001[Music] We will now call this meeting to order. Please stand and join me in reciting the pledge of allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Thank you. [Music] Our next item is the approval of our consent agenda. Have a motion. Madam President, Vice President Schwarz, I move to approve the consent agenda as presented. Thank you. Do we have a second? I'll second. Second by Mr. Seeks. Any discussion? Hearing none. All those in favor, please say I. I. I. Say nay. Okay. Motion carries. Our next item is the approval of tonight's agenda. Do we have a motion? Madam President, Mr. I move to approve the agenda as presented. Thank you. Do
002we have a second? I'll second that. Second by Vice President Schwarz. Any discussion? Hearing none. All those in favor, please say I. I. All those opposed say I. Motion carries. Our next item is our superintendence report. Dr. Luton, the floor is yours. Thank you, Madam President. A couple items in regard to activities and enrollments. Um, our fall ECP numbers are look are up 121 for next year. So, uh, that's up from 108. Summer Rasp, we have 272 kids at Berg right now. Uh, that's a 37% increase from last year. Just to point out, that's 272 kids in Berg. Berg has 225 during the school year. And so, our RASP staff is doing an amazing job uh, just keeping that building clean. And Mr. Harris has figured out a way to uh get that building cleaned
003in two weeks in August. So, we're bringing in some reinforcements with custodial help. So, it's kind of fun. I saw him the other day going from the park and I actually got stopped on the street and they were all crossing the street and it took about 4 minutes for me to sit there and as they all in single file line. So, kind of neat. Kindergarten enrollments at 274. That's about where we were last year at this time. We ended up with 315. uh summer school enrollment. I don't have that uh data available. Projects going on. I'll visit with the high about the high school here in a little bit, but have a residing project at Heart River. Uh they're working on the north side. They're going to save that south side cuz they may have
004to do that once school starts. So part that won't uh disturb the playground. Anyways, uh Roosevelt uh getting some landscaping done over there. If you drive by that, uh hopefully they'll get that finished up this week. And then along with Berg, if you take a look, we had to reseed the playground. Had some winterkill there. And then um doing some work on the front yard there. I don't think anything's been done on that. And probably probably before I was a kid there. So that's my report, Madam President. Thank you, Dr. Any questions? Okay, hearing none, we will move on to our business topics. Our first item under this category is the update on our Dixon High School rebuild. Dr. Yeah, I forward those Friday updates to you guys generally when I get them on Friday
005night. Uh but we'll get a monthly report that shows this and we've posted that to our website. Just going to go through it really quick. That's a rendering of the school. We did uh it look a little different cuz we were able to bring back our egg shop uh for egg education for our ninth graders. that was kind of cut when we were designing the school and didn't think we'd have the money, but we were able to bring that back. So, uh, the second page just kind of goes over the percentages of of work that's been completed. Obviously, uh, earth work and some of the excavation and then, uh, concrete is is what we're working on now. And there's some pictures here later. So, that third page just goes through the activities. Um, as an
006example, the electrical, we replaced the transformer last Wednesday and Thursday. That's why we didn't have any while we shut down central office. We didn't have any electricity at the high school which meant we didn't have any internet across the whole district. So, got a new uh gas meter and uh demoed the brick on the side that connects to the building. And most of that work if you go out there I was out there today is is that column and that footing that are being poured right now. There's some kind of some neat pictures here I'll show you in a little bit. Go ahead and turn the page. Kind of the this is kind of a a map of the work that's being done right now. E essentially those are the column pads and then the
007um footings that are being poured. So next page kind of a nice picture that purple shows you know what the footprint will look like. As you can kind of see we were questioning keeping that uh football shed and in the end it actually we're we're going to go past that. So when you look out there and you start seeing the work they're doing, it's it it's starting to look like oh I can see the footprint and how large it is. So um that page on the left u so and anytime they show you a map the little looks like an exclamation point that's the location of the picture. So you can see they knocked off that uh activ or that PE storage area. So turn the page. That's just a a example of kind of
008excavation and for a for a for a pad essentially and shows the location of it. That was one of the first ones I think they excavated. So if you turn the page there, there shows that uh pad again. And then you can start to see the footing wall, the narrower part that goes along. So go ahead and turn the page. This is all concrete. Now, this shows us moving the football uh stage or uh storage. They were either going to knock it down. It was going to cost us money. We were able to find somebody that would take it. So, uh if you turn the page, uh that's just uh that's showing some of the that pad that's on the bottom there and then a column and then the the footings of the wall. So,
009they excavate down and I think there's another picture that'll show how they back fill it. So, literally they move all this dirt and then they pour those footings and those columns and those pads and that's what the building's going to sit on. So, if you turn to the next page, that's kind of uh shows you how that pads laid. And then you can kind of see the footings. They're starting to frame those up here. And if you go out there now, that's all done and it's all back filled already. So, this is the south uh while it shows there. It's the south part of the building. So that's what they were they're working on that academic wing now. So they'll get that port and then they'll start working on the other choir and the band
