001Okay, we'll go ahead and get this meeting started and we will start with the public hearing for the adjustments to the 2627 academic calendar. A hearing for that. Does anybody have any comments or questions? kids. We added 15 extra days of school to it. Is that okay? [Laughter] [Music] >> He's just kidding. >> Yeah, I'm just kidding. >> Okay, hearing no comments, we'll go ahead and start the meeting with roll call. >> All right. Hower >> here, Kent >> here. >> Me here. Many >> here. >> Ben Ricewife >> here. >> Williams here. Young >> here. You have a corn. I would move to approve the agenda. >> Thank you. Will second. >> All those in favor? I >> I opposed. Motion passes. The district mission is to teach all, reach all. And the district
002vision is Urbanale will be a school district that brings learning to life for everyone. And the UCSD school board mission is to partner with stakeholders to teach all and reach all through governance of board policy and operating protocol. And first elementary presentation at this point. >> Good evening. Thank you for inviting us tonight. We are the members of the student leadership team. We're really excited to share what's been happening at Webster this year. How we've been learning and growing through something as simple and amazing as play. My name is Carly Beck and I'm in fifth grade. My name is Abby Rice and I'm in third grade. My name is Ramirez and I'm in fifth grade. My name is Gson and I'm in fourth grade. >> My name is Mingus and I'm in fifth grade. My
003name is Cole Mary and I'm in third grade. >> My name is Olivia Johnson and I'm in third grade. My name is Macy Bram and I'm in fourth grade. >> My name is Jackson Weiss and I'm in fifth grade. >> My name is Evie Brener and I'm in fifth grade. If you haven't visited Webster, please come. You will feel just how special it is. Webster is a place where everyone belongs. At Webster, we accept our love, teach. Last year, our school started a book study for staff and families around the book The Generation by Jonathan Height. Over 60 parents and staff joined them. for our school because it helped us think about how kids are growing up in today's world and what we can do to make them to help them feel happier, more confident
004and more connected. >> Times are different now. Kids used to spend hours outside and unstructured and unsupervised play and there was a lot of learning of life skills that happened during those times. The book, The Anxious Generation, talks about how kids today often live very different lives from their parents or grandparents. >> Kids now spend more time on screens, have lots of scheduled activities, and less time for unstructured play, the kind where you just go outside, make up your own games, and use your imagination. >> The author says, "This change has made kids more anxious and less independent. It reminds us that play isn't just fun. It's also how we learn problem solving, teamwork, and creativity. At Webster, your staff started asking, "What if we made more time for this kind of play at school?"
005And that's where the big idea started. After learning about the importance of free play, teachers wanted to give students more chances to be creative and imaginative at recess. They wanted kids to build, explore, and work together using their own ideas. >> We call it imaginative play. Instead of regular playground toys, we started collecting what are called loose parts. These are materials that can become anything kid kids dream up. Then something amazing happened. Our school received a making a different grant to help us find more of these materials for our playground. With the grant, we got exciting materials for imaginative play. Things like wooden planks, tires, fabric, buckets, PVC pipes, kitchen utensils, and wraps. You can turn those things into anything. >> Some kids build obstacle courses or courts. Others make pretend restaurants, spaceships, or roller
006coasters. We've seen castles, racetracks, and even a pet daycare. Every day at recess, something new is being built and then taken apart and start again the next day. >> When we started bringing out the new materials, it was so exciting. Everyone wanted to try something new. >> What's really cool is that it looks like just play, but we're actually learning to walk. When you use the imaginative play, you have to figure out how to work together, how to share materials, and how to solve problems when you're going to. If someone left out, we hope. If a tower falls, we will rebuild it. If someone gets frustrated, we take a breath and try. We're learning patience, creativity, kindness, and teamwork. And those are skills that help us everywhere, not just at recess. Last year's student leadership
007team helped teach all the classrooms how to use the equipment in a way that's safe and kind. They modeled what it looks like to share materials, solve problems, and clean up after playtime. >> They were proud to be leaders and it showed how students can help shape the culture of our school in positive ways. >> When we started playing at school, it made me think about how different recess feels now that we have imaginative play materials. There's more teamwork, more laughter, and more kids working together to make something amazing. This year, we are also collecting new ideas from students and teachers about what kinds of materials they'd like to see added next. Some of the ideas we have already heard are cardboard, bricks, play dump trucks, and more pipes and fabrics for for building. We're
008also collecting donations. So, if you have anything at your house that you think would be fun for students at Webster, let us know. This year we're taking play even further by starting something new called the Imagine Plus Grill Club. It's an after school club where kids can come and play freely just like at recess but with even more creativity and independence. >> It's based on the same ideas from the anxious generation that kids need time to play without adults running everything for them. >> Our staff will work with the PTO to provide opportunities for the club to meet at different neighborhood parks. It's open to everyone and it's supervised by adults, but the kids lead the play. >> The Imaginative Plus Grow Club will give us even more time to play, explore, and invent new
