001Well, I saw in the middle of his because he put up at the post of like of a gas station there. Okay, we will go ahead and call this meeting to order. It is 6:00. So, we'll start with roll call. Hower here, Kent here. Me here. Ny Rice here. Williams here. Young here. You have a corn. Thank you. And do I move to approve the agenda? Have a motion. We have a second. All those in favor? I I opposed. Motion carries. Our district mission is to reach all and teach all. And our vision Urbandale will be a school district that brings learning to life for everyone. and our mission to partner with stakeholders to teach all and reach all through governance of board policy and operating protocol. Thank you. And first up is a little
002thank you to um all of our teachers and staff this morning. We the board sent out a letter to everybody. I hope everybody received it. Um it read, "The board of directors is grateful for all the hard work and dedication that you pour into our students in and out of the classroom. We see you embracing your students as whole people and building them up with your skills and heart. We acknowledge the time you spend away from your family to support your students like they're your own children. We love to see and hear about the relationships you build with students and their families. Your advocacy for the best interest of our students is priceless. You, your expertise, and your experiences are of great value. Thank you for sharing them through your committee work, board presentations, mentoring
003co-workers, input opportunities, and so many other avenues. The impact you make every day is not contained to your classroom walls. It is making a difference and providing hope and optimism for everyone's future. Um, and that really pretty much sums up how we feel. We see all the hard work that you guys do. We know that you're not often recognized or feel all the support um at all times and we want you to know that it's there. So, I would like to also do an appreciation and make a statement. This is also schoolboard appreciation month. Um schoolboard members volunteer countless hours of time each year to provide the best environment possible for every staff member and Urbanddale student. Your dedication and time is appreciated. The month of May has been designated as Iowa schoolboard recognition month
004to celebrate and thank the local school boards. The 202425 school year has been a year of many challenges and we thank each of you for your work. This school year and your governance of educational systems here in Urbandale. This is a countless job that you do for free and the hours that we know you put in outside of coming in here every other Monday for our board meeting is very important to helping me as the superintendent run the district, but also to making sure that those teachers and staff that you're talking about get the resources that they need. So, I'm going to hand certificates out. So, if each of you could come to the U so that we can do a picture at the end. Oh yes, your treat. The um you all have a
005blondie in front of you and I understand I learned tonight this is a brownie without cocoa. Is that right? So that's just a little something to say thank you for everything that you do. So let's start with Katherine Hower alphabetical. So I'll hand them out and then there we'll do a photo. But don't you have to Jason is not here. Jenny me, Rachel Kim, Cararissa Williams, Josh Van Riser, and Margaret So these are our adult board members and for the last three years this is our third year that we've had students on the board and this year we have two students where we traditionally have four and these two students have managed to make I think every meeting maybe one almost and that's the big feat because I know the things that you guys are
006involved in um also know your last meeting regular ly scheduled is May 19th, but you're not in school, so you may or may not be around. So, we decided that we were going to recognize you guys tonight for your contributions to the Urbanddale School District board. And we are giving you guys a very nice plaque with your name and the time served on the board. And we hope that you appreciate all the things that I think you've learned. We appreciate your input. You guys are very well thought out. Parents did something really, really right with these kids who come and give us such valuable feedback. So, if you'd come and get yours and then stand so we can do a full board picture, that would be awesome. Turn around. There you go. The young ones
007can now as long as it's forward. Perfect. Right over here. Okay, I think this will work. Dr. Jack, I might have you. Okay, here we go. Smile. Thank you. And I hope you guys We're going to do a a little history project that I want to make sure you guys um see. So, [Music] Okay, I'm really excited tonight because we have student data that we have not talked about in a long time and we had ISASP as you know and the way that They're scoring it, I guess, Brandon, housing it. We have more immediate um access to the data. Now, there's still probably makeup's coming or most of them are in. So, these these might change a percent or so depending on what might still be outstanding, but I would I'm really excited to celebrate
008and you will get a more lengthy report in June when we do a strategic plan update. But our ELA proficiency overall for the district is up to 73.9%. That's 73.9% of our students are proficient or advanced in English language arts. That's up from 2022 that had 68.3. So that's a nice improvement. Our math proficiency is up to 70.9% and that's up from 66.3 in 2022. An area that we have had not seen the significant growth in that we are seeing now is in our science and this remember is fifth, 8th and 10th grade students and our scores back in 24 were 58.3 proficient and advanced. We're up to 70.3. So that's a really nice these are the highest scores in five years. So that that just makes me extremely excited. Um another place that we
009did I will say fantastic um our DECAP which is the district career and academic plan that we have to turn in um every year. Last year our score they they rate you they look at your plan and they have a rubric and our score last year was 12 out of 36. We are at 31 out of 36 this year. So that is something to be very proud of. We also met goals on our family uh school relationship survey, our staff survey, and our teacher survey. Not every single goal, but we did make improvements and we did meet some of those goals and we'll give you more information again in June when we have all that um presented to you. So, those are very exciting to see because that's why we're all here, right? Um I
010want to remind everybody tomorrow is the read around Urbandale at six o'clock. Um, we're walking around the pond at the middle school. Uh, it's about a 30 minute walk and there's plenty of parking at the middle school, but our students will get to walk around the pond and hear some other students, maybe some high school students who are in the room, read some passages from some books that we're really excited. This is the first of multiple things that are going to be presented for our literacy um, endeavors. Also reminding families, kindergarten registration continues. Our returning registration as of today, we had overall 2,200 returning students registered. We have 244 that have started it and not finished. We have 146 new students that have registered. That includes preK. And we have 84 that have started. I
011just want to remind everybody that you can register at the district office, at your child's school, or from the comfort of your home online. Everything is accessible there. So, the more we get the registrations in, the easier it is for us to make sure we have the right staff in place. So, if you're sitting home and haven't done it yet, now's a good time to log in. That's all the more you know. Congratulations on those amazing scores. Oh, it's those teachers that that you guys were just talking about. They've really worked hard. Our curriculum staff, everybody has worked so hard on this. I'm just really excited for you to see all of all of the data and the UCSD history project. Yeah, I'd like Dean Hatch and Katie Null to come up. Um, we've been
012working on a project for well since summer really. Um, and we are going to be doing a presentation at the Urbanale Library. I do want to say while Katie's getting set up there, this was a very long research project and we tried to capture the history of the school district. We previously have um relevant humanistic education on a tight budget. The story of the Urbanddale school system in 1970. So this is a little older and has not that 1970 is bad. I was six. There's a lot of uh older pictures in there. So, we felt like um when the urban Urbanddale Historical Society approached us, we felt like it was important to have some things that are documented and written down. I don't want to profess that there's no mistakes. So, if there's somebody who
013is watching this or comes to the presentation in June and you see something we might have aired in, believe me, we want the feedback. There's a there's so little written down. It was it was difficult to capture um a lot of it. But Dean, I'll turn it over to you and you can pick us up. Dean Hatch, uh, graduated from Urbanddale in ' 67. uh went to Drake 71, got a couple years taught at the middle school and then 28 years in the central office uh what I call the administrative support side, buildings and grounds, transportation, community ed, uh calendar, activities calendar, things like that. Uh so what I'd like to do first of all is is thank Dr. Daka and Katie. It's been a pleasure working with them. uh we've met every month uh