010and the egg. So turn the page. Next three pages are just showing the the three floors and um and then a bird's eye view at the very end. So any questions? Any questions for Dr. Wood? Okay. Thank you for the report. Our next item is a report from West Dakota Parent Family Resource Center. Mrs. Phil Wine is joining us tonight. Welcome. Hi there. [Music] I don't know if my report will be as exciting as yours. Oh, it'll it'll be better. I mean, that is exciting about how where we are with our school. Twilight is pulling up uh the PowerPoint. Um, okay. So, thank you for your time tonight. I'm here to just give you a little report on the activity and the services of West Dakota this past school year. Um, as a school district,
011we utilize the multi-tiered support system for our students, our MTSS system, which allows us to provide support to our students and targeted support to our struggling students. Last year, I presented this slide to you to show you how parents, the parent center can fit within that tiered support system. So, this year, I decided rather than giving you a bunch of data, I just want to really show you the work that I've done this year to really work towards um really fitting within this slide that I presented to you. So, just as a reminder, I am the coordinator at the parent center. I am the I do parenting classes. I work on family engagement. I'm the homeless liaison and I'm also the foster care liaison. And the photo on the left, I was at the Ruff
012Rider Virtual Academy open house. We had a blast and I visited with a whole lot of parents. On the right, I was at Roosevelt Elementary for a reading event in which they invited me to come and visit with their parents. Last year, I shared with you that um it was our first year doing the Gearing Up for preschool program last year. It was successful, so successful that this past school year I it was requested and I implemented two sessions of gearing up for preschool. So I did one in the fall and one in the spring with three classes in each the fall and the spring. Parents and kids really enjoyed the opportunity. And you can see just from the feedback from these um what the kids took out of the program as well as the
013parents. This is actually my goal. If kids can learn how to separate from their parents and it makes it easier when they come to school, that's huge. If kids are exposed to new skills that parents had actually no idea about trying to teach their kids, that's huge. All of these things really are meeting the goals that I have in the program. And when I looked at what in the world are parents taking away from it, parents are saying,"I can be more proactive and more intentional at be doing things at home." That's the goal. We want parents to know that we need them to be more engaged and involved at home because when they are, kids do better in school. So, gearing up for kindergarten. This is our 15th year of doing Gearing Up for Kindergarten,
014believe it or not, and the program really speaks for itself. This really is uh an example of family engagement to its core because parents are coming with their kids, but they are going home and they are taking those skills that they're learning in the program and they're practicing them at home. That really is the core and the goal because when parents can really learn to be more engaged right from right out of the gate, their kids will do better. You can see that these parents are actively engaged in the classroom. They are doing the activities with the teacher, with their kids. They are learning what they need to do or what they could do at home. our gearing up for middle school program. Look at all those parents. That is a whole lot of parents
015and a whole lot of fifth graders. The this program this year was more successful because I purposely worked much harder and I should do this all the time, but to make more connections with our fifth grade teachers. They really helped me to recruit and to get the word out to all of these parents. The more the word got out, the more parents were signing up and they really did enjoy the program this year. So much so that they asked if we can add an extra night. So, we may actually this coming school year add an extra night because they really want to know more so that they can begin to do more to get their kids ready. So this year, just like last year, I did monthly family reading extravaganzas, but we also wo in
016the social and emotional development and what we can do to help our kids grow socially and emotionally as well. I keep hearing from not only parents and families, but teachers and other people that our kids really need to have more experiences and grow that social and emotional development. It really does help our kids in the classroom. Kids do better when they know more social interaction and they're more in control of their emotions. So, these events went very well. We did it once a month and it was um highly attended. This year was our second um annual. I'm calling it an annual even though it's only the second one. It's our parent fair. And I I am so proud because last year we had a little over 300 parents. This year we had 450. So we
017have parents who maybe have kids in our school and parents who will have kids coming to our school. And this really is like giving them a warm welcome. We want you. This is what we can do for you. This is how we can support you with your kids. Parents really enjoyed themselves and so did kids and I did too. You can see I like have a little fun up there. So this year on National Family Engagement Day, I knew it was coming up and I decided, okay, what could I do? How could I get out there and be everywhere? It couldn't be everywhere, but I w I did go to four schools. And at four schools, I was able to greet parents either in the morning or at pickup time. I gave them each a
