Allegan Public Schools Board of Education Meeting - May 26, 2026

001Board of Education workshop meeting for May 2026. Those in attendance, if you please could stand and join in the pledge of allegiance. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God. indivisible with liberty and justice for all. >> Agenda tonight is approval of minutes reference number one for the regular meeting held May 11th, 2026. >> So moved. >> Motion in support. Any discussion, corrections? >> All in favor? I >> I will stay. >> No. >> Yeah. >> Motion passes. We're good. We got four. Next on the agenda, citizens comments. Anybody in the audience wanting to make a comment to the board? Now it's your time. Seeing none, we will close citizen comments and move on to our action discussion

002items. Our school CNA review. And I will let Vice President Drew Visilla kind of take this over and she's the one that brought it to our attention. So well, do you want to do your overview of the CNA first or talk about these dashboards first? >> Yeah. Yeah. >> Um just just to give you Yeah. a a comprehensive understanding of what a needs assessment is. Um just think of it, it's our roadmap for improvement. Um and it really is a data-driven process that is looking at gaps. So, we're not playing guesswork on the things that we think we need to do. Um, but it's looking at multiple pieces of data. Uh, it is actually required. Uh, we have five buildings in our district currently that are what we call title one eligible. And so, it

003is part of uh those buildings responsibilities as part of their title one plan. The very first question on that title one plan is they have to complete a CNA uh which looks at various uh pieces of data which are required. The other piece is we have our middle school and our high school. Uh we don't have title funds for them. Uh but we use uh section 31 at risk money which are title life funds. And so the guidance that we get from our 3118 is even though the middle school and the high school are not quite title buildings, the same procedures uh should be the same. That's best practice that we did for federal funding. So uh CNA truly looks at four types of data. It's looking at academic achievement data. It's looking at demographic

004data, process data, and perception data. Then the buildings, they look at that throughout the year. Uh I've created an uh a CNA action template that sort of chunks up this work throughout the year so that the buildings can take a look at different pieces of data at different times and then do some analysis of that data identifying what are their successes they're finding in that data, what are some of their challenges and of course that's what should prioritize uh what we need to focus in on. And then those pieces come together and we should be seeing part of those needs to inform our plan to drive improvement. So that's just kind of think about it. Comprehensive needs assessment is sort of the roadmap to drive improvement. And then uh just for just for your knowledge

005um when our title buildings complete now their title one plan uh that CNA is revisited annually and it's just part of the title one planning that they need to do. Uh and so it really is looking at these six components for them to fill out during that title one planning piece. Um there's a huge emphasis on that parent family engagement. So right now the buildings are finalizing their parent and family ga engagement plans for next year that are aligned to parts of the federal law. So that just kind of gives you a broad overview of what a CNA is and kind of why they're important. And then uh based on then one of those pieces of data I mentioned that they're supposed to be looking at is that perception data and they want staff perception,

006they want parent perception and student perception. So just understand student perception. Uh those uh student surveys only go to students in grades 3 through 12. So our K12 students are not completing that. Um but uh based on kind of what um Dr. was was kind of thinking about as you revisit your strategic plan is maybe start to dive in a little bit to some of that perception data. And so, um, here are I'm I'm hoping this is fairly easy for you to navigate. Uh, but I've put every perception dashboard that I've created. Hopefully, it's a little easier for you to navigate around without having to print a lot of paper and >> yeah, it would have been pages and pages and pages of data. >> It would have been um, so I don't know if

007you want to proceed today. Well, if you go back to the previous thing, so if you look at those categories there, right? Um especially uh student achievement, family, community engagement, um school climate, professional development, like some of those line up really well with um some of the categories, objectives, goals of the strategic plan, like they're linked somehow. And so I remember last time when we had a a lengthy discussion about the strategic plan and we were talking about some of the objectives that were um somewhat related to parent and student and staff perception and their um and how they viewed things going, you know, how things were going in the buildings, whatever. Um that it seemed like we didn't have a whole lot of information. like we were talking about a lot of things but

008we were kind of only just basing it on our own personal knowledge or our own a little bit of what we little bit of what we've seen or heard. Um so the first question is in that email that I sent to all of you there was a link to the actual CNAs on the website from last year ones that opened up last year. Did you all get to look at one or two of them just to see what they look like? because I mean if not we can we can quickly look at say one of them but you'll notice that in the CNA report um after the demographics and all that stuff there's there's a section that has like the top five uh successes and top five challenges uh did you notice that in the

009CNA report if you pull one up right so those um those come directly from the perception data of looking at the you want to call positives and negatives of the perception data and they turn them into challenges like okay what can we work on you know that kind of thing. So those are and then there's also um student um progress and student achievement data in the CNA report there's some testing data that's outlined in there as well. Um, so if there was anything particular before we jump into this with the dashboard, if there was anything about the CNA report that um, any of you all thought was worth either looking at or asking Hillary questions about, um, that would be something we could take a look at real quickly first and then talk about these.

010So, >> I'm going to assume some of the questions that I have will probably be as you go through the like the charts and stuff like that. So >> well maybe because the dashboards only look at um the survey the perception data from the surveys and it looks at the trends. You notice the CNA report doesn't show any trends, right? It just shows like last year's report just shows what they said was last year's successes and challenges and if you have to go back and read the previous year's report if you can find it and then look at those. So the dashboards was designed to look at the actual survey data but also be able to look at the trend over a couple different years because that tells us I think a different picture sometime

011a more meaningful picture as well. >> Anything particular about about CNA? >> I I guess I could partly ask. So when I'm just looking at it as you go through it. So these are all points and can they give half points or scaling on that? I mean my question for it comes from you know some of them they're within the same category right like a threep point like this is just where I had it I believe the school's vision is clear and it's you know 3 years ago or two years ago. >> Oh so you're looking at the perception data >> right now. >> Yeah on the survey. So that's why I was saying as you dig into it along those lines, you'll probably answer some of them because it's if it's like one person's

012a four and one's a 3.5, they're going to average out in the, you know, middle or how do you get to the >> Yeah. So which which one are you looking at? Why don't we look at >> I just I was at the the school I guess it's the staff survey the top one just going through it. >> And were you looking at the district or particular building? >> It was just as the the first thing that pops up because the scores reflect well, right? And most of them or all of them are in the green that appear on that. But some of them showed >> I see a downward trend, but it sounds to me like it's more of a one person's >> data put perception put a 3.5 but somebody put a four

013and it's averaging out. Is that kind of how to answer that your question would that when they do the survey they can only choose 1 2 3 4 5. >> Okay. >> On the survey cuz there's a little scale there. You see the uh valer right there strongly agree to agree. >> So they're picking 1 2 3 4 5 >> for the district data. If you look up at the top there you can see how many uh people there 100 responses from 23 24 97 responses and then 124 responses. Right? So these decimals that you see there are an average of >> say for example 124 people who this year uh staff who this year filled out the survey. And so then these decimals that you're seeing is an average of all of the one,

014two, three, four, fives that that people pick on each. >> And so um if you scroll down and look at each question, right? Like that first question says, I communicate with parents often about their children's progress. And then I give regular opportunities for students to track in. So you can see those are the actual questions that staff answered. Um, now you can see if you jump to the fourth question here, I provide regular opportunities for my students to get individual help before or after school. You can see those dots are way spread apart, way more than the other ones are, right? And if you hover over some of them, you can see when you hover over them, the break the breakdown by building there if you wanted to look at that. So, like when I'm

015looking at um the middle one there right now, I can see that the top one is Alligant online and then Alligan High School and then middle school and then on down it goes down into the twos. Well, kind of makes sense if you think about it. Our elementary programs, we don't really have any before and after school health programs for elementary students. So it would make sense that there's a lot of staff that would say disagree right to that particular question because of the way it's worded. >> And is that pretty fair assessment there agree on that? >> Yeah. Also to clarify staff perception is only given to certified staff. >> Okay. So um any teachers uh ancillary staff it is not a survey that's pushed to our parapros or to our support staff um

