Urbandale CSD School Board Meeting 08.08.22

001oh i definitely said they can't start without you to him okay this is the consent agenda section of our august 8 meeting so i'll call the meeting to order rojo anderson here ken here me here mickey here here okay the third item is that we are setting a public hearing date of august 22nd to authorize the gas installation of valerius at the valeria site um we have any comments about that if not we will be taking a vote later and uh in a meeting and uh yeah you know okay the vote is now to set it for yes okay move to approve anderson all in favor aye aye opposed same sign okay um we also had to have something of an easement there for this gas installation may i have a motion here anderson to

002approve me second all in favor i opposed no we have a um a proposed list of medical professionals for team doctors for the 20-23 school year room to approve me [Music] on six we have a memo of understanding between the police department and the urbandale schools yeah i'd like to have you dr deck and make a comment on that um yeah i i wanted to comment because last night there was a um story that came out on channel 13 of both a video and a news article that indicated that this was happening and i just wanted to make sure that the board understood that that's not an article that we interviewed for and that this is a board approved item and that will also have to be approved by the upd and i believe city

003council so i reached out to chief johansen just so he also knew that and he was good with it he didn't have any issue he understood that but sometimes these things get pulled from the agenda and then stories get created and i just wanted the public to also understand that that was not a done deal when it hit the news so um i have some questions in regards to this so i can understand the need for law enforcement to have access to our cameras that one makes perfect sense to me but there's also language um in there and to give them access to educational records can you expand on that yep i did um email danielle haynefield who was in earlier during our work session and i just wanted to confirm with her about the

004reasoning behind that and um there is if there is a health or safety situation thinking about a bomb threat an active shooter or other safety issue then this agreement provides the police with potentially with the student schedule counseling records address parent contact etc so that they can get into the investigation ferpa she did indicate also gives us clear authority to share student records with law enforcement without consent in a health or safety situation so that is to enable them to have as much information as possible so that they can help us with the situation do you know if we track immigration status things along those lines that may be um accidentally discoverable in the case like they're just looking at russia no i'm looking at kerry i didn't believe we did but she's confirming that

005and whatever information they did get i believe was also in the mou about but what they are permitted and not permitted to do with it afterward it's strictly for the crisis situation and we've been working with the upd very closely to make sure that we have good processes in place and this is something that um allers that our attorney indicated that they have used this template in multiple districts and it has been something that has been a solid agreement is there um a different way for the police to go about getting the educational records without us prior approving it now meaning if there was a bomb threat of some sort if they contact parents to get approval to access those records well as she said in a in a crisis like that that we have

006the option to do that without the parent consent and at any time i suppose anybody could ask a parent that they wouldn't necessarily have to agree depending on the situation i'm not sure what type of situation you're i just i i i personally don't think anyone else personally has this i know i understand how they think we get the cameras i just hesitate to give educational records um well it's not blankets it's um it's a very specific situation it absolutely is but that doesn't necessarily like there's no um follow through for what exactly happens if something were to be broken um that's just my personal i'm not trying to influence anyone i'm just i have a personal hesitation to say yes to that part i totally understand the cameras it is it something specific in

007the educational level because i'm thinking we need to have access to school district schedules there's some issues with ripple where that doesn't necessarily go against it to give the schedules i was looking through it over last night um so i think they could still access some of the information that would be necessary in case of an emergency without us having to give blanket permission for educational records it's just i have a hesitancy on my own personal demands and i don't know that that is indicating that we would just hand an entire student's record over it would be relevant because there's language like not inc not limited to um i think this is it leaves it too open for me looking at the responsibility section on the first one um it says and not including but

008not limited to username and password so basically access to the system um and i'm assuming that's a temporary it's just okay here it is in the moment that you need it log in and then on the back end we'll change that so that that username and password is not usable yes and i and i would assume that i would seek josh's assistance if we were in that type of a crisis not looking for an individual password he can access the files that he would need to access to help us get what we needed so if you're talking about like a student's email well a username and password to access the system it's only four in that moment and then we go back and eliminate that so that it's you know six months down the road

009somebody from them i would ask josh to reset it yeah to something neutral that we only gave this then my my follow-up question to that would be my assumption is is that we have established within our incident protocols who triggers that who makes that decision who pulls that and says okay josh give this to upd and they wouldn't be pulling random things saying oh i think it's i think it's josh that that we're talking about or no it might be brandon and then we just give both files it's not it's not that nebulous it would need to be a confirmation of a particular individual that was part of whatever the crisis situation was and that lauren and i are the um kind of the top tier we would be the ones that would would make

010that decision okay and are we this is this is not but this is live feed though it's not necessarily just files it's live feed as well um yes to the extent if the situation occurred at two o'clock in the afternoon would they possibly go back to 130 because somebody thought yes then that would be the archive they wouldn't be going back last week they would be going back relevant to the situation that was at hand and that's why it was important that training would not be done when students because that's live right right there so i that all still has to be worked out once upd decides to get the approval from it and they decide they're gonna have just two at the most officers that are trained and they have to be people who

011are not going to be going out to the command center or going out to the situation they'll be people that are that stay in the office that are trained in how to use the cameras our people would train them so that they had that knowledge they would do that these exercises they do at night when they go in to get the footprints of our building that would be when this training would occur when there are no students present okay i moved to approve the memo of understanding between us ucsd and law enforcement agencies thank you second okay um probably yes anderson no yes thank you we'll move to the consent agenda and may i have a motion thank you any clarifications on any of these items a through d i have one um with open

012enrollment we are getting uh continually getting a lot of those which is great if um i'm what's the wording that we are saying to these families since we are in the process of redoing our boundaries and we know that that is going to be impacted next year is there language that we're saying to these families this year we can serve you in this building that may change next year are we um are we addressing that just because of the it just it feels like we're getting a number of students um you know added and i know historically we when they open and roll they we keep them in the building which is great and i think that's a great philosophy i just didn't know if with the work of what the boundary committee is currently

013doing if we are saying anything different to these families or how that may be carrie i will have to call on you i don't like to cold call i know i'm sorry the team i apologize um we will be communicating um the one area that we are a little bit um [Music] foreign [Music] um all of our other buildings are either classroom specific or grade level specific um so we should not be in that area that i do anticipate also um some of them are getting very close where we will be getting to the point of closing something okay and we're also trying to be very cognizant of our special education population because we every district is struggling to get special education teachers so we've closed open enrollment to special education so that we make

014sure that we don't over enroll and under be in a situation where we would be underserving that we don't feel as fair to the kids so um that particular piece is already decided okay thank you so carrie in those situations though they would be denied before they would come to like to border proof you will see or the high school like the number like when you're trying to balance the numbers of students yes on your report tonight you have a number of students who are being denied how nice it is to look on the personal reports and see how many people were hiring and how great the job are each part of doing and our district is doing it making sure we're filling those decisions i mean i think every district in the state and