018small cup of coffee and a handout that well told them how important they were in their child's um uh academic um in school. And I tell you, some of those parents might not have wanted to roll the window down at first. They were like, "Who is this person?" But you know what? I visited with all of them. I just went from car to car with those crazy signs and they were visiting with me and very very appreciative. So, it was a little bit of work and it was a little cold, but it was okay. It was okay because I think that I'm going to set the standard now. They're going to see me each each time. So, I heard about this thing in Bismar about how families do puzzle competitions and I thought, "Oh my
019goodness, wouldn't that be kind of fun to do here?" So, I did three family puzzle competition nights and it was kind of interesting because whether they had little kids or bigger kids, the families that like to put puzzles together, they came and they were pretty competitive with the other families and I was able to get puzzles donated so every family went home with a puzzle that they could continue to interact and do things as a family at home. [Music] This year um I offered a book study um for parents on this book. It's called the anxious generation and it's the great rewiring of of childhood which is causing an epidemic of they're recognizing that there is anxiety more anxiety in our students and in our youth. And so, um, this book really helps parents to
020understand the importance of limiting screen time because screen time is really impacting their kids. Um, this really was a great opportunity to have a consistent period of time for parents to meet with each other and reflect with each other. And at the end, we did ask them to really make a commitment. how can we reduce some of that screen time and have more family interaction time? Um, it really it went well and the books were purchased by the foundation. So, every family got their own book and so I invited them to share that book when we were done with our book studies so that they could share it with other families. Just as a reminder, we use evidence-based parenting programs, trauma-informed approaches to strengthen families. We really work when we are doing parent education. We're
021not just dealing with the behaviors that we see on the top. We're really helping parents to understand when my child doesn't want to get up and go to school. What really might be going on? Maybe my child isn't getting enough sleep. Maybe they need to go to bed earlier. Maybe we need to have more consistency and routine. We really ask them to look beyond what they see up on the top. And it really does help and it makes a difference. So just as a reminder at the center we offer lots of researchbased programs and these are just a few of them. All of them have great and amazing parenting tools and strategies. All of these tools, if they work at home and they work to implement them consistently, it does make a difference for our
022kids in the classroom. When things go better at home, things go better in school. So, um we do continue to offer these uh parenting programs. Just I just wanted to give you a short little snippet of some of the responses from parents. Um but parents are coming to the parenting center sometimes saying my kid is having intense behaviors and I don't know what to do. In comes that emotional development and really helping them understand and helping them to grow that. Some parents who really want to have complete control but recognizing that we really can only control oursel we can't control someone else. So really helping them to understand and use tools like choices and um talking more about themselves rather than their kids. So this is just a little bit of feedback that I hear
023from them. [Music] So coming new this year, um I have uh been trained in a program called parenting parenting in recovery because we do have some families who are either have went through a recovery program or are currently going through and they're really asking I need more parenting support, more parenting tools. So I've been trained in that um positive Indian parenting program. We do have Native American families and it really is about me understanding culturally that perspective and really helping with some tools and strategies. Triple parent triple P parenting. Um I'm currently trying to come up and brainstorm what I could do on family Fridays. I don't know. I'm going to have something up my sleeve, but we're going to do something on on Fridays. Um also gearing up for baby. So, one of the
024um the feedback from gearing up for preschool from preschool families, they really talked about um how sometimes, not all the time, but sometimes not everybody has the support around them when they are becoming parents. And they said things like, you know what, I I thought that it was about getting a crib and diapers and wipes and all those things and it's much more than that. What I visited with them about is when we um make that concerted effort right from the beginning, whether it's reading, whether it's singing, whether it's holding, whether it's connecting, all of those things make a huge difference. You're forming and growing this young person that eventually will come to school. And when we do those things right from the beginning, it makes entry into school so much better. So, I'm going
025to try and create a program called Gearing Up for Baby just with some basic things that parents can do right from the beginning. And then I will be working with our school improvement committee um with Steven Constantino's engaging every family this year. I am super excited about that. And just as a reminder, I am the homeless and the foster care liaison. This year, um, we ended with 76 students that we identified as homeless. We did provide lots of resources and support to them. I am so thankful for our school pantry, um for our school social workers, our school counselors because without them, we really can't do um we can't encircle or surround them with the support and because we have such a good team, we're able to really help them. [Music] I was able to
