001There we go. I think we're good to go. [Music] >> Good morning, everybody. We are set to begin the October 14th evening of ed services at exactly 7:30 a.m. So um we are moving letter B discussion of ELLL research project up uh before letter A director update. Perfect. And it doesn't look like there is anyone here for public input. So, we will go ahead. >> Um, first and foremost, I'm going to uh introduce Daniela Castile, who is one of our ML teachers at the high school. Um, she was approached last spring to do a research project through University of Wisconsin Madison. Um, and the topic being around, uh, the use of AI with trans languaging. um she is herself a student at UW um and was also working on some additional lensure through UW um
002and she had some um folks from UW and also from CISA who were in her classroom and commended her for her work with our multi- language learners in the district and reached out to her um for some interest in doing this research project essentially um and I'm going to ask you to interrupt me when I get this uh make any incorrect statement. Essentially, what they're looking to do is take a look at the work she does with her students in trans languaging. And trans languaging is essentially uh the ability for students to be using both of their languages to make meaning of the content that's being presented. Um, and the researcher in particular is looking at different AI tools that can help support trans languaging for students who are multilingual learners. Um, so essentially what
003the researcher would be doing is coming into the classroom. She has a class of students who are strictly multil- language learners. Come into her classroom and observe the work that she is doing with her students on trans languaging. Potentially interview some of the students in her classroom as well. um and then using that with the body of other research that she's doing to um support conclusions and support using AI and helping with trans languaging in the future. Uh the research project would solely be for students whose parents give express written consent. And in the agenda, I did put in all of the consent forms that UW has um would require before they would even start the project. So parents would have to give consent to this. Um if parents didn't give consent, as you can
004see, there would be no repercussions to the students at all. Um and it would just be an opportunity for us to continue um our learning and uh help support the university in the learning that they're doing as well. Donnie, do you have anything that you would like to add? How'd I do? >> You did beautifully. >> I did not add anything else to it. Excellent. Does anybody have any specific questions for her about that? We just want to ensure that the board is aware of this potential research project as it does involve. You'll also notice that there is the IRB permission which is I don't even know what IRB stands for, international research board. >> Yes. >> Um which any uh researcher has to do to prove there would be no harm to the research
005subjects. Um and you can see that the um W IRB approval is in the uh is in the agenda as well. >> Any questions? >> So this is just for information. This is not moving forward to the board. This is just something that you're going to be sending out to the family. >> Um so we have two ways to go. we could either do a regulation at the October board meeting sort of approving that we're moving forward with this or this can be an information to the board only. Um it's in when I look at the policy for uh research in our schools, it does state that we would support it if we eventually get knowledge back and if it's like um beneficial to both parties with that. And we did feel like that was
006the case here. Um, but we just wanted to ensure that the board was aware of it, answer any questions that the board may have, and then if the Ed services committee wants to move it to resolution to the October board meeting, we can do that as well. >> I would recommend we do that. >> Okay. I actually prepopulated my action items and that was one of them. >> Okay. >> David, Linda, are you comfortable with that? >> Yes. Yes. >> All right. And the only thing I would ask is that if we have questions before uh the October board meeting that um folks give me a heads up so we can pass them along to Daniela and we can pass them along uh to W as well for that. So I do want to commend
007Daniela because it's a huge honor that they're asking her to do it and it's really because of the strong instructional practices they saw in her classroom that they were interested in coming in to do that. So I think it's a huge kudos to her. Um, and I really have to say that I think that the work that the ML team has done in the high school has uh shown dividends by some of the uh access score results that we saw back last year. So, >> I would also like to chime in in that our state report card also reflects um very strong growth in our population as well. >> Absolutely. That's exciting and I think it's something that folks should be very proud of. So, thank you very much. That was quick. And Donnie, you
008are welcome to stay for as much as you'd like to. If you'd like to get back to school, you are willing to get back. >> Just one quick question. Yeah. >> How long do you intend to do this project as a beginning and ending date? >> Um, they will just observe me about maybe three or four times. Um, it's approximately by the end of the year. They want they originally when they approached me, they wanted to start last year in March. So I had two observers come and observe me due to lensure. Um so they needed to supervise or supervise me in that process and I was approached to do it in March and they wanted to observe um within those times and they specified that it would be maybe about three or four times
009that they would observe me. Um so it's very short study >> so other students could uh potential education students could come and watch this as well right >> correct yes correct um ideally the um the researchers will reser will observe me so their team will come and observe um they have other they have done this study with other schools as well um and so in a presentation I share with Jenny they do already have some preliminary results about um the studies and what they have seen with the AI apps they are looking at using. Um so I think this is a very positive thing for the ML community. Um and it also speaks highly of what the students are able to do as well in terms of language um and gaining um second language acquisition
010meaning English. >> Good. Great. I did have one question when I had read that ahead of time. I know you assign numbers to the students instead of their names for confidentiality. So when you're meeting with them though, you know, are are are you saying their names and then do those have to be like edited out then or how does that work exactly? Yes, most likely in all the research studies um they do not provide those names do not um get into the research study. They usually change the names or they refer to students with the numbers. Yes. >> Okay. But I mean like when you're in when the researchers are interacting with the students, they're probably saying their names. >> The researchers from my perspective in my understanding they will not be interacting. They are
011simply there to observe the language practices of the teacher and the students. >> Okay. >> So they are looking for at how the students interact with me, how they interact with the content in their um class, they are not interacting with the researchers at all. If there is and there has not been from my understanding um researchers can ask students but um I would be inclined to tell Jenny if they wanted to interview students. Um, frankly, I believe that the sole purpose is to just observe my instruction and my students. >> Got it. Okay. Thank you so much. >> And then one other brief question. It does talk about how a survey is going to be administered to the students at the conclusion of the observation period. Uh, can we please get a copy of
012that survey so we know about what questions are going to be asked of these students? >> Yeah, absolutely. >> Thank you. >> And I'll re ask that question again. If an ESL ESL major or minor say that Marinatha wants to come in and observe you, how do they do that? How do they who do they contact? >> They can contact me. Um they can contact Jenny Borst or Ashley Hyrick. >> That would really >> we have three so we are three at the high school. Um and so they are welcome to come shadow. Shadowing is also available. Um highly encouraged as well. um in specifically for my um my perspective is beneficial for the students. I am only like >> Hey, love you guys. Have a good day. >> I I'm like a very very
013like I've only been teaching for about three years, but I in my like work as a pres-ervice teacher, I did not get the opportunity to shadow ESL um or multilingual teachers and I would highly recommend it. So, if you do have any students um who would like to for Marinatha, I highly encourage it and we'll welcome it as well. >> Great. Thank you. Appreciate what you're doing. >> Yeah, thanks for your hard work, Daniel. >> Well, thank you for having me. >> Okay, we go director's update. All righty. >> All right, a few updates. Um first of all, the professional development development plan for October 23rd. Um there's a lot of really um exciting pieces planned. Um first I am going to uh share um I believe in here the um the first hour of
014the day um will be spent at the high school with the full district um doing some technology teach professional development and I know that they were going to talk about that in their tech teachology update but from 8 to 9 will be these options. I won't share much beyond that at this point because I know that the teachology team is going to do that. Um, and then I will take some time with the secondary staff to discuss the curriculum course guides and our plan is to give our teachers a bit of time to start working on their curriculum course guides. I know that that's um been a priority here at ED services and within the district. So, I will be presenting to the secondary staff about that and then we will be giving them some
015time to get started with their curriculum course guides. The high school will then spend some time focusing on AVID strategies in the classroom. In the middle school, they'll be spending the afternoon um focusing on a know your learner plan. Um so really diving into students um IEPs to better understand um how to best support them in the classroom. And so that will be what's happening in the middle school in the afternoon. And then at the elementary level, they will be doing um in-person uh continued HMH into literacy training. And then they'll have a little bit of time with their grade level teams to talk about um what's working and strategies to be implementing that into their classroom. And then also having a bit of time to do some implementation of the training in their classroom
016as well. So as always, you are welcome to join us for any and all of that. I actually am very excited about the first hour of the day and I'm sure the teach team would love to see you in one of the teach sessions as well. So if you're interested in that certainly uh reach out to us and we can get you signed up and ready to go. >> Okay. Very good. >> All right. The next director update I got three of them here. Okay. Okay. I joked that I don't actually talk the whole meeting but maybe I do. >> Um the curriculum course guide update with the curriculum committee. Um, I did want to point out that on the uh policy meeting tomorrow night, there is an updated policy on the committees to add
017that curriculum committee. Um, I do think that we'll need to do uh a revision to AG2210A, which is what outlines that curriculum review committee. Um, and so I do have that on the docket and on my radar that we'll want to make sure we update that after the policy is updated. I do want to point out because I know the concern was is this going to slow down our process with the curriculum course guides and I want to reiterate what Dr. Burke said during the last board meeting which is uh our intent is to continue rolling those through ED services until we have the curriculum committee up and running. So for instance next month um we had originally planned to have the elementary math curriculum course guides completed. Um, Ashley is working diligently on those
018with the help of AI and ask us. So, I would anticipate that those will continue to be on the November ED services meeting. Um, we'll also be doing uh course updates at the high school in the November ed services meeting as well. Um, so you can look forward to that. Um, and that, um, I just wanted to give a bit of a reminder, um, that we did have a bit of a gap in our curriculum course guide process so that our teachers could use time on professional development days like we're doing on October 23rd to support finishing those curriculum course guides, too. So, the goal would be after that last professional development day, then we can really get rolling on all the curriculum course guides so that our teachers have time to complete that throughout
019the school year. Any questions about that? >> None. >> All right. Anyone else got it? Good. And then certainly uh the last piece of the director update um is an update on Abatutors. And I will turn that over to Miss Grant so she can share. >> Perfect. If you guys want to take I threw a flyer together. It was a little bit last minute. So I think it was probably we just needed to finalize which days we were going to be um doing tutorials in Abid. So quick, you know, 30 second elevator pitch for uh new board members to um the process. So AVID stands for advancement via individual determination. It is a program for students who recognize they need a little bit more support or challenge to meet whatever their goals are post high
020school. um it's an applicationbased class. So they apply to get in, they interview to get a seat in the course and then um they have their spot in that elective class from the time of entry until the time they don't want it any longer. So for example, this year was the first year at RMS that we rolled that program down to seventh grade. So in theory, these kids as seventh graders could stay in all the way through their senior year of high school having this as an elective opportunity for them. Um, again, right, trying to break down barriers and get kids to meet whatever post high school goals they have. So, is that a two-year trade program? Is that a four-year college institution? Is that the military? Is that going right into the workforce? It
