001And we are going to make a slight agenda change. We're going to flop uh 2A with 2B. Um as Diana is attending virtually and she has a meeting at 8:00, but she was intimately involved with 2B. So as much as we can, we'd like to have that discussion while Diana is uh able to participate. and then we'll circle back to the director's update uh after we're done with the discussion on elementary literacy curriculum. So, with that, I will turn it over to whoever is presenting on that subject. Perfect. I will start um and then we'll walk through any questions that folks might have. Um first, I just want to do a giant thank you to everyone on our uh literacy team. Um, not only did we have an amazing uh team that was adopted uh
002through the board, but we also had uh lots of folks who are willing to pilot the two sets of materials that we got down to. Many of you are familiar with our elementary literacy coaches as they've been here in the past and Ashley as well. And they will help us walk through uh the why, what, and how of our elementary literacy adoption. I have prepared um both a longer presentation and then just sort of the two-page document. Um as you pointed out, Diana was a part of our elementary literacy curriculum review team. Um and so I encourage her to chime in virtually if she has anything that she would like to add um as we walk through. Um, I like I said, we'll just walk through the why, what, and how, and then I will
003use the presentation, a longer presentation to refer to, um, if we need to. Um, coaches and Ashley will chime in if there's anything that they want to add, as I may potentially forget sometimes. Um, as you know, in uh July of 2023, Act 20 was passed in Wisconsin, which was uh moving districts away from using materials that were using what was called the three queuing method. Um, we had traditionally um been using something called sponsel classrooms, our core reading instruction, which was using that three queuing method. However, our coaches since the adoption had been engaged with professional development on something called the science of reading um with our teachers. Um we did engage as you know with a training called keys to literacy through the 2425 school year. Um which is also very focused on
004that idea of science of reading scar scar broing rope. The coaches were going to wear t-shirts to display exactly what that was if you were interested. they'd be willing to spend four or five days with you to talk through that if you are wanting that. Um, we also worked closely uh with Chris Mallaloy um as we were engaging in this process. Some of our data analysis showed that we had an area of growth um for vocabulary from third through fifth grade. We also knew we needed to streamline our scope and sequence for early literacy instruction specifically these areas phological awareness, phmic awareness and phonics. And we wanted to introduce the idea of this knowledge building curriculum um to support student comprehension. So that is a big piece of that uh um scar bro reading rope.
005Many people think of science of reading is just that phonics phmic awareness piece but it really is the entire process of engaging and learning to to read decode understand. Um and so we didn't want to lose sight of that as well. We also wanted to create a more cohesive literacy model for our bilingual and dual language program. Um, as you know, our research study team worked through the 2425 year to find the materials that would best fit our school district. Um, through that process, we engaged uh with several sets of materials. Um, I will switch just quickly back to the um to the presentation so you can kind of take a peek at the materials we initially reviewed back in October of 2024. Um, if you remember correctly, there were sort of materials that were
006on two different sets of approved lists, if you will. One is the ELFCC, um, which is a the Early Literacy Curriculum Council. in a council appointed by some DPI appoints three members. The speaker of the Wisconsin Assembly appoints three members and the Wisconsin Senate majority leader appointed three members to that. Um and then DPI went ahead and reviewed some materials as well and created their own list. So you can see here the list of materials that we initially um uh looked through in October of 2024. Um as I'd mentioned through director's reports um we did move forward with a pilot of both HMH intervening with AMRA which was on the ELCC approved list. It actually was approved a little later than some of the others um in November of 2024. And then we also uh
007looked at something called benchmark advance which was on the DPI sort of approval. Um, now the law does not state that you have to use one of the sets of approved materials. However, um, it was just an additional process of vetting that we felt more comfortable taking a look at materials that were on either one of those two lists. And then we also took a look at ED reports, which I think you're familiar with from some of our other curriculum reviews um to be able to determine materials that were considered green lit. Um and so those materials that were on that list were also green lit through ed reports. Um through the process of uh piloting, we had teachers in every building, most grade levels taking a look at uh both sets of materials. Um
008our coaches and other teachers and administrators got a chance to go into those classrooms and observe the instruction. You can see here those folks who were the folks who were piloting for us um to determine what would be the best fit here for our school district. Um we also used um the DPI crosswalk tool and some local criteria to sort of rate the sets of materials to determine which would be the best fit. Um and it was pretty clear that this interreading um and then the Spanish version which is arrival laura um was the best fit for us. Um it comes in combination with something called a mirror which is um an online tool. It is AI generated um which is sort of built to be sort of an individual reading tutor and assessment piece.
009Um, and so because it was a part of the ELOCC, there is some opportunity for us to potentially get some reimbursement from the state. And I will talk about that for a little bit. Um, it was pretty clear that the HMH with Amira was going to be a better fit for our district um for a few reasons. It felt like um the the early literacy components that we were looking to streamline were more robust and more closely aligned to the learning that we have done with keys to literacy training. It was incredibly clear that that vocabulary instruction five with HMH into reading and a mira um was much stronger than with the benchmark piece. and the the also this uh dual language steers felt like the Spanish language materials were a best fit for that
010dual language program. So those were some of the highlights that drew us to it. I think a piece that also intrigued us is the Amira piece. Um, as you know from our last month's report, a piece of the um, Ames web has that we determine whether or not a child needs to go on a reading plan has to do with reading fluency and that a mira fluency sort of intervention. Um, and so we saw that more than 25% of our kids were below the 25th percentile with that. And so, um, we are hopeful that that Amira piece could help support that as well. Um, I realize I'm talking really, really quickly, but I'm we'll pause here if anyone has any questions. Is a mira included with it? It's not like an extra thing where every
011year you're going to have to or is it That's a super good question. Combined. Um, so with any one of these programs, they try to bundle as much as they can and then as soon as you pull something out, like the price increases. So I asked for quotes with a mirror and without a mirror because um, we weren't like 100% Amir is amazing. And so we were like, we need to determine whether or not that's worth the investment. it worked out to be about $5 per student per year to have the Amira piece added on, which we thought was worth the investment. Um, the other piece is that if we don't adopt it with Amira, any opportunity to get reimbursement from the state would be gone. Um, I'm not entirely hopeful we'll be able to
012get reimbursement from the state, and I'll get into that in a little bit. Um, but we did decide that we wanted to move forward with that piece, but it's a really good question. So you don't have to renew a a subscription or do you need to every year? This you like are my perfect plan for the next part of the year. Okay, good. So A+ students um and so you can see here um I have been working with them to negotiate our contract. These are not small dollar amounts. Um, and there is a shift happening in education and curriculum in my mind where in the what I will refer to as the olden days, you would like buy the book and then you would have the book and that was your only purchase until 5,
013seven, 10 years down the road and then you would want to buy another book. What most of these uh companies are moving to are more like digital subscriptions where you're paying for it annually, right? Um, when we purchased uh our last literacy curriculum adoption, it was like sort of our one-time cost for the materials that we brought into the building and into the classrooms. That is not how this works. There's a digital subscription for a mirror. There's a digital subscription for the actual curriculum. Um, and then there are consumables that go along with it. Um, what you'll see here is, uh, working with the company, they were able to bring my price down. Um, they clearly want you to get into a longer subscription. So, there's a five-year quote and a seven-year quote, and I