009things together. It's fun to see what happens when adults let kids be creative. >> Imagine Plus Grow Club is a new opportunity we'll be offering where kids make their own fun without adults organizing it. And it looks just like playing fun. But the fun is disguised as hard work because it is fun to play ball and build on the difficult skills of focus and promise and empathy. Play jump rope feeling patience. Play superheroes. You learn to imagine. Play freeze tag self control. Or what if you are left out? >> You adjust to fit in or find a group where you do. >> What if you fall down? >> You get back up so you can keep playing. >> What if someone's cheating? >> You figure out how to make things work so you can play
010some more. When you was an adult, always >> did you figure out how to deal with bossy pants, a cheater, a friend who turned on you? Yes. Was it Was it painful? Probably. >> Those were growing pains. The Imagine Plus Grow Club gives kids back the resilience building playtime they need. It is supervised by adults, but they do not organize the fun or solve the disagreements. >> The chance to collaborate with friends, resolve disputes, and bounce back from disappointments. are confidence and character building opportunities. Kids get the social interaction they need to develop into empowered adults. So, as you can tell, Webster is not just about learning in the classroom. We're also learning how to be creative thinkers, kind classmates, and confident problem solvers. They'll play at recess and the Imagine Plus grow club kids
011the chance to build not just as materials but also to build character, friendship, and confidence. >> We are so proud that our school encourages us to play, imagine, and grow. Thank you for supporting Webster and for believing in the power of play. >> We also want to thank you for giving us a chance to practice our leadership skills tonight and grow as leaders. What a cool opportunity. >> What questions do you have for us? This is amazing. >> I am in tears. This is so cool. You guys >> question. >> Awesome. >> How many of you over the summer drank out of a garden hose? [Music] >> Come on, be honest. How do you send to us? >> Because this is I mean this is kind of the joke among many of us here at
012the table who are in a certain generation is that you know we were the we were a feral when it when it came to being kids. We were outside all the time and we were drank out of garden hoses and everything. I think this is absolutely fantastic you guys and I encourage you to keep it up, keep doing what you're doing and if you need anything keep coming back to this board and >> Great. Thank you. Yeah, >> I won't get to vote on it, but still. >> Any other questions? >> Can you tell us about one of the coolest playscapes that you made or one like a fun experience? >> Nope. >> Oh, all of them. >> Turns. Go for it. >> You can go down. I like the building thing where you can
013build different structures and like houses and you can like play inside of the houses that you can build. >> Um, I like making like racetracks cuz I've made like one that like can jump. >> Um, I like the kitchen set. It has like a bunch of kitchen utensils and food you can make. >> I like the kitchen set because you can make like lots of food. I like the marble set cuz it's fun to build stuff and raise with them. >> I like the kitchen set because it's fun to make pretend food and then serve it to your friends. >> I like the ranch because it's fun to watch the ball. >> Um I also love the ranch because it's fun to make um racetracks with your friends. >> I like the kitchen utensils to
014act like it's a restaurant. Um I like the kitchen set because cuz you can like pretend you're serving people and take orders. >> Do you guys feel like you're on your um Chromebooks or on screens less in school this year than you were last year? >> Yeah. >> When can we come play with you? >> Anytime. Welcome anytime. >> All right. Well, thank you so much. We appreciate it. [Applause] Good job for the slide. Thank you. >> Thank you everyone. Thanks for coming. >> That's amazing. >> Oh, cool. >> All right. I'm gonna read a statement really quick and then we'll turn it over to you guys. Okay, >> sounds good. >> Dr. Da's absence this evening. We have pieced together superintendent report. So, do you give >> Yes. I'm going to start off the
015superintendence report. Um, I have an update on the Durham contracts. The board had requested an update and this is approved by Durham legal and communications team and the only statement available publicly at this time. So this is from Durham. Um we have reached out to the union and are currently waiting for them to schedule subsequent bargaining dates to discuss our latest proposal. We have continued to bargain in good faith and believe our latest proposal is fair, responsible, and in the best interest of everyone involved, including the school district, students, and their families and our employees. So, there is an update from Durham. And now I will turn it over to Stephanie who is going to introduce Mike Moran and talk to you guys about um some fun CTE and continue continuing education. So I am
016Stephanie Davis, director of student services. I am here today with um Mike Moran who's the director of Metro West Learning Academy. Um, we have had some questions that have come up in the conversations regarding the career and technical education um, building and and ideas for the coming future and what the difference might be between that programming and some of our alternative education programming at Metro West. So, Mike Brian is here to give a little bit more background on our Metro West Learning Academy and that particular program and then we can answer some questions if there are any. >> Okay. Thank you. Thank you Stephanie for the introduction and I appreciate Dr. Dakan inviting me to come and speak to you uh this evening and and uh as always I want to thank board directors for
