001remotely from joining remotely from our office. Uh we have all uh board committee members here. So let's kick off the February ed services meeting. Um and we have the agenda to follow. And first up is the director's update. Great. I have two thank you by the way for letting me join you virtually. I figured you uh did not want me in the room with you. So, join the meeting. Say stay healthy. Um I um just wanted to start uh with a quick director's update with two topics. Um first an update on Skyward entities which I know is very exciting and then a centers update. Um I wanted the board to be aware um we have been having some conversation over the last year and a half about a sky up entity change. Uh essentially we
002have been operating with a 100 entity for our water town for kids which has been our 4K program. um when water when our 4K program began, we were um a um community- based program. And so our our our program was within our communities in preschools. And so we have a Watertown for kids school. Gradually, we have been moving many of our 4Ks, much like many of our um schools across the state into our elementary school buildings. We have maintained that 100 entity and have been reporting our foury olds or our four kids to the state um under the four the 100 entity, the Watertown for kids entity. And the way you would know that is like through our count on third Friday, our 4K is counted separately than our elementary schools. Um this has caused
003some problems as it relates to um our school report card or challenges I should say and our um lunch program. And so through some discussion, we have decided to start reporting our students who attend 4K in the school building in which they attend the 4K program. We did a reach out to DPI um and they did say that is a local school district decision. We did also network with several school districts um who have similar 4K programming to us and um districts do it in a variety of ways. We just decided that it would make the most sense for our district to report our students in the school at which they attend their 4K. So for instance, students who attend Douglas 4K will now be reported under Douglas. The board will notice this when it
004comes to things like third Friday count. Um you'll see a decrease in the number of students who are in the Watertown for kids program and an increase in the number of students who are attending Douglas. Um the overall number of students attending the district will remain the same but there will be some slight fluctuations there. Um obviously I've worked with the business department closely on this as well. Um we just wanted to make you aware of that change um as we work through the process. Um we will make that change for the 2526 school year. So nothing has changed yet but that will change in the 25 and 26 school year. Um I do believe there will be advantages for us. Um like I had mentioned there will be advantages for the food service program
005and their reporting also things like our school report card. There would be small things like we would look at the Webster report card um and um for instance their special ed numbers would be very high because we were reporting all of the early childhood and all the kids who were three years old attending speech therapy under the Webster entity. We will be reporting them under the entity of where they actually receive their services. So that will balance out over time. But I just wanted to make the board aware of that change and see if there were any questions about that. Uh Jenny, I guess I'll go first and say or ask the question is is it this is just a reporting change. There is no functional, fundamental or financial aspect of this. This is just
006where they roll up. Um, and it may affect our report cards because if all of our 3Ks were getting uh speech help at Webster, they were in Webster previously, but now they're going to be wherever they receive most of their uh services or their uh their class time. So it's that I mean I don't want to say do we care but is there do we notice anything except for a change in numbers? You likely won't notice anything other than a change in number but I just wanted to make you aware. So if next looking at the count it appears we only have 60 kids in our waters four kids and in the past we've had 180 and you're wondering why that happened. This is why. Okay. Okay. Do we still get money, you know, with
007the state funding formula? Does that change anything? Um, because the Watertown for kids was still under the district umbrella, so there should be no change as well. Correct. No change of that either. No. Good question. Will there be any kids that are still not rolled up into a building? If I understood that. Yeah, thank you for that question. Um the students who currently still attend community based 4Ks, so we have uh two sections at Start and one section at Gingerbread, they would still be reported under that Watertown for kids entity. Okay. Okay. Anything else? Okay. I apologize if that was uh not as clear as I had hoped it would be. All right, summer school update. Uh Jason Whitaker, our new summer school director, has a few things to share. Um I know the board
008was looking for a bit of an update and I know he um has been working with Cheryl um as well as Fred Yant about some changes for summer school for the summer of 2025. So I'll turn it over to you, Jason. Thank you. Good morning. Uh I just wanted to again give quick updates. Nothing that would be like monumental but just kind of like progress over the last couple months. Uh we had an opportunity to meet with Fred Yacht uh in January which was really insightful for me. Um I know that he was speaking for Fred Yacht and not for a nine person board but just ideas of what maybe the board would be looking for in like growing the summer school program in in um t like targeted ways. uh talked quite a bit
009about um expanding the academic offerings at summer school. And when I walked into that meeting, I thought that that meant like we need to get we need to remedial up everything. Like we need to get six, seventh, and eighth graders who are not being successful. We just need to like somehow force talk into convince them to come to summer school and take more of what they may have been unsuccessful with during the school year. Um and and Fred's insight talk I mean that would be great right to get the students who are unsuccessful during the school year to have them come in in the summer but um Fred talked a lot more about the classes that we are offering that students would maybe just be coming to anyway beefing those up with more of an
010academic focus anyway right so tough to do with a class called balls balls balls maybe which was quite a popular name I guess for classes but like um you know, if you're running a cooking class and you institute some um reading practices in there, if you talk about like, you know, measurement practices and and just like, you know, just coming in and you're throwing stuff in a bowl and mixing it and throw in the oven, but you're actually making that a little bit more like they're going to learn something, a different skill part of this. I just want to read if it's okay. I don't know how much time, Jenny, you wanted me to talk and I do like to talk. Um, so I'm just going to read two like course proposals that I think
011like I feel I feel like they kind of like summarize maybe how you'd be looking at summer school moving forward. So um called finding your voice. So this dynamic class offers a wide range of communication skills from poetry slam song lyric analysis to public speaking crafting elevator speeches and preparing for like political office as an example. Students will explore different forms of self-expression and persuas persuasion learning how to develop impactful performances, analyze messages and communicate effectively with various real world scenarios. Like a public speaking class, but the way that's being described sounds way cooler than a public speaking class. And it also may attract a group of students that wouldn't normally be attracted to summer school to come to summer school. Um, fiction to film, students will engage in dynamic exploration of literature and film
012by reading the short story, then watching it film adaptation. The course will focus on comparing and contrasting the two mediums, exploring key themes, characters, and plot points, how they're interpreted and translated from page to screen. Through guided discussion, students will analyze the creative decisions made in the adaptation process such as changes in structure, character development, visual elements goes it goes on. But like I look at that and I feel like that is a academically like uh tougher class than maybe coming in and doing something that's been done in the past that kids could get around. U so those are just a couple examples. There are other examples of that, but that's I think based on, you know, talking to Fred and talking with some of the staff members about like it it doesn't have to
013be ELA7 with 15 kids that were unsuccessful to come take it. Um, so I feel good about like this direction. Um, now we got to get make sure kids are signing up for it. Like if there's one kid signing up for it, then we didn't really do a lot of good. Uh also in talking uh just kind of sharing with Fred the the current state of things in 2025, the summer school schedule um is is providing to be tough at recruiting a lot of people for the summer of 2025. The school year ends really late into the summer. There's not a lot of time between the end graduation and the start of summer school. I know that uh the calendar committee has taken steps to remedy that for the next two more than two years
014probably. Uh but as far as people that are like maybe your normal folks that have been signing up for summer school, it just seems like we're a little bit down from that this year. Um also folks that are willing to commit to a full day of summer school versus just working in the morning or just working in the afternoon. I don't think it's anything that we're not going to be able to work around. I feel like we're going to be fully staffed this summer and to be able to offer what we want to offer. Uh but that's just a you know February ed services report. We are not like fully like ready to roll with our staffing on that. But nor should nor I don't think we have been at this time other years too.
015All right. I talked a lot um questions about the update. Go ahead Diane. the examples you gave. Love the dynamic and the instructional pieces behind those. I'm curious what grade level are those middle school or those those are sounding to me like an upper middle school high school if if I'm not mistaken on that which would be a good draw to that. I was just if it's upper elementary I was going to say it's a little too academically lucid because we also need to attract. So there's a lot of teacher speak in that. Um and so my caution would be unless you have teachers that are recruiting um within the school year, can we maybe limit a little bit of the teacher speak because of the audience that we are this was great for our
016audience, but our audience is really the kids and the parents and so I don't know the attraction that it'll have with some of that. So it's just my question in that. Um that's all I have. It was proposed by a middle school teacher for middle school summer school. Thank you for that. But I love the the academic piece because you keep hearing techad and egg and all those measurement and so many different mathematical components that can go into so many different things. Um I don't know if that really needs to be written in the description of it. You just fuse it in. Fred had also asked about like where are the like his word STEMI kinds of classes for summer. He said you STEM Academy at the middle school, you smart lab at the middle
017school. So you have the facility to do some of those things um just kind of naturally and we we are lacking in some of those classes in the summer. So um that's been something I've been trying to work through with the folks who are teaching STEMI kinds of classes in the building. See if we can get that some something on the books for that. Can that coordinate with Oh, I just lost the name of it. What's the one that's been at Lincoln for years and years and Alexandra Edgar Prep has ran the science and whatever. Do you know what I'm talking about? separately, right? It's a separate thing, but there are a lot of things with Camp Invention that are more of the STEM component and it's got a very good draw. I'm not saying
018to take away from it, but it goes along that especially for the elementary. Y Okay. Uh Jason, I'm glad that you met with Fred. Um, I know that that was kind of in the timeline of uh trying to articulate a plan between, let's just say, in the months of January and February going into March so that you could work with HR and and then also put together a course book and make sure we have the right people signed up for summer school. Um, I'm not saying that anything's lacking, but what I'm still hopeful because I think the board hasn't been exactly uh I don't want to say on the same page. we just haven't given clear direction and we ask a lot of questions. There's sometimes we come in and we ask the question, well,
019is this for remedial catchup? Is this for summer learning loss? Is this a summer daycare? Uh should it focus the middle school? Should it focus the high school? Should it f you know where should the focus be? So, I didn't know if your efforts so far and you taking it over as well as ideas that Sarah have and and others have brought in from other districts, your conversations with Fred, which sounds like they've been uh fruitful. And I can remember Brad Clark being here. It's like, hey, we we talk to these parents all the time telling them go to summer school, but we can't, you know, go to their houses and drag them out and force them in. Do we have I hate to say a a strategy, an overarching strategy? This is why we
020offer summer school. We offer summer school because we're trying to bring the bottom up. We're trying to make sure the top doesn't drop. Um, you know, this is our focus. This these are the categories of kids we're looking at, whether it be by age, whether it be by academic performance, whether it be by what what have you. Um, do we have that? Do we need that? because we get asked the question or the board asked the questions. We can't articulate to you the board, I mean from the board back to the staff and the administration, why do we offer summer school? If you asked all four of us and Craig and anybody else that you'd end up with a different answer from all four or five to nine board members. And that's not necessarily bad.