015the nation is real nervous right now and we are doing such a tremendous job and i think we need to be commended we'll have a more definitive update in the next part of the meeting but yeah i would i would concur hr and our building principles are doing a really good job being proactive i know shawna spent quite a while today talking about with principals candidates that are available get them in interview so they've been very proactive on that we're not quite there yet but we're getting there okay there's no other questions all in favor of um approving consent agenda i i opposed no okay and with that we will move into the uh what's whatever the next one is okay so we'll call this meeting to order and this is actually the work session

016in preparation for the august 22nd meeting we have a little you're shifting call quickly so i appreciate your patience bowser president anderson president [Laughter] uh we will move now to the superintendent's report number four and we're going to start it off with um ryan williamson bringing up a guest to do the equity audit report uh well thank you uh for giving us the opportunity uh to share some information i know this has definitely been on the minds of not only members of this corps but senior leadership and the community as well and so we're very happy to share with you the findings from our equity audit this has definitely been a long journey than over a year in the making i think i believe when i brought this equity order to this board one of

017the biggest things that i wanted to do was create a partnership with an organization that's going to come with us and walk with us um along this journey in this in our audit and i believe that i think we struck gold in the partnership that we have with westman educational policy all of you have received access to the report i have read it multiple times as have several members of the senior leadership team providing feedback getting feedback making sure that we provide a very robust audit and rather than me coming up and pulling specific pieces out of the audit i figured it would be best to have uh cersei stumble who is the president of westman come in and talk about the different processes procedures have we've collaborated on some specific pieces of the audit

018and then i'm going to come back and talk some next steps um to the audience so but the free to follow along let me invite cersei thank you so much yeah greetings and thank you for all of your hard work i know it's been a long night already a little bit more ahead for you so i'm cersei stumbo i'm coming to you from marion iowa where i live west wind is headquartered in iowa city but we work all over the country um and started tell it with telecommuters long before the rest of the country's roses jumped into that work so we are all over um we've been really pleased to have had a couple of our core staff and trusted subcontractors who are here in iowa conduct this audit part of what we recognize is

019that place matters and so understanding where we are is a big part of the intent of the audit and that's why we staffed it the way that we did so i'm excited to get to be here with you this evening to share with you really a quick overview so you have a sense of what's there it's a long set of reports um and i would invite you then to sort of dig in and ask questions and the idea really is to make sure it's useful so that's our intent today so with that we might go i don't know do i let you drive so do i just do that there we go just like you would think um so we were commissioned to conduct an equity audit um really to be looking at diversity equity

020and inclusion in urbandale um to be able to dig a little bit deeper than what you might get through just the kinds of big picture patterns and trends you see in the reports you typically get we're looking both for areas of kind of growth opportunity and areas of distinction within the district that you might want to be able to build off of we really believe the audit should be if it's going to be useful to you it needs to be in service of your mission teach all reach all um and so we hope that as you see where we are you can start to see the ways you can use it um the report is designed to be used by anyone i mean it's it's certainly out there publicly available now that you have it

021um to the general public we do hope that different folks are going to pick it up and use it in different ways the way we've organized it around our domains you'll find if you start counting up that we actually provide 57 specific recommendations plus another five kind of overarching that's a lot we do not do that because we expect you to dive in and start picking up 57 different recommendations rather you and the folks in your district your building leaders your teacher leaders your teachers your students even can find a place to say what they're most concerned about and passionate about and hopefully within that they can see them what does the research tell us what are the findings within the district and then what might those few recommendations be that they could take action

022on so we give you a bunch with the idea that you prioritize and pick the the areas that you most want to focus on okay we've given you this is just really for information the quick links to get to we do have two different reports we have really the reference report is the audit it's the seventy-some page document which really does give the research base behind the domains that we use in our equity audits as well as our findings and our recommendations the condensed version is not terribly convinced it's still about 30 pages but that's designed in a way you could pull it out section by section and so a person could say i'm really interested in connected learning communities what do those two pages do so it's hopefully again usable for you and the

023district we do know and i think that mr williams will be able to talk with you a little bit more about how the audit will be used and we're interested in answering questions you might have about ideas you have but we do have some systems in place that we know will use the audit and and already have been um as indicated the cabinet superintendent's cabinet's already been really carefully combing through it and working with us to make sure that we were clear and providing clarity around the description of the findings and the connections and then ultimately we hope that it will be used by the equity committee by the school improvement advisory committee by your students in core and others all right so here's the big the the most important ethos of an audit in

024our opinion this is not us coming and giving a grade to the school district it is not us saying this is what the school district is rather it's us saying by looking at your data what can we find out about the big picture issues that are here and then how can we dive in deeper to make sense of them here in this place so you'll find that frankly most of your data you've got some areas of real distinction where you shine and a lot of areas where you're exhibiting the same kinds of patterns we see all over the country we still wanted to be able to stay so within those what how do we make sense of what's happening here in urbandale does it match what the research is showing us does it not match

025what does that tell you about the kinds of things you might be able to do so it is really about continuous improvement it is not about a letter i hope that makes sense because that's really core to the way we go about audits we do conduct them in three ways the first one is to get the big picture information what does your committee look at everywhere and within that then how do we focus the interviews and the focus groups and the other kinds of data collection efforts that we go into to say what's what does that look like and feel like it sounds like here in urbandale so we did interviews conducted 17 interviews of district staff and principals um and five focus groups elementary students middle school students high school students parents and staff

026so small numbers a tiny slice not to say we're getting generalizable information from the focus groups but rather insights into what might be happening and what might be able to be done for continuous improvement in addition and this is one of the things that we were really excited about is that we got to do an instructional audit so we sent three team members into classrooms we hit every classroom at every grade level at least once 61 different classrooms 20 minute observations and then using our rubric work together to sort of see what kinds of patterns and trends do we see out of that as well which we feel like provides some really concrete information so often you get pictures and you're like oh we've got these kinds of course taking patterns well what does that

027mean what does it look like well the instructional audit gave us that chance to say here's some things that we're seeing and noticing and then connected with the focus groups here's something students and teachers are saying all right we do have the equity audits domains um that we use they comprise the table of contents so there's eight different domains and um we worked within our own team to kind of frame everything and then we worked with the um cabinet here to be clear and with um dr williamson i said mr wilson oh my gosh dr williamson um to really make sure that we were sharing um information that would be useful and interesting locally so um i'm not going to try to give you 78 pages tonight i just want to give you a little

028sample of maybe an area where we hold some data to say what does it mean to look at these data lens and then how do you use the audit to think about what you might do about it um so this shows you just quickly the table of contents with our different domains communicating to students they're welcome and capable learners access to rigorous and relevant instruction etc and a couple key areas of distinction as i noted um your students are coming to school and they are persisting in school by and large so they are showing up the attendance rates are high and they are graduating at very very high rates you certainly have pockets of students who are not consistently showing up and who are not persisting through graduation and they matter and i would say