026provide 42 parent programs this year, 15 five or or more weekly series parent workshops, visited with 287 fam parents either one on-one or in person. Um, I counted every single parent when I would go out and do community fairs and I would participate in community workshops. So, I reached over 2,000 people this year, and I am very proud of that. That's a whole lot of people and a whole lot of talking. But it's easy to engage parents and families that want to be engaged or are open to engaging. It's also important to continue to reach and engage families who aren't always certain about participating or families that are busy. It's important to continue to work with and invite all families because together we all influence the success of our students in the classroom. So, I
027just really thank you for um providing the parent center an opportunity to work and engage and educate the families of the students in our district. Any questions for Mrs. Cohen? So I think I've mentioned this before. We had participated in the gearing up for kindergarten. Since then you've added so many so many programs additional funding to support that. Is that through numerous grants or is that something you have to continue to to seek? I'm always looking for grants always. But our our school has just been so helpful in that um they're they're supporting me as I'm looking for resources like for the gearing up for kindergartens I was able to partner with um the literacy grant and so they were able to also help to support some of those gearing up programs. So all of
028that partnership makes those an opportunity for us. Well, thank you for providing all of those services for the parents in our community, the families. I know it's something that will continue to be needed. And I think it's great when we talk about family engagement and the success of the students. You're right. Everything you're providing, what more we can do at home will definitely help within the school, the classroom. So, thank you for everything that you're doing. Thank you. Thanks for your impact, Stacy. [Music] Our next item is the adult learning center update. Is there providing that report? Yeah, M's out of town. So, I'm going to do my best. So, you have a handout and uh Twilight will put that up on the board here. So, maybe just some highlights and numbers. You can look
029uh and maybe that upper right hand corner, you can see we continue to grow especially over the last four years from 101 to 249. Obviously, CO was in there, but still we're up from last year. Kind of neat to look at those English uh as a foreign language scores. Those those are scores on standards where our students are scoring. The blue is us, the green is the state average. So, you can see we are with the state average or above well above the state average in some of those. So, just shows the great work that Beth and her team do. Kind of a highlight. I had mentioned before we had 15 GEDs. I was wrong. We had 19. So I kind of false advertised that. Uh but tremendous work. It had so many that we
030were able to do a little party at the end of the year for them. So turning the page just uh break down to the numbers of you know the ages of people that are going to the adult learning center. And it's interesting a third of them are 16 to 21. So, um it's great work, uh that they're doing and having a huge impact on even our younger younger uh population in the community. Kind of neat that toddler and me English class. So, what they found was a lot of uh students couldn't come cuz they have kids with them. So, they created this pilot and they had these kids come and basically uh they're in the same room, but um they were able to bring their kids with them so they can still participate in the
031class. So, kind of neat. And if I think it's up to 6 months, uh, they're able to just be with the mom in the classroom. So, uh, if you see Miss Hurt, make sure I think you we mentioned this at a board meeting a couple months ago, but she was, uh, the outstanding leadership award for adult education in North Dakota, and that is uh, welldeserved. She runs an amazing program over there. So, um, yeah, just so so proud of the work she does. Next page kind of interesting, you know, uh we got on the top are our DALC students or adult learning students. They believe that service is is part of being a good citizens, part of being a student. And so they uh participate and they help with community action to pack a supplemental
032food program for our seniors in our community here. So just another great thing they do. They do offer uh the citizens and citizenship class and that's they teach about history, geography and US government. So they have people come in and speak and um they do that for those that are uh preparing uh to um take citizenship pro go through that citizenship process. So and then the last picture they try and do a a field trip uh every year and this year they had gone to the Dickinson Museum Center. So, um I'm sure if Beth was here, she would have done a lot better job than me presenting, but uh it's kind of fun to sit up here and get to talk about the highlights. So, uh Stacy, I could do yours next year. Highlights. So,
033if you have some questions, I'm guessing uh Keith or I might be able to answer them. So, any questions? Thank you for that report. Yep. Our next item is our board goals and we will have assistant superintendent Katherine speaking today. [Music] Madam President, members of the board, I'm going to share some information with you today about board goals one and two um which are on reading and math. And the a couple of things to remember about the goals that we're going to talk about today. Um, our North Dakota State Assessment is one of the measures that we use to take a look at our achievement. And that assessment has changed. We're no longer using the NDSA. Now we're using the NDA cross. It's a new assessment and so the cut scores are not yet set.