014broke it down per student per year to just give us a sense of how much that is. Um, obviously, they would prefer us to get into a seven-year. We are recommending a fiveyear contract at this point. My thought behind that is a few things. It gives us an opportunity and a time for our teachers to really get settled into the program like a one year, three year, we barely are touching the surface. And then if you remember back into our uh curriculum review cycle, I'm trying to sync us up K12. If you know like the middle school with Wit and Wisdom, they are really doing wonderful things with that curriculum. I would have to with a five-year quote here, I would adjust our current um cycle so that they would come back one year and
015so that we could be on a K join the meeting um so we could be on a K12 um cycle next time instead of being like elementary, middle, high school, more disjointed. So I would have to adjust them by back by one year. Um, but I think the data that we're seeing initially, well, not even initially at this point, but the data that we're seeing right now makes me feel comfortable to wait doing that. Um, and so you can see here the you'll note that I did say the cost is not to exceed. There are several consumables. So like if you think of the word like workbook, there are several different workbook packages that they are willing to offer us. Um, you also get when you purchase the um online access, you get the opportunity
016to just print whatever you want, but at the end of the day, sometimes it's cheaper just to buy the workbook printed for you already than it is to like run our poor machines constantly. And so, we're working through which of those consumables do we actually want to purchase from the company? which of those consumables can we pick and choose what we want to print in and what is more cost effective with that. So we have not finalized that decision and that's why I say cost not to exceed because this is sort of like every consumable that we could purchase through them in that quote. Um so it could come down um but we're working with our teachers who piloted. We have samples of all of them sitting in my office right now. We're going through
017like what makes sense. We also don't want to overwhelm kids with like workbooks left and right because that isn't necessarily always engaging either. So that's a that's a really good question. Um you'll note here that it says we'll use the fund balance to fund the program. Sarah Duncan is um going to hop on around 8:30 to address the costing piece. um because and I'm using her words so because we are operating um in a deficit essentially whether we purchase the materials in the 24 25 school year or the 25 school 26 school year we would be using fund balance to purchase those. Um I've been working closely with both Sarah and Jared to adjust a curriculum budget because of the shift in the landscape to subscription purchases. We were incredibly lucky to use our ESSER
018dollars to be able to um fund some of our purchase ahead of time. Like I'm thinking about amplify science at the middle school. We were able to purchase some of our bridges math materials ahead through some of those er funds as well. But we're definitely going to have to work within our budget to allocate dollars into curriculum to fund these things moving forward. Um, as Sarah said during our board meeting, uh, feels like just the other night. Um, it's really hard to predict five years out. Um, and so it's just something that'll be a part of our budget planning process moving forward. Jenny, of these total costs listed, uh, which part of which can you estimate how much of those are the consumables and how much of those are the subscriptions? Is it 80% subscription
019and 20% consumables? A ballpark. I only chuckle because every time I remove one, oops, the deal is gone on that one. No, no, I'm not I'm not saying um don't remove it. I'm saying for our uh understanding of what to approve and when to approve it, and Craig, I was going to circle to you on this. Let's say that if we approved a lump sum 5-year package, but it was $100,000 less, but we knew we'd have $100,000 of expenditures for the next five years. Does that work better for the resolution? does it work better for the program? But then we'd know that we'd have a $20,000 approval every single year because you'd have to buy those consumables, but then it would be underneath potentially the the purchasing uh you know, the approval limit. Or do
020we just approve the full amount now for a 5-year period on a not to exceed? I don't have per se because I've seen curriculum cost us $900,000 for seven years. So it it's it's more or less when they have to go out and buy these books 3 years from now. I don't want it coming back to the board that we didn't that it needs to be reapproved. So either we approve it once now at the full lump sum or we know we're going to sign the contract for the larger amount but the consumables because we may get in and make it out or or we may do it ourselves or we may I reuse. I I don't know how the all those options work. Yeah. So I was just so so I guess in this
021particular case I mean the practice has been that if the consumables were understood that this is what those consumables would be on on yearly basis then yeah we would automatically approve those approve it all now and it wouldn't and then that one come but if it's above and beyond that for whatever above this number right right okay then that that's a different story because you're changing the the plan thanks Craig and I think the way they want to set this contract up, which I appreciate, is you pay the lump sum up front and then what they do is they have a So that's not even an option, right? They have sort of like a digital warehouse, if you will, where I go in every year and I release the materials that I want and then
022they This was like I did a little happy dance, I'm not going to lie, they drop ship to every building individually what you want versus sending up to uh the warehouse and then we go sort where it needs to go. Um, and so that's how this one works. That's very similar to how the science amplify adoption works. But then do you get a refund if you end up not using your full aotment? Well, that's why we're trying to be super careful about which consumables we want. Sure. But they're also asking for a lump sum up front and you know that there's going to be some dollars which you may choose not to spend. That's why we're being really careful about what it is that we use more. And they did say like if your kindergarten
023cohort is really big and then as they're moving up like you can change where those numbers are. So it's not like you're locked into you know 50 consumables for kindergarten every single year. You can flex those numbers um between the grades as needed. Okay. And we did um sort of exact numbers that we have right now. Um, well, as long as you all understand the mechanics of I'll say funding it and getting your product, uh, I just don't want there to be a difference at the end of five years and find out you missed out on $20,000 worth of product and you didn't get your money back. Yeah. So, make sure that there's a a ledger involved with whatever entity you work with. M um because the if Sarah Duncan says we can afford the
024upfront or it's better to do the upfront then she's probably right um uh as opposed to an installment and I don't know what the difference would be if we asked for an installment we'd still be obligated per the contract I'm sure okay um and uh I want to make sure we get to any component of this that Diana wants to weigh in before she has to leave at 8:00 so I'm not saying skip ahead in the presentation or Diana weigh in. Uh I'm just saying I'm going to weigh in now if that's okay because the um awards ceremony starts at 8. So I'm actually parked and and waiting to go in. So thank you so much. Um I just have a few words to say. Uh Jenny did a great job so far with the
025presentation. It's very thorough in terms of everything they looked at. A few additional comments, my own personal commentary. I think these pilots are too short overall. Um, but I'm going based on what I have experienced over the years. Um, they seem to be liking Amplify and they seem to be liking math. So maybe the short is working. I just wanted to make sure I said that. Secondly, um, these have been very datadriven decisions. Jenny alluded to that. She talked about um some of the different components that the pilot group looked at at some of those meetings. I was overly impressed, I'm going to say overly impressed with how that group utilized the data. They dug in to these are the needs. um they took a look at whether it be this doesn't hit this standard
026hard enough or this is unrelatable to kids or a couple conversations based on just different pieces for connectiveness. Um, I can't say enough about the teachers and the energy and efforts that they put into finding a good match for the students of the district in conjunction with aligning with the state standards in conjunction with trying to close the gaps that we have academically. So, I know Jenny is going to go more into depth on all of the other stuff, but from firsthand sitting through these kinds of meetings um with the teachers that are there, I think they did an outstanding job looking through. And Jenny, I did say to you, I had a a hunch in terms of what program I thought that they were going to go with just based on the first day.