014since late in the summer and uh she has put together a great visual for us and uh the history that she has written down. Uh I would just like to do a very quick synopsis of this history. Uh first of all the district we broke the uh history into three eras. First of all was the uh 1916 to 1952. Uh just for perspective, the city of Urbanddale in the 1920 census had 298 people and in 1950 1777. All the students attended at 70th and Douglas and the west boundary of the district was 86th Street. That's the farthest west it went. Uh there was a two- room school at 70th and Douglas uh to begin with that was divided between one room for 1 through fourth grade and another room for fifth through 8th grade and
015then uh a quote unquote building very similar what you see in rural older rural districts. a three-story building where the basement for the first floor, the window is at ground level, so you look out kind of like two and a half stories up in the air. And the first of that was built in 25 and and an addition put on in 35. And the first graduating class was 1937. There were four students. And uh 1952 there were 15 students that graduated. Uh before that many of the students uh attended school in De Moine uh to graduate. Uh there were some one room schools previous to the 1916 startup. Then in 1952 Mstead was first addition of Almstead was put on. Obviously, that's no longer there with the construction of the new building, but it's what
016I call the boomer baby boomer age. Uh that started in 52. And there was a rapid growth in the enrollment in the uh population of Urbandale. The population in Urbanddale, as I said earlier, in 1950 was 1777. In 2000, it was in excess of 29,000. So over that 50-year period, quite a bit of growth. And one key thing then is a lot of the growth in the city was also in the school district. I know you're aware that there are several school districts in the city of Urbanddale. Uh but at the beginning going from east to west and it was during this period that the boundary extended to uh the interstate. uh I3580 was built uh completed uh like 5960 along in there. So the boundary of the district went out there west to the
017interstate. Uh very rapid growth. Uh I believe at one point the district passed 13 bond referendums in a row to build enough schools quickly enough. Uh just to give a little context, uh I graduated in ' 67. My graduation ceremony was at the ice arena. We didn't have a proper gym at that time. Uh we played our basketball games at the ice arena uh on the ice. The only building that's even standing that when I I was in school is the North Gym at the high school is being built my senior year. It opened in the fall of 67, but many churches were being used. Uh spoke to my brother over the weekend, kindergarten through sixth grade. Four of those seven years he attended somewhere besides Mstead. It was the uh Lions Park Shelter House
018and three years in churches depending on what grade he was in across the community. So the community was very supportive. buildings were being built as quickly as possible. Uh I was in the class, one section of us when I was in sixth grade, first semester while Blackhurst was being finished. I was in the class that attended Sears training room. We were bust up from Almstead every day uh for a semester while Blackhurst was being completed. Uh we were the only kids that had a county counter in the first floor. we got to use occasionally at uh lunchtime. So, it was uh the community stepped up and supported the district big time. Uh the elementaryaries that were being built, uh many of them were what I call double loaded corridors, a hallway with classrooms on both
019sides. They were very basic. Uh it wasn't until later that multi-purpose rooms, media centers, those kinds of things were added onto those buildings. They were quote unquote neighborhood schools within walking distance of many of the uh students. And the uh number of them, six elementaryaries built in that time period. And the high school was started in 59 with many additions. And the uh middle school was started in 1974. Uh and work even continues now on uh the new buildings. Uh when talked about the double ordered corridors, one change in concept came in the late60s. Bowling Green was built on the open space concept along with the West uh edition at Homestead and so was all of the middle school open space. The middle school opened, it was seventh and eighth grade only. There was uh
020two large spaces with the library in between and it wasn't until the 90s that the sixth grade moved in and another open space was uh added. Uh jumping to the era we're in now, 2001 and to the present mentioned the population of Urbanddale was in 2000 was 29,000. Uh the n the 2024 estimated population is 47,000. And one thing I looking up at census data in 2020 population was in excess of 45,000. 12,000 of those folks lived in Dallas County in the city of Urbanddale. So that shows you how far west the city and the school district have moved. Uh the school district is now about 8 square miles. The city is about 21 22 square miles. And you're all aware that there are six school districts in the city. Uh we at the end
021of the time I was working for the district, the Dallas Center Grime School District and Urbandale did a land swap. Uh that's how Urbandale schools jumped across the interstate to the Dallas County line. Uh at the time Dallas Senator Grimes was looking for commercial tax base. We're talking 25 years ago and they were a much smaller district at that time. And so Urbandale schools swapped a lot of the area along both sides of the interstate here that's commercial and the Dallas Center Grimes provided us with a lot of area that became residential going out to Dallas County line. And then uh I I also suspect that one thing they wanted to do was avoid having a third city involved in as an attend attendance center. They were already dealing with Dallas Center and Grimes and
022I think throwing one part of one more community like Urbanddale in might have been a little much. So I don't think they were sorry to give up land. And obviously they're much larger district and area than we are. Uh many of the buildings that have been built here recently uh are larger. Uh if I'm not mistaken, Webster, Valerius, and Homemstead are all four section buildings. Many of the earlier schools were one and two section buildings. Uh obviously Bowling Green uh and Jensen closed. Black was sold back in the uh se 70s. uh for a while was leased out as the enrollment went up and down. Uh so it's it's been a very solidund right at 110 years uh since the district established in the 1617 along there. Does anyone have any questions or comments or
023anything? We have a video. I won't go through every narrative piece of it, but we do have a video that we plan to show at the library. So, if you want more detail, come to the library on June 8th at 2:00, um the Urbanddale Public Library, and you'll get to see the full presentation. Also, the books that we created, the first hundred people who come will get one of these books. If we have a need after that, we can print more of these, but we wanted to make sure we had them to hand out. We'll also have some other memorabilia like old uh yearbooks and the bell and some different things that we know mean a lot to the uh graduates of Urbandale. One thing I do want to showcase out, we have our students
024added in here. So hopefully you found your page. We didn't put the page numbers in. apologize, but um we wanted to try to capture as much history and have it written down so that in 101 15 years it's there and somebody else can pick up the fourth era and expand on that. So, I would uh like to also put one of a set of this into there's a a drawer I would call it at the public library where I did some of the research for my pieces of it and to put this in there to add to that archival history I think will be important moving forward. So, if you want to we can just run through the video. I won't do all the narratives in the interest of time and again to tease you
025to come to the library. I'll do the slides as well. Um, yeah. Well, yeah, do the video real quick. This is what'll play coming in as people are milling around, taking seats. [Music] everyone or Yeah, just run through the slides. Again, there's narration that will go with it, but this will just give you an idea of some of the pieces. We tried to break it again into three eras. We talk about the languages that are spoken. We tried to put as much data as we could, but you reach a point where you could put too much. So, These are kind of some of the points that Dean made as he was going through the beginning. You can see our enrollment goes up from 1989 when open enrollment was started. This Karen Acres's new playground in
026case you haven't been out there to see it. And this is the as far back as we could go with the superintendence. There's some resources that I was just not able to get to in De Moine that I'm going to try to so that we can update these. But um the bottom three are not confirmed with the dates yet. Everything else we've been able to verify. There's our students. These are old logos from quite a few years ago. Um, I didn't realize there was that much difference in the logos, but and that yellow rectangle up there is the property that we have out in the west side off of Meredith and 128th that we still possess. And of course, Rolling Green and the empty field is Jensen. it will be much more lively at the