021doesn't matter to us what that what that goal is. Um, the point is that individual determination, they have identified something for themselves that is acting as a barrier to them being able to reach that. And so um sometimes that is um in the areas of writing, inquiry, collaboration, organization and reading. Those are the key tenants of AVID. Sometimes that is they are first generation collegegoers. Sometimes that is um family um financial support is an issue. And so we the AVID program and the AVID curriculum helps identify what those barriers are to be able to help students navigate whatever pathway they want. As part of that program, we uh hold students to higher academic and behavioral expectations to be able to challenge themselves more. We're not expecting perfect grades by any means, but we are expecting
022them to continually challenge themselves. And sometimes with that challenge, right, comes that dip in grades because they're not used to taking honors or AP level courses. Um, a lot of our students would traditionally have just like taken middle-of the road classes because that feels comfortable to them. and so trying to figure out ways to challenge them. Um the AVID program has things called tutorials that students engage with to help support them in that higher level course taking. So when we say tutorials in the AVID program, it is truly um students coming to class having been in these higher level classes and identifying a point of confusion that they have within that higher level class that they need more clarification on for themselves to grow as an independent learner in that classroom. So they are coming
023to class with a tutorial request form completed and saying here is my point of confusion. this is the area that I know I need to strengthen in order to push myself more in this class. Our AVID teachers then sort those points of confusion by kind of grouping them in similar um categories. So this might be a math group that is all kind of supporting each other with math. This might be our social studies crew, right? So they group all of the students and that is where the request of all of you comes in and people right in in the community um is that those groups need facilitators. I think there avid officially calls them tutors but I think that can sometimes have a stigma attached to it that you have to be a knowledgeable expert
024to guide like the actual curriculum forward and that is not what AVID is looking for from their tutors. AVID is looking for facilitators of conversation and facilitators of discussion because these students are being empowered with their own lines of inquiry to be able to challenge each other to find that answer more independently the next time. So asking questions about what resources exist, asking questions about how students can navigate the content that they already have access to um within their resources and with them within themselves to be able to get to that answer for themselves the next time. Um think that college level study group, right? Like trying to help students figure out navigating that more independently. So, our tutors are truly on the sides helping facilitate higher levels of questioning and conversation with students to
025get students to find the answers independently, not the tutor's responsibility to be able to provide the answer for students or having to know what honors geometry is expecting of students today, right? Like that isn't the expectation. And so in order to really help support students in our AVID programming, um this this flyer I should have specified this is specific to the middle school. The high school would also really really love tutors. So you can see tutorials take place on Tuesdays and Thursdays. Um at RMS we make AVID the very first block of the day with hopes that like people come in and tutor and then if you need to go about the rest of your day that is just fine. Um, if you want like on the back side, I got a text from Jason
026Whitaker. 9th grade AVID. Um, it happens at the high school from 10 to 11:10 and then 10 11 and 12th grade AVID happen from 11:40 to 1:00. And that overlap happens because uh the high school can use those students as crossage tutors then to be in each other's AVID classrooms to help tutor each other um with those higher level classes. And so RMS, right, because the high school tutors are working to be able to support each other up there, um we we look for outside tutors a lot to be able to come in and support. And so when we say Tuesdays and Thursdays, 7:45 to 9:15, that is our AVID 8 class followed by our AVID 7 class in that same chunk of time. So you'll see that's why that time spans a little bit
027longer. Um we would take you every Tuesday and Thursday. um every other Tuesday and Thursday. Just Tuesdays, just Thursdays, some Tuesdays, some Thursdays, we don't care how we can get you as long as like you let us know, right? We we can put a spreadsheet together for you to put in your availability. So, if this sounds like something you would be interested in doing and have time to be able to help us out for even portions of that, um my contact information is at the bottom and I would happily get you kind of our spreadsheet for you to tell us your availability. um because we would we would love to have you. Our students love seeing faces. I know Dan and his wife have acted as avid tutors all over the course of last year
028and he might be able to speak to his experience, maybe putting him on the spot a little bit um to give you some more information as a tutor himself, what that looks like and feels like. Yeah, it was a it was a great experience. And uh um Kathy was an art teacher when when she was teaching and she was a facilitator for areas that were way outside art, but it worked and and the relationships we were able to build with the kids. I mean, I called her kid fix, you know, because I missed that. But uh it was great and the kids are very independent and when you had the open house with the parents showing up, the kids presented and uh I was just amazed that these were eighth graders and the confidence they
029showed speaking to adults, strange adults. So, it's it's working and I would encourage you to, you know, at least go once or couple times whenever you can make it uh because um I think it's a a great program. So, >> we advertise now because students are learning the tutorial process um right around this time of the year. So October is typically when we get into kind of starting up that process and helping students figure out what that is and then looking for those beginning tutorials to start kind of mid to late November. Um so we'd like to pitch it to all of you to give you a few weeks to kind of decide what your schedules might look like and see if there's availability. And again like take this flyer, we have other ones like
030take the extras. This isn't specific to ED services or the board. like if you have community partners, if you have retirees, if you have, you know, retired teachers are amazing, like to come in and volunteer their time with us. Um, we would love to have them. And the kids truly love having people in there. Like Dan is selling himself short a little bit. He went above and beyond with the kids. Like there's a lot of writing involved in Avid. They're doing a lot of research, writing, and a lot of processes. And Dan was like looking at papers and giving them feedback on drafts. And so they got used to like, oh, is Mr. Boulder coming in? I I have an essay I want him to look at. Like it was like a very meaning they
031were forming bonds with tutors. Um like because that was important to them. So just know it is a way to be able to make an impact for students. Um the other piece with AVID that you'll see from me um pretty regularly is uh inviting you to our AVID family nights. Can I speak to that for just a second so you know what that is? Um so we will have another AVID our AVID family nights um will be in December and May. We have to finalize those dates. Um our family night this last time for our signing ceremony was the largest one we have ever had to date. We had about 170 people in attendance which was insane for us to like holy cow this is clearly a big deal for these students. Um but it
032is truly just a celebration of what's happen happening in AVID. So if you happen to be available on the nights like I will email those out and you will know like hey please come you like you won't be put on the spot. We won't ask you to present or do anything like that. It is truly like you hearing from the students themselves what is happening in their AVID program is we are empowering them to be good public speakers um and to use leadership skills. So they are speaking to families, they are explaining their experiences and we would love to just have you as part of those celebratory nights with families if you happen to be able. So again, that for sure will happen in December and May, but we just have to finalize the dates
033for that and I will get those to you as soon as we have done that. >> Any questions? >> Um, do you track these young people? This is great. You I read about this as well. >> Um, do you track them in high school? >> Do you have any idea about how many are successful when they take AP classes? Mhm. Um, so Chris Mallaloy can like is our data analyst for the district. She is phenomenal with her spreadsheets and wizardry. Um, there's an entire spreadsheet that has tracked all AVID students over time with all of their course taking so that we are monitoring as an AVID program. Are we challenging them enough? What are we expecting of them? Um, we as a AVID crew at RMS sit down with all the ninth grade course requests
034like for our eighth graders and we have one-on-one conferences with each of them to say you are challenging yourself too much because sometimes right they feel like okay I have to do all of the things and it's like we want you to do the things you're choosing well. Um so we have to talk about balance. Um we also make sure that they are appropriately challenging themselves like hey you have not taken a higher level course and we know you are capable of that and so using that as the starting point and then yes we monitor all the way through high school um with our high school AVID counterparts to make sure that those students are continuing to take higher and higher level classes and again right the the goal isn't you have to take everything
035the goal is we want you better today than you were yesterday and constantly think looking to improve. Okay, thank you. It sounds good. I I was wondering AP classes are open to everyone right now, correct? Um, you know, what kind of a success rate there is for those who may not in the past have qualified maybe to take an AP course and are these students making it a pretty good percentage? >> Okay, that's what I was asking. Yes. >> Yeah. Because you hate to see them failing a lot because they get overreached too early. >> Yep. And part of our AVID program would hold them to C minuses or above. Like they are not allowed to fail in AVID. And we are doing weekly grade checks. We are doing the tutorials. We are doing lots
036of work to help them feel that level of success as they navigate those higher level courses. >> Great. Thank you. >> Can I get more of these to hand out to other board members? >> Yes. If you want the blimp to like draw them from the skies, I'm happy to do that for you. >> I didn't know we had a blimp. >> Well, I will hire one just for you, Dan, if that's something that you wish. Yes, I think it is now linked in to the agenda for today. It wasn't as of a while ago because I was late in getting that to Jenny. So, yes, she can she I think she's upping the printer right now and she'll have them print it before you leave. >> Thank you. Thanks. and I did not put
037them in the agenda because I don't generally like to add things after it's been published, but I can certainly get you guys the link to that. >> All right. Well, thank you very much, Leanne. >> We will certainly uh be in contact. >> Thank you. >> All right. We go technology update, I believe, would be our next stop. >> All right, sounds good. I always want to uh start with gratitude. So I want to thank the members of the board for their time uh commitment and and support of the work of the technology team. It's appreciated. Uh we have a a a small but mighty teach knowledge team. Five members, three of which are here today and I'd like to just pause and give them an opportunity to introduce themselves please. >> I will go
038first. I'm Miranda Klie. I'm one of the members of the teach. >> I'm Kyle. You see me at the board meetings. I also handle a lot of the networking stuff as computer tech >> and I'm Dave IT supervisor and uh I just watch them work >> and I I want to thank the members of the teach team for their work as well. Um as you well know teach impacts every aspect of our organization and you'll hear a little piece of that work today. Um, our presentation will really uh as as framed uh give you some some data. We like to look at data, some data that we've talked about and looked at over really the course of the last year, some projects that we've accomplished in that in the last 12 months. A look at
039uh some things that we are really excited about for the future. And then we'll end uh with a reminder of our Chromebook plan and really look for the support of this group. As I mentioned, technology is part of everything we do and supports classroom instruction, our teach our communication. It's part of our protection of our data and our systems and empowers both staff and students to grow and succeed. And so you know one thing that we talk about as a team is that 90% of what we do is about the humans and 10% is about the technology but there's certain certainly a lot of devices and so today we just want to tell our story and answer any questions you might have and with that I turn it over to Miranda for a look at
040some data. All right. So, we did a little capture of our entire year last year from July 1st to June 30th, and we resolved about 2,567 tickets during that time frame. Um, we couldn't there might be a little wiggle room there as we have students come to the help desk at our high school level just as needed. Um, we try to resolve those within like a day and our average response time right now is 3.2. too, but we can always improve on that. Um, we recently did a staff survey and our numbers have gone up with the technology support that they need and the technology that they need to do well. So, over the past years it was around 3.99 and this year it was 4.2 and 4.09. So, we're improving. So, that's kudos to
