001Here's what you need last week. >> Okay, we will go ahead and call this meeting on November 10th to order with roll call. >> Hower >> here, Kent >> here. >> Me here. Mankey >> here. >> Rice >> here. >> Williams here. Young >> here. >> You have a quorum. >> Thank you. >> I've moved to approve the agenda. >> Second. >> Young. All those in favor I >> I opposed. Motion carries. Jenny. >> All right. Our district m mission is teaching all reaching all. District vision is that Urbando will be a school district that brings learning to life for everyone. Our board mission is to partner with stakeholders to teach all and reach all through governance of board policy and operating protocol. Thank you. Now, we're going to jump right into the superintendence report.
002And the first item up is the first reading of policy 535. >> Good evening. Stephanie Davis, director of student services for specification. >> Um, and we are bringing an update to the um student records. My goodness, it's easy for me to talk and breathe at the same time. The student turn policy, it was just it needed to be cleaned up a little bit. It was kind of all over the place. So, kind of um finalizing some of the language and and making it a little bit more concise. Wonder what questions you might have. Fortunately, I only pretend to be um like Mary Poppins, practically perfect in every way, but we've tidied up some of the comments that we received earlier. >> Goodness. >> All right. Thank you. Thank you so much. >> And up next
003is the annual policy briefing. >> Yeah. Good evening. Brandon Shaw, director of teaching and learning. Uh each year there is a set of policies uh that the board should review. Um and so tonight uh we're doing that. One of the policies that is required annually is the student records, but as you just heard, there are some updates to that. So you're not reviewing that annually. Uh but there is policy uh 102 the long range needs assessment policy and then 547 parent engagement as part of that bundle of annual review. The other policy that you would have reviewed last year but didn't see in this bundle is the bullying and harassment policy but because those uh went for updates um and will be approved tonight or voted on tonight um those also aren't in here. Any
004questions about those two policies, great. >> Okay. And you're up again with the teacher leader program. >> Yeah. So, uh last year right around this time, uh we had assembled a large group of staff. uh based on feedback that was provided from all staff uh that work group convened to uh review our teacher leadership plan. And so I'm here tonight to give you an update on the initial implementation of that plan. Uh and so as a reminder, the teacher leadership uh program is a program from the state of Iowa that had these five primary goals. Uh and as you can see, the goal was to provide both short-term and long-term professional development and leadership opportunity to our teachers, enhanced career opportunities, and then different career opportunities and pathways within our system uh for increased leadership
005and distributing responsibilities uh and with that increased compensation uh with the ultimate goal of improving student achievement and strengthening instruction within the system. When that group convened and looked at the data, as a reminder, uh there were four primary um areas of improvement that they identified and those were um improve or lack of new teacher support and so they had identified a possible solution for that. uh the model teacher role that we had uh was bundled with a lot of different responsibilities and so there was sometimes uh feedback related to the um the clarity within that role could be cleaned up and then the responsibility overload um was a lot for that role while being a full-time uh teacher and then there was a need identified for more specialized roles to support related arts electives
006EL DLP, SPE, special education, and that MTSS work within our system. And then the idea of making sure that we're recruiting the best teachers for these positions, that we're retaining them in their role, um, as qualified. Um, and so, uh, those were the primary problems, and then, uh, below there were outlines of possible solutions. Uh and then as a reminder, the last teacher leadership structure looked like this where we had um kind of three primary roles. The model teacher, which was a full-time classroom teacher uh with additional leadership responsibilities, and then instructional coach, which is a full release teacher leader, and then facilitator of curriculum and professional learning, which was also a full-time uh release teacher. Uh with that model we had 17% of our teachers that were identified in the last year of its
007execution. Uh the revised plan we now have 38% of our teachers identified as teacher leaders which was 122% increase. Um and 100% of the roles that we uh put forth uh were filled. Um, and as a reminder, the shift really was um, we added additional roles with the full-time classroom teacher uh, with additional leadership responsibilities that initial licensed peer mentor to help address that new teacher or initial licensed teacher um, need that was identified. continuous improvement leads, which is really team level support and facilitation of their team collaboration. They look at their ongoing uh student data and identification of instructional moves to take next. And then curriculum leads that um are short-term roles uh that pair with large uh curriculum reviews. And so right now we have the K5 um literacy curriculum leads that are
008supporting the first year of full implementation of um new instructional materials at the elementary level. Uh and then full release positions. Uh we added the induction coaches which are full release teachers that are dedicated to initial licensed uh teachers. and we have two of those for our system right now that you each serve about 20 teachers across the system. uh instructional coaches. Uh that position continued as it was initially set forth and then uh the curriculum facilitators um that that position remained though we got more specific with two of the positions which are just one focus on digital learning um across the entire system and the other uh focused on special education. So, uh, what did this transition look like? Uh, there was specialized training for each teacher leader within the system as we launched
009this. And that training really began last spring, but then got more focused as we got closer to the school year. Uh and then we have been providing that initial licensed support through the peer mentors, weekly check-ins with their peer mentor and then um weekly check-ins with the induction coach, observations and work directly with that coach. Uh and then team based support and learning. And so each team, most teams in our system have uh a continuous improvement lead that is supporting uh that team collaboration and going through that collective inquiry process around student learning. And then building wide supports. Uh we've really shifted instructional coach work to be really hyperfocused on student centered coaching which is really this focus on coaching is about supporting uh the work we do with students not about changing teachers. Uh
010and so the eye is on student learning uh through that process. And then additional responsibilities that those instructional coaches have taken on is more defined focus on implementation of our multi-tered system of support and the differentiation of instruction and then districtwide support as I spoke about the curriculum facilitators and then those more specific roles uh related to technology and special education. Um that's kind of systemwide support being provided through those teacher leaders. So the impact on student learning uh with the induction coaches and the peer mentors uh their primary focus is both the well-being of the initial licensed teacher but also elevating and getting their practices as they enter the field uh kind of intact and in place. And so, uh, the work that they're doing on an ongoing basis is focused on meeting the
011needs of the students that they're that the initial licensed teacher is supporting at the same time as helping them grow as a teacher. And so, this just shows the work the induction coach is doing with the five dimensions instructional model that we have within our system. That's that round kind of pie uh image. Those are the six areas that we focus on across our system related to instruction. And then the cycle of improvement that the induction coach does with uh that initial licensed teacher where they're identifying one of those areas within that pie. Uh and then they're engaging in practices to support student learning through those instructional practices. And then as I said, we've worked to shift uh the support for the team through that continuous improvement lead. So that top image just shows how
012teams are looking at their formative or ongoing assessment data and student performance and then identifying instructional responses related to students performance throughout a unit of study. And then that image at the bottom is just showing um when I pulled this data the number of coaching cycles, student center coaching cycles that our coaches have engaged in um within our system. So the full cycles is the top number and then the mini cycles which are just shorter in um duration uh is that bottom number and then within a cycle they collect preassessment data and then at the conclusion of the cycle they post assessment data. So you see the um aggregated preassessment and postassessment data um and kind of how that distribution looked across emerging, developing and meeting and exceeding those expectations as a result of um