017their unwavering support of Metro West. It's been a really really a pleasure um to have this board be so supportive by what we do. Uh that being said, um I was asked to come and talk about the purpose of Metro West u you know versus or juxtaposed against what a CTE program would look like. And Metro West is certainly um been well established here and I know that the CT program is something to be thinking about uh for the future. Um we are an innovative uh academic program at Metro West and really our goal is to try to um catch students up on coursework uh to achieve their you know the outcome goal of of a high school diploma. So you know that is really our our core mission. Um kids who who need an
018alternative setting to be successful academically and socially those are those are our kids and we love having them. Um a CTE program is is not that. It is it is um you know a career and technical uh education center and what they're doing is is not the immediate that isn't just the immediate where you're looking for a degree completion. They're actually looking to establish a career pathway to the future. It isn't as if uh and Metro West are doing that with students. Certainly we're doing career exploration. Certainly we're talking about the future. Certainly we're making plans. But a CT program takes it to an entirely different level where students are not only doing their career pathways, they're actually doing career trainings and career certifications and it gives them a leg up on, you know, their
019future. And so that's kind of, you know, that's the basis of what we're going to talk about a little bit tonight. And I and if you have questions, feel free to ask. And I I know you've been uh you've had to put up with me coming and talking about Metro West plenty of times. Um, but I did I did want to touch on just some of that uh how we feel like having a program like that for Metro West students and of course uh students would be super beneficial. It would be a great benefit for our students. It would be something that we would be doing in conjunction with not as as opposed to or um one or the other. It would be all in one just like uh kids uh would certainly benefit from
020having that program. So would Metro West kids and as we all know these are they're actually Urbanale kids as well. So we can't forget that part. Um that uh that career and technical education piece is really the innovation of what what the world is doing right now and it is something that as you know as all of you are dedicated to to educational systems. is where where secondary education is headed. And we we no longer are thinking the same thing about four-year college or a two-year college. There's also the technical training in students going right to, you know, careers. And so, we know that the difference between Metro and our completion, we we're still doing our part to have students think about it, plan for it. Um we have some great processes put in place
021here in Urbanale schools right now. uh looking at future planning with the counselors with the students um starting in middle school and moving forward and certainly all through high school and metro west. But the difference is is that we're still trying to do that coursework and do the the degree completion. We're just really setting the table for the next advancement and CTE program for students in high school can actually begin not only just setting the table but actually participating and moving them forward. We want those uh the benefits uh to be given to Urbanale kids just like they would for any other school district. Having this kind of a program in conjunction with an alternative program does all the things that we need to have happen. We're grabbing every kid and we're putting our arms
022around everybody. People who are heading right to the workforce, people who are wanting to lead into a technical field or just go into any kind of career field and then also students who are going to do the traditional two and fouryear degree programming. None of it is exclusive. It's all inclusive and that's the cool part. everybody can benefit from these. And so, uh, to be able to have that, um, it gives our students a leg up in the in the in the real world. I have had experience in some of my past professional, uh, time in different school districts where they've had a conjunction of a career program. Um, we ran that through a community college. It was very successful with students. Um, I've met with other alternative school principles throughout the country. Anybody who
023has access to this always has an advantage with their students. And I hope that, you know, sometime in the future, in the near future, this would be a consideration for the board and for for us as a district. I know that plans sound great, but they actually are great. And that's the cool part. It's tried and true. You don't have to reinvent this. This wheel is fully functional and spinning lots of places. We just simply have to match that. And I think that's cool. It's not so daunting. Uh the people who are the thinkers in this district right now in the at the AO and in buildings are the thinkers that can help push this project right now. you don't have to go find somebody this exclusive, you know, piece of information that's out there
024or try to come up with this information on our own. So, um I just really think that this critical phase of their life, um for our students at Metro, UHS students, this is a critical phase where they are thinking about what's next. And it's scary sometimes for a student who's 18. But if the student who's 18 comes in and thinks, "Okay, I'm going to hit the job site because I've taken the certifications, I have these training hours, I have whatever, I'm now going to the job site making making more money to be honest with you and advancing quicker to a foremanship or leadership position in one of their jobs or one of their and it can be any type of job. um whether it's actually a person doing the actual stuff or a person who