041us and everybody else. Um and then we are upping our game with our Chromebooks. So we currently manage 5,8 286 Chromebooks in the entire district. That includes um also we have Chrome boxes which are on our room devices. So our teachers can log into the room account and not have their their data and Skyward and everything like that shown. Um our interactive displays we are at 233. Windows laptops we are currently at 200 and Windows desktops are 150. So primarily we support the Chromebooks and we are trying to transition our staff to Chromebooks for the ease of security and improvement for learning. So off of that, some recent projects that we've done um yeah transition um the uh one of our we always love to like share new information and stuff with our staff. Um
042one of the ways we've done that with which we usually do once a month in this room is the ESC lunch and learns. It's usually about a 15minute here's how you do something. Um, we've had various people like Chris Mallaloy, Dave's done one, I've done one, Miranda's done one. Uh, like I still use to this day some of the keystrokes that Dave presented at lunch and learn. Um, and usually it's a nice little like targeted PD towards like ESC. But, uh, it's always kind of a nice little fun lunch near lunchtime, uh, meeting with the the staff down here. Um, one of the focuses because we didn't have many uh like a big project we're focusing on like putting up displays or something was security this year. Uh, and by doing uh one of the
043ways that we did that was rolling out multiffactor authentication to both our staff and our students. Um, to our staff um if you don't know what multiffactor, I know it's kind of rolling out, but uh everybody's used to having username and password. Well, that's just something that you know. Um, another factor is something that you have. And that's where some people, like myself, I prefer message on my phone. Um, some people have a little dongle. Um, it's just something gives it that extra layer of security that you have. Uh, and one of the difficult parts we had was rolling this out differently for staff and students because we don't want students to always have to carry their cell phone. So, kind of figuring out how do you do that? Um, one of the things that
044our team did do and figure out is um, the new IDs that the students get, there's a little QR code on that and that's their multifactor authentication. Um, so we're I know I learned that work really hard on with a network to get that onto the IDs and kind of think of it like students should have their drive like if they were 16, they should always have their driver's license. Well, they should always kind of have their ID on them. So it's it's kind of a another way of making sure that those life skills they have their ID with them at all times. Um especially since in high school they if to get into sports games they need it anyway. So it just made sense for us to incorporate as a part of that. Um
045and then was uh our we meet with a larger group outside the teach team which is the future ready team uh which includes some teachers, some administration stuff uh to come up with some goals. Where do we want to see ourselves in a couple years? So we had several meetings to be able to focus on putting that together and move forward with where do we want to see ourselves in the near future? what should we focus on? Um, just make sure I got my notes together. Yeah. So, then we we also had some goals that are associated with that and they are in the agenda. And then always continuing to figure out how to support and communicate with the with the district as a whole. Um, one of the ways we did that recently is
046as you tell Miranda when she was talking about tickets is that's our best way of being able to communicate with our team. So, we had a tickets please campaign. It was actually a fun little thing with our team. If you been in any of the buildings, you may see some posters that were up and about that involved members of our team with uh pictures. I think the last one also included Jared too um as an astronaut. So, it's just a fun little like gives people a smile, reminds please put tickets in. And um and I I know just for example, mine was a picture of me as like a pilot because I like going to like EA Air Venture every year. So, it was just like it just says internet not flying because I'm a
047network guy. uh put in a ticket like just kind of makes it more fun and engaging for our staff to be able to put tickets in and just put smiles on people's faces. So, I would toss it over to Dave to see where we're going. >> Before we do, looking ahead, uh do you guys have any questions for the first two? Because it's kind of a lot to throw at you right now. >> Do the teachers have access to the lunch and learn? Um we have not passed it on to the teachers. Um we record it but or did we >> they are recorded but we have >> right but we haven't we haven't passed them out to the teachers or haven't shared it with the teachers. >> Would it be appropriate? I mean could
048they learn about the technology is mostly you know aimed at the admin. >> I think most of them been aimed at clerical. >> Yeah. >> Okay. And but there certainly any resource to to help somebody who wants to learn something is certainly it's a good idea. >> Um what is a glow forge please? >> Uh it's a laser engraver. >> So it's a fully you close laser engraver. So they put something like a piece of wood in it and it'll engrave something. >> Okay. Thank you. >> Yeah. >> Good. All right. Looking ahead. So, as you already saw a little bit at the beginning, um we are uh doing a mini um uh technology teach conference for on the PD day next week. Um we're very excited for that. We have um uh how many
049uh how many is it? How many sessions? >> 15. 15 sessions um with a wide variety of different skills um being taught by experts in our district as well as a couple of outside um vendors um coming in to offer sessions. Um Rhyme, our copier company, they are sponsoring the event. So they're um they're supplying or essentially paying for breakfast from our food service will be supplying it on the day. So, we're hoping that uh everybody enjoys that and comes in welcomed and ready to ready to learn. Uh we really want to knock it out of the park and make this an event that people will ask for every year. Um and we hope that people learn a lot and the fact that they get to choose the session that they want to be in,
050it's like going to Brainstorm or Slate or any of those uh you know, Wasby or any of those conferences. So, um yeah, so we're very excited. Uh, and as Jenny said, I hope that we can see uh some or all of you uh um at a session. That would be that'd be great. >> I will say to this, the only complaint that I have heard from RMS staff is that they can't do all of them. >> Like people are like this is amazing. They're very very excited for this opportunity. And >> so just know that is the they are very much buzzing about how >> and hopefully with that in mind then they will uh choose to do different sessions and not sit with their friends and um and then come back and collaborate because
051we are seeing that already like we'll have four people that we know work together all sign up for the same session at the exact same time. It's like okay >> I also don't know like to that point I mean having attended lots of conferences right you know that that's best practice to like try to differentiate your yourselves and so maybe a follow-up email hey this is a suggestion like I I can certainly do that with RMS but I think districtwide that could be really helpful for people who haven't attended conferences before um because there are so many really great choices. >> Okay. Yeah. No, we'll definitely uh I've got a couple more emails scheduled to go out, so we'll just include that. >> What's the date of that conference? >> Uh 23rd. It's was it
052Thursday? >> Yep. Thursday, October 23rd to the high school. >> Y >> and all the sessions will be upstairs on the second floor. >> Y >> between 8 and 9, except for maybe Lynn Linds. Hers is very popular already. We might have to get her to the auditorium. We certainly know that. >> All right. So, uh, next is Ask Us. Um, and this is, uh, this is a pet project of mine for sure. I mean, of the team, but I mean, this is something I'm super excited about. Um, I always pride myself in in, uh, seeing what the world looks like in five years and trying to be innovative and bringing the district and trying to be a leader. maybe not bleeding edge, but definitely cutting edge um in what we're doing. And this is
053definitely one of those projects. Um Jason came to us and had an idea and said, "Hey, I'd like to have a place where new staff can go to and get all the answers so that um in case our mentors not available, in case administration's not available, this is a place that they can go for everything WSD related. So, um, so Gus is essentially it's it's a notebook LM. It's a it's it's a um essentially a notebook LM. What it is is it's it's a it's like a small uh AI bot that will only uh look at resources that you give it. So imagine ChatGBT looks at everything out in the world. Gemini looks out at everything out in the world. Notebook LM and ask Gus and I'll just refer to as Gus at this point
054or Gus um is a Gemini running. So it runs off of the Gi Gemini engine or model, but it will only run the resources that we have in so far. We're constantly adding like I'm adding a lot of curriculum right now, but we have all the district policies inputed into it. We have um a lot of tech stuff. We have um everything I could find from furpa.gov of so that if teachers or staff members have questions about what they can and can't share um their student records and how they are supposed to maintain those, they can ask us and it will give them the law as well as it'll give them the district policy and it'll reference it and do all that. So we'll we'll we'll we'll actually have you ask a few questions and
055see what you think. Um so we're adding all the curriculum. I added a bunch of special ed documents that uh that were shared with me. So um so we're just going to constantly build this up. What I really like about it is so we we spend lots, as you guys know, we spend lots and lots of money on curriculum. We have a lot of training that comes in. We we we spend a lot of PD. We we do everything to get everybody prepared to do as much as they can for students. Um and then like any school, we have turnover. So when we hire a new teacher, they don't have the same PD that we had when we rolled out the curriculum. So we want them to have that level of information in one spot
056that they can ask and be able to get that help. Um, and it'll work for administration and and all staff, board members, and so on. So, that's really what it's at. It'll never stop growing because there's always constant information. Um, for instance, last week I added a bunch of new board policies that were just approved. So, that's constantly going to be updating the data, right? Um, the biggest thing is there's no bias. There's no there's no outside information. There's no there's no anything acceptable. We feed it and and that's just the the documents that we have. So Jenny, if you want to go to it, we'll we'll give her a try and you can see. So this is what the average person sees. It's it's just looks like an standard chatbot if you went to
057chat GBT or Gemini or any of the other ones. So, do anybody have a question you want to ask it that's um might be board related or >> can I get Sam's English grades from when he was in high school? Very >> very that is probably the biggest difference here also is remember this is general information. This will never ever have any student data, any employment data. It will never have a name of a person unless it's in reference to somebody you need to talk to to change your W2. But so it's it's not going to have any of that sensitive information. This is all general. >> And kind of going off that real quick, uh me mentioning security as part of our projects. Um this AI does not train the bigger model of Gemini.
058uh all the data stays with inside WUSD and that was one of our big key things as well as if somebody does accidentally put student data in it is protected it's secured we just wanted to make sure that if it does happen on accident that we are secured if it does >> so I don't know if you want to ask it um what's a hot topic um or related to maybe one of the new board policies I was just what do you Okay. Um, >> uh, tell me details about the new student dress code added last month. >> Okay. >> And maybe compare that to the controversial policy that you guys just approved. >> We'll start here. >> So, and it's a thinking model. So, of course, it's going through all the everything that we
059have fed into it. So, we have 35 or 37 sources in there. Quite a bit of data already in it. So, it does take a little bit to get a response because it's sifting through everything. Um, we will add the handbooks. So, as you can see, it's it's going to it's going to give you um the board policy. it as people learn to use it and you ask questions, it's going to learn how you like your responses and it's going to so it'll actually mold itself to um to be able to interact with you as an individual um based on how you like to grasp. So that's I was going to say it can so because it is running the latest version of the Gemini model. It it's like a super intelligent um let's just
060say somebody we hired somebody fresh out of college super intelligent knows how to do all the basic stuff but doesn't have any experience. Our resources are the experience. So it can write emails. It can do it can give you you know all the advice based on the model but it'll only use the experience of the resources that we have. So yeah, so it'll help you write an email saying, you know, I need to explain to Johnny's parents on why it isn't appropriate to have, you know, this on there. And it'll help the staff member um write the email >> or write the letter or anything along that lines. >> Student don't have that. >> Well, I take the wrong policy, didn't I? Public performances of students. Does anybody know what the student policy number is?