013those coaching cycle goals. So that is the initial implementation. excited to provide more updates as we get further into this process. What questions do you have? >> What kind of feedback have you heard from teachers? >> Yeah, so overall heard have heard that um the roles are manageable um while especially for those um full-time teachers with additional responsibilities. We had a lot of excitement about the peer mentor role within our system and people were um really kind of excited to uh give back to the profession in that way. Um so overall positive. We have not sent out the survey that we used at the beginning uh to kind of compare results just because we're uh just getting into it. >> That's fair. I think having 100% of your roles build says a lot about what
014the feedback is because I was really worried about that. >> We were too but uh we were excited about the possibility but we also knew that um we greatly expanded the number of roles. I think it will be um important for us to watch just the retainment and if those roles maintain themselves um which we kind of said that we'll give this plan two years and then identify if there needs to be updates because it had been a while since we had made any updates to our original plan. Is there opportunity for some fluidity if if a teacher sees themsself they took on this role but they really think this might be a better fit for their skill set it's once a year contract correct that they >> yeah all teacher leaders essentially have uh
015one year um kind of in the role uh and then they go through a process to kind of recommmit to that and or be selected. >> Okay. Thank you. Good evening. I'm Denise Wood, director of district leadership and improvement, and this is your first strategic plan update uh for the 2526 school year. So, we will jump right in. a reminder that when that we look at our data as a system through all of these different lenses. Um when we're talking though about updating and checking the overall health of our system in our strategic plan, we're looking at that district data piece. Um but all of those other levels of data are examined by different groups of people within our system. Um and the district level data has also been presented, shared and data statements written
016through all of our administrative meetings um for all of the data that you're looking at this evening. This Thursday night, we will have all of our building leadership teams together to do our 60-day review. So, they'll look at their building level data, but they will for all of these same measures that you're looking at. Um, but they will also look at that through student group data. So, they'll also say, how are our students with IEPs performing compared with all students? are students who are receiving EL services, how are they performing compared to all students? And then they use that data to make adjustments to their strategic plan at this time as well. Collaborative teams of course um have already been through data days with all of this meeting with all of this data looking at
017trends issues that they're seeing potentially running interventions or extensions for small groups of students or for individuals that data is showing needs something different done for them. So, just a reminder that that you're seeing the big picture, but we also use this data in lots of ways. Strategic plan updates happen three times a year. You get now with all of our fall data. Our March meeting, you'll get to see all that winter data. And then in June, you'll see hopefully our annual goal data culmination of everything along with approving the next strategic plan for the next year. And as we work through our strategic plan update, a shift that we made last year was to help make sure that those um strategic goals were aligned with our framework for creating a culture of dignity and
018belonging. So you will see this at the bottom of each section for the strategic goal data review reminding you of which kind of component of the framework that is really speaking to there are those four pieces though they are very connected right they all have to work together in order for us to have that culture of dignity and belonging. So we will start with our first strategic goal of ensure high achievement for all students which you can see is aligned to that teaching and learning section specifically. >> Yeah. And so the first piece that we'll look at is some celebrations that we saw in our fall screening data uh is just that early math and a reading results uh remain strong with multiple grade levels above the 70%. Um and then there were notable gains
019in second grade CVMR. Uh it shifted from 57% to 69%. Uh a math performance increased across grades 2 through 12th grade highlighted by 6th and 12th grade um which were respectively 75% and 73%. And then our algebra 1 uh proficient or partially meeting proficiency at quarter 1 is 68% uh which has the highest performance um that we've had since we've started monitoring this decades >> maybe >> uh and so there are still opportunities for improvement uh which is you know our ultimate goal is 80% proficiency or higher um which is really that indicator of a healthy universal tier um of in uh for our system. And then our percentage of proficient students in algebra one is below that 80% as well. Um and so just continuing to make sure that one we're addressing uh tier
020one instruction uh but second making sure that we have supports in place for those students. For our second area, to empower students to thrive in a safe safe and supportive learning environment. This connects both with schoolwide systems and structures and with teaching and learning. Some celebrations that we have K12 um all but our eighth grade students demonstrate fewer than 20% of students showing risk in academic, emotional, and social behaviors according to our sabers. Um highlighting areas for targeted support. Um, additionally, one that I'm particularly excited about, our chronic absenteeism for the first quarter of the school year, um, is demonstrating a beneficial trend when compared to last school year. Um, last school year at this time, we're at 17.9% chronic absenteeism. First quarter this year, 12.7%. Some um, opportunities that we have for improvement is
021taking a look at that 8th grade class in particular. 24% of our eighth grade students who took the survey show at risk in academic, emotional, and social behavior according to the MySavers data. The next topic area for our strategic plan updates is to provide high quality services to our community. Of course, this aligns with the caregiver and community partnerships uh from our culture of dignity and belonging framework. Uh so some celebrations uh the school safety and barriers to engagement topic areas exceed the end of year growth or end of year goals, excuse me. Um as well as the school safety and barriers to engagement topic areas demonstrate those beneficial trends. Uh you can see school safety went from the 10th to the 60th percentile. Um and barriers to engagement move from the 40th to the
02280th percentile. And then opportunities for improvement. Uh the topic area of school climate has showed no change. Um so that would be the one area we would recommend for improvement. And the next one is to create a high quality work environment connected to schoolwide systems and structures. Uh first uh celebration we've got is that all four staff survey topic areas which were evaluation, professional learning, school climate and school leadership showed improvement and growth towards endofear goals. So very positive just across the board. Uh four or five teacher survey topic areas demonstrated improvement and growth towards endofear goals uh in professional learning, feedback and coaching, school climate and school leadership. uh with teaching efficacy reaching a new high for the fall surveys, administration which is very positive uh trend especially when we've been implementing a lot
023of new curriculum and where you see teacher efficacy uh self-reported is probably lower um this is a really positive trend because I think it shows um our teachers just really uh engaging in that work terms of opportunities for improvement um along with teaching efficacy that topic area the teachers survey is a lower percentile rank than spring 2025 results. However, that's probably not that unusual overall between fall and spring. >> All right. And then we've got three of our strategic actions that we've pulled off of this year's approved plan to give you updates on. Um partially because we see connections between these and and the results that you saw in your data packets. So first would be Lauren. >> Yeah. So uh first the implementation of the updated classified staff evaluation evaluation system is underway. Uh
024I would say three key areas there that we're in in hearing from our leaders who are working with staff on this is that the the process of getting u finding with them a professional goal uh has been very positive and there's value in all of our employees thinking about what their goals are. So that's one. Um the the rubric that we have associated with this I think has been very positive because it really gives us readily available language to connect performance to and that's been a great thing. And then uh the process involves instant feedback which is something that our staff members have been asking for for a long time. So building that into observations has been very positive. We're currently getting feedback from our building leaders about what this looks like in real time.
