001All right, good evening everyone. We're going to start our meeting off with the pledge of allegiance. We'll begin with the pledge of allegiance and those who wish to participate are invited to stand, face the flag, remove any hats, and place their right hand over their heart. Participation is voluntary and respectfully welcomed. 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. >> Thank you. >> Before we start with recognitions, we'd like to just take a moment. Um during our close session, we accepted the with regrets the retirement of Seli uh Telma. We would like to thank her for 16 years of service to education and wish her all the best. >> All right, recognitions.
002>> Yeah, tonight we're going to recognize the Beta National Winners. They'll come forward. The board of education proudly recognizes Alexander Bo, a current seventh grader, for earning fourth place in sixth grade math at the National Beta Convention held this summer in Orlando, Florida. He also represented RMS as part of the junior beta robotics team which qualified for nationals. We also commend Kinsey Baylor, now in the sixth grade, for placing eighth nationally in fifth grade language arts and competing as part of the elementary beta book battle team. Come on. >> You can take photos. >> Miss Spinard, do you want to have anything you'd like to say? >> Congratulations. [Music] We're super proud of them. We get one more year with Kenzie at the middle school. Can't wait to see what she accomplishes this year. And
003we've given Alex over to the junior high beta team. So, we'll get to see more great things from him as well. >> Great. Thank you. >> Thank you so much. >> All right, moving on to questions from the floor. At this time, any person wishing to speak on any question previously discussed through administrative channels and not on the agenda will be granted three minutes to make a presentation to the board. Seeing none, moving on to public comment and uh presentations on the agenda items. Any person wishing to speak on any items on the agenda will be granted three minutes to make a presentation. Seeing none, moving on to consent agenda. A consent agenda is utilized by the RA board of education as means of dealing with routine matters which must be considered by the board
004of education but require minimum of discussion. All board of education members receive and review written information supporting the items listed on the consent agenda well in advance of the meeting. While any board of education member is welcome to remove any item from the consent agenda for separate consideration or discussion for any reason. Normally all items on the consent agenda are approved in one motion with a minimum of discussion. Tonight we have items A through E. Is there anything that needs to be called out? >> Dr. Dar. So any questions? >> Does anybody have any questions? If not, can I get a motion then to approve the consent agenda items A through E? >> I make a motion to approve the consent agenda items A through E. >> I'll second the motion. All right. All those
005in favor say I. I. >> Those opposed say no. The motion has been passed. >> Moving on now to old business. Looking at the long range facility update by Dr. Fton. So, no presentation this evening. Um, the pictures look like they did before. So, we don't have anything there, but a little few updates on um and this is I'm just going to put all I need to put one. So, let's talk about the high school football field. it is out for bid and so is early childhood. They do have bids coming back on early childhood um on the uh 7th, but the problem is is that we really for all of us, we want it to come back about the same time as the early childhood building. >> The bid's coming back on the field
006on >> bid's coming back on the field on the 7th. Yes. But we would like to be able to have you look at everything at one time that it is, you know, for the money purposes and things that are there so you can see it all. With that, um, early childhood is due back on the 21st. We would like to have a special session at some point the next week, the 28th, 29th, or 30th. >> You can look at our calendars. is out. >> I'm going you'll be gone. >> Yeah. >> Um 28th or 30th would work better for me. >> Either works for me. >> Yeah, >> I'm good with any. >> Okay. >> All right. >> What did you say? >> Either the 28th or the 30th. Okay. Probably um the 28th. >>
00728th works good for me. >> Yeah. Just because we're getting close to the end of 28th 28th. I will uh I will pose that with um the architects. >> If not, I'll let you know. We'll have I'll have Amy send you an email as far as that date goes. But I will be here to help us understand. >> They will he will be here. That's why I need to double check with him. He did say the 28th works. He would prefer the 29th, but the 28th does work for him. So, I will confirm that with him and have Amy send you an email. >> Okay. the Mark Twain um ele tornado. Okay, so that's all for long range facilities there. >> Okay, next. >> So, let's talk about the tornado. Um Mark Twain drawings will
008be going out for um issue on the 11th with pre-bid on the 19th and due back on December 2nd. So, just know those dates are up and coming on the roof at Wyman and middle school. They are starting the gutters Monday at Wyman. >> Great. >> So then they'll follow up with middle school after that. Um and then crane day to get all the HVAC units on the building is the 24th. >> So we're making progress there. >> We'll get our air conditioners back in time to make for heat. >> We need them for heat. >> So yeah, we'll need them for heat. So get all of those put back in hopefully hopefully soon. So they'll be working up there very quickly. You should see some progress soon. >> Awesome. All right. Thank you very
009much, Dr. Folton. Next is our quarterly CSIP update with Dr. Dair. Okay. Uh been a little while since we talked big picture about the CESP plan. Um but I want to start out by just kind of reminding you that we everything we do is centered around our CES plan. So you've heard a lot of this information. Um I I'm not going to repeat things that we've already said and I'm also going to try very hard not to say things that you're going to hear here in a few minutes from Dr. Welch uh or things that you're going to hear in a month or so from the building principles. So um kind of think of this as as high level big picture um just kind of a wrap up of some of the things that we've
010done some of the things that we are doing and then also some of the things that we have coming up. So um just as a reminder um our continuous school improvement plan is part of our Missouri school improvement process. Um that is basically the overarching uh regulations from the state for our accreditation. Um just to to put it simply. So, uh, our plan, uh, it is a local plan. We're able to to structure that. Um, let me let me rephrase that. We have some structural things that we have to do to meet the state requirements, but the content of the plan is really up to us. It's what we want our local district to be better with. So, we have four um big buckets or or gears, if you would. Uh, teaching and learning, climate
011culture, leadership, and support systems. Um, and we've we've um are always careful as we're talking about this that none of those stand alone. Um, so it's almost it's sometimes hard to segregate things into those buckets because things are so interconnected and tied together. Um, so that that get does get to be a little tricky sometimes. But setting all of the logistics aside and all the state requirements and all the things, the real reason for our CIP is so that we have some direction, consistency, and we know what our priorities are. That's the the real meat and the potatoes of it. Um and then we'll talk a little bit more about that as we go through. So again, this will be a high level. Uh I am going to do a quick review of each of
012these four. Uh just kind of talk about some of the things that we've done, remind you of some things that you've already heard. Um I I use the word highlights there. That that's a that's probably the best word for it. And then we'll talk about some next steps, some changes that DESI has made for the next round. Um and then uh what to expect from your building presentations coming up. So teaching and learning um obviously uh we all have a role in this Dr. Welch does a great job leading this work. Um, and there's a lot of work in this area, of course, um, as you can imagine. U, but some of the high points from our plan, that curriculum development, revision, and implementation, that's an ongoing thing that never stops. Um, we're always um
013in in in looking at what we need to do, how are our kids doing on their assessments, um, where where do we have holes? uh a lot of things play into that as of kids with mobility coming in. How do we figure out where they are? What have they missed? What do we need to to to address with those students? Uh so it's a never- ending cycle. Um and our our teachers do a great job of understanding that. And uh I think there's an innate thing of being a teacher that you always want to be better. And so that that's kind of what drives that that whole process. Um I put literacy plan up there. U Dr. Welch would tell you the amount of things that have gone into the legal um requirements, state law
014requirements around uh our reading success plans and the literacy planning for the elementary kids. She's presented to you on that multiple times. Uh there's more coming uh as that as our students move up in grade level, there will be more and more things added on uh and more and more requirements with that. So, um, that's been a big piece of this last couple of this last couple of years, uh, and with more to come there. Uh, you've heard her talk to you multiple times about our screening tools and intervention tools. STAR testing is is one of the bigger ones that we use for local assessments, uh, and trying to figure out where kids are and what we need to do. Um, uh, professional development, training, and support. So, once we figure out what we need
015to do, it's getting it done. Um, so we've been very fortunate and and we appreciate so much you allowing us to expand our instructional coach model uh with our technology instructional people and our um math and reading coaches to be able to help our our teachers with that. Dr. Wilts um got us signed up with GOCSD. You've heard her talk about that. The greater Ozarks cooperating school districts. I have to think about that. Um it's a basically a consortium of schools in the southwest Missouri area. Um and and it's really about bringing all of our people together to learn from each other. Uh we have amazing people, other districts have amazing people. We don't have to recreate the wheel. We can learn from our amazing people and share resources and and figure things out together.