029there are groups of students you would want to be able to find out some more information from them about what's happening and how you can continue to support them and it's an area where you should have some pride that you're really able to support your students in important ways not only do your data have the big patterns that show us that but the students also were able in focus groups to give us really specific examples of ways they notice when teachers do work to develop relationships to make them feel connected in the learning community to engage them as learners they really were it was quite fun to hear the students talk about those specific examples and your staff are committed to the kids i mean there's just no doubt that all kids matter and that's

030why they're here and that came through in the focus groups and the other kinds of data that we were looking at so definitely areas to be really proud of um as with all education systems in the united states we have areas of growth and these are the areas that westwind are especially concerned about and passionate about what they focus on so the first one really is that you do have groups particular groups identifiable groups of students many of whom are not experiencing high levels of belonging safety and inclusion you've got statewide data from the conditions for learning survey that tell you that there's a couple of charts in the report but then the students and the focus groups were also able to articulate some of those challenges that they face and honestly so were your

031staff and so when students were concerned that staff also were concerned and so i think that's an area of opportunity to be doing some professional development and supports around increasing the levels of safety belonging and inclusion among students as you probably know through your committee there are areas of disproportionality so where we would expect to see no patterns by say race or ethnicity by poverty by english learner status by special education status we are seeing differences in the outcomes especially at the big picture level and so that's happening in both student performance and in disciplinary practices so those are key areas where you'll want to be able to do some work um you do not have a particularly diverse workforce and again i think you know that the work to ensure diversity among the workforce

032matters we have a lot of research that demonstrates the significance for all kids to have diversity within the workforce um and there are some things you can be doing to be thinking about what might be your goals and how might you achieve those in terms of diversifying the workforce you also in the workforce that looks a lot like me frankly as a middle-aged white woman i look like a lot of the teachers across the country 80 some percent of teachers in k-12 are white women um we still can be equity advancing so we also know that we can do the work to close achievement guts to support student experiences to bring experiences of safety and inclusion and belonging so making sure that your staff know what they can do and again they want to know

033it so that was definitely came up as well a key piece part of what we know in number four here is that a key starting point in that is just supporting faults to really understand the importance of social identities i describe subgroups which are the traditional subgroups we've been studying and reporting on through the federal elementary and secondary education act for about 25 years now actually longer than that but really intensively since about 94. the key here is that when we see patterns by these kinds of social identities that's not what we expect if nothing is happening related to that we would expect to not see these patterns and so i'll show you some data in a minute about what that looks like in this example and what would make looking at data equity advancing

034if you will so in this particular we are looking at course taking this is just one little section within the report this particular chart talks about course taking patterns in english language arts and we're looking at high school level in this case and we're looking at the percentage of students who are in life skills english which is a very basic english language arts course as compared to the percentages of students in ap lit ap literature and what you can see here then is where what we would expect is just have the same percentages of students of color in life skills english as we do in ap literature if nothing was happening related to race and yet we see there's quite a big difference in the way um in the in the demographics of those courses

035so it's an indicator to us that we want to be thinking about what's happening it's a way to raise some questions what's happening that's leading to more of our african-american students taking life skills english then technique for example similarly we have the same kinds of patterns in math this is a slightly different layout of the same kind of information these now gets grouped by race so the blue would be the percentage of students in general math of that particular race or ethnicity and the orange is the percentage of them in ap calculus so you can see again some real disproportionality in what you would be expecting which then leads us to ask those questions about continuous improvement why do we see these patterns what are the kinds of things we can be doing in mathematics

036instruction in classroom climate in school culture in all of those sorts of things that encourage a shift in the way students are taking courses all right and then we give a sample of the recommendations and what you see is in each section they can get rather specific like we get right down to peer repair learning communities as a way to support students who are taking higher level courses there's a lot of research that indicates peer learning communities are actually quite effective in supporting particularly students who've not traditionally taken the high-level courses to success but one that deals with staff and not policy there's something about professional development we are a human capital heavy profession most of our investment goes into our human capital and so you're going to expect to see investing in your teachers

037your administrators your support staff is really critical to ultimately getting the system to change so you'll see the some are very specific and then some get rather generic and broad all right so that's the quick run through i am happy to take questions and comments but i think it would be great if you would jump in and talk about what's next quickly sorry we had i forgot we have two more slides here in there that we were offering because there there's a lot as you dig in that where the rubber hits the road we believe schools are the units of change and that's where a lot of the recommendations happen is do this do this do this in the school at the board level we did have a couple of recommendations they're kind of specific

038but they are actions that you can be taking um to make sure that your policies are in accordance with what the research is suggesting um matter and so your policies on attendance and then also your student handbook and i actually understand that the work is underway on the handbook in particular so you're right on par on course i should say with where you want to go and then big picture district y um there are a few key things that you'll i think want to be thinking about um including making sure everyone sees themselves in the work making sure we have the kinds of data systems and data literacy to use those systems well and continuing that work with understanding and hearing and deepening what you know about the district so you'll find in the report

039we often will say here's what we found in the focus groups it's not enough data the idea being now your teacher leaders who are going into the classrooms they can have some things to be looking for and having conversations in their professional learning communities now your principals when they're going into their evaluations will have some lenses they can use to look through so it's the start of a bigger set of work i think first and foremost we can say that the work has definitely started we provide professional development to all of our district leadership um through our ac our administrative council and that was a year of sport work that we have really doped into focusing on microaggressions uh implicit biases um having a common understanding of common definition of what equity looks like sounds

040like feels like through our district we've started a core group which is community of racial equity at the high school who has worked very extensively with leadership at the high school to really dive deep into some policies and policy creation had some very very very good conversations about again what does equity look like and how does it show up in the classroom a corporate has also been started at the middle school so they're really starting to dive into some of these conversations to create these spaces where our students can thrive not on our students but our adults can thrive um as well so there are things that are already happening within our system to move this work forward now i think that we with the equity audit these are some of the specific things that

041we are going to target um and moving forward i think first thing definitely needs to happen is that we have to have stakeholder groups on stakeholders being specific to our students specific to our families to our parents um our teachers and as well as the equity committee to really dive deep and to have a good solid understanding of what the equity audit is telling us and going back to what cersei said coming up with some of those very poignant questions that we should be asking when we start talking when we start to talk about you know our students our registration our courses registration of course selection processes um etc um so having those focus groups to come in and not only take the recommendations um that the equity audit has us they've got a 30

042000 foot view this is going to focus to the people who are actually living and breathing within our system so then they're going to come together with some resonations bless you some recommendations as well and then take those recommendations combine that with the recommendations that we have from the audit and then rely on some of our colleagues trying to do some hot dotting to find out what are the priorities that we have within our system we're also going to do some collaborative work through the heartland aea who is doing a deep dive into collective equity and what that looks like sounds like feels like when when i first started we did some work surrounding the idi the intercultural development inventory to make sure that our board members have some professional learning surrounding what this work

