teachers attitudes, the shifts that we've seen this year in instruction and the overall approach and culture of the building. And we're just using data like this to tell us where we are and if we need to change our practice as we move along. was a little longer than I expected. >> Can I just Oh, sorry. No, just a comment. I just because you're you're you spend so much time talking about it.

115I just want to reiterate that I think as a board we realize that, you know, white top is just one snapshot of our students performances. And I'm sure as an administrator it can feel really discouraging because you worked so hard and you thought all year you were on track. But I just kind of want to give you a reassurance that we know that's just one part of the student. We've been talking about that at the state level um that accountability measures are not ideal. They're they're working on trying to rid that. And you're you had a great point about um so many districts now are using those classroom based performances and measures because you get that immediate feedback but a lot of times they're national assessments that aren't tailored to our state and so then

116you see that deficit. So the fact that you guys worked on that and have already seen that and this fall are making those changes I just think it's very encouraging. So just want to encourage you really great. Yeah, it's not ever easy when you get those results, especially, you know, in the past you feel like it's been a priority to get there to it. And you know, I will say though that um the one good thing is it's allowed us to reset in some areas and really refocus and you know, just use some guidance from some other schools that are seeing success in certain areas. So, it forced me to reach out to some really great and outstanding principles and just get some ideas about some things that we could do better. Now, I shared

117some things with them, too, that they're like, "Oh, man, that's cool. We're going to use that, borrow that as well." But I appreciate you saying that. That means a lot and I know it means a lot to everybody else because it certainly can be disappoint. I just want to make sure that we are are covering our bases so we give ourselves the best opportunity to perform. Thank you. >> All right, Mr. Chair, members of the board, thank you. Speak about LHS. Our celebration is that we won the third set 30 to 28, but unfortunately we lost more sets. through all this stuff, but hopefully we'll win that one against Lineman in a remake or a review of uh because South Pass already got a close one already this year. So, that's great. Um just want

118to celebrate some of the things that are going on at LHS and really kind of talk about the accountability system as the state board when Taylor mentioned that met in this room. um they're looking at some revisions and I think most of the revisions are targeted at the high school and so I kind of want to make you guys aware of some of my concerns with some of those potential revisions as well mostly Taylor because she gets down the road in that. So um we'll talk about that but I first wanted to start off with one of the things that they're talking about changing which is probably the most solid thing in an accountability there's ever been and that's the postsecary readiness. Um the postsecary readiness measures everything from ACT to advanced placement to concurrent

119and dual credit. Um the ASVAB um the college uh the concentrator. So when a kid takes multiple classes in the career technical education fields, they're considered a concentrator. When they're done doing that concentrator, they take an industry recognized certificate test. Um so it takes account for that as well. it takes into account the halfway curriculum whether it's um the highest level or the the next level down. So, it really kind of is a com combination of so many factors and that's one of the things that they're proposing like taking out of the accountability bill which is like to me the brag points. It's all the things that we're trying to do to make sure that our kids are either college, career or military ready and yet there's conversations about that and they have their reasons

120which is all fine but for a principal it's a really nice snapshot that we don't have to do anything for. We're not gaining for it. It's we just do business as normal as high school and then at the end of the day they give us a bunch of feedback on how we did. So when you look at that our postsecond year readiness LHS was 80% of our kids were deemed college, career or military ready by the state standards which are pretty rigorous standards. The state average is 66%. So we're really proud of that and that's been year after year after year. Um I said that measures multiple things and one of those would be the ACT. The class of 2025 had a 20.3 average. The state average is 19.1. I'll show you how that compares

121to other states and states that test 100% of their students like the state of Wyoming. Um, as we get through this presentation, it also takes into account advanced placement test. Um, this graduating class of 2024, 37% of the seniors graduated with a three-year better. So, more than a third of our class taking those AP classes and actually earning the three or better. more that more than that are taking them, but over a third are taking uh earning that three or better. You see the state average is 13%. Um dual and concurrent enrollment classes, 92% of our kids earn a C or better before they graduate. The state average is 69%. So obviously some just really big bragging points about what the great work of our Lander Valley High School Tigers like Megan are doing. um

122we talked about her success on AP test and she's one example of many doing great things and of course the teachers that are providing those as well. So next slide please. Um I said we'd mentioned the ACT. This is literally just comparing the graduating class of 2025 um so last year seniors um and how they ended up with the average composite score. you'll see them on the top and the list that's provided there is about 16 or 17 schools I think that test at least 80% of their kids. So the national average is about 36% of kids get tested on the ACT because not all states require it. Most states will say if you want to go to college you're going to need to take the ACT, take the ACT. Wyoming says we're going to