021I think on most topics if you asked us the question, you get nine different answers. But at the same time, if you're going to try to I don't want to say put a title on it or say why do we offer it or what are the outcomes that we're hoping to get? Do we have did you and Fred or anybody else we've worked with in the last two months come closer to getting that that that description that that that statement that that strategy that I don't want to call it a mission or a vision statement, but it's the why. Yeah. Why do we offer summer school? And and at least list the five bullets um that you know that are associated with it just to make sure that when we look at a class or
022we look at a effort to recruit somebody to get into summer school that it meets one of those five bullets. And and I'm not I I don't know if this is a new ask or if this is just what my assumption would been the the byproduct of your effort of trying to not reimagine or redesign but to to re-evaluate and say this is why we offer summer school. It's not just for somebody to get rid of their kids for a day or and it's not just for little Jimmy or little Susie who who got a a D in reading last year. You know, we it's got to be a multi-prong approach. I'm so I'm I'm hopeful we can come up with a document like that if not just to get um what's the right word
023for it? Consistency or or we're all on the same page. Um, so we did talk. I mean, we nothing like majestic came out of that conversation, but it was definitely like we recognize the same thing for some for some families. Summer school is exactly all of the four or five different things you mentioned. Like for some folks, it's just like I need my kid to be involved in something positive because I'm at work, right? And I don't care if they move the the needle on their forward exam score the next year. I don't I don't care. I just want my kid to be involved in something that's not unorganized and unsupervised at Riverside Park. want them to be involved with something with which is fine. We don't mind that. That's some of some of it's
024addressing learning losses. Some of it is like, you know what, you have kids who maybe don't, you know, don't have the access to enrichment activities maybe at their level during the school year. So, here's an opportunity over a 20-day period to to explore that a little bit more um in a in a setting that makes more sense um or doesn't make more sense, but it's just the current reality of the district. like you can offer a class like this right now in the summer where it might be harder to do that during the school year. Um, so I mean as far as like a polished like five bullet point like we don't have that we did not come out with that. Okay. But it definitely talked about like you know re-examining the purpose of summer
025school. Um, and for some students like going out and playing frisbee golf and just burning off energy in a positive way is is great. And for other kids like we need to get them connected to anything that would kind of reduce learning loss. Then how do you get the kids who you really want to be in summer school? The teachers would really want to be in summer school. How do you get those kids? How do you motivate how do you incentivize whatever those students be walking through the door? Um so we we talked a little bit about that. Other piece for me and a um ven diagram of ed services and policy is there is a policy the new one specifically related to summer school and I believe does come to first read tomorrow at
026policy and there are some options in that policy that start to define what um the the sort of commission vision is what you were saying of some so there will be some opportunity for discussion with that with the policy team or the policy committee tomorrow. I believe that is on the agenda as well. I know that we did look at that. Okay. Um, appreciate that, Jenny. Uh, and Craig for policy tomorrow. I didn't read through all the policies that we're going to be reviewing, but do you recall as a Jenny thinks there's a summer school policy in there? Do you did you look through them all yet? No, I haven't. Okay. Because I I take these meetings one at a time. So, I don't prep for policy till I'm done with that services. Uh that
027being said, um that would be a good spot to enumerate those reasons why we offer it. If if it doesn't have another good home, Jason, um it's not like, you know, the math department has a vision statement. Well, maybe it does. I don't know. Does the math department have a vision statement? is that you know yeah I don't I don't think each department at the school has a vision statement in which case I wouldn't expect summer school to have one either but I'd sure like to be able when this comes up from time to time and the board changes over and we get asked the question why do we offer summer school and you end up with you know five different opinions I' I'd like to memorialize it somewhere Craig yeah as the draft is
028written now this is the board um shall conduct to summer program or interimm session program occurring outside of the the periods of regular instruction and which do not count towards the minimum hours of instruction required by law for the purposes of academic instruction and rec recreational activities at the 4K through grade level uh grade 11 levels for resident students of the district and such students as the board may admit. U then it aligns it. So we we do have some of that but I mean if there's there's more should bring that Jason I guess I would just work with Jenny and then if you can find that you know a Jenny thank you for bringing that up. Um, and if there's things you'd like to see augmented to that and then the we can review
029that through policy, uh, to make sure that we're all on the same page as to when somebody asks us why do you offer summer school or what are the expected outcomes of summer school? We're all on the same page and we can point to that policy. So, I appreciate Jenny bringing that up. Otherwise, I would have totally missed that until tomorrow. And then I'm like, well, that would have been a good spot. piggybacking on that vent diagram between ed services and policy, right? Yeah. Yeah. There's a few overlaps. Um, sounds like a good place to begin a conversation, not have the full in-depth here today, but begin it of advertising. This would be great for a trifold handout. You've got spring conferences coming up. This would be great for a social media blast. This would
030be great as far as getting those things out there. um because there's some great things that happen within summer school, especially as we're on, you know, the cusp of talking about a referendum and different things for kids. Um so, I know you've had a ton on your plate right now. I hope that that's something that's on the forefront as well. Um that we should be seeing here. If you know, summer school starts in June, this really needs to start coming out March, you know, so it's right around the corner. Um don't give me that look. But anyway, and and it was uh last year that we got our uh I don't say formula figured out that we actually got more reimbursement for the kids last summer. How'd that work? Who who's on top of what
031we did? We we re Are you talking about the um ADM, the average daily membership? Yeah, we just that's by enrollment. We changed how we encoded them in Skyward, which means that we got a different reimbursement rate. Is that correct? And that's all straight. Yeah, that was I'm I'm giving the shout out to Cheryl. I'm looking at her through my window. She uh um she was able to ensure that we were counting every unit um that we could for some school. We'll be sure to be tracking all the financial pieces as well. I think that's an important piece. I know that that hasn't necessarily been part of our discussion uh necessarily, but certainly that I know the business department will be keeping track as we so. Okay. Okay. Well, Jason, I appreciate it. Um, any
032other comment? So, ju by the way, just on those two that you two subject ones, I don't even know how many courses you offer during the summer. Have have you gone through each one and and word smith them to be a little bit more reflective of what that you expect to get out of them? I mean, you gave us two examples, but was that just two examples? Those are brand new ones, right? So, those are ones that that came from somebody new to teaching summer school. I'm like, yes, yes, yes, yes, yes, yes. More of that. So I I mean Cheryl did provide for me like the what we're currently planning on offering. It's very very very drafty. Okay. So I can definitely take a look at like making sure that not only does the
033wording of it um do what we want to do, but also like we have to actually do it that way too. Yeah. And and I to echo Diana's sentiments on that is yeah, we don't need a bunch of uh I'll call it teacher speak. Yeah. or board speak. But if there's going to be tangental benefits, whether it's because I got out my measuring cups and I find out that three teaspoons are in a tablespoon or how many pints are in a quart, that's fair enough. Uh but if if we know that that's embedded in a course, it it'd be good that your teachers know it and that the parents know it and then that the board knows it. One final question. Thank you for taking this over. huge huge endeavor. What's our timeline? Simply because
034what we've asked for is in my opinion, I'm speaking for Diana only, not for the board. It's an unrealistic ask for someone that took it over um going into all the different things that have to be there to start the 25 26 summer school. Is this a two-year window that by the end of, you know, going into summer school next year, we have everything up and running? I just want to have a realistic look from the board's perspective. What are we hoping to have out of this? Because summer school starts in June, which means you need to have it ready by May, which means it comes to the board in April, and we're basically February. What's the realistic time? for this year. I I think we're not even It's good question. My understanding and I
035may not go Craig. Go ahead. Is I For the last three years, we've kicked this can down the road every single year. I'm not saying to kick it. I'm saying what's realistic with the person we have in charge right now. I I I understand I understand the sympathy there. Um, I think that it's never going to be perfect, but trying to go forward with the program, you know, and and refine that as we go may be our best solution. Agreed. I'm looking at what's give a two-year timeline, not okay, end date here. Oh, we didn't do this or we're we're halfway doing something rather than I'm more of a okay, in a two-year timeline, we're going to have this, this, and this done this year. We know that this is in the intermediate stages right
036now. by next year it'll be this. That's all I'm looking for is okay, you know, let's be realistic on what our ask is because the ask I get it. Yeah, we've been kicking. I agree with you. You don't want to keep kicking it down the road. We have someone that's taking it over right now. You don't have want to have an unrealistic ask and then then like look, I can't do this. I I have my own building I need to take care of and everything else and throw the hands up in the air as well. Obviously bandwidth is important, right? U but I do have faith that you know we have somebody that's experienced in in that program and we'll do a good job. Whatever timeline you give, we'll do it. Yeah, Craig, I I'll
037echo that comment is that if if I remember three years ago, we asked or Jared asked and didn't get the answer. Let's just say that there was miscommunication. And then last year we went into it and the word we used was beef up. And maybe we got a little bit of improvement, but we still didn't get an articulated goals from the board to the administration or vice versa as to what was achievable. And then coming out of it this year, we made an entire switch from Jamie to Jason. And yeah, to say, well, it'd be unfair to make Jason take care of all the stuff that wasn't taken care of over the last two years. But then at the same time, it still doesn't mean that we don't have an interest in making it uh
038I don't want to say better, but knowing what we're getting out of it and and why we're doing it. And so we're definitely on a path of improvement, but you're right, it it would have been great had we been there three years ago and we're just not. Um I think that incorporating what we just talked about into policy so that at least the board can rally around why we're doing things. Um, and yeah, I I I I wish that we were there. We're not there yet. And Diane, I don't think your timeline is even I think we have to know by March 1st because if I'm not mistaken, that's when we have to have the teachers all lined up. So, April and May and enrollment is not that that's, you know, we got to make