027And I have to tell you, my hunch was correct based on where it was. It was just a hunch, but I just wanted to chuckle on that one. So, that's all I got. If you guys have any questions for me before I go, shoot away. Uh, any questions for Diana at this time? Okay. Thanks. Enjoy your uh breakfast and congrats. Awesome. Thank you. Thank you. Hey, thanks. Bye. Bye. Um, one thing I do want to point out is we seem to time our adoptions perfectly in the fact that they're just about to release a new addition. Um, and so we they are working on a um updating to something they're calling version three. Um, that is what they brought to the state to have approved. Oh, I'm sorry, Craig. You have your hand. No. Um
028I I wanted to give respect to Diana to make sure she got her questions asked. But um uh I did have a question about um the digital type of format. Yes. Um so what is to prevent let's say uh the curriculum that we approved like this was let's say today uh obviously it's not today but in future what's to prevent that the um the company that's putting out the curriculum to change that curriculum in in such a drastic fashion that it's nothing resembling what the curriculum that we proved today. I mean, if uh if they've put out several different versions or additions to that, what's to prevent that from happening? I almost wish I would have let you ask that question before I tried to talk about version three, Craig. Um, we were working closely
029with them about the change in the adoption. Um there's a different so HM in reading tried to have their curriculum approved through the ELCC and we could again go on for hours about this. They were adopt they were um putting forth version two without a mira um standard put forth by the ELCC. they did move into version three and the changes that they made is they wanted to streamline it for our teachers. Um, version two, if you want to use the what they call structured literacy approach, you're using like several different resources to pull from. What they're doing with version three is essentially taking version two, structured literacy, and putting that into like one set of materials. Um, another piece of feedback that they got was that the writing at the kindergarten level was not
030the strongest and so they have updated the writing there. Um, they we did do a deep dive. The Spanish language materials are not being updated. So that will still be version two. Um, we have the um we have access to the version three pieces and again the main changes is that they're streamlining that structured literacy piece. there was a focus on social emotional learning on the version two piece. They did remove that from the teachers manual portion of it. Um that will still be accessible to teachers in the online portion of it. Um but most of that that social emotional learning piece is about like preparing yourself to be a learner for uh the classroom like what does it look like to be prepared to be a literacy learner and pieces like that. But to
031Craig's point, what if can they change content in inside of version three while version three moves from year one to year two to year three? I mean, it does one word change, does one sentence change? Does one lesson plan change? They still call it version three, but you print it out one time and you get one piece of information and then they improve it because well, there was a typo. I mean, but but what type of notifications that I'm understanding this question properly? We're not talking about a cartwan total revisioning of how we're teaching, but slight changes or edits or additions. Um, what's what's the do they send out new releases when we're on version 1.2, 1.3, 1. This case 3.1, 3.2, 3.3, uh, etc. If that captures a little bit, um, it's it's a
032situation where like traditionally if you're approving a textbook, that textbook's not changing. It's static. Yeah. Yeah. And and in this particular case, um some other educators might actually feel a little bit jaded about um the the way that we went from a three queuing system to um you know, the science of reading in the sense that hey, we were told that this was such a great thing and now now this is actually very different. And as the curriculum evolves, uh, you know, and you look at the the the AI component of asking children questions and stuff like that, what if that changes too? I mean, so there's a little bit of discomfort and a little bit of uh skepticism towards the industry uh specifically towards literacy right now. Um, I want to just make sure
033that when we make an approval, it it makes sense because this is this is what we've this is what we want to embark on, you know, and and I'll say, Craig, I mean, I I understand the point and appreciate the comments and I'm trying to if if the entire industry is going to subscription base, right, unless you go get my third grade textbook, which maybe I kept, okay, but my point is that I don't I don't know how we ever go back down that that path to do what we feel more comfortable. And I'm not disagreeing with you. I'm saying I'm not sure what the answer. It's a It's an open-ended question. It's a good question. I I don't know if it's anything that anybody in this room can do about it except for try
034to manage it. Um but unless there's uh something else you're thinking of. Well, I mean, is there is there uh and this might be a function of the board at some point to say, "Hey, um it's a good practice to review this particular curriculum to see if it's still on the same uh course that we initially set out on." Yeah. Um and and and I guess that I well I I I like that statement that if if there is a team like this Jenny that makes a recommendation, how often do we reconvene those members to evaluate revisions? Not I'm not talking maybe major revisions, but the people who approved it and recommended it to the board did the most research. If there are changes and it jumps from 3.1 to 3.2 and now 4.0 No.
035Um to Craig's question, um I don't think it's something that the board will never get that deep into the original approval that the entire team got into aside from Diana. But is there an opportunity for that team to reconvene at later points in the event there are, for lack of better word, major revisions and and or has that become too ownorous or do we not get a update of what those changes are? uh do do we get like a bulletin of what's changed when they come up from version 3.1 to 3.2? Do we know how that gets we get notified of those things? Sure. So when we um when we order the materials like the teacher materials are printed, right? So like any major change, we would have to be purchasing like updated teacher materials.
036when they're making minor minor revisions, I believe they would let the districts know like here are what the minor revisions are and I believe they would be edits. I will be honest with you and tell you that it is a probably humongous investment on their end to be making major changes and so I don't think that they're really motivated to be making major changes. I think they were motivated in this case to make major changes because they wanted to get on that ELCC list, frankly. Um, and that is not just Wisconsin. I mean, ELCC is specific to Wisconsin, but the whole idea is nationwide. Well, don't don't get me wrong. I think that I think that there's got to be some flexibility to be able to make changes as we discover like what's more effective
037and and what's going to be Y, you know, but yeah. So I just but if we're deviating too far in a direction. Yeah. And what I will the analogy I can kind of make is going back to Bridges like we adopted Bridges 3 which is interesting. I guess third times the charm for all of these curriculum, right? the Bridges the company um they're continuing to support Bridges 2 like for like seven more years as districts are going through their process to determine are they going to adopt Bridges 3.0 Oh, and so my assumption would be most companies will do that. They're going to maintain and support like the previous curriculum as they are moving on to the newer edition. My thought is there's not going to be a whole lot of motivation at this point
038to make changes to the 3.0 for this because they just got it approved by the ELCC and I'm assuming that's happening across the country as well. um they're not these companies aren't usually like quick to like throw everything away and like start from scratch unless there's like some sort of major change across the landscape. That being said, if there are changes, like I think the director's report is a perfect place to say, "Hey, here's the bulleted list that they told us the changes are." Um, you know, it'll still be based on the Wisconsin state standards. So, I'm happy to update folks as we work through that process. And I I totally understand the concern and the question about that. Um, and it's so it's just making sure that I'm in touch with the curriculum company.