034They'll work on that over the summer. And so we won't get our actual uh performance information for academic achievement on the state assessment until sometime in the fall. But I will share with you what we currently do have that relates to those goals and those um indicators that lead up to them. So we'll start out talking a little bit about reading. Um the goal for reading is to increase the number of students that are proficient in reading by grade three. And again, in that blue bar, that's where we would put the NDA, the Northakota State Assessment information. That that's why it's blank for this spring, but we'll include that um as we as we um get the information from the state. And below you'll see all student information, information about second grade, first grade, and
035kindergarten. Um couple of things to keep in mind about literacy. We've been working with teachers in the district really uh uh concerted effort to improve our literacy instruction and um academic achievement for the last several years including pretty significant professional development. We've had over 60 teachers complete two years of letters training which is almost um a little under 150 hours of training over two years that they've completed. And so teachers have really dug in deep to try to learn um best practice and instruction and understand how students um progress in their literacy learning. In addition to that, this year was our first year of CKLA implementation um a new resource that teachers are using which has both a skills component and a knowledge component. So it still addresses all of the needs around phonics and
036phmic awareness, helping kids decode words, helping kids read fluently, but it also has a knowledge portion. So the comprehension is taught through rich text. A lot of it is science and social studies based. Um building background knowledge and vocabulary with students. Um and and so it's it was a heavy learning year for our teachers. All of that is new for them. although they had taught phonics in the past, this particular program was new. Typically in a new year of implementation, you can see some implementation dips. Um, but I'm happy to say that for the most part in reading, um, we we didn't see that at the end of the year. As you look at the data, you look fall to winter to spring. It's a little bit misleading because it depends upon what's being assessed
037at the time. the data that you have right now is on NWA. Um, so depending upon if our we taught things in the same window that they're assessing it, right? It's that end of the year that probably is the most important because it tells us of all of that content did we achieve and how do we look compared to students across the nation. So you'll see second grade, then first grade, then kindergarten in this particular chart. What I'd like you to do is look at the difference between the baseline the spring of 2022 to the spring of 2025 in 3 years. And you'll notice that we're we're ticking up, right? We're we're making some improvements. Um and and these endofear assessments are not kid by kid, right? It's not even following a specific cohort, but
038it does tell us some information about programmatically how are we doing? um how are we supporting our teachers um in professional development but also are we supporting them in their learning in the classroom and and um effective um instruction. [Music] Um, another piece that happened this year that is an important component I think is that our principles as they looked at the data in the winter window noticed on our Dibbles assessment that fluency was still lacking across the district. So, they went back to their buildings and worked with their teachers to implement some um strategies to improve fluency, getting kids to read more, getting them to improve their rate and their um that's important because if they aren't fluent readers, it will impact their comprehension. They'll lose sight of the content as they're reading it.