039this decision today or tomorrow in order to get in the line for HR by March 1st. So, we're already there for the summer of 25. Um, in in which case this is the first one under Jason's belt. I think we're getting better incrementally, but we're not there yet. And I don't have a happy story to wrap that up with, but we're we're in the we're going in the right direction. Would it be be helpful for like an update every every services, right? So, I mean, I don't want to necessarily be a standing agenda item, but would that be helpful to you know what's happening leading up to it? My answer to that, Jason, is that we had hoped to hit this in, let's just say, October of last year or maybe it was even September
040when we had some data to show, hey, this is who enrolled, this is what they got, this is how it benefited, etc. And I'm not saying September became October. Hey, we weren't ready for that information yet. And then there was a switch at that time. That's when Jamie uh opted to step down. You stepped in and then that's when we came up with the idea of putting together an effort between December, January, and February to make sure that we were ready on March 1st to move forward. I'm happy that you met with Fred. I'm happy that you got your arms around the program, but we're still not at the point where I was hoping we would be on March 1. That's doesn't Hey, there's a lot of times on Yeah, I my calendar book has
041a lot of misdates in it. Okay. So, this is not an indictment of you or Fred or or even us. this is just some things they just don't line up the way you want it to. Uh the the effort is important that that's the direction we're going. Um but if you ask me when's the next time that we want to hear about this, I would say as soon as practically possible after summer school is over, unless there's something that we need to weigh in on between now and summer school this year. The dies cast. You're going to have the kids, you're going to have the students, and you're going to have the courses. I mean, the kids, the teachers, and the courses, and it is what it is. So, it it's really not anything you
042can do until September of next year or August or or October. And Jason, that's when I'd say that we'd want to touch base again on it. Craig, um, can I ask a little clarifying question? is the uh is the purpose of your question, Jason, um to keep the dialogue going and to try to have some sort of a feedback loop within the ED services committee until uh the summer school program takes home so that we're closer to what we're intending or or is the is is that ship already sailed for the purposes of this particular topic and then we're going to revisit it again next year. Um so my question is in response to k like kicking it down the road. Um so if there's a if there's a fear that we've we've seen this
043movie before, right? And that there's a there's a fear that we're going to be in this place at this time next year. Um, and I just want to be able to like I don't know, prove that that we're making progress as we go, right? So it's not like, darn it, that's the fourth year in a row, we've kicked it down the road and it doesn't matter who's in the role. It continues to be something that we're not making any traction with. Um, if it's helpful to have a conversation continue and so that people are seeing that and if that's important before October, that's great. If it if if October is the natural normal kind of like this is the next time we're going to hear and see about it, I'm fine with that too. I
044obviously with Diana's timeline, I feel more bandwidth. I feel more um comfortable that there's going to be like real like not drafty progress at that timeline. But if it's the will of the board to say like enough and we need to see like progress progress, like I I I hear that and I'm okay with that. just the the progress will be look different than it would be if the timeline is different obviously. Right. And I guess what I'm driving at is uh I think that there's still some haziness when it comes to clear board direction at this point in time and and I want to avoid that from happening moving forward as well. Um I mean for the sake of success and you know to that point Craig and I agree um with the policy
045that's going to be read tomorrow and Jason's somewhat recent charge to to come up with five bullets defining why we offer summer school and incorporating that into the policy. I'm thinking that that policy, that book, that becomes official end of the spring, early summer. We can have director reports on uh summer school between now and September. But Jenny, if you're writing down action items, the action item is to revisit this head on come September. and still still with the knowledge that there's going to be some modifications to policy between now and then. But as far as a effort as opposed to just an update, um we're going to let Jason take with it right now and do with what what he can between now and September. And and we're going to dig back in in
046September. We're not going to miss it because we're going to put it as an action item that's going to come back up in September. So that's that's my thought. But if if we think that we have the bandwidth or we think we can change the course of this summer, we can work on it more. I just don't know if there's anything we can do unless I'm I misunderstanding the concern or Well, a little bit. Um but I just want to maybe make sure that we're on the same page. So you're you're saying that um through the course of the policy adoption process that's going to define this a little better. Hopefully board members chime in and impart their input on that particular process that will give us better uh action items, better clear direction as
047far as the nature of the summer school program and where we need to go. Yes. Okay. That's what I'm hopeful for between now and September. Okay. And at also at that time, Jason can do a full analysis September, October. what what whatever that time period is and if we need to change the policy or change the coursework we we then have from September to March to do it. So So gentlemen and everybody else in the room um I'm wondering what is the action item then? What are you asking our administration to have for you in September specifically or is it just an update as to what happened? Um, I would like Jared, I'd like to see that assuming that policy adopts a a document that incorporates I'll say Jason's five bullets and it could be
048Jason and Fred's five bullets, the way it sounds is that I'd like to see a more or less an audit of did we accomplish what we set out to accomplish. If these are the bullets that we put in the policy between now and June and Jason has that, right? I mean, whether it was designed to match up with the curriculum this summer or it wasn't is it's not relevant. It's going to be those are the guiding principles of summer school. And in September, we're going to know how closely we lined up with those bullets. So the the September or October report is this is what we said we wanted to get out of summer school and Jason's going to have some artifacts to say this is what I think we got out of it and
049then we got to figure out do we change policy or do we change summer school. Okay. So my understanding is you want a review of summer school that reviews the guiding principles um that were set forth and what was uh achieved from that. What else would you like to see in that audit or is that it? I think we'd like to see some enrollment numbers, but that's going to be I'd say that's a natural, you know, if there's enrollment numbers, if there's, you know, uh a cost. Hey, what did it cost the district? What did we make? I'd like to see a fiscal component to it. Um, and I I don't know if there's any testing data that we could pull out of that. It's going to be too soon. I mean, I can't pull
050out a forward exam from one student coming out of summer school and find out if it improved their summer learning loss compared to a a baseline peer group. So, we're going to have to take it on faith on some of these things. There's not in your in your cost review and enrollment. Uh, yep. This summer or is it uh years past? How many years? Trying to get specifics here. Um, if there is any historical data that might be helpful. Yeah, Craig's saying historical if we got it. We'll have historical enrollment data for sure. I don't and and I'm fairly certain we can get costs. Yeah. How many years back? I'd say three years. I mean postcoid. That's what I'm saying is postco. Yeah. Post postcoid would be good. I mean that might be five years
051but yeah three or four years. Any other kind of data that you would like to see? I don't know what I want to see until I see it. Well, here's your chance to be able to do the ask and we'll bring what you ask and then something different. You can't nick us on what we didn't bring you. You can nick us on what you want. No, no, no. Yes, we can. No, no, no. Write that down. Yeah, we're entitled to change our mind. Yeah, Craig. And and I'd be curious to find out if like you said like if there are any particular um academic uh markers there that that we can glean as far as a metric is concerned. If that means like if you're taking the the uh spring uh star assessment from the
052previous grade and the star assessment from the following grade level you won't have that until o midocctober but we we I'd love that Craig I just don't know how anecdotal that's going to be right. Yeah. understand too the offerings in summer school are not going to move those academic needles like you're all looking for because it's not curriculum target specific. So if we're looking to have these huge hopes and gains on closing the gap, you're talking remedial courses, you're talking specific academic things, we're talking right now about maintaining a love of learning. We're talking about preventing summer learning loss, which means that the grades would be the same on both sides, maintaining the the structure of a day and things like that, those intangibles that kids lose when they go three months without structure. Yeah.
053So that's why as we look at what's a realistic ask, when you're looking for academic data, you're not going to see it the way right you guys are looking or that's why Go ahead, Jared. I I I suggest you know you're uh I agree with Diana um trying to pin academic learning uh to summer school is really really difficult tried it for years but what I I think we can be successful with is to understand from parents andor students um what their you what their experience was and what if we've met those expectations did they you know would they like to see other kind of coursework um were they happy in the course work that they had, what what did they attend summer school for, what reasons, uh, and then, you know, ask them if
054we if we met their expectations. Um, getting that kind of soft data uh, for those we're serving and who we're providing this for probably be really good information to get back. Uh, and it'll tell you if we have a problem or not. Okay. Cool. At a at a minimum, uh, what Diana just said, Jason, that should be one of your bullets. I don't know what she just said, but it was good. So, make sure you put that in there. Love of losing a love of learning. Um, action item. I'm just curious. Is this one, we talked a little bit about communication, transparency, whatever. Um, whether it be a trifold, whether it be a social media blast, whatever. Is that an action item coming out of this? If so, it should be recorded. If it was
055just an idea, then let's just call it just an idea. But I'm just curious, what is it from here? Hello. Can you guys hear me? Yeah. Yes. Uh there was no response to what I put out there. Uh I don't know if you heard what I put out there or not. There was just uh you know, a comment that David made that said, "I like what Diana said, but I don't know. Did you hear what I said in between there?" I I heard your the question about a survey and and Yeah. Yeah. No. Um, I'm still digesting that, Jared. Okay. I I don't want to get too hung up on looking at qualitative survey results to validate our summer school efforts. At the same time, uh, if it informs future decisions, it will be helpful.