123make sure that every kid's ready for college so we're going to test 100% of our kids and see how they do. You can see how they compare in that average. Wyoming of the states that test 100% are second in the country this year. Last year they were first. So we're going back and forth. You can see it's a tenth of a point between Nebraska and us. When you look at the Wyoming average is 19.1. You see the LBH LBHS average is 20.3. So we're above every single state average that test 80% or better which is a pretty remarkable achievement. And our ACT score isn't as good as it was last year. It's kind of one of those years where like wish it would have been a little bit better, but it was still way better

124than a lot of other people's job. The next slide is a huge indicator of college and career readiness. The the ACT says that a kid um who earns this mark will be twice as likely to complete college in four years without other intervention. So, LVHS also leads this. This is meeting three or four three of the three or four of the benchmarks. So there's four tests, science, English, reading, and math. If they meet three or four of those benchmarks, um there's 38% of our class that did that, which doesn't seem that good, but when you look at the national average and you consider that the national average is made up of kids who are literally taking this to try to get to college, and we're giving it to every single kid, some who are not

125even interested in going to college, don't have any interest in taking that test either. We're we're outperforming everybody and we're 10% above the state average in that regard as well and something we're continuing to work on. Next slide, please. Um here's just a quick graph of the difference between the state average and the LBHS composite score over the last uh few years. You look at six years previous and six years currently, and you just kind of see the trend of just a lot of growth. Um, and if you flip to the next slide, Mike, you'll see this even kind of more pronounced. Um, because that's literally six years and then the last six years. So since 2012, you'll see um we used to average about a half point above the state average. Now we tripled

126that and we average about a point and a half over the state average. If you look at the timing and these guys have all talked and presented, it's when we doubled down on our standards and we made sure that we held kids accountable to learning and we made sure that when we said, "Hey, a kid's going to learn this in math." These guys are making sure they're learning it. That's why you saw this great success that they've had. So when we get to take over, we just get to take it from where they're at and continue to do that. So when you look at that data, it's pretty interesting to see just the big gap that's been created there and and the big lead that we've taken in the state and then also remember that

127our state is outperforming basically the nation. So pretty proud of them. Next slide. Um we see the same trend with AP scores. Um you can see there um where we've been. We we actually gave last AP test this year um for the first year in however many years since forever ago. Um we're still not quite sure why that is. I know a couple courses where we gave a lot less of those and we're trying to figure out why they chose to. Um but what's really cool about it is our success continues to grow. You'll see the yellow bar graph down there. Um we see back to 20134 we used to have 14% of our kids get a three or better. This past year, 72% of the kids who took the AP test earned a three

128or better. So I told you earlier there was a 37%. That's the graduating kids. That's kid that includes kids that never even took an AP class or test. 30% of 7% of that class graduated with a three or better. This is of the kids who took the AP test. 72% of them scored a three or better, which is above the national average and way above the state average. And if you flip to the next slide, my You'll kind of see the comparison again. A huge gap between 2013 and 18 and 19 and 25 of the amount of percent of kids who are performing on that AP test at really high levels. Um, and those are college level courses. Um, and I think Dan and any kid that you would interview would say AP or concurrent

129enrollment. They're going to which one's tougher, which one's way more rigorous, and they're going to resoundingly say AP courses. Next slide, please. Um, this just another graph reiterates just the growth that we've had here. Um, 10 years ago, we had less than 1% of our graduating seniors have a three or better on the AP. We doubled down on all the AP stuff, making sure that we had our kids as prepared as possible for college. Uh, then you can see the results there. 37% of our graduating class as you you know graduated with a three or better. Next slide. Graduation rate. Last couple years we've talked that was kind of a a downer for us. We've lost a few points, but this year we've restored that back and we're close to that 90% uh well above

130the state average. One thing that I want to note to all of you uh because you see it in the newspapers all the time and Wyoming kind of gets beat up because of their grad rate. We've worked with the state department in the last year. Mike was great with a phone call and Superintendent Denfelder was awesome about listening to how we're scoring ourselves differently than other states was just making that accountability really interesting. Um, you can expect that LBHS will be continuing to rise in that graduation score just by the natural changes that are happening. For example, one of the kids that is listed as a non-graduate there, left here completely on track for graduation. um had all of her credits, probably bonus credits, was probably a 3637 GPA, transfers um out of state as

