001Oh, I didn't >> [clears throat] >> Where's your dog? >> Yeah, we'll get this going. Just give me something. Right. It's six o'clock. So, we'll call the meeting to order. Um, start with roll call. [clears throat] Steve is busy. >> Hannah, >> here. Present. >> Hower >> here. Ben Riswick >> here. Kent >> here. Santi Santiso here. >> Williams. entertain a motion to approve the agenda. >> So move >> second motion that second. >> Can you read us the district mission and vision? >> Yes. Our district mission is to teach all and reach all. Our district vision is Urbandale will be a school district that brings learning to life for everyone. And our Urbandale Community School Board mission is to partner with stakeholders to teach all and reach all through governance of board policy and
002operating protocol. >> Thank you. >> Um all in favor of approving the agenda say I. >> I. I >> opposed. Thank you. >> I didn't catch that. Sorry. >> Sorry. Julie usually keeps up. [laughter] >> I think the next item on our agenda is board recognition. >> We do have board recognition and I'm going to bring up u Mr. Shrath from our curriculum and instruction team to make those presentations. >> Yeah. Good evening. Tonight we are excited uh to honor a group of educators that have really demonstrated that focus on results >> [snorts] >> uh but most importantly on student learning. And so I'm going to invite building leaders to come up and say a few words to recognize each team. So if you could uh come forward All right, >> we'll start with Karen
003Acres. >> Maddie James, you want to come up? This is my second grade team from Karen Acres. Julie Buoy and Maddie James. And uh this team is being recognized for their exceptional grit um and their datadriven adaptability when um the initial interventions didn't yield the results that they wanted. Uh they transparently shared their instructional strategies. They integrated each other's best practices. They retaught concepts and that led to significant uh gains in student learning. Um and then they keep repeating that process over and over again. It is great. Actually, I'm going to have you pop over. >> All right. And next we have home style. >> Okay. We are recognizing our fabulous fourth grade team. And would you just stand up please when I say your name? Samantha Demerly, Laura Johnson, Anna Larson, and Lexi Baker.
004And this fantastic fourth grade team is being recognized for achieving a distinguished marking for the routine use of their norms and roles as a collaborative team. They are also exceptional at backwards mapping to ensure that they are covering everything that is necessary on upcoming assessments. and they do a great job in engaging in discourse and going through that PDSA plan, do study act. So they are seeing great growth in fourth grade because of all of their efforts. Thank you very much. [applause] >> Could I get a photo of you all as well? [laughter] Try to slip it in there. and then Valarious Elementary. All right, we have Maggie Hockenberry, Carly Brown, Tyler Jessen, and Sarah Harvey, our fourth grade team. What I [clears throat] submitted for this team. Um, I see it every week. They
005are being recognized for their rigorous application of the PLC process and goals. Um they model strategies and collaborative meetings and they keep major learning clusters at the forefront. They purposely plan, assess and reflect to ensure high achievement for every learner. Thank you guys for all your work. >> Webster Elementary. [clears throat] >> All right. Coming up is our wonderful fifth grade team minus Natalie Ralphus who is gone today. So we have Alexa Gibson, Zach Martin, and Brendan Ball. Brendan Ball's an Urbandale graduate. Fun fact. Um so this fifth grade team is being recognized by the way they work together so seamlessly and consistently. Um taking on this brand new literacy curriculum with so much positivity and grit even on the really hard days. um they consistently dig into student data and use it to share
006students across the grade level during win time. So, it's truly that divide and conquer. These are all of our students versus this is just my classroom of students so that the students are able to get exactly what they need. You're very proud of them and thank you for recognizing them >> middle school. And I would like to introduce you to twothirds of our amazing eighth grade ELA team. So, we have Kale Fangman and Aaron Haltman and Katrum who is not with us tonight. Um, this team is one outstanding team who is always using data to drive their instruction. It's a very consistent practice for them. They collaborate collaborate very closely with their EL partner um in in addition to our um teacher librarian as well. Um they they collaborate with others to tailor their pacing
007and support. They foster an inclusive culture where every team member has a voice in planning um to to support student success. >> Pretty much rock STARS >> and the high school. >> Good evening. We'll start with the algebra 2 team. We have Haley Howell, Will Connors, >> Dina Stanley Dstart, will you please stand? Abby Binkstra is not here as well. Uh but she's also on the team. This team is recognized for their granular student by student analysis of instruction. They have successfully implemented a success criteria checklist for learning targets, empowering students to take ownership of their own growth by self assessing their progress. The algebra 2 team [laughter] [clears throat] >> [laughter] [crying] >> I'd like to recognize our ous anatomy team, Anakah Delivadova and Shelley Clayton. >> This team is recognized for their responsive
008instructional adjustments and focus on student agency. They have elevated classroom rigor by designing and implementing success criteria for peer assessments, allowing students to critically analyze and support one another's learning. Human anatomy team [applause] So just a few last words. Collectively, these teams are really um embodying uh our mission of teaching all reaching all through their collective efforts and just want to thank you for recognizing them and then your commitment to celebrate uh they get to have a celebratory lunch um in the coming week um provided by you. So thank you so much. >> Thank you all so much. >> You we appreciate and love you all so much. Take it away, Rosie. >> I just I want to also recognize, you know, I've been out for a little while. This is why our district continues
009to function. We have high quality staff who are out there doing this work every day. And I thank you all and I thank all of your teachers who are listening to this. You're the reason our district continues to move forward. and I can't wait to get back into the room and visit your classrooms to [crying and screaming] see all this work in action. So, thank you very much. >> Um, I don't have a more than you know. I mean, we have a couple of topics in here. Um, again, I do want to also thank the community. I got a lot of emails and plants and nice comments and um, intentions while I was out and I want to thank the community for that. That was very nice to be recognized and feel the support from
