001remotely 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 stay 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 when a summer school 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 skym up entity change essentially we have been
002operating with a 100 entity for our Watertown 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 had a water tone 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 four year olds or our 4K 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 some problems
003as it relates to um our school report card or challenges I should say and our 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 dougas 4K will now be reported under doulas the board will notice this when it comes to things
004like third Friday count um you'll see a decrease in the number of students who are in the Watertown 4 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 look through the um we will make that change for the 25 26 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 and their reporting
005also 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 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 it this is just a reporting change there is no functional fundamental or financial aspect of this this is just where they roll up um
006and 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 Reed 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 change numbers but I just wanted to make you aware so if next looking at the andly it appears we only have 60 kids in our water T four kids and in the past we've had 180 and you're wondering why that happened this is okay okay do we still get Mone you know with the state funding formula does that change
007anything um because the water town for kids was still under the district umbrella so that should be no Chang as well correct we don't change 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 will 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 water Tong for kids into okay okay anything else okay I apologize if that was uh not 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 was looking for a bit of
008an update and I know he um has been working with Cheryl um as well as Fred yont 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 y uh in January which was really insightful for me I know that he was speaking for Fred yant and not for a npers board but just like 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 about expanding the acad mic offerings at
009summer 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 academic Focus anyway right so tough to
010do 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 you Institute some um reading practices in there if you talk about like you know measurement practices and just like you know just coming in and you're throwing stuff on the bowl and mixing up throw the yell um 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 like I don't know I feel I feel
011like they kind of like summarize maybe how you'd be looking at summer school moving forward so uh 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 persuasion pers persuasion learning how to develop impactful performances analyze m 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 by reading the
012short story than watching its 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 pagers 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 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 be ela7 with 15
013kids 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 there's one kid signing up for it that we didn't really do a lot of good uh also in talking just kind of sharing with Fred the the current state of things in 20125 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 probably uh but as far as
014people that are like maybe your normal folks that have been signing up for summer school just seems like we're a little bit down from that this year um ALS so 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 to all right I talk a lot
015um questions about the update go ahead Diana the examples you gave love the dynamic and the instructional pieces behind those I'm curious what grade level are those Middle School are 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 linguistic because we also need to attract so there's a lot of teachers 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 audience but our audience is really
016the 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 Tech head 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 the like his words stemy kinds of classes for summer you said you know you a STEM Academy at the middle school you a Smart Lab at the middle school so
017you 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 stemy 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 edar prep has ran it the science and whatever do you know I'm talking about run separately separately 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 to take
018away from it but it goes along that especially for the elementary yeah 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 coursebook 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 is this for
019remedial 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 effort so far and taking it over as well as ideas that Sarah 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 is like hey we we talk to these parents all the time telling them to 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 strategy an overarching strategy this is why we offer summer school we offer
020summer 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 that kids were 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 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 five to nine board members and that's not necessarily bad I think on most topics
021if you ask 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 you've worked with in the last two months come closer to getting that that description that that that statement that that strategy that I don't want to call it a mission or vision statement but 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 we look at a effort to recruit somebody
022to 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 have been 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 Schools not just for somebody to get rid of their kids for a day or and it's not just for little G little Susie who who got a a d in reading last year you know it's got to be a multi-prong approach and 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 for it consistency or or we're all in the same page
023um 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 mention 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 with something that's not unorganized and unsupervised at Riverside Park I want them to be invol with something with with which is fine we don't mind that that's some of right some of it's addressing learning loss and some of it is like
024you 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 reexamining the purpose of summer school um and for some students like going
025out and playing frisbee golf and just burning off energy in a positive way is great and for other kids like we need to get them connected to anything that would kind of reduce learning loss and 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 to be walking through the door so we we talked a little bit about that um then diagram of ed services and policy is there is a policy specifically related to summer school that I believe does come to first read tomorrow at policy and there are some options in that policy that start to Define what um the sort of