131a parental move, doesn't enroll in school, finishes in a private like homeschool situation. She's counted as a drop out on that statistic. they fixing that so we can say thank you for listening. But that those are the realities that I think you don't see sometimes with the data that we have to speak about and hopefully we'll get those cleaned up and be able to take care of that and and you'll see even better graduation rates because our graduate true graduation rate is better than what's reflected there. Next slide. This is just the school accountability which is this whole presentation. Um, so you will see that we met in all of the areas. So, Lander Valley High School has to do the YTO, so achievement, growth, and equity. Like you've seen, we've met the targets in

132all of those areas. Um, but then we also, as a high school, have to do the post-secary readiness. We have to do credit earned. So, that's the number of freshman students after their freshman year that are still on track for graduation. Um, and then you have to have the graduation mark as well. So, all of those things are there. you will see we met targets and then exceeded in that post-secondary readiness which is to me the comprehensive look at our schools. Um, one thing that's interesting to note there as well and it got brought up in the state board of education meeting was that 54% of schools met or exceeded targets in this year's accountability measure. And there was questions directed at the state department of that um on that and the comment was well

133we don't want all of our high schools to meet because then they wouldn't be working on improving I want to paraphrase it. That wasn't a direct quote. I did that to some degree, but I hope that you guys have saw that these excellent presentations as well as the key word is continuous improvement. And we're not driving our continuous improvement once we get these results. Like we're we're in that mode every day. Um like Taylor said with the formative assessments that are going on in our classrooms on a constant basis, like every single day, we're in continuous improvement model. we don't need to be told and we don't need the paper to report that we're not meeting standards in order to drive us into continuous improvement. So, I'm hoping that when they change the accountability measure,

134they're going to take a look at that um because it's currently set up in a way that's I think creating some of this, but happily we're in the 54% that's actually meeting and not the 46% that's not meeting. So, I'll take that. Next slide. This is just a look at all of the areas that I recently talked about. And you can see the graph in the far right that says it's highlighted in yellow. That's what we did. And as you go next to that on the far right, that's what the state did. So in every category except the ASVAB, which we're having conversations about, we just don't give it to a large group of kids. Um we exceeded the state average in every single one of those areas. So that's that industry recognized certificate. That's

135being a concentrator in the career technical classes. That's meeting the halfway curriculum. That's having a C or better in dual and concurrent enrollment. That's passing an AP or an IB exam. That's having a composite score of 19 or better. That's um again the halfway. So in all of those areas, we are literally stomping the state average. So next, that's all I got. Thank you, M. You're welcome. Thank you. >> Good evening. Um, so I'm going to talk about path here at the end. >> So this just shows our accountability report. So Brad um mentioned some of the pieces that are involved in the high school and then in addition to those we also have additional accountability pieces in an alternative high school that we have to meet and so I am not going to talk

136about all of those would be here for another two hours. Um but those are just the pieces that we look at as a team to determine what areas do we need to focus on and where do we need to um continue our work. So, next slide, please. So, here's our high school accountability for um over the last few years that I've been there. And um so this year we were meeting expectations as an alternative high school. And then you can see the different areas where we were at and our graduation, which I will talk about, was below target. And then the other areas were exceeding that those areas Next slide. So to start off um talking about some some celebrations from Pathfinder High School. Um these are some of the areas that we look at

137and a huge area of growth in our building has been our focus on reading and literacy. And we um last year exited all of our students out of reading intervention. um we look at our STAR assessment, we look at White Top and we look at um classroom data and it was a huge celebration and this year starting out the year um we didn't have any students in there also. So it's a huge kudos to the middle school. The kids coming up to us were where they were needed um where they needed to be and this is definitely a schoolwide effort. We had a reading a tier three reading and enriched class. Um it started out as a 30 minute class in our schedule and then we decided we needed it to be an actual class,

138a 90 minute class um with very targeted instruction for those reading skills. But then it's like a whole schoolwide effort focused on literacy, focusing on vocabulary. This year we're moving into writing focused from our literacy piece or quick writes. Um and it's across all our content areas. actually tonight for parent teacher conferences. We do our family literacy night in the high school um where teachers talk about what literacy looks like in their classroom. And so um just a huge celebration to um our staff to make that um achievement. We look at our ILP data um how many kids are getting those PS needed. So um that's very important, right? Because they're earning credit and that's one of our indicators is how many credits are earned. Um Brad mentioned at the high school it's ninth grade.