016So that's been a great tool. We've had several staff participate in some of those workshops and and um I think that will continue to grow. Um wanted to mention Elevate. Uh we used to call it launch. Uh it was a kind of a professional development day that was led by our staff. It was uh in technology based um before we've expanded that and are just kind of doing um uh needs based. So you know what are the needs? What instructional tools do we have to share? What are teachers finding success in that they can share with their colleagues? And so um that's been very popular and very well received those changes. So we we do that uh last year we did that in April. Um the teacher said that was a little late. They like
017getting ideas and being able to do something with them. So we're doing that in February this year. So you'll hear more about that when time comes around. Uh success ready students fits into this piece. Um it's not just about math and English, right? It's attendance, it's graduation rates, it's uh career technical education participation, it's advanced placement participation. There's a there's a myriad of optics and metrics that we use to measure and that's what you're going to hear from your from your principal presentations. They'll get into those that data detail piece in a deeper dive for you. Um so I don't want to I don't want to get ahead of them for that. Uh and same with the testing data. Dr. Welch is going to present some of that to you over the course of the
018next couple meetings. So, uh, I won't get into the details on all that, but we do monitor those things on an ongoing basis and they are, um, the forefront of our plans. Early childhood, of course, fits into this and, um, you've heard a lot about that and more to come, obviously. Uh, I put some red arrows on here of some things that we've talked about and some things we still think we need to figure out that we haven't got a magic hand on yet. And that's, uh, for this area really, I think it comes down to this data dashboard piece. We have a lot of data and it's in a lot of different sources and a lot of different um it looks different. Uh I lost my words there. Sorry. But trying to find a
019tool that can bring all of that together and help us organize that a little bit is is proving to be a little difficult. There are some great tools out there. Some of them are just more expensive than we think um we want to commit for for what we would get out of it. um some of them are very um in-depth and require a lot of management and we've talked to other school districts that are hiring people just to manage their data and that feels weird as well. So, we're trying to uh explore some other things. We've got some um a couple of other um um presentations scheduled with some companies and some some things u some schools have shared with us to chase. So, we're still working on that piece. Um that's a that's one
020we have not figured out a good plan for yet. Climate culture. Um Dr. Fulton leads the the the um committee work on this. And so um you've heard from her about the surveys and the processes. Um it's not just about giving the survey, it's what do we do with that data when we get it back? How do we analyze that and set the priorities? Uh Gina fits into this role a lot with her communication strategies and how we're engaging our community. Um the citizens academy is a great example of that. Just another way to try to educate people and get some more information out, answer questions, uh and have two-way conversation. Um it's easy enough for us to put stuff out, but we want to be able to hear from people as well. uh the
021recognition program. Um I'll I'll share with you some of our most valuable bulldog uh recipients from September. My report later, but um Dr. uh Felch uh Dr. Fulton and Dr. Dr. Falton and Gina have worked hard on that program. I'm struggling tonight. I'm so sorry. Um trying to give them credit and can't even get their name right. That's terrible. Uh but just getting some recognitions out there. We have a lot of people who do a lot of great things and um trying to make sure that they understand that we see them and that that the community sees them do those things as well. So um there's a lot of uh uh things that fit into this. Um the parent square app I you know we've talked about that quite a bit um and that seems
022to be really wellreceived. Um in our emergency communications piece we're having a little bit of issues there. Uh what happens in the tech world is companies start, they exist, they get bought out, they exist, they get bought out, they exist, they get bought out, and then somewhere along the way, somebody goes, "Yeah, we're not going to make that any better." And as they don't make it better, it starts to die. And and um that's what's happening with with that tool is it's it's we're losing our support levels. And so we're not sure how much longer that's going to be a sustainable um piece for us. So um let's see what else. uh fitting into this uh that climate culture piece. Again, much appreciation. We've talked about this before, but uh being able to contract with
023our board certified behavior analysts. Um we have some pair professionals who's gone through um RBT training, uh registered behavior technicians, uh trying to help with some of those things. Ashley Gisham as our school youth community liaison has been phenomenal in trying to provide um we don't have to provide everything to everybody, but she can tell them where they can go get it. So, if we can meet some of those basic needs, just help people find those resources, um, and and the ultimate goal of just getting the kid to school. If we can get them here, we can do a lot with them. Uh, so she does a lot in chasing down attendance pieces and and trying to help get kids to school. Um, couple things for this one that we are working on. Um, we
024send the surveys out, we don't get great participation. Um, I think that's pretty typical though. I think all of us are that way. we either uh are passionate about something and and angry and we fill out a survey or we don't take the time to fill out the survey and so trying to think of some ways we can do something more to get better participation from our survey processes so we hear from more people. Um and then we have this portrait of a learner process uh starting Dr. Dr. Welch is leading that process for us that will tie into our mission and vision. Um kind of our overarching thing uh just to oversimplify that is just what do we want a kid that graduates uh from from RAW high school from preschool all the way
025through what does that look like? What what do we want them to be prepared to do? What do we want them to to uh know and and demonstrate as a person by the time they graduate? So getting into, you know, their academics but also those soft skills. We want them to be able to communicate. We want them to be able to function. We want them to be able to show up to work and and be a a contributing person. So, uh there's a lot of committee work that goes into that. She's got a committee going. There's uh community representatives and parents and staff and all kinds of things um participating in that. So, that'll be a lot of a lot of things happening this year in that regard. Uh leadership. Um, and and this is
026I always preface this by saying this is us as administrators, you as board members, but but we like to think of our teachers as leaders and our support staff as leaders. Well, everybody's leading always. Uh, because everybody's watching always. So, we want to make sure everybody understands their role in being a leader in the district. Uh, it's centered around our CESIP and and then the building school improvement plan work. And so you'll you'll hear more about that from the districts uh or from the buildings as well. Those supporting plans, you get to see all of those. So we're talking about our technology plan, our communications plan, professional development plan, the assessment plan that you're going to see here in a little bit. Um u long range facility plan that Dr. Fulton does. All those pieces.
027So all of that ties in. Uh our goal over this past couple years has been more collaboration and consistency. And I think uh we're starting to see some benefits of that. We're starting to see that happening artificially, which is the goal. Um, we can lead that all day long, but when it starts to happen without our direct input is is the best um thing that can happen there. So, especially between buildings, um, it it's it's RA is not that big of a town, but Truman and Wyman might as well be an ocean apart, right? So, trying to make sure that we're being consistent because our kids do move between buildings, and we do want um all of our fourth graders when they go to the middle school to be prepared in the same way. So
028wanting consistency there. Uh we have uh started our leadership development program. So we have our first group coming in at the end of the month uh to start their year with us. Uh we have a good mix of folks um elementary and high school age all the way through. Uh and that's our our teachers uh within our buildings that that want to be leaders in some form or fashion. Not necessarily administrators, although I think most of them are probably looking at that path. Uh but we painted this for them that we can we can help them if they just want to develop some leadership skills and and kind of know the bigger picture going forward. So um kind of our our red flag on this this section is just uh continuing forward and making sure
029all of our plans are comprehensive and linked together. Uh we still have a little bit of clean up to do and and just making sure everything aligns well and our evaluation processes. We've got a good um start with our teacher processes. We've made some changes to our support staff things. We still have some things to do with our administrative staff and and just cleaning up some of those evaluation processes. So, okay, support systems. Um, there's a lot to this. So, basically everything else uh that doesn't fit into those other three categories, but safety and security is again intertwined in everything we do. Um, you've heard a lot from Dr. Fulton over these past few months about door access control uh window film uh those pieces and those are important but we also stress uh the
030number one thing we can do for safety and security is relationships. Uh we need a kid to have a trusting adult that they can go to and report things and make sure that we know what's going on. So um it's more than just the physical pieces. Um we we want to make sure we're allowing the environment where the kids feel safe to be here and have someone they can talk to. Uh Mrs. Zackinson does a great job with our financial planning. Uh we've talked a lot about efficiencies and and looking at the things that we're doing. Um she's kneedeep in trying to get some things uh formalized to make some of our um automated processes a little simpler hopefully uh at least more direct and and maybe save some time in the processes. So uh
031a lot happening there. Uh program evaluations, those appear in your packets periodically. We still want to do some more with that. Um, I think we're we're doing a little better job of capturing some things, but we want to formalize that a little better. So, there's some work to do there. Uh, but it is good to that we're having the conversation. So, all of our program leaders are are having to think through, you know, what does their program look like and what are their strengths and opportunities um coming with those. Um, I think our staffing has been um trending in the definitely in the right direction. uh if you look back at our our turnover rates and things and the postcoid immediate postcoid times versus now uh it's it's significantly different I think in large part
032due to the levy um and the support that we received from the community there um and and again circling back to culture and climate those kind of things it's just um I think a lot of those things are starting to click together and people are are staying which is a good thing our um our applicant pools are getting bigger and uh giving us a better options to to keep people as well. Uh our biggest challenge in in this area is is kind of the same across the board is it's just ever changing. There's an everchanging landscape of of financial things, safety and security needs, program uh needs, staffing challenges, all those kind of things. So, uh this probably is one of the areas that that we're impacted from outside um changes as well. um all