026mission and vision say of so there will be some opportunity for discussion with that the policy team or the policy committee tomorrow I believe that is on your agenda that that okay uh appreciate that Jenny uh and Craig for policy tomorrow I didn't read through all the policies 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 okay because I I take these meetings one at a time so I don't prep for policy till I'm done with their services uh that being 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
027department has a vision statement or maybe it does I don't know is the math department have a vision statement does the 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 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 written now this is the board um shall conduct a summer program or interim session program occurring outside of the the periods of regular instruction and which do not count towards the minimum hours of
028instruct required by law for the purposes of academic construction and Rec recreational activities at the 4K through grade uh grade 11 levels resident students of the district and such students as the board may have been uh then it aligns it so we we do have some of that but I mean if there's there's more yeah Jason I guess I would just work with Jenny and then if you can find that new 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 that through policy uh to make sure that we're all on the same page is 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
029page and we can point to that policy so I appreciate Jenny bringing that up otherwise I would totally missed that until tomorrow and I'm like oh that would have been a good spot piggy packing on that um diagram between 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 be 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 cuss of talking about a referee and different things for kids um so I
030know 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 say formula figured out that we actually got got more reimbursement for the kids last summer how'd that work who who's on top of what we did we we Rec are you talking about the um ADM the average daily membership yeah we just that's by enr we changed how we encoded them in Skyward which means that we got a different reimbursement rate is that correct
031and that's all straight that I'm giving the shout out to Cheryl I'm looking at her through my window she uh she was able to ensure that we were counting every minute um that we could for Sumer School good 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 okay okay well Jason I appreciate it um any other comment so by the way just on those two that you two subject ones I don't even know how many courses we 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
032you 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 like yes yes yes okay yes yes yes more of that so I I mean Cheryl did provide for me like 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 the wording of it um do what we want to do but also like we have to actually do it that way too yeah 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
033to 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 court 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 that the board knows it one final question thank you for taking this over huge huge Endeavor what's our timeline simply because what 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 2-year window that by the end
034of 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 well for this year I I think we're not even good question my understanding and I may not go C go ahead is for the last three years we've kicked this C 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 I understand the sympathy there um I think that it's never going
035to be perfect but trying to go forward with the program you know and and refine that as we go may be a best solution agreed I'm looking at what's give a two-year timeline not okay end it 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 gonna have this this and this done this year we know that this is in the intermediate stages right now 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 kick it 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
036don't 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 um 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 Echo that comment is that 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
037articulated goal 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 it 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 I 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 it 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 policies
038so 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 Dian I don't think your timeline is even I think we have to know by March 1 because if I'm not mistaken that's when we have to have the teachers all lined up so April and May an enrollment is not that that's you know we got to make this decision today or tomorrow in order to get in 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 Bel 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
039but we're in the we're going in the right direction we would would it be be helpful for like an update every every Services right so I mean I don't know I don't want to necessarily be the standing agenda item but would that be helpful to 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 when 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 opted to Ste down you stepped in and then
040that'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 a lot of misstates 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
041we 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 D 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 can 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 right um can I ask a 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
042feedback loop within the ed services committee until uh the summer school program takes off so that we're closer to what we're intending 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 movie 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 U 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
043it down the road and it doesn't matter who's in the role continues to be something that we're not making any traction with um if it's helpful to have a conversation continue and so like 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 obviously with Diana's timeline I feel more a 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
044the progress will be it look different than it would be if the timeline was 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 clearboard Direction at this point in time and and I want to avoid that from happening moving forward as well um I mean for the the sake of success and you know to that point Craig and I agree um with the policy that'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 directory reports on uh summer school between now and September
045but 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 September 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 the summer we can work on it more I just
046don't know if there's anything we can do unless I'm my Miser understanding 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 far 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 need to change the policy or
047change the coursework we we're didn't 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 Jason 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
048to match up with the curriculum the 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 then 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