061They referenced it in your last >> 58 >> 550 classroom contract. No, [Music] >> I'm sure it's in there. >> Um, you could ask it too. You be like, "What's the what's what specific policy is is the dress code policy?" Um, curriculum wise, uh, so for instance, we we have all of the Bridges math curriculum in there, English and Spanish. um all the teacher work guides, the teacher workbook, all that. So a teacher can ask >> so 11. >> So the teacher can ask um you know, give me examples of how I would teach this lesson for unit two, lesson five for fifth graders. And it'll come back and it'll it'll know what is being taught and it'll give you examples of what you can use or like voice and choice or anything along that
062lines. Um and then uh [Music] >> so but you might ask that as a teacher give me three good objectives for this particular topic. >> Yeah. Yes. Yeah. So um let's try that. Um >> some reason it's not working for me today. >> What's what's on >> the dress code policy being >> 51 which was the most recent. >> Yeah. It's it's >> and we've done that before with 55. >> We have I don't know why it's not working today. >> Okay. I'll double check. >> We'll do bridges math fourth grade. >> Yeah. So give give me some objectives you said for and then just pick a just pick a lesson a unit a lesson and a grade level for bridges or even uh ask it to do a lesson plan. >> That's what I
063was thinking. Yeah. >> Do a lesson plan for blah blah blah blah. So experienced teachers could share lesson plans with a new teacher and they have it right there at their fingertips. >> This is plugged into other resources to make AI come up with something. Right. >> Right. So this is I mean all of our resources on there. >> So it'll only So if it doesn't have something like it for some reason I'll have to double check to make sure that policy is in there. I know we've used it so it should be in there. we've asked them, >> but it's um but it's it's uh as you can see when it doesn't find what it wants, it'll let you know. I can't find that >> or it might tell you like the Iris Center
064is a really good resource. >> Okay. By Vanderbilt University >> only teachers. >> I would have to put that in. >> You'd have to put that in. >> Okay. >> I would have to put that in as a source. So, for instance, um I do have a couple YouTube videos on how to use Google Workspace. So like docs and Gmail and stuff like that, I do have those in there so that it can reference um so that it can reference that YouTube video that information off that site. >> So would this have the latest figures on the enrollment of the third what is it third Friday of September? Would it have that? >> Um only if we put it in there. I don't have that in there. Um but it certainly we certainly could put
065that data uh in there because it is generic school data. Um so um >> question >> sorry what um can is this going to be a parentf facing um tool as well student and parent facing tool um students most likely not students we have other we have we have in the back of our mind um once this is where we feel like we're happy we were looking at uh building Gus Jr. um as a more of a student. Um >> I like >> Yeah. So that it's uh because we want to put um we want to have some guardrails on for students um that you know not giving them full access to like like Gemini and so on. There's going to be some stuff in here that really doesn't amazing. Um so we're looking at
066building a guest junior. um uh parents um you know we haven't we haven't really discussed it but it's certainly a discussion >> like for instance if uh if a constituent wanted to go to our website and say well help me understand our financial budgeting situation and think it maybe >> I think we'd have to build our a new one u specifically the biggest problem with we have with us having this outside facing is we would be breaking a lot of our copyright contracts with having allowing the public to have access to bridges or any of our curriculum because we're putting this in to have access to that curriculum for the staff. So anything that we put in so we're putting in all of our materials which a lot of it is copyright. I mean it
067is our copyright because we own it but as soon as we put it outward facing well now we're violating that contract because anybody can grab that information and start teaching with it or using it and so we can't do that. We could build one specifically for parent facing though. >> Yeah. Yeah. Okay. So, this is but this would be accessible via like Google Drive for board and staff. >> It's actually it's uh it's a it'll be just a a link uh that they can bookmark u based in in notebook LM. So, similar to Google Drive, but it's it's a notebook out and I can our plan was to release it over the next few days, beginning of the week, so that staff have access to it for the PD training because I have a session
068on it as well. So, we'll give access to everybody here shortly. We wanted to give you guys a look and see if you had any questions or anything before we opened it up to everybody. Um, so, um, there's one other part that I would love to show you guys, um, that it's just a you're seeing the chatbot. Um, one thing that I'm really excited about, but Jenny, I'm gonna in a second here, I'm gonna ask you to refresh your page. >> Giving me access. >> Yeah, I'm giving you more access. So, just refresh it. as well. Yeah. So, this is what it looks like on the back end. So, um this is what what I see, what what the team sees. So, you can see all the sources on the side. If you scroll down
069on the on the left side, you'll see what we have in there so far. So, like you see Alex math, all the bridges. Um, nice thing about like again for bridges or any of the curriculum if because it's using the AI model with Gemini which is Google and Google's really good when it comes to translating we can have it build a lesson plan in Spanish or so um you know our ESL students will can can get those resources and it's not and what I really love about this is it's not um a word to word translation. I got to admit that that really sucks. It's not great to when it's just, hey, this is exactly how it is in English. We're just going to translate the English words to Spanish words and it makes no
070sense because it's not written in a way that they would read it. This will rewrite it in a way that it's supposed to be so that it makes sense. Okay? So, it's fully translating the document and not just word for word. Um, and we've done it with letters to parents even using it. So, which is really nice. Um, so you can see and we're going to continue to build that up. But one thing that I wanted to show you is um let's see if this works. Uh you might have to give access to your microphone. Um just a heads up up in the top right or in the top corner. Um [Music] >> Craig, you want to ask that question though? Yeah. I mean, so so the biggest hangup that I I I think I
071heard that this is for us not to have this as a parent facing or public facing um tool is because of potentially copyright. >> Yeah. Is that something we can explore with legal? Because I mean that seems like that's that's kind of a a very strong gray area because because certainly members of the public can open records request. >> Sure. Uh we really were kind of focused on the staff component of this. Sure. said that we've talked about a student piece and that would be a separate it wouldn't even be connected to this other than by name and we can look at a third one for our parents but right now just >> well well no I mean because parents may have an interest in being able to explore things in the curriculum >> right
072but in my opinion in my so parents can request a curriculum which we're we know that that is directly where it's going and it's and it's how it's being used if we open it to the public so that any parent can unless we have a way for the parents to log in specifically to it. If it's open to the public, that means our our copyright materials are going to be open to the public and we can't we just can't do that by contract like >> So, so you're saying you're suggesting that perhaps maybe um the best way to provide login credentials to members of the public when they ask potentially. >> I think there are two pieces. One is that we have to consult legal attorney >> and the second piece is really think about
073what is the content in that if it is different right and how do we how do we navigate that right so we we can explore it >> okay I mean I I just I just really want to understand uh why I mean if if we're going to allow it to be readily accessible for uh individuals to to research those types of things um if if they the copyright then we have to try to we have to try to navigate around that somehow. >> Yeah, I would I would say that's nothing that we can't overcome. It's just at this juncture we are really focused on staff. Okay. The amount of time that's gone into this right >> is um really a lot and so we want to make sure that we're ready for staff. We have
074a plan where, as Dave mentioned, we have a session next week that folks can sign up for to learn more about it. We've done a similar uh demonstration with the admin team last week. And so kind of organically letting it come out, but we want to just make sure this is up and ready and and useful before we start expanding the the population. But for sure. So, I think really what what I'm hearing with what Craig's getting at is it would be a good idea for us to consult with legal, reach out to them and ask them about some of the ins and outs of providing this language model, not a separate version, but the same version that the teachers use to constituents and what those what the potential pitfalls of that would be. Not
075something for you guys to immediately start building a whole another language model. I think that would be kind of cumbersome for you, but just finding out from legal kind of where we would stand on that stuff. >> Absolutely. I wrote that down as a to-do. It's just again I want to reiterate the amount of time that has gone into this to prepare for staff >> is not a short amount of time. We want to be really ready if we for one for staff and then second to explore and be prepared for beyond that. So we want to do well. >> I I mean I think it's I think it's great. I think that I think that um effort and time that you you're putting into something like this is going to be exponential in in
076its return as far as productivity is concerned. So I will say that we have uh because of the work we put in and because a little bit we've shared with other schools in in conferences and meetings that we've had, we've been asked to present at a conference for it. We have other districts that are following suit because of what we're doing here, which feels pretty good, right? I mean, we're doing something that's outstanding and and and this is meant to be that place where so if I'm a new teacher and I can't get a hold of my mentor, I can get a question answered right away. I can't get a hold of admin because they're busy, I can get a question right away, get guidance. Um, and that's huge. >> Well, a couple things. First
077of all, I think it's brilliant and an incredible use of AI. >> Yes. >> And in a positive way. In a positive way. Was there a district somewhere in the country that you where you saw this done and and modeled it? So we are kind of the impetus and the >> we we are the first school district I know of that is doing to this level. >> So who then is your team then responsible for all the updates that have to happen. >> I am like essentially everything has to come through me. But I will say that we are putting together a a we need to for curriculum for instance that has to go through checks and balances with the administrative team like they I need to be told yes this is clear to be
078added because we don't want anything that doesn't have the proper information put into the resource because then we're no doing no better than than the generic public one where you could get hallucinations and wrong information. Right. So this has to be um gone through the administrative team before I can put it on. >> And somewhere in there is built in a process for the people who say uh come up with information that is mindboggling because it doesn't seem to be what they're looking for or it's wrong information. A way to report that to the team through the ticket >> through the ticket system. If they see something that that seems incorrect, absolutely they can submit a ticket and then we'll investigate and find out what's what's going on. That's been part of our message even
079with the admin team is that just like if you use chat GPT we are promoting you have to review it right you have to review it and probably revise the final product before saying it's done and that'll be a message that we continue to push out. Just back to your question, like this really started as a as a tech team just talking about how do we better support really new folks because we see the turnover of our sad >> and uh we we initially contacted I forget the name of the company. Uh what? Salesforce was the first company we talked to. >> You might have seen some commercials with like Matthew McConna and uh Woody Harelson and I think their their quote came back to us like $125,000. And so uh Dave was ready to
080sign and I said absolutely not. [Laughter] We have to be able to do this. So you know it was a challenge, right? So like Dave mentioned earlier like this is a passion project. So I appreciate the work and the passion but this I mean I I don't know the districts that quite yet but uh >> great forward. Thank you. >> I will say that what we're doing here is driving a new initiative with Wise Dash local. So now because of what we're doing, they brought myself in and uh I think one of you two or both of you or or it's definitely Chris and myself have been going to all the board meetings for Wisdash Local as well as we started an AI task force with Wisdash Local. So they're paying developers to now do
081this with Wisdash. So that Wisdash every school district starting with us first because we're driving it'll have will be able to do something similar with our data and ask those questions instead of looking at five spreadsheets to try to get the answer. Wise local will will eventually be able to our staff, our administrators, our teachers will be able to go ask it a question. Hey, can you find me and my students that have behavior issues or have so many referrals with attendance blah blah blah score on assessment at this level? And it'll sift through all those different pieces and bring back the names or the the the uh student numbers of of the from our data again in its closed own thing. So, this is spawning off a whole another world of abilities that we're
082going to have um from people copying this, which is pretty cool, I think. Well, in that regard, I hope that someone keeping track of all the things that you're doing so that at the appropriate time in the appropriate place and way that we honor that and share that. I know this has got a beta period, a beta testing period. I mean, got to let it run its course here for a while, but >> kudos to the team. Yeah. >> So, so years ago in financial services industry, one of my first roles, uh, I was I worked on a health desk and what was really interesting is that this organization was one of it, one of a kind in the sense that they had this large glossery basically this uh big e- manual, electronic manual by
083which to follow policies and procedures so that when you handed out information to u your customers that it was accurate information. Um, boy, I wish something like this tool would have been available back then. I think um I think it will be really useful for that purpose alone so that staff is able to direct uh parents um directly to the the most accurate information as well. >> Right. So yeah. Yeah. I mean our vision is that um you know new staff onboarding might be completely different in the future because we can give them resources to go and search on their own and we can focus on you know other things instead of trying to in inundate them with five days of holy crap ton of information and how much are they actually retaining where they
084can they know that we they can go get that information. So teaching them to find the information instead of feeding them all the information might be a lot better in the future. Um, but I don't want to take all your time, but I wanted to show you one last thing that's either going to scare the crap out of you or blow your mind away on what this can really do. Um, and so if you scroll down and we hit play, so it'll take all of our resources. Move it further. Yep. >> Yeah. Okay. So what it does, so it builds a podcast based on all the information that we have, which is really cool. So it's two people essentially interact. Um, so now interact right there. So now it's going to ask So now we
085can interact with it. Um, weird if I should almost go one tip over, but Um, >> type it. >> No, just like your screen's too big. Like it's not showing everything on it. It's >> because I can't see anything. So, I have a >> Thanks for pointing that. >> So, it tells me your accessibility functions and ask us. >> There you go. >> All right. So, hit play. There we go. Thank you, Tyler. >> All right. So, we're gonna it's going to start playing the podcast. >> Okay. So, now we're going to hit the join button. >> Yes. Can I uh find out um can student or can teachers share student data with somebody outside the district who is not a teacher and not is not normally privy to the data? What if the person
086you're sharing it with is a student and they're 18? Then who makes a decision? All right, I want to shift gears. Um, can we talk about the dress code that the district policy is? Um, can you explain that a little bit? So again, this is only as good as the information we give for some reason it's not finding the business policy. I don't know if I when I uploaded I I copied one and so I'll go back and check but again it's only as good as eventually we're going to give staff will be able to just ask it interact with it and have a conversation and get there. You're embarrassing me because >> so I have a question related to how this is used in the curriculum area. >> Sure. >> Um pretty powerful. >>