025uh and they're doing they're doing great work to get started on this because many of our leaders are supervising both teachers and classified staff and there's a lot of individuals that they are providing feedback to. So, it's been very positive start so far. >> Thanks, Lauren. The provide dedicated resources and time to improve ongoing training for classified staff is of course larger or broader than our special education associates, but we're going to have Melanie speak to what has been happening for our special education associates so far this fall. >> Sure. So, a large number of our classified employees are special education associates. And so we've really uh worked hard uh in the special education department on developing professional learning during those full day PD days. They're actually coming in and spending half a day. Uh
026they're in their buildings. Um and we uh developed over the summer teachers uh behavior specialists, myself all sat down and developed some like essentially lesson plans. Uh and there's only so many of us. And so uh we empowered our behavior techs which are leaders in the buildings as well. Um they're also associates but they're leading the professional learning with their peers in the buildings. Of course again we've given them the lesson plans. We also take time to talk about it the afternoon of the of the previous uh professional learning day. Um and so we're getting a lot of really great feedback so far. Uh in that um something else that we're doing is timely topics at the buildings. Uh so buildings are able to meet with their teams as well um and talk about things
027that are timely or more building specific items. Um that's sort of woven into those full day PDs as well because it's they are talking about things um through a general lens, but I'm sure things are coming up about their buildings uh specific to their buildings as well. Um the other piece is that there is um our behavior specialists are going out and once a month they are meeting with our trained CPI, our our um crisis teams as well as some others uh that may be having some concerns around um behaviors. You know, students that may um have been involved in seclusion or restraint um issues that they're seeing come up and so that the behavior specialists can help also, you know, help them do some problem solving around those issues. Um, our next step right
028now is that we are working on developing a feedback form to send out um to learn more about what they want to know more about uh and and how things are going so we can learn more and and adjust to what they're needing. >> Thank you, Melanie. And then Brandon's going to speak to our use of the 5D plus instructional framework. >> Yeah. So, uh, I spoke a little bit about this, I think, at the last board meeting about the radical reset that we, uh, undertook with professional learning. Um, but a big part of that was a shift to really making sure that we're, um, getting more focused and more, um, consistent over time with that area of focus instead of um, experiencing multiple different topics throughout a year. And so one of the key
029pieces with that was really taking the data that's collected through observation um using the instructional framework within our system the 5D uh and what happened was uh we looked at that data at the end of last year as a system. So we had teacher leaders and building leaders in the same room and they went through a process to prioritize an area of focus and that has been the district-wide area of focus for learning this year which has been success criteria. Uh and then each building repeated that process but at the building level uh looking at their building data related to the instructional framework and they made a building selection of an area of focus. And the third area uh is driven by the teacher. And so this aligns really neatly with uh state requirement for
030teachers to have an an individual teacher professional development plan. But what was often happening was the system would have goals uh and priorities for professional learning and then teachers would be writing an individual teacher professional development plan and it became a little redundant in the sense of uh I have these priorities as for myself uh and then I'm experiencing these things during professional learning. So how do we bring them all together? So um there's continuity in what's happening within the system uh in all areas uh in terms of focus uh and then teachers as I said still have that area to se select on their own um and can either work really well with the two that are selected at the building or district or maybe it's an area that they know from feedback they've
031been getting or just own reflections that they want to invest time and growth. >> Thank you. Anything else for us about the strategic plan thus far? >> Just a couple. I um one thing I was trying to remember um what year we changed math. Has it been two are we two years into the new curriculum or is this is this the third? >> This is the third year. >> Okay. So I was because I was trying to I was like, you know, because it always takes a few years, right? And so I was trying to go back because I always like to compare and I know that you guys do this at a different level when you compare the same group of students as they move. Um and so um thinking that Denise that sheet
032that you made at the beginning is awesome. the the one that has like so so to even like put include in there like when the curriculum changes are for particularly math and reading like that might be helpful too because I was trying to dig back at old ones to figure out when that happened to see if I could see any trends. And then a trend that I I thought was interesting and I I had I this is the first year I had noticed it, but I was looking at the difference between um the sabers for K through five versus 68 with teacher reporting and self and self-reporting. And you know, it's hard to say in 678 because that's a unique time in students lives. So I think things are different in middle school than they
033are. But um there there was kind of a big jump and and I I just wondered if you've looked about looked at that talked about that like is that a difference in teacher reporting? Is it self-reporting? Is it just the wonderful age of middle school? Like you know I just that was an interesting look for me because there was quite a difference in the the percentages there. And so just that was my nugget of observation that I'm sure you've looked at it on different levels and the teachers have looked at it, but it was just it was an interesting take for me from that. >> Yeah, I I will say that the longer we've been giving the 612 uh my sabers um we've seen those results change over time. >> Okay. Um and I I
034don't know that it's because they've taken it multiple times. Uh but an observation is that it seems like uh they are shifting. And as a reminder um that could be related to the first year that we the first year that we did my savers was also the first year where parents opted in or out because of that legislation. and we had a greater number of families opt out that those years and that slowly also declined as well. Um, I do know that and we've had conversations at the middle school with the counseling team, just the shift when you transition from fifth into middle school and just kind of that um that support network changes so drastically where you're with one group of students for the majority of your time and one teacher to a group
035of um and so we've done already this fall uh to kind of work um kind of to address kind of that acknowledgement. Uh for example, the counselors met with each student this year um and did a check-in uh right out of the shoot. They they kind of all went to the same grade level. They pulled them out and had a short conversation. uh is what's called a twominute meeting >> um to really kind of check in with each student and how you know they're feeling about school. Uh but then making sure they know who their counselor is um and then they've used that data to respond um in kind of a deliberate way. And then uh we've also really worked this year on getting uh those tier 2 interventions in place. So we have both
036skill groups that are uh counselors are working with groups of students to build maybe lagging skills and those social emotional uh academic behavior areas. Uh then also performance uh interventions to really support kind of the queuing and reminding of those behaviors if we believe the student has uh the skills. And so there's a process that teachers uh work with counselors on to kind of work through that process. So the data is used um because it's screening data, it's set alongside uh attendance data, course performance, and then uh behavior logs. Uh those data points are all set by side by side, and that's how we then detect students that may need more supports. So that's how it's being used. Uh and I do think that there is kind of shifts in that data. Um, but I
037think there's probably some contributing factors to it as well. >> I love that two-minute meeting. That's awesome. >> When do you re-evaluate um the topics that you survey on? I've been a part of a couple conversations about the barriers to engagement being great. And so, can we move that out and focus on some attention? >> Yeah, that conversation has started to pop up a little bit this fall when we we got a nice bump. Um, I think typically we would consider that after we've met our long range goal, which is being 90th percentile or higher. Um, and I can't re I can't off the top of my head remember when we're due for that goal. Um, it would be sometime here in the next couple of years. But that is a thought that that we've
038started to kind of have some conversations around like when is the right time. Um just a reminder those topic those topics came from um our large UKILLT or urban continuous improvement leadership team uh did some processing to prioritize those the their top the their top topic areas but also SCAK contributed to that. And so I think when that time comes, we will want to go through that process again um to make sure that we aren't just abandoning areas that maybe are still really important to our system leaders and our community leaders. But yes, good questions and things that are coming up. >> And just a shout out to you guys as a team for doing a fabulous job. Thank you. Thank you. Results are getting pretty exciting. They are. Thank you so much. Thank you.