049that 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 do 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 out a Ford exam from one student coming out of summer school and find out if it improveed their summer learning loss compared to a a baseline pure 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 this summer
050or is it uh years P 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 I'm fairly certain we can get costs yeah how many years I'd say three years I mean postco that's what I saying is postco yeah post postco would be good I mean that might be five years but 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
051you can Nick us on no no no yes we can no no no 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 clean as far as a metric is concerned if that means like if you're taking the the uh spring uh star assessment from the previous grade and the star assessment from the following grade level you won't have that until mid October but we I'd love that Craig I just don't know H an doal 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
052looking 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 level 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 through three months without structure yeah so that's why as we look at what's a realistic ask when you're looking for academic data you're not gonna see it the way right you guys are looking or that's why I go ahead Jared I I suggest you know you're I agree with Diana um trying to pin academic learning uh to summer school is really really difficult tried it for years but
053what I I think we can be successful with is to understand from parents and or students um what their you what their experience was and what if we've met those expectations did they you know uh would they like to see other kind of coursework um were they happy in the coursework that they had what what did they attend summer school for what reasons uh and then you know ask them if we if we met their expectations um getting that kind of Soft Data uh for those were serving and who were providing this for would probably be really good information to get back uh and it'll tell you if we have a problem or not okay well at a at a minimum uh what Diana just said Jason that should be one of your bullets I
054don't know what she just said but it was good so make sure you put that in there love of not 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 the a social media blast whatever is that an action item coming out of this if so it should be recorded if it was just 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 y 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
055that said I like what Diana said but I don't know did you hear what I said in between there heard your the question about a survey and and oh yeah yeah yeah no um I'm still digesting that Jared okay 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 um so I'm pretty sure we asked some questions already from our summer school I 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 do you I
056I don't know what's been done in the past as far as student or family facing done some family uh survey results um I 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 past two years potential testing data over the past two 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 home groups and I can p that data as well and we can take a
057look at that U I apologize if we 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 we 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 Jason in the direction that we want to go and then I also know that we're um 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 school if I know anything about Jason he's always a reflective
058practitioner and always look at growth 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 of our action items and then we visit those every year and set ourselves some sort of like five years action planning set underneath strategic plan for some better definition so we know which directions and which steps that we want to take does that sound like something that we can bring to you next month so that we're set for our September October update I just want to make sure we're hitting the month 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
059of summer school the 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 get 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 uh in March how about in April I'll have a
060one pager Jason and I will work together to to find the data that we want to make sure that we have by SE October um and we'll do a look back on historically what we have and then we'll we'll provide that for you in more of a presentation versus a director update so we allow a little okay yep I like that and then uh the only thing I would augment that comment 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
061narrow in on what those components of the important attributes of uh 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 to 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 okay you're doing great Jas all right thanks Jenny will tell me for sure yeah person okay uh thank thanks Jenny
062uh 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 a web floss assessment that we were doing Dasha I believe is in the room I think I saw and the owl come in um to just share a little bit more about what we were finding after completing that first assessment window um in what it means for our turn it over to you and then as we want to of talk through our data okay we do so you have in front of you the results of the assessment that we did in January this is the first required assessment with by state using the as web screener and you can see a breakdown there of
063our students in kindergarten through third grade of students who are 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 10we period above the 25th percentile go on as normal so you can see there how that broke down for the four grade levels that had to be touched just that for a second and I'll open it up to any questions about that data firstly I did reach out to colleagues um and we are in roughly the same uh percentage of our students were identified for every home plan um I do want to point out
064that in first through third grade um that is based uh solely on what's called or oral lead influencing so it's simply how many student or 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 how many words per minute a student will 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 CR cross references for that because that seems like an
065important piece of information 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 in reading so those students being serviced by multilingual teachers were 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 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'
066like it okay yeah sure that appreciate it it's a good piece of information so be best to email it to the the group email it to we say for one is good for the well how do you want to do that yeah a couple different ways we could do it either one if you email it to add 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 was a way to do that the full board has and then the full board has access to it it's part of the meeting minut and just to piggy back what Jenny was saying
067about um the oral re influency for first through third grade kindergarten is assessed in multiple sub tests 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 the sound and then puts it together with like a CBC word so that those two as web comes up with a composite score and if that composite score is below the 25th percentile then they are triggered for a video plan yeah so is this uh I know that this was probably one of the required of back 20 to actually perform this literacy of uh but I just I'm trying to understand the context also uh so have we also implemented other