039And so, um that's something that they've worked on with their teachers. In the next year, what we need to do is find a way to make it more seamless to build it into their instruction and help them learn strategies to deal with fluency in a way that isn't a one additional thing, right? They just uh and sort of work with their teachers on that particular piece. You look at the next slide, you'll see second grade and now some of the demograph demographic groups and how they performed. Again, I'd like you to look at the difference between spring of 2022 and the spring of 2025. And you'll notice that with the exception of English learners in grade two, um all of those demographic groups are ticking upward. We're starting to see some movement in that end
040ofear assessment. um over time the our EEL population is a challenging one to see significant growth in because it's really dependent upon the students and their English proficiency. We might have new students in that grade level that come in and and have no English proficiency. So, it it is a hard one to judge whether or not programmatically we're improving. Um but certainly we don't want to discount their growth and that is still really important. Um this just shows you progression over time and again it's a little bit misleading because in each of these you see the fall and winter built in not just end of year and end of year overtime. first grade. If you're looking at first grade um information, again, all students, but then also looking at those different demographic groups from the
041spring of 2022 to the spring of 2025. Um you'll see that we're making some significant gains in this particular grade level for this year. Um students who are economically disadvantaged, we did not see as big of a a gain in that particular group of students. So again, um just looking at where we're at in light of that end of year goal for the summer of 2027 and now kindergarten. This one's a little bit more challenging, I think, because the NWA test is truly a test about comprehension and vocabulary. The North Dakota state standards at the kindergarten level have changed significantly to be heavily focused on skills of decoding and fluency. So accuracy and very little about comprehension. The comprehension that they are um expected to learn is listening comprehension, not reading comprehension. And so um
042the NPA test isn't as well aligned any longer with the North Dakota standards that we are operating under. Next year, as a district, we'll move away from NWA as an assessment and we'll start to use the interim assessments through through North through the Department of Public Instruction. They'll be better aligned to our standards and they'll also be aligned to the end ofear assessment. So, we'll have a clearer picture in each interim window how we're performing on those standards and and I think it'll be a better predictor of what that um end assessment will look like. That gives you a little bit of an idea of um reading. And again, just to mention, you know, our teachers um not only did they dig in and do a lot of professional development, but it was a lot
043of learning on their part to implement a new program, lots of hours on our teachers part. Um and from what principles have reported and what we've seen in the classroom, um students were highly engaged in that instruction. Okay. So, we'll move on to um goal two, which is math. This one has less data. Um again, in the blue bar, we would be looking at the number of students proficient in 8th grade math. That would be the state assessment. We don't have that information currently. In addition to that, the indicators that we have that lead to that are fifth grade, sixth grade, 7th grade, end of year assessments, which typically would be NVA. the middle school this year used the NDA plus and and in that because they're giving the summitive assessment at the end of
044the year, they don't do an interim assessment and we'll move to that next year where students will no longer do NBA in the spring and the summitive assessment in the spring. They'll do just the summitive assessment. So, the only data that I have to share with you today that aligns to this goal is fifth grade um performance in math. We've been pretty stagnant in fifth grade math to be honest. Um you'll see different demographic groups and what that looks like over time and not a lot of movement. Um pretty much holding steady. Next year we'll move into a curriculum review in math and it'll be a two-year process as well. Um it'll involve some significant professional development. uh the last time we did that, you know, elementary teachers teaching all content have spent a lot
045of time learning about literacy instruction and now we'll change that focus to um provide some professional development in math. We've received a grant from the state of North Dakota to help fund that, but they have another grant opportunity that will happen in the fall. So, we'll try to um bring in some extra dollars to help support that. In our professional development, we're going to start with poaches. this summer and then move into training for interventionists and LD teachers and then classroom teachers um to help build an understanding of the mathematical progressions for teachers. And our fifth grade teachers in particular have been asking for that. They um feel like there are things that they would like to understand better to improve their instruction in math. Um, if I'm looking at this data, one uh celebration