016because the requirements regarding ESSA is just really around certified staff. Um so something also probably um need to know too staff perception I push out from the district level. Um, and then there were times I were I was pushing the parent a few years ago and then it I think the response wasn't as big because they don't know, right? They know when if something's coming from a principal. So for the parent and the student, I generate the surveys for each building. I share those with the principles and then I tell the principles, "Hey, push this out to your parents. it will it's open for two weeks and same thing with with students too. So that's the only difference is staff um the principles aren't pushing that I'm pushing that one out. So, >> so yeah,

017since we're jump right into the staff perception survey, um what why don't we each make like an observation uh either about the general district data or about a specific building or something that you saw in the data. Pick pick something and make an observation about it. >> The thing that I noticed on um was more of like I noticed that at the high school there was this it seems like a downward trend. Okay. >> And I would um for the leadership and the vision >> environment. >> Yeah. >> Yep. And I I almost would have expected maybe more so at the elementary just because of the change that's happening and maybe you just feel a little unsure of things probably when they were taking the survey. Maybe hopefully we can fix that. But I did

018see it in elementary. I I saw it more so at least in high school. So my thought is okay now we know that this is a thing. What can we do to try and change that culture, change that vision, change that leadership or the perception of it? >> And if you if you click on the Algen High School button, >> right? So that you're just highlighting Algen High School, you you can see the the overall numbers at the top of the screen there. You have, you know, three greens and three yellow ones. But as you scroll down and look, what the system does is it highlights the alligant high school data in red and then put dashed lines on all the others. You see that? >> And I saw the same thing too. You're talking

019about when you get down into the um lower some of these other categories like when you get into student achievement beliefs, for example, uh you scroll down to that one. Um you can see that the high school line is consistently the bottom line all the way across. not just this year but like every year right now it is getting better. It went from 2.81 2.88 to 3.14 over the three years which is not a huge difference um is a little bit of a difference but it is consistently lower than all the other buildings. And um I thought it was well that's another observation I'll come back later but you're right I I as you scroll down all the way down the page many of the categories many of the individual questions on the survey the

020high school line is is seem to me lower than not just for one year but all three years. >> Well it can start lower too but it's not trend some of them aren't trending >> the way we would like to see it. M. So, >> so I mean, yeah, they can stay low, but it's not trending up or it did trend down, but it's slightly back up. >> Like the question that says I'm able to express my opinion. >> It's the lowest of all buildings and it's going downward for three years. So, >> um, so I had the same observation that you just did. Oh, sorry. Line in some cases is lower than everybody else. Not all of them, but it's definitely some of them. and it's not always trending the right way, >> right?

021Um and um under the category of leadership and management, it's significantly lower than other. >> That was just one observation. >> James or Hillary, any observations or clarifications that might go along with that particular The only thing with this that you cannot see right from this dashboard, but I can get them to you is the end value uh for each building each year if you need that. Um so you know how many how many people from each building fill this out. It gives us the end value for the whole district, but this dashboard didn't break it down. >> Um but I could get that to you if that is something you're interested in >> if it's the same. people versus out of everyone, >> right? Like out of how many staff at the high school

022would have been sent the survey approximately like 40. >> Uh yeah, >> so if at the high school only 10 people are filling it out every year, then that can really alter your results. >> Correct. If 30 or 32 of them out of 40 are answering it every year, that tells you something different. and and we do have staff, right, who work in multiple buildings, >> right? >> So, you know, they can um on that particular survey, I tell them to identify the main building that they spend the most time in, but if they want, they could do it twice, do two separate ones for each building. >> That makes sense. >> Because we do have staff travel between >> well different experiences. >> Yeah. So many people would, you know, that travel buildings, that's

023what they tend to. >> Is it your sense that this high school staff data um is pretty well represented? Like a fair number of staff members filled it out or not many high school staff filled it out? >> My recollection is that it was a good a good percentage of them did fill it out. >> All right. Well, that's good to know because then then you could say, well, is it low because only 10 disgruntled employees filled it out? And there's some there's narrative. >> Yes. >> As well. So that's not represented in the charts. But we >> like to read >> what people are saying. So they can do a little blurb, a little sentence, sometimes a paragraph >> of why they're feeling really good about certain things and why they might not be

024feeling good. So that helps inform Hillary and I and and Cassidy as we are, you know, directing things in the district about what we think might be the source of some of the problems or some of the reasons why some of the data is trending upward. Um, and so that that's helpful to us and I do, you know, include those these things in my conversations with the administrators frequently as well as their, you know, their reviews. Um, I'd like them to reflect on these numbers, why they think certain things are happening. Um, and of course celebrate the, you know, the successes if usually there are plenty of those as well. Good. Anybody else have any staff? Well, I'd like to hear from everybody at least one observation from each of you about the staff perception

025survey either district or a building or >> well the vision and um continuous improvement. I guess when I was reviewing it earlier um my school is active in improving teacher um instructional practices based on school improvement goals and priorities is down 19 overall. And then my um school makes adjustment to school procedures and practices to improve student achievements. And that was done as well. And that one kind of as much as we did with the Tigers intervention and the actual classes to make sure that they passed when they failed the first time. And you know, it's it's like I don't understand what more we could do there. Was that one on the district one or a specific? >> That was on the staff reception under vision. >> That's the bottom category there. Vision and continuous

026improvement. >> Yeah. Yes, it is vision and continuous improvement. Understand perception survey. >> Right. >> All the way to the bottom >> on the high school. >> What did you say? The high school. >> Well, just all of them. I just either have them all highlighted or not. >> And I'm on the high school one alone. >> You can see the other dotted lines. >> Yes, I can see them. Go to the high school. >> Look at that. >> It just kind of makes it stand out solid. >> Yeah. So Mary, when you were saying we, are you saying that there's you think this is reflecting on something that's not that we as a board are not doing or not or could be doing? >> We as a district as as a board what we

027need to look at >> because the question says this school, right? Right. So is that more a reflection of how people are feeling about what's happening in one particular building as opposed to >> Well, that's what I was looking at was just the high school. >> Sure. >> And high school was consistent. >> Right. Right. >> And we have had some interesting change over in administrators at the high school over the past I don't know how far back you want to go, right? Right. >> Minister from Allard. Then we had a um Renee for two years, right? Then we had Mel and there's been some change over at the assistant principal positions as well. Um so >> um that makes that part of it too because they had inconsistent Yeah. >> types of leaders and

028leadership. >> They were very different types of leaders. I will guess that you agree with that. Thank you for coming. Tracy, >> um well, one observation I had from staff perception survey, if I go back up and find it here, um it was under student. Yeah, there it is. School had to do with student learning. So it must be new. Here it is. Student achievement and beliefs. So it was the first two questions. >> This in the district one. >> Uh well it could be any of them really. Um I was looking at that the high school but you could see all of them there. So it's interesting that if you look at the first two questions the first one is I believe all staff members in my school hold students to high academic standards.