010them as well as the board. I know you guys were all reaching out with your well wishes well wishes and I'm back now and we're in the motion and we're going. So I think we will obviously be successful with what we are um dealing with in our district. So, the first thing I want to talk about, we apparently when I was out, there was some conversation around policy 105, new potential policy 105. And in order to make sure that the community, the board, and um staff understand what we're doing as a district. That's what item B is designed to do is to kind of put out there. I know we've talked about all of these things in some way, shape, or form a couple of different times, but we talked about putting it in one
011place so it looks like everyone understands what we're doing. And we approach this from a um a staff, a student, and a parent uh guardian. This is all loaded into Simly. So, for parents or community members, there's links that are in here [clears throat] that I might mention that you can click to go to some of these places. If you have difficulty reaching any of them, let me know. But the links were working when I put it in. Um, starting off with our students, I'm just going to kind of summarize some of this, but again, all the details are within Simly, but we have a program that you've heard from Mr. Shrath a number of times called Character Strong. Um I know Stephanie's talked about it as well and this is our um they have
012embedded bullying prevention lessons that are teaching proactive skills. Some of those are empathy, respect, friendship, conflict resolution, interpersonal problem solving and emotional regul regulation. Um expl explicit teaching is also in there on how to respond to bullying. Also understanding how to report bullying. And I did reach out. I know some administrators are able to stay, but most of them unfortunately had commitments tonight, so they weren't able to stay longer. But I did reach out to them to find out if they felt like their kids understood how to report bullying. And the general consensus is yes, they do. I'm sure there are some students that their counselors or even them or their deans are working with to get them to fully be able to understand that. But in general, that's something I think that they really
013do understand from their lessons in the classroom. Um, parents and guardians, there's a whole list of connections on here that are these are most are on our website. What's important to point out at the high school level, it's also been noted on the middle school website, they use a QR code. So kids who are um not brave enough to go to the office or not brave enough to say something to a teacher, they can scan that QR code and they can input whatever conflict or um situation they have. They can get that handled by administration using that. We're not at that point at the middle school or the elementary school. Um but high school kids can have their phones when they're in passing and middle school kids can't. So that would be a little bit
014um difficult for them. There's also um some other links on here that parents can check out. The one that I wanted to highlight, there's one at the bottom called student services and family outreach contact. If they feel like they've tried everything and there's not they just can't get what they feel resolution to or questions answered, they can fill that form out and that will get them in touch again in another way. areas that we we could improve on. There was a question if we offer any resources for helping parents talk to their kids about bullying and that's an area that I am looking all of this to put in a consolidated um place. I think we can continue to work on how we do that with our families. the staff trainings. If you look on
015um I kind of went backwards on this, but all of our staff for prek to 12 go through training through vector ser vector solutions. This is the you might remember as board members you approved us switching our system and I know um Mr. Drif brought up today how much that just that's kind of an all-encompassing system. You can see where people have had the training a lot easier than you can see in the system that we used to have. Later in the year when or early in the year when they come back, we have a safety day that connects the training that they got on Vector Solutions with the training that um the district has as well as locating that reporting tool on our website. And we do update our administrators annually. I put in
016here 545 only because that policy is still technically what's in effect since there hasn't been a change. But as we go through the change again, I know that there will be training for administrators to make sure that they understand what changed from 545 to 105. The numbers going to change. What we put in it would be what we would have to wait and see. Um, but some of the things there are shared resources on assessing whether or not bullying's taken place because I think sometimes kids don't understand there's sometimes adults don't understand conflict is not bullying. I don't like you is not necessarily bullying. There's there's a little bit more to it. So, making sure they understand what that is and how they can assess that. Um, understanding safety plans. Oh my goodness, I'm so
017sorry. Um, understanding safety plans. Who are they for? How do you write them? What's the purpose of them? Um, understanding how to interview students, understanding reporting to parents and guardians, what that criteria is. And then there's multiple programs I know different schools have throughout the year where it might be the Jay-Hawk way, it might be PBIS, it might be something that happens all year long in an assembly format. The key component to bullying is it has to be reported. There's a lot of times that kids will come [clears throat] and talk about something that's been going on for a long time, but it was never reported. So, we try to have these multiple ways that they can report it and feel safe about it. And I'm confident that our administrators are dealing with this when
018it comes across their desk, when they see it, when they hear it, when it's reported to them. So there's a lot of mechanisms in place and they're going to continue to grow. They're going to continue to expand. But I just wanted to make sure people understood staff, students, and families that we do have a very tight protocol for bullying. We once reported it is not ignored. If it is ignored and you feel that it is um not being handled, there's other resources you can find on our website going through different complaint processes all the way up to me or Stephanie and we do not let those things go. So, I wanted that out before you guys started your conversation on uh item C. I'm not sure where we are, so I'm gonna let Margaret take