139Ours is 9th, 10th, and 11th grade. So they're looking at our kids on track to graduate. And so we want to make sure kids are getting their IPS completed if they have them. And so we are constantly talking about what supports we have in place for those and how we need to improve upon that. And then just looking at our behavior data, again, it's always something um we want to make sure kids are in school. So, how do we decrease suspensions, build our behavior plan so that we're being preventative instead of just sending kids home? Those will be our celebrations that we talked about at the beginning of the year. Next slide, please. Um, our areas of focus this year. So, when we look at that accountability data and our schoolwide data, I'm really looking

140at three pieces. Um, looking at our math. So, what do we need to do in math and really hone in on our math intervention? So, we do have a 30 minute block every day for math intervention for kids that need it. Um, and we have been meeting and brainstorming and talking about our just in time intervention as opposed to skill intervention. And those are two very different things in math. And so, how do we do that in one period with kids that are at all different levels in math? We have math one, two, and three kids in there. And so, how do we provide that gist of time intervention, which means looking at the next standard that they're getting ready for in our math class? How do we look at those prerequisite skills, determine where

141the holes are, provide that just in time intervention so when they go in, they're ready to learn that standard. Um, and also work on some of those number sense skills that kids have to have. Um, can they work with exponents? Can they work with fractions? Can they work with positive and negative integers? Um so that is a a huge focus this year. Um our graduation data is not based just on four-year on-time graduation. That's a piece of it. But then we also get in this mathematical um equation um we get points for fiveyear, six year and sevenyear graduates. And then we get points for kids that finish their high set. And we get different amounts of points for each of those. Um, so really trying to figure out how do we help kids who have

142decided that high school is not an option for them for whatever reason that is. How do we work to get them to take their high set? Because we say it's up at CWC, you go meet with them, but how do we help bridge that gap for them? So, we're working with Matt Jacobson. Oh, sorry. How do we help families bridge that and get them up to take their high because we know they need something, a high school diploma, a high set. We want them to go out and be successful. And then again, focusing on that completion, we would rather there not be any PS and they just get it done within the semester. So, just how do we continue to focus on those behaviors and really helping kids understand um the importance of doing it

143when it's due and not waiting until the next semester to do it. And um it's always a conversation we just finished for us our first semester the traditional order. So, tomorrow at our wheel, we'll be looking at this semester's data saying, "Okay, who are the kids? What can we do to help them?" And like we track kids year after year because we'll have kids that every single quarter they have. So how can we teach them those skills that they need so that they don't have those next? Oh no, that's not Is that it? Oh no. Okay. It all looks the same. So instructional areas for um our continuous improvement. So again, we haven't changed this. Um this is where we were at last year and we're continuing it this year because um using the fundamental

144five for our tier one instruction and it started with me and she she pointed it out like we can't intervene our way out of bad tier one instruction. It is the foundation of the whole PLC process all of it. So really focusing on what does strong tier one instruction look like and that is instruction for all students in our building. Um basing it on the fundamental five using our cooperative learning structures. So setting up those coaching cycles making sure teachers are doing it in their classrooms. Um and then again the schoolwide lab literacy. So this year we're moving into the writing piece of it and looking at the data from those pieces. And I believe that's my last slide. So we just want to say thank you. We know this was long. It was a

145lot of information, but I think um what you can see is that all of your building leaders, we are very passionate about making sure it's every student every day learning at high levels. And what we can do across all of our buildings so that when they walk across the stage at the end of 13 years in our district, um we have kids going out into the world to be productive citizens. So we thank you for listening to us. There's a lot of pres presentation. Yeah. So thank you guys. Any questions? Nobody cares how much you know until they know how much you care. And it's it's really quite obvious when you listen to our administrative staff talk with us all tonight and show your your plan for your school, the improvement of your school, the

146expectations that we have. And it's clearly evident how much you all care about the people that you're working with and working for and trying to take care of them. And I know as a community we appreciate that a ton because it makes our community stronger. It makes our our whole state stronger. It it just is is a real amazing thing that we have in in Lander Wyoming. Um golly, I've been involved in in Fremont number one for a few years. 36 I think I was trying to add it up. 36 or 37 years have been going board meetings and school things and all that sort of stuff and and have we grown is what I said. Have we grown? Has it changed? And it's changed a ton folks. Okay. The expectations are higher. Uh our