039>> Hey, Sam. >> All right. Um, I just got a few things to share with you guys. I would say it's kind of hit the rock bottom of the year I would say when people are like settling it and I know at least for myself I have so many things going on with figure out next year plans and I know there's a lot of the senior class who's kind of in that same boat. Um it's just been a weird few weeks. Um one of the things that we did is me my co um I'm a co-president of student senate and then my other co-president Adriana she's also a student uh student board representative. We helped host the schoolboard forum for the new candidates. So that was pretty exciting to get all the seniors in that
040room hosted by our um our gov teachers and to have that experience to meet the or candidates especially with some people being able to vote and I know that there were people that were voting last week in our class which is really kind of exciting for those who could. some of the activities that are going on um in the following weeks at the high school. This Friday there's uh career con for the juniors in the building. And next week is culture week put on by core and there's going to be the culture fair on Wednesday, a food drive and dress up days related to that. >> It's kind of what we got. >> Thank you. And we'll go into the presentation. So we'll start with Adventure Time. >> Hi, I'm Ashley Myers, the preschool director.
041>> Um, Jake Leonard, the adventure time coordinator. >> So, we are here with our kind of our annual in November, we do our fee proposal for the upcoming school year. So this is for the fee proposal for all the child care programs for venture time and preschool programs for the 26 27th school year. Um we worked with uh as a team and with Steve and did um some forecast planning for future projections. Um and we came to an agreement that um for next year our proposal is a 4% increase. um that would take into consideration um average uh uh salary increase for staff and with um just general supplies, materials and increase with cost and inflation and that um part of the the packet that we included shows what the projections would look like for
042what the increase for each package would be. Uh we're kind of unique in Urbandale. We provide all the child care options, but then with the preschool options, we provide the variety of packages of before um and after included for that full day package. So, when we include the highest rate, that $41 per month, that would just be for kind of this, it would impact a fewer amount of students that have that full 630 to 6 child care programming. Um, and then the other piece that for the decision- making, we put the fee comparisons in there and compared to other before and after school programs and all day programs, but then also other child care programs. And you can see that we're either much lower or comparable across the realm there, too. There any questions? >>
043I really appreciate it that you put in the comparisons. I mean, it always makes equality program that you both uh you know put together. Um I'm so encouraging that we're providing that for our families. So thank you for all your work and um keeping the costs where people can handle it. So >> anyone else? >> Thank you. All right. So, under Iowa administrative code, annually the board is required to approve the list of courses available at the high school for credit. Uh, this includes courses offered for concurrent enrollment uh with community colleges. Uh and so attached you'll see uh the course description guide uh that has been updated for the 2627 school year. Also want to point out that there were some updates uh made on page two regarding uh the grade scale. Um but
044it's what currently is practiced within the system. I think the original attached document had um an A minus in there and we do not give A minuses. Once you meet proficiency, you're at a level three. Uh and so that is an A um within our system. And then on page three, um the A with honors, which is uh at a level four of proficiency, um is uh an A with acknowledgement that um you know, you've gone you've shown or demonstrated um skills related to that learning requirement above and beyond what is required. Um, and so the other piece that I just want to point out is that in work with the high school, um, this fall, uh, kind of shifting kind of how we're, um, presenting distinctions with our students at graduation at the ceremony,
045um, and have outlined kind of two distinctions for diplomas, uh, related to that, and those are on page six. Um and then we've also updated all the flowcharts to be more focused um both on prerequisites but then also when the electives come into play how that relates to careers um to support our students in of looking at those electives in that um in that way. So the first example of that appears on page 26 and then subsequently follows it um throughout. The other document that just kind of got finished uh this morning was the destination guide. It is the same information as the course uh description guide, but just uh putting that in there as well as another tool that we're using to support our students in their four-year planning and really thinking about um
046life after high school um and the courses that we offer at the high school and how that can assist them in their planning. Could you explain the logic again on A versus A minus because you have a B and a B minus, >> right? and a B+. And >> so the logic behind it when this team kind of convened to work through uh grading for learning was that when you meet proficiency at a level three that that is equivalent to an A that there's um like you've met proficiency so you're then at an A. So I know that there and this is not um there are different ways that uh grading work and there are some districts for example that they have only straight letter grades and then the teacher decides if it's a plus
047or a minus but the waiting uh means the same thing behind the scenes. That's an example of another version of that. And then there are some that have kept um A minus A+. Um so there's kind of a wide range of um how that's been executed uh just in our immediate area. And when this group or when the group came together to kind of outline what that looked like and that was multiple years ago um what it showed was uh this grade scale. And so we've maintained that especially during the initial implementation of grading for learning at the high school uh from the standpoint of uh not wanting one year to look one way and then the next year look another way. it is on the road map to look at uh grading um in
048the future. It's just uh not something that we've adjusted in terms of uh what was initially proposed and then rolled out the first year when it started at the high school. >> What is the incentive for a student to get the 99 to 100 >> learning? Yeah, I mean that's that's the shift that it's supposed to uh move students toward is a focus on learning uh versus accumulation of points. Um and so that's kind of the motivation uh is really keeping their eyes on learning uh versus accumulating points. Um, that's I I mean that's why that shift was proposed and then made. >> I should know this, but is there still weighted grading? >> There is. Yeah. So, we have a >> for AP courses. >> Yep. And we're adding concurrent enrollment courses next year.