043looks like as well and clearly the complexion of our board has since shifted in the past two years so definitely bringing that ibi work back to the board having the board engaged uh in that assessment that we can provide some professional development around what you know what is our ability to engage in differences et cetera um some collective develop collective recommendations again through our through our focus focus groups um one of the biggest outcomes is we need and i we need university anthony inclusion framework so that's going to be some of the work that's going to come from those different focus groups along with policy um we had some a lot of conversations i mean a lot of our students came to this board and had some conversations about um creating a vei policy um

044but we wanted to make sure that we had some comprehensive data to really ground what that policy uh where that policy is going to come from so i think again that's going to be some of the work that's going to be improved forward from equity focus professional development plan i really go back to the learning that we had this past friday when we looked at our strategic plan and our last board meeting that was a big emphasis on what are those goals that are going to be placed on our strategic plan and what are the measurements that we're going to use that's when we're really going to start to see this cascade out to all of the different buildings because we hold ourselves accountable to that strategic plan and all of our individual professional development

045goals building goals all work towards that common that common theme of our strategic plan um and then we want to make sure that we have spaces um where folks can come voices of our marginalized community when they will be able to come in and share their thoughts share their concerns um through some different actions definitely some uh uh some i just lost affinity groups excuse me groups and we'll i'll spend some more time talking about that um the next meeting when we'll start talking about uh our affirmative action plan so that might go over since then so with that kind of outlines the audit um some different some definite next steps um that we're going to be doing um not only myself um a leadership team um are you going to be available at the

046next board meeting after we've had time to really dive in and sit with the materials i have a question um just about the stakeholder group kind of equity is something that i'm passionate about as well and um in some of my work i've seen that lgbtq um students and adults and those with children in our district is often a blank spot um so i was just curious is there going to be a stakeholder affinity group for lgbtq parents for students yes i'm going to say that i know specifically when we created the focus groups our student focus groups we were very strategic in saying we want we want students who identify as lgbtq to be a part of those groups so we were very strategic in that and we'll be very strategic and as we

047create our stakeholder groups as well and i think it's a keen insight that often that's the population when you overlook because we aren't collecting data right around identity and yet that identity matters deeply and the focus is very clear all students see lgbtqia students needing a different kind of experience in schools what are some things that you're thinking about as far as professional development even for the community i mean for families for because i think that that is ongoing work as well i mean we are a whole group of um people here and what might be some examples or something about with that i think that we have a great mechanism with the work that dr dhaka has done in parent university providing opportunities for for community members to come in and learn um i

048know we've had some conversations around the brain speaking specific to our lgbt lgbtqia plus families having some professional learning opportunities uh through partnership with iowa safe schools bringing them in i know we always having conversations with miss kerry about how we can do a better job of supporting our el families and language language barriers removal barriers etc um i think we have a great background through parent university to wrestlemania and as a board we had iowa state schools several years ago i think it would be fantastic to even have that come come back because we do have lots of families that watch the school board live and that could be another opportunity for them to hear some of that information as well i have one more question so when i see this area growth and

049i see the groups number one the groups of students not experiencing high levels of safety belonging inclusion um to me that's the highest priority right and i think about what are we doing instructionally when it comes to providing social emotional learning and um some of the areas especially with that sense of belonging pre-k through 12. and what might be some think-abouts with that or how can we include some of that as part of our action or strategic plan so that we ensure that all of our students are receiving instruction on how to have that sense of community sense of belonging how to be a good person um so i guess that would be a question that i have as far as where are we at in that process as well i i it was a

050competitive grant opportunity this past spring that i applied for and we were in we received it and so i honestly just had a great conversation with our social media mental health specialists on how we are going to continue to build our capacity uh to infuse those seo practices within our in classrooms we've had lots of conversations um surrounding that we don't want it to be a standalone it needs to be used in everything we do but i think the analogy that they use is that it's not a steak on dinner it's actually the plate that all of your dinner sits on that's what that was the analogy now it was explained to me um so yes um definitely do recognize that it's something that needs to be part of who we are we'll see you

051again soon i can't really okay so sometimes it's hard because there's language that you're using that we weren't a part of some of us weren't a part of and so it's hard to kind of catch up on some of those things and um so one of the things that stood out when i was reading the report is some of the samples and things that were in classroom or not we're stereotypical and when i think about the um professional development training and things that we're doing how do we help get past this stereotype do you know what i'm saying like that was one of the things my teacher cap was on when i was thinking i'm like how would i do that differently so it doesn't appear stereotypical and i i don't have the exact place

052in the report but do you understand what i'm trying to say there yeah i mean i think you have your finger on one of the most important things we need to be able to do is name stereotypes so we understand them and then understand what they can look like in action because that's what your teachers are most concerned about frankly is when i'm in the class and i'm making a decision in the moment what to do what are the implications of it and what might be the unintended consequences if i act on it in a way that just reinforces the spirit or is kind of based on understanding because of a stereotype and it can be done that's that's the work that we very much do in professional learning communities with teachers is to recognize

053what they are where do they come from and what are those little tweaks to our practice how do we change the habits that we have when we respond to a student so that we're not reinforcing the stereotype and instead we're looking at the counter stereotype for those kinds of things so there is professional development that can be done that's engaging and frankly joyful like this is about how we continue to improve our practice not how we kind of get like audited or beat over the head because we're bad people or we do bad things to kids it's it's about how do we change those few things so that we have a better understanding of the impact so that's very much a part of the material and it comes with being able to name what the

054stereotypes are how they present themselves and how we interpret them and how we then act on them with ways we might not even realize we're acting on and what are the little things we can do to shift our responses in the classroom in ways that empower kids and elevate their brilliance of their voice okay someone's gonna come up and give us special education staffing plan for this year you can come up i didn't even know um my name is shawna shanihan and i'm supposed to be very serious and i look forward to special ed so i'm really excited actually because i'm not presented in front of this word yet so one rule you have to smile the whole time and everything um but we're really excited to be able to talk to all of you

055guys and do an update on our special ed vacancies and the support that um we've collaborated with multiple teams to come together and how to focus on the side of our staff that we do currently have um just a couple just a little bit of information here at the end of the 21 22 school year we had a 12 special ed vacancies um eight resource teachers three modern academic teachers and one behavior teacher so i want to break that down a little bit because just so everybody understands what that means because we have some different terminology so when we say our moderate academic teachers they would support our students that are more unique and they have a larger gap that they that we need to close the academic gap and then a behavior teacher that's

056pretty self-explanatory and then um our resource teachers are the vast majority of our specialist teachers so and that could look like maybe serving like 15 minutes of writing and then the modern academic teachers will need to be serving 30 to 45 minutes a day in writing so just to kind of wrap your brain around that to understand that breakdown here i sometimes speak too fast so like you can tell me to slow down i think it's too much so currently um we have filled 10 of the vacancies so we're pretty excited about that we have eight certified teachers two associates that have sub authorization that will put into the teaching positions um however keep the posting available for hopefully a certified teacher or discover grads that then could come in and apply and then they