039Um, and trust me, if they update, they're going to want me to buy more things and so they're going to Lori, that's right. Go ahead. Um, I know you said that the Spanish version is staying too. Will that cause any kind of difficult, you know, still pair together? They'll pair. Okay, good. And really with like the Spanish phonics like that's preset. So those materials will not change, but they did assure us that it will still align with the English. Perfect. And Craig, if you have I'm gonna ask just to hold the questions just just to make sure Jenny has an opportunity to finish the rest of the both the presentation as well as the request for a resolution just so we can actually make a recommendation here. We can still discuss it more, but I
040want to make sure we get through what she wanted to get through. Yep. And so I just wanted to point out that difference between the version two and version three. Um the streamlined approach that like I said there was a social emotional learning strand in the teacher guide of version two. They are pulling that out of the teachers guide. They're just moving those materials online. So that is no longer part of the teacher guide piece, but the teachers would potentially still have access through the online piece. It's not an integral part of the curriculum piece. Um, moving down to the how. Um, just looking for a full board resolution if the committee is comfortable for March of 2025. um if it were approved in March of 2025, what we would plan to do is start
041our professional development in the spring and continue it through the 2526 school year. Um with the quote, we have some professional development included in there as well. Um we would plan before the end of the school year to do a two-hour online session with our classroom teachers. um just the getting started piece. We will not have our print materials at that time because version three and they won't start printing those until this summer. Um we would work for a uh full day inerson professional development training before the start of the school year. Um we're kind of working on two different options. One would be budget neutral where we would swap a professional development day for our teachers. We'd like offer Hey, I'm making these dates up because I don't have them in front of me.
042August 5th, come in. We're going to do the training. So, you'll have your materials. And then the March of 2026 staff development day, you're swapping those two days. That would be the budget neutral version. The not budget neutral version would be we would pay folks uh their curriculum pay to come in for one day in August. Um and then we would still be able to maintain that March professional development day. Again, that's a budgeting piece that we're working through with Sarah. um and whether or not that fiscally makes sense to do that piece. Um we have additional coaching days throughout the year and then something they have that they call coachly licenses where we would have licenses for these folks and for myself where we would have access for ongoing support with an expert with
043the curriculum. And so, um, these folks will be sort of our boots on the ground coaching our classroom teachers on the implementation, but then we would be able to reach out to professionals in the company to say, "Hey, we're stuck on how to best, you know, implement this component in kindergarten and then they would work through those pieces with us." We've been talking a lot about the assessment piece um and how we can maintain data points from pre-adoption to post adoption because we think it's really important for us to be able to compare like a before and after. Um we're looking at maintaining obviously forward um that's probably more up to the state than it is to us. um using that Heggerty assessment which is that phenemic awareness assessment and again the assessment uh calendar
044has not been finalized but obviously also Ames web plus we do have good pre- data from this uh winter um and so that we'll work with Chris Mallaloy she's set up like a whole template of what we're looking at before curriculum adoption and after curriculum adoption to make sure we're accelerating our student learning and if there are areas that are lagging team um so we can address those pieces and then using that data gathering process and then as I had mentioned previously that uh adjust that curriculum review cycle by one year. So um I think that are the those are the main pieces that I wanted to touch on. I'm looking at the four of you to see if I've missed anything. Um we do have some additional work. We were hoping to find a
045set of materials that would have 4K materials right in them. This is a kindergarten K5 program and up. It does not have the 4K materials. Um we did do a site visit to Whitewater. They are using the materials right now. They've done some extensive work with 4K and how they're um implementing it in 4K. So, we would have some work to do to sort of figure out how we can change our 4K programming to support the program. And then, um, multi-age classrooms present a bit of a challenge as well. And so, working with those teachers to figure out what our scope and sequence would be there. Um, and then that moving that ELA review cycle back one year. I believe those are the high points. So, I'm going to go take a peek at my
046presentation if anyone else has any questions as I'm looking at that. Um, sure. I'll ask one before we go back around again. Um, with act 20 with the the need to move to phonics based it it let's just say that well what is our timeline to do something different? So the way the state law was written was that three you could not use three queuing starting in the 2425 school year. So the current school year and so our coaches worked very hard with our to scrub it and change it. Correct. So I feel we are in the clear with that. However, I do think that the data showed us that there are some things that we could do to improve upon. Um and so that's why we moved forward with this. Okay. and our budget
047uh had act 20 not uh impacted us or never been passed, written, whatever uh implemented, where would we have been on that cycle without act 20? Would we have been more or less in the same spot at looking at new curriculum or not? I think without act 20 what would have happened I'm projecting is we would have probably sort of jumped on where we were with wit and wisdom for the middle school and followed where they would have been at at seven years to help us and I believe they're in like oh gosh they're either in year three or year four of implementation so we probably would have been maybe like two more years out from our data analysis piece so We're probably two years ahead of where we would have been, okay, with that
048and and therefore this this expense is being generally pulled up two years because we would have adopted something akin to witten wisdom had act 20 not happened but it probably been two years from now but the cost wouldn't have been there that the cost would have been almost the same maybe even more. We don't I don't know what that would have cost. I just want to understand the impact of let's call it unf unfunded mandates on the school district to make significant changes to curriculum that aren't budgeted and how that impacts our cycle of expenditures and the fact that we have to do it at some point. Um it we just may have to pull it up a little bit if I understand this correct. I would agree with your synopsis. Okay. So Sam or
049Lori anything Craig fire away. Okay. So, uh, I I wouldn't be able to live it down if I didn't ask. I know where I know what you're gonna ask. I bet. Um, fourth and fifth grade obviously are probably more a little a little more advanced than probably some of the more mechanics of reading in, you know, kindergarten through third grade. But how how do those grades align to six through eight? Yes. Yeah. Good question. And I do want to point out Whitten Wisdom was on our original list that is on the approved ELCC list was a set of materials that we looked at and I think um as a team we were sort of like internally like saying hey this would make a lot of sense. There's been a lot of success up at the
050middle school. Um at the end of the day however Whit and Wisdom just did not fit the needs at the elementary level. Um, part of what we wanted to do was align that early literacy piece. And what Whiten Wisdom was is doing is working with other companies um for that early literacy piece. So, it was still two different resources in addition to Whiten Wisdom that you would have to align to make it fit. Um, there was also not uh the Spanish language materials. Um and so that would have been a challenge as well for our dual language program which we saw at the middle school and actually kind of realigned what we're doing at the middle school with our dual language program as a result of that. We was also um written wisdom ended their