056Um, so I'm pretty sure we asked some questions already from our summer school. just don't know what those questions are or if how how I mean if it's a three question hey thanks for coming to see us for six weeks answer these three questions I don't I don't know I did see staff survey results okay Cheryl or Jenny you I I don't know what's been done in the past as far as student or family facing done some family uh survey results um in the interest of time how about I put together um an action item uh specifically relating to a September October update with specific data that folks are looking for. Um right now I have that we are looking for um information on enrollment numbers over the past three years, fiscal trends over the
057past three years, potential testing data over the past three years, um any parent survey data over the past three years. I know we did some surveying at the elementary level as it related to um when we were working uh more closely in um um smaller children groups and I can pull that data as well and we can take a look at that. Um, I apologize if we didn't have that uh specifically item out for you now and we can get that information to you for next month and then that way we have exactly what it is that you're looking for in September, October. I do hope that the policy may help um define exactly what it is that we are looking for in our summer school programming so that uh we can help um point
058Jason in the direction that we want to go. And then I also know that we're uh looking for an end point, but I also know that we're always looking for continual improvement. And so I don't know that we're going to ever reach this final destination when it comes to summer. If I know anything about Jason, he's always a reflective practitioner and always have the influence of the egos. And so in some ways I'm wondering if we want to set some very specific goals around the areas that I had just defined under our action items and then revisit those every year and set ourselves some sort of like five years action planning set underneath our strategic plan for some better definition so we know which directions and which steps that we want to take. Does that
059sound like something that we can bring to you next month so that we're set for our September or October update? I just want to make sure we're hitting the month for Yeah. I mean, I like everything you said, Jenny. I don't think it has to be next month. We don't expect anything we do in the next two to four months to change the course of summer school this summer. So, don't don't rush to get it to us for approval or validation. It's mostly a matter of before Jason's too far into summer school, he can't be hoping that he had information that he wishes he collected on June 1st and now it's July 1st. So, if if there's something that's going to inform his his uh activities over the summer, we have to discuss that and
060get that to him before summer starts. Um because we can't be wishing we had information in September that we needed to collect in July. Um, but aside from that, I don't think there's any time critical component to coming up with that plan uh that you have to come back and report to ED services on u in March. How about in April? I'll have a one pager. Jason and I will work together to define the data that we want to make sure that we have by September, October. Um, and we'll do a look back on historically what we have. Um, and then we'll we'll provide that for you in more of a presentation versus a director update. So, we allow a little Yep. I like that. And then uh the only thing I would augment that
061comment with, Jenny, is uh the bullets that or the the modifications to the policy that we alluded to earlier. I don't want to get that presentation out in front of that policy or that policy out in front. Actually, it probably be better if the policy was out in front of the presentation. Uh i.e. If we if we as the board or policy can narrow in on what those components of the important attributes of uh summer school are, that would help you put together a presentation that lines up with it. What we don't want to do is have your presentation not line up with the policy. So if the policy comes first, then your April presentation may have to slip till May, but still it well out in front of summer school. So, we'll just have
062to be sensitive to first and second read of that policy and how the board weighs in on it um to make sure that those that you know what you're trying to what you're trying to measure is what the policy says we're going to measure. Sounds good. Okay, you're doing great, Jason. All right, thanks. Jenny will tell me for sure. Yeah, it's a great person. Okay. Uh, thanks Jenny. Uh, next up we have the presentation on act 20 assessment update. Thank you. Um last month we had shared with you a little bit more about our reading plans and the and web plus assessment that we were doing. Dasha I believe is in the room. I think I saw her and the owl come in um to just share a little bit more about what we were
063finding after completing that first assessment um in what it means for our plan. Um, I can turn it over to you and then Kina. [Music] Okay. Okay. We'll do. So, you have in front of you the results of the assessment that we did in January. This is the first required assessment window by the state using the Ames web screener. And you can see a breakdown there of our students in kindergarten through third grade of students who were below the 25th percentile and students at or above. The 25th percentile benchmark is set by the state. That is what um triggers a reading plan. So a student scores below the 25th percentile, we are required by law to write a reading plan and provide interventions for at least a 10e period. Above the 25th percentile, we go
064on as normal. So you can see there how that broke down for the four grade levels that had to be tested. Just look at that for a second. and I'll open it up to any questions about that data first. Right there, I did reach out to colleagues um and we are in roughly the same uh percentage of our students who are identified for our rehome plan. Um I do want to point out that in first through third grade um that is based uh solely on what's called OF oral reading fluency. So it's simply how many student or how many students words per minute a student can read. Um and so when we see you know 45% of our students in first grade for some of our students um just it's essentially sitting down and seeing
065how many words per minute a student will read. Okay. Yeah. No questions. Okay. But I do have Yeah. So I see on the second page you have for resource allocation. One of the categories is multilingual teachers. Do you have any information on how many of the students who require a reading plan require one because English is not their primary language? Uh do you have any kind of cross cross references for that because that seems like an important piece of information to me. Yeah. So, we teased that out when we looked at um students results and looking at their access scores and did they score below the 25th percentile because they're acquiring the English language or is it because there's a true deficit within foundational skills and reading. So, those students being serviced by multilingual teachers
066were the students that we um determined were below the 25th percentile due to their language acquisition level. Gotcha. Okay. Gotcha. And so how many out of the so like out of the table on the first page, do you have the even kind of like a ballpark on how many students are below the 25th percentile because they're in that multilingual category? Not right off the like not easy to grab right now, but I can get that for you if you'd like it. Okay. Yeah, sure. Email that to me. I'd appreciate it. It's a good piece of information. So it' be best to email it to the the group. email it to one is good for all the Well, how do you want to do that? Yeah, a couple different ways we could do it. Either one,
067if you email it to ED services or two, if you can get it and put it part of the meeting minutes, we've done that before, too, where uh before the meeting minutes gets issued, put an addendum to the to the minutes and include those uh would be good if there's a way to do that. And the full board has and then the full board has access to it. It's part of the meeting minutes. And just to piggyback what Jenny was saying about um the oral reading fluency for first through third grade, kindergarten is assessed in multiple subtests, but only two tests make up a composite score. And that's looking at how many letter names you can do quickly in a minute. And then something called the letter word sound fluency test, which looks at letter,
068the sound, and then puts it together with like a CBC word. So that those two Ames web comes up with a composite score. If that composite score is below the 25th percentile, then they get triggered for a reading plan. Yeah. So is this uh I know that this was probably one of the requirements of act 20 to actually perform this literacy update. Uh but I just I'm trying to understand the context also. Uh so have we also implemented other act 20 changes? I mean, we're we're we're moving towards a Fox based um reading curriculum. Um but uh Okay. Yeah. So, Act 20 actually is almost like threepronged in some ways. It's the teacher training and that we've been doing with the keys to literacy since last summer. the assessment piece and intervention piece which is
069Ames web and then the reading plan that goes below the 25th and then obviously a science-based reading curriculum and we are in that process hopefully in a month we'll be able to bring a recommendation to the board of what that new curriculum could be. Okay. So the curriculum hasn't yet been implemented. Correct. So this would probably be a baseline by which we can expect improvement. We exactly um we Over the last few years, we have been putting more science-based reading instruction into our core. We've been beefing that up based on the research. And so, we have made changes, but absolutely, we should hopefully see a more significant change when we adopt a new curriculum next year. Also, I think this is the first time around for the majority of these kids to see this kind
070of assessment. And when you're talking about little kids, especially like a first grader who's six years old, we teach them to, you know, slow down when you read. And when you don't know a word, you should try stretching it out. You should look at, you know, all those letter sounds. You should reread. You just don't skip words you don't know. And in this kind of assessment, you're actually better off if you just read all the words you know as fast as you can. You know, it's not really real reading. And even the format of it, you know, we give first graders books, you know, with a couple lines of print per page, the page. This is a full line of pa of text with not a picture. Kids sometimes get lost even on what we
071call a return sweep where they have to reach to the end of the line and come to the next line when it's just covered in print and especially a font that maybe not best for a six-year-old. It's it it's a new cur it's a new curve into their learning like, whoa, I haven't seen this before in my life. So, we were doing some things to try to prepare our kids for that. We've been taking some of the books they have been reading and putting them for like on Friday, putting them in just to a full page of print. So, they would have that chance to start recognizing that format. But, as I said, the next time they do this assessment, I would assume some kids will just perform better because they're familiar now with what
072the test looks like. is a bit of change because it is true like um specifically I was you know chatting with some of our uh folks in when you look there's different areas that um the in assessing like comprehension vocabulary we had students who were in like the 85th percentile in comprehension um 75th percentile in vocabulary and like the 22nd percentile in that oral reading Um so those students will qualify for a reading term even though their um comprehension and vocabulary would have been really high. It's just a different format. And as um Dasha reported, you know, you have a holding hands like she's slow down, look at the words, look at the letters, sound it out. Um and this is a different um type of assessment, too. And I'm not saying every student who
073qualified for a reading plan is in that situation, but there were some um outlier situations. And the nice piece about that, we get to look at all facets of the the reading process because triggering the 25th percentile, we are required to do diagnostics in 10 areas of reading. So we use that diagnostic data then to help plan those interventions. Like Jenny said, oh, we get a comprehension of 85, but obviously this is a fluency issue when a kid is scoring at the 22nd percentile and more of fluency. Yeah. Um, also are we I don't know if there's other additional interventions for the children that are like in the the higher grades like third grade that that perhaps have started out on an older um curriculum uh like the three queuing process and and now they're
074they're already behind and now we're kind of having to start over and retach them on a different method of learning so that we're not losing those kids through a full process as well. Correct. So, um, we use there's a couple different bonics based interventions we use with kids even as they get older both with reading core and with our title one teachers that try to make up for those deficits if we're seeing those in those phonics based skills. We we are doing interventions to try to close that gap for kids who missed it for whatever reason. Okay. Um just a note going forward our reading plans are as you can see on the next page are um taking a lot of our resources and so fourth and fifth graders who maybe would be serviced under
075our certified reading staff in title one um are not going to be able to get services this semester that are our reading teachers are full with these K through3 reading plans. So that that is just kind of a note note um that did our resources for those grade levels to serve reading exactly where the services were coming for these uh reading plans and you can see um our special ed teachers many obviously they were seeing those students to begin with but they are writing an additional reading plan many of them the services I special instruction But our reading teachers and our reading core teachers are reading the core tutors are very um full in their schedules with their reading plans and our classroom teachers in Paris are also providing some of the services in plans