068act 20 changes I mean we we're we're moving towards a PHX based um reading curriculum um but uh okay so so act 20 actually is almost like three crong in some ways it's the teacher training and that we've been doing with the keys to see since last summer the assessment piece and intervention piece which is as web and then the reading plans for those 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 are there exactly um we over the last few years we have
069been putting more science-based reading instruction into our core we've been beeping 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 of 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 start 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
070words 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 page this is a full line of page of text with not a picture kids sometimes get lost even on what we call a return Suite where they have to reach 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 curve 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
071books they have been reading and putting them for like on Friday putting them in just to a full page of print so they 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 the test looks like is a change because it is true like um specifically I was you know chatting with some of our folks when you look there's different areas that um the in assesses like Rion 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 world reading fency um so those students wouldn't qualify for a reading PR even though their comption and vocabulary have
072been really high it's just a different format and as um Desa reported you know often hands like she's let slow down look at the words look at the letters sound it out um and this is a different a type of assessment to and I'm not saying every student be qualified for reading situation but out 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 22 percentile Morey yeah uh also are we I don't know if
073there'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 of older um curriculum uh like the 3 queing process and and now they're they're already behind and now we're kind of having to start over and retach them a different method of learning so that we're not losing those kids throughout the whole process as well correct so um we use there's a couple different bonic 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 seeing those in those Sonic based skills we we are doing interventions to try to close that gap for kids who missed it for whatever reason okay
074um 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 our certified reading staff in Title One um are not going to be able to get services this semester that our our reading teachers are full with these k33 reading plans so that that is just kind of a note notee um our resources from those where the services were coming for these uh reading 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 were the services special instruction but our reading teachers and our reading core teachers are reading core
075tutors are very um full in their schedules with their reading plans and our classroom teachers and Paras are also providing some of the services and plans and to best's point um not only are we concerned Staffing wise with that but 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 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 is um discussing this um data as we're reflecting on what set of materials we want to move forward with with and
076recommending to the board for our elementary curriculum review team again we met again just last night and hoping again to meet again on Monday with that literacy team to move forward um with a recommendation to the board we are down to two sets of materials that hmh inter reading and then Benchmark Advance um so hope for with one set of materials for a recommendation to the board here first next month at ed services and then to the board ear um and definitely it was a part of the discussion last night um at that Ed that literacy team um about the results from this determining what materials would be the best you any questions about this obviously it's be a data point that we watch information board we uh we'll do a spring test window and
077um in that spring test window will be know for students um any additional questions comments on this update um I just have one other thing to See'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 scor below the 25th percentile are being serviced in Spanish by either a bilingual um Title One reading teacher or a bilingual perah so they're they're SC percentile in Spanish and they're being serviced okay Goa 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
078all our reading plans are official so we have um after you identify these 20 percentile below you then write a 10- we reading plan y we saw those last month 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 plan for the below the 25th percentile it's more kind of like hey classroom teacher look at you know red play check the temperature here um for the fall and then as Jenny
079said hopefully we will be moving forward with a new Core Curriculum we'll be ready to present that to the board hopefully soon so that we can um secure that for the fall as well okay so those 10-e reading plans thank you um and in here on page one there's 291 students who are below the 20 percentile plus four who are unchecked so I assume there's 291 10we reading plans 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 10we 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
080required or or the the format so uh I guess in in 3 months we'll be looking 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 y well God bless you for your patience I know I'm sure this is pretty big learning curve and um an adjustment try to go through all this yeah it's a lot of Worlds colliding at on the 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
081to three months from now get a report on the how the 10e reading plans went for these 291 students and I'll just had to sign up 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 just to let you know the state also is going to be collecting that data around the state of how how many children were on reading plans who exited read okay awesome so when when it's appropriate make sure it 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 we're measuring kids below the 25th
082percentile shouldn't we kind of expect 25% of our kids to be below the 25th percentile otherwise it's not a 25th percentile which means we we're we're looking for a lift of about 133% 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 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 you the Pence might reach out to uh area districts say hey are we in the ball yeah well we'll see where we end up 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
083a little bit of backstory here just to S 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 coursebook was going to be coming up in January for approval at the full board um so subsequently
084the next day after policy after those few 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 a 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
085Services was working on them directly or at 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
086from other school districts as well as some 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 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 good job of trying to take three policies