087Yes. Um, Jenny, I'm in particular I'm interested in what you're thinking here on how this is not incorrectly or in inappropriately used to replace natural pedagogical rigor on on the part of our teachers that they're putting the skin in the game. Yes, >> you're not going to tell me that's a fantastic question. >> Let's unpack that. >> I know. I think it's a great question. It's something that Dave and I have talked a lot about. Like when we initially talked about it over the summer, we met and he was showing me it all and then like we're like walking down the hall and I was like, "Wait a minute. We got to create these curriculum course guides. Like how might this help us with that?" literally I think he was like halfway out the door
088when I thought about it. Um, and I think that's a really nice like entry point and first step. And I know that he's worked with some of the CTE departments where they've uploaded their documents and asked it to write the curriculum course guide and it gives us a really great first draft. And I think that that's like the emphasis on the fact that it's like a first draft. The other piece that I talked to Dave about is like my concern about when we're implementing our curriculum, we're implementing it with integrity, fidelity, whatever word that you want to use. And so I was like really careful about saying like I don't want like a ton of outside resources that haven't been vetted that aren't like our district approve approved curriculum. And I think what's nice about
089this map is it is like it is our bridges map uploaded in there. It's not I'll pick on teacher pay teacher which can lead to issues of not being at the right uh level of um challenge or can have um things in there that wouldn't necessarily be a district approved uh piece of material. And I think the other piece is that we always have to emphasize whenever we're using AI, just like I think actually it's a perfect example today where we're using our brain to be like, eh, that's not exactly right. There's something not right here. And I think always encouraging our teachers to be using that critical thinking piece with it as well. Um, I I do appreciate the question about like parent access, but I also think that some of the items that
090we're doing now through the curriculum permitting and the curriculum course guides will sort of open up to parents the the piece of curriculum that we're working with and working on. But I do I mean I think it's a great question. I would far prefer that our teachers are asking us about an activity for fourth grade fractions than just kind of going out to chat GTP or somewhere else where those materials aren't necessarily vetted and approved through the district. We've even gone so far as having discussions about uh voice and choice like even you know because they can ask five like give me five voice and choice options for students to show what they've learned you know on a unit and even that might getting might even get them a little bit farther outside the box
091than than what we would like because we want them to show specifically in certain ways. So, so yeah. So, um and the teachers pay teachers is actually a good point back to u the copyright thing. Um so when I first searched bridges just to show this as an example because I didn't have access to it yet. Um I had it searched the web because it can do that. It can go out and search resources and teachers pay teachers was one of the biggest resources that it came back from um for information to be able to how to teach with bridges. And again, certainly back to the copyright, that's all copyrighted material that no schools pay for. Um like like whether it's teacher created it on behalf of the school and now are selling it on
092teachers pay teachers or they're actually selling the curriculum which bridges curriculum out on teachers pay teachers was paid for by a school. Like there's there's no ifs and about it. Um those those companies are going to start using AI to find where their curriculum is being violated on copyright. And so we definitely want to protect ourselves. you know, going back to the legal part of it. Um, so we don't want to be using, you know, teachers, pay teachers in any way because we're we're helping to violate copyright in in almost every case. >> Great. >> Yeah. I um I guess uh it's great if if we're using it for curriculum guides, however, um it's it's important to connect the dots. I mean, if we're we're using it just to formulate a a curriculum guide and
093then we check the box, but yet that's not actually what's ending up in the classroom though, there there's that disconnect that u hopefully we can avoid long term, you know. >> Absolutely. And like I said, like first I consider it like first draft like right >> we need to be combing through that and ensuring that it's accurately reflecting. Totally agree with you. Yeah, >> David. I I like this. It's a great resource. But I think what Julian was getting at partly at least I would get at is taking away hopefully this not does not take away from the teachers their own um connection with the with the content and with the students in the class. Let me give you an example. Um several years ago when I was observing student teacher I won't tell you
094where um I asked our qu our student teacher I always ask is what was your objective for today and did you accomplish that she couldn't tell me what the objective was so I looked at the teacher and said what was the objective she couldn't tell me what the objective was and the reason part of the reason for that was the textbooks that now are out there as you know have a lesson plans in there for you and they have objectives. They have the whole nine yards in there. So, a teacher doesn't actually have to be really that engaged in thinking through that herself because it's right there for her or for him. And um so you see a little disconnect with u taking ownership, you know, of the curriculum, of the content and having someone
095else do it for you type of a thing. You know what I'm talking about, don't you? And I'm smiling and I'm going to point at Avid because one of the pieces of AVID is working on like what is the essential question for the day and like being really uh intentional about that for both the teacher and for the students. And I know even some of the work that Jason Whitaker is doing at the high school this year involves like checking with kids to see if they can answer essentially exactly what you're asking right now. Like what what was what were we accomplishing today or what was the point of today? And I think that's a key piece of it as well. And I appreciate your point of >> The art of teaching takes that. >>
096Well, what I will say is like our teachers are really excited about this concept, right? Because we have provided a curriculum in most cases, right? Here's the curriculum, but the question that comes when students don't respond to that curriculum like here is we got this test result and this these couple of students did not have their needs met. They could use something like ask us to say, "Put me together the review plan or reteing opportunity for these students and know that it's hitting the same standards, hitting the same concepts that the curriculum had intended for it, but like not going out to teachers, pay teachers where the rigor and that expectation level isn't there to be able to help with the retaching of that." and show the the standards and data points from star data
097that may pertain to that particular skill. stuff. >> Well, because that that would involve uploading student data in those pieces, right? Like or what when you say because >> it would have to Well, it would have we uploading the standards. I mean, that's the biggest thing just uploading the standards because the standards are the standards, right? >> We don't have to tie it to student data specifically, but we can. But then with the wise dash local um now piece that they're starting to build once they finish that now you'll be able to take that and go over to wise dash local and say here I would like to have you actually tie it to our data which would be really really nice in a secure way because they're because they already have it the security
098based on whether you're administrator where you're a teacher whether you have access to this building that building. So that's already the ground work's already done for them. So we'll be able to work hand in hand with that very well. I think. Yeah. If I may just follow up on what what because Dave is talking the same language I am and it's not surprising but um when you when you launch this on you know with your teachers in next Thursday it would seem to be it would be wise to build in um I don't know you want to call them rails or safeguards or something but some direction that says this is not to supplant right >> you and and the the and I'm going to use the word rigor because I think teaching needs to
099be somewhat rigorous. I realize there's a lot that's expected of our teachers today that in the past was never expected of them. But so they have a lot on their plate. I get that. And this can be a very useful tool >> to help cut down on some of the things that used to take eons to do. And we can we can control that better. But I think we have to help them deal with and I the only word that comes to mind is ethics of this. >> Sure. >> So I agree and I think that leads to I mean we did a how what um as we do with everything and I think it it that goes to the first line in our what and it says ask us is a new digital assistant
100developed by our district technology team leveraging Google tools to help our staff with research writing and one-stop shop for districtbased information. And I think the key there is digital assistant. I mean that is it's it's meant to help them not replace them, right? >> Um Dave, this is your IP or your intellectual property, correct? >> Well, it's the schools because I worked for the school involved for the school. >> Okay. So the school so I think before it gets rolled out any further this is just a just a thought here but >> you you need to protect it and um I have like access to the person that can protect it on the blockchain all the specific ideas with a digital fingerprint that's unique to the district and so that whole concept and stuff it's
101literally done within a half hour. Not for $125,000. >> Literally for under $100, >> but it's it is a whole brand new concept that stands up in court then so that no one misuses it and that you do get the credit here in the district that's rightfully yours because it is your IP here. >> Okay. We can certainly have conversation. >> I would love to. >> Okay. Awesome. I do have uh two other points to finish up on my part. I know Gus was was was the majority, but I just wanted to get that and then and then Jason, I'll hand it over to him to finish up for uh the future. Um we are currently working with the future ready team or the teach team that is expanded to teachers and administrators throughout the
102district that we've been working on the future ready plan. Um we do have an AI guidance uh document that or policy that we're working on so that we can get it to ed services in the future on you know the how what why again of of using AI in the district. Um and then um and then we're going to be starting you know as we make it through the beginning of school year we try to you know we make sure everything's working and and everything's rolling and then we start thinking about next year. What are we going to do for next year? And uh so in the next coming months we'll start looking at what our summer 2026 looks like what we have to do beyond you know just the natural Chromebook rotation and and
103so on. So we'll be we'll be looking at working on that. So >> thank you. >> Dave mentioned we're always looking ahead and so the last piece on that document is just looking for your support. In the last several years, we talked about our Chromebook rotation here at Ed Services and then the fiscal piece, we bring the fiscal and so we'd like to follow that model as well. Just a few reminders and we'll read things to you, but we have a rotation for how we use our Chromebooks. Uh we give new Chromebooks to students at grade at the kindergarten level, uh the fifth grade level, and then at the freshman level, ninth grade level. And those Chromebooks stay with those students until the next rotation. So most of our Chromebooks are are in student hands
104for four years. And then uh the fifth year Chromebooks are used as loaners. We have loaners in most classrooms and in our libraries. And then the sixth year, sixth or seventh year, we start seeing those Chromebooks utilized for parts. And so this this brief why, what, how just talks about that rotation. And uh we know that we're in a a difficult spot financially, but we work with uh Sarah Kelly to make sure that this is part of our budget that we'll bring this to fiscal with your support. Any concerns about that? Okay. Thank you. I just want to make a comment. um this is cutting edge and almost every ed services meeting we see that our district is exemplary and other schools want to follow what we're doing and I think that's should go to
105Melissa you know to to help bring people in so thank you >> all right um I think the next topic up the right. Um, okay. The next topic up is the ecampus and endeavor update. >> Thank you very much. >> We always start with gratitude again. And so uh again I want to thank you for your support of our two charter schools uh ecampus and endeavor. Um and the work that I will be sharing today is really a a reflection of uh work that was a collaborative effort between the leaders of ecampus and endeavor just given the timing of of the morning and just asked them to stay in the in the building working with students. So this is definitely not Jason Bull's uh work collaborative effort so many of May. And so part of
106the uh contract renewal process for campus, we talk about developing a dashboard of data. And you'll see uh if you had a chance to look at it, the template uh our dashboard is not populated with much data yet because I wanted to stop before we started populating and get your feedback around this dashboard that we're put put together. So today is really a time for me to walk through kind of what we're thinking uh with this dashboard and get your feedback and then the next time we'll talk about eCampus and endeavor if this is the route we take though all the data sets would be populated. So it's really a pulse check here on the leadership's uh vision for this. Um I think it's also important to note that you'll see in the dashboard for
107both ecampus and endeavor there really three dimensions that were really focused on engagement academics and then life readiness and how each of those unique learning communities has defined that and I I'll walk us through that and then those those dimensions serve as the foundation for the for the data the dashboard uh what I'm excited about is that the dashboard board really encapsulate encapsulates what is important to both of our chart schools. And you'll see that they're really similar, but they're different. And because both of those schools are very similar, but different. And I'll talk more about that. Um again I just I want to reiterate like your input and your feedback on this dashboard is valued and valuable and whatever feedback we I leave here today will be represented when we bring it bring it
108back I think we're scheduled in January we'll have that student data there. Uh I also shared two documents just an overview. I think part of part of my goal today and every time we talk about ecampus and endeavor is education. So I want to make sure everyone just knows and continues to learn about what we mean when we talk about endeavor in campus. So there's some some one cheaters there. So I'll start with those one cheaters and then I'll get into the dashboard. And so again there's some content there. The first one Jenny thank you is ecampus. I think the most important parts there are really the the first two uh segments of that one sheetter core features and our values. uh core features of ecampus we know is a K12 completely mostly I should
109say virtual school uh really uh really uh promotes personalized learning and we have options for students whether it's competency based whether it's uh flexible uh work schedules and autonomy uh really focusing on some transferable skills that we know are important beyond beyond K12 experience. And you'll see some of those same words and the values, right? Autonomy and connection, competence, innovation, and perseverance. And so those are some of the things that when I think about ecampus and the team that works hard with students every day at e campus that uh really stand out for me. Uh if we turn the page to the endeavor uh very similar different formats certainly each each learning community has developed this and highlighted the things that they want to promote uh with support from Melissa the right hand side there
110endeavor we value student agency holistic learning community innovation and then there's some facts about on the on the left there about what endeavor is and uh next time we we I'll come to you in January. Members of Endeavor and E campus will be here to not only continue the education but also show some data. Great. If you could pull up the dashboard, please uh Jane. And so again, as we uh uh started thinking about it, we as the leadership of Endeavor and EC campus thinking about what a dashboard uh would look like capturing and bringing forward data. We really started with what what are those value systems or what are what are the things that the the focus of those schools are. And so those one sheeters really were the foundation for what became these
111dashboards. And so the first thing you'll see here on page one for endeavor and there are three on track descriptors engagement again I will not read these to you academics and life readiness. So those are three kind of dimensions that we've talked about and then there are two data sets connected to each of those three. So if you look at engagement there really is a data set connected to attendance. There is a a data set connected to student agency which is uh really tied to the weekly advisor check-ins. If you look at academics there's really two again credit completion which is completing in each trimester each of these data sets will be by trimester uh completion in the core areas of math science English and social studies. And then the second one is individual goals.