033the legal changes that happened this year around cell phones and um those types of things impact us uh in some form or fashion. So, always trying to keep up with that stuff. Uh as we go, this is the first year of the second cycle uh for DESI's review of these CES processes. So, um we were uh I guess fortunate in some ways to be drawn into the second year of the second cycle. So, our review is not this year, it'll be next year. Uh but the focus for this round is on the fidelity piece. So breaking that down as we're looking at our school improvement plans and this is what we've asked the buildings to do as well. Uh determining what we want to accomplish and how do we get there? But then did it
034work? Is what we said we were going to do doing what we wanted it to do? And so that starts with and I kind of highlighted this. Did we do what we said we were going to do? That's the first step. Uh and that seems like a simple thing but it's not always. Um, and I'm going to I'm going to use an example here. If we adopt a new curriculum series uh for math, there's components to that and and making sure that we've provided the resources and the training and all the things that every teacher needs to make sure that they're implementing that with the with the right u success is is a is a piece that we have to make sure we're doing. Um, and how do we analyze that data? How do we
035put that together so that we know if we need to do things differently? Did we see improvement? Do we need to keep doing what we're doing? Did we not see improvement? Is it an implementation dip? What do we need to do? So, that fidelity piece is is a hard one to demonstrate. So, this second round has a lot more narrative responses um but we do have to provide more evidence uh in in proving that our cub plan is being used uh and that we are doing the evaluation processes and that. So over the over the next few months into the spring, uh we'll we'll as we do these updates, we'll start bringing those pieces forward as we uh do two things. One is changing our current sees plan because quite honestly we've accomplished a lot
036of those things and uh we're ready to move on to the next steps. Uh and so what does what do those changes need to look like and then also how are we measuring those and where are we getting that data from? So, this fairly significant in in the amount of material coming forward, but it'll be it's a good thing. And I added this little note at the bottom. Again, it's a continuous school improvements thing. So, it's a cycle. It never ends. We're never going to be done, right? So, we will always be coming back saying, "Okay, we did that. How do we make it better? How do we make it better? How do we make it better?" That's always our goal. Um, so we talked about the board presentations. You're going to hear some starting
037tonight. Um well, you've heard them for months, but you're going to hear some more starting tonight. Uh leading into the building presentations. Um so, the next couple months will be um pretty heavy on some data and information, trying to break down some of these pieces. Uh we'll get into the assessment data tonight. Uh the APR stuff as it moves forward, assuming Desi gets some timelines figured out, gets that stuff to us. Uh again, as a reminder, that APR is our annual performance report. That is our accreditation report. Um and so we'll we'll talk through those details. You'll get the building improvement plans. We're going to stick with the plan that we did last year. So, uh elementary, middle school, we'll present to you in November. Um secondary schools will present in December. They're going to
038do that as the elementaryaries and middle school will do that as a as a group. Um that seemed to work well. They liked that. Um they appreciated that time to collaborate and work through that together as well. So, we'll continue with that process. And then, as I said, we'll lead toward those district cept revisions. Um, we would look to to have a revised CIP to you um for the summer so that it can be in place when school starts in the fall. That was a lot of words. Questions about any of that? >> Maybe just a comment on one. It seems like with the buildings coming and presenting together that they're learning a lot from each other. I >> think so. >> And I think that's something that we didn't have in the past. It
039felt like there was a lot of disconnect and each were doing kind of their own thing. So, it's nice to see that they're they're collaborating and >> yeah, >> agree. >> They they enjoyed it too. Really? They they they would give you that same feedback. Yeah. >> Okay. >> Anything else? Thank you. >> Thank you. >> All right. Moving on to um new business looking at the emergency operations plan with Dr. Folton. Good evening. We have uh this is the first time that we will bring this plan to you, but I want to point out to you we've had a plan forever. So, just know that. So, first of all, this plan is the product of the work of our safety committee, which has a lot of members. I thank them for their time and
040their efforts and their concern and their leadership in their own buildings and dealing with um with all things safety in what they do. So again, as I said, we have always had a plan. It was called a crisis plan back in the day. It lived in a red binder in all of the rooms that is still there. Um we distribute this in multiple ways, paper and electronically um in intrado and it's also digital for our principles to find and share. Um, the schools use the district plan to create their specific plans for their buildings. And this is a living document. I would like to say before I get much further, you will not see this document today. It is private. It is one in which we don't want to share all of our plans with
041how it goes in the public. So, just know that upfront. So, and then the schools create a more specific plan that will deal with what they have to do. Why are we bringing this to you today? Thanks to um Senate Bill 68, Missouri statute 160480, it requires that um the board of education of each school district and the governing board of each charter school shall adopt a comprehensive emergency operations plan that addresses school safety, crisis and emergency operations, prevention, preparation, operations and follow-up, collaboration with local law enforcement, providers of fire protection services and emergency management, and supporting consideration of supporting mental health needs of all involved in any crisis. So, our plan is comprehensive. It does include all of those items. Um, our plan has been approved, by the way, by RELA Police Department, RELA
042Fire Department. Um, Brad Woods for the emergency management as well as Missouri S&T has provided input in it as well. Um, our plans should be shared with local law enforcement. Not only did I share them, I asked for input prior to that. providers of fire protection and emergency management as well as um we shall develop standards for emergency operations plans is described in subsection one which is the very first one I gave to you or read to you off as we went through. So that is why it is coming to you because it requires you to approve it now even though we have always had one. What does our plan include? It has a basic plan functional annexes hazard and threat specific annexes. So it talks about how to deal with tornadoes and fires and
043you know illnesses and accidents and the list is huge along with a list of resources of the documents that we use to put this together and formal approval documents. So you will review this in close session as we go back upstairs in a little while. um has all of the recommended areas that you have that you have we talked about. Rela police department, fire department and emergency management have reviewed the document and their recommendations were included in our plan which luckily they did not find many revisions. Um and upon board of education approval this document will be shared with them in its entirety as required by the state statute. What's next for safety? This is something we review at all times. The other part of the law talks about site assessments. I'll be honest, not
044really. We didn't receive a lot of training on that in the school safety academy. So on the 16th, there is a company that is a specialist in doing site assessments will come down to train me and Mrs. Colby as well as all of our SROs at how to do site assessments. They'll be doing and modeling two for us. Then we will do the rest. What we're going to use that data for to continue to modify this plan and also it will go into our facility planning as well because that is a physical site assessment. So, we look at the building itself. Um, we are also providing time with our admin team to do tabletop drills with our police department. We did that at our last admin meeting. We're going to talk about safety as we
045go through at every admin meeting. And then we are going to do a reunification drill. We're not sure how we're going to do that because it's really hard, but we're going to put adults in there and we're going to practice the procedures of how to do that because that's an important part of something that we don't practice. It's hard with kids. How do you do that? So, we're going to take a group of adults and make them be kids and have our unification drill. So, we're going to be planning that questions. >> When you have updates to the plan, do we have to approve those? Also, >> you will approve the plan yearly. But if you have >> if I have something in between times, I will bring it back to you. If it is
046something that is crucial that we have to put in right away. Other than that, we will approve it at I put um in August of every year, right before the school year starts. >> Thank you. >> You're welcome. >> Okay. Thank you for your work. >> Thank you. You're welcome. It's a giant document for sure. >> It is. It it it is giant, but it is all-encompassing. And I will tell you, our plan will meet I I suspect 99% sure that it will meet the requirements that DESI is going to set forth with us. So I have worked with MSBA to do a lot of that. Thank you. >> Okay. Thank you. >> All right. Moving on to staffing. >> There we go. Okay. So I come to you this evening. Um we have had
047some increased needs in our special education department at Mark Twain. So we are in need of a paraprofessional to meet the students needs with an financial impact of about with salary and benefits of about a little over $25,000. We're going to try something new this year. With those with those IEP needs also comes at Mark Twain a large census of health needs. So our nurse is extremely busy and some of those um IEP needs also require our nurse to be available at all times. And so with that, we are going to try to put in a position of a paraprofessionalhealth aid to do things like call parents to help um sit there while the nurse goes and and has to go out to a classroom to work with them and you know, we'll take this
048to go go get this kid from this classroom, go take this for a diabetic ch child, all those different things. And so they're a bit overwhelmed at Mark Twain. Um we're going to attempt to put a paratype position in there. Um, our director of nursing, nurse Wanukica, has been working with this. So, we are >> I'm sorry. I was just gonna ask you, will this person have some training, some nursing medical? >> We would like something like that. If we don't, it is a position that we can train. So, we're doing simple things like maybe take that student's temperature. They will not administer medicine. They will not administer medical care, but they could do those other pieces. do the running, sit with the child if they're waiting for a parent to come in if if
049they're sick, >> you know, if they're throwing up, they can sit with them so the nurse can go deal with the actual medical issue itself. This is something we're trying. It is definitely a need. We finding nurses is very hard for us. We were looking and still have posted a half-time nurse with zero um applicants right now. >> Were you looking for just RNs or were you also looking for LPN? >> It was RN, LPN, >> CNAs. We post CNA. We have posted all of the above. >> So, we're going to try this to actually grow someone that might be able to fit in this role. If this doesn't work and the need is not there, we could transition them into a classroom as a paraprofessional if they want after the year. >> Okay? >>
050Unless if the need stays, then we would obviously keep it. But it's going to be a paraprofessional on the paraprofessional scale. And we have a bus. We have five special needs bus routes and in that we are in need of a of one bus has needs need needs two paras so has a very large load. So we are in need of that that is hour and a half two hours in the morning two hours in the afternoon with a budget impact of about $12,000. Action needed tonight for this is the approval for one specialed paraprofessional at Mark Twain, one paraprofessional CNA health aid at Mark Twain and one specialed bus aid >> and some of that comes back to us in reimbursement. >> It um >> Nope. >> No, it is not ECSE. >> Okay.