046is in the uh economically disadvantaged students. The baseline of spring of 2022 being 33% and moving to 46% this spring. So, that's a positive um piece of information. Do you have any questions about the data on those two goals? the work that we're doing as schools. Any questions from President Thank you for the It looks like the one that looks that looks really good is on that board goal to percentage of students proficient math by 8th grade. I know you said you didn't have the spring number, but the winter 2025 number is like at 72%. That's higher than even our goal for spring 2027, but I don't Yeah, tell me about that again. I mean, you got the NDA plus benefit because it's a different measure. Yeah, that would the winter would have been the
047interim assessment in 8th grade. Um, and again, it's hard to know if if the sequence that you taught things in or whatever, but it's 72%. Right now, the state is giving their best advice about what to consider proficient on the interim assessments. Okay. um we use their advice in the reporting to the board. They'll have better advice for us once they set the cut scores on the summit of assessment. And so I hope it's a true indicator. I see. It's a little early. I guess it's a little early, but in addition to that, it's better aligned to our standards that our teachers are teaching to. And so it's a true indication of okay, if these are the expectations of what we want students to know and be able to do, what's an assessment that aligns
048to that that's outside of what teachers are doing but is is um uh informed by a larger group of people um to build those assessments and and it is promising, right? I think our teachers are excited to use those interims. They also have some formative assessment um opportunities available that our teachers can use and and I think that'll be helpful to them. One of the things it did at the middle school is it it caused them to look at their instruction and assessment and re-evaluate the level of rigor. I think they felt like they may have been interpreting the standards at a lower rigor than what the state actually intended and through the questions on those um assessments they could get some sense about that and start to have those conversations as a team. Well,
049I was and I know for like all the reading the good news I would say is we're up from the baseline spring 2022 just about pretty consistently. It's weird that the fall 2024 too like that's really was the best like like everybody and then it kind of and so any guess I know I'm not expecting to be a wizard and know all the answers but I'm just wondering do you have any like guesses on that? Is it what that has to do? And maybe sometimes it's so kind of early doing this. So maybe things are a little fluky sometimes. I don't know. That was just it's it in my opinion it's likely how NWA is setting questions in the fall. Okay. Right. And and how they're judging that um information. Okay. So um yeah, there's
050a lot of variables. I get it. So it's and you know we're trying to learn from this and figure this out. Well, but it also suggests that maybe our students don't have as much summer slide as other um communities might have and so it could be to do with parent and family engagement. It could have to do with right all of those things that are helping keep reading front and center throughout the summer. I think a great takeaway from this as well is the teachers understanding that I know it's been a lot of time that they have committed to the training uh on the reading side of it, but for them understanding that we want this in the math area as well. We would like more of this. So, I think that's a great thing.
051They they see the benefit of it and the progress we're making. It's it's hard to say I want to do more workers stepped up and that's what they're saying. Correct. Any other questions? Thank you for the reports. Okay, we will now move on to our action topics. First item on this this part of the agenda is our 2024 2025 average daily membership report. Do we have a motion? Madam President, Mr. Seats, I move to approve the 2024 2025 average daily membership report as presented. Thank you, Mr. C. Do we have a second? I'll second that. Second by Vice President Schwarz. Any discussion hearing? None. All those in favor, please say I. I. Those say nay. Motion carries. Our next item is the 2024 2025 transportation routes report. We have a motion. Madam President. Vice President
052Schwarz. I move to approve the 2024 2025 public school transportation route report as presented. Thank you. Do we have a second? I'll second. Second by Mr. Stakes. Any discussion? Hearing none. All those in favor, please say I. I. All those opposed say nay. Motion carries. Our next item is renew superintendent contract. Do we have a motion? Madam President. Mr. Seeks. I move to approve the 2025 2027 contract for superintendent Dr. Marcus Luton. Thank you. Do we have a second? I'll second that. Second by Vice President Schwarz. Any discussion? Hearing none. This calls for a roll call vote. We will start with Mr. Rikowski. I. Vice President Schwarz. Mr. Seeks. I. And the chair votes I. Motion carries. Our next item is the assistant superintendent contract. Do I have a motion? Vice President Schwarz. I move
053that evaluation reviewed on assistant superintendent Harris and and upon review of the evaluation by the board. I move that assistant superintendent. Harris of the evaluation is satisfactory in all areas. I further move to approve the 2025 2026 contract for assistance superintendent Harris. Thank you. Do we have a second? Second by Mr. Ericowski. Any discussion? Hearing none. This calls for a roll call vote. We will start with Vice President Schwarz. I. Mr. Odicowski. I. Mr. Se I. And the chair votes I. Motion carries. Our next item is assistant superintendent's contract. Madam President, Mr. Se, I move that an evaluation was completed on assistant superintendent Molly Katherine and upon review of the evaluation by the board. I move that assistant superintendent Melanie Katherryine's evaluation was satisfactory in all areas. I further move to approve the 2025 2026