076and to Dasha's point um not only are we concerned staffing wise with that. next year for students who um are moving into fourth grade and still on our reading plan, we're going to have to be creative with our staffing and our services to be able to meet those needs of those students as well. Um you can see from our reflections that um we've had to be creative with our scheduling to meet the needs of our students. Um and to the point I think that you were making and um discussing this um data as we're reflecting on what set of materials we want to move forward with with and recommending to the board for our ambitary curriculum review team. Again, we met again just last night and hoping again to meet again on Monday with that
077literacy team to move forward um with a recommendation to the board. We are down to two sets of materials that HMH intervening form benchmark advance. Um so hoping to move forward with one set of materials for recommendation to the board here first ed services and then to the board in March. Um and definitely it was a part of the discussion last night um at that edi or at that literacy team meeting um about the results from this M12 class um in determining what some materials would be the best fit. Any questions about this? Obviously, it's a new data point that we'll watch for bringing that information with each board. We uh will do a spring test window and um in that spring test window, we'll be including our fourth student. Um any additional questions, comments
078on this update? Um, I just have one other thing to Sam's question that I forgot to mention. For some of our kids in kinder or first grade whose home language is Spanish, we did assess them because they're in dual language programming in Spanish. So, some of those students who score below the 25th percentile are being serviced in Spanish by either our bilingual um, title one reading teacher or a bilingual parah. So, they're they're scoring percentile in Spanish and they're being serviced. Okay. Gotcha. Gotcha. Yeah. So, I forgot to mention that. Um, Jenny andor all people in the room, what's the I guess what's the next step in at 20 as we move down this path? Um, well, starting today, all our reading plans are official. So, we have um after you identify these 25 percentile,
079you then write a 10-week reading plan. We saw those last month. Yes. And so, those all go in effect now. So, we will be doing that weekly progress monitoring. In 10 weeks from now, we'll see what that data shows. That will also fall kind of in line with the spring assessment window provided by the state for as web. So, we'll get that spring data as well. As Jenny said, we'll get some 4K data um for the first time. 4K does not require a reading plan for the below the 25th percentile. that's more kind of like, hey classroom teacher, look at, you know, red flag, check the temperature here um for the fall. And then as Jenny has said, hopefully we will be moving forward for the new core curriculum. We'll be ready to present that
080to the board hopefully soon so that we can um secure that for the fall as well. Okay, so those 10-week reading plans, thank you. Um, and in here on page one, there's 291 students who are below the 25th percentile, plus four who are unchecked. So, I assume there's 291 10E reading plans. Got it. And in 12 weeks, are we going to see a report that shows how those students do and the efficacy of our reading plans? I mean, we've never had a 10e reading plan before. No, we haven't. And and it was very thorough and pretty comprehensive. I mean, there was a lot of meat in there, some of which we developed and some of which I think was required or or the the format. So, uh I guess in in three months, we'll be
081looking to see how these 291 kids did and if we have to tweak our reading plans, right? And that's really the goal at the end of those 10 weeks, like do you continue with the current plan, right? Do you exit the plan or do you change the plan? Right. Do you administer the same test? Yes. Okay. Yeah. Well, God bless you for your patience. I know I'm sure this is a pretty big learning curve and um an adjustment to try to go through all this. Yeah, it's a lot of worlds colliding at once. Assessment world, the intervention world, and the core curriculum world. So, okay. Um, so I guess I'll put that as a soft action item, Jenny, is just to three months from now get a report on the how the 10-week reading plans
082went for these 291 students. And I'll just add a side note with that. The state will ask for that information by July. Okay. So it doesn't Yeah, I'm not giving you a hard date, Jenny, as much as when it's available. Yes, we can certainly do that. Just to let you know the state also is going to be collecting that data along the state of how how many children were on reading plans, who exited reading. Okay, awesome. So, when when it's appropriate, make sure that comes back to the ed services for a update and we'll have a big party when we get more kids off. Exactly. Well, my one question on all this stuff is well, if we're measuring kids below the 25th percentile, shouldn't we kind of expect 25% of our kids to be below
083the 25th percentile? Otherwise, it's not a 25th percentile, which means we're we're we're looking for a lift of about 13%. But I'm not I'm not saying we're not going for zero. I'm just saying the definition of 25th percentile is 25% of the kids. So, yes, thank you for I don't know how good is good. Well, I guess we'll have to we'll have to figure that out. I agree with the parents might reach out to uh area districts say, "Hey, are we in the ballpark?" I agree. Yeah. Well, we we'll see where we end up. They they keep on moving the bar, I'm sure. Okay. Uh, anything else on Act 20? Okay, great. Thanks. Uh, next is the, uh, curriculum policy. And, uh, I'm going to do a little bit of backstory here just to send
084it kind of set the table for this. And, and Craig, feel free to interject. um at both policy and ed services last month. Uh given that the charge predominantly of the policy committee is to get the NEOLA book adopted, there were at least two or three policies related to curriculum that were put on uh were tabled. um largely because edits were believed to be required and yet we didn't want to stop the book adoption in order to work on those policies and integrate any changes especially given that we knew that ED services was taking up the charge of the curriculum review effort and the RMS if not the WHS course book was going to be coming up in January for approval at the full board. Um so subsequently the next day after policy after those
085few policies were tabled uh ed services had discussed the the timeline by which uh any particular curriculum should be brought forth for a review uh in depth or cursory uh etc. And generally it was uh taken to be uh that we'd need at least a year, the staff would such that if you wanted something changed for the beginning of the 26 school year, you'd have the year of calendar year of 25 in order to to work on it. Um and those uh courses would be brought forth by any member of the board uh for review. And so, uh, Ed services, uh, as I recall and as the minutes reflect, uh, volunteered to take the first stab at these, uh, policies, uh, because policy committee tabled them and ed services was working on them directly or
086at least, uh, portions of them directly. And so that's how we end up with these three policies um here on ed services, but there's also a placeholder for them tomorrow evening. So policy can more or less uh from my perspective pick up where Jenny left off and then bring them over into policies domain for continuing work on them. Uh but it just made sense that Ed services and I'll say specifically Jenny took the first pass at them. So this isn't intended to be the final version of these three policies as much as uh Jenny who was intimate with uh the ed services discussions uh had the documentation from Yola and other resources um uh that were brought forth at policy last time. There were some other uh documents from other school districts as well as
087some white papers from other institutes as to how curriculum uh should be developed in Wisconsin school districts. and uh she attempted to integrate all four of those into what you see in front of you here. So, a a discussion is welcome. Just be aware that the discussion is mostly an edit or additional direction to potentially Jenny, but also to policy to see if there's additional work that needs to be done on them before they go to first read. Um so, that's the the stage I wanted to set. Um you can any anybody who thinks that that was set in not not or inaccurately uh let me know. Uh but uh that's what Jenny's charge was and I think she did a a good job of trying to take three policies which WUSD currently doesn't even
088have and and creating them to match what our intent is as well as what Neiola's intent was. So, uh, that's high level setting the table. Uh, any questions on that? And otherwise, I'm going to let Jenny just give us a highlevel review of, uh, Jenny, anything that you thought, uh, if you want to spend two or three minutes on each one, just saying, hey, this is what I put in, this is what I took out, and these are the reasons why I did it. um that would be helpful uh if nothing else to inform ED services and then potentially informed policy for uh I don't want to say a more robust discussion tomorrow night but a more informed discussion tomorrow night if there's changes that uh are are determined to be warranted and you have
089three policy members here correct uh Craig and I are here and Sam is not Lori is. Yeah. And Charity is the other new policy member. So yeah, three of the four. Yeah. So we have three of the four as it stands right now. Yeah. Um, so any questions as to how these ended up where they are right now in front of us? Okay. Uh, Jenny, if you want to, uh, fire away, I guess, in order why there's three of them and and what each one of them means to ED services as much as well as to the full district and the board members. Thank you. I appreciate that. And I'm going to try to give you sort of an overview of what my long-term vision is um as it relates to these three policies um
090in an attempt to hopefully I don't lose my voice. that would be pretty classic, right? An attempt to um provide some clarity around this as it relates to course book adoption um as well as I do believe that um this will provide some clarity with that. Um if you note there are three up today 2210, 2220 and 2230. All three of these discuss um curriculum development um adoption of course of study which is very similar to me to our adoption of the courses that we have gone through as well as an idea of curriculum course guides. Um there is a separate set of policies within Miola that specifically speaks to selection of instructional materials and equipment as well as adoption of textbooks. Some of the materials that was provided during the policy committee last month
091I think spoke more directly to like adoption of specific textbooks. And so I did want to um clarify the difference there. These are more about curriculum development, more about courses, course guides versus the idea of adoption of a specific text or instruction. Um, I'm going to walk through each set of these 2110, 2120, and 2130. I want to share with you um some examples. And I did share with you like a sample course um outline and then share with you some ideas that I have for work with us um within the district that we can do to provide clarity um around our forces here in the district. um this first um this first uh policy 2210 and hopefully that's big enough for you guys to see make it a little bit bigger. Um I realize
092I did already screw up. I did mean to change this to every seven years as we had spoken about um around our curriculum development policy. I feel like this first paragraph really speaks to that curriculum review process that I have brought to the board in the past. Um and um really speaks to this idea that we are developing and evaluating our curriculum here in the district. um looking at our data, are we meeting the needs of our kids and our students as we look through um a I I chose a that in this policy um that curriculum is defined as the course of STEM subjects and classes and organized activities provided by the school. When we look at the um remainder of this policy, much of it is essentially provided by um state law. what
093is required to be taught in um the various um grade levels and so much of it is not an option to opt in or declare as I've mentioned in the past during our social studies review process right now we're ensuring that many of the things that the specific social studies are being taught in our social studies At the end, it does say that the superintendent, she'll make uh reports to the board annually about our progress on this. And I would imagine that would be a school services committee. Um and that um when and this is similar to where we are now, when feasible and in the best interest of the district, we would be participating um in the education. As we move into um 2220, this is the adoption of courses of study. I believe
094that this aligns to our um process that we have used in the past to adopt specific courses. Um so what I tried to do is align the choices to the most recently adopted um course of study proposal form that we have worked through here in the ed services. So you'll notice the options that I chose aligned to that post proposal form. We'll go into the details of that but here at the end I think provides a place for some discussion. This relates closely to um our course of study um and our course approval process. Here it says the superintendent shall maintain a current list of all courses of studies offered by the district. And we'll see the many changes that we've made here. And then here it says and shall provide each member of the
095board a current list of all courses of study. So in the past this year what we've done is provided um and looked for approval for the course book that we have um provided to students and we asked the board for approval of the course book. What we know happened was that there were some questions about the course book. The board members had questions about specific courses. Um and so at ED services last month we worked through this process. If a board member should want to review a course listed within the course of study that member should notify the chair of the educational standards committee. No later than one full calendar before an update could be made to the course of study list. Additional time may be required if a course is considered a grad graduation.