051>> Surprised with the special education >> it wouldn't be funding. I'm surprised that with special education that there wouldn't be some sort of because it's not early childhood. Is that why? >> Right. We we get 100% of our early childhood reimbursement, but for special education, we we far exceed what federal dollars we get there. >> Correct. >> Okay, >> makes sense. All right, then. Can we get a motion to approve then a special uh education pair professional at Mark Twain, a par profofessional, CNA health aid in the Mark Twain nurses office, and a special education best aid. make a motion that we approve the sped profession pair professional Mark Twain and the health aid at Mark Twain and the bed bus aid. >> I'll second the motion. >> All right. All those in favor say
052I. >> Those opposed say no. It's been approved. >> Thank you. >> All right. Now moving on to transportation job descriptions action. >> So Mr. Um Clark recently became our transportation director whenever Mr. Harper left us and something we have been working with him on is how to grow the capacity of leadership within that department. We have a lot of talented people over there and what we have been doing um let me read the objective first um is to strengthen the operations to cultivate the leadership capacity within the transportation department. We are restructuring roles and responsibilities. This reorganization will ensure a clearer division of duties, streamline workflow, impu improve employee retention and provide targeted leadership opportunities within key areas of service. What we currently have been doing as a director and assistant director. That job
053is vast. Um both our director and assistant director worked almost every day last year over 12 hours a day. It is it's just huge. Um our assistant director was always on a bus or always in need. It is just it's a large amount of time. And so with Mr. Clark's guidance, he would like to restructure the leadership of that department. He would he as the director would have three people reporting directly to him. We would call one the operations and logistics manager, the fleet service manager, and driver support and safety compliance manager. And before you get too far, I will explain each role. >> Thank you. You're welcome. Operations and logistics manager. That is a person um who is in charge of all of our routing, all of our software, including scheduling all bus trips,
054training of office staff, including our schools, and training of the drivers. All of our drivers this year have a tablet on their bus. Always before we put a sub or a bus driver on a route and we hand them a piece of paper with a map. Well, that's really hard to do in the morning in the dark. And so, um, this year we have a tablet on there with our new program that allows them to get step-by-step directions, but that requires training. It requires training for all of our drivers because honestly, they're still struggling with that process. Tech, you know, technology is not always their thing. So, we do training. We train all of our subs. So, when they we put them on a bus, we can hand them a tablet and they can go
055drive any route without fear of missing someone. So, yes. >> Do the athletic buses get it too? >> Get what too? >> Get a tablet >> for the driver. >> Oh, yeah. Yeah, we can because all of our trips are ran through there as well and we have to enter the address that goes in there. So, it will provide directions as well. >> Great. >> All of those tablets are synced up. Um, they have a cell signal as well, >> so we can monitor them from afar. >> Okay. Oh, nice. It's really cool. >> So, one was to break down, you know exactly where that bus is. >> Correct. Absolutely. It's It's really slick. It's really nice. Um, this person would also oversee all state reporting October, February, summer school, and end of year. They
056would communicate um with building administrators, teachers, director of special ed to provide reasonable and safe and prudent transportation services and compliance with district, state, and federal policies and laws. That's Leo's words. So, they would be the go-between to help all of our special needs kids and and work with process coordinators. And they would um obtain driver substitutes. So that means when a driver calls in in the morning, this person would be responsible for getting a driver's sub. We are requesting that this be on the mechanic pay scale and be 12 months. Questions about that position? >> How does the beetic pay scale compare to what the assistant director pay was before? >> I have all of that for you. >> Great. Okay. Sorry, I'll wait. >> That's okay. That's okay. driver support and safety compliance
057manager. So when we go visit school districts, there are lots of signs that say bus drivers needed here. We'll train you in your CDL and we will train you to be a bus driver. We need to be So we are at that point. Last year um whenever I was there for four months, we did not have a trainer. So I couldn't add a bus driver if I wanted to. Not that we were hiring anybody in March and April, but I could not because you have to have someone that is driven for two year, a minimum of two years. They have to go through all of the training and we send them to school in order to get that map driver trainer certification. People before we always train people that had a school bus permit and
058then we would train them. So that means they had their permit, they had their CDL, we would train them in school bus and we would send them on. That is no longer the case. In order for us to attract and retain drivers, some of the best things we do is whenever they host a driving night at the track and they put someone behind a bus and we put drivers with them and we let them see it and what it's like and experience it. We have to train them from the ground up. That is that is hard. That's a lot of time. So, we are at the point where um Matt is the one who did it last year. He trained for us more than he drove a shuttle because it's a long time to get
059everyone through the CDL process and the school bus endorsement. I think the custodian probably shut the doors because I think he's cleaning. That's usually what happens if I'm sitting there. >> So, um, so anyway, so that's what we do. So, we want to improve that program and we want to maintain a a robust driver recruitment and retraining program. We are always in the need of substitute drivers. We are always in the need of trip drivers. So, we want this person to focus on that recruitment, focus on the safety. When I talk about safety, they will plan all of the safety days with our schools because in elementarymentaries, we do safety days with them. They will um also work with the director to plan all of the safety training that we are required to do with
060them. And one thing I noticed when I was there is that brand new drivers are said, "Here you go. You go drive." That's not a lot of support. So, we train all of our new teachers have a mentor. They come in. That was always my dream. This person would be that mentor type person to say, "What do you need? Do to do the check-ins? How can I help you? If you're having trouble with kids on your bus, who do you go to?" This would be the go-to person. This person would also call subs. They would split the time with the other person as well. Question about that position. Okay. with it being a 225 day schedule that they would not be working in the summer. Yes, they would. >> They would be. That's >> we
061could monitor that time around. Okay. So, because the summer will need to be our biggest time >> training. Okay. >> Yes. >> Thank you. >> So, probably time off maybe in June, but we need them back in in July to train. So, we are ready to go for school starts. Fleet service manager. This is not a new position. This is just an update to the job description. This is our head mechanic. We want him to be the fleet service manager. Updated his job description to meet what we currently do. Those job descriptions not been updated for many, many years. The mechanic job description, we he updated that job description as well to meet the current needs of what we do. There's really nothing magical to say on these. I'm sorry. Assistant mechanic. So right now
062we have an employee that is a bus washer but it is paid under the assistant mechanic scale. He has worked with us for five years. He is very capable of doing mechanic work but his major role is bus washing. That is a a big part of what we do is maintaining our buses. We would like to um we are in the need for an assistant mechanic and why our fleet is increasing. We increased by three buses this year. Two of the three that you approved last year have come in. and we're still waiting on one, but that will get us put us at 67 buses. Next year, we are looking at additional four buses and f and leasing five ECSSE buses, which could put our fleet at 76 buses. Our buses have age on them.