027presentation. I didn't want you to have to be here all night. So, being able to condense that down and just kind of give you a sneak peek. But again, we are um interested in anybody who has any kind of corrections or additional information. We're going to house this on the website so that we can make it a living um resource so that people can access it at any time. So, I hope that you are finding it valuable. I think having that historical note is really important for a district like Urbandale who's got so much tradition steeped into it that we don't forget what what we started with and where we're going. So Dean, one thing I can tell you, my first day working for Urbandale in June of 85, the first thing I did was
028uh deposit the check for the sale of Blackhurst in 85. Very first day, $300,000 check. Wow. money back there. So, thank you to Dean and Katie for working through this project with us. If anybody has any questions or you're interested, there's flyers for June 8th. So, hopefully we'll see you there. Thank you. Thank you so much. This is really cool. Okay. And the first reading of updates to policy 639. This is a policy that provides clarification on eligibility for program participation at post-secary educational institutions. And I know if there's a question, Brandon um is able to give you a little bit more detail than what I would be able to do. Can you just give us the reason for the need to do this to add this to the policy? Yeah, it's actually uh part
029of the senior year plus program guide from the department of ed. Um so it outlines that the minimum requirement is proficiency in ISASP. Um and then it's up to the district district may have additional criteria if a student isn't proficient in ISASP. Uh so this gets us in alignment with that and it adds that additional criteria should a student not be proficient. And it's not a new policy, right? This is an a edited policy. Yes, thank you. Technology plan annual. Sorry. All right. Brandon Shout, director of teaching and learning, and Elizabeth Whiter, PreK12 digital um learning facilitator. And tonight, we're going to uh update you on the progress we've made with the district technology plan. This is an annual uh review outlined in board policy. Uh and so last year we put together a team
030of teachers across the system that became the technology integration leadership team. Um and they were instrumental in developing that plan. Uh and part of that was this visioning out what we wanted uh our technology usage to become as well as how we're using technology to support learning within our system. Uh and so tonight we're going to give you that update. So I get to share with you all of the celebrations that we've had um as a team and the work that we've done. So concerning our infrastructure and our systems. So, we now have clearly defined roles around um the different layers of technology support within the district that teachers have access to as well as um a process for teachers to request um edtech to use in their classroom um and a vetting process to
031support that. as well as we're currently working on preK12 digital citizenship alignment um for our staff and students. Um we also have written um for you guidance for um AI use in our schools um to so that walks along board policy and board regulation that um has for teachers some common guidance and practice to support them in the classroom for um usability for our processes. We adopted a framework to use when we vetted technology. We also wrote some um guidance for uh the community and our families to use to support um the digital citizenship and and technology at home as well as using the SAMR model to walk along the things that we vetted and adopted in the district. And then we have our continued um support and use of the screen time guidance. So
032it did go um over a few tweaks um to increase its clarity and its usability moving forward. Um in our pursuit of enhancing learning, we had a collection that we started this year to house all of our adapted edtech and that is also getting a facelift. So, we have decided to move forward with a product called one edtech, which will now house all of the adopted um edtech in the district. And what's exciting about this, it also has a public facing component to it. So, for transparency, um everybody will be able to see the adapted edtech that we have. And it also has um additional usabilility features like um being able to filter searches for teachers. So that's exciting. Um and then when we adopt edtech, we walk that alongside the technology integration model SAMR.
033Um which really helps us get at more of those active uses of technology versus the passive uses um that um don't move the learning forward as impactful as those active uses. And then lastly, supporting professional development when it comes to technology. So we um have me and month by month um plans for next year concerning technology in buildings and then working alongside buildings with their building focus um and how technology integration can support that in classroom spaces. And then moving forward, we'll continue um to work on the clear technology guidance and guidelines going forward and supporting staff um with the adapted technology um and can you talk in a little bit more detail about the screen time? I think we had some questions based on we saw the document last year, I saw the changes
034this year. Who's monitoring that? Are we using the data to make changes to it? How how are teachers being told to implement that in their day-to-day classroom work? Yeah. So, we rolled it out this fall uh with the idea that um it was just beginning to orientate ourselves towards uh guidance because prior to that um that didn't exist. Um, and so as we continue to move forward, we're really going to be looking at making sure um that it is clear and that we're moving forward with those guidelines. Um, I think anytime we're using technology, we need to be careful that we're positioning ourselves around the active use versus the passive use. Um because really those guidelines um they're really hard uh around the passive use. They're a little softer when it comes to the active
035use because active use requires a level of collaboration with technology and communication and creation of uh products versus um simply zoning in and engaging in um games or things of that nature. I think one thing that is a large shift that we made this year is we've begun restricting access to things. Um and so through that vetting process, we've begun identifying, you know, this maybe doesn't have a strong educational use, so it's no longer accessible inside of our system on their device. Um and that will continue. Um, as we move forward, we also invited staff to kind of self-report how much they're having students engage students with technology. And then we're also able to monitor um tech usage kind of broadly through GoG Guardian and how much time is being spent across the system. So
036those pieces are being kind of they're being monitored at this point. And I think as we move into next year, uh, we're going to become a little more, um, structured around that usage. Thank you. Will your the trusted edtech app, will that help with that, too? like being able to see because several of the new ones that you guys are requesting like happy numbers is 10 minute you know focus which I love and I'm sure it's a great resource and a great tool but it's 10 minutes here 10 minutes here 10 minutes here so like having it in one place will that be a way that you can monitor the amount of time as well yes uh it won't be through one attack one attack is going to be really important for us as a
037system as we continue to vet at current and future technology to make sure that there's strong data security agreements for our students data. Okay. Um and so that's a large component with one edtech. Uh the monitoring really can be done kind of twofold. One through class link uh go guardian but then also directly with the vendor. We do meet with vendors regularly uh to make sure one we're kind of getting our return on its use because we have identified over time some platforms that we're not using enough and so we start to transition those out. Uh but at the same time we can also learn if it's being overused. Um and so that monitoring will take place but then it's if you're talking to the individual vendors then it's combi compiling them. These three are
038all heavily used in third grade or whatever and keeping track of that as well. So, we're monitoring that as well of how much all together we're using. Yep. And I think with the shifts with ADA uh because we're only buying select things now from them. Uh and the way, for example, elementary literacy is being repositioned uh for that block of time. um there just isn't the tech usage during that time anymore uh the way there has been because historically they've maybe rotated through different stations or had a block of independent time that's now instruction as we move forward which is why we didn't um backfill some of those resources uh because there just won't be opportunity to use them so it didn't feel like it was the right decision to purchase Thank you. And we