025is who is the person in charge of whatever business this is because boy CT can be anything. there's so many different avenues and that would be a course, you know, a decision that's I'm not going to be making, but it'll be uh really fun to see where that goes because it can really be all-encompassing and really catch a lot of students. And so I just feel like it's also good for Urbanddale in general um and the metro. Uh we want to have Urbanale students that are talented and gifted no matter what type of job or what kind of career, what kind of technical training, we want them staying here. We want them, we want to create that business partnership with our businesses, the school and businesses, the school and chamber of commerce, the school and
026the greater metro area. And it is happening in other school districts. And I believe this is a great recruiting tool for Urbanale. I I've been told since I moved here, it's landlocked or whatever. A lot of people still want to open a role in Urbanale. This will only increase that. Um, this is a this is an opportunity and I feel like it's a it's a great opportunity. I'm not an expert by any stretch of the imagination, but I've certainly seen the positive influence of what that is. I am very confident in the work that would be done. I'm very confident that it would be a great thing, but it also would be a great thing for the students that I work with on a daily basis. Um, and I know that I shouldn't speak for
027UHS, but I think they would feel the same way. Um, it is just simply getting our kids better trained, better prepared, better pay, better life. Um, and that's that's what this would be for. Um, I just want us to take advantage of that. And I guess that's what I would think. Some of my students that have had these past experiences, um, would go to, um, I had a diesel mechanic, a welder, an HVAC person, an electrician, and they literally left high school with some of those certifications for their apprenticeships that they're able to take the hours and hours of training were just eliminated. They'd already done them. And so that moves them up uh pay and it moves them onto a different cruise. It gets an electrician to go from residential to commercial much quicker
028which is more money which is a higher demand. Um same thing with residential HVAC versus commercial HVAC. It takes higher certification. Well it did then. I shouldn't say that exclusively now, but it was then and that the person that was, you know, this was a student who was 18, going to be 19 and going to be starting at, you know, as as much or more than all the teachers were making at at the school at that time, which was awesome, awesome for the kid, not so exciting for the teachers that they have for the kid. Um, and I do I do feel like that is really where we're, you know, hoping this would go, you know, from Metro's perspective. And as I said, I can't speak for UHS. I was I have to believe they
029feel the exact same way. And um I guess that's CT is just a great advantage for every student in Urbanddale, but it's also a great advantage for our school district and for our community and the metro in general. So, um anyway, thank you. I'm happy to talk about anything or if you have any questions for me. >> Yeah, I just want to further to clarify some of the things and add on to what Mike has said. Just as a reminder, our career and technical education that is this is something that's open to every student. That is a benefit to all of the students in our school district. Um when we're talking about Metro West as an alternative program, that would only be for identified students um who need some additional support removing barriers to access
030to education and to that graduation. Um, but whether your path is college or career or military, all students can benefit from career and technical education and getting some of those industry recognized credentials as Mike was talking about and having students be prepared. Or perhaps I'm a student looking at going to medical school and I have the opportunity to get my CNA while I'm in high school in order to prepare me for some of that rigorous coursework that I have at college going into Freemen. So, two very different programs access for all of our students, particularly identified students who need something um that's a little bit different than the than the traditional course pathway. >> I have a quick question. How um your students either are morning or afternoon? Yes. Would it work well to if
031a student wanted to take a particular class that they could spend the morning taking those classes if they happen to be located at the high school and then spend the afternoon with you or is it more like when they get done because I know they graduate at all times throughout the year? >> I I don't think so. I I think that would obviously be something we would be looking at because we want to remove that barrier and I don't think it would be a barrier. I think we would try to make that work. um any student who is wanting to have access to that as as Stephanie was saying, we would want to make sure that they had access to that. It won't be exclusionary anyway. We we could do whatever we needed to do
032schedule to make things work. And several of those things uh yes, the at the center or at a building or however this would be set up, but it also is at at a job site as well. So, it isn't as just going to be hours, you know, during the school day, for example, or weekends. Certainly has happened in my past. My students weekends and got a lot of hours that way. But we would definitely want to make it accessible to all and that is the that is the key to this and I feel like that's probably um you know very rarely in education you have a silver bullet that it works for everybody and that would be >> Mike Stephanie what does the CTE landscape look like currently around the metro right who has the