096So footnote two or where I've highlighted here was an attempt to um document what we had spoken about last month during our ED services. What this policy is stating is rather than providing you the course book which is more of a student facing than a parent facing we will be providing you a list of the courses of study. um hear your voice. It doesn't say that you're approving the courses of study, rather that you're provided the courses of study. And I think that that is a discussion point if the board would like to approve the courses of study or just be provided the courses of study. Liola recommends or you can see here the Mola language says that you're provided with the courses of study. I believe the reason behind that is so that we
097don't end up in a situation where the board feels like you're being asked to approve something that you may not have complete knowledge or you may have some question of or if we're providing you the courses of study and you have questions about the course of study that we have a process that you can go through to better understand what's in the courses of study and that you can then go through that process if there's anything within that courses of study that we would like to revisit, remove, etc. And this is where I feel like the third policy plays a key role. And this is the curriculum force guiding. This is something that um the district had been working on previous to co um and I believe that it is worth a revisit in my
098mind. course guide is the idea of a published curriculum for the district. Um and that is where I have this draft sample within the course guide template with each course in the district. We will be working through a process to put on our district website a um course um overview of all of the courses that are taught here in the district. That way the board would have access to them. Anyone in the general public would have access to them. There are some examples out there that I have placed um just so that you can take a look at for instance this is ind so this is their course guide that is published on their say I believe that this will provide some clarity and transparency about what is being um taught in our classes at
099all levels and this would be okay through so our school could go online access what is being taught in each one of the courses Um you can see here available outlines um for each area. If you take a look at 2230, this would be the curriculum course guide. Um and then if you look through here, I tried to um select areas that I thought would be important for us to include in those course guides. Another area I believe would be important for us to discuss is the idea of approval by the board of the course guides. Here I've selected that all course curriculum course guides and subsequent revisions of existing curricular course guides should be submitted to the board for approval before we talk through the process as we're implementing these for the first time.
100Obviously, as we work through this process, I would have to determine how we would do that for the first time. I can't imagine bringing every course guide to you. Um, so we will so we have to talk through those courses through that process and then the curriculum course guides will be kept on file on the district website. So that public So I I feel like these three policies uh work in conjunction to be able to um provide clarity about the coursework that's being taught in our classes. um would give us clarity around the process of um at the board level as well as knowledge of what's being taught in those and then also giving us a process by which if we wanted to bring up a course for further discussion at the board level um
101we would be implementing what it was that we had discussed during our last ed services um commitment by using that one year um that I need one calendar year to be able to discuss the specific course and the other services. And Jenny, uh, yeah, first of all, great job in giving a summary in 10 minutes with a failing voice. So, uh, I'll try not to make you talk too much longer. Um, as far as before we dig into any one of these policies, excuse me. Um, I want to make sure that we're all on the same page as far as protocol goes. So, ed services can certainly start dissecting these right now, but I don't want to do that in lie of policy taking a similar bite at the apple tomorrow. So, right now, I'm
102I'm very pleased with what Jenny's put together. Furthermore, um she alluded to it that the the reference uh curriculum course guide template um we have some courses that that exists for, but as she pointed out uh to you all here today and she pointed this out on several other districts, most of them, I shouldn't say most of them, several of them, Wauaaw, Jefferson uh have that available. So each one if you go down the course book, it's entirely interactive on the website. So you click on the course book, there's the title. You click on that one, you get the curriculum guide. You click on that one, you get the textbook. So all this information is out there. I don't even know if our district has the bandwidth or the infrastructure in order to put that
103together as far as the IT that's going to be required to put together a database of that sophistication. U I mean I think the the Walkershaw example that they showed us was just a Google Drive folder. Sure. It Yeah, that looks that looks pretty doable. Yeah, it yeah, for people who know Google Drive and I don't. So, it's easier than putting together a physical filing cabinet, I'll tell you. Okay. So, so something that between I'll say Jason's group and Jenny's group and every single teacher and every single curriculum guide is definitely a direction in the order of goodness as far as course books, curriculum approvals, policies, transparency, etc. My my question still remains is I'm I'm more than happy to discuss these three policies at a high level and I'd rather do that first before
104we dig into any one line item in any one policy that Jenny chose to strike or to add. So I think that that's probably something more appropriate for the policy committee uh as opposed to ED services. That that's my thought on that. But I'd like to make sure that we understand what we're hoping to get our district towards and if we have Google Drive with infinite drill down and then a policy by which it's reviewed and approved and and Jenny was very specific in that that and Craig and I talked about this briefly if the board old board new board courses new courses how do you approve an entire course book in which unless you've reviewed every single document that's involved with it unless you're comfortable saying we've been teaching it that way for 5
105years. I'm going to approve it. On the flip side, as Jenny has put in here, and I think this is more like, hey, we're going to give it to you for your review and you can raise a flag and then get it reviewed for the next year. Uh but your your approval, our approval, the board's approval of whatever 500 courses that we're not intimate with isn't a requirement as these policies are written. But in addition to this, Jenny also alluded there's also a textbook policy that uh we we we didn't dig into yet. This is just 2210 20 and 30. There's also a policy related to actual text selection. Uh and then of course there's the heavy lift for every single teacher in the IT department to put this this into into action. So high
106level high level level. So let's not look at the text in any one of the documents. Let's just talk about high level at an ed service perspective comments questions as far as how these all dovetail together in the direction that Jenny's and we are going to try to get the district to go in. I mean, I feel like we've had several conversations about it. I think this is headed in the direction of the conversations that we've had about Okay. providing transparency and stuff like that. So, I think it looks great. There are a few things in there like you were talking about more the line item stuff where I'd be like, "Oh, hey, what about this? What about that?" But Okay, perfect. Probably a better conversation for tomorrow evening. Great. Thanks, Sam. That's that's exactly
107the answer. Not that I was hoping to hear, but you you answered my question. Yeah, you've answered my question. Thank you for answering the question. Thank you. Yeah. Yeah. Great. Uh Mine's a medium high and I'm not going to be at the meeting tomorrow. So, I'm going to dive down just a tiny bit for a brief moment. And that is make the high level part is we need to make sure as we're doing this that it's transparent for teachers that they're that they understand exactly what is being asked of them. I'm looking at 2230 for example. So, as we're looking at then putting that onto that document. the document is very so you've got ABCDE FG in there and then you've got it translated to a word document or a Google doc whatever it is
108um those are very general speaking so for example when it says assessment letter F I believe it was talks about revision outcomes and standards so just having that translate a little better because teachers are not going to sit and put the policy side by side with that document so if we can just as we're doing that have it a little more seamless so that way teachers are getting to us what we're asking for the first time, not that it's too bag and say, "Wait a second, we don't have this and don't have that." That's going to cause frustration. So, as we look through it, just making sure that that continuity in whatever the outcome or output is is similar to what the ask is. What do you think would be should we get examples from
109other districts or prefill out one of these these uh Jenny has that already. It's just if what we're asking for what other districts have may not be what we're looking for. So as we look in this policy, if this policy says we're looking for this and this and this, is that what that form? So if you were if I was filling that out as a teacher, I'm not saying that I would give you exactly what the policy is asking for because that's very general. And and what I'm asking is how do we give that direction before the teachers go down the wrong path? That is if you put more descriptive language into that document. That's what I meant. That's what assessment information. So letter F talks about evaluation criteria, standards, method, blah blah blah. If
110you just add a little more verbiage to that document that Jenny has up there, I think you're going to have a little more continuity. Okay. So like in here, I'd say uh students will be able to and then put like examples. Well, as you look from the teachers perspective, if they were given this document, do you feel that they would be able to put the output that 2230 is asking for line on ABCDF is currently written or do you think it should have a little more description to it? I think more description would help it be more uniform because I think some teachers will interpret it one way and have very detailed and others may not. Okay. So, that's all I'm trying to say. I'm agreeing with you. I'm asking, well, what's the what's the
111action item? And and for Jenny or anybody else who owns this document to put in some uh uh what's her example language? It is it's not difficult. That would just be what they delete and replace it with when they get to direct it to math as opposed to social studies. It's just you should be able to see a direct correlation between this document and this. So if you put them side by side, okay, that everything Good comment and I I think that Jenny understands it. I think I understand it. So yeah, go ahead, Sam. Um, yeah. So, I I work with a lot of stuff like this because I fill out a lot of reports uh in my my I guess day job this, but today's the day, but whatever. You know, uh I I
112do I do stuff like this. And what I tend to do um when I'm when I'm making forms or reports for other people who I work with to fill fill things out is the specific kind of information, I put it in parentheses, in italics, in the box I want them to put it in. So really if we just took A through F and we put those into the appropriate boxes in italics, I think that would be enough with like example. Example. Exactly. Yeah. Perfect. I think that would be the easiest solution. Don't have to work a lot. Don't have to redo the whole thing and then you know teachers understand and they're expected to put you know each of those each of those things explain each of those things in those sections. Awesome. Lori. Yeah.