051phonology morphology orthography lessons at third grade. So we would have had to purchase a separate phonics issue for fourth and fifth what we would want with the system. Does that does that answer the qu does does this dovetail with witten wisdom? Does that answer the question adequately? I was trying to get that. Bring it home, Jenny. 45 minutes on the clock for this one. I was gonna see if we I was gonna see if we were I was going to see if we could do it. Yeah. But it is incredibly important for us to feel like we're supporting the work at the middle school as well. We had a lot of our four or five teachers pilot these material. And what we heard time and time again was the focus on the grade level materials
052was different than our current approach. And so all of our students are working at grade level materials. Close reading is a big piece of that. The vocabulary is a big piece of that and that aligns really well with the wit and wisdom piece and what our teachers are doing up at the middle school. So though it is not witten wisdom they felt very strongly that the the approach that interreing is using will feed well into the work that is being done at the middle school. So I appreciate that you brought that up. Can I chime in too please? The writing piece is written um into reading aligns with the reading writing piece aligns which I think is also um how written wisdom works. So they would be transferring that as well for writing connect. Definitely
053get getting those kids to a point where um you know there's there's less reteing happening at at that transition point is definitely a good thing. Thank you. Now I'm done. what she's going to ask. Um, is this something that fiscal has already know we've been kind of talking the fiscal but I didn't know fiscal needed if they've already dug into this. Here's going to be my answer on this and and uh we got four board members present in which case we can agree to I don't say not agree to disagree we can agree to do it differently. Uh just because a number is higher than 20,000 doesn't mean that fiscal has to look at it. It means that the full board and if Sarah as an agent of fiscal knows that it's in the budget,
054it's something that would be presented to fiscal but not something that fiscal as a committee would weigh in on, right? Um but then the full board as a full board would vote it and and understand the financial implications, but I don't think that fiscal would have to look at it independent because Jenny would have already talked to Sarah about it. Perfect. So that's the way I wasn't saying it needed to. I just didn't know. You know, sometimes fiscal does the deep dive of that part. We don't at this level. So, I just wanted to make sure. No, it's a good question. It's just that one that keeps on coming up and there's always that gray area and the handoff between certain decisions and and who has the final say when it comes to spending money,
055whether it be hiring or uh uh curriculum or buildings and grounds. And I know act 20 obviously Sarah has been already figuring this out knowing that act 20 and what the impact going to be on that. Okay. But good question and and once again if I if there's other board members who think we should do it differently, let me know. I don't I don't really have board and then that question be like well you know fiscal never really you know that's all. Yep. Good. Um anything else? Um, and then so what's your punchline? I see on the presentation on page 14 of 17 is the cost proposal and it said administration recommends a 5-year contract using fund balance either in the 2425 2022 is the cost not to exceed and if you're going the five
056year it' be 524987 and so I was just wondering is that going to be the resolution that just one more up above that is is any resolution that we would put forth to the full board be more or less a combination of information on this page. Is that what we would be? And then of course name the program in this resolution as well which the resolution is not on this page but you understand my point. Yes. I mean excuse me that the program isn't on this page. Um but that's what if you are comfortable I would put a resolution on the March Yep. board that would say adopt HMH um cost not to exceed that dollar amount for a fiveyear contract. And I would say also including the fund balance that you ultimately decide to
057use. Yeah. Um in that did you you said something earlier about money back. Did we hit on that or am I missing something? So, as a part of act 20, there were dollars allocated to um there were dollars allocated where anything that got approved on the ELCC list, uh districts could apply for up to 50% reimbursement. Now, my understanding it would be any of our K3 materials in English. So, I don't believe that our Spanish materials could be reimbured. I don't believe our four five materials could be reimbursed. There has been some I I haven't even been following it, but I know that there is a specific court case as it relates to Bill Power and whatnot. Um, where those funds have not yet been released. I did over the weekend get an email saying
058that DPI is going to put out a survey, an application for districts to apply for these funds. If these funds aren't released by June 30th, then essentially they go back into the general budget for the state. So, um, if we're going to go back to betting, what are the odds that those funds will be released before June 30th? I am probably not holding my breath and neither is Sarah, but we will certainly if the board approves these, I will certainly make an application for those funds. Um, whether or not those will become available, I'm not. Great question. It's also contingent on how many districts apply for those grants. So yes, it could be up to 50%. But if 400 school districts in the state apply for those grants, which I imagine, I don't know why
059they wouldn't. I mean, let's be real. But yeah, with everybody else who's changing curriculum at the same time, the pot of money gets smaller. Yes. Thank you. Okay. Um, I'm comfortable with that resolution being put forth. Um, but uh any additional discussion on this uh topic? Sam, Lori. Okay, Craig, thanks for your participation. Yeah. Um, the only other thing I only other question I have is where can one find out more about the content? I see the um scope and sequence that's indicated here. Um is there a sample of you know like particular courses? I absolutely I can if you are interested we have online access to everything. I can sit with you and work through it. I have a list of all of the literature that's included in the program. I have samples of
060all sorts of stuff. Can you include that in the minutes? Is that adequate or I mean he she can send it out to the full board or you can just include it in the minutes that says this is sample content or or full content. I mean obviously they're not going to give it all away. It's not it's copyrighted. Yeah. It's not open yet like the high school math where I can do that which I actually much prefer to be able to do that. Um or at least the information that your team had to review if Craig wants to see it. I'm happy to do that. Y okay because your team obviously you got to deep dive into that stuff. So that's probably available if not electronically it'd be available uh on paper. Craig, great. Thank
061you. So, stop by and see Jenny or I don't I don't think you can probably email it the heart. Yeah, I will work through how we get access to because it goes through Clever, which is the challenging thing. So, we'll we'll figure out that piece, but it's not impossible. Um, and I do have like a list of all the literature. Um, and Diana may have a login. You can steal hers. There's a couple of different ways to I didn't hear that. No, I'm just kidding. a couple of different ways to log in and the wave truths lever is the way where you get the deeper dive access to it and so how we're going to get that I'll figure that out figure that out perfect okay okay uh back to the directors first of all
062uh thank you all who were participated and I would be remiss in not thanking our teachers who were like thank you you guys hundreds of hours our teachers who like the week before winter break we're learning uh the materials. I guarantee you they spent their winter break doing a deep dive so that they were ready after winter break to do their pilot. I appreciate Diana's feedback about our pilots being short. Um and I understand that feedback and I think can work through a process. Well, there's also analysis paralysis. I mean, what how long do you have to pilot something before you're comfortable making a decision? I'm not saying five weeks is short or five month is long. I don't know what the sweet spot is. Yeah. All right. back to the director's report and thank
063you guys for your feedback too. Um I do want to give an update and I want to do a better job of being an update before our staff development days at Ed services about what the content is that we are covering. Um at the high school level it is uh the end of their trimester. So it is a teacher work day for them. So they we do not have professional development planned for them. Um at the middle school the content areas are spending time together um in the mornings. Um, ELA is spending time with uh with wisdom planning and preparation and then doing some training. Um, is uh like the online assessment and um practice piece. Uh the math team is spending time with Molly which is our consultant from CISA to continue their work