029And then the next question is I believe every student can learn. So, everybody who filled this out, they're all rating themselves pretty highly on this idea of every student can learn. Um, but then to the to the left of it, they it seems like they're not all they don't all feel that the other staff members like they're there's not everybody in their building maybe is is the high um academic standard. So, it seems to be a little discrepancy there. And um >> it's very interesting to see them side by side. Yeah. Yeah, that guy that's where I got it. Now, obviously for the I believe every student can learn, everything's bunched up real tightly together, if you hover over it, every single building is way above a four, which is great to see because that's

030a great attitude we want all of our staff to have. But, um, when the question is now asking people to answer about everybody in their building, maybe they don't have the same feeling. So, so that's a little different. although they are all above a three um all the buildings are. So that's pretty good. >> That stood out to me where um commun communication was one of them. Um and then I just these two here look forward to the co uh coming to school each day. Couple of schools really dropped and then also I feel physically safe at my school. There were a couple that declined as well. So I don't know if that's a physical safe me I guess it's physically safe at my school. So I don't know if that's a building issue or

031a board issue that we need to look at or address for physical safety. And those are all almost all above a four at the end. It's a little bit still there. So >> if they were once or twos on that one, I would be really concerned. >> No, I I agree, but I also don't want to see decline of feeling not feeling safe and not wanting to come to school. >> I'll be very interested in since some of the ones that dropped a little bit were elementary how that question plays out next year. >> That's where I was thinking too. >> I think it'll be >> less interesting time for that. Yeah. And I know that they've been talking about certain things like how much access um even parentally in the morning like drop off

032and how many people we have around and sort of milling about. Um they're discussing how that should you know operate in the building. Um and to help create a sense of safety and security without uh not without feeling unwelcome. Um, so that's been a topic of our merger conversations, but I'll be very interested to see how that changes. The the uh there are security and safety features designed into the new building that we would think would make people feel more safe. >> I hope. Yeah. >> Yet the sometimes the size of a building and the number of individuals might make people feel a little less. >> So I'll be curious how that plays out here. I >> I think this is biggest thing on that why I was asking on those numbers from it because

033it's telling me you know more people are voting towards you know as you as you were talking the I uh supported by my colleague you know some of the areas you're at you know we were 4.21 21 4.11 4.11 so more people are voting towards the four >> but they're trending down I think really the 5year data is going to be interesting and then to compare that with the numbers for the schools um because it doesn't need to be all the same teachers but if you start you know some of these numbers going down that was the thing that I saw if one person can skew this based on a number of schools and really drop that but over a 5year trend. If they keep getting closer to that three number than a four number

034that they were before, cuz more people are saying three, then I think that's where it's going to be that tipping point on it. Um, just because that that was the biggest thing I noticed and but when you're talking poll numbers, your percentages get skewed very quickly. Well, it's to the question of when there is a difference from year to year, how much of a difference really matters, right? Because like you said, people can only choose whole numbers, right? So, >> um, and that's a good point when you're looking at trends like I was just looking at two here. >> I get along well with other staff members at my school and I go out of my way to make new faculty and staff feel welcomed in my school. So, that's two questions in that same

035category we were talking about earlier. And for the high school, I would say that's a definitive upward trend over over three years because it goes from like 3.8 up to 4.2 or 4.4. >> So, it would take a pretty good number of people rate making a higher score on that one to get it to move that much, right? One or two people just changing their mind year after year, I don't think it would make a trend that noticeable. Correct. But some of these other ones, it's just real subtle, like maybe up a little bit, down a little bit. So at that point, you're like, "Oh, well, that's not really different enough to be different." So we can just move on from there. So those are the things I looked for, too, was where is there

036a noticeable trend that's much different from um from one year to another to another. So >> yeah, >> I noticed a bit more so in like westward when I when I broke that out and it's a lot of from the school culture and climate. >> I saw a couple of them that I I was surprised like faculty and staff look forward to coming to school each day. That had a pretty significant it had it went up a titch and then it had I would say a pretty big drop. um being able to express yourself candidly, physically safe at school, kind of had a what I would say a big uh >> the school provides an atmosphere which every student can succeed that drop too, right? >> Yeah. the >> which that one kind of surprised

037me because I couldn't go back and remember and maybe it was just we had a change of teachers or because I I thought that admin was had been there and pretty secure. So I just >> I'd be curious as to where that was coming from to try and >> that was 4.14 down to 3.21 21 any any narrative uh information from westward in that particular >> so to start to right take a look at how the different pieces of data kind of influence maybe some other components um part of the demographic data is not just student demographics but it's looking at our staff demographics >> and part of what they look at is like the numbers of years of experience right Um, so with some new teachers coming in, um, that may have something to

038do with that, right? A lot of um districts right now around the state are really zeroing in on teacher retention um be because of right um some of the issues with staffing and trying to figure out how to make sure our cultures and our buildings are supportive and really embracing and the new staff. So maybe that might have something to do with it. We've had a lot of new staff. I thought that new teachers, right? >> Did Westward staff change from last year to this year? Done. No. No. Um, one teacher >> for this year. Yeah. The prior year. >> For this year, right? >> We had a year before one two. No two third and first >> cuz from from last year to this year some some of these questions at westward dropped almost

039the whole point >> and that would be just with one teacher. So the vast majority of the staff answering the same questions, >> right? >> They're the same people for the most part. >> Okay. So >> and their end size is smaller, right? So they're smallest of the pre, you know, traditional paper eye buildings. So they have fewer teachers. So because their end size is going to be smaller also that might affect they're going to have a greater impact on the numbers. >> Any variation >> certified staff would be 14 15 >> I think. >> Well I guess maybe a little higher with some of the traveling people but it's the smallest. >> So in that case only take three or four staff at least make the numbers change out of that number but it's

040still significant. Yeah. The hope on my end, I guess the other thing that I was looking at this with the hope is that some of these numbers that you can look at from just a standard point will change in the positive even if they only go up a half a point or something like that with the new elementary school for those ones. Um, that's when those numbers are really going to start to be be of value, like you said, because it only takes a few people to change it from a three to a four, you know, getting closer to that end. That half a percent drop is probably what I'm seeing as the trend mark because that means you've had more people go towards the three than versus the four or whatever in the category

041it is. And then if you see that for two years, then that's definitely heading in the wrong direction. It hasn't gone the other way. But I I'm hopeful some of these numbers are going to go back the other cuz even when you look at the high school, I agree. Kind of shocked me that we had some in yellow, but numbers are up, right? So it says even a few more people voted for, you know, the the higher number versus the lower number this year. So then you're you're heading in the right direction even with lower numbers on that it seems like to me. >> Yeah. They were were lower yet a year ago. >> Right. Right. >> Yeah. Yeah. So like the overall shows that it's actually up you know I don't know quarter of

042a percent or whatever a quarter of a point across the board which is >> what we want to see cuz it's going to take time to get everybody on that board to move up. So as long as it's up. Yeah. I mean, a lot of them are either stable or over. Uh, leadership is actually 41 at the high school alone um up, which means you've had at least three to four. I mean, numbers wise, right? But you're going to have multiple people say that it's going better this year than it was the year before, which I think is good. >> And as a district, when you go back to just hitting on district and look at the six big categories, every category is above a 3.5. Um, so that tells you across the board like

043is the big picture like >> y >> I think the the one that was sticking out of the district and I don't remember the question but I had in my head was um something about observation about the school the parents it's under the vision parents and school board right here I feel support by the school stakeholders parents schoolboard members etc. That's one of our lower numbers. You know, more threes than fours. Um, what I would gather over the training years. So, um, I get parents are difficult, but maybe that's something from a board's aspect that we can, I don't know, do something to be visible or show up in more things. I know we're I'm running like crazy myself as well, but >> that's a tough one. We we uh I think the narrative makes

044us feel that those scores are more from the staff's perception about >> families than the board. >> Okay. >> But they're they're mixed. They're jumbled in the same question. So when we read that, we have a hard time parsing out if these numbers are trending low. >> Why do the teachers not feel supported by the board? That's not what we see in the narrative. They don't really talk about the board in general. >> Uh which makes and they do occasionally talk about how they don't always get the support they're hoping for from certain families about attendance about getting all the work in. Um you know, maybe responding to emails or phone calls when they when people are concerned. >> Yeah. So that's that's more kind of parsing it off from the narratives as opposed to

045just tracking the the number because I think that question can be a little confusing. >> Are these survey questions provided to us to ask or do we are these questions that we came up with? >> That's a great question. These were all taken literally from a vetted um staff perception bank um that is provided through NDE. Um the staff one is more comprehensive like you see it's it's divided into those categories. The sta the uh parent and student ones are not. >> Um the staff one is longer because at that point in time when we started doing this it was trying to capture beliefs trying to capture vision trying to capture all those pieces. Um, and it's it's you know it takes about 10 to 15 minutes for because I can see an average of