039are up next. Um last Wednesday, seven metro boards uh got together for a workshop. We had 12 different topics that we discussed um kind of like unconference style and Carissa, Josh, Margaret, myself, and Dr. Daka um were all there. So, just thought we would share some takeaways with everybody. Um again, it was Johnston, Walke, Southeast Poke, West De Mo, De Moine De moeny Ankeny and us. So, seven of us. Um representatives. We talked about goodness lot lots of different things. Um everything was structured around the standards for effective school boards. Um so there's seven different standards. They are visionary team, student learning, district culture, policy and legal, fiscal responsibility and advocacy. So everything tied back to that. Um and then we all had the opportunity to take part in four different discussions and chat about
040what what was working, what wasn't working, um how how changes were affecting us. So um the first round Anybody have anything they want to share from what they learned? I think for my group um I know one of the things we talked about was that awareness and getting out what your district does and what you have to offer. I think a kind of a sad part of it is we don't, you know, talking to other districts. We don't want to be in competition with other districts and the reality is that we are in competition and we should be focused on how we all work together to make sure every that's in our our reach is getting what they need. So, there was a lot of focus on communication and I think they called them social
041media warriors that were out there helping to get those messages out. And I think what I took away from it is that there's always room for negative stories, but we have to do everything we can to get those positive stories because there's a lot of good things happening in a lot of districts around the state. we do have um some great things that I didn't I've never seen in Florida or Wisconsin places that I've worked. So capitalizing on that and and building is really important. In the first round my topic was advocacy and one thing that brought up was the some of the other school boards are equipped with these facts when they go to talk to legislators. How is this going to impact our school? What is the cut? What is the change? how
042are we adapting to it and having some of that outlined out so that when you are in that situation when you can advocate here is how this is affecting our teachers and I think we have to call gratitude to Dr. DACA because as she's finding budget cuts and efficiencies in our district, she's always putting it in terms of this is the teacher I could hire. This is the staff I can add. This is the raise we can give our teachers. And it all comes back to our teachers. And I think being able to have those facts ready to go now. We're powerful. We we're not saying, "Hey, it's important. This is important because so I think maybe that's something we could adapt in the future is the facts, how it's going to impact us, have
043those talking points ready. Um, first round I attended was about chronic absenteeism and how it's affecting our district, our finances, what's working, what's not. Um, and some of some of the districts talked about how they've had a lot of success, especially at the elementary level. Um, and they're kind of pitting school against school. They're challenging each other to see who has the best attendance records. Um, and and then they're crowned for the week or the month or whatever. Um, so when you've got multiple elementary buildings, they're trying they're trying to beat all their neighbors. Um, and it's just fun and they've seen a lot of success. Um, I think everybody was kind of on the same page. We're still struggling with high school students and getting them not just to attend school, but to attend
044their classes. Um, and so that that tends to be something everybody's working on. Um, it's it's nice to know you're not in the boat alone. It's also awful to know that everybody's struggling in the same place just getting our kiddos to attend class. Um the second round that I attended was about um how our districts connecting with preschool and um transitional kindergarten, developmental kindergarten and kindergarten families. Um and I thought what was really interesting because um kindergarten teachers have large task of bringing all these new kiddos into to the district and helping their families and and the students feel at home in the school. Um, and Johnston tried something new this year. The first three days of their school year, kindergarteners were not assigned to like a home room teacher. They had a camp base
045um and they kind of floated. instead of doing um kindergarten orientation in the summer where they were finding a lot of families weren't able to attend, they came and they spent two whole days in each classroom. Um and then on the third day they had a bunch of they call it kindergarten camp. They a bunch of activities and um camp directors that hung out with the kiddos while the teachers got together and they made balanced um rosters for each classroom. It gave the teachers a lot of ownership in in the whole process and they were able to really experience the kids and who they wholeheartedly were um as people. So they're excited to do that again next year which I thought was kind of interesting. I went to the same topic and I have a
046few golden nuggets. I don't remember which district it is, but they paired their kindergarten parents with the second or third grade parent. So then they had a friend or an introduction to that school community to make a connection. That was simple. Interesting. I also learned that it's a big gift and a differentiator that Urbanddale has wraparound care for preschool. Not every district has that and that can be a huge burden to parents trying to find transportation. So grateful for adventures which is which is interesting because they talked about walke starting I don't remember if it's TK or DK in the fall. Um and they filled up really quickly. They filled I think nine sections. So pretty much every elementary building will have one. Um and they're just half day programs. So they're going to have
047that issue. But then at the end of the year, the parents and the teacher can sit down and decide if the ch child's ready to go to first grade or needs another year of kindergarten. So it gives parents again a lot more ownership there, which was And then the last thing we talked about was the best predictor of literacy and reading in third grade is if you find a preschool or not. That there's a 30% difference in proficiency. The de mo public has this great data study and we thought, well, what if all of our metro school boards or school districts compile their data and we we had this like resounding? This is the best option sort of thing to to advocate for preschool. Throwing that out there, too. I think mine on that one,
048I don't remember the title and I forgot my folder. it was in another bag. But we were talking about a lot of how do you celebrate accomplishments for your students and how and we talked a lot about how it looks different than say what everybody was looking for 10 years ago where or 20 years ago because I'm old um that everybody was looking for going to a four-year college was the endgame for you know of what it was. But now it's ch the game has changed so much that so many kids are going directly to the workforce or going to technical schools and you know some of the neat things they've done in they one district I think it was an no southeast poke has a signing date for kids going into trades. So you
049know even though you maybe you're not going to play a sports war but you are going to do something and it's something to be proud of. Um, and a lot of the other districts are putting a lot into the vocational learning a lot like kind of like we are um with like the uh with the what is the apprentichip but the the food one that I've helped them with culinary. Yeah. Pro star. Yeah, there we go. I totally totally blanked that one. Um and things like that. And another one was like the seniors had the business the Career Con, but they another school had also rolled it into like almost like a a big kid science fair, but the judges were the different businesses from the community. So, that was a way for the kids
050to showcase their skills and what they're learning in the classroom to the to potential employers through and they said a lot of times they've got the kids that have really good projects, you know, they're getting internship offers, they're getting job offers to get them. And then like Rosley said, the teacher program where, you know, our goal is to give kids that finish our pre-teer program here a contract for when they graduate, when they complete their their education outside of these walls. So, I think there's a lot of great things to look at for kids that aren't going to the traditional to a fouryear four-year degree after this. My last one was fiscal. It's about money and planning for the future, knowing that the legislaturators may or may not be ever giving us more money, but