033programs who's getting into the space and that obviously you know as we think about our timing to develop some type of program and I think that factors into where the rest of the world is. >> And I I wish I knew the exact answer. I do know that there are some schools that are maybe not running the exact uh programming that we do. Stephanie maybe has a better answer than I do, but I'll be glad to add to that. >> Certainly, Walke Schools has a pretty comprehensive program. They started originally with their apex program and have expanded that um with their career connected learning and several differentmies that are involved in that. Um, I know Ankeny has had some work in the past with their Orvis program. DCG is in the process of adding to
034theirs. There's possible bond referendum. Um, but I think the one that I know the best from my previous experience um is Central Campus in De Moine public where students are able to earn those um credentials along the way and really experience um different careers and and try out different things that they that they may want to explore. Um so we do have lots of models and it is a um supported from the Iowa Department of Education really integrating that career connected learning into all that we do making sure that we're providing students with with that hands-on learning and that skills-based um learning that they we hope that they can take into their future. >> Had a question that kind of ties into that. Um, so with Walke as a partner school, have we had any
035students that have been able to take advantage of Apex Plus being a Metro West student today? >> We have not had Urbanale students do Apex. >> How about the walk students? Yeah. Okay. So, we've got a framework for how that could work. >> And, uh, we have had students from Walke who have interned in local businesses through Metro West when we had more of a robust internship time a few years back that we were doing that more um, before CO. Um, so there I think that would be, you know, something that we would have to establish how we're going to do this or that, but we have not had it go that way. We would certainly want I know there' be a discussion that would not be my decision either, but I do think it
036could be a really great advantage and the Apex was the one program that I was most most familiar with and I definitely agree with the exact schools that Stephanie highlighted. I just met with the ones from Cedar Rapids uh talking about what they have going on there um just this past week and you know this is Everybody is is going that direction and they're looking to go that direction simply because they want to expand opportunity for students and it is all students. So good questions. >> Can I you just said something that they had an internship program at Metro West pre-COVID. >> What did that look like? you know, it was it was a a program called Stellar and uh it was for it was actually for DMAT credit uhs students that weren't even students
037that it was a combined UHS and Metro program, but we also had all the students no matter what partner school that they worked with were actually able to partake in that. It was a it was a program that was, you know, it was in its early infies at times, but we had, I think, uh three classes went through it and it was very successful. It was it was a lot of fun. It was our first dabbling in it and it was the first college credits that Metro had offered and then UHS took that program back over and since then there's just been changes and improvements. You know, they're trying to make an improved program, you know, but that's what it was. That was a while back. >> Okay. >> Yeah. >> As we think about
038a CTE program, do they typically or is there an opportunity at least to have kind of a dual track? So, if somebody wants to learn a a specific skill, right, they can do that. But if they think, you know what, after maybe three years in the industry, I want to maybe, you know, put up a shingle and start my own business. Do we have is there a way to kind of merge some basic business education into the CTE program so that we at least give those kids maybe a foundation or understanding? >> I think there's lots of opportunity. I don't think we're to the place in any way, shape, or form to say this is the programming, this is the time of day, this is what this would look like. I think at this point
039it's still, hey, that's a really great idea. Let's consider how that could impact our students and and the outcomes from the program. Um, I don't I don't think we're quite at the point to say, >> but but do do we at least know are are the other programs like Apex or C? I mean, are are they incorporating elements of that into their CTE? >> It it depends on each individual program certainly, but there are there are those who are. Yeah, there are some that actually have a business as one of their one of their pieces, just foundational pieces. >> So, yeah, I agree with Stephanie. I think it's really a tailor made thing that and I think you just learn and evolve as you go. And I know we're at that at that point, but
040it's it's kind of exciting to think of, you know, all the directions you can go. >> In conversations that you've had, I know Apex is a separate building. Central Campus is a C separate building. DCG is trying to go that way. I know Anken is trying to go that way. Have you had conversations with districts that are doing it within the high school compared to separate buildings? >> So, our our skill set this evening is really more on the alternative education side. >> Um, however, um, I think one of the things that I do know about our experience here in Urbandale is that our opportunities are limited by space. And so that's really something that we're starting to think about with our career in technical education is what are we able to do um within
041the confines of of just the the space. We can't offer additional classes if we only have this much space for our woods classes or that sort of thing. So in our manufacturing as well as our FCS courses. So but on the at risk side we we've got that skill set down >> most days. I think that will be part of the discussion with the facilities committee on what directions and that's a continuing discussion which is November 15 >> 17 >> for the public the community >> at the high school. >> Great. Thank you. Thank you. Thank you Stephanie. Good evening. Brandon Shel, director of teaching and learning, and I'm here uh this evening to provide you with uh five course proposals for the upcoming school year. So, as a reminder, uh early in August, uh
