001We're going to open uh and begin with the pledge of the allegiance. Um a long-standing tradition of our schools that reflect our collective comment to educa commitment, excuse me, to education, community, and civic responsibility. We invite all those who wish to participate to stand, face the flag, and join in reciting the pledge. Participant participation is voluntary and respectfully welcomed. As a sign of courtesy, please remove any hats and place your right hand over your heart. >> I pledge algiance 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. >> Wonderful. All right, moving on. We have our recognitions. So, we have our school safety specialist, Jim, take over. >> The Rala Board of Education proudly recognizes Lacy
002Colby and Monica Fulton for earning certification as school safety specialists through the CES School Safety Academy. This achievement fulfills new state requirements under Senate Bill 68 and reflects our strong commitment to student safety and professional growth. We're grateful for their leadership in helping create safe, supportive learning environments across our district. >> Get centered. speeches. >> Open mic. >> I didn't hear a speech. >> I just real quick, I would like to say uh thank you to both of them for spending many many many hours in those trainings and for uh continued that work with the district. So, thank you Lacy for being here. >> All right. Thank you. Thank you. >> All right. Next, we'll move to questions from the floor. At this time, any person wishing to speak on any question previously discussed through
003administrative channels and not on the agenda will be granted three minutes to make a presentation to the board. Seeing none, we'll move on to presentations on agenda items. Any person wishing to speak on any item on the agenda will be granted three minutes to make a presentation. See none, we'll move on. Our next item is the consent agenda. A consent agenda is utilized by the RA board of education as a means of dealing with routine matters which must be considered by the board of education but require a minimum of discussion. All board of education members receive and re 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
004for any reason, normally all items on the consent agenda are approved in one motion with a minimum of discussion. Today we have items A through E. Dr. Dar, do you have anything to call out? >> Uh, the only thing I would call out there is the um um Sorry, let me get back to the right screen here. the essential network technologies. Uh the paging system in this building failed and so that's replacement for that. We were looking at a temporary solution with our phone system, but uh just a little bit more we can actually put the new system in and have the whole building back up and running. So that's what that's for. >> Awesome. All right. Can I get a recommendation then to approve items A through E? >> I make a motion to
005approve the consent agenda items A through E. I'll second. >> All right. All in favor? >> I I moving on to old business. Dr. Fton. >> So, I don't have a presentation for you this evening. I do have some updates on the timelines for our projects. the high school and uh middle school field upgrades, which is the football field and the softball field will the um timeline has been updated to go out on the 23rd of September. Um at the same on the same date, we will be putting out to bid the RFP for the early childhood center as well. And then Mark Twain elementary timeline has been updated to go out November 11th. So with that, still looking at the other dates of proceeding for um for them in in the middle of November
006um for the first two projects for the early childhood and the fields awarding them by then with Mark Twain um then uh being due in in December and giving a notice to proceed in December, but that may move as well. So we'll see. It all depends on planning. Once we get all this done, we have to go through the um our through the adjusters. So, that's the only updates I've had as it's been pretty slow. I do know that all of our HBAC units are are in Rala. >> Great. >> They are here um working on trying to get a date for everyone to get them on the building whenever kids are not there, whether that be an evening or whether that be on a Saturday. So, they're working on those dates for that and
007installation right now. So, that was that's all the news and updates I have. >> All right. Sounds great. All right, we're going to make a slight change in um new business. We're going to start actually with um some representatives from East Central. You guys like to come on up and talk to us about your teach your ECC teacher education apprentice program. [Laughter] It's going to the back burner. >> Yeah, >> and you have to be at the microphone because it is it is televised. It is linked to our YouTube channel. Correct. >> Sorry. >> Hello everyone. My name is Melissa Richards. I am our business and industry coordinator at East Central College and I'm a part of the Center for Workforce Development. I'm Greg Startler. I'm the education coordinator at East Central College. So, Dr.