063They are not all new, as you know. I mean, only two of those sitting in our in our lot right now are new, and it was in the shop the other day. So, um, and those are just working out some bugs and different things, but our bays are full at all times. Two mechanics are having a hard time managing what we what we have. So, we are in need of a third person to help with with our fleet and that includes our white fleet. And that our white fleet, whenever I say that, that's a term. It is every other thing that's not yellow and big and transport students. So, >> I had to learn that. It was a new term. I'm like white fleet and they're all white and I'm like okay >> so >>
064heard that one >> anyway so with increased bus age increased bus issues is a requirement of more mechanics needs so when you talk about the budget impact there is a little bit so when if we move and go to a driver trainer with the person that we have in staff we have to have another driver >> that's really the difference and a driver is about $20,000 a year so we're looking current salaries for all of those people involved, that includes your secretaries and everyone, of about $432,000. With the proposed changes in salaries, we're looking at four about $450,000. So to to to increase our leadership capacity and provide support to our drivers, we're looking at about $17,000, which actually comes in to be less than a driver cost to make these changes. So, if you
065thought the last one was really confusing when I asked you fraction, here we go. >> Oh my goodness. >> Here we go. >> Wow. Yeah. >> Did you have to go to Lucas for this? >> No. >> Okay. >> I No. Absolutely not. >> Going with the words, right? >> No. No. Didn't go to Didn't go to Lucas for this. So, >> number one, we would like to put in the operations and logistics manager position. That is in lie of our assistant director. we would no longer have an assistant director, but keep in mind those assistant director duties have been divided amongst the other people. We would like to put an assistant mechanic in with the with starting in a salary schedule at step five. We have an assistant mechanic schedule, but it includes a
066lot of things, but at 1586, we are not going to attract a mechanic at that rate. So, we'd like to start them at step five and then of course provide years of service. We would like to create the driver support and safety compliance manager position in order to attract, recruit and re and keep our drivers and provide that mentoring to them as well. We would like to update the title of the head mechanic to a fleet service manager and update the job description and then update the job description of the mechanic. And that's the action I need this evening. Will they also you know say one of the uh new assistants one of those three one's out are they do are they train cross-trained >> they are >> so that they can cover each other
067to some >> extent yeah but I I think for the operations part yes >> yes >> to go in and be the mechanic no right sure >> yeah each of them will have pieces that will be kind of specific but for daily operations pieces it gives them four people instead of two >> right >> and it gives them a team to work on. Now, it's going to be a transition for our for our transportation department and our drivers of learning who to go to and when, but Leo is very confident they they can do that and figure that out. >> I think adding manager to those titles that that'll entice some people to want to apply. >> Absolutely. >> All right. So, can we get a motion to approve changes to the transportation department staffing
068structure, including the addition of new positions? I make a motion that we approve the following positions, including job descriptions and pay schedules for operations, logistics, assistant mechanic, driver support and safety, and title change for head mechanic, and the mechanic uh updated job description. >> I'll second that. >> All right. All in favor say I. I. >> Those opposed say no. Thank you. >> Thank you. >> Sounds like a really good idea. >> It does. Yeah. >> Yes, it does. It sounds like a really good idea. Next up, >> did this come from maybe another >> This is Mr. Clark. >> Just Leo kind of thinking about >> what they need. >> It did. Great. Very good. >> Hello, Dr. Welch. How are you? Frozen. Thank you. >> All right, we got a memo ahead. >>
069I know. I hope I can use my frozen fingers to push the button. >> All right, let's talk about >> achievement day. >> All right. Well, good evening. We'll get started. We've got a couple of topics here to discuss. The first one is student achievement. Um so some of this data has been trickling in since this summer uh and comes in sort of a preliminary format. We receive that first from directly from our vendor uh which is DRC and then that goes to the state of Missouri Desi and they're able to kind of clean that data up and report that information back to us in regards to how it will be used to calculate our APR scores which we should be receiving hopefully within the next month or so. Fingers crossed, hold your breath, crush
070your blues, whatever you got to do. Um, but the data that we'll look at tonight, obviously in our assessment plan, which you'll be approving later, we give a lot of assessments in the district for different purposes. For the purpose of this presentation tonight, we're just going to specifically look at our required statewide assessments, which is MAP. Um, in the MAP program, we have two different things that you commonly will hear about, and that we're going to review tonight. The first one are grade level assessments, which the acronym there is GLA. That includes our grades three through eight, ELA and math. All students take that assessment each year. And then at fifth grade and eighth grade, those students take an additional science assessment. And then when students get to high school, they are required to take
071um these four end of course assessments. So that can happen of course at any point during their uh high school planning. Just kind of depends on what their pathway looks like and when they might encounter that content. And so they have to take those assessments at some point. So the first thing that I uh have here this evening, I just kind of created this chart for you all. This is looking at kind of our overview of student achievement. And this is at the district level. So I'm not breaking it down by a grade level here. This is all students that would have taken assessment in that year. Um, and the score that's used here is the uh performance, the MAP performance index, which is also referred to as MPI. And essentially that MPI score, it
072just measures our students performance on those MAP test. And the MPI is essentially it's just a composite score that's calculated by summing all of the points for each of the students achievement level. So you'll remember our students receive a score um and it's given a criteria. it meets a criteria of being below basic, basic, proficient or advanced and then we divide that by the total number of students that are in the group and we multiply that by 100 to get that NPI score. Okay, so this is looking at all district students that would have taken that assessment and the NPI score that we received as a district for that content area. And essentially this is just kind of showing you some trends over time. Um the ELA uh content is represented by that blue line.
073Um which you can see that we've made some kind of steady gains there since COVID. Although I would say those last three years they've been pretty comparable in terms of growth. Nothing significant there. Um but again kind of returning to that precoid um levels that we are used to seeing. Um one of the things that I wanted to mention here this is certainly a celebration for Raleigh public schools. Our literacy scores are are strongest of all four of the co core content areas. Um but we have put a lot of effort into literacy over the last couple of years. Um this past year was our first year of implementation using new resources and we have spent a lot of time um meeting with small teams and working on developing a written curriculum, creating common assessments.
074Um so last year was our first year of implementation with those materials and all of those processes. So, I'm hopeful as we continue down that pathway and our kind of six-year adoption cycle that we'll see those numbers start to increase. We have held steady um on our APR report as being on track for student achievement in the area of ELA based on this NPI score. Okay. Um science and social studies, they have fewer data points. So, remember fifth and eighth grade and biology for science and we have one time that we take a social studies assessment and that's in high school. So anytime that you've got um you know fewer students that are participating, those scores tend to fluctuate because just of your standard error of measurement. Um so depending upon who the kids are
075that take that assessment in that year, you may see more of a greater fluctuation, which is what I would account a lot of like social studies in particular too. Um I will say that team has been working very hard this past year to make some changes. uh and when they're the only EOCC that takes that assessment multiple times because it's um offered in summer session, it's offered as a semester course in the fall and a semester course in the spring. So we have an end of course that's given three times um throughout a year whereas bio algebra 1 and English 2 are given once. And so as I look at those scores, um, again, it's different groups of students, but certainly we saw some improvements in that spring semester after they had made some changes.
076So I'm hopeful we'll see that data continue to trend in that way. And then math is represented by the red line. Obviously, this continues to be our greatest area of opportunity for improvement. I've said that, I think, every time I talk about our student data. This is no surprise. But it is nice to see that we have continued to make steady gains. probably the most growth obviously there since co um and we have certainly done some effort around math. It's not that we haven't been doing that. Um but we will be this year starting that same process that we've done with literacy. So this is our year to review, select a new resource, implement next year. Um and so we'll follow a similar process that we've done with literacy and really start to dive in.