049Uh that was another change that we made. Um because AP courses uh while they are extra strenuous uh academically uh concurrent enrollment have similar requirements that layer on them uh from the community college and so adding that um as we move forward. >> Did I read that concurrent enrollment you'll retroactively apply the weighted grading to the >> Yeah, that's what we're working towards. So that will go into effect for next year's seniors. >> Do you guys this year >> suggesting another venture this year? >> That's what you want to stay. >> Yeah, I'm sure. Looks good. Thank you. >> Thank you. >> We have one public comment tonight. Thank you for coming tonight. Board policy limits comments to three minutes per speaker. For confidentiality reasons, the board cannot discuss specific personnel matters and we appreciate
050your comments. The board has a significant interest in maintaining the decorum of its meetings and expects that members of the public and board will address each other with civility. The orderly process of the board meeting will not be interfered with or disrupted by public comment and only individuals recognized by the board president will be allowed to speak. Comments by others will be out of order. If disruptive, the individual causing disruption may be asked to leave the board meeting and defamatory comments may be subject to legal action. >> I'll give you a 10 second. >> Okay, it um Jane Robinette, 4302, the 131st circle. I'm here again to talk about the bullying policy and to request that you include the enumerated class language from the old bullying policy as an addition to the definition in the
051new 105. The interpretation of laws and the legal advice given depend on the goals of the interpreter. I believe that the board should choose an interpretation that will do the most within the law to maximize the well-being of our students. Since the law does not require it, why remove enumerated class language from the bullying policy, especially when research has shown it is helpful to both students and staff and can reduce the rates of bullying. The amendment to 105 that I propose basically restores the enumerated class language in the current policy and adds a catch-all phrase at the end to include any other category. I'm not going to read the whole thing, but the paragraph starts out, this definition includes harassment or bullying based on the students actual or perceived trait or characteristic, including the students
052race. And then it lists a bunch of other categories. And then I would add or any other actual or perceived trait or characteristic. This paragraph includes but does not require it provides guidance to students and staff on prohibited language and behavior and it supports their decision making around the reporting and discipline of bullying and harassment and it fits within the law. So I urge you to adopt it. Thank you. >> Thank you. And on to the course proposals for the 26 27 school year as we provided last. We have questions. >> I would move to approve the course proposals for next year. Need a second. So, all those in favor? I >> I oppose. Same sign. Motion passes. We're on to the second reading and approval of the updated policy for the anti-bullying harassment. This
053is policy 105. I had just asked if you could share with us a little bit if there's any um uh training or what how how this new policy new wording so that administrators teachers are all comfortable with what that looks like how that might be different or conversations that are being had I guess. >> Certainly. So, um, the new law went into effect on July 1st. And so, um, at at the beginning of the year when we do our trainings, um, we introduced that language to teachers so that they were aware, um, that the law had changed, but the intent of our policy not to allow bullying and harassment for any student at any time had not changed in the in the least. Um the some of the training that we do for both staff
054and students involves looking into the national trends of students who are recipients of bullying behavior and looking at the different student groups who may be more targeted by bullies. Um but the important part with our classroom teachers and our staff and our students is really looking at how are we seeing that imbalance of power between students? How are we able to interrupt that? um looking at that repeated targeted behavior whether it's based on a characteristic um of the student or any anything involved by saying that bullying is not allowed it covers all of those things. Um I think the other thing to really focus on is the impact of the bystanders bystanders in any situation regarding bullying. I think that we've seen that um with our students, the longer that we continue to talk about
055this through our character strong training that our bystanders are having an impact on interrupting bullying um and standing up for our students here in the district. Thank you. I would make a motion to amend the policy language to include enumerated classes. >> Um, we can't amend the policy on the second reading. >> Okay. >> So, if we wanted to amend it, we would have to come back for another first reading. >> It would have to be not approved. >> Not approved. and then it would have to Yeah, it would still have to go through legal. You can't >> I guess I would like to see it going back through and reworked onto with adding the enumerated classes. Just that's just my feeling. >> I also support matching the language of 602 and 603 that we
056passed earlier or didn't approve the changes earlier this year. Um I guess I would say also I had a question based on the language that Jane suggested it looked like um there was some differences from that to those other policies. So just consistency I think is what I would be looking for. I would um propose that we table this second reading and um go back to work on it because we can't do anything with it here except vote it down, >> right? >> And we still have to have this policy. >> Yeah. >> But if we vote we vote it down one just stay with the other >> that's currently in force >> with 545 >> you're proposing is that a motion to table? >> Yes. Minky will second that motion. >> We used to
057>> I guess my question is if we table it and then to rework it, will it >> the current policy is in place? >> So whether whether this is tabled or it's not approved, the original one is still in place >> until the new one is approved. >> Okay. >> Whenever that is. So, but with this table, they can we can go back and make some make changes to it and then bring it back for the second reading. >> We would bring it back for reading. >> Okay. >> So, we'd start the process over again. >> Okay. >> So, the difference of tableabling and voting this one and not approving this one. >> It's kind it that policy stands until a revision happens. And so whether you can So whether you decline to approve this
058and the old policy would stand. >> Mhm. >> Or you table it, the old policy still stands. >> So basically the same same >> six of one, half a dozen of >> Okay. Yeah. Perfect. That's all I need to know. >> But the tableabling is a little bit more clear in terms of the intent of going back to rework it and bring it >> back to the board. >> Okay. So we can yay. >> Okay. So all those in favor of tableabling policy 105 >> I opposed motion passes. Some new action items here. The first one is um did you bring that ballot with you Julie? confirmation of um a h heartland representative. >> It's actually in if you click on that. >> Um so >> yeah, it's in your folder to sign. So is
059here. There is one um candidate Tiara May Sims is running and they just wanted the entire board's approval to >> I would move to confirm that vote for ti will second. >> Okay. Again we can do an I. All those in favor I >> I opposed. Motion passes. We've got the brilliant borders landscaping >> administration recommends the approval of landscaping design to fix a greeting um behind Bolarius on near the properties of 9109 and 910 5 I believe it's a typo on my end there in progress to that. Um but we have some of the erosion on the hill and this would take care of helping the property areas between that to fix that erosion issue going on. >> This is likely irrelevant, but is it an issue with the city, too, or is this
060just trying to keep the hill from washing down? >> That I'm not 100% on, but more than likely it's because it's on our property area. >> This this particular thing would not be a city issue. Uh it's more about um with our border with the homeowners trying to get it as finished off as possible on a pretty steep grade. Yes. >> Um we if you if you remember we took the action with the rock instead of um some of the the wild grasses that we were going to put there just to try to stabilize it. This is another effort while not as big to get it stabilized and we think this will be effective. >> It does need to happen. Yeah, I think it's I think it's good that we get this done. Yeah. >>