008Directors and myself were reflecting last time I presented to the board was when we started the early childhood program with Miss Diaz. >> Yeah. >> We don't remember how long ago that was, >> but it was a long time ago. So, u it is kind of nice to think of that in relation to this because really as we designed Is this okay? Am I talking? working. >> Oh, this really bothers me. Um, but um >> you can pick the microphone up if you'd like. >> Oh, that might be nice. >> There you go. You like that more? >> You can walk and talk. >> No, that don't don't get me started on that. So, um but it is nice to think about that in light of that because this is an evolution of all those
009things as we start to talk about the apprenticeship model that we have put together. It's really designed um to fit in with a lot of things we currently do in education. One of the things about apprenticeship is that really the words the terminology is something we're not used to in the education profession. Um but as you look at some of the components we have done them for as long as I can remember. As we look at education prep we have done things with competencies. Uh we have done defined mentorships forever and that's something that is really um ingrained into an apprenticeship model. So, uh, as we go through this, you'll see that we've defined pathways into the profession, but also trying to assist students who are currently going through the pipeline to get to that
010certification point. So, um, are you going to speak to the AEL stuff, Melissa? You want to Okay, so we can go to the next slide. Oh, yeah. Now, now too much power. Now, I am walking too much the Okay. U, so do you want to mention the consortium stuff? >> Um, so we have a grant. It's called the MOSEP work as you can see up there. It is a five college consortium. So in partner with CMU is our only only university partner. East Central College, Jefferson Community College is the lead of the grant. U mineral area and three rivers. >> So this is as I mentioned earlier, these are our defined entry points. Um so the pre-apprenticeship, if you look at apprenticeship model, the pre-apprenticeship is really leading into a full apprenticeship. Um and that's
011what we have here. two leadins. Um I'll speak more to the career tech side because that's really we have a strong relationship with Rolitech and we've had a strong relationship with uh Four Rivers. So we really wanted to define those into our model and help those students continue push those students continue and say hey we're investing in you. We really want you to continue in this profession. So that's uh the career tech model there. And Melissa will speak to the other one. Um, and just to define pre-apprenticeship is kind of what it sounds like. It's training you do prior to starting an apprentichip. So, trying to set people up for success. And in doing that, we wanted to make sure there was a pathway for um any type of individual. So, whether you're a 17
01218-year-old coming out of high school or you're a returning learner. Um, for example, I have a a family friend. She's uh has four kids in a local district, but they're all in school now. She was a stay at home mom. She's got a paramedic degree. She's got an associates from Central College. she's like, I kind of want to get back into doing something, so she's going to go be a sub. Um, so having entry points for those individuals, maybe a retiree of some sort that's again looking to kind of make a schedule for themselves, someone who's interested in maybe pursuing education, but not sure if it's quite the right fit. So again, the career and tech pathway for um that continuing student, but then also we have uh the adult returning learner and they partner
013with our AAL department to come back in and earn their sub um impair certifications. Oh, okay. So benefits of benefits of the pre-apprenticeship program. Um again, especially for our returning learners, we will offer them um in person or live online. Um we do a background check. We want to make sure that if we train these folks, they're eligible to be in the school districts. Um, first and foremost, we get them first aid, CPR, AED certified and also include infant and child net. So they again, that's an employability aspect um that they will need. They do paid field experience. We have options with that either within E central. They can be in partnership with a school district. Um, we do fun activities, messy play night, uh, reading nights, whatever that might be. We want them to