087which wusd currently doesn't even have and and creating them to match what our intent is as well as what mola'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 high Lev 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 informed ad services and then potentially inform 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
088to be warranted and you have three 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 add Services as watch as well as to the full district and the board members thank you I appreciate that I'm going try to give you sort of an overview of what my long-term vision is um as it relates to
089these three policies um in an attempt to hopefully I don't lose my voice that would class right an attempt to um provide some clarity around this as it relates to course book adoption um as well because I do believe that um this will provide some clarity with that um if you know 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 ccum for GU um there is a separate set of policies within Neola that specifically speaks to selection of instructional materials and Equipment as well as adoption of textbooks some of the materials that was provided during uh the policy
090committee last month I think spoke more directly to like adoption of specific textbooks and so I did want to um clarify the difference there the these are more about curriculum development more about coures course guides versus the idea of adoption of specific Tex or instruction um I'm going to walk through each sets 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 IDE that I for work with us um within the district that we can do provide Clarity um around our forces here in the distri um this first um this first uh policy 201210 and hopefully that's big enough for you guys to see make it a little bit bigger um I
091realize I did already screw up I did mean to change this to S years as we had spoken about um around our curriculum development policy I feel like this first paragraph really speaks to that ccul 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 is defined as the course of study subjects in 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 state law what is required
092to be taught in um the various um grade levels and so much of it is not an option to opted or as I've mentioned in the past doing our social studies when new process right now we uring that many of the things that specific social studies are being taught in our social studies at the end it does say that the superintendent shall make reports the board annually about our progress on this that I would imagine that would be through our services committee um and that when and this is similar to where we are now when feal and in the buf district we would be participating um in the education as we Mo into 20220 this is the adoption of coures of study I believe that this aligns to our um process that we have used
093some account to adopt specific courses um so what I try to do is align the choices to the most recently adopted um course of study proposal for that we have worked through here in the ed services committee so you'll notice the options that I chose aligned to that post proposal form we 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 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 them changes that we've made and then here it says and shall provide each member of the board a cent list of all courses of study so in the past and
094this year what we've done is provided a multiple approval for the course book that we have um provided to students and we ask the board for approval on the course book what you know happened was that there were some questions about the course book the board members have questions about specific courses um and so that ed services last month we worked through this process if a board member should want to review a course the course is studying that member should notify the chair of the education St committee no later than one full C before an update could be made to the course of study Li additional time may be required of the course is considered a grad graduation in so split note two or where i' highlighted here was an attempt to um document that
095we had spoken about last month during our ed services what this policy is stating is rather than providing you the hor book which is more of a student facing and a parent facing we will be providing you a list of the courses of study um here your wor 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 Leola recommends or see here the neol language says that you're provided for courses of study I believe the reason behind that is so that we don't end up in a situation where the board feels like you're being asked to something that you
096may not have complete knowledge or you may have some question of or if we 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 you would like to revisit remove Etc is where I feel like the third policy plays a key role and this is the curriculum for guide this is something that um the district had been working on previous to co um and I believe that it is worth a revisit and my is the idea of a published for the district um and that is where I have this draft sample foring course
097guide template course in the district us to 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 there are some examples out there that I place just so you can take a look at walk so this is their course guide that is published on what say I believe that this Clarity and trans parency about what is being um Tau in our classes at all [Music] levels goess what is the one of see outlines um for each area if you take a look at 2230 this would be the course guide and then if you look through here I tried to um select areas that I thought would be important for
098us to include in those PR course another area I believe would be important for us to discuss is the idea of approval by the board of the course that here I have selected that all course curriculum course guides and sub visions of existing curriculum course guides should be submitted to the board foral before to the process as we're implementing these for the first time obviously as we work through this process I have to determine how we would do that for the first time I can't imagine we bring every course guide to you um foral have to talk through those person that process and then for guides would be kept on file on the district website so that and and so I I feel like these three policies uh work in conjunction to be able to
099um clarity about the forew that's being F in our classes would give us Clarity around the process of at the bo level as well as knowledge of what's being 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 we will be implementing what it was that we had discussed during our last ed services one year [Music] to be able to Services Jenny uh yeah first of all great job and giv a summary and 10 minutes with a 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 want to make sure that we're all on the same page as
100far as protocol goes so Ed Services can certainly start dissecting these right now but I don't want to do that in Li of policy taking a similar bite at the Apple tomorrow so right now I'm I'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 wershaw Jefferson uh have that available so each one if you go down the coursebook it's entirely interactive on the website so you click on the coursebook there's the title you click on that one you get the curriculum
101guide you click on that one you get the textbook so all this information is out there I don't even know if our has the bandwidth or the infrastructure in order to put that together as far as the it that's going to be required to put together a database of that sophistication uh I mean I think the The Walking example that they showed us was just a Google drive folder sure 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 fil in cabinet I'll tell you okay 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