042the invite course proposals uh sometimes those even start in May and thinking about the next school year. Um, and the course proposal process is driven uh largely by staff uh and then we're working alongside uh staff to develop that course throughout the year should it be um approved. So tonight I have five courses as I've said uh they vary um in department that they would work from. However, we have uh in this group a large group of CTE courses um because as you know uh that whole landscape is growing immensely within our state but then also the demand of those courses is also greater um as we progress largely I believe because it's hands-on um it's interactive um and these are fields that continue to grow in the job market as well. So with that,
043this home maintenance and repair course actually is more introductory uh where it's the idea of the skills to kind of do your everyday kind of change the toilet, fix the hole in the wall sort of course. um a little different than the current courses that we have in manufacturing um that are a little more technical and more focused on anything from uh building a house uh to cabentry. Uh so this is more kind of introductory um course to kind of get your feet wet uh not because you're fixing something because you just are interested. Uh but the other reason why this course kind of came to life was this idea that when we did the CTE review each um every year we're invited by the state to do a review of our program and last
044year we started the manufacturing review mandated kind of by the state and their rotation and what we learned through that uh review is we were actually a half a unit short in our offerings uh in manufacturing And why that matters is because uh we had to act we have had to use um concurrent enrollment courses, a concurrent enrollment course that aligns to this course to fulfill that manufacturing unit and that weighs or takes away from our supplemental waiting that we receive as reimbursement for those college credits. And so this will resolve that and um level that out so we get that full reimbursement from the state. Uh the next course proposed uh we just went through our world language review. Uh however we haven't been able last year however re recently we haven't been able
045to offer concurrent enrollment uh or credit college credit for advanced Spanish 4 because the teacher hasn't been we don't have a certified teacher and so we're wanting to shift this into AP Spanish language and culture. Uh that way students can take the AP exam at the conclusion of the s the course to earn that college credit. So, kind of trying to recover and bring back that college credit option. The bones of this course, as I said, it was just reworked. Uh, but it aligns nicely to what the AP outlines. So, it'll be marginal kind of repair to align and no cost associated with this one. And then we're also uh a proposal for real estate principles and practices. This course is pretty exciting in terms of um at the conclusion of the course uh the
046students are kind of set up uh to uh take the exam for their real estate license um to be able to be set up with that. Um and so this course uh fits nicely in the business department um and helping support students uh that have an interest in that particular field. The next one is an electrical quality pre-apprenticeship. Uh quality, what is a quality pre-apprenticeship? It's like uh the work that you do before you get your apprenticeship. And so this one is specific to electrical. Um and so students engage um in a course uh to be able to be set up to then be an apprentice. Um and the De Mo electrical um group at this time uh their board has been supporting the reimbursement of students that complete this course. Um and then they
047have partnered with that student to set them up with their apprenticeship. So a great opportunity for students that are interested in this pathway. and then information technology. Uh this course is a deep dive into all things IT. Um and then students at the conclusion of this course have the opportunity to get that um credential, the comp TIA A+ uh credential, which is kind of the entry level credential uh to kind of enter into the IT world. And those are the five courses. What questions do you have? A quick one um on the the real estate one. I had read in the description that you needed a teacher with the Do we have a teacher? >> We do. Yeah. >> Okay. Good. >> Yeah, that was my first question, too. >> Okay. >> Uh actually, it's
048someone that uh prior to going into teaching that was their primary kind of role. Um and so they're kind of set up nicely, >> okay, >> to potentially teach this course. >> Okay. Would that put us in a tough spot if because I mean that h that that's part of it, right? That we have to have somebody with that license. >> Yeah, >> it would. It should something change um and then we might have to adjust the offering. >> Okay. >> Um until we would find someone that would be Yeah, >> I think it's a great idea. I just Yeah, >> that's great that we've got somebody in place. >> So, which one of these are dual credit besides the Spanish? Uh >> is AP not dual? >> Yeah, I mean it could be. >>
049Uh none of them are adding to our concurrent enrollment uh collection. >> Okay. >> Are we making home maintenance and repair a prerequisite for the real estate principles and practices? >> They do work together nicely. Yeah. >> And can we sign up for that? >> Yes. >> That's a community in offering. >> We need to be the test home for them to go practice in. Yes. >> Current school board members only. >> Yeah. >> I got one, too. When you're looking at new coursework and you're evaluating our curriculum, how do you evaluate the number of two credit classes versus one credit? Because now that I've got multiple high schoolers, I'm realizing it's hard for them to fill in with one credit electives because a lot of them are two. So, how do you weigh that?