077I think I mentioned to you a few meetings ago that we have even begun to do some PD this year um just to help teachers understand we need to make some shifts in the way that we instruct in math and so how do we prepare their thinking for that um and gives them some tools and research to be able to use as we start that process of reviewing um materials and selecting something new. Okay, this particular chart is comparing the proficiency of Raleigh students to students across the state. You see this every year. Um, this is by grade level and so we can kind of just see overall um how our students are um progressing. The thing here with proficiency, as I mentioned, we have those four levels, below basic, basic, proficiency, and advanced. When
078we talk about proficiency, we're adding the the scores of students that are in those top two categories. So that's what we're considering proficiency. So with the exception of English 2, um our students do score at or above the state average at all grade levels based on this past year. So again, ELA is definitely a place where we celebrate >> English too. Is that usually sophomores? >> Yeah, >> generally. >> Yeah, generally speaking, yes, most all students. is probably the most consistent in terms of where students would take that assessment of the four EOCC's, >> right? >> Yeah. >> Um math comparison here. Again, same information with the exception of sixth grade and our algebra students. Again, our students scored at or above the state proficiency level. I will just point out that particular cohort at
079sixth grade. This was the exact same statement last year. So, they were fifth graders last year. They were the only group with the exception of high school algebra students who scored below the state average in the area of math in our district. So, okay, science. Uh, again here with the exception of the high school assessment biology 1, our local proficiency scores were above the state average. And again, similar statement for the high school students. Um in that government assessment we were below the state average. >> Um question. >> Yeah. >> In biology are they still doing common tests among the teachers that teach it or do common >> Yes. >> Yep. We have common assessments for those core content areas. Yeah. And that team works really hard. Um, I would say they do an exceptional
080job of connecting together and talking through that, looking at their data, making decisions about how that data drives their instruction. So, yes, they definitely use that in their day-to-day instructional planning. >> A little bit easier when they're in the same building. >> Yes. >> They used to be we used to be in two different buildings. >> Yes. That team works very well together in that way. >> Dr. Welch. >> Yeah. you before you leave social studies, you were talking about analyzing whether or not to continue offering the course during the summer because of the testing results. So, did they come to a conclusion? >> So, we gave them the opportunity last year to kind of look at some changes and doing those things just in thinking about the data that we saw from last year
081from those three different times that we gave the assessment. I would say that those scores have improved. So, we're given the opportunity to continue to look at that. By making that change, it impacts a lot of other things in regards to the offerings and the way we would do summer school, but also in the regular year. So, we're continuing another year to look at that and watch, but that team is very aware that that could be a change that we make. >> Yeah. And it would take some planning on our part as well just because kids have pathways that they've planned out. And so we want to make sure that if we make that change, we're communicating it in plenty of time for people to make adjustments to their >> courses and when they would
082like to take those things at which you know opportunity. >> Okay. So with all of this data, it's a this is a very small portion of what I've shared with you. We share with our teams. We have lots of spreadsheets where we track this data. A lot of reports that we can run that come directly from DRC which is our our vendor platform where we take those assessments as well as data that we receive from Desian reports that we run there. Um we are taking opportunity as a team internally um to really dive into all of that data. It is a one-time assessment. So it's one piece of data that helps inform our decisions. It's not the only thing that informs our decisions. Um, but we do get that data back based on essentially domains
083or content strands. And so we're able to look at our our data in that way, big picture, and think about what are some strengths and then opportunities of improvement that we have. Our instructional coaches have really been helpful in this process. Um, they too like to sit down with me and kind of we dig into that data and try to make some determinations in regards to what we're seeing. But they have also been going into the buildings and helping to facilitate meetings with small groups. Um sharing the data with them, guiding them through this process, helping them come to conclusions in regards to what are strengths. Um why do we think those things are strengths? Are we doing something in particular where we feel like that's elevating our our students success in that area? Um
084where are there places that we see that we maybe have not done as well? Um and why is the you know what's the reason for that? So they've helped to facilitate a lot of those conversations alongside principles. They will talk about some of more of what those specific things are during their building presentation. So I don't want to steal their thunder tonight, but they'll kind of get into what those strengths and opportunities are in that piece. >> Uh and then we also look just very specifically at each item. So every question has a depth of knowledge tied to it. uh is it a recall question, simple multiple choice uh or is it something that requires deeper thinking and you know critical analysis? Um there's uh different question types. Uh students have tech enabled type questions
085and so we look at each of those different things and analyze how did we do on each of those different types of questions too. Um and again those help to inform some of our goals and action steps that we have in the in the school improvement plans. Um, we think about the content knowledge that students have, but they also have to be able to have practice all year long with those different types of questions. If they don't know how to respond to a specific technology enhanced type in question, that can throw them off on that assessment. So, we have tools that help us practice those types of things all year long. Um, one of the things that I wanted to share with you this evening is something new that DESIE rolled out second semester last
086year. Um, and these are called Missouri instructional testlets. So, you may or may not be aware, but DESIE has already provided us in years past with something that's called a practice form. And so, essentially those are map type questions that are no longer being used on the assessment. And so Desi releases them and puts them into one big assessment where essentially teachers could practice the MAP test with kids ahead of time. But as you can imagine, the MAP test is sort of a it's a big assessment. It takes multiple days. And so when you have a practice form that mirrors that, it also takes multiple days in a classroom setting to do the practice version. It's a not exactly the easiest for teachers to navigate. It takes a lot of class time. It is it's
087a lot to work through. Um, so Desi received feedback. They heard that they made some adjustments and they came up with this idea in regards to the Missouri instructional testlets. They are also released test items. So, they'll no longer be used on a test moving forward, but they would mirror the type of questions that our students would see. And instead of providing that to students in one big assessment, they have split them up based on the domain and the type of standards that they're covering. So teachers then can use those at different points all through the year um as a followup to instruction that they've provided in their classroom around those standards and it allows them to give a map-like test at that point in time over those specific discrete skills that they have taught
088students. Um I rolled that out last year to our curriculum specialist in February. Uh they were many of them had the opportunity to to test that out, but you'll also remember we had a tornado. though not all of them had the opportunity. That sort of was not a priority once that happened, but several of them did get in and test it. We rolled it out to all of our teachers and just let them know, sorry, the timing by which Desi released this, we didn't have any PD days that lined up. Um, but your coaches have been trained, your curriculum specialists have been trained. If you want to use this, here's this tool. Here's how you do it. Um, and our coaches went and helped those teachers who wanted to use it. So, we had several
089teachers who kind of jumped in last year and tried them out. Um, at this upcoming PD day in October, we're training all of our teachers. So, grades three through eight will be trained and then we'll have a separate session with our secondary teachers. Uh, last year when they rolled these out, they only rolled out content for grades three through eight and they received a lot of feedback that EOCC teachers would like to have the same opportunity to use Tesllets with their students. And so they're currently working on that uh with their proposed date to release those um tesllets at the end of November. So I'm going to go ahead and train the secondary teachers uh in October, but they will not have access to that content until second semester. And there's a few other details
090on there you're welcome to read about. Uh the other thing that I wanted to mention to you that's specific to our statewide assessment information is that um DESIE is in the process right now of looking at redesigning our statewide system of assessments. Uh the proposed name for that would be success ready student assessment. Uh and a lot of this is coming from some work that's happening across the district or across the state with various districts around competency based learning. Uh many of those districts have requested that DESIE look at changing that assessment model. Just having one data point, one snapshot of information at the end of the year summitive does not always necessarily give us the best picture of student learning and student growth over time. That's been the argument for a long time. Uh,
091and so they're looking at creating something that would give teachers the opportunity to give through assessments throughout the year, but then also kind of an endofear summitive assessment experience as well. In April, they brought us together to kind of give us a sneak peek in regards to what they were thinking and what that might look like. Um, it was pretty high level and there's a lot of questions still to be answered and things to be figured out. So I will tell you what I'm going to share with you tonight I am certain will probably change. There will be many iterations of this before it becomes final. Um but they are moving forward in this process. So just at a very high level um for math specifically instead of taking that end ofear summit of assessment
092um there would be three different administrations throughout the year um for MAP specifically. And the the nice piece about the math is that we could have control over where we're choosing to assess on those specific set of standards. So we don't have to redesign our scope and sequence or the the the way that we lay out what we teach when we teach it. Um we have the control of being able to say in fall these are the things that third grade we would teach and we would want to assess on. Then um we would have to meet some basic requirements. So there would be 12 kind of assessment testlets that would be administered. You would have to give three in the fall, four in the winter, four in the spring and then you would have
093that end of grade level performance test that all students would take again. So again some flexibil flexibility in when we would give those assessments, how we would cluster them together um and administer those to students. They would have there was some discussion about students having opportunities to retest per cluster. So, in the fall, if you took three of those different assessments, that would be considered a cluster. Um, if a student took that and the teacher didn't feel like that was reflective of the students understanding, they could or if they just felt like they needed to retach based on that information, they could retach and then readminister one time to the students that needed to do so. >> So, they would get immediate results. >> Correct. We would get multiple sets of results and their highest