014have exposure whether it's in a classroom or with kids or a population that they might want to be in. Again, whether you learn uh I think in apprentichip, you either learn what you like or what you don't like and that's kind of a a point of this program and then they'll also earn their subcertification and we would help pay for those dusty fees associated with that. >> So then as we look at the career tech side of things, you can see that um we're trying to assist those same elements trying to assist those students though with some of the costs that would be associated. We know still the substitute certification is a process and it takes money too much money still. Um and along as we look at Miss Diaz's program here in the building
015um we know that like the CDA exam is still actually the price went up. Um so it's over $500 now. Um so that's something we consider for this too. But we'd also pay for some of the um help assist pay for the college credits for the career tech student. Any questions about those? This is us talking too much. Okay. So, uh this is then the full apprenticeship. As we go into our area of the apprenticeship is our associates degrees. Um there's three that we really targeted for this. And this is meant for anybody who's working within a school environment. So there we just listed some examples of what would fit. Uh but then they'd be seeking one of the degrees that we outlined there. So again, employee with the district in some capacity trying to
016help them move on in a degree. Okay. As far as the apprentice goes, one thing we need to keep in mind is that um I know we haven't uh hit the range that banks do as far as titles go, but we have a lot of titles um in education. One of the things that we need to get comfortable with is the idea of apprentice and what does that mean within a district? because it does mean something different than just somebody who walks in off the street, right? If somebody is an apprentice, they're working towards something more. So, they're working towards uh one of the degrees we define there. And that common title, I really think should mean something more in our profession moving forward. And those are some of the elements that we can assist
017with. Again, helping the student get to the completion of one of those degrees. As you look at yourselves in the profession, the same thing we know that we can identify how many apprentices we have in the district and then we know okay we have so many people in the pipeline what are they going for what are they seeking as far as certification goes and it helps us identify those and also who we need to still recruit into those elements. So um I don't think I need anything else on that one. What's >> um and as you see at the bottom point again, we're looking to provide around $2,500 per person for financial assistance. Um this would come after maybe their PEL eligible scholarships, whatever it might be on the back end of that to help
018them get through um these college courses. Um I doubt debtree, but at least trying to help in some way, some capacity. And it's the largest amount or the largest we've ever had put towards an apprentice, I believe, in in our history. And this is the first grant we've um acquired that um it actually covers healthcare, manufacturing, and education, but it's the first one that it's it's included education for us. Um so again, these are just a list of some of the certifications that they would come along. So again, the first aid subteer, um obviously the associates degree, we are not a four-year institution. This is the, you know, two plus two what we're looking at. We're looking for that transfer. Um and again then they will also earn a department of labor certificate of appre
019or cert completion that is a nationally recognized credential. Um and then again CMU is a partner for us. They kind of um really started with the education apprentichips. We're just we learn a lot from them and along from our other community college partners. >> Has CMU talked to you about their apprenticeship model? Have you seen any other stuff? Okay, I'll send that to you Dr. So you can kind of see what it looks like. It really is assistance. Um that end you do need to be more on the instructional side as so ECC apprentice would be done after the two-year completion of your degree. The next apprenticeship would be through your four-year partner and it even could be like S&T. Um but it' be your with your four-year partner and how they define that apprentichip.