046the time it takes for people to fill it out and it's about 15 minutes to do so. Um, so it is a little bit more comprehensive but these are these are not questions I made up. These are questions that come from a vetted bank of uh questions that you should be using regarding school improvement. That's what I was curious of a jumbled question like that. Is it if there are options to have those separated or if it's just that's how it is from the bank? >> Yeah, that was how it was just outside kind of stakeholders. >> Do somebody put like whatever schools participate in this then under these do they put like averages together of like other area districts? >> No. No. >> Um no. you know, certain districts might publish this on their

047like if they want to show this to their stakeholders, they might put it on their website, but >> um this is really to drive, you know, districts. >> Well, they might have to answer questions on their survey from the bank. So, it's not >> Yeah. >> not typically something used to to compare and contrast districts even within the same county. >> Gotcha. We're very internal. >> Yeah. So we can look in the mirror. We can look at the strategic plan. We can adjust professional development. Um we can see if we're trending in what direction. I can it helps feed into my conversations with administrators about how it appears people are feeling. Um spend a lot of time on the student survey. I like to see like the students numbers are trending and what direction. Um

048I find that very valuable just that there are direct stakeholders in the halls every day and how are they feeling? There's pros and cons there as well. Yeah. >> One on the um school leadership provides support in areas where I need to grow and improve. That's an area that has consistently went down from 3.5 3.23 to three. What more besides professional development would we offer? Well, there's some theories there. Um and do they always attend? and happy for Hillary to share her opinion as well. Um there are there are professional development opportunities that we must provide uh when the law changes be PA 146 around literacy and science of reading and dyslexia. Uh there's some we've done quite intensive training on trauma informant practices. We've done some pretty intensive training on ASUS scores for for

049students that come from difficult backgrounds and challenges. We've provided um SCOP training which is excellent uh strate uh methodology for teachers and we've provided uh special education and universal design. Um these are things that are researchbased. they're known to be best practices and we sometimes run into situations in which the staff that may be not what they want. Uh they want sometimes very specific uh related to their department, their field. Uh when we have sometimes broader categories that we need to all get under the same vision with certain practices that we're trying to ensure happen. um even MTSS work that we've done a lot around uh teachers crave autonomy uh and sometimes we would like to say there are practices that are researchbased to be best that can be a push and pull between between

050us. >> What did you say SCP was >> sheltered observation protocol? Yeah, sheltered instructional observation protocol and it really what comes out of work with uh students who are learning English as a second language but it's really good strategies for atrisisk learners al together um and so we multiple times I mean a lot of it's connected to literacy right um here's like where I would see as you dig in and I just was you know when Drew sent it out just kind of messing around too again it's hard to show trend data over three years with it but like when you even look at the low number for that category which was the high school I take that as a positive side even though it's 2.3 now right it was 1.46 46 the year before.

051So it went up basically a point across the board. So the school at least listened and said, "Okay, I get it. It's a meeting you don't want to sit in or you have to, but yet at the same end, we're going to provide more to you." Um, and it's been low. And I think as you get in, and Drew probably answered this, as you get into the, you know, James, as you get into the higher education, there's different nonf fun topics that you're talking about. And so you just feel like it's a waste of time. But I think to me the trend showed at least that somebody listened and more people showed up to different things that were better than not. >> And to to Hillary's credit, um she's done a really good job of

052asking. >> Yeah. >> So I think prior to Hillary, there wasn't always as much asking of the staff. >> Yeah. >> What they might hope for or want. >> And I think you do a survey annually. We talk to leadership about it. Hillary meets with the principles about what they're thinking in terms of how she can support their visions for their independent buildings and what they might be doing uh weekly. And that's helped a lot, I think, with that starting to trend a little bit up because people do want a voice. >> Yeah. >> They do want to be heard and we need to balance that with what their needs are versus what we might have to do. Yeah. uh or maybe want to keep uh focusing on so we don't fall into that educational

053trap of the pendulum always swinging. You know, we want to stick with our MTSS and PBIS work instead of, you know, doing something for a couple years and then kind of the momentum gets lost and it can shift back and we we think that can be difficult for staffs to to bounce around and kind of wait for the next trend. >> Yeah. >> We want to stick with the things that we know are the ones that work. Yeah, over a longer period of time. >> Can we um show to student first just for two two quick questions? Uh James, just before we do that, um Hillary, when when we move to the new elementary building, obviously we'll have data for one big building. If you want to see a trend, is it possible to now

054go back to these other other previous years and just lump our elementaryaries together into one pool so we can see even though it's one the first year we're in a new building, it's the same. It's not new staff, it's not new parents, it's not new students. So will we be able to take like West and Pine and Dawson for example for the years they were separated and just lump them together so that we can have a trend to see or >> Yeah, I could just replicate um all those data files and just rename them, bring them together to work on that over the summer. Um so that's showing up kind of as one entity. And in fact, as they were working on their CNA for next year, I already had to do that for them

055for those three buildings for some of their data because the CNA that they have that we have to submit um for our federal uh title funding is they they had to completely Whoops, where'd it go? They had to completely do all that as if it was still like one building. So I've already kind of did that already a little bit for them um especially with their academic data because they always don't always have each other's academic data access. So >> but yeah that could be done. >> Okay. And then the second question for both of you is um these observations we made at high school and a little bit to some extent to some other buildings. Is there anything that we at the board level could do to be um supportive of the changes that

056people are trying to make based on the data that's going on and the improvements that they're trying to make? I I was just going to say right this is why it's so important that the building go through this process really is that the staff themselves those leadership teams looking at this data and they're the ones having conversation that internal conversation and those teams going okay here are here are you know things that we could celebrate but man here are our growth opportunities Right. And so that's the hope that the buildings are doing this and having those conversations so that it comes from the stakeholders in that building. >> Yeah. I'd go further. I'd echo what Hillary said and and if you look at some of the the trends, you look at some of the data

057and some of the narrative, I don't get the impression and and I I don't think since Hillary and I talk about this a lot that it is due to a lack of board vision uh guidance policy. The things that would fall squarely under the perview of the board are not what we're hearing. Are the things that people are feeling a kind of way about? It's very building specific. Are things being communicated? Well, staff talks a lot about communication from leadership. Um parents, there's a lot or parents about communication and how they they feel they're getting students talk a lot in their perception surveys about how they feel. Do we feel welcome? uh do we get greeted at the door? Do we do do I have an adult I can go to if I have a

058struggle? So these are all very building specific things versus broader sort of you know top vision from the board. My impression would be that that's where it is is at at that building level. Um and I think the data would back that up. Just wanted to ask just what I think too some of those were building wise or staff perceptions student achievement. Um they their students or they feel their students can be successful at in school. I think some of that comes back to just like the last board meeting with the STEM curriculum that we approved like those teachers identified that as a thing that could benefit their student. So if they were to bring that opportunity to us and we denied it, then I think we would have a different perception from staff >>

059that we aren't supporting what they're trying to do at a building or that's a good point >> specific level. >> Um, so I I get what you're saying, Drew, but I feel like we would hear more of it. >> I wasn't saying that necessarily there was something. I just wanted to throw that question out there. >> That's a good that's a good to Dr.'s 's point when teachers have been before the board whether it was for Wonders curriculum back when we adopted our literacy curriculum teachers that have wanted to go on trips whether that be foreign language or band or science the boards excited approved supported the teachers ideas and endeavors what they were hoping to do um and I think I can't think of a time in which a staff member has come before

060the board and you know not gotten a positive response about some something they wanted to if if it was at all possible. So, I think you're right. That's when the board might hear a little bit differently if people aren't feeling that. So, that's good. Good thought. So, Chris, you wanted to jump to the student survey next. >> Yeah, just Okay. >> An overall quick look at students um as a district, new district or specific. This one looks different than the other results because because the questions aren't the same on the survey. So, she can't do those those graphs with the lines where you see all the lines at once. So, you do have to click back and forth between all of them to find the same or similar questions to compare. My overall question was