094scores from those clusters would be banked and then each of those cluster scores together along with the end of the perform end of year performance task would create an overall math score. >> So it seems like it takes a while to get these results back. So how is how how quickly are they going to be able to >> Great question. >> Turn this data around. Question you ask. >> That is a great question. So the tricky part with the time process is not necessarily how quickly we get the information back from the vendor. It's when the vendor gives that data to the state. The state then has to go in and basically do a cleanup process because not every student's score is part of the score that we're held accountable for. So they have to
095go through and remedy all that, right? everyone's accountable to take the test, but every score is not reportable for our APR process. Um, if you're a student that has not been in the district, like you just moved in in March, you would still take the assessment with us because you're here, but we would not be held accountable for that student's score because they have not been in our district for more than a year. If they are new to the country and they don't speak English, um, those assessments are scores are not held against us at that point. So there's some students that take that assessment, but their score is not held we're not held accountable for that. So that's the process that takes so long to get cleaned up and for us to have we
096have preliminary data within probably we finish our window at the end of May or miday. We always have our scores back in July from the vendor. Yeah. And again, we're going to get little pieces of information along the way, but an overall score won't be calculated until the end of the year. So, I don't anticipate it that it would speed up that process any. We would just have smaller chunks of information along the way. Gotcha. >> But the but a teacher's going to want to know whether or not they have to retach some, >> right? Yeah. >> Material. >> Yeah. >> Before four months. Is that >> correct? Yeah. So these tesllets that when we talked about the tesllets prior, there is a piece in there where anything that is machine scorable automatically in 24
097hours is scored and that is released to teachers. So they can go in and they have a portal that they can view those components. There are some types of questions that have to be manually scored in the testlets. So I would assume they're taking all of that into consideration when they develop this new assessment in regards to making that more timely feedback for teachers. That's part of their goal is to give timely feedback to teachers to help them be able to direct their instruction. >> And one more question. Do we do the cleanup and send it or do we just send everything and they do the cleanup? >> We do not. Yes. >> Okay. >> We code everything and then they use all of that coding to help them to determine what's reportable and what's
098not. >> Okay. >> Yeah. We do have opportunities where there's certain reports that are given to us and we can look at those and if we feel like we have different information that we can go in and clean up those processes, but we usually do such a good job on the front end, we don't have a lot of that. >> Uh ELA looks a little different. Okay, so for standards in ELA, it's not a discrete set of skills. students have skills that they're working on all year long, but essentially the complexity of their text increases as they progress as a, you know, third grade student or a fourth grade student. So, they would be taking three different interim assessments and each time um that text complexity would increase as they move throughout the year, but
099looking at some of those those same standards all year long. There are different writing components and so um we have things like informative writing uh expository and so there would be places where we would get to select which one of those we would want students to complete based on whatever our local scope scope and sequences. Uh and then again students would take a summitative assessment that would focus on all of those different strands for ELA. I will tell you in our meeting when they introduced this to us, there was a lot of questions around the ELA and there were probably the most unanswered questions in this particular content area. So, more to come there. They've got a lot of work to do in figuring out exactly how this would work. Math is so much more
100discreet. It's a little easier to kind of wrap your head around and think about those clusters and how those scores would come back. ELA is just a little more it's a little more complex. Uh so the timeline for this particular assessment redesign um Desi received word over the summer that they did receive a grant to help them with the assessment development. So they have begun that process. They will be doing a very smallcale pilot this year. I did ask we cannot be a part of it. Um they have some select schools that are currently participating in what's called uh success ready network that they're going to partner with those individuals because they are competencybased um learning model schools and so they want to be able to get their feedback in regards to how this through
101assessment is working for them and their students. Um and then the following year there would be a large-scale pilot where we would have the opportunity to throw our name out there and participate which we absolutely will. Um and then the following year again even larger scale pilot with a roll out for everyone to take that assessment then in 2829. So I fully believe changes are coming. I think these Tesllets um while they claim are an opportunity they heard feedback and wanted to give us an opportunity to look at that a little bit different. I think it's their way of kind of testing the waters functionality within the um vendor platform um and letting teachers kind of get a taste of what that would be like um because I think the actual assessment itself will look
102very similar to that. So again, we will train all of our teachers on the tesllets and roll that out this year and start working with that in preparation for taking our summit of assessment at the end of the year. >> Don't be disappointed that you're not part of the initial group. I heard that it was only 200 students. >> It's not very big, but I am disappointed that you wanted to do it. >> And well, I have a question. Yes. >> Concerning the experience of these people that are using the competencybased testing. Yes. because they have to they have the same issues with ELA testing. So >> yeah, >> what is their experience? >> I don't know if any of them are uh presenting at MSBA that we could go listen to. So >> they
103might be. Yeah, I think it's just a different approach, right? And I that's a little bit of I would say my frustration with the assessment redesign. Every district gives through assessments. I don't know of a district that doesn't a star an NWA that is a through assessment. Students have an opportunity to assess three times a year at a minimum. We're looking at how they perform on those and we're seeing how they grow over time. And so it feels a little bit like we're recreating the wheel here um and not just maybe utilizing some resources that are already out there. The frustrating part is that if you think about and you guys don't see the day-to-day when it comes to delivering the MAP assessment that one time, but it is it's an event. So, make no
104mistake about it. We began in February with training all of our counselors and administrators who are the test kind of coordinator at their building. There's a whole process to that. Um, getting all of the students uploaded and coded correctly, accommodations set for students that need those. the schedule changes the whole two weeks that students are completing those assessments and that's one time a year. So if we have to do this three times a year for these different content, I'm just not sure like how is that feasible and what does that look like um to be able to manage and not take away from instruction time that we need with students as well. Assessments are important. Um but as a district locally, we already give through assessments and that helps drive what we're doing. So that
105some ways this feels redundant to me. Um I wish that they would do similar to what they've done with reading success plans where they have put out to vendors these are the requirements you have to demonstrate that you can meet these and then we'll approve you or not and then districts can choose from that list of approved vendors. I wish they would model it after that because again we all have approved vendors that we're using for that purpose. It would be nice if we could use that same approved vendor for the same purpose and then not have duplicate assessments that we're completing with students. Again, assessment is an important part of what we do, but it can kind of become this beast that takes away from the instruction that we provide to students. So, while
106I understand the motivation for it, I also want to make sure that we're not taking away from instruction time for students. There's a balance there. >> So, more to come. We will learn and do what we need to do, but more to come. >> This is great. Um, one other thing too, just so everybody understands that's listening, um, the time frame of when this map testing took place and the time frame of when our tornado took place. >> Yeah, we like all things, we just, you know, rolled with it and made it work, right? And as always, kids and teachers rose to the occasion and they did well. So, >> yeah, because they took it May. >> Yeah, we started in April. >> April Oh, excuse me. Yeah, April was the date. >> Yeah, it
107was the end of April. So, it was a little bit different for each of our schools. They have a we have a district window and then they set their building calendar. So, we everyone had started by the end of April. >> Yeah. So, few short weeks a few short weeks after we all transitioned and moved and so yeah, we missed some days of instruction just pivoting and finding new plans and new homes, but >> but all in all, our kids did great. So, >> awesome. Thank you. >> Yeah, you bet. Any other questions about that data? I do have a comment, question request >> for the reading success plans when the schools come. >> Yes. >> I would like them to give us a kind of a rehash or update of how that went last
108year, how kids did, how they improved. >> Absolutely. Yep. >> I would appreciate some numbers. >> Absolutely. We'll include that. >> Thank you. >> Okay. No approval needed for that one. So we'll move on to our next presentation which is the district assessment plan. This one will need your approval at the end. This is one of those required plans as part of our CIP. This presentation will be a lot quicker. There's not a lot of changes here. So I this is my fourth year in this position. Each year I have come to you with our assessment plan and there have been a few you know changes that we have made along the way. um heading into year four, I feel pretty good about where we are with all of our different assessments. Um so really
109no major changes to this, but we'll just very quickly for the public's sake let you know this district assessment plan essentially it outlines all of the different assessments that um we include here in the district. Again, as I mentioned, that's a very balanced process. Um we do have nationwide, statewide, and local assessments uh that we are either required to give or we require people to give. And then of course classroom teachers have classroom assessments that they create as well for the purpose of driving their instruction in the classroom. On a national level um we have NAPE. Uh we have typically been um randomly selected every year to participate in NAPE. I think our size of school and demographics just makes us a really great school district to select as part of that process. Last year
110we were selected to give all three of these. You may remember um in the spring the federal government decided that they were no longer going to fund the assessment for the 17 year olds and so we had not yet participated in that one and it got cancelled. Uh to my knowledge and understanding what I have read is that has not been funded moving forward and so I think that one is gone at this point. Um but we did not get selected to participate in the other areas. Uh, and most of the time we are always notified in the summer if we're going to be a part of that um, assessment. So, I don't I think we're off the hook this year. >> Knock on wood. >> Somebody do it quick. >> Uh, for statewide assessments,
111we've just gone through a lot of the MAP data, but we do have other state assessments that are requirements for us. The MAP alternative would be for those students who have some sort of cognitive disability that it's just not appropriate for them to participate in the MAP, they have an alternative assessment. Um, we have a very small handful of kiddos that that applies to, but we do receive results and it's definitely administered in a different way for those students. And then for all of our English language learner kiddos, um, they take assessments typically in January, February. That's the WEDA uh, access assessment. They are also, if they are new to us, um, within 30 days of being newly enrolled, they take a screener, which helps kind of guide our decisions in regards to what they