020TMU's model is really um your employment within the district is focused on um in the classroom instructional piece and then they tie any of your uh field experience components in the later two years of your four-year degree would be tied to competencies you're doing throughout that time in the field. So you'd have to show um just like we normally do portfolio elements um artifacts that would demonstrate your competencies within those different areas. Um, so that would be more on the CMU side and it does I think the material it's like 20 plus credit hours that are then consumed by your time in the classroom that you do not have to pay for. So it does reduce that the last 60 credit hours drastically when you think about that range. I don't work for CMU. I
021should put that on there. Okay, I think that's it for us. Anything else, Melissa, for you? Okay, thank you. Any comments? Any questions? >> Did this program just start this year or? >> Yes. >> Um yes, we started our initiative back in July of last year when we received notice of the grant and um we just started kind of working with schools in June. So obviously the pathways have been there for a long time, but the apprentichip model in education for East Central, yes, this is a starting point. >> How many do you currently have interested in this program? uh partner, employer partners or students? >> Employee partners. >> Um employers, we've probably met with at least around 10 and then we continue to add to that. Um we have two employer partners currently. One
022out of Martha, Missouri, which is a special education, very specialized special education and then um Bourbon or Crawford School District. >> And the students, how many >> uh students, that's where again the employers are really the big point of that. So got >> who is what is your current workforce looking like? you currently have folks that are um coming to ECC or planning to or want to or again given the opportunity in some financial assistance would they but we have done for the pre-apprenticeship we are on our second cohort of substitutes and I think we've put about 10 through that program so each uh we first started in union now we have a cohort in Rala and in union um so we're actually 10 might not seem like a lot if you but I promise
023you getting a program off the ground by word of mouth we do not have marketing budget in this grant um is amazing. So that's where we really ask the district and folks in the district, please promote this program. >> ECC does not need subs. You guys do this. We're doing this for the community. >> Awesome. Great. >> So what they are asking for us tonight is to become a partner with them to um allow we have some students actually that are um ECC students that are our parents that could benefit from this program that are actively seeking a degree right now, you know. So I really think it would be beneficial for us to become a partner in this. It would allow us to grow our subpool as well as to help um grow some
024parents into our own teachers as well. >> You said also high school students can qualify as well. So that do they take the program during high school and then after can they do that their junior and senior year? >> Um yes they can. So it's probably a little more target towards seniors um in the teaching education program with Raleigh technical and then again our partners there kind of uh being a referral to say hey I've got 20 people in the program um do we go down and present to those students um they do not have to have an employer partner at the time to be in the pre-apprenticeship program. So then it would really be them um do they want to pursue that opportunity with us. >> Excellent. So would we just make our counselors
025aware that we have this program? >> Correct. We would and advertise it on our social media pages, send it out to our employees as well as flyers >> to let them know what's going on. >> What is the flexibility of the program? So, if you were a custodian working, what type of course schedule are you a day program? >> Really, we have both. We've kind of designed the education program to work with students. As Dr. Dr. Fulton was saying we do we we have a large population who go through uh Miss Diaz's program and then go on um for their associates degree and a lot of them do end up working for the district. So we have designed the program to really be accommodating to that. Um I'll use a class example from last night.
026I we have afternoon classes that run from it's about 3:30 to 6:20. Um and those are livereamed um with various students. So I have a student who works uh in Salem is the one who was joining last night and um just in that classroom there were three students who were working in different school districts zooming into class for participation right after their job. One of them was still in a classroom and that always I'm like oh but um that sounds exhausting to me but we work with the student and it's really going to be by student. It's going to depend on um you know stage of life and things like that where they're at. So, we really uh community colleges do that well. Um, and I think that's one of the reasons we did get
027the grant is because it's something we've been doing for a long time. Um, but it's still that's hard and it's exhausting as an instructor because you're trying to monitor all the things just like you are in here. All the I mean, all people online. I'm talking to the ceiling sometimes in class. Students are used to it, but it's engagement. So, um, does that answer your question? >> Yes, it does. Thank you. >> Very flexible. That's what it takes. try to be. >> So, going back to when we had the grow your own piece from the state and those things, there's actually more uh probably financial benefit and opportunity for our staff and students with this program than there was through any of that. So, it's a lot of lot of flexibility and options for what
028path they want to go down, I think. >> And I do I feel like um I feel like Governor Kho actually is probably pushing more into the apprenticeship piece of things. Did we fund grow your own at all this year? Yeah. Anyway, I do I feel like there's more likely to be more funds going into that avenue uh moving forward as well. >> That's true. >> All right. Any other questions? Then you just need a motion. >> We do. >> Okay. For us to enter into an apprentice into the participate >> participate in the apprentichip program. >> Okay. >> All right. >> To be a partner with with Central. >> Central. Okay. Can I get a motion then? I make a motion to enter a apprenticeship with East Central Community College. >> I'll second that.