054contract for assistant superintendent Melanie Catherine. Thank you. Do we have a second? I'll second that. Second by Vice President Schwarz. Any discussion hearing? None. This calls for a roll call vote. We will start with Mr. Ricowski. I. Mr. Seks. I. Vice President Schwarz. I. And the chair votes I. Motion carries. Our next item is renew business managers work agreement. Do we have a motion? I'm present. Vice President Schwarz. I move that as evaluation was completed on business manager Stephanie Hunter and revealed the evaluation by the board and move that business manager Hunter's evaluation was satisfactory in all areas. I further move to approve the 2025 2026 agreement for business manager Stephie Hunter. Thank you. Do we have a second? I'll second. Second by Mr. Seeks. Any discussion? Hearing none, we will call for roll call
055vote starting with Mr. Seeks. I, Vice President Schwarz. I, Mr. Ricowski, I, and the chair votes I. Motion carries. Our next item is the adoption of board regulation DEBH/BR, District Social Media Accounts, first reading and final adoption. Do we have a motion, Madam President? Mr. Se, I move to approve board regulation DEBH-Br district social media accounts for first reading and final adoption as presented. Thank you. Do we have a second? One second. Second by Vice President Schwarz. Any discussion hearing? None. We will start with Mr. Ricowski. I Vice President Schwarz. Mr. Seeks. I and the chair votes eye. Motion carries. The next item is adoption of board policy JCA, memorials on school property and board policy deeb employee use of social media first reading. Do we have a motion? Madam President, Vice President Schwarz, I
056move to adopt board policy JCA memorials on school property and board policy DH employee social media for first reading and amendment. Thank you. Do we have a second? Second. Second by Mr. Seeks. Any discussion hearing? None. We will start with Mr. Seks. I. Vice President Schwarz. Hi. Mr. Doricowski I and the chair votes I. Motion carries. Our next item is board policy FFI, personal electronic communication devices prohibition revisions first reading and final adoption. Do we have a motion? Madam President, Mr. I move to approve the first reading and to expedite the process as per policy BDA and wave the second reading of the revisions to board policy FFI, personal electronic communication devices prohibition during instructional time as presented. Thank you. Do we have a second? One second. Second by Vice President Schwarz. Any discussion? [Music]
057Hearing none. We will start with Mr. Burkowski. I. Vice President Schwarz. Hi. Mr. Sigs. I. And the chair votes I. Motion carries. Our last business topic item is 2025 2026 student handbooks. Do we have a motion? Madam President, Vice President Schwarz. I move to approve the 2025 2026 early childhood program student handbook, the elementary school student handbook, the Dickinson Middle School student handbook, the Dickinson High School student handbook, the Ruff Rider K2 virtual academy student handbook, the Ruff Rider 9 through2 virtual academy student handbook, the Southwest Community High School student handbook, and the Southwest area career and technical education academy student handbook as presented. Thank you. Do we have a second? Second. Second by Mr. Rikowski. Any discussion? Madam President, there just some highlights. Uh that's that's a lot of reading. And just for parents,
058uh obviously some big moves are the electronic devices and that's as per we expedited that because it's supposed to be in effect here for the new school year. um basically the banning of of school div or they have to be shut off and stowed away during the school day. So each p each school is a little bit different in how they're going to uh do that and then discipline if it does occur. Uh so that's important for parents to know and we've we've began uh communicating that with parents already. Um times for transportation uh to expedite make some of our routes a little shorter and to save us some money on transportation. uh our elementary schools will be starting five minutes early and our middle school will be starting about 24 minutes later. So, we're
059still working on how to man that a little bit as we know parents need to drop kids off earlier to get to their jobs and so how are we going to help them and we'll be communicating that as well. Uh we're moving from Swiss K12 to school messenger. That's because Swift K12 is eliminated. We no longer have it and that's that when we send alerts out, right? Um, uh, elementary attendance is now mirroring DMS. Uh, and then kind of one that DHS is a therapy dog. So, we put that in the DHS handbook. Um, basically the the policy and then why we have one or what not. So, yeah, those are kind of the big highlights. Thank you, Dr. Lee. Any questions? Okay. Hearing none, this calls for a roll call vote. We'll start with
060Mr. Wikowski. I. Vice President Schwarz. I Mr. Seks I and the chair votes I. Motion carries. Our last item is public participation. Mrs. Peterson, do we have any requests for public participation tonight? President, there have been no requests. Thank you. And with that meeting is adjourned.