051just being fiscally responsible with how we prepare for that future. So, that's got to be top of mind. I know it was more of a it was good conversation. I think that's the last one you were in. But ultimately, how are we preparing to make sure that we have the funding that we need so we don't have to cut programs and we can expand apprenticeship programs and all of those different things. So, that's good. I was going to say on the same thing, I went to two on fiscal responsibility and um both of them were kind of nice reminders of how even though we're all in the metro, we have very different experiences. Um and I think I actually came out feeling pretty good after the fiscal responsibility on both of them. Obviously, there's restrictions
052and limitations that we'll be facing, but um our open enrollment positioning, our um boundary change that we went through, all those things were highlights that we were able to talk about with the other districts. Um obviously some different scenarios where they're constantly building new schools and we're probably done building schools for a while. Um but it was it was a nice um moment to feel like we had things to celebrate. So, I think kind of ties some with some of the things we've all talked about is for the people at home, how important advocacy for the district is with your representatives in the state house because they're the ones that control our purse strings. And it may, you know, until I got to this table, it to me like the getting 2% versus 2 and
053a half%. You see that on the news, you think, oh, that's pretty close. We're, you know, we got close to it, so no big deal. But literally what that means though for the number of budget shortfalls across the state or us not being able to pay the teacher what we'd like to pay them or administrators what we'd like to pay them or pay a professional what we'd like to pay them. Those are the things that affect us and your children on a daily basis that you really need to pay attention to and advocate for. And it's the community that's going to give that support. One one other thought is completely different than this, but we've talked a lot about cell phones and one one of the topics I was on is we talked a bit
054about bullying and the school districts who have eliminated the cell phones from their school have seen a big reduction in that and for obvious reasons, right? Like you're that what happens in the lunchroom doesn't immediately spread to everyone else. They don't have the means now to share it, so it stays isolated. And I just thought that was a win to share. Awesome. And our students are just want to start off with a thank you for just a wonderful school year and just um we just so grateful for this opportunity you guys have provided us for being on the board. Um, I can say we're both extremely grateful to have been sitting alongside you guys and we're extremely honored that we were able to do this this year. We have learned a ton from you all
055and just being able to be present in here. So truly thank you from both of us that yes, this has just been a great year and we're very grateful to have done this. Um, and then moving into tomorrow, um, I can just state for both of us as well as multiple other students at the high school, we're very excited for Read Around Urbandale. I we all think it's going to be great and we hope a ton of the community shows up because it's going to be such a great opportunity um just to bring some joy around the community right now and we're all very excited for that. Um another highlight was that prom was a success um last weekend. I know y'all are very excited to hear about that. But um just for the students
056who attended, I know everyone was in high moods and we all just had a good time and it was a good year to good way to end out the year as we come close to the end. But it was super fun and I can tell from the smiles on kids' faces that everyone else is enjoying it. Um, and then just another positive thing that's going on at the high school is that since the school year is coming close to an end, a lot of our clubs, um, oh wait, shoot, I'm getting ahead of myself. Yep. Okay, never mind. So, as school is coming to an end for the seniors, not as exciting as what Sean's going to say, but there are a lot of tests and projects just coming up right now just to end
057out the year as students give an extra push to increase their grades just as we enter these last two weeks. Um, the rest of school, there's a few more weeks ahead for the freshman through juniors. But um I know that many classes are finishing out their last few units as well as like putting in final grades for learning targets. So although it is a lot right now for multiple students just to push through to the end of the year, I just know that it's also there is a bit of relief going around that it's like we have done it and we have gotten through this year and I know there's a lot of excitement for just getting able to get through the year and say it was a success. So a lot of that going
058on right now. Definitely lots of excitement. Uh there's a lot of clubs going around that they're introducing new members. So, you know, we're getting uh community support. We're engaging with the community, engaging new members, and just trying to keep the Urbanddale way going. Um last week on Wednesday, the physics department, Mr. Herman, took a field trip to Iowa State. We presented some roller coasters for the Iowa State um can't remember what associate is. Ta Betafi um roller coaster thing. So, it was awesome. We had a lot of fun with that. Um second place represent No, I know a lot of people had a lot of fun with that. Um, and it would be a lot more fun if we had other schools involved with that. Um, but it was still very cool. It was very
059fun. And lastly, getting the end of summer sports or spring sports. So, girls soccer is has senior night this Friday. Uh, some more senior nights coming up. So, we're just wrapping up those sports, wrapping up the year. Thanks, guys. Thank you. So, when's your last day of class? 16th. Next week. What do you do with all your free time? Maybe sleep. Okay, we're going to jump into the 912 social studies and science classes. All right, Leah. Can I give you an update of the progress with the social studies and science electives? [Applause] My name is Candy Britain and I am a curriculum facilitator. I work primarily with social studies, art, world language, and ELA. Janine Howser. I'm a curriculum facilitator working mainly with science and math and PE and health. So as you may remember
060last year 912 we did core uh social studies and science and then this year we went forward with all the electives. So um for both social studies and science um electives we were in discovery phase um September of 230 is when it started and then kind of wrapped that up this fall and then from now until or from August of 24 to this spring we've really been looking at standards focusing on topics and learning requirements and supporting documents documents in addition to looking at um aligned instructional materials if they were needed by classrooms. So the courses that we reviewed um there were several in social studies primarily the AP courses and then a new course called street law that was adopted and then for science AP chemistry AP biology and human anatomy and physiology. Those
061are the teachers. I'm sorry. Those are the teachers that supported um Janine and I in the work. So the circled items, those are where the courses for social studies lay in the 4-year plan. There is an AP course um that is provided or as an option for all four years in social studies and then street law. Um, we're anticipating that freshmen can take it, but we're really thinking that, um, upper classmen are going to be interested in that, too. And here's where students will encounter our AP science courses, that being AP biology, AP chemistry, and then our human anatomy and physiology course sequence. um the review of our instructional materials during experimentation. Uh we looked at our current state that is what instructional materials are uh students and teachers engaging with um at the present
062time. We looked at areas for improvement. Where can we maybe update those instructional materials that they're using and then looked at different options for what that might be? whether it involves field testing a unit or um just spending time in the resource itself by the instructor. And then we looked at reviewing and um updating the proficiency scales, the scope and sequence for the courses, looked at our block map which outlines what happens in a typical day within those classes. And then also our standards and wrap document which supports teachers in the PLC process when they're trying to unpack the proficiency scales and um determine what their instructional steps are going to be. So with that the recommendations uh for each course uh for AP human ge geography um it's the Sgage National Geographic text for
063AP European history it's an AP text from BFW publishers then AP US history um it's again a Sage National Geographic text AP psychology ology is from BFW publishing Myers Psychology fourth edition and then AP Government and Politics the Sengage National Geographic and Street Law the new course uh that we that was proposed this fall um that's McGra Hill text and then for AP bio and human human anatomy and physiology uh the visible body uh which is was purchased by Sgage recently um and provides kind of three-dimensional views of parts of the body. What questions do you have? Are these physical books or are they mostly online? Uh we typically buy a class set. Uh and then um there is a digital for each student. Yeah. And then AP chemistry, sorry. um primarily using AP Central