029>> All right. All in favor? >> I I approved. Thank you. >> Thank you guys. >> Thank you for being here. >> All right. Next up is Dr. Welch. Are you ready to come talk to us about the 202526 professional development plan? He needs to see this. >> He needs to see himself up there on the big screen. There you go. There's a good picture of him. >> He's like a bunch of giggles. >> We're making fun of him. >> I sent him a picture. >> Oh, you did? >> I sent him a picture of us saying the pledge of allegiance to him. >> Oh, he had he was >> great. >> All right. Well, good evening. Um, we are here this evening to talk about our annual professional development plan that you all review
030and approve each year. Uh, the bones of that have not changed, but we will talk about some of the just specific pieces that we'll be working on this year and some of the numbers in regards to uh, our mentors and some things like that. So, we do have a fantastic district-wide committee um, representatives from each building who come together and meet with me and and plan throughout the course of the year. So, just wanted to take a minute to recognize those folks who volunteer their time. Um, we do have several new members this year. Those folks are elected into those positions. And so, sometimes as we have people transition to different roles, we have openings come open. And this year, we just happen to have several. So, uh it'll be fun getting to know that
031whole new group of of folks. this year. Uh their primary responsibilities are to um look at assessments, uh surveys that we send out to our staff to try to better understand what their professional development needs are. Um they use that then to help with some of those planning processes for the upcoming school year in regards to things that we will focus on. They also help make decisions uh and look at feedback from all of our new teachers who go through our mentoring program. Um, I think each year we have made some minor changes to that. I feel like just kind of fine-tuning and making it better every year. So, I appreciate their reflectiveness and input there. And then also they look at just overall how our staff evaluate professional development opportunities that they take advantage
032of using those professional development dollars. So, that's their primary role. Um, in the plan, you saw that we do have our allocations, our proposed allocations for the year. Uh, again, we always have some things that right off the top the district we set aside and are committed to using those funds to pay for. Uh, our mentors are one of those. So, our new teachers every year that come in, that is a requirement that they do go through some type of two-year mentor program. We feel like it's important to um provide a stipen back to those teachers who are serving in that role as mentor. Uh they spend a lot of time working with those new teachers and so we always um utilize these funds to provide those stipens to them. We do provide some training.
033Of course, they get a lot of training in the summer prior to their first year of starting with us. That's brand new teachers, but also just teachers new to the district. They come in on a couple of different occasions, receive technology training. They do have those three um new teacher orientation days that are built in before the school year, but then once the school year gets started, there's only so much your brain can handle in those first few days. So once the school year gets started, we pull those folks back out and kind of rotate them through some training with Nikki and Kayla. Um we're fine-tuning that a little bit again this year and including uh Ashley and um Lydia, our math and ELA uh instructional coaches. And so it's really kind of more than
034technology, but it is focused a lot around just different instructional tools that we use that they need to know how to to get in to navigate to, you know, pull out assessment data, things like that. Um we have a few other things and we'll kind of talk about those later at the district level set aside. And then the majority of our funds go to the buildings for them to be able to determine how they will utilize and support teachers. So this gets into that building level allocation and the amount of money that's designated. Um there are a few teachers in those staff counts. Those might look a little low. So there's a few teachers that receive funding through other u mechanisms and so they're not included in those. So like our ELLL teachers, our title
035teachers, uh they all receive federal funding for professional development. So everyone has those opportunities, but sometimes they come from different pots of money. Um for this year, we do not have any largecale PD that would include the whole prek12 staff like we did last year. So we had several days last year where we were doing our trauma informed training with Josh Barner. uh the majority of the mornings kind of consisted of that and then the buildings planned their afternoon. This year we just have a lot of different initiatives that we're fulfilling or you know finishing up some work that we're doing in some different places. So it's it's pretty much um separated. We are doing all of our elementary folks. Most of their stuff is in the morning with the district plan PD and then