050And then how do you or can some of them be structured so they could do one junior year and one senior year to fill in those gaps instead of needing to >> Yeah. >> take a whole year? It definitely is tricky especially um the more fullyear courses that a student has uh weighs on that. The one of the reasons why we um proposed and then got approved for that correction with PE was to try to open up that opposing semester. Um and really when a course is kind of proposed, we take a look at the kind of uh breadth of the course and then the time required to fulfill the requirements of that proposed course. Um and then the seat time is really what equates to the units which then translates to the credits. Um
051so in short yes we do think about uh you know could this be offered as a semester or is it better a full year. I think technical math was a recent one of those where we went back and forth quite a bit about is there a way to do it in um a semester versus a full year but then concluded that a full year was necessary. So we do have those conversations. Uh but it's really kind of the the breadth of the course that dictates the length. >> Yeah. >> Do we then try to make sure we have enough one semester class offerings so that we can fill in those spots? >> Yeah. I mean it's complicated because core courses usually necessitate a full year and it is the electives that kind of weigh in
052those one semester. Um and so that is great feedback for us to continue to look at when we're working with the department on is there another offering um that could be a shorter length. We did in the last round um I think the last group that I brought to there were a couple half semester or one semester courses. Half semester would be really short and fast. >> Yeah. Uh, and those were added, I think, to core areas like English. We added a course um there. Um, trying to think of the other. I'm sorry. It's >> okay. I didn't prep you for this. I just My brain keeps going. >> Good question, though. >> Thank you. Well, hello. Um, so this evening I am um bringing for the first reading the updated policy, the updated anti-bullying
053policy. Um, and part of what has changed um from the initial iteration of this um moving specifically to an anti-bullying policy that is separate from some of the things that were mixed together. Um, policy 545 was a combination of several different policies and sometimes that made it a little bit more difficult to navigate, especially in some of those um, highintensity situations that that may come up through the course of an investigation. But um, the title of the policy has been changed for clarification. um separating out the equal education opportunity policy 602 which we've already revisited our title nine policy um policy 103 and abuse of students policy 519 by district employees and then our previous bullying and harassment. So that has been um taken out to clarify each individual item. Um, so this was originally
054brought with some updates from F45 and then wanted to make this clarification through our legal council just it makes everything much more clear and delineates each individual policy. What questions might you have? I have I have one in in the statement. Let me pull that back up. It says the district shall promote procedures and practices to reduce and eliminate harassment and bullying. Is there something new that we are doing um with our teachers, with our administrators, with students to help them understand that or do I mean I know we have things that we work that we do with students all the time, but is there going to be something different with with the change of of how this looks or anything? As far as um working with our staff, um our staff go through training
055at the beginning of each year on um anti on recognizing bullying, on preventing bullying. Um we had a vector solutions training this year, but also the in-person to make that connection between here's what you saw in your pre-ervice training. This is what it looks like in practicality within Urbanale schools. This is how you report. This is what we're looking for. but also to make those connections um with the character strong anti-bullying that the teachers are um there's specific lessons that they're doing within the character strong work. Um but also just making explicit some of those skills that they're providing to students are part of that anti-bullying and then how do we report when we do have concerns that that may come up. So, um I think it's that ongoing education that every year revisiting um
056what does this look like? What is what is bullying in the definition of bullying that repeated and targeted has not changed meeting the four conditions has not changed. Um just updating with with some of the recent legislation. >> So, it's it doesn't have to be a certain cap. Isn't that how it was always classified before? it had to fall into one of the categories of >> so the um the legislation that was passed this summer um or was signed into law this summer rather um the language that was changed was added the phrase targeted and repeated electronic written verbal or physical actor conduct toward a student and then the language was removed regarding characteristics. Um, so while that that part has been taken out, the most important pieces of what we're looking at, we don't
057allow bullying and harassment of any kind for any reason. And whether it's meeting the four conditions, whether it's placing the student in reasonable fear or harm to the student's person or property, substantially detrimental effect on the student's physical or mental health, substantially interfering with the student's academic performance, or interfering with their ability to participate in the services, activities, or privileges provided by a school. >> Also, if you call me about bullying, I can generally quote those for you. >> I've been known to do that a time or two. Good. >> Thank you so much. >> Um, so regarding the open campus process as far as frequent grade and attendance requirement checks. So, open campus is only available for juniors and seniors, and eligibility reports are run on the last Monday of each month. To maintain
058and receive these privileges, students must meet all of the following criteria, which is zero FS in any classes, zero unexcused absences, zero out-of-bound violations, and fewer than five tardies. However, if students have zero to one tardies, they can qualify for both open lunch and open period. But if they have two to four tardies, they only qualify for open lunch. And then open lunch is checked every two weeks, while open campus is checked once a month. Um, for contract PE, it has been revamped in the structures of the PE class in general. So, from last year's PE, we would only need to fill out a Google form each quarter, so only twice a semester. And they just talked, they just said, "What activities did you do?" and if you hit the hours. So, it wasn't very