064with their curriculum development. Science is continuing um work with amplify alignment in their curriculum preparation and social studies is working on uh standards uh updating. They did go through a process 612 where they were looking at the standards in any areas that um were not addressed and so now they are spending some time implementing the areas that were not addressed into their curriculum. So they're working with our social studies consultant to do that. And then in the afternoon, all RMS staff are doing forward proctor training. So I'm sure they will be the edge of their seat for that. At the elementary level, the teachers um are doing an hour of rooms training, which is our new uh our new communication um tool. They will have the pleasure of spending an hour with me reviewing what
065we reviewed this morning. Um so they know what our next steps are with our curriculum. Um then they will be doing two hours with the keys to literacy which is that science of reading piece. They have two hours on their own to do the module work and then they have two hours with their coaches to do uh the facilitated session with that. We are so close to finishing that up. We will be finished by the end of the school year which is super exciting. I know when we embarked on this a year ago it felt like it was a daunting task but um I think it has gone incredibly well. And then 4K again they'll spend an hour with me with a literacy update and then they are doing something called keys to emergent literacy
066training and so it correlates with the keys to literacy training. They've been doing that all year. Um and then they also have their nose training and set up uh on Friday. So that is what is on the docket for Friday. And then the last piece is I um asked Kayla to come join us. Um, as you remember, Kayla is um in a new position this year as the early learning systems coordinator. Um, and she is the position is grant funded half through the foundation and half through some dollars from the state. Um, and so we are meeting with the foundation to just give them an update about the work that she has done this year. Um this these key roles and responsibilities come straight from the uh presentation that we shared initially when we were
067working through the process to approve this position. Um so kind of having four key roles, four or five key roles. Um and um we will be meeting with the foundation later this month I think soon actually to kind of update on the work that Kayla has done. So, Kayla, I'm going to just turn it over to you to kind of update the progress that you've made in the position. Yeah. So, the first area of focus was um putting together a kindergarten readiness data team. Um so, we've we've put together a team here, some um folks from the foundation, some from the district. Um we're meeting monthly and kind of going through what data points do we want to have for our 4K into kindergarten um as they get ready for kindergarten. So, we've kind of
068put together a whole table of different data points we could collect, but we have narrowed it down to our ASQ screener, which is currently being given to our parents um of our 4K students in the fall fall. We would like to continue and have that also given in the spring. So, we're able to compare students where they come in in the fall and where they exit 4K in the spring just to give our kindergarten teachers a little idea of who's coming into their kindergarten rooms. Um, we're also going down the Ames web assessment route with our 4K kiddos. Um, we are going to continue our Heerty data, uh, knowing that we want some data pieces, as Jenny talked about earlier, um, some data pieces that we've had before in the past and want to continue
069with again in the future so we can compare our subgroups of students. And then our ongoing discussion around other data points we feel are important. Another area of focus is going into the classroom as a coach and working through our teapot, which is our observation tool of our 4K teachers. So, I go in in the fall and um complete a teapot assessment or observation. Um I sit down with the teachers individually and create goals with them and then work through those goals um during 4K staff meetings, um going into the teachers classrooms in the morning and meeting with them individually. And then coming this spring, we sending out an email setting up some teapot observations for the spring. And then we compare our data. So we had goals in the fall. Um how did it
070go in your classroom? What did you work on and where are you at in the spring? So kind of comparing for the teachers um what progress they've made. Um and they work through those goals and action plans throughout the year as I had mentioned as well as during our 4K professional development days. So we've had um pair professionals coming for our profession professional development days as well um and doing some training with them on the pyramid model and what their teachers are doing in the classroom. So giving them some background and knowledge on what pyramid model is as well. And then an area I'm super excited about is our little goings program. Um this is for our early childhood classrooms. we were able to pilot this program and get something started on February 3rd. So,
071we have um a screening day where we have our families from the community sign up to be little guzzlings which are typically developing three three and four year olds who are not 4K eligible. They're coming into two sections of our classrooms, one at Webster and one at Douglas in our early childhood rooms. And um they're coming in as typically developing kiddos and working with their early childhood friends and helping everyone gain social skills and um interacting with each other. And so far it's been super successful. Our teachers, our therapists in those classrooms um have nothing but great things to say, as do I. Um so as I said, we kind of piloted that in February. We have that going um but it is expanding. So we have another screener coming up to expand the program
072for April starting into June and then we also have a screener for a 2526 school year. So those enrollments are so that's been great. Then just a couple other updates for you. Um through Pyramid Bottle we currently have our family engagement survey happening. So asking our families how they feel about our Pyramid Bottle and our 4K classrooms. Um so those um data points are coming in for us and we'll review that at a staff meeting um in April. Um I was able to attend a pyramid indivi individualized intervention for behavior screening um excuse me training and that focuses more on our tier three behaviors in 4K. So, we know we have some little friends coming in with some behaviors and f focusing in on how we can really um get those behaviors under control before
073these kiddos move into kindergarten. Um I've been in the classroom lots with our 4K and EC teachers just being present and being visible for them and helping them with any of the problems that they're um that are coming up. And then really focusing on enrollment. So, how can we get kids to come to Bor in our district? So, I've made some connections with um Stephanie Curtis at Watertown Family Connections. I'm also now on their board um and have been working to head to the library and meet some of these younger families and see if they're interested in coming to our Little Gaslings career model programming or um getting them into the our buildings as however we can really focusing on um our kiddos with special needs, our ML families and typically developing families. So yeah,
074just being out and about in the community and making connections with families. So all good stuff happening. Um I totally appreciate the support and I know our teachers have said that too. And all of the action items are very data driven like having done a deep dive as to like what do we see? What do our needs are? And that's where each one of these action items came from. And I'm excited to do a deep dive into the data and the after to be able to support that. Um, just getting into every single one of our 4K classrooms to do that pyramid coaching is huge. We've never been able to do that before. The Little Gling program is absolutely amazing. It will um I know we'll reap benefits from that and we'll see that. I
075know that's the big work out of the special ed department. I'm I'm super excited about those pieces. So, thank you Kayine. We wanted to update the uh foundation. It remains felt like we wanted to update the board before we did that. So, questions. Yeah, two questions actually. We keep talking about the foundation. We have several foundations that seem to help serve the school district. Are we talking about Sorry, Greater Watertown Community Health Foundation. Okay, thanks. Uh the other question is, uh there's a lot of talk about the pyramid model. Um how can I find more about more information about that? Absolutely. We can send some stuff your direction. All right. Um Sam or Lori questions? No, I was gonna ask about the pyramid too. Okay. I appreciate um the presentation from last month was I