036their buildings are responsible for planning the afternoon and then we switch. So secondary they have their building PD in the morning and then we have district planned PD in the afternoon. We have five days that our teachers um are meeting for that and it's kind of spread over the course of the year. The things that we're focusing on this year again like I mentioned there's just a variety of different things. Um, all of those are connected back to either work that we're doing through our current CEIP plan uh or maybe specific to different initiatives that we've had in the district. Uh, but all of those are connected back to those larger uh overarching goals that we have as a district. So, still continuing some work this year around just data driven assessments, developing of common
037assessments. Um, reading success plans. We are in year three of reading success plans. We are in year three of revised guidance from DESIE and Renaissance in regards to how to go about reading success plans. So, I just feel like that's a it's just an ongoing process of learning and and helping teachers. You'll remember two years ago, we we finalized our contract with NWA on the assessment side and we started to really dive into Renaissance STAR assessments. in the past that had primarily been used to drive AR and they really weren't looking at it necessarily as a a through assessment and so we're continuing to kind of help them understand the reporting options available to them. How do they make decisions about their instruction based on those results? We have purchased a new um uh product
038through Renaissance which is near pod at K3. Uh and so we'll be doing some specified training on that in regards to how they create kind of individualized learning plans for students within Renaissance based on that star data. Um we always every year are looking at our state assessment data map grade level assessments and end of course doing some analysis there. um building in time on those PD days for teams to get together and really dive into that data, make decisions in regards to their building goals and how they're trying to progress student achievement forward in those four core content areas. This year, uh for textbook adoption, it's math to review. And so in order to help guide that process, we felt like it was important that we do some professional development around what is best
039practices in math instruction. Um it's been a long time since we've talked about math specifically. We talk a lot about literacy, but we need to have some emphasis there on math as well. And there has been some shifts over the last, I would say, five to seven years in regards to math practices. um and some ways that we should be approaching that just in regards to um how we're encouraging students to have conversation and dialogue and problem solving, critical thinking. And so we're going to kind of try to lay some groundwork this year during some of our professional development time um in order to help facilitate that process as well. Uh knowing that we'll be selecting something new and implementing next year and we'll have a lot of focus next year in particular around implementation
040of that new resource. Uh last year was our adoption for literacy and so you'll remember we selected two resources for K5. Um Wonders was the primary one and then at this uh K through 2 grade they were using UFly. Well, we intentionally did not introduce UFly to the third through fifth grade last year because it's a supplemental piece. We really wanted them to have one year to focus on their core content um and really get familiarized with that core resource. And so this year we're going back with grades three through five and providing targeted professional development on how they could use UFly as an intervention or a tier 2 instructional piece. So be focusing there. We are in year two of our cooperation with uh TNTP and so our kindergarten and first grade teachers. One
041of the the requirements of that partnership is that they do some professional development with TNTP. That is all based on their observations when they're coming through and using that walkthrough tool. They identify areas um that we could use some continued uh professional development in. And so we build that in on those PD days specific for those K and one teachers. And that's all literacy focused. And then I mentioned Near Pod already. That was a a product that we purchased new this year for K through three. We also purchased uh freckle which is a math tool. Uh and I shared these with you last year and you approved of the purchase of both of these items. But part of the goal is to diversify some of the instructional tools that we use with our students. So
042we have had exact path in this district for a long time. Um it's very researchbased. There's a lot of good stuff there. But our students start using that in the elementary all the way through eighth grade. and by the time they get to that level, they're kind of like, you know, we've seen this, done this, they're kind of over it. So, we're trying to diversify some of those tools. We also tried to specifically choose some things that were a little more age appropriate for those kindergarten, first, second, third grade students. So, that's the freckle and the near pod. We'll be diving into those this year and helping teachers understand how to use those uh in their classroom. And then, of course, artificial intelligence continues to just be an area that's exploding and taking off. We