061I'll move to approve using brilliant borders landscaping for the greeting at the property. >> Williams second. Okay. All those in favor? I >> I opposed. >> Motion passes. >> Sorry for the ramble, Julie. >> Okay. And the letterman's service agreement. administration recommends approval of a service agreement with letter Letterman Creative. Um we can bring um Connor up here to talk to um they want to develop um some script changes and some branding um pieces with this. Um he can probably answer questions you might have with that. So you guys, you might not know exactly what we're doing, but there are basically three things that are kind of exciting that we want to do. So the first one is to add an Urbandale script. So like a font um to our Urbanddale uh branding guide. So
062if you watch any college sports or high school sports, a lot of teams have scripts. We have script around in different programs, but it's not uniform. It's not all the same. So that would be the first thing. um is to get everyone with the same script. It would become almost a logo for us. Um the second is our color palette edition. So, one thing that was very popular was our homecoming t-shirts and they included light blue. So, we want to add like a Carolina or North Carolina light blue to our color palette. It would be a third uh third color. Um, I think that before 1972, I think we were the Blue Jays and part of their color palette was light blue. If you look at a lot of our um yearbooks in the library,
063they're all light blue. Um, I think this would just be kind of a um going back to our roots a little bit. So, that's the one thing. Uh, that's the second thing. Third thing is herby specific or herby activity specific logos. So, um, if you see like Iowa State, they have a a basketball sigh. Um, we want to bring that to Urbanale. So, Herby holding a microphone for for choir. Herby um swinging a golf club for golf. And so, we would have we we came up with 15 different ones. Some of them would be kind of crossover. So, like basketball, boys basketball could use the same. um but they would be um unique to that program and that activity. We've already had since I've been here July 1st, I've had like four instances where you
064we've seen herby get changed a little bit and we've had to tell people like please don't do that. We're working on it. Give us a second. Um but yes, so that those are the three things. Um script logo or script font um light blue color and activity specific logos. So those are the three things in service. >> The light blue is just like a added to the palette and not to the Herby logo. >> No, not to the Herby logo, just to the palette. So like if softball wanted to get an alternative jersey could be light blue. >> I know the more colors you add to a full color design, the more expensive it gets to print for screen printing. So, >> yeah. >> Can you talk a little bit about what work you're doing
065in your department to get our arms around the approved and unapproved usage of the logo? I know that there's been lots of different groups that want to use it. And as a parent, I've been part of different parent groups that want to use it. And how do we make sure that people understand the brand guidelines and can access that information and what are we doing to help improve that as we move forward with adding more complications? >> Right. Right. So, we know the agreements that we have going are like 15 plus years in the making. Um, so we know they give us usage rights at Urbandale for our marks, but what we're getting more clarity on currently. Um, Dina Claire and I, the director of communications and I are is like the enforcement of our
066our marks and what we we have our we're speaking with our legal counsel to kind of understand that. Um but like once we get 100% clarity then we'll um be able to speak to that more. But as far as um like usage like ask like a request we have on our website currently there is a logo usage request form. Um they can go through activities or communications depending on like if it's PTO or if it's for like more of an activities side. Um but that's currently what we're doing. for seeking our our legal counsel that kind of drew up those agreements and get a better understanding since they are a little bit older. And um so yeah, >> just to clarify, Dina, when did we It was pre-COVID >> we did that branding. >> It
067was 2019. >> Yeah. and we had secured um expanded uh usage rights when we were looking to brand the new fitness center and everything. We really wanted to make sure that everything was buttoned up before we put a lot of um funding into that. And so yeah, that was 2019. It was right before co >> Yes. And that was a pretty um involved process. It was >> same company. >> Correct. >> So, you know, it kind of makes sense six years later to kind of revisit that. >> Um, and this is about half what that cost as I remember. And it was 2019. >> Um, so, uh, you know, I applaud the, uh, the work that you've put into this and getting it refined. you know, um, honestly, I was involved in that and I
068thought it was kind of dumb, but it wasn't. We had to redesign Herby and there was a Dale and they were >> Dale. >> Herby and Dale. Yeah. Herby won. Um but I I I do think um you know when we talk about comparability and competing districts and stuff everybody is is doing this is branding and um I just see this as a revision of what we've already done and I really do like the idea of personalizing to the different activities. >> Yeah. And giving them permission to do that. >> Yeah. So, >> personally, I'm struggling a little bit with thinking about a uniform being a Carolina blue, but I >> I'm not going to be selfish on this, but I >> I've gone into Nike. I've created some myself just to look at it.
069They look I think they look great. >> I But I mean, it's Jhong Blue. Come on. Don't steal one or the other. >> I don't know. Okay. I just don't want to see them on the field. Just saying. As long as we're not doing blackout uniform the pallet al together. >> Anything else? >> I would move to approve the agreement with Letterman services. >> Second passes. >> Thanks for your work. Thank you. >> Thank you. Now we've got the change order on the high school HVAC system. >> Yep. Uh DLR brought to us uh change order for the high school HVAC um correct identified items and deficiencies of the phase one uh of the automated upgrade of the controls. Um replacing some water heat valves and terminals. uh air handlers, those kinds of items, things
070that aren't working with the replacement of the controls um in order to get the systems up and working the way they're supposed to. Those items that are finding need some adjusting and new items put in replacing those. >> I would move to approve this change order at the high school HVAC. Vin Razer will second. >> So we'll do Hower first. >> Yes. >> Kent, >> yes. >> Nikki, >> yes. >> Norris, >> yes. >> Williams, >> yes. Young, >> yes. >> Motion passes 70. >> Thank you. >> Change order. >> Same thing with Webster. just deficiencies and items still needing to be adjusted and replaced. >> I know we I know we don't have a lot of choice um with Woodman's. I mean, they they do are they've been doing our HBA, but that's both
071of these together is a pretty big change order. That's a big number. So, I have concerns if we're getting bids, you know, like are we getting are they giving us an accurate picture? You know, this seems like a pretty big change order for both of these. So, I know that's out of your hands, but um I don't know what we can do about it because we're limited on >> Unfortunately, with with some of these when you make the changes in the controls, you don't know what the other pieces in the system, >> what they are and how they'll operate >> until you get the new controls in and you go through, >> they get that all back up and running. Um finding dampers and valves and everything just are not working the way they should
072be. >> Yeah. Do they ever do contingencies in their bids to give us a better like they would they should know when they go in and change out things the potential of what's there? >> A would a contingency help us in our planning? >> I don't know if a contingency would help because they would have to know those items, extra items are not working in order to build that in, but we can we can definitely reach out with the DLR and find that out. >> Okay. >> On that. >> Okay. It that's just those two together were a pretty big change. >> Yeah, they're a big one. Mhm. >> Yeah. One one additional thing to remember is that there are a couple more phases to go. >> So it is not >> necessarily the end
073of the pain, >> Right. That's my fear is what else is coming in because this is phase one. And so >> just like just like anything you put age on some of these buildings and those items, you're going to have to go through repair work to get them updated and working >> because that building we kind of forget. It's like 25 years old. >> No, I know. But I'm just saying like you would I mean since they're the HVAC people they should be a little bit more aware of than we are at the table that if we're changing this these are the potential things that might happen and you know >> it would be nice to know those things but >> architects are working with them on those beds so they're that's >> okay >>