076don't know if you probably can't see it, but you know what it is. Um so did because I didn't put that together. You did. Uh so um this has kindergarten uh students below the 25th percentile was at 35%. And Kayla um I don't know if this is the first time it says we're using Ames web plus by NCS Pearson yada yada I don't know how you're measuring it. Uh was this the first data point in February that we had access to this information? I know Kayla's position hasn't been around that long. 4K has been around. Uh obviously I I shouldn't say obviously. My understanding is you're working on that that group that that kindergarten that prek that the 3k etc. Um, do we have anything yet or that that correlates to your efforts uh from
077where we were where we're going or and and even if I'm wrong on that entirely what is the tool that we're going to measure it I guess is the other way to ask it if we don't already have it right what is it so in the past we were using PALS which was dictated by the state okay um PALS was discontinued as a being published alto together so there was this little lack year in between there. So that's when we started using Hegardy and we just also use just a simple like how many letters do you know how many sounds do you know kind of screener okay with the passage of act 20 um Ames web now is a required screener for 4K but the first initial assessment is not till this spring so even
078so everybody else had to do a February testing 4K they said you can start this spring and then the fall will have data as well as the spring. Okay. And ta in your interactions with these uh early gzlings or whatever the title was, we don't have the ability to anyway survey test the kids that you're interacting with until they actually enrolled in something. Correct. It's not like you can just pick a kid off the reading mat at the library and ask them to take a test. I mean, so we we don't really have I guess I'm trying to get to what's the baseline. That's a great question. So, we have our screener days. So, anybody can enroll in the program. Okay. And then what the screener day is is a mock classroom day. So, we
079have some of our early childhood friends in the classroom and then we bring in our families that have enrolled. We also use the ASQ screener to screen in or out students based on their score on the ASQ. So, we have a rubric we go through as the kids come in. We have our early childhood teachers, therapists, myself in the classroom, and then we just watch how they interact with the early childhood friends. And then from there, we get together as a team and talk about which kids will be a good fit, which ones might not be a good fit based on our rubric and our AS ASQ scores. And then from there, I reach out to the families and say, "Yep, your child is a great fit for this program." Or, "Hey, they're not right
080now." Another good thing is we can catch some kiddos who might need to come in and be a part of our early childhood program. So, it's a a way for us to catch some friends that might give off some red flags as well and get them into our programming. So, either way, um yes, we can go down to the library and have those conversations, bring the kids in and then determine where they're best fit. Okay. So, the answer is we will have data, but we don't right now or or we expect these numbers. I mean, it's very difficult for us as the school district to improve pre kindergarten reading literacy and and yet it's incredibly important to the success of them and kindergarten first, second, third grade. And so knowing where we were and where
081we're trying to get it, this is a the data point from February was great. I I think that this is a good program. Just trying to understand how we're going to verify that and if it's not working, what are we going to do differently? And that that'd be the other part. Okay. Um, again, Lori Sam Craig or on the PD, which we kind of skipped over a Q&A on that if there was any questions on the professional development. Go ahead. Great. Um, so I know you touched on I know it's kind of complicated issue and like uh when when you do have a child that happens to need a little bit more attention and it might not fit, you know, moving forward yet, we know at some point we're probably going to end up having
082to serve that child. Uh what um what steps can we take to to try to help that child along? Absolutely. So that's why we also have um like the early childhood teachers and the therapists there and and myself to have some conversations with these families too like hey here are some services that could be offered if you'd like to come in for one of our screening days with our early childhood team to come in and just see are there services that you need is there something that your child needs further and and is is there something that we can do at this point to help them out. So the one thing that we cannot do is we cannot provide specialed debacto. So they have to qualify through a comprehensive evaluation for those services and supports.
083And when you have a student that perhaps or a child that's on the fringe, right? Not quite going to qualify, but not quite ready to be a peer model for those who already have. That's where those conversations of here are some options that are out in our community. Here are some steps that you can take. here are some practice tools for you to use at home. And that's where that piece of communication and partnership with families is so important the younger we go, right? So early intervention is always um a huge part of this type of programming. Well, well, especially behaviors. If you can catch some behaviors and be able to, you know, try to um encourage some positive uh development in that area, then we have less issues than hopefully. Yeah, we've really found
084that getting them into 4K is such a huge deal to help with teaching them here's what school is, you know, and get some of those things under control before they do move into the kindergarten setting. Yeah. Um you're right. Okay. Uh, thanks for the update, Kelly. Okay. Um, I think we're ready to move on in the agenda to where do we go? Find my tab that's open with not a presentation. Here we go. Action items. Yes. So, the one action item I have is the uh literacy adoption piece. I will also make sure that I get access for Craig on the uh HMH into reading. And then Craig and Lori were asking for more information about pyramid model, make sure to get that sent over to you. Yeah. And and on those um if it's
085if it's something other than inviting Craig in the office to have them look at paperwork, if it's something that it's going to be available, please copy everybody. Y just so that hey, here's a question that came up in ad services so that all board members have it. Otherwise, if it's a specific ask that has to be visited, then obviously that doesn't work. Um but uh I don't want it to be um unavailable unless it's unavailable if that makes sense. That makes sense. Um so once again that was the resolution and then there was some pyramid information and then the HMS is it HMA is it the Her Majesty Secret Service to ship isn't it? The HM HMS what? Yeah. Um her majesty service HMS. Um, okay. Uh, yep. I'm I'm good with that. Okay. Uh,
086future agenda items. So, I guess I'll ask the question, but it should just be queuing you up. Um, for other ed service members, what we've been trying to do and and uh other committee chairs trying to find a repository for all action items from all committees and this future agenda planning has is a default on board docs. And uh so I asked Jenny to go through some of our past meeting minutes and place them here and they stay there until they get consumed. I know Jason, you and Diana have come up with a similar way of of doing that in your your meeting minutes. And I didn't want to do it in meeting minutes. I wanted to do it in board docs because then you know you can always go find it and any board
087member knows where to go find it if we put it there. I'm not saying this is the standard uh Greg for when you're running policy or Diana who's no longer on, but it's a convenient spot from my perspective uh regardless of how the minutes are typed up. So, at a minimum, this should be some of those action items from past meeting minutes, Jenny. Yes, that's what Yep, that's what we And then there's at least one on here uh that got added recently due to a request by uh uh Lori and that was the uh human growth and development. Um and that's added on the end here. Um so I'll I just cued that up for the people in the room just to make sure I'm on the same page and Jenny you don't have to
088uh reexplain it unless I was wrong entirely. Exactly. Okay. And Lori, to address your question, I know you had been sent an email. There is a specific policy about human growth and development that I think will be the natural opening for us to have that conversation. Um, it is definitely a conversation that I agree with you that we need to have. Thank you. Okay. So, um, and again, if, uh, Jenny takes her three action items from today and and, uh, rapid fire is the answers to all of them, they wouldn't show up on the future agenda item. U,, but we know that we have, uh, we know that, uh, Fred and Jason Whitaker are going to do a little bit of work on summer school, so we're going to accept expect an update um, soon.