043have provided PD to our secondary staff all last year. Um very targeted development with them. Um because of all the other initiatives we had going on at the elementary, we held on that. So this year we'll be including K12. Uh some of that will take place on the PD days and others will be optional opportunities that Nikki and Kayla provide um during the school day with some lunch and learns as well as some afterchool sessions that teachers can take advantage of. And then I mentioned already we have our big math resource review um and we'll be using our April PD day to pull in um more of our staff to be able to review what the committee has done to give them a better opportunity to provide some input and then also build in some
044PD initial PD for that new resource. And then last year we made some changes to what used to be referred to as launch. um it was very techfocused and people who participated in I teach were facilitating those sessions. Last year we opened that up and made it more of kind of just generalized sessions. It didn't have to be tech specific and so that was a success. Um we did hear some feedback from our teachers that April felt too late because they wanted to take the ideas that they learned back into their classroom. So we'll do that in February this year. But we plan to to to replicate that again and offer that. We have so many talented people and we love that they want to share their knowledge. So, we're going to give them that
045opportunity. Um, part of these funds go towards that mentor program and our new teacher academy. Just uh wanted to let you know we do have 20 teachers um this year that are participating in that mentoring program. So, they're a first or a secondyear teacher. Um they continue to meet with their mentor and we have resources we've created for them that they walk through. And then new teacher academy. That would be all of our new hires this year. Whether they have experience or not, we have 24 people that will participate in that. And those are after school meetings. We give very specified topics that we cover with them. GOCSD is one of those things that lives in that district set aside, our district allocation up above on our uh PD budget. We purchased this last year.
046um had a lot of people that participated in a lot of different events with them. Um we are continuing year two with that. The one thing I wanted to point out here is that part of our membership buys us so many seats to attend something that's called the innovation summit. So it is a conference um that GOCSD puts on. It's in the summer. Um I went this year and we had probably a team of I don't know there was 13 to 15 of us that attended districtwide. um really impressed with the overall quality of the sessions that they provided. Very high quality PD um and it's just a great opportunity to connect with other educators across the state um and learn from them and build relationships so that when we see something that's really good
047um we have the opportunity to reach back out, ask questions and and go from there. So, we're going to continue that process. The thing that I love about this is it does just give a lot of options for folks. Um, we have a lot of people that have very specified roles. They have a ton of uh groups that they serve. So like they have a go sped and a go gifted. Um, so for teachers like that that maybe are looking for some unique PD specific to their role, they can join those cohorts and be able to to get some professional development that way as well. Uh we are in the process right now of gathering feedback from all of our certified staff. I have a needs assessment that I sent out a week or so
048ago. It'll close at the end of this week, but we do ask a variety of different questions from our staff and that helps us um plan for the following year. So trying to understand what are their greatest challenges, where do they need assistance in finding professional development, are they able to find PD opportunities outside of the district that interest them, do they need help with that? um what's their preferred way of learning? Uh we asked some targeted questions around, you know, would they be interested in a system that would allow them to do like micro credentials where they could get in and you know enroll in um like a self-paced course or something. Uh so just trying to better understand their needs and how we can use our PD dollars to to best meet those
049needs. >> Any questions? Does anybody have any questions? So on that go whatever goss. >> Yeah. All those letters. >> Um so we just pay for a subscription and people can just sign up for whatever they want or is there a certain number of classes that we're allowed? >> Yep. So we pay an annual membership fee and then they push out all of the offerings throughout the school year. The a lot of them are free if you're a member. Some of them it's just a discounted rate. It really depends on what the opportunity is. Uh, for example, last year they had a national speaker, a national speaker come in for for AI. Um, and so there was a discounted rate for members. It wasn't a lot, but you did get, you know, a discount there.
050So, but a majority of it is free if you are a member. >> Included in our school membership. >> Yes. Interesting. >> Yeah. So, when you go in and you select what you want to choose, you just say you're a member and then it's zero cost. You sign up and register. Nice. Go from there. >> That's interesting. Do they submit all of that information to you when they're taking or how do they report all their PD when they're getting additional? >> So in the building that's part of the building committee members job. We have a survey that we've built and so they chase those folks if they've approved something at the building level for them to attend. They send them the survey link and then remind them to fill it out when they complete it.