057would replace our associates with the sub authorization we then have two openings however we do have um an interview tomorrow so that's really exciting to put it in there just to have a little positive we do have an interview so that's exciting um so i then i thought i would dive in a little bit to let you know um with our staff that we do have sub-authorizations on um what how we're going to support them um and help them feel successful but then you know in turn then have our students be successful so the weekly support that we'll offer um they will meet we'll do this most likely after the build after the day so maybe let's just say four or five for the sake of the conversation um they'll meet with the we have

058two academic and behavior interventionists and then myself and we will all meet it's kind of like a small cohort just they'll be experiencing different things than just our brand new specialized teachers will and so they'll they'll need different support so we're going to meet weekly on that um and then also throughout the day throughout the day during the week they will meet with our academic and behavior interventionists so one of our academic behavior interventionists serve elementary and the other ones are secondary so then they would meet with them weekly then going a little bit further out what does the monthly support look like on top of the weekly support um we developed last year which is really exciting and this year it's going to be better um for new special ed teachers we have a

059special ed teacher cohort we meet monthly and we do mock iep meetings we have them really fully understand the parent procedural safeguard manual so they can speak to that um it's the whole plethora of things going to you know working on writing curriculum to how to write a good cast statement you know everything specialized for our two um sub authorization positions um our interventionists will then record the progress monitoring in the iep system so they will be doing the teaching and they will be collecting the data for progress monitoring however they will not have access to the state iep system so our interventionists will also support that and then the last piece our interventionist will help facilitate all iep meetings throughout the year most all the time we're really lucky our administration and our buildings

060they're at most iep meetings um however it will be them plus the innovations to support and i would probably be at a couple of them that was so quick you guys have any questions for me uh sean how will uh heartland be supporting sure that's a really good question so in the last couple of years you know this brief in the last couple of years we've had more evaluations for our aea staff so our school sites our social workers so they will also meet with our teachers but it'll just be an additional like dessert is the way i want to say they'll help write some of the ieps but since our interventionists are doing that they're well seasoned in um the iep process but they'll definitely be meeting with them most likely weekly for instructional

061strategies good question and will we be compensating them at the teacher level since we're kind of putting them in that role sure yeah great question i'm going to speak at this some more if i don't say right interrupt me um right now what we what we're doing is we're paying them the 200 a day for the sub and then they will also get the sign-on bonus for a special ed teacher okay [Music] you're looking uae earlier uh will be granting after grant approval for us to fully make this happen um we have every indication that they're going to support what they did last year um that hasn't been available to us until just recently to even make the application we'll be doing that next few days actually well the new teachers have to learn both

062legacy and that so that's really exciting they do so we have a new state iep system coming out and it's called achieve and the old system they've named legacy which is kind of funny um however this year we'll be working in both systems and so all the brand new teachers and we have a lot of brand new teachers we'll have to learn how to just a proper monitor and enter the data in the old legacy system and then every anything new will be in the achieve system so no ids revalves thanks okay i can um give a quick update on the staffing positions that are still open and then lauren if you want to jump in with any additional information this is as of last week that i got from hr on what was open

063um you can see it in assembly we have a spanish teacher and a special education teacher at the high school still open um olmstead special education but they just filled so that one is crossed out metro had a part-time physical education and a math teacher and a counselor they you will see on here tonight the math teacher and the counselor are on the approval physical education part time is still open correct um we have multiple positions for associates so anybody out there that would love to come and work for urbandale we need associates so come on in and meet with us um valerius had a counselor i thought that was in the process that's filled um the counseling secretary at the middle school i believe was filled yesterday you'll see that on here as well

064and then the middle school has a special education teacher which i believe is the one that is the interview tomorrow so cross your fingers and ryan won that thank goodness the timing you came in i believe i left off is the mental health specialist i know you had interviews have we filled that tomorrow okay so um i think yes we have open positions i feel really good at ashley's point um there are districts and a lot more dire situation than we are we're not filled but um i think we're doing pretty good trying to get there so i don't know lauren do you want to add anything to that no i would agree that the situation that's improved greatly in the last two to three weeks and we're hopeful that the next few days actually

065get us much closer i think our percentage-wise our greatest shortage right now is with associates um we have a lot of openings and and you know that's um concerning because it's just all those folks helped meet the needs of our kids in very specific ways so um i would just second what you said regarding the associated storages we have questions on staffing would you go so far as to say that the decisions that we've been making at the district is the thing that's really helping us keep our head above water here i feel like it is yes i i do and i i think one of the things i put in i think it was my friday update our i know our administrators that we've hired are already showing why they were the right candidates

066for the position and i think urbandale is is a desirable district to work in and i think that the efforts that the board approved last year to increase salaries was very beneficial i think everybody just nationally is struggling and you know you see all the means about what's going to get teachers back in the classroom and i think just having that environment where they're respected and paid as well as we can pay them and let them do their job i think we're in a good position still yours oh still um okay so as the public this is really a message to the public again we're in a place where we have a number of policies that are coming up for review we do have the standard process where this year the 400 series and the

067500 series are going to be coming up those are being to danielle's point earlier being worked on collaboratively lauren's team is leading the 400 series as it's mostly related to hr policies and then carrie and brandon are leading those 500 series on mostly related to students however those will come to me november 1st you'll start seeing them in march but there was in the interim iisb sent us an email with the list of policies that are mandated to be done now so that we have them for the start of the school year so that's what i'm going to go through right now a couple of these are policies we needed to update and i'll explain as i go with those um policy 239 is the first one and we are recommending that this one be

068you can see that it's all crossed out and that's because this is a duplicate policy and it's covered in policy 214 under the rules of order so we didn't feel that it was necessary to have a second policy 426 is one again that is in uh lauren's area that we asked ryan to take a look at and to propose an amendment to it because he's as he said going to be bringing the affirmative action plan to the board in september and in order for that which is highly embedded in 426 we felt like it was prudent to change now so that the affirmative action plan doesn't have to be redone again when it comes to you um 206 a is about the student school board representative and that we did not have a policy in

069place but since we are going to be bringing students on to the school board we wanted to make sure that we had that in place 533 is one that came from the iasb on student fundraising activities and much of the language that is in any one of the ones that came from the state we copied the state we just took their recommendation and did that with with only one exception um 927 and 927 r1 is the 927 is the policy and 927 r1 is the actual regulation that is needed to enact the policy and these are taken directly from the iasb recommendations and those are both required policies that tim simon and i worked on you have 533 r1 which is another regulation on student fundraising um i thought there was another one that went