112Really goals that students craft around their measures and academic progress. And then the last kind of pillar is life readiness and for endeavor. There are 21st century skills that students that is a course that students take at Endeavor and then college career community uh kind of readiness and there's a list of ways that students can achieve uh that marker. On page two, I'll get us through Endeavor and then I'll pause here. On page two, you'll see is uh the scale. And so, if you could scroll the other way, Jen, please. Uh top of page two, please. Yep. Right there. Thank you. >> Uh the scale is really the same for both Endeavor and any campus. What you'll see is those pillars. So, engagement is attendance. uh weekly check-ins, academics is core air credit, progress on
113pacing guide, and then life readiness. And so we really try to align it with some of the language that you see in our state report card. And so the scale is really approaching expectations, meeting expectations, and exceeding. And so each of those just highlights how or the the criteria for each of those markers. I think it's important I mentioned it but I want to reiterate that each of these data sets is by tri trimester and so again when we come to you in January this data would be reflective of a first try uh so on the bottom of page two there's one data set there again we we if if this if we're on track this would all be populated next but you see attendance so uh for endeavor right now there are zero students
114that is approaching. And if you look at attendance, approaching would be four plus absences. And at the time that we put this together, this data together, there were zero students in that that category. We had one student at Endeavor that was meeting. And if you look at the chart, that means one to three absences at the time of this. And at the time that we captured this data, there was 42 or 97.7% students that had zero absences. endeavor. And so again, if this were on track here, this whole chart of data would be populated. If we look at page three, again, that chart would be populated for trimester one data. And then the the last part is just uh we want to always capture data, but use data to inform next steps. And so you'll
115see a few things there for for next steps given the data. And then we want to keep the board in informed about some future happenings. And that's that's some things that are going on right now for Endeavor. Eamp is very similar. But before we get there, let's pause for any questions about this data dashboard for Endeavor or anything at this structure. Okay. Committee members, anything you want to ask? take us. >> So, so can you help me understand a little bit more about So, there's there's six different data points that are getting merged into three different um areas. Am I in? >> No. U Thank you for the question. So, if we look at engagement, right? >> Engagement on page one is defined there for us. >> Oh, gotcha. Yeah. Right. I see it now.
116>> Sorry, I'm just reading the chart wrong. >> Linda, >> so um the life readiness volunteering category. So can the like can we as a board or different people make suggestions for the volunteering or where does that come from? I think what has happened in Endeavor any campus is that uh the staff has has some ideas but students also can bring some ideas. So if you have some opportunities I think we also have worked with the chamber for different volunteering opportunities but if you know of some certainly we'd be happy to take >> so would the best uh best way to do that be to email you. >> Okay that's great. >> Thank you. I'm going to go on to eCampus then again uh very similar right a few different markers but very the formatting
117of of the dashboard is the same and so again you'll see three kind of three core areas engagement academics and life readiness um attendance um student agency is again those weekly check-ins academics we have credit completion again this by trimester all the time. Uh expected academic credit earned in the current term that would be a trimester. And then number two under academics, every ecampus student writes a academic goal for the trimester. We we would be reporting the progress of those. Life readiness is a little different in campus. We have college and career and you'll see some of those things that would fall under that category. And then community engagement is just a separate entity for eCampus. And so we'd be bringing data about students that were engaged in one or more of these, right? Service
118learning, studentled conferences, so on and so forth. Just a little bit of a different view at e campus. On page five again is the scale. The scale is the same, right? is approaching expectations, meeting expectations and exceeding. The definition or or the criteria of how those uh those metrics are you are are framed for each of those areas is listed at the top of page five. And then again once uh we you see us next talking about this this these charts would be populated with actual data from try one. Right now again we looked at attendance and when we captured this data we had one three students at ec campus that was in the approaching category zero meeting but 134 exceeding and again just want to keep reiterating what we'll have this data fil all
119populated by the time you see us next on this topic and then at the bottom of page six again following the same format just how will we use this data or what our next steps are and then some future happenings things I want to keep keep you uh informed and if you ever want to be a part of these we'd be happy to have any feedback about the dashboard uh would be appreciated and then again I think we're scheduled January we bring the data >> okay couple of thoughts um the the first data point of well approaching specifically attendance um if they approach. I mean, let's just say you have have a student that doesn't show up for anything. They're falling under the approaching uh headache. To me, that doesn't that doesn't quite capture what's
120actually going on. I mean that might might indicate that there's a failure of of any you know and I really feel like we're missing the entire picture if we if we uh have our metrics set um so so skewed one particular way. Uh so so that's my concern about that. The other the other um the other one is under academics. Number two, why doesn't um ecampuses uh number two reflect more something similar to that of uh endeavors specifically towards measured academic progress towards graduation? >> Yeah, that was a that's a great question. The first question I just wanted to uh thank you for the feedback. The approaching meeting and exceeding does align with our state report card and hence that's what the the conversation and we know that you know the criteria is certainly pretty
121pretty large there. We can segregate data that's helpful. So that was the thought process behind it. Um the second piece is I think you're asking about academics at endeavor versus academics at e campus. Is that right? >> Yep. And so credit completion is pretty much the same, very similar. And then uh it it is similar but different, right? If you look at uh number two, endeavor, it talks about tracks credit earned and it is connected to goals. The difference here is it's not credit earned, it is meeting a personalized goal. if you have thoughts about how to to better uh align that or change that. >> Well, I I I think that the district's goal is that every child works towards graduation and not just to attend the class. I mean because that could be
122really I mean there could be such a a gamut in between like uh the focusing on driving academic success versus um specific student desire for their particular goal of oh I just want to I just want to complete this course. Well, that's, you know, unfortunately that's not lofty of enough of a goal. I'm not assuming that that that that ecampus isn't um setting a lofty enough goal, but I I do feel that uh the district goal um should be reflected in in that particular objective. I guess something that's a little bit more um specific to uh you know I don't know overall achievement. >> Yeah, thank you. I guess what I would say also is that the credit completion certainly would get a student closer to graduation marker and that's really tracking that progress towards
123and then when we talked about goals they're really um should have done a better job of this but it's really a self- selected goal based on a student's personalized learning plan and uh it's also as part of uh a larger context around college career career and community engagement or academics. So students writing their goals specific to one of those markers and there's research uh showing that effect size of of self- selected goals by students is pretty impactful on learning. So that's where it came from. I don't know if you have again if you have specific way to adjust them to for each camp or something. >> Well, I I guess I'm just trying to keep u confused as to why it's not similar to um Endeavor's goal. >> I think it's very similar. Uh you
124know, number two for Endeavor talks about credits earned and a goal. This one is just a goal. So, we can connect. >> Yeah. Yeah. It doesn't even talk about credits earned, too. Thank you. >> Well, I just need a point of clarification here from Jason with Endeavor and ecampus having separate board. So, I think it's the same board of >> who who is legally responsible for setting the information that we're talking about here today? us as the WUSD board of education or the boards that the board that runs those two charter schools. >> It's really collaboration, right? It's the ultimately driven by the contract at this board sign. Uh the board of governance oversees that and will be I think you're part of the the board of governance as a liaison. It'll be a collaboration
125with them. They've really been a part of this as well. >> So they've been involved with all of the Thank you. Okay. Um, what I like hearing this morning is that we have opportunities for students to be student driven through this and through AVID. So, you know, not every student is created the same and motivated the same way. So, this gives them another opportunity. >> Great. >> Yeah. I don't I don't mean to um I don't mean for my comments to come across uh um as a a strong critique. I think that I I think that this is great that we have a a good tool um that breaks down these particular areas and is being utilized to um to evaluate things. Um I I'm just hoping that um for instance if if there could
126be some better uh clarity maybe a better breakdown uh for kids that for children that are falling less than that 70% completed uh category because I think that there's a lot that gets lost there in that one category of expectations >> and we know that this Thank you. Right. Um we also know that this will never be set in stone. Right. I wanted to bring this to you today to get some feedback. Next time we'll excuse me have some some data and if we need to pivot or change it we can do that as well. >> Okay. It's definitely u you know a challenge accepted by the team of how to get the data forward and the team is and and it will drive their work. So >> I think that's that's all all good
127things. >> The data may show you to have another category. >> Right. Right. Right. It's a starting point. >> So Jason, there's really no action item today. >> No, I think the feedback is appreciated and again I think we're in January. bring that that the actual data. >> All right. Thank you. >> Thank you. >> Okay. >> Next topic. Um we I just want us to um review the human growth and development uh proposal. This I did bring this back in September. Um and I just wanted to make sure that there was no additional feedback. I think at the time there was not a lot of feedback. Um this would need to move to resolution um as meeting if uh the ED services committee is comfortable bringing that forth with the resolution. As you remember
128this just outlines the meeting dates and topics u the process that we'll use to select uh members of that team. Um and just as a reminder, any of those meetings would be um open to the public and be uh um posted as a board meeting or a committee of the board. And um but there are um stated law um student or a population of the committee that we have to follow as well. So if anyone has any feedback for me, um I'm happy to take it. Otherwise, I'll bring this as a resolution in October. Julian. >> So on page four. Yeah, Jenny. Okay. Um, and this is what would go out is like a an announcement about people. >> I would recommend under committee membership in accordance with board policy 2414. I would strongly recommend
129that we include there and in compliance with state law, put the statute reference in there because this is not an outlier. This is compliance. You are exactly right. Thank you. >> Anything else that can help Jenny with this? >> All right. >> Great job, Jenny. >> Okay, I will update that and then I'll bring that to resolution for October board meeting and then we'll be ready to roll after that. All right, the next topic we had up was cell phone procedures. next steps. Then I'll let you take that away. I think you were >> um Go ahead. I'll >> Well, um we had uh I think it was the last head services. We had the principles here and we saw that the middle school and high school had different plans and we're going to wait
130till January to see, you know, the data from that. And personally, I think that's waiting too long. I would like to get moving on the next step before that. So, I'm wondering if we could maybe get them to present at the December meeting at the latest and we'll go with the data we have. Sam. >> So, what data are you looking for them to present >> um >> at the next meeting? >> That uh I guess I guess I would want to know >> what violations they've had so far. Is the policy they're using now working and why they want to do that instead of going to the bell to bell situation? Why that would be better than bell-to bell. Yeah, that's what we're talking about. Yeah, two two things. Bail the bell or the
131caddies that they put in there. >> Yes. >> And yes, what I mentioned that last time that a couple of months, not necessarily January, but a month, >> right? >> And at least to get some data back to see what direction it's going. I think Sam asked a good question. What are you looking for as far as the data? And I guess they'll know when they see it to some degree, you know, participation, uh, push back or maybe even increase increased data on, uh, academics in some way. They could I think if I were them, I'd be looking at academics to see how that affected academics to see if there's a more people are getting things done. They understand the process better. They understand the content better. There's something like that. I mean you put
132that into I think academics is part of this I guess. >> Yeah. Great. >> So that's interesting. Um it's kind of interest because are we basing that on past historical data comparing it to this kind of data to or um for the purposes of understanding whether or not it's effective. Are we looking at outside data? Are we looking at just anecdotal deal data which is the feelings of uh of staff and students as far as productivity? I mean I just I just want it to be somewhat objective if we do make a decision like that >> if it's at all possible. And really how do you do that? You you can't have a control. You know it it's a challenge. Um and and our policy seems to allow for um basically the building administrator to