019that um lead on that conversation for the group, but I have Stephanie at the table in case there's questions on things so that we can move forward with it. But if we're not don't have any more questions, we can go right into that piece. >> I would just open the floor for questions, feedback, thoughts. Dr. Thank you for getting out there for the community [clears throat] all the things that we're doing because I think sometimes it gets lost in the shuffle >> of you know what are they doing but we are doing things um [clears throat] and I think the most important thing is you know for the parents to really this is this is a mom and dad discussion or caregiver discussion that you need to be having with your kids and what what
020you know what is it what what is going on in your life, what is, you know, and how do you how should you expect to be treated and to treat others. Um, so I think, you know, this is just a this is these unfortunate things that have happened in our district that it has given us also a great opportunity to have these discussions about what what can we do to make it better because no kid should ever be in a position like [clears throat] that. Can I ask one question? Just five seconds. >> Go ahead. >> Is there a difference between um on-site bullying and you know a kid makes a video offsite at their own house? How do you differentiate and what does how does the school get involved between you know bullying that
021happens in the lunchroom and bullying that happens after school? Typically the legal um the word is history. The legal uh if it happens off-campus there's not a lot we can do but if it kind of infiltrates the school and causes a um disruption to the learning environment or the safety of students [snorts] then then we get involved as much as we can. Um, but if it happens off-campus, that's where it's really hard and goes to the parents. The parents really need to be aware and know what is happening with their kids. We definitely don't want it stopping education or safety in the buildings. >> Thank you. you call out in this you also talked about some opportunities more to engage with parents and give them more resources for how to talk to their kids about
022bullying. >> What do you think about coming back to us with some ideas on how we can close that gap and and really connect with the community and involve them in that? Yeah, we can do that. >> And to the community, they can reach out with what they would like to see in what they feel like is needed or wanted. >> We try to put a lot of I mean, as much as we can on our website because it's a direct click and I don't have to say go search for so and so. So, I think that's something that Stephanie and I can work on >> as we find those resources. I I did some kind of preliminary looking and I I didn't find quality. So, it's going to take some time. I don't want
023to give them something that's not going to serve their purpose. >> I think that's a great idea to involve um parents in this where it says um sorry, let me put my glasses on. um where we've seen an increase in bystanders interrupting bullying. >> Just for me personally, I have two middle schoolers and this is something that we've really focused on. Um, I don't think I'm not in middle school, but I don't think that there's an overwhelming number of bullies. And I think that the less cool it becomes to do that and the more kids that are empowered to stand up against that, the more it will decrease. So, I think that's a really important piece to focus on. But everybody's scared. They don't want to speak out. Not everybody, but lots of kids. What
024do the kids think from a high school perspective? You're a little bit older, but do you feel like kids know how to report it? Do you feel like kids >> um with the reporting system? I mean, we made that maybe in 2022, I think, is when we made it. I think it needs more like light on it. Although I think kids do know about it. It's like around the school, the QR codes around the schools in private areas like the restroom so people wouldn't be afraid to report. I think like an overall teaching like maybe like in connections or an assembly would be best to showcase to all students because it's been mostly just the students who've seen it in 2022. So mostly like the seniors and juniors now just know it. So, I think
025like a refreshing thing to update the reporting system would be good for all schools and high school. >> I agree. Like more of an emphasis on just kind of like reintroducing that and re-establishing that. But I feel like it there has been a good job of promoting like the QR codes around the school [clears throat] just for people who feel comfortable reporting that and just um bringing more awareness to that allows the people who may not feel as comfortable about that to become more comfortable with it because they know it's confidential and it's safe and um to my knowledge I believe there are a lot of people who do use that QR code and are aware of that it exists and it is helpful. >> Yeah. Do we have any data on how often that
026is used? >> I would say when it comes to bullying reporting at the high school, that's much more done in person. They also have an incident form that they use in person and handwrite um incidents that happen. So I think when it comes to bullying and harassment that's more of of the inperson form as opposed to the QR um the QR code. However, having any opportunity for students to be able to report um is is a great option for students. >> Sure. >> And we report annually to the state. I think you have the task of sending the information to the state >> and I think it in past years was around protected classes. It was wasn't there like delineation that we had to put in for why or what the target was? I don't
027know what that's going to look like now, but um annually we have to file a report. >> I do have a question about you know the um says here about character strong uses stop support and report um is there does that include any sort of training? I don't know if that's the right word for the for the students at all but kind of normalize intervention behavior on their part so they intervene when they see it happening as well. not just reporting it, but kind of normalizing the behavior on the students themselves when they see it, whether it's somebody they know or they don't know. I think a lot of kids feel less inclined because it's like, well, it's not my friend or somebody I don't know. So, is there do we have anything like that?