102as 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 we 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
103old 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 five years I'm going to approve it on the flip side as Jenny has put in here and I think this was 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
10430 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 level high level so let's not look at the text in any one of the documents let's just talk about high level and an ed Service perspective comments questions as far as how these all Dove tail 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
105were talking about more the line item stuff where I'd be like oh hey what about this that okay perfect probably a better conversation for tomorrow evening great thanks Sam that's that's exactly the 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 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
106onto that document the document is very so you've got a B CDE e f g in there and then you've got it translated to a Word document or Google doc whatever it is um those are very general speaking so for example when it says assessment letter F I believe it was talk about 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 to vag 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
107through 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 should we get examples from other districts or prefill out one of these these uh jny 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 the wrong path that
108is if you put more descriptive language into that document that's what I me that's assessment information so letter F talks about evaluation criteria standards method blah blah blah if you 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 Lineum ABCDEF is currently written or do you think it should have a little more description to I think more description would help it be more uniform because I think some teachers will interpret it one
109way and have very detailed and others may not okay so that's all I'm try to say high I'm agreeing with you I'm asking well what's the what's the action item and for Jenny or anybody else who owns this document to put in some uh uh what's examp Le 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 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
110I 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 do like this and what I tend to do um when I'm when I'm making fors 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 that 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 example 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 you know teachers understand and they're
111expected to put you know each of those each of those things explain each of those things in those sections awesome yeah I 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 Qui here and then change the I didn't want it okay you know I was just saying like we may want to get more into that detail also biggy back on that um I think that uh Diana picked picked out something that you know I was going to mention about the the wakaa draft uh seemed like that was the the
112course guy template that they were using seemed like it was maybe three or four pages long it was very the example that was thrown up there was was was very detailed um and that kind of tells the 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 approv approv course approved approval that wasn't talked about in your 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
113much the same layout I think what gives it the illus yeah it's just there's a lot of detail to they put into it I mean you whoever wrote that up really did a solid job of giving you a thorough description and and be aware that Jenny Andor any principal or any teacher or 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 planning 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
114going to learn about the Civil War that's it that's all I put in mind we're going to teach 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 great so so a couple of other additional thoughts along those lines and these are just thoughts that you maybe perhaps a committee can consider but there're there're thoughts that I have about this whole process uh 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 define the the expectation of
115the thoroughness specifically in this course draft as well as the transparency that that is indicated on let's say 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 well 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 committe makeup the board 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
116I I I appreciate that and I did take a look at that to me that looks a lot like more along Lin of 2510 adoption of textbooks and 25 selection of instruction materials inment say say those again Jenny which policies um Bola 25 P adoption of textbooks and selection of structur materials 25 25 so 25 so 2510 and 25 21 so yeah the the third party are more along the lines of the adoption of textbooks and selection of these fru Mator so 2510 and 25 and so I did kind of set those apart intentionally Craig um thinking that because I did take a look at the um Wisconsin insute F on Liber because I did see that we thired part materials um policy from there and so I did I I was kind of trying
117to delineate between those two so I do believe that there is an opportunity for the to import piece um um and so I you know I I do think there's an opportunity for I just feel like it's a different set of the policies that and as far like I I agree with you I think I want to be super clear in the defense of our teachers this will be a lot of I don't want to pretend that this is like a half an hour after like a staff meeting that they're going to with P out and will'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 coordinator from our Administration um this will take time this is not
118something that I imagine will have done by October um there will be um bumps in the road I don't want to pretend but this has going to an easy process like I did say we started this pre Co um I believe that it's importantance um you know when we had spoken about this earli 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 some of our curcular materials are open so so like from math high school for instance we couldn't link directly to those materials
119because they're open source like open up is um open source so we can use literally TW to F to them anyone can go and access them other materials are protected by copy so we can open with them on that um and again my intent would be for this to be on our dist site um and I do believe that Google Som to organiz all 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 2220 that there is a difference between the adoption of an individual piece of material a textbook something like that
120and the kind of the idea of adopting curriculum as a whole and I 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 can talk about tomorrow and 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 in 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
121philosophy or third party reviews I don't want to say it's outside the scope of ed 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
122that we're you know best case going to get done by the end of this calendar 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 Laur di um piggy backing on what Sam said yeah I kind of agree with where you're going on that understand the wakaa 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