064as the resource for that. I always like to ask our students did did you guys field test any of these or see any? I did almost all of them except AP human. Uh AP Chem textbook wouldn't have really helped. Mr. Clark does a great job. I like the AP gov textbook. That was a nice one. You got anything? I do not remember. Thank you. I appreciate your feedback. Okay, Christmas is done there and the next but we'll keep you for visual arts curriculum radio. Yeah. So this year uh we brought all the art teachers uh and the whole system together uh and engaged them in the next step of the K12 develop visual arts curriculum review. Uh and this was part of the strategic plan as one of the content areas that we were going
065to work around. So um the first step really looking at empathy interviews kind of looking at um what our current state was. Also I took um the middle school and elementary teachers last um last year to Minneapolis to the National um art education association convention for a few days. Um, and there was a lot of learning just around strategy and art literacy. We also moved into um additional professional learning this fall with the entire team K through 12 and really emphasized artistic literacy and what that looks like. mapping out what a student experience from kindergarten through high school. Um what that looks like and if there were any gaps. Um this is a list of our current staff and I was able to work with all of the K12 department. We recrafted our vision for
066visual arts through stressing the creative process through authentic expression um in the classroom and then also um is something that they can take outside of the classroom too. These are our beliefs again really thinking about that critical thinking. Um they see art, visual art as problem solving and then stressing perseverance and learning through failure, trial and error and reflection. This is our high school courses right now. And you can see that art, visual art is something that students can engage with all four years. And then with that, uh, they did do a comprehensive look at the offerings as well as, uh, the requests that students make to see if there's any revisions that, uh, may be needed. And then in addition to that, really thinking about how we folded in that visual, performing, arts, and
067communication into one of the service areas uh, with a career, potential careers, and then the courses that align So, we discussed um and looked at a couple of different art programs and it was really um again looking at the map and the experience of the K12 student, identifying um the areas that we could improve upon and identifying our strengths. We reviewed the proficiency scales and the learning requirements so that they were more studentfriendly and more accurate to what students are learning and experimenting with and then getting feedback on and being assessed. And so through that review, the K5 art team uh identified Deep Space Sparkle. Um it's an online digital platform uh for the teacher uh with a collection of art projects that align to their standards. Um and so that is what they are
068requesting. And then 612 uh they want to maintain the materials that they currently have access to attached to the agenda as well. There is additional art tools and studio organization that's been requested uh by the elementary art team. Uh you'll see that in some buildings they're requesting something in another building they might not. That's because that building already had that. Um but to kind of equalize what everybody has access to, um we're trying to fill in those gaps. What questions do you have about the visual arts curriculum review? As part of the process, did you have a chance to sit in an art class and did you make anything? I didn't make anything in the art class, but at the conference last spring in Minneapolis, um it I learned a lot about um I played
069with clay, I played with markers, um did a lot of artistic literacy and critical thinking, um which was a side of visual arts that um as a psychology major, it just wasn't anything that I had experienced before. So, yeah, it was fun. I got to reminisce in some weaving in an elementary classroom. Uh it took me back for sure. It just looks so joyful. So yeah. Yeah. The deep space sparkle too was something that elementary team really felt would be an addition to help um improve the cohesion among the four elementaryaries and just provide that support. Um, so that stu the student experience is is similar. I really appreciate the inventory sheet of like what's in what building. That's very helpful to see the breakdown of that. So, thank you for putting that together. Okay.
070Thank you. And now we'll get world languages. Yeah. So another area uh that we've been working on um started really last year and then really ramped up uh the work in world languages 912. Uh again this was on the strategic plan and so we're bringing that to the next phase. Okay. So again um real similar I started the process looking at what were the needs um from a student and teacher perspective. Um, we attended acquisition academy which um was in Dallas this last summer and um I went with the entire science department, world language department. Our um Japanese instructor and our German instructor were not able to attend at that time. Um but it was based on an instructional strategy or mindset called comp comprehensible input and output. Um and so in that week's time,
071it wasn't quite a week. Um I was actually speaking another language and comprehensible input output is not a really new strategy. It's been around for a while, but it encourages students to start speaking the language. Um, it just has to be comprehensible. It doesn't have to be perfect. And so what you see in the classroom is teachers or instructors pointing to objects or um photos and then speaking in the chosen language, the target language. and students are picking it up bits and pieces and then they're kind of they start mimicking and then repeating and then learning words and tying it all together. So, it's really strongly based on that initial um conversation and then they start working with the writing and the the more formal um presentation. but they've had a lot of success with
072um you know students and so it's it's really fun to watch. It's not something that I thought I would do um or that I could pick up quickly. It's um very effective. So that was our learning as a department and then we just continued that learning looking at um other opportunities. So that's picture of the Spanish team and our instructors for the conference um in Dallas and then um other members of our team for the Japanese and German instructor. We also reworked our world language vision statement really focusing on that um student centered experience in language and culture. And then our beliefs again a strong belief of the entire department is that anyone can learn a new language and um it get to the point that they are comprehensible. meaning that people can understand what
073they're saying and they can understand um words in another language. Also, these are our courses that were currently offered at the high school. Then we looked at different instructional materials that were um aligned with the comprehensible input output and then also provided um maybe more traditional instruction opportunities, especially as students get higher up and that um the grammar becomes important. And so you can actually use comprehensible input with a variety of instructional materials, but there are some um some resources that are easier to support that strategy. So we looked at that um and then just worked with scales again, making sure that the proficiency scales identified what students are being um assessed on and how they're given feedback. so that it's understandable for teachers and students. And so the recommendation for Spanish, there's a variety
074of resources uh that kind of span the different courses that we offer uh for Spanish. Uh but you'll see a blend of as Candi was saying more traditional kind of uh of the grammar focus but then also those materials that support that comprehensible uh input approach. So you'll see authentic texts um as well as opportunities for students to engage in some vocabulary building um across the courses as well. And then in Japanese, um this is an updated version of their current text uh that they've had success with and want to continue with. And then in German, um it is again that blend of those authentic uh texts in German and then as well um that more traditional uh text to support that that further development. What questions do you have about the world language review?
075I have a random question. How did we end up with Japanese as one of our course offerings? That seemed very unique. Came into being a long time ago because the University of Iowa sponsored teaching students in Iowa Japanese. Okay. And so that's how Boris who actually is half Japanese um became certified and that was 25 or 30 years ago. So we that's how it got established and has remained. Um and I don't I don't know why the university I don't know if that was between the Japanese government and the university to cooperate on that but I think you got through school free. Interesting. Okay. I was just curious. I know it's beyond 9 to 12, but have we ever considered doing language at the younger grades? You don't have to answer it today, but something.