070with that the regulations don't show for the public on the home page because these are regulations that we're required to have so they're coming directly from again the language that the state recommends one that i need to point out to the board that we're submitting is 227 the only change and this is not required this is optional for the board the state has passed the ability for the board to go up to 20 000 our policy currently says part-time or temporary employment which benefits a board member if the board member does not exceed six thousand dollars so that's one that the board would be giving us direction as to whether or not you want to change it to the allowable twenty thousand dollars or you want it six thousand or any any increment in between

071there and i know we're going to come back to questions on these um 515 has been combined with 631 um so you'll see quite a bit of red information within that health services one is a administration of medication to students there's a little bit of a change in the title as well as on the back you will see page two that has the additional information to add uh carrie did a nice job on 6 26 then adding the new open enrollment pieces with the change in not having a deadline health services is the one that was being recommended for deletion because it was combined with 515. brandon also on 638 did a good job making this a little bit more readable changing the information into a table format versus just a paragraph that sometimes gets

072all out of line and then there were some two paragraphs at the top that were recommended by the state and you'll see the fafsa information also is required on page three and then a couple of red line or red information on the back online fun campaigns we changed a couple of grammatical pieces um fundraiser was one word should be it's two um and then there's the one sentence about any fundraisers become property of the school and they have to follow or the district and they have to follow district regulations and then the last one um this was ours this was for clarity's sake on the release of district information which is being changed to public examination of school district records and we streamlined this to be more clear because it was not always clear who

073the who do you call who do you submit an open record request to they're all in this proposal going to be originating with julie who will then make sure they're shared with whatever department is the one that is responsible for finding that information we still encourage even though we're going to have a lot of these policies the public to go in and read the policies and the recommendations for changes those will come again to me and i will forward those on to the board for their consideration um prior to them doing any votes so i know that was a lot so just tell me where there's questions i'll go first um on the student school board membership we have gendered language in there that we've taken out of all the other documents yes we can

074have that edited um i made i think i made a note because that was one of the questions so yes i had one about that too of just what was the process on um like students fell on vacation it goes through adults at the high school and then it comes to us where where did that decision come from or help me understand that process of why it's not an elective thing similarly to how we are here um it can be changed it was what i understood as we had some preliminary casual conversations that at a work session i believe okay on what the process was since there's two seats i worked with the student senate advisor at the high school and i i brought her in to kind of pick her brain about a process

075to use relative to the conversation that i thought i had with the board um we are going to have one seat that is a student senate representative that that is just because that whole organization process is to learn about politics and learn about represent representing your public um so there'll be two students that share that seat because we're trying to make sure that a we have as many students involved as possible but b our students are really busy so that will always ensure the senate seat is filled because one of the two they'll work together and their reports and everything and then the other position we wanted to make sure that that was something that was open to the school at large so any student in the school that wants to apply for that would

076have an application process and all the adult sponsors of the clubs at the school would help to decide what group of students would be able to go to the board for a decision because i thought i heard the board say they wanted to make a decision on um representative and that would again be two two people sharing that at large seat so that we could have that involvement it's if the board desires to change that i'd be happy to change that um because i think that was what we were trying to make sure that we had a wide variety of kids that were involved okay yeah um how will that second position the be promoted and and kind of advertise to all students so that anyone knows they could put in for that that's something

077i'll work with mr carver and the administration at the school and and any of those adult sponsors so that they can get the word out to every kid so it is it is open to any kid and i think i propose that the applications are looked at anonymously so you guys don't know it's john smith or sally thomas or whatever and that you actually are looking at the merit of the application versus um maybe you know some students not that you would be biased but that would be the tricky easiest way to not sure i just i i apologize i don't remember that conversation that we have about that problem i could have interpreted it wrong too so you guys tell me it was part of the conversation when it was first originally just going

078to come with the principal or you and then we had discussed maybe if we move that out of the building so that it's not so centralized within it that way it's a little bit easier to decide on someone i vaguely i think on and this was a high interest occurs as well to include students and then this is okay let's talk about something okay and then sure and and i think there's an interest to uh to try to get this on the road yeah not that it can't be altered going forward but have the vehicle in place so that they can actually attend hopefully in september sure i just i as i look at our board there's several of us that have high schoolers or recently had high schoolers and i just i feel like

079even if you take the name off it's you know there's identifiable things and and i kind of want the student representative to be a representative of the students i feel like a part of me wants them to get to pick but maybe that's more complicated than it needs to be i i don't want to make things more complicated but i'm i'm open to decisions you know to different um processes i i was in my mind thinking it would become a popularity contest and you would end up with the popular kids being selected and i was hoping that we would get kind of the cersei's point was we need to bring some more diversive diversity to to these organizations and to our board and hearing the student voice they're going to be expected to give um

080reports at a meeting they'll be instead of a superintendent or in addition to the superintendent report there will be a student representative report and they'll be responsible for bringing information to the board and to the public that is important and relevant to what's happening in the school so i think the more diversity and broad representation we get the better and like student council isn't an elected thing anymore either if you i mean everyone can be in student council so that representative can be anyone as well i mean that's not a popularity contest if you will you know it i would like to see a representative a student representative that's part of the stakeholder groups you're not just jenny i see where you're coming at with that kind of more of a that idea of the

081governance and the elected because of their peers um and i can see that i i just wonder if maybe that's something we can think about a little bit more in depth for like the future and this might be a start for us for at least this year and then maybe we can think about it because i do i like the idea of not having names and it being anonymous and that and i know what you're saying you're gonna know like oh well i know this child's in this activity or this activity but maybe even the questions could not be about that could just be about why do you want to be on the board right i would i would just say i worry about like opening it up to the school the students to vote

082people we don't at this point have time for them to actually campaign if you will and really let all the students know who they are and what what they would bring to the board um so it would you know on such a short time frame and i'm in agreement with the timeline too though the sooner we get them here the better um trying it one way and if it doesn't work we can amend it every year until then everybody's happy and it might be informative i point there because that's where they're gonna sit that's why we put that out there to kind of get that used to it but it might be worth asking them too you know that's what what are they you're here you're our first year and maybe they could give us

083some insight um i'm going to change courses can you remind us the difference between a jayhawk diploma and an urbandale diploma yes urbandale diploma is the standard number of credits that urbandale has set out which exceeds the state requirement when there are certain situations where um teams of teachers counselors administrators get together working with students in what we call an sst group which is a student support team feel that for whatever reason it's specific to that individual student that they there's it's appropriate to alter those criteria never below what the state requires but enough that we are supporting the student where they are um you're not taking away um like the state for example says you have to have x number of english credits and urbandale says it has to be in this and this

084but for a student that um would qualify for a reduction to the jayhawk diploma maybe you're not reducing the english credits but you're opening it up so it's not this and this it's it's a more broad choice of classes that are appropriate for that kid so they're still getting at a minimum the state requirement but in most cases above it they're taking away electives is is the gist of it and then not dictating specific core courses that they would have to take did i explain that well okay it was new to me too so i wanted to make sure that i interpreted everybody's feedback correctly i apologize this question on the thing earlier could you um with the change i'm talking about policy uh 227 with the change in amount of money for this failure