113I was just going to add kind of off of the same topic like obviously once we look at 2230 then I think it'll be more you know in case there's anything we do change right and then I think it would be beneficial to be like yes that's a bullet that's a bullet that needs to go here and then change the I didn't want to okay you know I was just saying like we may want to get more into that detail once we do yes also piggy back on that Um, I think that uh Diana picked uh picked all up something that you know I was going to mention about the the Walka draft uh seemed like that was the the course guide template that they were using seemed like it was maybe three or four
114pages long. It was very the example that was thrown up there was was very detailed. Um and that kind of tells board member, okay, this is what's going on in that particular course. as well as links to uh you know the course materials, things like that, the types of lessons that would be taught, types of uh um you know so so that a board member can can say well if this particular course is deviating or perceived to be deviating from a a board approved course approved approval that wasn't talked about in your the template, your guide. I think I actually think what now that I'm looking at what Jenny's scrolling through right now, I think actually they're pretty much the same layout. I think what gives it the illus Yeah. It's just there's a lot
115of detail they put into it. I mean, yeah, whoever wrote that up really did a solid job of giving you a thorough description and and be aware that Jenny and any principal or any teacher, any department can probably audit and look at, oh, what' you put in yours, Lori? Well, this is what I put in mine. We're going to get a wide range on the first pass because I may choose to, oh, I'm I'm lazy. I'm just going to take my entire lesson plan and copy and paste and and you figure it out. And then somebody else may say, I don't want to tell anybody what I'm doing. I'm just going to type in one sentence. They're going to learn about the Civil War. That's it. That's all I put in mind. We're going to
116teach about the Civil War. So there's going to be quite a variety and and we're going to have to encourage by, you know, looking over each other's shoulders and getting to a point where we're kind of all in agreement what goes in and what's too detailed and what's not detailed enough. Greg, so so a couple of other additional thoughts along those lines and these are just thoughts that you maybe perhaps committee can consider, but they're they're thoughts that I have about this whole process. Um, I like I like the fact that it's detailed. I wonder how much of that should also be included in the the language of the policy to to define the the expectation of the thoroughess specifically in this course draft as well as the transparency that that is indicated on let's
117say for the course guide that it shouldn't necessarily just be for board members but this should also be on the uh accessible on our website so that parents can see oh this is what this particular expectation is in this course. Um then also uh the other part of it was uh as far as the process is concerned um one of the aspects that I think is lacking is the third party curriculum review process by which by which it's a committee that would look at um that process um and the committee makeup the for approving that particular which uh which uh where you where's that that that's exactly it it's not there and and I sorry to interrupt and I I appreciate that and I did take a look at that to me that looks a
118lot like more along the lines of 2510 adoption of textbooks and 2520 selection of instruction materials and say those again Jenny which policies um Benola 2510 adoption textbooks and selection materials include 25. So 25 So 2510 and 25 21 yeah the the third party are more along the lines of the adoption of textbooks and selection of instructional material. So 2510 and 2510. And so I did kind of set those apart intentionally, Craig. Um thinking that because I did a look at the um Wisconsin student law on Liberty because I did see that we um the third party materials um policy from there. And so I did I I was currently trying to delineate between those two. So I do believe that there is an opportunity for the parental import piece on the act. Um and
119so I you know I I I do think there's an opportunity for that. I just feel like it's a different set of the policies that are I I agree with you. I think I want to be super clear in defense of our teachers. This will be a black. I don't want to pretend that this is like a half an hour after like a staff meeting that they're going to whip these out and we'll be good to go. Um, there will be a lot of work. There will be a lot of support needed from our instructional coaches and from our curriculum coordinators, from our administration. Um, this will take time. This is not something that I imagine we'll have done by October. Um, there will be um, bumps in the road. I don't want to pretend
120that this is going to be an amazing process. Like I did say we started this preco um I believe that it's important um you know when we had spoken about this earlier I think you know there is benefit in um there it being thorough certainly but I also am not anticipating these documents being 64 pages long either. Um I think there is benefit for there to hit the highlights of the course. Um when I was looking at our draft or sample um I have this other information area you know we some of our curricular materials are open source. So like for math the high school for instance we could link directly to those materials because they're open source like open up is um open source. So we just literally click to clip to them and
121anyone can go in and access them. Other materials are protected by copyright and so we can always open with them on that. Um and again my intent would be for this to be on our district website. Um and I do believe that we would use Google somehow to uh all of this information. Okay. Thanks, Jenny. Sam. Yeah. So, I think I mean I definitely hear where you're coming from, Jenny, because writing more than just kind of a cursory description is going to be a significant amount of work. Um at the same time I do think that you know especially looking at 2210 and that there is a difference between the adoption of an individual piece of material a textbook something like that and the kind of the idea of adopting curriculum as a whole and
122I do agree with Craig I think it's important that we have some clear outlines about the philosophy and process by which the curriculum as a whole is adopted and I feel like there's more work that could be done there. But again, I think this is something that we talk about tomorrow night pretty easily. Okay. And so I'm more than happy to continue the conversation on these three policies. At the same time, I don't want to end up having conversations that need to happen tomorrow night, right? When there's a bigger book and other policies that are going to be involved. As Jenny pointed out, she pulled out these three. And if there's other ones regarding textbooks or uh you know, curriculum philosophy or third party reviews, I don't want to say it's outside the scope of
123ed services. Let's just say it's outside the scope of today's ed services. In which case if if policy wants to say you know what ED services you did a good job on these first three or Jenny you did how about you take these other two and roll it in and continue the conversation at ED services because policy's got enough to carry and Jenny understands what she's asking staff of when she asks when she puts this document together uh where policy may may not I I I don't know so I'm I'm comfortable with this as a first step in the right direction, but knowing that it's going to be part of the bigger book and it's still going to be something that we're, you know, best case going to get done by the end of this
124calendar year. It is to have everything uploaded and created and auditable uh so that we can start picking one specifically and saying, "Hey, let's do a deeper dive on this one or let's do a deeper dive over here." So, uh, Laura, Diana, um, piggybacking on what Sam said, yeah, I kind of agree with where you're going on that understand the Walkaell one just because I lived there for 15 years. Um, the essential questions and enduring understandings was foundational for the last 15 to 20 years. That's not something you get to overnight. Where we have it here of main topics or learning objectives, it's not going to get into the philosophical pieces or anything like that. Those are your general overarching kind of bullets or statements. Um, the pieces that you're talking about, I foresee coming
125into that textbook piece or a deeper thing. This is just the overview of of what they're teaching kind of a thing. And I think it's a good starting point. My hope and and guidance would be that continuity in there. So, like you said, we're not having this one over here and this one here. um when Wakaisha does it, they have a curriculum coordinator that it coordinates or helps with each of these. That's why you have it very consistent where we don't have that. So, yeah, we have the instructional coaches. So, I would hope that there would be something where like we had a committee of the chairs, there's a committee of the coaches that this is what, you know, we should see, this is what each should look like. Um again, that's getting a little
126deeper into that. But if we keep it all kind of overarching, consistent, whatever, I think we're going to hit the main things at least for the first pass through and then what are we missing? What do we need as we kind of tweak from there would be my thought. Okay. So Craig, I think I gathered I think this was a great starting point. That's what I was hoping you'd say. Yeah. And and I'm thinking that I I realize that this is probably a cultural shift. Um, but I do really feel like this is going to make our district better, too. Just being able to define some of the stuff and and and provide some consistency. Yep. And yeah. Okay. Can I just add something? I think you know one thing that we haven't really touched
127today how important this will be for a new teacher coming in especially in these extracurricular class you know these classes that aren't a math or um we know that that has been happening where a teacher comes in and they don't have a curriculum and that's a problem and then they're writing their own curriculum there's no oversight there's no and you're just gonna make it smoother I think so Um I guess in closing uh Craig I just take this as a first pass on the documents are going to be handed to policy for further and that's that I mean and Jenny of course would have to be integral in this because if andor teachers obviously if there's going to be asks made from policy or the full board we have to understand what that means in
128the trenches in order to deliver it provided the cycle in order which to review it etc. So um I don't I don't want to arbitrarily add or subtract anything that Jenny started with. So anything that we ask to add or subtract should come with a question mark after it that says okay can we add this or can we take this out because we need to understand what that's going to mean going forward. But other than that, um I think Jenny did a great job of taking these three and taking a little bit of uh burden off a policy's plate and then giving us a good start that policy to keep on moving down that road. Um so um in I guess uh tertiary Jenny and and maybe Jason the um ability to manage this Sam
129says it's easy. I but I I don't I do everything in one drive. I don't do anything at Google. So I don't I have no idea easier than one drive. I use both of them. It's easier than one drive. I use sharepoint one drive. Uh so I I can manage sharepoint and one drive. I I don't know Google but uh if if this is all you know what what I hate is ever having to type the same piece of information twice. So which just means if I have to type a title and it's also the first line in my document then why did I have to type it twice? Okay. But that just means database. Okay. That doesn't mean Google Drive. Now, you're talking about database, and I'm not saying that we're going to authorize
130a $50,000 database in order to house this. I'm just saying is that I don't want to waste $50,000 worth of time typing the same piece of information twice. So, we got to be a we got to figure out a way, an IT solution that fits this. And if Google Drive is it, that's fine. But that just means build the right forms, build the right templates, build the right architecture, and have the right person involved in that so that we're not three different departments. As you just said, if the instructors are all doing it differently, then the architecture of the file folders are all different. And that's going to really throw off the website when we try to go click on something and you end up going down the wrong path because we organized it differently.