028Is there anything out there >> built into the character strong lessons and the anti-bullying? One of the things that's really come from that is the concept of upstanders. So, not only are those bystanders are we seeing more of an impact of the students reporting, but also um especially at our elementary level really taking on that role of upstander and interrupting like this behavior is not okay and how do I show that to another student and also be that safe person that helps report. >> And Kate has a comment too. I know at least at the high school like kind of going off what you were saying Sam there's a lot of um issues about people not wanting to face repercussions from reporting like even if it's anonymous people [clears throat] always find out and so
029I know there's a lot of like insecurity surrounding that that especially if it's like a friend that you might be reporting like so I don't know I haven't I've never even really seen anyone doing reporting so it's always beyond that >> well the reporting system used to be more like calling out yourself, but we've adjusted it because core community of racial equity has taken hold stronghold of the reporting system and we've adjusted it so it's not like like what Kate said like as much as like you're going to face these repercussions. I think there's an option on the form where it's like would you like to meet with an administrator after reporting to follow up and then you can say yes or no. So that depends on the person reporting the system, but um the
030person does not know the repercussions of the person that they're reporting and also depends on the situation. If it's like one-on-one, then the person will obviously know that you reported them. So I think it depends on the situation. If it's like like if they're going to be afraid that their [clears throat] friend will find out or something like that. After the reporting, is there any sort of [clears throat] resolution where the two parties might meet to try to understand each other? The research shows that more of a restorative conversation. It does not work as well in bullying situations partly because of that imbalance of power that exists. So, um, generally there's a lot of work to make sure both students feel safe in our place in our space, whether it's setting up a safety plan
031and a safety plan is for both of the students involved or all of the students if it's more than just two. Um, but the unfortunately the restorative conversations are not necessarily appropriate in a bullying setting. So what I'm hearing from the conversation is we maybe have some work to do with the reporting system so that it's used more frequently. Um and I think there's some appetite to understand how to talk about bullying, what kind of conversations can support our students. So when we come back to talk about how to connect with the community with this, can we add some ideas for that as well? >> Seeking any policy directive from us through this discussion or you wanting us to give you any input now or do you want >> Well, that's the next that's the
032next conversation is the I was asked to put on the discussion around 105. I watched the board meetings, but I'm not going to say I uh digested all the conversations. So, I I need this to be something that helps guide us as far as that policy goes. So, it it's due. It's it's actually going to be overdue because it should have been done um prior to I think the 5th. And so now we have to get to a place where we understand what the board's direction is and then we can go back and we can write the policy and we can bring it back for first reading because we're going to have to start over. So I need um Stephanie as well because she's part of helping me write this, but we need to get
033that direction from the board. I didn't synthesize that from the conversation that was on the two meetings where it was discussed. So, I think that's the next step. I mean, now that the board um knows where we're saying as a district where our efforts are to tie that into what the policy should look like. It wouldn't be voted on or anything tonight. It would be something that you would be giving me. I would glean from the conversation that you're going to have. >> I just have one like a final question before we transition to the next topic and that's what can we as a board do to help you through this process? >> I think making sure people are aware. I mean that number one thing is it has to be reported and I know
034I've been in education 40 years. I know especially at the middle school level Lindsay still here that is a very difficult level to work with but the reporting is the key. I [snorts] mean we can't stop what we don't know. So I I think having if you hear frustrated students or frustrated parents there are mechanisms in place find out did they go to those if they went to all of those resources and they're still not getting resolution then that's we need to know that but helping us guide them in the right direction >> is would be helpful. >> I like how you phrase that we can't stop what we don't know. Thank you. >> So, let's transition then to item C uh for policy updates. And I wonder for the new board members, can you
035frame the difference between 545 and 105? What changed? [laughter] Sorry, Stephanie, come back. >> I have a whole stack, but I know she can do it off the top of her head. Um the biggest change was aligning the language to the legislative updates that took place this summer. Um the law had taken out um had taken out some of the language around um actual or perceived trait or characteristics of the student and added the language targeted and repeated. So in this case it doesn't change the work that we are doing because what we're saying is bullying and harassment do not belong here. Um it just narrows it actually opens it up to say any and all. It doesn't have to be based on a particular trait or characteristic. I think we would find many of