085that someone makes can you give an idea of um the average amount that someone would make in a part-time position of why it makes more sense to get up to twenty thousand versus six thousand gosh it really depends if that makes sense i don't know it really depends on the position are you saying like if you were a part-time associate i'm just wondering how far does that open up the involvement within the district from a working perspective if we bump it up to 20 000 leaving it or versus leaving it at 6 000. you don't have to answer this now um i can use your hands at the next meeting i suppose lauren and i can run a couple if it makes scenarios it makes more sense to bump it up if it makes more

086sense to leave it where it is just so that we don't have someone who's like super super involved at that level also coming up where there would be a really bad conflict versus leaving at 6 000 where like they get to participate within the district if they are still who want to i think we're safe saying it would never be a full-time position correct so yeah we can come up with a couple scenarios to give you an idea of perspective where that would put you okay and then the board can make when we do the second reading if you my best guess right now would be uh consider more consistent part-time work yes we do so we want to talk girls wrestling here you go this is dr watson okay thanks for the opportunity to

087come tonight we have about 500 kids that started their uh their fall today high school so they're uh they're excited and i'd imagine how they're retired um you'll see a recommendation uh in front of you to add girls wrestling effective this school year and i would say the decision to bring it today versus in the spring is rooted in the fact that we we really didn't have all the information we needed to make sure we could provide the the right recommendation to you today um for those of you who don't know girls wrestling in iowa is not necessarily new in urbandale it's certainly not new in 2005 heather morley was a student and she was the first female in the state of iowa to wrestle in the postseason um she did so she wrestled for

088us for two years and for a period of about five years we had a good number of wrestlers in our program we've had off and on participation through the years this past season we had one girl at the high school and we had six at the middle school um so it's it's not a new concept it's grown across the state through the club program um and we're anticipating at the high school middle school level in urbdale as we add girls wrestling that will continue to grow in terms of participation you'll see there are the last sports we added in urbandale were bowling in 2007-2009 and actually if you were to look at boys pulling today in our top three in terms of total participation the impact on our students now is this if if you're

089a girl if you're a female wrestler um the only way you can compete is if you participate in girls wrestling no longer can a girl participate in the boys program and seven of the nine schools in the ciml have added wrestling as of today this is a look at our participation numbers what we had last year but then also what we garnered through meetings this spring with our students i think our numbers at the middle school are a little more solid than high school however i think the question that every school is asking is when females are allowed to wrestle only females will that increase participation and i think there's a natural thought that that will happen so we are proposing both a high school and a middle school team addition with a head coach

090at each level and then a shared assistant coach to work between the two um the teams would practice together both high school and middle school but they would also practice boys and girls together to share some of the coaching share some of the expertise um the interaction between male and female wrestlers would be left up to the students whether there's a comfort level there or not in a practice setting and that would also depend upon numbers depending upon the size of the individual's wrestling these are some budget numbers that we have and those not to exceed numbers i anticipate being um quite a bit less than that given the uh frankly the pool of potential candidates to serve as coaches um in girls wrestling um in in boys wrestling today if we were to have

091an opening we would maybe have two or three applicants uh in girls wrestling were expecting something similar um scheduling would be done in conjunction with boys you'd see boys and girls meet together similar to how you see boys and girls basketball play together um you'd see different formats depending on the school depending on the numbers and that would help limit transportation costs limit the cost of officials um and there'd be some shared shared costs between the two uh the season for middle school runs consistent with what middle school boys is the girls season runs october 31st february 3rd that's two weeks before the start and the end of the boys season will allow us to work with our females only in the wrestling room before the boys are in there to provide them with two

092weeks of instruction um in advance of putting any boy in the room um when when that practice time issue any questions i can answer so the first question i would have would be related to the equipment you said that would be covered by activities in the booster club so like my assumption is that more mats will be required at some point no i don't think so at this time okay um singlets uh heavier individual equipment type things um i think five years from now two years from now if we have 30 girls out we have 30 or 40 boys out we'd have to go to a staggered practice plan okay um similar to what we do with june use now sure where someone will meet someone early someone may go in the morning those opportunities

093i don't envision purchasing more mats for the purpose of adding girls wrestling okay your work here is done sir thank you um one more quick brandon before curriculum um the ums drama club stipend um i worked with uh dr watson and mr decryphon this was brought up by the middle school this is they do not currently have a stipended position for drama yet they want to do they have done some a play at least last year they want to do more they want to build the program so that when the students get to the high school that there's more interest so that was where this was generated from there's some program objectives that are listed in there this would be a formal job description would be developed with the expectations and the position would be

094posted for interested parties to apply to it and dr watson gave me a range of the financial impact of what the stipend would be of course i would depend on the person correct because it would be a percentage of salary so this is something that they would work with the high school collaboratively to help to develop that program and get kids exposed to being in the drama program okay now brandon good evening everyone brandon chopra from teaching and learning live here tonight to share with you a whole host or collection of curriculum updates these updates began uh last fall and continued throughout the year so i'm just gonna walk through um some of the uh reasoning behind the updates and the process that's used so uh why are we proposing these updates first and foremost

095there was work uh to improve the alignment in several areas in the curriculum taking place last year specifically k5 writing um you'll see one of the changes that was uh made was to pull out the application of inventions of language that was previously bundled with the writing process and the rest of the system 612 has those pulled out and so we wanted to make sure um that created a better alignment of k12 throughout and then also clarity of learning expectations every time we go through uh updating and revising it's with the intent to try to create more clarity and what those learning expectations are both for students staff and our families and then finally uh we're in the last phase of implementation throughout the system uh an implementation of grading for learning work that started

096a multiple years ago back in 2015 the work committee um to really bring that change alive within the system it started at elementary uh migrated to the middle school and is in the last stage that we got a little delayed because of covid um and then last year that work resumed let's begin the prep for this so the process that's used is we're continuously uh getting feedback from staff um both on uh the curriculum uh usage uh specific to the standards and the reporting topics as well as the competency statements and how the standards are bundled uh for example what i alluded to with writing k5 was direct feedback we were getting from staff in regards to the complexity of reporting out on both the writing process and the application of conventions of language and

097bundling that together didn't really always get an accurate picture of what a student was performing and then teams of teachers with the curriculum facilitators working on alongside them and supporting them through the process really carried them through throughout the year especially at the secondary level as we worked to make these revisions and essentially we follow a common process every time which is beginning with the standards that are put out and provided by the state and then those standards are unwrapped and understood and studied and then they're bundled together because there are more standards than what we would typically report out on in any grade level or content area and so we bundle those standards together and that's where a reporting topic is uh generated so multiple standards feed into a reported couple in the content