061participation in the survey. Is there anything we can do as a district to spec sorry specifically I have high school pulled up right now. >> Their responses were 144 >> down 69 from the previous year changed a lot over the years when you look at all across all >> No I know but is there can they get a credit at the Tiger store like >> can we do something for students >> to encourage them >> to do we have a student survey >> put you on the spot or anything. >> Actually, we are >> so I don't know how many people took the survey. I encouraged all my friends to take it. But within the high school, we're working with Miss Cassar. We have a student advisory council um >> which is new this year

062if I remember. >> Yes. All of the class officers have come together to kind of analyze the data from the student perception survey and we've identified three buckets of work within the school that we're going to work on next year. Do you remember off hand what what they kind of were just not to put you on the spot but I mean >> okay I wrote them down because I knew you were going to ask >> liking school recognizing positive behaviors and like good classroom behaviors that allow teachers to teach. I don't remember how they phrased it but >> student behavior in the classes allow the teachers to teach. Said it exactly well. >> Yeah. Yeah, there's a question that said, "Student behaviors in my class allow the teachers to teach." There's an actual question there

063on that. >> I can see going back a number of years. It was quite low. Um, average wise, it's come up a little bit. Um, same with the I like school. It was quite low four years ago and it's come up a little bit over the years, but it'd be nice to be above a three. That would be nice. So, >> yeah. So, we've identified that those are three of our lower scores. There are definitely other areas that we could work on, but like we can't do it all. I wish we could, but we can't. Um, >> so those are the three lowest scores that we definitely want to work on. Um, >> the high school see how the highlight school is started out at 1.83 and it gradually increases a little bit. And then

064if you go further down, students are recognized for good behavior, right? 1.37, which is pretty low. It has it has crept up, but it still has room for improvement. So, that's one of the ones you said that you guys talked about. >> And I know that the PBIS committee has been working really hard. They've been trying to recognize positive behaviors. I feel like it might not be going as well as they had hoped though, and that's where some of the frustration is coming from. I think that might be a different animal than the elementary or even the middle school. I think the middle school you still get them with crickets and such. And I think the high school is going to be just a whole different animal that we're going to have to do it

065a whole different way in my my perception. >> Correct. >> Yeah. >> I I know that uh another thing that happened this year that might help is the reopening of the orange crate. um not under the guise of what it used to be, which was an actual money store where they, you know, buy things with cash, but a PBIS store, somewhere that they could actually redeem their Tigers tickets on site or hopefully things that people want. I I hope they stocked it with I don't know. >> They have trolls in there, the troll gummies. Those are my favorite. >> I honestly haven't stopped in, but I've heard that there are some good drinks in there. >> Okay. >> I don't know. But then you get like a credit for something >> for for so it's

066works more like the tiger store at the middle school. But I think the items they were trying to choose were hopefully going to be what the high school kids were hoping for. But yes, it's now not money. It's redemption of their Tigers tickets for positive behavior that they can redeem for. Hopefully cool stuff. >> And we have a tiger ticket incentive going right now like a goal to reach for Mr. lines. So, we're awake for the day. I don't know. >> And Miss Casar to do the ice bucket challenge. And then we have a PBIS field day on Friday. So, they are definitely trying to improve that. I I think part of my issue is like students aren't recognizing some of the effort that's being put into it. There is a lot of work that's

067being put into it. I feel like there's been a lot of push for recognizing positive behaviors, but >> it takes time for the ship to turn the world when it comes to recognition. >> Teenagers tend to be very negative. So, >> when I was in school, we got Mr. Malard to be duct taped to the flag pole up front for a day. So, that, you know, could be a good one, you know. So, you think they all rallied around that one. I I think the one thing I wanted to say on the the student one that I noticed and I think this goes to staff and administration across the board is these numbers are going up incrementally. Yes. But they're all going up every year even when the numbers of surveys drop. So that is

068definitely an atonement to staff and and and administration listening, I think, and and continuing to try to drive because as Drew said, yeah, it'd be great to have everything above three. Um, but at the same end, seeing them go the right direction is the trend that will eventually get there. >> Um, and that was across the board. >> I think my biggest question and takeaway that I took from it was there is an adult at my school who will help me if I need it. And that was consistently high. That was the highest one AC across all schools. >> Every building. Yeah. And that I think is probably one of our highest scores across the board. Maybe not. >> Yeah. I think that's a real positive. >> Yeah. And so at least everyone feels pretty

069similar. >> All students feel like there's someone they could talk to. >> Yeah. All the teacher I would say that the teacher or staff evaluation ones were definitely high. Teachers want me to do well, you know, constantly 3.8, grade, seven for all districts. Teachers treat me with respect over a three. So I think that again is big to show that as well. >> Yeah. >> Students were scale instead of staff was on. >> Oh, they're at a four-point scale too. So that >> so then actually we're doing we're doing well closer to that three for sure. >> Three on that scale is even better. Yeah, >> I didn't notice that. >> Yeah, >> back in my day. >> When we were rewarded, we got like time tickets. Is that still a thing? >> Free access

070to games and like a behavioral board thing, >> you know? I don't think so right now. I don't know what the students would feel about that. Uh prom tickets are very expensive, but getting into games is just a dollar. >> Even a free yearbook. I mean, we were, you know, if you did something that was worth being rewarded for behavior, then >> Yeah. I I guess I would ask Quinn, um, maybe just in the student advisory council, but more broadly, do you know if the student body has been surveyed about what types of rewards or things they feel like would be meaningful or they would they would really work for? >> I feel like there have been surveys sent out in the past. I don't know if there have been this year. >> Usually that's

071the best way to to find out is to ask the kids what they want. >> And right now, I mean, there's a lot of there's a lot of cell phone, there's a lot of Tik Tok, and it can be difficult for the school to compete with the digital world in terms of what kids are going to be engaged with from a reward standpoint. And you're you're all right. Those that talked about the difference, elementary, middle school, high school kids are less enticed by cool trinkets and pencils and pens and stickers and even candy. I think high school kids still like candy, right? So, maybe that's universal, but it'd be nice to to learn some things uh from the high school kids about what they you work for. >> I think that's a good idea. >>

072Great. Any other observations about the student data here? Um, notice that all the elementary data was consistently quite high from the students. It was at close to three or above three most across the board. I was looking again back to the safety thing. Most of the schools they all say they feel safe at school. So that staff trend was opposite. >> Yeah, that's interesting. >> Yeah. The student data on safety is very good. >> Y >> which is exactly I I also want the staff to feel very safe, but I just wonder why that might be different. >> Yeah, that's interesting. Yeah, the middle school. I like the fact that student these ones trended pretty noticeably upward. Students are frequently recognized for good behavior. I get along with other students. Um students treat each other

073well. So those are trending in the upward direction which is all positive. >> Yeah. you're I I think to what you were saying Chris earlier was just the the numbers cuz even at the middle school they've gone down from responses on that end to figure out a way to incentivize or do something different on that I think would just help make sure we're all >> I mean they're still decent but it you know more participation in this the better it serves the district. Well, it's a it's a bit of a two-edged sword because um if you over incentivize it, then you get kids who just fill it out willy-nilly just to get whatever the incentive is and not really answer it. So, then you have you have a little bit more um static in the

074data, so to speak, because you got more people there as opposed to finding a way to incentivize them to do it and encourage them to take it somewhat seriously and be truthful. Um that's always a tough thing with kids to do. Um should we move on and talk about parent data here real quick or not quick as the case may be ever >> yeah the parent data drop significantly the the responses >> oh the number of responses yeah >> it's it's very much lower than Yeah. And I could see why it's really hard to get parents to respond. Um I think also the thing you have to do with is there's always this little when you do this type of opinion surveying, especially when you're sending it out to people and saying, "Here, fill this

075out for us." You're definitely going to get um a higher number of sort of disgruntled people who have a lot of things that they want to >> negative people are going to respond faster. generally true. Although there is there is a group of people who are supportive and are vocally supportive and want to be, but >> you do have that weird >> Yeah. of thing going on there. So >> there there can be a no news is good news type of mentality like you know if you don't hear from people they're probably feeling relatively good about things >> but we still would like to to hear from from more people. I think you think about the middle school having 430 or so maybe students and having 47 respond and the high school having students or