112would be taking on the access assessment. And then all kindergarteners are required to participate in the kindergarten observation form. Again, this is measuring readiness for kindergarten. And we do receive points for all of uh those assessments on our APR report. uh local assessments of course you all are well aware we give Renaissance Star reading and math at those different grade level configurations. We also participate in Kogat uh universal screener for gifted and we moved that to first grade this past year um and so that we can start those services sooner. Our high school students as part of that success ready measure that Dr. Dear mentioned earlier they take a variety of different assessments and we have changed how we've done that over the last couple of years. Again, instead of just giving all kids all
113of these assessments, we try to think about which assessment really meets their needs post high school uh and guide them to taking the assessment that makes the most sense for them. So, those are all included in our plan. Okay, any questions about our district assessment plan? There's no no recommendations for any changes in there. Essentially looks the same as what you would have approved at at last year. >> So, just a quick question. I noted on there that if a student takes algebra 1 in the eighth grade, then they don't get a end of course test because they're not in high school. >> They do. So if they That's why you see scores for algebra 2. So if they take algebra 1 at 8th grade, when they get to high school, they're still required to
114have a math EOC. And so we can decide if that's geometry or algebra 2. Most of our kids take algebra 2. We do have the occasional kiddo that will take geometry and that's usually because they have started much earlier on an accelerated math path and they've maybe taken both. Um it's it's typically they've taken all of those assessments before they get to high school or they may only have one option left available to them. if they've taken everything before they get to high school, we have to fill out a personalized uh learning plan for those students and say what coursework they would take at high school and what assessment might be associated with that uh and submit that to Desi for approval. So, it could be an ACT score, it could be an advanced placement
115assessment associated with coursework that they're going to take, but they still have to take some type of assessment. Okay. >> So, the scores we see though for algebra one, >> yes. >> Are they not Do they or do they not include the eighth graders? >> When you're looking at the eighth grade and those numbers are lower, they do not include the kids who would have taken the EOC. That would be our students that are in the eighth grade grade level assessment. Yep. When you look at that first chart that shows how students performed districtwide, that would include, of course, all the assessments. >> Thank you. >> Yep. All right. Any other questions for Dr. W? If not, can I get a motion then um to approve the 2526 district assessment plan? >> I'll make that
116motion to approve the district assessment plan. >> I'll second. >> All right. All in favor say I. I. >> Those opposed say no. All right. It's passed. Moving on to comments. Oh, did >> Maria Maria had to slip out. Looks like >> Okay. >> She said she didn't have anything, so >> Oh, okay. Good. >> All right. Well, Dr. Dear, our superintendent real quick. >> Well, I have plenty. So, >> all right. You'll make up >> I'll make up for it. Yeah. Uh several things to share with you tonight. Uh so, first and foremost, mentioned our most valuable bulldog um recognitions earlier. Um so, that is a a process where nominations are gathered from uh staff and parents. Um and then we have a committee of staff that make those selections. So, we're we're we're
117not picking them. Uh their colleagues are picking them. And um so we got to go around to the buildings um last Friday and Monday and surprise these folks. And so for the month of September, I just want to share these with you real quick. Um and Gina's put put them out on social media, putting them out on social media. They're they're staggered, so you can you can look and catch most of those, but uh for our district-wide person, it was Leo Clark in transportation. Uh for Mark Twain, it was Joe Cross. For Truman, Mark Richmond, who's their head custodian. uh Wyman, Bill Henny, who's also their head custodian. Uh middle school, Matt Campbell, who's a pair professional. Uh for junior high, it was Mariah Reb Webster, uh special education teacher. For high school, Megan Willie,
118uh who does the digital um >> productions. Yeah, thank you. And RTRTC was Logan Carton, who's one of our um medical assistant uh instructors. So, um great group for this first month, and um I think everybody enjoyed that. So, they got a little little goodie basket and a little thank you card and um so good good stuff. Uh we are hosting uh at the beginning of December, we're hosting a workshop here at the middle school uh with the FBI. Um and so we've done this before, but this is a uh local, regional, state, federal law enforcement officials that come in and do the presentation, but it's geared for our uh area law enforcement and school personnel. So, those are the only people who are allowed to to be there, but it's about school safety, uh
119things that they're learning from, uh events that are happening across the country and uh how to better our response and planning processes. So, we're happy to host that. Uh it was a pretty good crowd last time. I'm sure it will will be again. So, um homecoming, we need to talk about that one a little bit. I'm sure most people have if you have a student at the high school, you've seen the plans at least, but wanted to share a little bit about what's going on there. We originally had a game scheduled with Springfield Central. Uh they cancelled their varsity season and so we picked up a makeup game with Lighthouse Christian. I think I'm saying that right. Uh and they had to cancel their season due to injuries. So, we're at the point now in
120the season where due to Misha regulations, um the regulations are really written to keep people from trying to manipulate district tournament play um because of the way the seating process works for football and all those things. But we're at the point in the season now where Lighthouse Christian will take we'll have to forfeit that game and we take that win but we can't have another game because it would influence it would affect those district play. So we have no ability to schedule another game. It's not an option. So that started us down a long path. Uh we did examine the possibility of seeing if a school could bring us uh we play Park View the week after. We we explored bringing them up for a home game here instead of an away game. We looked
121at the possibility of our first round of of um week 10 play. We will likely host. It's not a guarantee, but we're in pretty good shape to be able to host that we might be able to do something there, but that's Halloween. That felt pretty gross um to try to plan on homecoming on Halloween. Um, and so, uh, Dr. Ray and, uh, Mr. Bridgeman over at the high school, brought some of the student leaders in, uh, some of the seniors from the football team, student council members, the homecoming court, uh, and just talk to them about the options. They want to keep homecoming where homecoming is, and they want to do their events, uh, and they wanted to make the best of it that we could. So, in doing that, um, I think we're going
122to have a great night. Uh we'll recognize the fall sports. Um have them go down um just say a little bit about the teams, do big waves, whatever. Uh we'll do some highlights from the alumni hall of fame uh uh presentations. So that'll probably be um scoreboard digital uh photos and videos, but we'll acknowledge those folks. Uh we plan to have all our regular student group performances for the choir, the band, the cheerleaders, um those those things. Um the homecoming court activities of course. um where the ladies get escorted out and then uh we're going to we're going to substitute a powderpuff football game. So, we usually have a powderpuff game, so this will be a little different timing. Uh the the boys I think the football boys were the most excited. Uh they're looking
123forward to sitting in the stands and cheering a little bit. So, but uh we think it'll be a good night and we would uh ask everyone to come out, support the kids, um and uh just have a good positive night. That's what we're hoping for. Free admission. Uh we will have concessions available, but we're not going to charge admission. Just come out and support the kids and and have a good time. So, um we hate that there's not a game, but that's where we are. So, um should mention, uh it's uh principles recognition month. So, if you see any of our building principles, they all do a fantastic job. Uh but, uh I'm going to say more importantly, not in any offense to our principles, but more importantly, today was custodians appreciation day. So, uh,
124we are very fortunate to have good custodians. Um, and, uh, they have a they have a a monumental task cleaning up after thousands of kids every day. So, we appreciate the work that they do. Uh, also wanted to mention, I know that you all are aware or some of you are aware, we were invited to participate in the new pilot for the board self-evaluation tool from MSBA. And so um would encourage the board to do that if you if you would so inclined to do that, but we can share some more details about that and I'll get that information to you. But I think that would be a good opportunity uh for the board to do that process and kind of see what that looks like. So that's all I have. >> All right. Uh
125any comments from any of the board members? Anything going on anywhere else? Um I have just a few things to share. Our uh board president monthly meeting was on September the 24th. Um the MSBA is having their new board member training session here in Rala on November 7th, but I think you've taken care of all of your requirements right Larry with that. So um uh so that would just be for anybody else that >> would like to join um that the refresher training will be at the annual conference. Uh but always keep in mind it's also online and there are some different options like you can select APR, sunshine law, confidentiality. So there's some different categories that you can choose from and that is free. It's part of our MSBA package. Um >> that session
126by the way is uh on Saturday afternoon I think at 2:45 for the refresher training. >> Um the theme of this particular meeting was about communication and the president on boarding program which that will also be uh something that will be part of the board workshop that's going to happen at the MSBA conference. their uh MSBA is working really hard to put something together. So, and hopefully we'll get that rolled out in the months to come. Uh they talked about group chats, no comment on group emails or chats that happen among when we have a a quorum and to maybe recommend a clause at the end of any type of correspondence that would say um do not reply to all just to avoid any issues with Sunshine Law. the annual con. As far as the
127annual conference goes, the app will be available soon. There's going to be over 70 sessions. I don't know if you guys have got a sneak peek, but there is a lot to choose from and one will be us presenting as well. So, that'll be great. Um, there'll be, of course, the delegate assembly, which they'll send out that hand that handbook soon. >> No, it's out. >> It's out. >> Oh, did they already? Okay, >> it's out. Did they say when session is? >> Yeah, we're at 1 something on Saturday. Is that >> Yeah, 1:15 something like that. >> 1:15 on Saturday. >> Whatever that time whatever that time block is. I forget. >> Okay. Thanks. And then legislative update uh was really just about the foundation formula. They've got a task force that's made up
128of a variety of people from different backgrounds. And um yeah, so maybe when we have our advocacy dinner meeting, we can talk to legislators and to see if there's been any more activity on that as well. Um and I'm sure there'll be some sort of update at the MSB >> conference, too. So, but that's that's about it. >> One one quick thing I forgot to mention, the parade is still on as well for homecoming. So Thursday night >> and suare too. >> 6 o'clock for the parade. Yes. And then Saturday the suare on Raleigh. Yeah. The parade is on Raleigh Street. So >> and then tickets are still available to buy for suare. >> Tickets available for the suare on Saturday. >> Here we go. All right. Okay. Um we've got our written reports with
129uh attendance substitute teacher list financial report cafeteria report and then dates uh upcoming are remember that our next board meeting will actually be on a Tuesday which is October the 14th and then we'll go back to Thursday on November the uh 13th homecoming parade you mentioned homecoming celebrations the core stuff and stuff I think that takes care of it. So, now can I get a motion to go back into close session? >> I'll make a motion we go into close session. >> I'll second that. >> All in favor? Oh, no. Sorry. How do you vote? >> I Yes. >> Yes. That's correct. >> Yes. Thank you. We're in close session.