098areas you can see we covered a wide range of content this past year some i've spoken towards but what i would want to say is really some of this work had already begun and so the courses uh at the secondary level that you'll see in the packet you're going to see some courses that you might be aware of that are missing that's because this is this work's already taken place and this was the last phase especially through 9 12. i will speak to social studies you see 612 there was some work done last spring uh six eight in social studies uh feedback from teachers to really pull out the inquiry standards uh those weren't previously in as part of the reporting topics and because that's a central part of the work in social studies the

099teachers felt strongly in that those needs to be brought in what questions do you have for me great just before one year there was one last course uh that completed its work um and so we'll be bringing that to you um when these vote for approval as well for your consideration i'd like to publicly recognize the especially the high school i know the extent of the work that they focused on last year it was a lot of work and they did a really good job getting through this so i mean as did our k to six k to eight teachers but you can see the overwhelming volume was done at the high school so absolutely sure great thank you thank you i know we've talked about high school visits at some point if we could

100coordinate that when the baking and pastries class has an assignment julie can you put that down okay josh thank you so a while on that last school year from time i came to the world of approval from granite solutions for that and so what that was talking about at that time were our uh what's called plano telephone service or pop slides um that serve our elevators and our backup online their building at that time i was not touching our core phone service that actually top that actually serves people to pick up a desk phone and get a dial tone and that's what i'm here for today is to transition that away from centurylink um two grand solutions using what's called a shift line and basically what it does is instead of having um the same

101kind of core trunk phone lines we've had since the mid-90s uh it essentially uses our internet connection to provide voice services and um so granted this is the same company that we did the other transition earlier in the school year or last year and that was really more just really changed basically instead of paying sincerely which makes their lives a lot easier um and also saves us a decent amount of money um and so this would be essentially just take the t1pri line from centurylink and bring them over to granite as well so all our connectivity as far as function systems are concerned will be online and voice through one company um so the monthly cost would drop from 1363 which is what we're paying centurylink every month for those t1 pri lines to be

10211.6 a month and if it turned out that we don't need as many open voice lines as we have we had the ability to scale that down more we have more flexibility to scale it up with human being our eyes we basically have to go into bundles of 24 voice lines let's see if you can go cover figure out josh i think you probably already answered this but can you remind me again you don't have any concerns about it being an internet based phone line as far as issues or problems or whatever versus the more traditional landline that century event offered um not really no if you had asked me that in 2007 i would have said that makes me a little nervous which is why we didn't do anything then okay um but yeah

103our unique connectivity is that three rock tells us that we've got two separate uh connections to the district we've got one through the iowa community patients that are they've got one company they have to follow you know physically different paths into the building so you know one gets cut it falls over seamlessly to the other one your work here is done okay the next one is the parent guardian and student handbook for 2223 um i didn't put a presentation in here i think we've talked a lot about the updates i'm really wanting to thank the syack committee they started the initial work it was it was a great meeting we broke up into elementary middle and high school my team was there and each of the groups the principals were there with the psych members

104and they started the process of what stays what goes what's part of the main book what's specific to that grade band and the result of this after they gave us the initial kick and then the administrators took it from there is the document that is linked in here i apologize to the public the bookmarks are not in it yet so it's a lot of scrolling for 140 something pages um when it goes on the website there will be bookmarks so that you are able to go to the section that you want but i i assured that there was no gendered language in it that was one of the things i think last year the board was very specific that they wanted to make sure that we did we do recognize that there is more work

105to do with it i think with the equity audit that's another thing that i would want to apply to this as we move forward but i think this gives us a good start at parents having one central place that they can go for information and all of that information that's the same is in that first part and then the appendices that will be bookmarked um we'll let them go to the next section that's important to them so if there's any questions about what you've read i'm sure you read all 145 pages of it i do i um one thing that was and again as i did read the whole thing but some of it didn't mean very much to me because like i don't have a preschooler so i didn't have a lot of like

106weight behind what but one of the areas that i did was um in some of the medical stuff and i'm i'm wondering have we checked with like our nurses because i like like there's some forms in there that i think maybe are outdated um like links to things that maybe when we carried it over we didn't we don't have an updated link because one is like a medical form it was dated 2005. and i'm like i'm pretty sure we've updated it since then and even consistency so like um because i always thought like the fever temperature was um a hundred and it says in their 101. so like on the website i think it says 101.4 but the handbook says so i just want to make sure that we're consistent so like as as things

107you know because i don't want to get into issue of well it says this here it says this here or this isn't the form because like the nurses would always just give me the form so i never had to go because i had to fill those out every year but they just gave them to me when i looked at that i'm like that looks different than what i remember and then i looked at the date and i'm like oh i'm wondering if that just maybe got carried i did check the links a couple of different times so i'd have to go back and look at those i know one of them was being updated so okay we did uh with the the new board policy updates updated to the forums in board policy what i

108wonder about is against what's in that handbook i'm going to be meeting with the nurses right when we get started which is going to be prior to the next board meeting just um and i can vet that with them to make sure whatever is there okay and the links um i checked all the link i mean everything that's in policy should be what's maybe being updated but it's still what's in there right now and i did that because once that's updated they should stay but um i will uh go back and double check that and then work with lauren with the nurses and the nurses were always great in every building they gave me the forms i needed to fill out so i it was never an issue but i just that just stood out

109to me so i just yeah okay can i piggyback off of that for consistency's sake um on the uh educational equity statements i know that it's taken from another policy but we did just change part of the equal employment opportunity from an action policy to include pregnancy and because the educational equity statement talks about employment practices i think it should be cross-referenced as well there because we do talk about marital status if we talk about marital status we should also be talking about pregnancy so that's something um just to cross it so it's um and then we can change the policy that that that's based on as well reflect that so ryan if we can get together to take a look at that piece because i did get that question and i think you were

110um otherwise occupied today that i couldn't stop by on that but we can coordinate on that we'll have to get the translations and everything done as well okay if you have other questions you can still i mean if you're looking for the only question i was going to ask rosalie was about the translation of the handbook itself and then i'll have to work with carrie and the translators on i don't know do we translate the entire handbook is that something that we can get done that might take longer that i don't need like immediately but that can be a template for later yeah but we've not done it in the past um just because it has been it is a lot but it absolutely just might take some time right on the first one sure

111so once you feel like you the key will be doing it once you feel like it is valid at least for this year um because it's hard to go back and make little changes but then in the future um just making sure that as changes are made that we're tracking that as to yeah that that's a good point because that's why you didn't get strikeouts in red right because i don't i don't even know what that would look like this year so okay um so the level one investigators that's just the list of individuals that'll be responsible for any investigations that need to be done in the building and they are the principles of the buildings okay and um the administrator and supervisor evaluation documents be okay next time yep these are just the same

112document that you are familiar with with my evaluation with the 10 iowa standards on it one is specific to building level leaders and one is specific to central office personnel thank you thanks to everybody for sticking around