076Yeah. So, uh there is opportunities through community ed currently. Um, and then historically there used to be a language exploration elective um, at her middle school um, where students got kind of a tasting of each language uh, before kind of committing uh, once they got to high school. Uh, so I think anything's possible as we continue to look forward at what we offer for electives at the middle school. Be another way to make Urbanale special. Yeah. Thank you so much. This was really cool. Okay. And then I think your last one, right? Flexible students. Then Brandon can be released a stretch. Yeah. So, uh we are requesting um approval to apply for the flexible student and support application. What this would provide for our district is the opportunity to apply with the department of ed
077uh to modify the current code requirements for PE. Currently, our students uh take PE or the requirement is is that they um are to take PE each semester that they're enrolled uh 9 through 12. This would allow us to shift uh the PE requirement to one semester. um opening up students schedules as well as eliminating um some learning centers for students. Um and it would it would have an impact on uh the credits that students accumulate. Um and so at the bottom of this the details, it just shows how we would step forward with those credits. um it's this it's uh meeting the state requirement and then it's accumulating those credits. So I would ask the students how would this have changed your academic trail? Uh, not you. What did you Well, after freshman year,
078I had contract PE because of hockey, right? But I think that it would open up a lot more time for other stuff other than PE. It's interesting. I don't Can you explain to everyone what PE looks like now? Yeah. So, right now, um I'm not sure exactly this year because I'm not in a PE class this year just because of scheduling, but I'm pretty sure what it is right now is that you have PE on like a a day odd day and then you have a learning center, the opposite of that. And so although that is nice for some students because you're not having that physical education every day, it does limit the class because you do have that time of the day where you really don't have anything to do, especially if you're caught
079up in your classes. You're just sitting in a classroom. And so it's really just not providing the education to students right now. So switching into this it seems like having it in just one semester that opens up a whole extra class you can be taking the next semester which would be very beneficial I think for many students right at the high school they can take identified students can take an ELP class opposite PE correct but I think that's the only academic oriented yeah and um the Monday um situation it's like every other Monday is PE so it's also it would eliminate that obviously as we transition from late starts. Um it just kind of seemed to bring everything together. Um we would still be offering or students would still have access to contract or an
080exemption from PE though um we've done some work over the course of this year to improve what contract PE looks like um and the requirements around that. And given that uh we also need to be very careful that we are um of being responsible with how many students uh have contract PE because of the requirements that the teacher will have in order to meet the criteria of an independent study um with PE. There needs to be ongoing feedback, goal setting um and instruction uh tailored to the student. So that will be provided through Canvas next year. Um and then an exemption for PE is possible. Um there's I think six different uh state approved ways that an exemption. What are the odds that this will be approved at state level? Uh well, I can't speak
081for the state, but in my conversations with the consultant with the state, it's common. Uh many districts around us do this um as a way to kind of balance the course load, but then also be efficient with how PE is kind of run as well in the system. I would see this being particularly relevant for people with two musics out of them to try to get everything in over and it has to work perfectly. Yeah. In terms of the contract students, um, do you have a ballpark number on how many Sorry, this is really unfair to throw at you, right? Yeah. I right now we average around 120 students. That's probably more um well then I I think also just clarifying the meeting the requirements for contract PE um as part of that improvement process.
082I I don't know that we've said an exact number. If a student meets the criteria, we're going to do everything we can to meet that. But also know that because it's on opposing semesters, like one semester their course load may necessitate it, but then on the next uh semester it might not. And so um you know they could be placed in that second semester. The other thing is is if a student has for example a full schedule but then drops something two weeks in or even halfway through the semester well in that scenario it wouldn't happen but say nine days into the semester they drop something uh they would then be placed back in PE inperson PE. And do you have any feedback from the PE teachers of like is this something they're wanting because
083then they'd have the same students every day. this is what they're wanting. Yeah. Yeah. Yep. We did work with the PE department. And just to clarify, because I I get this kind of mixed up in my head, too, that because we run our block schedule, it is every other day. Uh but it equates to every day uh because of the block schedule. No, I because I sometimes think they're going to pee every day. Uh but it's every other day. They would have an opposing course. Okay. And then students could essentially earn more credit by choosing to do Yes. Yep. So if there was a student that you know had a desire to do something uh in that field, they could accumulate elective credit. One thing else, sorry, I just thought of this. Um, when I
084did take a PE class, I think one thing that did happen with only having it once or twice a week was that sometimes there was just a lack of structure because it was so inconsistent. But I'm thinking with this new process that you would have that structure and so you are more likely to meet the goals that you set in PA class. So, I think like having it more consistently, it would also just help in that aspect. I know other students struggle with that, especially when there's a sub one day or just like that kind of stuff, too. So, I think with this one too, it would help set that structured and keeping track when you have I know this never happens, but keeping track of the Monday that you have it versus you don't
085have it. Um, yeah. Thank you. Thank you. Okay, we have no public comments and I'm going to give everybody a heads up. We'll go ahead and set a public hearing um for the 202425 certified budget and then let's just take a five minute recess so we can get up and stretch our legs and then we'll come back and finish it up at our recess. Students, you're welcome to stay. You're welcome to go. You're busy. We get it. Okay. So the certified budget public hearing administration recommends setting the public hearing for the amended 25 2025 certified budget for May 19th 2005 which will be at the high school media center. Yeah 2025. Yeah it will be at the high school motion. I would move to approve the the recommendation. Williams will second and all of us.
086Right. So all those in favor I I oppose. Same sign. Passes and we will reconvene in five minutes. 7:33. Is he ready? Yes. Okay. Thanks for bearing with us. And onto the annual employee compensation agreements. Enough. That's on you. First one up is theale Education Association agreements. So this it's just that. It's just that. Yeah. I just want to make sure. So um we are excited to bring uh what is a lot of information here tonight. Uh similar to last year, uh we have all of the agreements here tonight. So we have the teacher uh agreement with the teachers union. Uh we also have our agreement with the UEW. Uh and then uh separate from that, but also on the compensation side, we have uh the administrators as well as the non UEW um classified
087wage schedule. And then also for also the um exempt classified weight schedule which um basically is all of our uh categories except for uh substitutes and full-time substitutes. Uh we will be coming back to the board with just like we've done every year since we um started with them just to get the board's um direction if any if it's any different on full-time substitute. So that group is not included um today. Uh our goal is uh depending on you know on board's approval tonight um to get contracts out um in the next couple of days uh and then to go through the normal process of getting those back digitally signed now. So it's a lot easier process than it was even a a few years ago uh so that we can move forward. What questions
088does anybody have? Can you explain how on um the certified staff looks a little bit different and what it really means like percentage-wise as far as the race? So um the I assume you're asking specifically about the U what is it 075 uh and then the $1,500 on um each cell. Uh and really it was uh the the the reason that we landed there was based on the initial proposal um done by the union and then we countered with a similar but yet a little different in terms of the percent and the number but really or the the total uh dollar amount of 1500. The only difference really um and it's very minimal was probably that it's um more uniform throughout the entire schedule uh in terms of the amount of raise for each. In
089other words, if the percent was bigger um then it's a little bit more disparit on you know if you make more you're going to get a little higher percentage. If you make a little less you're going to get a little bit less not less percentage less overall dollars based on the percent that you make or the amount that you make. Right there. right in this moment. So, uh really there's no difference uh in terms of uh other than that in terms of what the proposal was and what the counter was. Uh but it ended up landing with a total package of 3.5%. Anyone? Uh Roses, you shared a couple weeks ago what percentage of the student supplemental aid went to raises. Could you share that? I'm sorry. What percentage of our student supplemental aid went
090to giving our teachers raises? So, the new money uh 143% I believe it was. I got that number here. I think pretty handy, which is not unusual to go over the new money. We know that every year it's going to cost us additional money. And I think last year it was less because we got a bump in the TSS so that we could meet the state requirement of the $50,000 minimum and the this year we got a little bit to meet the 12-year $60,000. Um so it looks like we're spending more this year, but that's because we had that big bump last year. Total dollars are um for that for the new money is 666 367. That was what? What percent? That's at the 2%. No, I mean the percent of new money, wasn't it?