059specific. But this year, it's a lot different because you have to fill out a weekly activity log and an occasional email you must respond to. And I believe Miss Yoder is the contract PE teacher for everyone. And she has done a great job following PE requirements from the state. Although there was more work compared to last year's contract PE, there hasn't been a lot of complaints from students because it's also very simple to do all of the PE contract. Regarding the new course offerings talked about earlier, I think the course offerings are going to be very beneficial for students and will be received positively. I believe there will be a good amount of engagement with any new course offerings because the needs of students vary from each person. Regarding the home maintenance and repair, I
060think adult living skills are very important and students are very interested in those type of classes because um I know from my feedback from peers, we always complain about not knowing what to do in adulthood. So, I think that would be a good class to take. >> You don't stop complaining about that. Um, for AP Spanish, um, since it isn't much different from advanced, uh, advanced Spanish 4, I think it'd be beneficial because it has the options for students to take the exam, which is college credit. But with this year's classes with just advanced 4, there's no possible way to get credit. Um and then the other three real estate the electrical and info techch I think are very beneficial because it provides possible license for the future if you um want to take that
061and it will benefit any student who will take it. So that's my share. Um so some feedback I have about the kid captains at the football game are I absolutely love having the kid captains at the foot home football games. I feel like it helps the kids feel like they belong and have a sense of pride in their school and in their community. And then some details on how our marching band competition went was we got our 41st consecutive division one ranking at state and everyone loved our theme of the great bake off. And then for girls tennis, we had 15 players in total for varsity and JV on our teams. And we had two varsity players make it to state doubles, which they made it to eighth place. Awesome. Great. Thank you. [Music] I
062have no public comment tonight, so we'll move on. So, I would move the consent agenda forward. >> Second. Any questions? >> Ready? >> Okay, we're ready for roll call. >> Hower? >> Yes. >> Kent, >> yes. >> Me, >> yes. >> Mickey, >> yes. >> Ricewide, >> yes. >> Williams, >> yes. Young, >> yes. >> Motion passes seven, sir. >> Okay. And our action item from the last meeting, the only one is to approve the academic calendar adjustments for the 2627 school year of which we had the public hearing at the beginning of the meeting. So are there any questions? I move to approve the recommended adjustments to the 2026 2027 academic calendars to better align program collaboration. report in coordination made second. Right? >> No. All those in favor I >> I >> oppose.
063Same sign. Motion passes. And one new action item. Um Dr. Da kind of touched on this a couple weeks ago um when she told us that we needed to review, discuss, question, make a decision on the renewal of the lease for the administrative offices out here. Um and we were provided a one-year renewal and also a two-year renewal. You can see that with the two-year renewal, there's um a bit of a discount. So that if we were to do the one year, we would pay the higher price for that one year and then if we needed to extend it, we're at their mercy for what the price would be then for the second year. So questions discussion an impossible question but if we didn't if we chose to move administration to rolling green and we
064didn't need a bond to do that. Is there any way to know how long? Like >> you're still talking probably two years out. By the time you have to put out the contracts, >> get the designs from the architect. Yeah. You're probably good at least year before you're even starting. >> Okay. >> And then finishing of that >> from there. I think the other wrinkle in all of this is related to building supplies and the costs of those because we are not in an environment where things are cheaper than they were two years ago. And the cost of lumber from Canada, aluminum from Canada, >> steel has all not gone down. And so I think a two-year strategy gives us a little bit of breathing room to maybe try to hope for the best in
065terms of pricing strategy as far as the cost of new construction. >> Not only that, there just so many unanswered questions on where we can go with our facility study and um you know more discussion within the community and so forth. So, >> yeah, >> it would make more sense to stay with it, too. >> So, it sounds like there's no scenario where we would need a one-year lease and then have to try to get out of it. That's kind of my understanding from the discussion, right? >> There's no promises anyway. Right. Right. Like, >> yeah, it' be shocking to get it through. >> Yeah, that's what I'm saying is that the we're most likely to be here at least two years versus the chances of having of being done in a year. we might
066as well lock the savings in now rather than risk, you know, because if we're gonna spend the money, we're going to spend the money anyway. Might as well do it the cheapest way possible, >> right? There's just too much uncertainty on the budgeting >> and bond and um you know, it seems to me that this is kind of giving us a cushion >> because there's so much uncertainty. >> Yeah. >> So, given that, I have another question. Well, I was just going to say I think but I think it's and I'm I guess I'm speaking for myself and I I kind of get the same sentiment from everyone at the table. None of us really want to do this. No. >> But because there's so many moving parts that are influencing this decision, it's we're
067kind of in a crossroads. But I don't think anybody really at the table is like, "Oh, yay. We get to stay here for two more years, right?" >> I think it's okay. We can't because our hands are tied >> with other decisions and other influences. We're stuck in the situation. So based on that, are we making the best decision >> at this time? >> Yes. >> To put us into a two-year piece. >> Well articulated. >> Okay. >> Yeah. >> And we don't know how long the needy boardroom is going to take to finalize. >> It's going to be fabulous when it's done. lot of gold. >> Lots of gold. >> Given that, I would move to approve the two-year lease. >> I'll second that. >> All right. >> Kent, >> yes. >> Need. >>
068Yes. >> Minky, >> it's going to be a big beautiful boardroom. >> Yes. >> Ricewike, >> yes. >> Williams, >> yes. >> Young, >> yes. >> Hower, >> yes. Motion passes 70. >> I would move to adjourn. >> A motion. Do I have a second? >> William second big beautiful board. Okay. >> All those in favor? I >> opposed. >> Motion passes. Meeting adjourns. 656.