147students are performing better. We we statistically can show that real clearly. But that stops from starts from the bottom all the way to the top from kindergarten to graduation. And it takes a whole team for us to be able to pull that thing off. So we may not do everything right through one all the time, but we're sure doing a whole lot of things right. And we appreciate that a whole bunch from you guys. So I think we should give these guys a pretty good hand for all different. Okay. So, we've got um where we first read. >> Sure. Members of the board, we have a few policies, six to be specific for first reading, but the last one we'll talk about is just with exist. Uh the first is policy IHBI and has the

148wonderful name of time distribution records for federal programs. In lane, it speaks time and effort if you've ever worked around federal programs. Um, and this policy is required as a result of a recent federal programs desk that we went through. They noticed we didn't have a policy in this area and that's just an over. That's probably from years ago. Um, we put together this policy based on what WSBA offered as a model and some other districts use the same model. It just matches what we currently do. Basically, if you're paid from one single federal program, you do a time and effort log every six months. If you have multiple cost objectives or multiple federal programs that you pay from, you do it monthly. Um that's all that just to say that. But that does meet

149all the requirements that WD is looking for on a policy. All right, I will move on to the second one here. This is a pair of policies. It's DLC and DLCR having to do with expense reimbursements. Um the first one DLCR just clarifying that parents traveling can visit children and out of district placement staff to receive prior approval um from maybe cleansing the director of student services if they want the district to reimburse their expenses. And there's just some some miscommunication or misunderstanding around that. Like some parents may want to visit more often. They expect the district to pay for that every time they go. and others um with the district invites them. There's just a question about okay when can I receive mileage payments or redeemed for that and this will clarify that and

150then DLTR is just the the regulation it includes some process steps for employees who want to get reimbured for expenses for travel and so that's clarified a little bit updating some of the language there and then on the parent side of things reiterating the priority performance necessary if the parent wants to get reimbured for those travel expenses Any questions on that one or that? >> I have a question about DLCR. So in that so this one is specifically talking to parents and guardians traveling to visit students placed in district facility. >> Uh Mr. Chair, Miss Brillo, the whole policy has to do with expense reimbursements, but the the new sentence that's there that's highlighted in the middle of the first page, that's new directly for parents. >> Yeah. I'm just wondering if in that first

151line, it was unclear to me who we were talking to. So in order to be reimbursed for district authorized travel um parents and I was confused by district personnel must follow these steps. So obviously district personnel have to follow the following steps but we're talking about authorized travel for parents and guardians. Does that make sense? Could that >> Yeah. wondering if you could if you could include that in that very opening sense to indicate because I was unsure if we were just talking about parents of treasure. Sorry, >> could be maybe a heading over each one of questions about those. Okay. Um the next one has to do it's called GBM-R and that's the regulation related to staff complaints and grievances. And so there's a pretty massive um area of text in there just a

152repeat of what was above it. So that was just sort of an artifact of drafting for 2022. So we want to delete that, just make it one piece of text that's all coherent. Taking that out and then um mostly just some changes to language talking about business days and things like that. Clarifying the process and the biggest change is probably adding some additional time at each step. Most of those time frames were pretty tight. Talks about 10 business days. Um adding some days I think is helpful especially depending on the time of hearing which one of these complaints or grievances comes in um five days and that's for every step of the way to just added some time including for the board if there's a hearing for the board to issue its decision. Um this

153also includes a provision which party can request an extension to the time frames. So something unexpected happens that party can request an extension and hopefully still get the issue resolved and then move on. be really fast. So the term grievance shall not apply to matters of employment. So what is the defined term that is used in regards to matters of employment if someone is a party complaint? >> Mr. Chairman, I understand your correction. your your question. I think it has to do with if an employee has been um dismissed or terminated, their employment's been terminated. I don't think there's a grievance. It's not a grievance at that point. You may have a hearing through the office of administrative hearings, but that would be different than agreements. Is that what you're asking? >> Well, I'm just

154wondering if you had a sexual harassment complaint or agreements that was brought forward, is that something that's in a separate policy? >> Mr. shared and members. Yes. So that would be a separate area. Um some this is not contemplating um workplace bullying or sexual harassment, title 9, title 7, that stuff. This is strictly grievances which have to do with when one party believes that a policy has not been followed or implemented correctly. I mean, and incidentally, those time frames because they're changed. I I ran that by Scott Colist district council. Those time frames are completely created by each district. So, there's no state statute that we have to worry about running a follow up with increasing those time frames. Um, the next one is GCU possession of weapons. And this one has basically just been