123overarching kind of bullets or statements um the pieces that that you're talking about I foresee coming into 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 wakaa 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
124know we should see this is what each should look like um again that's getting a little deeper 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 is a great starting point that's what I was hoping you'd say yeah 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 to just being able to Define some of the stuff and and and provide some consistency Y and yeah okay
125can I just add something I think you know one thing that we haven't really touched today 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 right 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 cig just take this as a first pass on the documents are going to be handed to policy for furtherance and that's that's that I mean and Jenny of course would have to be integral in this because if or and our teachers obviously if there's
126going to be asks made from policy or the full board we have to understand what that means in the trenches in order to deliver it provide it 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 asked 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 policies plate and then giving us a good start at policy to keep on moving down that road
127um so um and I guess uh tertiary Jenny and and maybe Jason the um ability to manage this Sam says it's easy I but I I don't I do everything in one drive I don't do anything in Google so I don't easier than one drive I use both of them it's easier than one drive I use SharePoint one drive so I I can manage SharePoint in 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
128Drive now you're talking about database and I'm not saying that we're going to authorize a $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
129something and you end up going down the wrong path because we organiz GED it differently so it's going to need a it road map 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 going to yeah okay um next steps are essentially like once we know what direction we forward would like us to go in exact details we can start moving back in that I will say this will take significant time for our teachers and will need our 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 even the soon as I would feel comfortable um
130feeling like we had a really solid Bas for these um I agree with you that we were already P structural Coes together prob St and things that would look like now okay I just want I want everyone to acknowledge the work that this would do for our teachers like I said study the process and and and not that it's my 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 not saying that I'm going to get it just because I want it I'm just telling you 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
131of the 262 or the 25 26 school year you're you're now working with a course book that's in limbo again on January 1 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 um the board will pass 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 and I think I'm
132trying to be stic to that I appreciate the um and I think when we spoke last month and the month before you know there were certain areas of concern or certain areas of courses that we wanted to expedite 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 just well just because that's what I want doesn't mean I'll get it I'm just tell that's on Rec teacher stav and by the end of the year I'm gonna say David said wanted laor that 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
133but they're not in the same format and there's a course book with just like little paragraph blurs right but I'm saying 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 board and a system where people can access it yeah so a lot remember that some of our teachers a variety of electives and so some of them will have a variety of coures 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 oneto one it's not like one teacher like there's just one thing that they need
134to do this morning and so that's that's where I'm a little bit 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 and that happens I imagine that happens but I'm just wondering like what is it 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 mind they're not according to this exact policy so
135I imagine that any teacher would be able to share with you so resources and whatnot it's just that it's not in this 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 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 we're asking for continuity on top
136of 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 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 I 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 in high school I'll have you know new curriculum and this is always going to be a thing but the work that this is going
137to 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 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 mean that's it's well if I was if I was the person you said I want it by December then come H high water I know
138I 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 CR before I call you Jenny uh I wanted to touch base I I think 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's going to look at this tomorrow and it probably won't even it might go to first read this month but it might need some additional edits coming out of policy tomorrow
139and 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's 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 to services or to just as a revision to the policy committee because got it we
140didn't have the other other particular policies also on our agenda or curriculum development and then hopefully for first read in April with okay 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 done yeah 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 looking at it and the the other comment I wanted to make is that you know I understand that are there's a lot of asks of teachers and and I I appreciate the hard work and time that they put into things I've seen what
141they did during Co and they are able to work miracles I I don't think it's an unreasonable app to have some of this stuff lined up lined up put forth by December I think it's it's completely attainable um they're going through a new curriculum anyway 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 they our staff is asked to do slos on a regular basis and other types of professional um uh evaluations I don't think that this is anything different from that Elementary doesn't have their new career curriculum adopted yet and so with it we can say that
142yes 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 Norm but that's but but but then then again you're gonna 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 an automatically running a running change right okay like here we go yeah we're yeah we I'm not gonna say the meeting's over I I think that we're on the same page we' sure like it done by December but the only
143way that staff 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 uh 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 it's going to take in order to get it done so this
144is 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 right but for the entire meeting we got uh Whitaker um any
145any other actions from the meeting no I have the summer school piece that we run over um summer school advertisement um and then two months we visit our reading yeah the 291 students yep okay I have the elementary receip proposal in next we have a recommendation okay anything else sounds great aour now it's still