051And then we review all that data as a committee. So the building would know if somebody had not taken any PD or >> Correct. >> Okay. Yeah. >> And then how do they share the information? So if they went to this in innovation summit, how do you >> share that back with the group? >> Yeah. So a lot of times the in the building portion of the PD day, they may come to like a faculty meeting and share that. It depends on what it is that they've gone to and where it makes the most sense for them to share that information back out. So it might be during a faculty meeting. It could be during a grade level PLC time. It just depends. >> Okay. But you have the expectation that that's what they're supposed
052to do. >> Yes. They have an expectation to come back and share what they've learned. >> Okay. >> Sounds great. Anybody have any other questions? If not, can we get a motion? >> Make a motion to approve the 2526 professional development plan. >> I'll second that. >> Right. All in favor say I. >> I. Those oppos say no. >> Eyes have it. All right. Next on our list is the advocacy dinner meeting. Um, so Dr. or Dr. Sorry, Representative Tara Peters, uh, Representative Benny Cook and Representative Don Mayhew have confirmed that they can join us um, for this meeting um, that's going to be scheduled for November 20th um, at 5:00 at the culinary arts uh, classroom. I also did reach out to Senator Justin Brown and unfortunately he is unavailable to attend. >> So
053um but I still, you know, it's going to be a good meeting. Yeah. >> With um those three representatives there. >> So it looks like we need to get a motion to um approve this meeting. So >> I'll make a motion to approve the advocacy dinner meeting with our three representatives. >> Great. Would someone second that? >> I second that. >> All right. All in favor say I. >> I. Those opposed say no. All right, we have it set. Next is comments. Dr. Dare, would you like to share a uh superintendent report with us? >> Uh, sure. Just a couple of quick things. Um, we had our first citizens academy meeting last night. Um, I know some of you were able to come and some weren't and that's okay. Uh, but we have 30 people
054signed up. We had 26, I believe, last night. So, great attendance. um we filled their brains over two hours with lots and lots of stuff, but uh got good feedback today uh after the event last night and today. Um people seem to really like that. So, we have a series of meetings scheduled throughout the year. Uh and we'll continue to share information um just trying to be transparent, give them information to counter misinformation, uh and also uh let them learn a little bit more about how we operate and why we do some of the things that we do. So, um I think it all went really well and I want to say thank you to Gina for pulling all of that together and um feeding us too. So, that was good, too. But, >> um
055and then uh just in your packet, you have all the homecoming dates. So, uh remember the parade on Thursday the 16th, of course, the game on the 17th, and then um the maroon and gray suare on the 17th or on the uh 18th rather, sorry. >> And that's the week that we're meeting on Tuesday. Is that right? Instead of Thursday. That is correct. >> Yes, that's the week. That's the not our next meeting but the next. Right. Yeah. >> 14th. >> And that's all I have. >> Well, I think for us that attended last night um received really good feedback from uh from the community members, which was great. I think the way you've got things broken down into little bite-size pieces will help people to learn a lot about our district. It's really great.
056>> Hope so. >> And there was a a little uh little game they got to play on trying to guess some school Yeah. information. So, that was fun. >> Throwing that in the mix. All right. Our next board meeting is October the 2nd. Um we'll go back to our normal time at uh 5 for close and 5:30 for open. And then following that will be Tuesday, October the 14th due to homecoming. All right. And anything else? Anybody else wanting to share anything in the district? >> Football game. >> Yes, we're all headed to a football game. Well, most of us, I think, might be headed to a football game after this. >> All right. Well, if I can get a motion to adjourn. We don't have Mark, so he's gonna do that. We don't know
057how to make that. >> Nobody knows how to do that. >> I'll make a motion to adjurnn. >> All right. and he would like to second it. >> I'll second. >> All right. All in favor say I.