074one additional thing along along with that those are very good questions um I think the the degree to which uh we look proactively at water quality for instance in regards to the valves. >> Um, and then regular preventative maintenance on dampers, uh, which we are very in tune with now, I think is going to be crucial to keeping things working better over time with a lot of these smaller parts that actually are, as you are approving, incredibly expensive. Um, that we can extend the life of these as much as we possibly can. Um the the dilemma is when you get controls that work, um it needs hardware that it can control well. And uh there's some things that probably um as they've dug in deep into these systems that haven't worked for a while that
075now we can get working so that we're not individually for instance on the the cooling or the heating side of rooms. making adjustments to single rooms to try to get them to 72 degrees set point. But that the controls themselves will take care of much larger blocks of room, make us more efficient and give better comfort uh on heating and cooling to all the people that are in those spaces. >> Are we using groundwater in the system? No, it's uh and that's even even the um even what we're putting in these systems is really expensive fluid because >> it's kept at certain temps and then >> um >> if it if we have a leak or something, it has to all be replaced and sealed up and uh so yeah, it's >> um and like
076at the middle school for instance, that was a part of the whole boiler replace and that's a very positive thing because now we have much cleaner fluid running through that entire system which should be much more efficient and much more reliable. And that one's next, >> but it's a lot less money. >> It is a lot less money. It didn't hurt as much. >> Thank you. >> I will move to approve the rec the change order for Webster HBAC contract. Man, you will second. >> Okay, we'll start with Kent. >> Yes. >> Me? >> Yes. >> Mankey? >> Yes. >> Rice? >> Yes. >> Williams? >> Yes. >> Young? >> Yes. >> Hower? >> Yes. >> Motion passes seven zer. >> And the next one, change order for the middle school boiler. Also brought to
077us by DLR with LA Fulton. uh founding additional issues as they were addressing and getting the boiler project back online for the middle school. So, this is just an original uh additional items on this original scope of work for that one. And like we said, this one's not near as damaging as the other two. >> Steve, you may want to clarify the uh financial impact where the comma is. >> Oh, yep. It's only 7,69. Okay. I I saw seven million. I'm like, wait a second. >> We didn't we didn't get one of those bonds this year. >> Approving that. >> I would move to approve um the boiler work at the middle school. >> Second. Okay. So, all those in favor? I I >> opposed. Motion carries. I would uh move to bring the consent
078agenda forward. >> Um out of an abundance of Carissa Williams caution, I'd like to vote on item C separately. Um and then I know we have some questions on some other items, too. >> So, you'd like to be pulled out for seed? >> Yes. I just had one question. Have we gotten a lot of feedback about parent square from parents, teachers? What have we heard? I know we've been using it now for a while and people are probably comfortable with it. And >> yeah, so we are in our second year now just starting off with full implementation. So, I don't have formal feedback to share with you, but I can certainly request some. But I can share just some broad anecdotal feedback and then some key uh data points that I think might be of
079interest. Um so, in general, I would say that there's just an ease of use of the tool and certainly if you're um sending out communications, it's very um user friendly. um having the auto translations um has been incredibly useful. Um and really Parent Square, you know, one of the key things was that it would help reduce all of these third-party commun communication tools um that were really kind of running rampant. Uh so, uh that has um been going well. Um, I would say I've heard a range of feedback in terms of um, some parents are feeling as though they're receiving too much communication. Um, and I've also heard that some parents are feeling as though they're not receiving enough communication. So, it's really, you know, communication is such a personal preference. Um, fortunately the tool
080itself has um features where you can set your communication preferences in terms of when you're notified either instantly as soon as a communication goes out or you can just receive um what's called a daily digest around six o'clock every evening a summary goes out of the communications that were sent that day. So we have some flexibility there. Um I thought some of the key data points that might be of interest to you. Um so the nice thing about parent square is we have on any given day between 99 and 100% contactability of our parents. Um this is in contrast to the tool that we were using before. We had about 94% um contactable rate. So, um this tool has definitely helped boost our ability to make sure that when we need to contact our parents
081that we can do so. Um as of today, we have about 72% of parents who've activated their account. So, we're about 3/4 of the way there from 100% activation. And even if a parent um doesn't activate their account, they're still going to receive our communications. it'll just be as a digest. Um but certainly we encourage parents to activate their account because they can set their um notification preferences. They can also choose their language. Um and to that end uh parents uh with a language set other than English um about 11% of our parents right now. So this tool that automatically provides translations um is really helping support those families. So, >> have you gotten feedback from users with other primary languages on if it's accurate and good translation? I'm assuming it's somewhat AI generated. >>
082It, you know, it it is as good as the auto translations tool of it. It's kind of a boosted Google translate um in terms of what they're using, but there are always going to be discrepancies and human uh manual translation will always be better than auto. Um but it's certainly something that families um can get the context of even if um it's not a perfect translation. Um that seems to be kind of a common response on that. So, >> I put a question in too about um different groups, especially student conversations. I think when we first implemented parent square, there was some thought that some of that conversation could happen in Parent Square. Um but I know there's still a lot of groups using like group me and band and um trying to think of
083a third one that happens in my household too, but is there any way that parent square can incorporate some of that or does it have limitations on communication both directions? Yeah, you know, I know. Um I would say even though we did full implementation starting last year, I would say for activities, this is really the year where um there's been a lot of effort by our activities team to make sure that coaches are using Parent Square. It's definitely not at 100% yet. Um, but there's been a lot of discussion and training on um, having coaches and directors be using Parent Square um, as much as possible. So, but I know that effort still continues. So, >> I think I don't know if you guys have experience with >> limitations. I was someone I was going
084to say speaking from like a student standpoint, we both get a lot of stuff with like choir and choir and stuff. The only group mess that still exist are studentrun communication that we communicate on how we hang out that has no director like involvement from what I know. Um and that doesn't just go for like the performing arts world. I know that goes for many other worlds. We more use it as a form of um making a it's just easier to make larger group chats essentially is why it's still being used rather than director communication. I would say that all of the communication from our directors comes directly from parent square. >> The only thing that's annoying about the communication is we get email after email after email. So I don't know you were talking
085about like those communication preferences like is there some way like we can limit the amount of emails we get because I would say it's about half and half. I get half parent square half like the stuff I need to look at. >> Yeah. So there is. So, if you go in um log into your parents square account and then if you set your preferences for um either email or app because students can either get email notifications or app notifications. And so if you set them as instant, you're going to get them as soon as they go out. If you change them to digest, you'll just get one email around six o'clock that night of everything that you would have received that day, everything that went out that day. So, that's one way that you can
086dial back on the notifications. >> Is that like an eitheror? Like, is it like either the digest or the notifications? Because I get both the email and the notifications. >> Yeah. So you can um each modality, so email or app um you can set it as instant or digest on either one. >> Okay. >> Whichever one you prefer. So >> I wonder if there's a way I to like make people more known about that because we we like looked at each other when you said that. We had no idea that was even an option. Yeah. So, >> give us >> I don't know if there's a way to like make that known that that's an option and available because I think that would eliminate a lot of the um discrepancies around liking parent square or