155updated to to match with the district's new CKA rule, which was approved by this board back in July. and state statute uh 68105. So it talks about unlawful use or possession of weapons versus what we think of as lawful under those rules and the statute. The consequences piece is proposed to be removed because consequences for violating different policies aren't typically part of the policy document. It's more likely found in a school handbook or or from law enforcement if it's a member of the public in many cases. So, uh, just updating that to match the current landscape. Questions or thoughts on that one? Okay. Um, sorry. Um, second sentence. This is literally the addition of the word that to complete the sentence. Weapons include objects when used inappropriately by someone could cause harm. Could we change

156it to say weapons include the objects attacked when used inappropriately by someone? >> I'm sorry, Mr. Which which language? >> Um, second sentence. Okay, sixth and final one here is INJ. This was a reporting form. Um, previously when parents were choosing to homeschool their kids, they had allegedly fill out this form and report on the curriculum they were using. Um, because that requirement no longer exists in state statute, this form is obsolete. So, it's just proposed for deletion. I apologize. I don't even know why I've never even seen this document in my life. What should have been attached there is a document that's just a form that parents would have filled out. Um just talks about this is the curriculum we're using. This is where we got it. Kids that are going to use it

157in it is not only so Mr. Chair, those are six. Okay. So, human resource position, that's what we're talking about next. Mr. Chair, yes, this is a just a discussion item, just some updates on this, and I've spoken with the admin team. Um, we're grappling with funding challenges in the present, foreseeing the future. So, it's it's really a costbenefit analysis for us. We recognize there's huge benefit to having in house HR position, but the benefits outweigh cost. um it means that we're going to have to cut programs, reduce staff to work directly to students, that may not be worth it. Um not knowing exactly how things are going to look after recalibration, it's kind of a big unknown. But at the same time, there are some areas in which the district could use some help.

158And um we talked about maybe how documenting and updating procedures, updating the staff handbook, onboarding hiring processes, making sure that they reflect what we're actually doing and they're documented appropriately. um perhaps sharing some information about benefits and making that more available to staff certain workers like workers certain programs like workers comp and FMLA you know it's it's a little bit difficult to find on our website information about those areas um assisting with supervisory conversations and policy driven investigations title seven title N grievances um when those come through those take a huge toll on supervisors and the parties that are filing them so doing those correct correctly and within the time frame is really important. So those are kind of the main areas that we talked about as being for help from an HR professional. Um

159we talked about outsourcing certain functions and I think last time the board when you all met when we met we talked about maybe outsourcing some of that one district in the state outsources HR entirely. We looked into that a little bit um and actually recently we're quoted cost for procuring an external investigator for a title N investigation potential investigation. Just to give you an idea of the costs for that, the this consultant wanted a $900 retainer. They charge $175 for professional services. They ask $75 per hour for travel and they want all the logic travel meals paid by the district. Um, so one investigation could easily reach you, you know, thousands and thousands of dollars. That's one consultant's quote. I don't know what other firms charge for that type of thing. But it might be

160less expensive if we had multiple issues and other things to work on. Um, to have someone who can do that stuff and not have additional supervisory duties might be helpful. But again, it all comes down to cost. Where are we going to prioritize? I've been collecting job description for HR positions from other Wyoming school districts. I got a few with me. County has been great. They're much larger than us, but they have an HR director and then they have an assistant HR. Riverton has an HR manager director position. So, I'm just trying to collect some things to see what other people are doing. Um, and hopefully have some more information for you all to consider as we get closer to the budgeting season. So next we're going to move to executive sessions. >> Do we

161need to have be here for this? >> You want to go after session? We will come back here and and shut down the meeting. So >> we just prove a stipulated agreement. We'll have to do some stuff to do. So, >> see, >> you want to go vote of stipulated agreements those guys, right? >> Two separate. No, that's >> I move we approve all stipulated agreements. Is >> is there a second? >> Second in >> favor business. Mr. Chair in November there are two meetings consecutive weeks. The first is my performance evaluation. Hooray. And on the 18th is the regular meeting. And then keep in mind also school boys association annual conference and Casper. If you're interested, sorry, say that again. Yeah. Have a >> motion to adjurnn.