091143. There's a at the top right. Yeah. 141720. All goes to the teachers. I just I just think that's remarkable that you guys were able to do that for our teachers when we're not getting that support from the state. So, I really appreciate that. I think one of the things we'd like every year to remind when Prairie Meadows donates that money, that's one of the things we do with that is we put that toward being able to offset some of that extra percentage. So, that helps. So, thank you, Old County. Yeah. normally around 55,000 I think with the classified um Oh, you don't have the classified on here yet. Yeah, it is there. Okay. Oh, yeah, there I see it. Will it change if the state can reach consensus with the legislature on that par
092educator salary bump? That's kind of We didn't use that for salaries. We used it for kind of a I'll use the word bonus but that's not it was so it won't impact this. No but it did have a a a small impact I guess right and yeah if there is anything like that I would anticipate us doing something similar. Okay if you put it in the salaries a you have to do it every year. Yeah, it's recurring and B it's a retention. It's only pennies and that's kind of right. Well, and the $1,500 for everybody is also one time. Yeah. Um are each of these a separate motion? They're each separate. So we'll start with the So I would move to approve the 2526 school year contract with the uh Urbanale Education Association. I'll second
093that. Roll call. Hower? Yes. Kent, yes. Me, yes. Yes. Williams, accusal due to my spouse's employment. Young, yes. Motion passes. Five one. No 5 5. I would also move to approve the certified contracts and uh the issue date and return date for 2526. Second, we will do another roll call. Kent, yes. Me, yes. Yes. Williams, recusal. Young, yes. Hower. Yes. Motion passes 5 Z with one recusal. I will again uh move to approve the coaching contracts and the issuance and return dates for 2526 school. Me will second. Call me. Yes. Benway. Yes. Williams Young. Yes. Hower? Yes. Kent, yes. Motion passes 5-0 with one more. Okay. I'll move to approve the 2526 admin contracts. It's making it very easy for me to do more on this tomorrow. Thank you. I appreciate that. We have a
094motion. Do we have a second? I'll second. Ben Ricewick. Okay. And another roll call. So, Ben Ricewick, yes. Williams, yes. Young, yes. Hower, yes. Kent, yes. Meat, yes. Motion passes 6. In case somebody else take it. Young will move to approve the 2025 26 classified exempt letters of assignment. We have a motion. Do we have a second? I'll second. Hower. And another roll call. Williams. Yes. Young. Yes. Hower? Yes. Hint, yes. Me, yes. Then I swipe. Yes. Motion passes 6. The last one. Can I jump in with one question here just to clarify on this one? Um, are there any athletics positions covered under the classified wages schedules? I saw community ed, but not I don't see any athletics. I do not believe so because all of those are contracts or should be all contracts.
095I'll move to approve the UEW agreement for the 2526 and 2526 certified wage schedules. Classified. Classified. Sorry. Second. Young. And another roll call. Okay, we're down to Young. Yes. Hower? Yes. Kent, yes. Me, yes. And Ricewe, yes. Williams, yes. Motion passes 6 to agenda. I would move to bring the consent agenda forward. Second and questions. I just had a quick clarifying question on the um the new curriculum contracts just who who each of them are for and then the numbers the quantities. So A is character strong and so that's K through 12 core social emotional and character education and then tier 2 which is an intervention support uh for students that may need additional instruction or supports with behavior. Uh health is 612 health. Uh and then amplify ELA is for sixth and seventh grade
096students. Uh you'll see a little difference in the numbers uh for the consumables. That's because we work with the grade level uh to identify if they want digital and print or digital only. Um and seventh grade kept their consumable last year. Didn't have them write in it, but use it more like a text right now. Um, so students still have access to the print, but they also use uh the digital uh to support their instruction. And then my perspectives is 8 through 11th grade English um junior achievement continuing our district partnership and then the consumables for math. Um there's two quotes. Um just had some delays in getting the print for Karen Acres in time for their start. So wanting to order that a little sooner than um the rest of it. So that so
097h is it happy numbers is just for Karen acres. Oh, so in the new uh contracts uh or agreements, sorry, uh happy numbers is for all K2 students. Okay. Uh so you'll see that number. I think it's 900 44. Yeah, that's kindergarten through 2 grade. And then Boost is kindergarten through fifth grade. That's replacing my Lexia. Um it pairs with Amplify CQLA. Um and it is one of the district contract not the state contracted instructional materials. So we got a pretty hefty discount um and are saving quite a bit of money making that switch and that alignment. Um and then Magic School AI uh it's the number is based on our enrollment. Um that's just how they do the pricing. Uh but everyone including staff gets access to the paid version of that. The paid
098version there is a free version that teachers are already accessing and I have the metrics related to that. Uh but uh the paid version ensures data security um but then also adds additional features that aren't available on the free version. uh and uh there are a few districts around us that have it and they just uh continue to talk about how it uh helps teachers save time. Um and so there will be kind of a pair of instruction around um that's why the AI guidance came forward of just you know using AI is appropriate for like 80% of what you're doing but it's the 20% that you go back and check to make sure It's accurate and aligned. Thank you. Yeah. Ready for Hower? Yes. Kent, yes. Me, yes. Senatorwide, yes. Williams, yes. Young, yes.
099Motion passes 6. Agenda item 13, you would entertain a motion to go into close session. I would a motion to go into close session Iowa code 21.5 I to evaluate the professional competency of an individual whose appointment hiring or discharge is being considered when necessary to prevent needless and irreparable injury to that person's individual's reputation and that individual requests a closed session. I'll second Kent. Yes. Yes. Yes. Williams. Yes. Young. Yes. Hower? Yes. Motion passes Zero. Thanks [Music] for reconvene session and I'll entertain the motion. I'd like to move that we offer Dr. DACA a three and a half% raise in line with the raise that was given to teachers and staff and very grateful for her leadership this year. Thank you for contract contract for contract and we approve her contract. Anyone? Anyone? I
100would second that. Oh, I'm sorry. Yeah. Okay. Another roll call of the night. We are me. Yes. Ben Ricewake. Yeah. Williams, yes. Young, yes. Hower, yes. Kent, yes. Motion passes 6. I would move to adjourn this meeting. I'll second that. All those in favor? I I opposed. Meeting adjourned. Awesome.