087not. >> Yeah. No, that sounds great. Yes, there's definitely ways we can make it known. >> You can turn email off entirely if you just want >> I think people would like to know that. >> Yeah. So, that sounds great. We'll look at making sure that's known. >> Two, if you want a custom Herby logo for your team or activity, you need to be on Parent Square. I think it stick is right there. You don't get access to it until >> Exactly. I would also add that um I think it'd be great if we could get PTO or booster some level access to communicate directly to parents so that those communications don't have to funnel through the elementary school weekly newsletter or through the athletics department. I know that there's probably a lot of good
088reasons to not. Um, but I think it's worth looking at ways that we can get those communications pushed out to parents in the same platform so that those groups aren't trying to also utilize Facebook and utilize their own email lists and utilize those types of communications too. >> Yeah. So, completely understand that. It would be nice to have it all together. Um so we have intentionally limited access um mainly due to privacy concerns um for a couple specific reasons. So um the author of the post when they send that out they then have access to all of the analytics that go with that post. Um and included in those analytics are all the names of all the parents and their students. Um the preferred language for the parents and obviously the delivery stats. So was
089it open? Was it delivered? Um we really felt like a parent uh who is not a staff member having that much access, it was just too broad of access. And so we uh just felt like, you know, I think the best approach is for PTO's um to continue partnering with um the building main office team to get those communications out. Um the other side of it too um in terms of specific groups. So this would be for um any activity group that gets set up. If you are added as a group owner or a group manager, um those roles are given a higher level levels of permission in Parent Square. What that means is that um if someone is not an employee and they are a group owner in Parent Square, they could direct message
090any member of that group. so they could be direct messaging high school students and parents. And we just felt like that again was a red flag. We only wanted employees to be able to have that ability um to connect with students and and parents in that way. So Chris, if that helps of just we did look at it >> when we were um when we were considering a parent square that was one of the things that we thought, oh this would be a really nice feature. Um, but once we dug into it more and really saw what was going to be available to someone who was sending out a post or the functionality that they would get to have, we felt like it it just wasn't worth the the risks that it could pose. >>
091Pass my feedback on their >> I will I will I will pass it on. >> Thank you for that data. I really appreciate that. >> Yeah, absolutely. Before we vote on I do have a a concern question as it relates to personnel report, not this specific personnel report, but just personnel reports in general. Um I know that we typically approve at every meeting um personnel reports that include certified positions, either those new positions coming on, um positions moving, teachers changing roles, positions, etc., or teachers leaving the district, whatever. Um, I think there's a gap. I have I I see a gap in transparency as it relates to the substitutes that we have in our pool and when we have substitutes come in and when we have substitutes leave the pool um as it relates to
092certified positions. Now, I'm not saying that every time we have a substitute come in in a two-eek period that and and work for a day or two days, whatever, that we need to have them on the personnel report, but I from a transparency perspective, from a legal compliance perspective, I'm curious is is that something, Lauren, that would be feasible for us to say, okay, these are new teachers that we have added, certified teachers that we've added to the subpool so that there's a level of transparency to the community as far as who the district is employing. >> Um, so I'm going to probably hesitate to share too much now without having good a good legal basis for sure exactly what we would do differently. >> Um, one question I've got for you in in regards
093to your question is are you speaking about all substitutes or just those perform in long-term positions or just daily positions as well. >> I I mean I I I guess it would kind of determine be determined by what legal guidance might be available, right? But like I I know that you know you've you've got a pool of substitutes that are certified. They've got all their lensure and everything >> and we're not we're not necessarily approving everyone in that pool. You're just calling them and saying hey you know can you are you able to work today? But as far as when a certified teacher enters the pool, now it could be over if they enter the pool then they're working for a day, they're working for a period, whatever that might be. >> Yeah. >> But
094it's just it's it's basically a so that the district, the board, the community knows these are the teachers that we are contracting with. I mean it's it's it's it's a similar level of transparency that we given our >> FTEES. Yeah, you I believe you do know who the subs that we bring on board are. What we don't do is share with the board. Uh typically anyway, those that we maybe aren't using in certain areas anymore um on the back side of it. Um those don't come to the board necessarily, but um everybody gets vetted the same way in terms of bringing them on board, background checks, all those things, the right certifications. Um sure. Yeah. all of that is that is done um just like it is for any certified any other certified or classified
095employee. Um, but I can I can talk more about the uh at a future board meeting the entire scope of that group and how we go about the the details of approval all the way to not using >> I I think that would be good especially since we've got two new board members probably coming on but just just to have a little bit level a better understanding of who's engaging with our kids on a regular basis right I can go into I can go on the website I can see the teacher But there's not necessarily a lot of there's no transparency as far as who we're bringing in on a daily basis. >> How big is our pool? >> Just ballpark. >> 80 to 100. >> Okay. >> Y, you know, many of uh many
096of the subs in the metro work in >> multiple districts. I I totally get that. >> And generally speaking, that's pretty. >> No, I just was curious if we're talking about 500 people or 40 people. We need a second still. >> Make a second. >> Just for clarification, this is on A, B, D, E, and F. >> Correct. >> So we will start with >> me. >> Yes. >> Mankey. >> Yes. >> Ben Ricewood. >> Yes. >> Williams. >> Yes. Young. Yes. >> Hower. >> Yes. >> Kent. >> Yes. >> Motion passes 70. And now we can vote on 11C separately. >> So we will start with Miy >> Benike. >> Yes. >> Williams. >> Sing. >> Young. >> Yes. >> Noer. >> Yes. >> Hint. >> Yes. >> Meat. >> Yes. >> Motion passes.
0977 6 2 0 with one abstension. >> Thank you. Before we adjourn, I just want to invite everyone >> We're not ready to adjourn. >> Oh, yeah. Sorry. We have the amendment. Next Monday, if you need something to do, it's read around the fire truck. Just saying. It's at the Bunda police station. Sorry. >> Okay, you're fine. >> Okay. >> Read around the fire truck next Monday. It's the fire station out here. >> Yeah. >> 121st. >> Okay. Yep. Okay. So, uh the last action item tonight is in the consideration and action of the appointment and contract of an interim superintendent. Just give you a little bit of background. Dr. Pam Dodge is who uh Margaret and I have worked tirelessly to uh find. She received her bachelor's, her masters, and her PhD in educational
098leadership and policy studies all from Iowa State. She has served in public education for a couple of decades in a variety of different school districts that are of different sizes and she has done everything from classroom teacher to build building administrator. Um she was executive director of special education and she wrapped up her full-time uh career before retirement in superintendent role. Um, and she did spend a year already as an interim as a middle school principal in Dallas Center. Anyone have any questions? I'm I'm assuming are these two steps the contract and or the appointment? >> It's all one. >> No. Okay. So I would move to approve both the contract and the appointment of Dr. PM Dodge as our interim superintendent. >> Yeah, we'll second. >> Yeah. >> Okay. >> And we are up
099to >> yes. >> Williams, >> yes. >> Young, >> yes. >> Hower, >> yes. >> Kent, >> yes. >> Me, >> yes. >> Mankey, >> yes. >> Motion passes 70. >> Thank you. And I would move to adjourn. >> Motion. Do we have a second? >> I'll second. Williams. Okay. All those in favor I I opposed. Hey, Three, four.