076so and only 75 was it's hard for us to really know what to do with that. Does does this data mean something? Is it is it actionable if it's a small percentage of respondents? So, we like to gather what we can. And again, the narratives do help some. Sometimes people will explain how they're feeling in a narrative and that that is pretty meaningful, but it's tough with the end number being so small. >> Yeah. >> Which leads to maybe some strategies about okay, well, how can we increase the parent participation in the survey? you know, what can we do to get parents to should we put it out in different ways? Um, you know, try to try to I know parents right now uh text they can send it through school messenger via text because

077the email might not really be what they're looking at. So, we we do need to think about that and that might be the main takeaway from the parent one is how can we get more people to tell us how they're feeling? >> Yeah. um because I I wanted to double check and I had a conversation with the principal um even today. So some principles push it in their parent newsletter, some are pushing it through school messenger. Um and I talked about just because of some of my work around the state. This is a trend across the state in terms of trying to get family and parent feedback consistently. And so what what some schools and districts have now resorted to is they realize especially in elementary for example families come on those Valentine parties and

078those Halloween parties. So they have started to push their parent surveys literally for them to do it while they're in that building and really um when they have that audience there. So you know maybe we need to rethink a little bit what capture them. I know there are some high schools uh and middle schools uh they're there at the football games and they're giving parent distributing parent surveys during football games because that's when they feel they can capture more families. So I think in terms of some just being creative um to get that to get that feedback. We we really do need to do that figure out ways to get >> how they deal with that and not have parents filling it out multiple multiple times. if we email it and text it and parent

079letter it >> can be out with all these events. >> Yeah. Yeah. And there is, you know, a window, right? And so, um, and I I let give it to the principles, you know, and hopefully they send it out right away. I don't know if they all had the twoe window, right? So, you don't really know sometimes even um, you know, how much time did they really have to respond? But, we could extend that a little bit more, too, if we needed. like before, wasn't there like a sort of test text message that went out or a reminder? >> Yeah, I think in the past I >> think so, but I think Hillary's right that I don't think everybody's doing it the same. >> So, I think that we could tighten up procedurally how we

080do this and to say this is how we're going to use this many venues. We're going to try to hit them with maybe even a phone call that says, "Hey, check your email. There's a survey link." Just just more. Yeah. >> Um because I think Hillary's right. has been left to the devices of the principles who, you know, think, well, my newsletter is what everybody's used to reading. I'm going to put it in there and hope they click on it. Well, that's one avenue. We might need to explore multiple avenues >> to try to get it. Maybe we got to put QR codes up around the building that they could just, you know, if they come to get their kid from medical appointment, oh, here's a kid out. Go scan it and take the survey.

081>> I think we can do a little better on that, >> at least for through Dawson. I don't know about other elementary schools, but a lot of the teachers will will send home weekly newsletters like with the spelling words, what's going on this next week. Um, and Miss Wood, her newsletter is very good, but there's a lot of information in those very thorough. Um, and nothing against her is great, but I feel like some parents might skim through that and miss a survey. So if they could add a QR code to those weekly newsletters that that the teacher sent home like, "Hey teacher, put this QR code on your newsletter for the next two weeks." >> I look at that every week. That's something we just do quick. >> Yeah. And make it as easy

082on them as we can, >> right? Yeah. >> Well, it depends on whatever the parent is used to because like you said, one is very used to newsletters because they've been trained. this principal sends out a newsletter and that's where I get all my info while another principal does an email and so that's where those parents are trained and so it when it all comes together I think we're going to have to refigure hit them everywhere >> I think like you were saying Jake multiple avenues there's a thing in marketing called the seven touch rule you have to get or seven impressions so you have to get in somebody seven times before they'll actually do something or buy something so having multiple avenues will be good One of my research things that I did when

083I was at Michigan State was actually call alumni on surveys and they said if you get 30 to 40% people that actually fill out the survey you're doing really good. So probably if we look at you know we're a little low but you know we're still in the in the green I would think on those numbers. So but getting out in front I think more ways cuz it's not even that people don't want to. I know when I get something like, you know, some Friday emails I'll get it and I'll go, "Okay, I'll read it right now." Or I'll wait till Sunday to read it because I just don't have the time. So, they forget about it, move past it. Um, but having more opportunities will be like, "Oh, yeah, shoot. I got to I

084want to do that." I think would be good. >> The other piece is this is anonymous and I think maybe sometimes even like there's sometimes maybe that skepticism Yeah. >> that somehow maybe it might be traced to I don't know, you know. >> Yeah. So, but it is truly anonymous. We don't collect emails. So, it So, I think just reassuring Yeah. >> families that piece might also be a good thing. Again, it's >> anonymous survey. >> Yeah. Like it's we're not collecting any of your data. >> This one was a a four-point scale also. So, anything that was above a three overall. I'm just looking at the district data, not building specific. So the ones that were above the three that I was encouraged to see is that starting from the bottom going up. I

085feel welcome at our school. Teachers show respect for students. Um I attend parent teacher conferences. That one's almost as high as you can get. Um so obviously the people filling it out are the ones that come to conferences. Um I'm informed about student my students progress. Um let's see. >> Teachers show respect for students. And some the ones that are three or above. So those would be really high. Student feels safe going to and from school. Student feels safe at school. There's a lot of them that are above a three here. Um I think is good. And then a breakdown by school I guess is a little bit different. Anybody saw anything different? And there were some tweaks you saw in some of the wording uh to elementary to middle school, high school, just some

086of those forward preparing for college or career, preparing for high school. So when you click into those buildings, you'll see some tweaks and just working on some of those questions. >> So as a high school, the students treat other students with respect is one of the lower ones. The best parent perception my students teachers help me to help my child at home. >> Yeah, it was interesting how that was on multiple school surveys and that one um parents didn't rate that one very high at all. And I don't I'm not really sure I mean is that like giving parents enough information about how their kids how they're supposed to kids homework or something or how their kids study or >> Yeah. So this really again remember aligns to sort of those title the title plan

087and there really is um >> a lot of the pieces about schools should be teaching parents on how to best support >> yeah scroll back up a little bit here if you come other way right it said I support my students learning at home that's really high right and then the previous go the next one up my student teachers help me that's really low so it's like >> there's interesting kind of weird thing going on there. >> So, when we think about a lot of our sort of literacy nights at elementary, for example, um the what we should be doing is teaching the parents here here are the materials we're using. Here are some strategies that you could be using with your child at home to support that. Um and so that's where that question

088is coming from. How well are is, you know, our district doing to really be able to give parents and families and caregivers the tools to best help them when they're at home with support for learning. >> And sometimes it's it's expectations that the parents aren't clear exactly what is expected of their child that night or that week, what to get accomplished, how if something has to be done a certain specific way. And so I always as a parent always found it helpful when something came home that was pretty descriptive about what and I was like okay this is this then this has my back because as I'm sitting there at the kitchen table trying to help them and that can be a frustrating moment for some parents. No, really. >> And if you have something

089from the teacher saying, "This is really what I need. This many paragraphs, this many sentences, this many, >> you know, this is maybe an example problem of how to do something that you can follow along with and feel a lot more prepared as a parent to support your child with their work, >> right? >> I I think I think those are the things that that I would think as a parent. Why that might be low is that can be hard for a teacher to produce resources for, particularly as the student gets older." Well, I didn't look at the elementary level yet on that particular question, but I would guess that on the elementary level, it's higher and high school. I think is >> the nature of the work that >> even teachers would would they

090I've noticed they shift their expectations uh from the parents to the student directly >> thinking that the student should be responsible to know what to do get into the Google classroom at the le um and they they provide less of that to the parent thinking that the student should be old enough to do it. We find that that's not quite the case yet. And so they might be overestimating uh what the students are ready to take on from a responsibility standpoint. I don't know what Quinn thinks about that. >> I think it's a lot of parents too with some of the stuff that we've forgotten, you know, on how to do. So then when you're asked the question and you're like, "Where's my example?" You know, I think that could help on it because it's,