036it still does but it aligns with the language of the law that was passed this summer in House File 865. It also includes the appeal process that was not in 545 was um actually a conglomeration of many things that it didn't need to be and it was very confusing >> to parents, very confusing to us sometimes and so pulling this piece out is going to be more clear we feel for everybody. Um 545 had equal education opportunity which is 602. It had Title 9, which is 103. It had abuse of students by district employees, which is 519. And it had bullying and harassment. So all of that stuff together was a lot to I mean, yeah, it's related, but it it was too much within one policy. So this allows us to clarify because policy
037is what drives everything and policy is based on law. Law superimposes policy where things get changed. So 545 for example right now is our existing policy but we have law that we have to follow that we we will follow but this this should be a move in the right direction and the appeal process was not clear or even mentioned in 545. So you can you can do a lot of different complaints in the district. We're trying to make sure that it's clear to parents when do I go here and when do I go here. So that's the point of moving it out of there, putting it in the 100 series is the series that is really kind of the um talking with our attorneys kind of the stage for how do we behave in this
038district like what what is the expectation for everyone as far as their behavior goes and that's the 100 series. So it makes sense to put it in there because that's the expectation. the bullying is not accepted in any way. No matter who you are, what you look like, what you believe in, it's just not acceptable. So, that's why we are where we are. And we will be re redoing the um documents. There's some exhibits, the complaint form, the witness form, the disposition, the regulation of investigative procedures. There are those forms that the board doesn't typically um approve. view review annually for some areas, but those will be revised once this policy has been done. So, we can't do those until the policyy's finished. >> What feedback do you guys have on the policy? >> I
039have a question about um definition component. So, in the new legislation, it includes the word repeated. Was that something that we used as a threshold prior to that? I didn't see that in the old policy language, but how do you implement that when you're enforcing? >> Generally, yes. That in order to establish that imbalance of power that is usually a guideline for determining bullying, it would have happened. It's not just that one time. It's not conflict. Um, but it it's an ongoing behavior that we've seen. >> And it's goes again back to the reporting. It might be ongoing because the children go home every night and say, "He did it again." But if we don't know that that pattern exists, then again, we aren't going to say we're not addressing it because you've only been
040uh commented to once. We still don't accept that kind of behavior, but taking it to that next level and understanding how much more serious it is is important for us to be able to act appropriately. Well, and repeated doesn't necessarily mean repeated many many times. It can be twice, right? So, somebody makes a mistake once and then the second time we already talked to you the first time, >> you know, >> we gave you the tools to learn and do better and you didn't, >> right? >> Um, so repeated sounds scary because immediately you think has to continuously happen um over and over but twice. >> Yeah. a traditional um definition from the OBS bullying prevention program. Bullying is when someone repeatedly and on purpose says or does mean or hurtful things to another person
041who has a hard time defending himself or herself. And I think that captures what you're saying >> and that's what I expected too. It just wasn't written in the policy. So I just want to clarify that. Yeah. >> Thank you. >> Do you have a question about the, you know, the last session where they remove the mandatory trades and all that stuff? That doesn't require us to though. Correct. just means the law there. >> The law has >> it's kind of like my the numbers escaping me the last policy that we talked about where you wanted to leave in certain language. You can you can leave it in. >> Um it doesn't change anything other than narrows apparently to some maybe what the protections are. we protect everybody. And I think when you start listing
042um certain groups, you're inevitably going to leave groups out. So I think you can get two perspectives. I think the one perspective is it's always been part of it. Why change it? Let's leave it in there because that's a direct um message that we respect this these classes of people that are listed. But if you're not one of those classes, sometimes people wonder, well, what about me? Am I also protected? And yes, they are. You don't have to. There's always an other, but I think it's the perception on different groups of people where they fit. Am I just an other or am I one of these meaningful classes? So, that won't hurt to leave it in. I I always recommend what the attorneys recommend and they recommend taking it out. So it covers everybody, but
043that's the board's >> choice. I just I guess my concern and you know, we received this, you know, an email and a concern about removing certain language and if there's, you know, some statistics that support including certain language can help reduce how somebody might feel unsafe in school. I think it's something worth noting or definitely looking into and not just you know I I understand that oh my group or who I identify whether it's religion [clears throat] or culture or whatever might be that's not left there so it doesn't recognize me well absolutely like like Dr. DACA says we want to keep everybody safe. But if including certain language may help reduce bullying to a certain group, then I would suspect that's probably something that would behoove us as a district to do. >> That
044would be up to the board to >> and I think that was kind of the stumbling point of this and why we're back here is because as a board we wanted to leave that language in um of those of those classes. Um you know we showed we've shown earlier that we did that with the like yeah >> yeah the but the number escapes me also um that we were that you know we took that stance that that is something that we wanted and I know we have a new you know several new members and lost a couple older members um not older old members and uh they so you know I mean can we just do a little bit of a straw pull like I mean where where we stand, you know, if you kind