133set up the procedures that you know there's a there's some flexibility. For instance, RMS happens to be more of a bell-to-bell type of uh you know uh uh policy. I mean, within the building, uh I I assume that our elementaryaries, they don't really have cell phones. Uh but they they I'm sure kids do, you know, but that's also probably going to be more of a bell-to- bell situation. High school is not. High school is, you know, you're using that you're able to use that during lunch and passing periods. Um is it necessary? I don't know. I I think one of the things you can do is survey the teachers on how it's it's a feeling thing partly. How do you feel about this at the middle school at the high school? Survey the teachers and
134if they're really wanting to get into this and they can they're teaching the same thing they were teaching last year. They might be able to compare uh compare results some results in some kind of way, >> right? >> Um and that takes some work but I think it's worth doing. We may be the leader in that too. But I think surveying the teachers will be helpful. You do do you feel or are you getting things done more in the classroom? Are you getting better attention in the classroom? I I know if I was to talk to some teachers about that, that's how they would probably respond to me. You know, they're listening better. They're responding better. I get better things back from them than I did in the year before. If they're a first year
135teacher, they're not going to know that particularly. But does that sound reasonable? >> It does, Sam. >> Well, and this goes back to what Craig mentioned earlier about not having a control group because I do not believe that this is the first year that the middle school is engaging in this policy. So, you don't have a change from last year at the middle school. At the high school, this is the first year that they're implementing the bag policy, but we don't have >> um I think previous to that it was a little bit more nebulous is my understanding. Maybe I'm incorrect on that though. So I don't think that you really have a control group there either. And if you're measuring, this was kind of our original discussion was we're measuring the middle school versus
136high school. There might be an element of uh comparing apples to oranges. In that case, I think it's a little bit complicated. So I'm fine with getting an update. I just don't know that the data we're going to have presented to us is going to be conclusive at that time. I think we kind of are going to have to look overall at the results of, you know, at least a half year of school and see what's happening at each of those at each of those locations. See if we want to alter it. I think the idea was whether or not we were going to have the high school strengthen its uh cell phone policy and go beyond just using the caddy system. Um, but I mean would the I suppose I'm thinking like what kind
137of data are you looking for? Because I'm trying to figure out what is the long-term plan there. Are you proposing rewriting the cell phone usage policy so that it's just bell-to-bell across the district? There's no cell phones in the schools or they're kept in the lockers. Is that what you're looking to examine in the long run, Dan? Well, um the motivation was the book that we read >> as a as a board and um the data from that clearly pointed to Belleto bell being the best and and there was student performance increased when there was you know no distractions. So, I would lean towards that and I understand what you're saying and and I do agree with what Craig brought up and what David brought up. I would say yes to all of those. You
138know, getting teacher surveyed, anecdotal evidence, I I think all of those would be helpful. I also agree that we would uh get the the data from these people in December and maybe not make an you know the action at that point but it's always whenever you're changing policy or you know guidelines after a break like Christmas break or something like that it's easier to implement And so that's why I didn't want to wait until January. >> But you know um you know we'll look at what the committee agrees on. Linda, >> there's one other aspect I think to take a peek at too. That would be cyber bullying to see if those numbers are also affected. Yes, I know everybody has your cell phone on the weekend and things like that and that's where a
139lot of those came from. Maybe there is maybe there will be a change in uh numbers of cyber below too. I'm not sure. >> Yeah, good thought too late. >> Well, yeah, I think the more and more schools are going bell to bell. If you look at the research, it's just schools are tired of dealing with it and and the negative part of it. But it seemed to me that some of the data that you need to help make a decision is where you started, Dan, which is how is it being enforced? What kind of infractions are they encountering? What is the frequency of the infractions? Where are that where's that happening? Um because you're going to have infractions both places. I think when when the committee was talking about setting up a comparison, it
140was to see if one was better than the other. Um, and if you don't get some kind of infraction and enforcement data, >> you're getting anecdotal information from teachers on a on a relatively short period of time. I will say I do think that um especially for the high school that information is important for how teachers are perceiving the new plan working and its impact because they'll know the you know if they're experienced teachers at least a couple years into it they will have something to compare it to. So I think that's I think that's information that plays into a decision but you you need some but the goal is also to say which way do which way works best for enforcement and because it's a different type of enforcement. One's on the teacher the
141other really is also a lot on the administration to make sure that um it's being handled right in at the riverside. Yeah, I I agree, Julian. >> That kind of data on infractions is going to be important. I think you're right. >> And I was thinking in my own mind, >> you don't necessarily make a decision on this after a couple months. You to see what what direction we're going, >> right? >> And then you get you give it enough time to make the decision based on some concrete evidence that you have. And that's part of the concrete evidence. And and I want to remind those of you here were here for the last meeting that uh um I think it was Josh Barnett who had said that there was a veteran teacher who addressed
142the staff and said we've got to be on the same page and everybody's got to be consistent >> and so um we'll see maybe that's going to improve it you know in the classroom that way. And that will be a big part of this. But if there's consistency on the staff, >> but we always have to look at implementation of any policy we have, >> what's best, easiest for those people doing the implement. >> And updates are important. >> Yeah. So I guess that's what we're looking at more than if we could get an update in December. Is that okay with everybody? >> Sure. >> Yeah. And I mean, I would have been I I just to clarify, I would have been fine with November, too. I just kind of wanted to know like what
143data are you looking for? What are the data points you're looking for? And where would those lead? Because I think that it's easier if we ask ahead of time for specific kinds of data. So, um, how do the teachers feel about it? And the infraction enforcement data are the two big points that I think we were looking for there. Um, so and then also maybe like asking teachers if they feel that it is being consistently enforced in addition to just like kind of the here's how many incidents there there were and here's how they were handled. I think also a valuable piece of information is as a teacher at the middle school or at the high school, do you feel that all of the staff are equally enforcing in the same way or do you
144feel that that still needs to be worked on? Because if we have the high school, if at the middle school everyone says, I feel like we're all enforcing it equally. I think that's, you know, that's pretty clear there. If at the high school you still have infractions happening, but you get a high rate of teachers responding with no, I think that it's not being equally enforced across the board by all staff. I think that that lends to it pretty pretty majorly because at the end of the day, you could not have a cell phone policy outside of it's at the teacher's discretion whether or not you can have your cell phone out in class and if everyone enforced it with um kind of an equal sense, there would be very few issues. So, I think
145that's an important uh thing to look at. Is this being done with a little survey? Is that how we're doing? Because, you know, how is this information going to be grasped? Because if we're if we're asking for a survey, >> you don't want that questions to be pitting teachers against one another, you know, it has to be asked in a very positive way, you know. So that >> yeah it might be again they would have to know what the survey if we're talking survey the administrators are going to have to know how this is supposed to be done too and ask the question uh are you doing this you know and you ask it individually and each one are you of course they're going to be spilling on themselves not doing it but that's better
146than having someone else do that but I I I can tell you for sure there are teachers out there in the high people that do what they're supposed to do and others that don't. >> If you give them three choices most of the time, all the time, or not at all. >> Yeah. Something like that where where they can fill that out. >> So then go ahead. >> You got your number. Go ahead. >> Yeah. So I think perhaps maybe I I think I heard Julene um suggest that where there's a disciplinary interfaction at the high school for instance with a with a cell phone is that happening during a you know a time like passing period before after school um during you know lunchtime that sort of thing or is it are those infractions
147happening during class periods. So that might be able to provide you a data set, you know, right there when when is it occurring? I mean, we we we I mean, when I say we, I guess myself and Dan and Sam have experienced where uh those uh issues come come about during expulsion hearings where uh we see that behaviors are a problem during uh passing periods with with cell phones. But so I know there's there's probably some data out there And then one one last thing. Uh could can we ask the teachers is this your first year teaching so that it's indicative of or or asking how many years they've been teaching or something like that. >> Okay. >> Um I was going to say if we're going to have this data brought back to us
148in December, I don't know what the timeline is. Could we either um do a small subcommittee or bring it to November's ed services meeting to do a te a perception survey of the teachers on the on that subject? I didn't have those questions specifically ironed out. >> So what I'm hearing potentially is November a draft of the survey to the teachers December data back. I know Sarah and I were just talking about timing as it relates to the next ED services. >> We need to have some help on what we want. Certainly on that being >> then we would need a subcommittee to create the survey. Correct. >> Or you guys create it and then feedback. >> All right. >> I'm going to send you an email with my notes of like action items that
149I've been keeping track of. So I've got some notes about what people were bringing up of what they would like to see and questions for the teachers and from the infraction enforcement data. >> Sure. I appreciate that. >> That's great. >> I hope it doesn't I hope it's not too long. Well, we'll throw it into chat or we'll throw it into ask us a nice >> okay is it possible to send that that survey out before like >> you know you know Christmas I mean like way before Christmas. I just I just know that staff get pretty taxed with all sorts of correspondence and it's just >> yeah you don't want to fatigue yourself with another survey especially one that well I mean you you want to be able to use that data intentionally um
150for decision making you you definitely want to have a good response rate as well. If the next ad services meeting is on November 4th, we would not need to have this survey approved by the full board, would we? Because in that case, we would need to wait. >> I don't I don't think you need to have a board approve approval survey at all. I mean if it's administration sending out a survey. >> Okay. >> Yeah. >> I will give caution that we have really quick turnaround between now November because it's three weeks the way it falls and then December is very early in the month as well. Just that's nice though because it's four weeks between November and December. Just knowing that we have really quick turnaround into the November meeting too. >> Julian. >>
151No, I'm just Oh, sorry. >> Okay. thinking. >> All right, good. Let's go on to the last uh discussion item in board communication and event presence and I think we have uh three people who were or actually four we have four people who have experience with that. So, anybody want to start out? >> I just want to put a note in. I did upload a document that was a Jason Bull looking document. I know he had been working with the uh planning committee to work through the process of board communications and I know that that was a document that he put out as uh just document for feedback and within that document outlines two different board communication strategies as I understand it videos after the board of education meeting and then also the uh events
152presence piece. I know Dan, you had wanted to just touch base and see how the event presence piece was going um and have a discussion about that. So, >> just wanted to add that caveat that it did come from our planning committee. >> I just want to make sure >> Well, since they're talking down there, I'll just jump in. I Craig and I did RMS on the parent teacher conferences last Thursday. I needed to leave because, you know, duties never conflict, but they often overlap. So, I left. I was there a little before 4:00 and left a little after 6 to make it to a football game across from Webster. But, um, I thoroughly enjoyed it. So, it is it's a very easy thing to do to hand out the piece of information, talk to
153them about the QR code, encourage them to give us their feedback. And I can't speak for what happened after I left, but while I was there, I encountered nothing that came across as incredibly negative. Um, people took the information. Some were, you know, more friendly about it than others, but um, I think the value of these things is way way beyond handing out literature. >> The value is being seen and and showing interest in what's happening in these schools. I think um Mike and Leanne were both there in the building, you know, of course, all all evening and I think they honestly appreciated that there was there were people there showing interest. Parents were, you know, a little surprised to see it. Board people there, you know, at the right there as you walk in.