091you know, >> I would pull up Khan Academy. >> Yeah. >> For math and there's always that darn new math. Yeah, but I knew about content. I knew that I could YouTube some explanation of how to do it. Well, maybe not every parent does. >> And so sometimes if we help the parents say, "Hey, if you get stuck on a math problem, open up Khan Academy and just search for this type of problem and it'll tell you how to do it." Yeah. >> It'll give you a step-by-step tutorial. And it'll it'll do it in front of you and you can watch it with your kid. And so maybe we need to think about how to support parents a little bit better with some technology tools that could be really helpful at that kitchen table homework

092frustrating moment. >> Yeah. Because the >> even some of them I'm like I think this is the right answer and I've had to go to YouTube and verify that it's the right answer for fifth grade stuff, you know? So it's like >> anything that can help on that would be >> and and I I appreciate at least with my kids and other things that we've talked about, they really want to learn it. and they want to learn it the correct way and so like sometimes my way is not the correct way or the way that you know somebody taught them and so I'm like you know >> but um >> remember those arguments. >> Yeah, >> that's not how we did it in class. I'm like >> well I heard is about textbooks not bringing

093the textbooks home. That's what parents were saying and it's like a lot of them don't have them. I think that puts parents in a different way at another type of disadvantage. If the book was there and a lot of the time it was, you know, reading the text, comprehending what was happening, answering some questions that you could find within that very text, >> that's not really what it is anymore. I know. >> And so, as a parent, if you had that textbook in front of you, you're almost teaching the student the skill of how to locate important text within a longer document or something like, well, I can't do that. I could open the book. But now it that resource isn't >> right. >> And that changes the game quite a bit for families. >>

094Yeah. >> I was impressed with the parent perception for the um online because that was I think not the if not the highest one of the highest >> across the board almost every >> Yeah. >> It's a small number but they it is a small number. They're very um but that's also a small number of or smaller. >> Exactly. But they're very supportive. >> Exactly. And so I mean In my mind, I'm like, how can we, for lack of a better word, market that out to be like, hey, we have another option for you. And my hunch, right, is because it is an option that parents choose, right? And so, because of that, they're going to be supportive, but they also do a ton of parent family engagement over there. They really do. >> Um,

095but we do it really well. Let's tell more people about it. >> Sneezing people. >> We're sneezing people. Come on. >> We're not spreading anything. It's just what's in the air. >> It's horrible. >> Good. Um, anybody have any other observations? >> I just want to thank Hillary for Yeah. second month in a row taking time and this these dashboards >> I can't thank you enough really >> I mean they're created through Claude but Hillary had to write you know very specific unique prompts and learn how to get Claude to do it and it's impressive so I really appreciate what you did to create these are so easy to read and navigate >> and >> it's very helpful >> I I haven't had our perception data presented in such workable, usable format ever before. So,

096really good job. >> Yeah, thank you Drew >> for sending it early so we can go through and like play around with it first, >> you know, and we do um have it loaded. I've been loading it into new metrics, which could be a whole another workshop someday. you should >> um but it is our basically our data warehouse system and you know a lot of these surveys they they live in my Google drive right we've got everything's in Google the problem with that is it's not accessible to everybody all the time and so this year I have populated these files into our new metrics system uh which gives you different kind of graphics but it's still hard I was showing Um, I don't know if I was showing you, Drew, yet. And it's just

097it's harder like >> it it's it's you do get some graphics, but it's just not as easy. So, I I took this as a challenge. Um, and I wanted to create an interactive dashboard. I wasn't sure if this could do it. >> Yeah. This looks very helpful now. >> So going forward, um it's been a long time since we've revisited the strategic plan as in maybe two years now, I think. Maybe. So >> that >> I know. I was just thinking that. Um >> it wasn't that long, was it? >> Yeah, I think it was because we >> I it was before me. So yeah. So it's been >> It's been a while. So, we should have we should get onto our radar screen that one of these upcoming either meetings or workshops because all

098of this here kind of informs some of that and the work that Hillary's been doing with the myip goals, the district improvement goals, you know, um and because one of the goals was basically rewritten and revised and moved forward because basically it was met. I mean it was we reached the the goal and that's it was time to write a new one so we can move forward. So that kind of informs that goal so that our our goals and our objectives line up with the work that um already is being done and needs to be done going forward. So >> maybe a good time to revisit would be after the election candidates the strategic so they're on board. I think it's still it'd be worth revisiting with the people that are on the board currently

099because we are the ones that set up those those goals and we can always revisit it again next year. Right. >> So yeah, I was going to say as a as the the newest or newer from coming on to saying that I don't know what the input would be right away. Um >> it'd be a bit of a learning curve. >> Yeah. So I think if at least if you know it was set up if it's something Drew likes to do sooner then revisit it after they've had some time. >> We don't have we don't have a workshop in July or August right >> for the selection. >> Vicki and I are >> I'm not sure what the June workshop I know we have that's the budget >> the budget but I don't know how

100much time that's really going to be. Okay. >> It it's typically been the I think the sole item >> Yeah. >> on the agenda has been budget for June workshop, but uh maybe doesn't necessarily have to be. >> We're still not sure what we're going to state. >> I know >> budget wise. So, we don't know if it's going to be a guess budget again. >> Well, mostly we're just pretty much saying whatever whatever Amy's recommendation is is better than any of us are going to come up with. We know. And so, >> yeah. Yeah. That's that's true. We keep hearing some positive news that the the odds of us having a state budget on time are significantly better than last year. >> But I'm not personally overly optimistic just because >> Yeah. No, >>

101it hasn't been working. So, I don't know why it would be very different this year. >> Right. >> And if that's the case, then Amy will again be presenting what we would see is just our best guess without having any state, >> right, >> budget information. I don't think we've ever since they went on. >> They may have a positive because it is election year. So for some that could be a motivator get back on so they can go back home and >> Yeah. >> I I I feel comfortable with adding a strategic plan to the to the budget workshop June 22nd. >> Yeah, that's fine. Start we can at least start that discussion and re read through them all and say, "Okay, these things we should keep going forward. these things we should drop

102off or these things we should edit or change. Um, >> that's what we did the last time we revised it. We just and remember last time we went from from five goals down to four and we rearranged some of the objectives and we got rid of some objectives and all that. And it wasn't a lengthy back I mean there were some things that we went back and forth on but >> I guess the only thing for J and Hillary would be um if we look at what's written in there in terms of the objectives if there's any other information that would be needed by the board ahead of time before that like I know there's one that's the um has to do with uh student uh learning um so we might need some MTSS or

103PBIS data Um and then raising achievement would be NWBA data. Uh but this perception survey stuff goes to a lot of things. Um and then the fourth goal had to do with extracurricular activities and opportunities. So um would it be possible to get some data from Ron about just how this year went in terms of student participation? >> Yeah, he he does create a report annually about participation. Is it usually about this time of year? He thought it was a June activity for him, but I can ask him >> if that's if it's possible that he has one by then because that would help with >> say uh because that that fourth goal had to do with extracurricular activity. So >> where is the graduation rate trending about the same graduation rate? Um well, we

104wouldn't have this year's always behind. >> Um but it it is up a it is up a little bit. Um >> we're also, you know, making sure that that our GAD uh reports are spot on um as well. So our state reporting has also gotten better. Um, so >> I think that helps our number go up because we were being held accountable for some students that maybe we didn't need to be based upon how we were kind of recording that data and not realizing maybe they had gone on to another entity that should have been the responsible party at that point. So, Val talks, our our people accounting specialist, has tightened up our our reporting process, which has been helpful for our data. And along along that same lines, every now and then you'll see

105a MI Live will put out an article if they haven't already this time of year about districts that have the best uh high the best graduation rate and districts that have the worst graduation rate. And that article typically reports the graduation rate for the district and then breaks it down further in the article by building. And of course, districts like ours that have either an online or some sort of alternative program get dinged for that because the people who were held accountable for who enroll in our our elegant online high school kids who come to us from somewhere else and they enroll here to get um credits or to graduate, we now become the responsible party for them. So like Alagghan High School's graduation rate might be you know 90s something percent but the alligant