045of you know because you need that from us. >> Well, I don't think you can vote, but I think what I'm hearing is that you want um a draft to have it in and if you're someone who doesn't want it in, you would vote no >> when it comes to that. Um because we don't want to write policy at the table, but I can bring a draft. you can have a similar discussion and give input on where um edits might be and then I either am going to take that and make minor changes that don't change the spirit of it bring it back for a vote if it doesn't pass or there's major edits then we would go for another first reading. So >> I think we as a board we've gotten into this habit
046of not discussing things on the first reading and that's >> been very detrimental not just to the board but the the students or our staff the entire district. So we really need to take advantage of the first reading and if you have strong opinions about it, you need to voice them there at the first reading and not wait till the second reading so that we're tableabling and postponing because then we get into these delays. And at this point, it's already past due. So unless we get a real big ding from the DE, I think we want to do this right. I mean, we want to make sure what we put in place is the right thing for our kids. So, um, I would [clears throat] plan to bring you a draft on the January 12th
047>> meeting. >> Thank you. And thank you for the candid conversation here. Really appreciate that. >> Thank you, Stephanie. >> Psych. [cough] [clears throat] Okay. Um, so the next topic is enrollment update. And this is while Steve's pulling up a short two slide. This is the time of year, well, prior October 15th I believe was the date our certified enrollment was due to the state and um we were asked to bring some information on what our 10-year history looks like and our enrollment. We just we have this by district. I think Steve has also broken it down uh a little bit deeper, but for the general purposes at this point, what we're ready to talk about is our enrollment is down. It's down considerably. Um little bit of a surprise looking at the projections from
048a couple of different sources that it went down at 117. That's that's a lot of kids. We're not the only district that has lost kids. I know every district in in the local area, maybe not Walke, I don't know, they've lost a lot of students, but this is not atypical. Um, so this, as you remember, certified enrollment drives funding the next year. So that doesn't affect our funding this year. It will affect it next year. We are contemplating what that will look like. So, we will soon be coming back to the board to give you um details of what that will look like and what our um kind of what our recommendations are. We've got a lot of conversations to do, a lot of data to pull. Um show I think the next one is
049just the graphic of that >> year. Yep. 10 years. >> Um we're going to Did you get that in assembly? We were going to load that in. Yep, it's in there. >> Um so people can go in and take a look at that. Um, I don't know what other questions is at this point you might have. I know people talk about the ESAs, they talk about open enrollment. Um, so I guess I'll I'll let you ask what you want to about that. It's just right now very brief heads up that our enrollment is down. >> When does the state typically release the report? I've been watching for it and have seen it with everyone's data on enrollment. >> You mean like what every district has lost? I'm not sure. Do you know what the >>
050have no idea? No, >> I mean we can access this. There are a lot of public reports that you can access too and depending on your questions I can tell you if there's a public report for it. Certified enrollment doesn't hit their website until the following year. So like non-public certified enrollment I anybody can go online and pull that up, but you only can get last year's. You can't get this. So I'm I'm assuming that it's a year lag before it hits that XL. um database that they put out at the state level. >> And then the third um screenshot just kind of shows the uh Department of Ed's certified enrollment projections by district based on a lot of analytics um [clears throat] birth data uh things like that. And they anticipate us being at
0513457 which would have been an actual 145 almost point uh drop. So even the projection there from that they use [snorts] does not hit what what we really were at. So >> can you translate that into an amount of money for people >> times 8,000? >> Yeah, it's about 940,000. >> Okay. So close to a million. [snorts] >> And I know you two have spent a lot of time looking at the data. Is there any thing that stands out to you as a a reason? >> Yeah. [clears throat] um trying to figure out why where are the kids going is is a tough task. We >> toughask >> have a [clears throat] very small kindergarten. These are kids that were born in the co years. There there could be any number of reasons why kindergarten
052was small. Um we're graduating more kids than we're bringing in. And I think that's typical around the country actually. I I'm sure around the metro area, but um that's a factor that's always going to happen. I think it's really difficult to say. We've had a a fluctuation in our open enrollment in and out. Our out has gone up a small amount. Our in has gone down a small amount. We still are more in than out, which is good. Um ESAs are always a question. um difficulty with the ESAs are frankly um accuracy in some of the numbers. Um, ESAs are supposed to work to my understanding where a parent goes into a school and the school registers them and says at the non-public where you what's your resident and a lot of people, you know,
053the difficulty in Urbanddale. There's De Moine, West De Mo, Urbandale, um, Walke Johnston, they could say Urbandale because they live in Urbandale, but that's not always >> the case. So, you've got a lot of money going back and forth that is is it really accurate? And we found some um discrepancies that we're we're looking into on the numbers. But if I told you we had 200 I I think it was 230 uh last year on ESAs. This year we're at 4 something 430 something. That doesn't mean we lost those kids. That just means that there's no income limit on the ESAs, so more people took advantage. And the first year we pulled that, it was very small, so it was easy to see. The majority of those students weren't ours in the first place. So,