154Um and I think a lot of parents responded very positively to our presence. So, and I enjoyed just the opportunity in a consolidated fashion to go in and meet and interact with some of the elective teachers who were in the cafeteria behind us and then go over to the gym and interact with some of the core teachers. Um, you know, and had wonderful, I think, productive conversations. They were certainly helpful to me. Uh, one of the RMS elective teachers, I'm never going to get her name. Um, but her her room had been redesigned over the summer. And when she when she found out I was at work, you got to see my classroom. You got to see my classroom. And so she took me down and just so proud of it. And it had been
155completely redone to her specs to accommodate what she's trying to do in that electives classroom. And it was just fun to see a teacher who's so excited about where she works and what's being accomplished in there. I, you know, I'm going over there tomorrow to visit, but I might not have gotten into that classroom. But just those interactions are in my opinion, man. That that's that's money in the bank. All of that just money in the bank. So that's why >> Craig, did everything fall apart? >> What' you say? >> I said, did everything fall apart after you left? But I'm sure it didn't. >> No, I I love interacting with with parents and and students, getting a chance to see the students and um that was I love it. Uh, I I I felt
156like it went really well. Um, you know, it's it's I wanted to try to set people at ease with with the with the messaging. Hey, listen. I understand you may have particular feelings one way or another, but this is this is a heads up for a survey that's coming out at the end of the month. Here is your chance to pass feedback to the district so that we get the question right. assuming that you you know we we want to move forward with an operational referendum. Here's where uh here's where you can find more information about the need for the referendum and then also contact information for the board. We would we would we're looking forward to hearing your feedback and and just keep it light. Keep it that and uh if some people decide
157to share uh some thoughts then >> I'm going to listen. Sure. >> But again overall over overwhelmingly just fine. I I love I love the people that uh we serve. >> Just a quick note. I thought the piece is well done and accomplished as what we needed to do. >> Very good. Okay. >> You guys went to SHs. >> We went to We went to Webster. >> Webster. Webster. >> Yeah. I'll just say something and then I'll let Linda say something. Um I agree with what Julian said 100%. I mean that is bigger than passing out to things to see you there. U Brad Clark did a great job. I've known Brad Elizabeth before and uh he put us down in the library because they were having a scholastic book re uh fair down there
158and that's where the parents were going to go after they had their their uh their conferences and a lot of them did. We were down there were handing things out just like Craig said and it was good to talk with them. it was good to give them those and most of them I say 99% of the people were very gracious and uh took them and smiled and said you know think okay I'll do this I never said that I hope they do and uh so we were having a really good time and one person talked to us who was a bus driver and uh in the district and she had some issues and she presented that very well very nicely to us we wrote it down Brad made it took a made a copy of
159that and uh I probably need to share that with Jared and I don't I don't know if Lenn needs to share that or not with this. Do do you guys want to know what she said? >> Uh and not for this discussion. >> Okay, good. All right. Uh then near the end um there was a lady that um hadn't gotten one of the the brochures and uh so Linda gave it to her and I'll let Linda tell what happened on that situation. I will precede this though with there are many children and adults that gave me hugs because in the community I do the share the love kids outreaches events and I cannot tell you the joy that that brought and I think um I just thank the district the opportunity to be able to
160interact um and then realize that there's 1% of people that Um well, she was about three inches from my face and said how much she hated the school board and um wondered why I didn't have children in the district and I said I'm too old. >> That was your point. >> And felt that David and I were forced to come. Uh, and I had shared that we had volunteered and I listened and I I love listening to people that are upset. I know that sounds odd, but I realize there's something in that person that's driving them. And um, you know, without belaboring, um, she was escalating and I was deescalating by my demeanor. And I genuinely have concerns for her go like ramping up to that point that it she felt it necessary to drag
161every person in the entire library, children and adults into her conversation. I'm saying conversation because I wasn't, you know, I wasn't I just I listened and I nodded and I did acknowledge the fact that I've answered every email back except for one person. I don't know how to answer back, but she she said I that she wasn't being acknowledged. And I I said, "Are you sure I didn't?" because I I've I've emailed every single person back and then she acknowledged maybe she hadn't personally to me in the last couple months, but she did end up eventually saying she would definitely use her survey to express her viewpoints, I guess, would be that. >> Yeah. >> Um but she was very upset and then because I wasn't engaging, she tried to engage Dave. Um, and we
162both handled, you know, in a de a calming way. And I think it spoke to I know it spoke to the uh all the volunteers at the um um the Scholastic Bookf Fair and the new librarian who came from Okana Walk because we didn't we did not engage negatively whatsoever. We kept it very professional and civil yet yet friendly and kind to all those and you know we continued on then with the other people that were there. So, if you want to add anything, >> I could tell being a man that she was really um really even more upset and uh but she uh she mentioned a couple board members she didn't like and uh so she did the same thing with me that she did with Linda and she was she was very loud
163and very upset and uh it was all you all you had to do was stand there and listen. and that's all you could do because when somebody's in that that fashion, there's nothing going to be gained by arguing or responding back. And uh so she said her piece and then uh somebody was backing her up. Another lady, I thought the same thing, Linda, that I thought there's people in here. There's children in here. And uh the librarian said to me later, she went she actually sent for Brad to come down and by the time he got there, they were gone. And uh so she said, "You got attacked, didn't you?" I said, "Well, I guess yeah, I guess kind of felt like that." >> Is there any additional supports or things that you might need
164from administration for future events? Generally, I hear positive. Uh >> yeah, >> Mr. Wharton, I heard you help clean up the cafeteria and reorganize all the tables afterwards, too, which was very much appreciated. >> Yeah. So, it wasn't, you know, Lyn and I both know that people are going to feel that way. And, um, that's not the first time I've been yelled at, although it's been a while, principal. Uh, and, uh, like Linda said, um, she's coming from a point that she has for herself and she was making a point that everybody could hear. She did it on purpose. Um, so what uh so was brought to me by another board member is that she thought it would be a good idea, Tammy, that we had a maybe a policy between us as board members
165on how to respond to something like that or how not to respond to something like that. And um because it can go really bad if you respond the wrong way, even worse. And uh so you know, Linda, I thought she explained it really well. My feeling is the same. Uh it's something that happened. Not the end of the world. And uh so >> and in regards to the other person that she dragged in, I will mention one thing. That person had brought her three children to be able to uh express a public comment at the previous meeting. And because but we you know we were unawares that she brought her three children. She didn't want to keep them up past their bedtime. I would say to the public if the public could if they see
166children there and someone wanting to uh make a public comment and they have their own children there for whatever teaching opportunity that they're making there that the public just be courteous to let them go first so that they can then you know have their bedtime. We didn't know that. So there's no way we know that. But just I'm just >> part of the conversation probably should stick with the policy committee and know that that's >> Yeah, we're having a discussion about that tomorrow about public comment. >> Perfect. >> More broadly, >> but if there's young children, maybe go first. But >> yeah, that'll Yeah, that'll be part of the that'll be part of that discussion. I think your own policy, right? Yes. >> And if you want to come, by all means, do so. Um
167but yeah, we we'll talk about all the ins and outs. So that's that's great feedback. >> Thank you. Okay. >> Well, thank you guys for sharing and and putting the time in. It's extra time, you know. >> It was it was actually fun to do. It actually was a good thing. >> Good. Good. Very good. So, and we have other openings, you know, that we can fill later on, but uh I think it's important too. So, if there's nothing else, >> we did have a just short discussion on um Boeing administrative guidelines and next steps. I don't know if you want to have that discussion now or >> um looking at the time I think we're going to we're going to put that off at least another month. So unless I know Linda you were
168prepared to share something on that. >> No, not really. >> Okay. All right. But but I do like the board briefs as as the video name as for the uh back to the communications uh thing that the the monthly board of education videos. I think board briefs really nails as a as a naming, you know, as tried looking up other nouns and there's >> Yeah. All right. If there's nothing else, uh, can I get a motion to ajourn some? >> A second. >> Okay, >> you got that. >> All right. Very good. Thank you everyone. >> Thank you all.