106online graduation rate might be 60%. And so our district rate looks really small because we have a large online. Some districts don't have any alternative or online programs at all. They have just their traditional high school. So their district graduation rate is their traditional high school graduation rate. And so those districts look really good in those articles because they have as a district they have these really high because they don't take in anybody. They send them to other districts or they send them to us. >> Yeah. We get we get the kids who they don't have to count anymore because they left that district and came here and enrolled online and now we have to count them. And it's always it's always reported as a four-year graduation rate. Well, by the time they get here,

107they're already behind. So, they're going to graduate, but not in four years. maybe four and a half or five or five and a half years they'll graduate and so then it doesn't also look good because they don't publicize that those graduation rates they publicize the four-year graduation rate we have >> so the 13th year where does that does that weigh in some >> you the early college thing >> they're already they're considered graduated by the time they start >> that doesn't not at all but we also have a robust GED program and we might be now correct me if I'm wrongly are we the only one in county or second >> I think I think there's only two >> isn't the other one the jail >> um >> or we test we test >> yeah

108a lot of times we'll go they we test them um but we do probably have the highest participation for GED in the county >> I think we are the only testing site in the county >> you could be >> or there might be >> so all the districts come here to test for >> Gotcha and the jail we test them Yeah. >> Oh, >> there's a lot Well, not a lot, but that that seek to to finish their their GED. Um, >> sometimes maybe they're they're mandated to do so, but it's still a win for for all of us to to get to get them something than when they're out in the world. They have a better shot at employment, >> creating state of life. So, these are good things for our community, but they're

109not always great for certain articles that present our data certain ways. >> They don't they don't help our data. >> Would you write a letter to the editor at MIT what you just said? >> Yes. >> Say just scroll down. It's down in the bottom. >> Yeah, it's in the fine print at the bottom. >> It's not even in the fine print on some of their articles. Like, you have to literally like >> I've actually written to some of the writers who write those articles. like you can look up their email address and have actually written to them sometimes say you realize that all the districts that are at the bottom of your list of districts graduation rates are the ones that have large alternative programs large online programs. They have programs for students who

110have not been successful in other high schools and they come to because we're not the only district that suffers from that that trend. But the ones at the top, if you look at them carefully, none of them have alternative or online programs where kids come to them. So >> So we're good with adding the strategic plan discussion. >> You're fine. You're the June 22nd budget workshop. >> Sure. Sure. It's >> openended. goes long, then you know that can be a shorter conversation. It can be whatever the board makes it. >> Yes. If we don't get it all done, if it goes too long, then at least we started and weformational items. Um, health education advisory committee reference number two headed up by Mr. Moore. Oh, for me a motion on that or not? >> It's

111he's I think historically appointing >> Yeah. >> those committees or that committee. >> We should get a report soon, right? >> Yes. I think High School graduation. It's this Thursday, May 28th at 7:45 Tiger Stadium. Alan online graduation will be held June 4th, 7:00 p.m. at the performing arts center. Any otherformational items for the good of the school? I just to comment on it. I've been liking that the seniors for where they know they're going or whatever been posting out there and stuff like that. I think that's been a >> very cool thing to see out there of, you know, what they're doing next. So, >> that was a brainchild of Mrs. Casar and communications director Rob Pat. >> Yeah. I like I thought >> I like Yeah. And I like seeing all the different

112>> fun. Yeah. if they're going to a trade school, if they're going into the military, whatever their pathway is. >> Yeah. And I think I even saw one in, don't quote me on it, but like taking a gap year or figuring it out or there was there was something to that effect and I'm like that's perfect. >> Yeah. >> I think that's been a really nice just for the kids, the district, the families and comments been positive and congratulatory. >> I've liked that. That's been nice. And it was it was just so you might not see every senior. It was up to them if they wanted to put themselves out there and fill out the form and then then or their families uh they could. But some seniors chose not to and that's okay. >>

113Yep. >> Did kids do their walk? >> They did today. This morning they did the final walk through our elementary schools. >> Yeah. >> Uh it was great. His pictures are are awesome. I think there's some on social already. It was uh really cool. If anybody asks, I I just want to reassure people that we we will continue this tradition. It might feel different as they're walking through a brand new school that they did not attend, but the cheering from the kids is amazing. Playing on the playground in your gowns with your classmates. There's a lot of great things about that tradition that will remain until we get caught up with, you know, kids that actually went to the new elementary school getting to walk through the new elementary school, which will take >> quite

114a long time. >> 18 years for the first full batch to go through, right? >> Is the current >> Yes, the full but the current fifth through 11th >> graders. >> Yeah. will never hang on to the new >> Yeah. I've got two fifth graders and they're always like, "Really? We don't get to go over there? We're never going to see it." I'm like, "You got siblings. You'll be there plenty. Don't worry about >> so the tradition." Now, I'm not sure how it will work. I'm sure we can send 120, 30, you know, on a on a walkthrough parade as well. Um, and I just don't want people to think that the tradition is going to just end. >> Yeah. >> Because it isn't. >> I saw a tradition where the seniors were walking through

115the elementaryaries and handing the uh extra cat to a kindergartener who was graduating kindergarten going in first grade. That was really cute. I saw some walk walk senior walk videos online and when the seniors were walking through the elementary some of them who the ones who chose to were carrying some sort of sign about where they were going like they had a sign from the school that the college are going to or whatever their plans are so they were actually carrying it with them so that >> people kids could see where they were headed next. So I thought that was pretty cool. >> I mean we've had a lot of tenure in that those schools too. So, if we can retain some of those tenure, it's just going back to see some of those teachers

116and things like that is still going to be there. >> Yeah. >> And staff. >> And we're meeting at 6:30 in the cafeteria. >> I think that's probably a little early. >> Say 7:30 is what I meant. >> Okay. Yep. >> I cafeteria. >> 7:30. >> Oh, I'll have to get >> Yeah. Remember, we did we did push the ceremony later. >> I know. >> Than it has been. Yes. >> To try to accommodate those tennis those tennis players who have a a legitimate shot. I think they're going to do quite well. >> Yeah. Good for them. >> Yeah. >> I have one comment. Did the the high schoolers do their grade route today? Was it today? >> They did. >> Is there just just don't want to start a controversy or anything, but is

117there any like regulations like what they're riding on? Does it have to have sides? can't do that controversial. >> I know, but I did have a classmate fall off a wagon and get killed. >> Sorry. >> So, I don't mean >> and it is a safety thing. >> I don't think so. There is escort and you know they don't they're going slower than traffic would normally go. >> But they went around, didn't they? Likely 34. >> I know this has been organized by the athletic boosters and Wendy Smith. Um, I don't recall there being any guidance about what they're in, what type of vehicle or, you know, I've I've seen people sitting in the flatbed of the truck. And, >> you know, I know that that in a traditional sense if it wasn't a parade

118with some supportive, you know, vehicles around it wouldn't be safe. >> But I don't think we've published any guidance and maybe we should think about that. >> Just throwing it out there. >> I did appreciate that. I maybe this was last year, but I know some comments were like we didn't know where it was going to officially go. So having that again, good job raving everybody on that end to show where it was on the Facebook today was great. >> I shared that now. >> Yeah. Yeah. Or maybe I saw your post. I saw it out there that it was >> I didn't know what was happening today and I saw it last minute and I shared it >> so that >> Yeah. No, I I know that question. >> Did it go by your

119house? or I've got caught in traffic with it before. >> So, >> I'm assuming it did. I'm assuming it's the same route that it has been for >> the last several years. >> I don't know. >> It used to go around by like Dawson and stuff like that, too. Or they had it different areas, but this was like a circle loop, which is >> right. Yeah. Sherman and all that. >> Yeah. That's it. Just concerned about safety of our students. >> Very bad. >> Anything else? >> I would entertain a motion for adjournment. >> I move that support. >> Motion to support. All in favor? I I oppose