054how many of these 400 something kids were even ours? I'd have to see if I can't do a data match and figure out who who ever attended Urbandale. And I haven't had a chance to do that. I'm not going to do 400 by hand. But, you know, there's not one easy way to say these kids are doing this. I can't blame ESAs on it because I don't know that that's necessarily the case. Losing one student to anything is not something that we want to see. We also looked at a 10-year um list of students attending non-public schools. We only have an 11% increase over the last 10 years. That That's low. I'd prefer it to be zero, but um it is what it is. Families are always going to make decisions to go to a
055nonpublic school for personal and faith-based reasons. I can't stop that. But what we're trying to do in the district, and I know part of Dena's work is marketing our district, what great things are happening in this district. I mean, our test scores are some of the best test scores around. We should be celebrating that. we should be celebrating the work experience programming and the internships and apprenticeships that we've started. We know we're not where we need to be compared to some other districts, but that that's why that stuff's important. That's why kids need to want to come here because they can get something that they can't necessarily get somewhere else. And I think we have to do a better job marketing that. to be able to identify a specific reason why our enrollment went down
056has we're going to continue to look as much as we can but it's a very difficult thing to put your finger on >> I think as we go forward um having [clears throat] you know watched these trends um for 40 now 50 [laughter] um I would say that uh factor this year is that it's an unlimited income for the ASA. So obviously that's going to have an impact. >> Did we have any of those students? Probably not. The other thing that I would point out as I study this demographically our state is aging dramatically >> and so and we are not replacing ourselves and so it is inevitable demographically that that is is going to be exhibited >> and neighborhoods get older >> and and we've noticed that around Webster where you know there's a
057lot of people my age and sorry yours >> um and you know so so a A lot of those demographic factors will not be ameliated. >> They will continue. Um, as far as the state overall, you know, 42 of the 99 counties do not have a private school. >> So, you know, that is another whole issue. And if you look at the graphs, the hottest place is in Poke County for private schools. Um the other reality is you know um you know with our current immigration crisis um and you know stopping any refugee traffic >> into the country this is going to be exacerbated. So this is a reality that we can't just hope it's going to go away. And from it's my perception that everywhere except Walke and maybe Southeast Poken Anankeny because they're
058on the outer fringes. We're on the inner tier of the suburbs. >> They continue to grow. >> Yes. And we can't. And so what we have is what we have. >> The other issue for a lot of places including Johnson and us sometimes is the affordability. There's not a lot of entry level housing here for people with children. Um, that's another whole issue as far as the city. Um, you know, there is no knowing what is going to happen with the property taxes >> and how that will affect all of the cities and schools because that's our primary income. And so the for those of you who came on the board, welcome to your future because this is not going to be easy. On the other side of that, I would say that hopefully that
059won't stop us from developing new and better programming for our students out of fear. Um, and some of that involves obviously the facilities and the planning and being very careful and um, judicial as far as our student needs and where we actually need programming, you know, and I'm I'm speaking specifically of the uh, the career and technical. Uh, I think we would be doing our students in the community a disservice if we don't continue to pursue that. Um so there's no my point being there is no easy answer to this u there is it's very complex and all of the districts around us are going to be facing with the exception probably of Walke um you know and their issues are completely different they've got 400 more kids and they don't have the money for
060them this year because of course you know the funding lags year >> so will this hit us this year No, it'll be next year that we'll have to >> be thinking about it. And so, uh, my TED talk is done. [laughter] >> Um, is there a way to track how many Urban Mill District residents have homeschooled students coming from the preschool world? The number of my preschoolers going into homeschool um, plans was increasing yearly. And so I don't know if that was just an isolated occurrence at my school or is that something that's more common? >> I think the form what's that form called that they fill out for home school >> form a but they're planning on dual enrolling with the district. It's entirely possible not to make yourself known to the district. Um
061and there's a non-reporting a couple different non-reporting options. So we would be unable to provide that kind of information. We don't know. We don't know who. We don't know. >> Right. Right. Well, I think we've seen >> at all. >> No, >> those that is an option that you have no reporting to the state whatsoever. If you're dual enrolling, like we have some kids who are homeschooled, but they want to come for >> um middle school football or they want to come for art or something, then we >> we know because we have to serve them. But if they're just going to be homeschooled, we we don't necessarily know that. >> Could you provide us the grade level breakdown again? I know we've seen that in the past on the trends by grade level because