131So, it's going to need a IT roadmap ahead of time. so that we don't have three different people doing it a different way. So just my high level on that. So if we're gonna Yeah. Okay. Um next steps are essentially like once we know what direction we would like us to go and exact details we can start building back into that. I will say this will take significant time for our teachers and we will need our own time collaboration time at least this next school year. David, I heard you say like end of this calendar year we would have these. I would I would think end of next school year would be the soonest I would feel comfortable um feeling like we had a really solid base for these. Um I agree with you that
132we were already doing together formative steps and things that would look like. I just want I want everyone to acknowledge the work that this would do for our teachers. Like I said, we have started the process and and not that it's position to push back on that, Jenny, but having it done by the end of the calendar year makes a lot more sense for the course book going into 2627. Um, so I'm not saying that I'm going to get it just because I want it. I'm just telling you is that it seems like it would make more sense to try to be that our goal. Uh because if you let it slip to the end of the 26 20 or the 2526 school year, you're you're now working with a course book that's in limbo
133again on January 1st next year. And so our I think our goal should be to have it done by the end of this calendar year. I'm not saying that that's not a stretch. I'm just saying is I'd rather be aiming for that than aiming for May of 26. Um, but I mean, like I said, that's not my position to mandate it. That's a discussion between you and Jared and your the people who have to put it together. The board will pass the the policy, the amount of professional development time we have between now and the end of that school year and all the other things that we have on our teachers plates. And I think I'm trying to be specific uh to that. I appreciate the teaching. Um, and I think when we spoke last
134month and the month before, you know, there were certain areas of concern or certain areas or courses that we wanted to expedite. Um, those would have risen to your awareness, uh, David, and we could expedite those individual situations. Um, but I don't believe that any of those came on your radar. Um, and so I'm just speaking of the full No, I'm with you. that just well just because that's what I want doesn't mean I'll get it. I'm just tell that's that's reconciling teachers David and then yeah by the end of the year I'm going to say David said not just we want it or you forget that go ahead I just want is that mean that there's nothing right now there's not much teachers have nothing to well there's course descriptions but they're not in
135the same format and there's a course book with just like little paragraph blurs right but I'm saying like not in outines, but it's like very detailed and it's more for like their own teaching purposes, not for like a parent to read, if that makes sense. Yeah. So, it's just a matter of getting the wording from one document to a visible consistent with the policy and on and system where people can access it. Yeah. So, a lot of remember that some of our teachers teach a variety of electives and so some of them will have a variety of courses that they need to do this. Um, and so that that's where it becomes complicated. It's not it's it's not like a onetoone. It's not like one teacher like there's just one thing that they need to
136do this for Lorine. And so that's that's where I'm a little bit more. I guess my question that if I as a parent went to a teacher and said, "What is the curriculum for this class? What is the process?" Right? You know what I mean? How are we handling? As a parent, I would have that right to want to see the curriculum. Like my son's in a sociology class and I want to know the curriculum. What are we doing right now? What is the process or is it like super stressful when that happens? I imagine that happens, but I'm just wondering like what is our Yep. And I appreciate that point and like our teachers have a variety of resources. It's just not they're not they're not struggling. They're not according to this exact policy.
137So, I imagine that any teacher would be able to share with you the syllabus and the responses and whatnot. It's just that it's not in this. Okay, Diana, I just want to piggyback on what Jenny said because it's been resounding in my brain for the last 20 minutes. And while this is definitely something that we need realistically to get it from the teachers, I'm thinking about elementary teachers right now who are implementing Act 20. They have a new math curriculum. and they have a new reading curriculum. They're teaching all that in addition to the other curricula. And then to put this because if you would have asked me what that is, I could have shown you exactly what I was doing. It's not in that format and then you go to a different teacher. So
138we're asking for continuity on top of that. And so if the policy book is adopted, whatever. Sure, teachers would get started on this ahead of time, but until that policy is adopted, we're at least three months out. And then you go to that. So, is it realistic to have this in something other than a draft form by December for high school? Maybe if they're well, high school still teaches four and five courses. So, it just what's our realistic ask going through? While I agree that it's necessary, um are we providing additional time for teachers? Is there some you know I don't know on top of what they're already doing where the plates are full math and high school all have you know new curriculum and this is always going to be a thing but the
139work that this is going to entail this isn't a two-hour piece so if you look what is this 10 12 hours maybe I'm thinking that's just an approximation that's there on top of what they're already doing. So, I just want to make sure we're realistic in our timeline, in our ask. It's a necessity, but to have it ready by December. We need it by December. Yeah, I understand that. But is that a realistic ask if we're not providing additional time to them? That I'm going to let them tell me when they're going to have it done. I think our request is for December, but that doesn't mean we can't take no for an answer. I I mean that's it's well if I was if I was the person you said I want it by December
140then come hell or high water I know I have to get it to you by December but if we realize that no is a possibility if there's rationale behind it that's good to know and I'm glad we made that clear today. Yeah that's yeah I think that December is a reasonable ask. Uh Craig, before I call on you, Jenny, uh I wanted to touch base. I I think you asked what's next or where to take it from here. And Craig, this is going to be a question for you. And then back to Jenny is when do we think that this is going to be orders in hand? you know, if if policy is going to look at this tomorrow, and it probably won't even it might go to first read this month, but it might
141need some additional edits coming out of policy tomorrow. And then we know there's at least two or three other policies. And by the way, this is still part of the Neola book, which means that that doesn't even get approved until May. So obviously December is not possible unless this is final early. Okay? and it's not final yet and it won't be for two to three months in which case no December is not possible. But before Jenny spends any more time on it, I just wanted her to know what to expect from policy and when to expect it so that she's not spending additional resources on it. Well, realistically, we'll probably we'll discuss it tomorrow. The the likelihood that uh it comes back in March is pretty high. you know and to add services or to
142just as a revision to the policy committee because it we didn't have the other other particular policies also on our agenda. Yeah. Or curriculum development and then hopefully for first read in April with the okay of March or April. Okay. But she could still probably hand up his draft and start filling this document out independent of the policy. Sure. I mean anybody could start working on it. just that it's not there may be some missing items or something. I don't think there'll be anything that like is too much like oh you didn't have you shouldn't have done that. We didn't really need that from looking at it. And the the other comment I wanted to make is that you know I understand that teachers are there's a lot of asks of teachers and and I
143I appreciate the hard work and time that they put into things. I've seen what they did during co and they are able to work miracles. I I don't think it's an unreasonable act to have some of this stuff lined out lined up put forth by December. I think it's it's completely attainable. Um they're going through new curriculum anyway. Okay. So, what great uh opportunity there is but to also kind of transfer uh what they are taking in curriculum as they're going through it into this kind of document you know as they're going through I think I think it's very attainable and you know there our staff is asked to do SLOs's on a regular basis and other types of professional uh uh evaluations. I don't think that this is anything different from that. Elementary doesn't
144have their new curriculum adopted yet. And so with it, we can say that yes, and I can agree with that. If we had the curriculum that we knew, they haven't solidified an answer yet. So then to then go through and do this process with it that normurriculum but but then then again you're going to in that process you're going to have your um coordinators that are also going through that process with those teachers when they're going through that that curriculum um approval and and yeah okay we if it hasn't been approved yet and yet we're still going through that that that should almost be like uh an automatically running a running change right? Okay, here we go. Yeah, we're Yeah, I'm not going to say the meeting's over. I I think that we're on the
145same page. We'd sure like it done by December, but the only way that staff and teachers and administration is going to get it done is if we get clear direction to them. So, that means that we have to come to a consensus earlier. They can start on the template as Jenny has drafted up here as they see fit. Jason and the IT department have to figure out where this is all going to be housed and and and who's going to take lead on it from an organizational perspective and it is going to be a heavy lift and if it's going to be a distraction for from other district efforts well then that's where Jared's going to have to push back to us and say listen we just don't have the bandwidth or this is what
146it's going to take in order to get it done. So this is an iterative process. This is not being we're not directing at this point. We're we're asking questions and giving expectations, but we're accepting the fact that it's it's life and and life happens. So, um, Jenny, as far as, uh, yeah, action items for this, uh, the action item is wait to hear back from policy, and you may either get some edits requested or you may get a couple of other policies thrown on top of it to umbrella with these depending on what policy's appetite is uh, for taking what you've given them. So, I appreciate your efforts on this. Okay. Uh action items. Who's got is there a recap? Get started at it. Um my first action item is wait for policy about policy.
147Right. But for the entire meeting we got uh Whitaker. Um any any other action items from the meeting? No. I have the summer school piece that we'll run over. Um summer school advertisement and then in three months revisit our reading. Yeah. Another 291 students. Yep. Okay. I have the elementary literacy proposal in Marge coming up soon next. Okay. Anything else? Sounds great. Ajournal Build those to housing.