089I know they talked about it coming out of the board meeting in February. Uh they were talking in the parking lot about getting together to put that uh work on that. So um I guess if anything on this uh Jenny, we should try to get more dates associated with these. I see some of them have dates, you know, June 25, spring and 25, etc. That's great. Uh but the ones that don't, we should try to get dates put in there so that we don't let them just continually stay on the list forever and that we have some auditability to it. Perfect. Thank you. Okay. Um any additions to the future agendas that we anybody remembers that we missed or uh items uh further additional or questions about what these items are. Yeah, I did uh
090bring this up and I know that you sent me an email about that. Um, and I wasn't sure exactly what we were looking at there, but as far as kind of the way that services were administered, I really wanted to have a discussion about that proposed uh that proposed survey that was going to go out to the students uh from another district. Um, I was looking to talk about that today, but I suppose we didn't have time for it or Well, it's Yeah, and I'm not disagreeing with you on that, Sam. I'm still trying to figure out I'd like to have that conversation as well. And I was just wondering if it's ED services or should we put on the full board meeting to have all nine members weigh in because it wasn't really an
091ED service survey which I'm but maybe or was it I I don't Yeah, I don't I don't know which committee. Ed services seems to cover a lot of ground. It's the reason that I thought it would be the most appropriate place. If we're wondering about the wording of specific policies, I think that would make sense to talk about it at policy. But if we're talking about generally how we address that, I think that starting at a committee level is always a good way to go instead of going right to a board meeting. Um, and then, you know, you have an opportunity, you can bring it up on a later date, can shuffle over to another committee if it needs to, if it if you find out there's some other things. I thought ad services would
092be a great place to start with that. And, uh, my only my my I'll say limited discussion on that topic. Um, last week had to do much more with the tactical as opposed to the strategic. uh as far as what's out there, what you know, pull it back, etc. And I think that was on Wednesday or Thursday, in which case I'm not sure if this agenda was already posted. I'd like to talk about it at depth, but then at the same time, I want to make sure I understand that what the questions were and and so we didn't have the ability to frame those questions yet for today's discussion. So, if there's a way to uh frame that, I think that we could get it on next month's agenda and make sure that we have
093the right people in the room, whether it be Jason or Jared or Jason Whitaker or how this request came in just so that we understand the flow of information. Uh because I know you wanted to talk about it, but I didn't know which aspects and I didn't want to be answering the wrong questions or didn't want the staff to be I don't have any answers. I didn't want the staff to be answering the wrong questions. So, is there a way that you can I but this is just a hypothetical. Are there additional specifics that you'd like answered or discussed or how should the presentate how should the discussion go in April to address just an open-ended how do we receive these requests? How do we process these requests and who survey or audits these requests?
094Yeah, I guess what's the what's the procedure by which we go about approving approving them, implementing them and uh and uh informing parents, I suppose. Okay. And those and again kind of ties in with policy, but I think that there's a lot of what goes on is governed by policy, but the particulars of it aren't necessarily uh specified in policy all the time. I think a lot of that is kind of an administrative role. Uh, and I think that if we're, you know, if we're entrusting responsibility to the administration, I think that there is an importance of having clear direction for the administration. And it seems like in this case, maybe there wasn't very clear direction. I don't know exactly how to phrase that. It seems like there was a misunderstanding of how parents would
095respond to that sort of thing. Okay. Um, on some level and I think that would be really important to discuss that so something like that doesn't happen again. Okay. Perfect. And if you and Jenny, if you weren't writing really fast or you're not a stenographer, uh I can send you an email. Yeah, you can you can either go back to the recording, but I think Sam summarized it very well, uh with what the discussion should be be about. Okay. And and so if there is a team, and I don't think it's going to be the teachers, it's probably going to be the staff, senior staff would likely be the people who'd be in the room for that discussion just so that we're all on the same page. if it does need to dovetail into a
096policy or an administrative guideline, then we'll have good marching orders to set a policy to start feeding them information that might help them out. Uh, and then yes, Sam, if you could repeat that in an email to Jenny and Jared and myself, that'd be great. Definitely. Correct. And I'll be honest, I Oh, I'm sorry. I was looking at my list of uh future planning and I think I sent you the email the same day I put this out and so I did not update that on future planning. So, so two things. Uh I think that particular topic was in relation to research um like the research policy that our school district had. But also um uh keep in mind that uh this is just kind of this kind of came up in the natural um
097uh timing of the Neola uh review process, but this is there is a survey uh policy up for review at the next policy committee meeting as well. Which policy does that do have it? I don't know those numbers. Thanks. Okay. So, but I guess I'll say then Sam I don't want to say contingent on what policy discusses, but uh I don't want to be uh having two uh committees working on the same effort. U but if it doesn't come up, Craig, on policy next week, um or or uh Sam, I guess would be to not only copy me and Jenny and Jared, but then also Craig if you're not going to be able to attend policies up. so that he has your um understanding of what what you'd like uh influenced into the policy that
098he's reviewing. Uh that'd be a good one to copy Craig and myself as well as Jared and Jenny so that they understand how to present on it and rally the troops. That'd be appreciated. Definitely it's the new policy 2416. Thanks Craig. Okay. And I Yeah, thank you. Yeah. Um and uh yeah, good job, Jenny, on the future planning. um section of this [Music] um anything else? Okay. Well, this is the end of the ED service group as it stands for the past year. So, Sam, Lori, Craig, thank you. Uh I guess we'll be a new team in April, right? It is March. Yeah, but is it after? It's after That's right. It's after the board meeting, right? So, not quite yet. We got one more. Maybe not. Lori, I don't know. Lori gets to come
099and when you have an obligation to be at Ed Services in April if you didn't get reelected on April 1st. Until you get seated, sworn in. Till you kick me out. Okay. Maybe you will. Okay. We got one more. We got one more with these smiling faces. Okay. Uh great. Uh meeting adjourned at 8:49. Thank you.