062like you mentioned the kindergarten class. I know we kind of expected a birth rate drop. >> I like that step thing. >> Yeah. Just to be able to see like are we losing >> at the kindergarten level? Are we losing across the whole system? >> I think we can break that down and show a trend for it. >> Okay, some of the graphs are pretty or the >> sheets are pretty intensive with data so we can consolidate it so you can see clearly what that looks like. >> It might help identify some none of it's low hanging fruit but some target areas that we could work on. We can't fix birth rate five years later to get that. [laughter] And like what what Katherine was saying, I think it's important for the community to know
063that, you know, with the facility stuff that we have to we need to do those things in order to stay competitive because it's becoming competitive out there to get students, you know, and we're lucky that we're still positive open enrollment. But if we start losing kids to other places from you know and that number keeps going down because we don't have the facilities that other places do the bank the walkees the Johnson's do you know that we will lose kids but we have the opportunity that we can continue to offer the great programming and things for our students in our community. >> And I I just want to be on record. I totally agree with that. But I also am so proud of the instructional component that we have in this district. >> I don't
064want to lose sight of the fact that we do a really good job educating our kids. >> Yeah. >> And that's why we're all here. So, yes, we need to have facilities for them that provide them those opportunities. It's not like you get one and not the other. But I just I want to make sure our kids are leaving here with a good education and they go to college and they see, hey, you guys did a good job preparing me. I'm not I'm not failing out my freshman year. So, it's a balance that I just want to make sure we don't lose sight of because they've done you saw the teachers tonight. They've done an amazing job actually teaching our kids. And to me, that that's my passion. So I have to Katherine can tell
065you when I got hired that was my thing is are we [snorts] teaching our kids. >> So we need to simultaneously work on both of those things. So agree with you. >> I also think in our facility planning we have to account for a three and a half% decrease in enrollment and know that it's probably going to continue. And um I know there's different funding in different areas, but thinking about what we really really need versus what we want to add and where we want to put our focus >> and all of those funds for facilities. There is a per pupil attached to that. And I don't know if you remember the legislative session, there was a lot of conversation around tax um relief. There was a lot of conversation around Pepple, the physical plant
066equipment levy. There's already been conversation around Pearl, which is our um for lack of a better playground >> playground levy. Um and the save funds, the penny tax. So, I think as we move in looking at this enrollment, we need to have all of those things in mind when the legislators go back and we're looking at what our priorities are and where you as a taxpayer I pay taxes, too. Um, I don't want to I'd love some relief, but I'm not willing to sacrifice public school for it. So, our voices, our famil family's voices, our kids' voices are going to be really important. So when we're looking to balance all of these things, all of that has to also be considered. So I don't know what their plans are for this session, but we'll have
067to see. >> Okay. So we will be coming back to you with more information um as we are able to develop it. And that's all we have on that. >> Thank you for your updates. Student reps, what do you got for us? >> So, this week we had winter week where we basically had a bunch of like school spirit activities like dress up days throughout the week and a ro shambo like rock paper scissors tournament which um yeah, it was really fun and super interesting and I think especially through these like really cold um dreary winter days, I think it's really important to keep that school spirit up and going and keep kids excited to learn. >> Yeah. In addition to that, we had the assembly on Friday and I've heard a lot of feedback
068that it was one of the best assemblies we've had at the high school yet because we had multiple activities like threeon three boys basketball team with the staff and the students won. Um there was also three girls and three teachers who played knockout and Miss Stella won who is here earlier tonight. Um, I unfortunately did not win Ro Shambo at the assembly, but my friend did, so that was nice. >> How close did you get? >> I made it to the second round. There was that. Um, but yeah, so they can either if they're an underassman, they get to choose if they want a student or senior parking pass or a ice cream party for their class of their choosing. So, and then there was also the winter formal dance that was unfortunately cancelled because
069of the winter storm incoming storm and I don't think there will be a rescheduling of it. So, >> was there a dress like Adam Sandler day? >> There was grout fit. That was the closest one to it. >> Groutfest. >> Grout fit. It's like where you wear all gray. Like a monochromatic outfit of gray. >> [laughter] >> I know there's a Canadian tuxedo which is the denim on denim. >> All denim. >> Yes. So, >> we'll try that next year. [clears throat] >> We're wearing gray. [laughter] >> Seriously, >> didn't anticipate, but I >> That's good. >> Thank you, guys. >> Um, there were no public comments this evening. Um, so I'd entertain a motion to bring forward the consent agenda. So moved. >> I have a [clears throat] second. We'll second. Uh this is
070a roll call vote. >> You want questions? >> Oh yes. Questions? Any discussion? >> All right, let's do that roll call vote. >> All right. Williams, >> yes. >> Santiso gone. Kent, >> yes. Ben Riser, >> yes. >> Hower, >> yes. >> Wharton, >> yes. >> 6o. >> Yes. [laughter] >> What's it? Oh, Young, excuse me. [laughter] >> See, it takes two people to be Julie. And we're not succeeding. >> Sorry about that. 6. >> I would move to adjourn. >> Second. >> All in favor? So those