001well welcome everybody to uh this special uh board meeting of the coos bay school district good to have everybody here today we have our uh our data meeting today are made effective so terrific to hear some of the numbers behind how we're doing so um let's see let me go ahead and take a brief roll call of the board members and then we'll move from there and uh we have arnie's here i can see him here and adrian's here as well welcome adrian uh and then uh let's see diane johnson i'm here welcome diane and uh uh kevin dubuster yep i'm here hi kevin uh let's see do we have uh kim kim brick uh looks like no kim at this point and then dustin clark and looks like we don't have dustin yet at
002this point and then i'm here so i think that takes us through our roll call uh let's see why don't we go ahead and do the pledge of allegiance since we have enough of us here in the room what of the united states of america and to the republic for which it stands one nation under indivisible with liberty and justice for all all right let's go ahead and uh start with the agenda everybody should have a copy of the agenda before then um but entertain a motion to approve tonight's agenda i'll move we approve the agenda i'll assign that thank you adrian thank you arnie any discussion on the motion okay go ahead and call for a vote uh arnie hi [Music] as well and the next uh item on the agenda is to approve
003the consent agenda which everybody should have in front of them as well i think it's just a new hire donald campbell elementary grade three through five i'll move we approve the consent agenda and we need to do that thank you a second oh second having a close second and then a vote on that arnie hi uh kevin hi adrian hi i am i and i vote i as well consider the consent agenda the next item on tonight's agenda is uh a consideration of a vote for the osba legislative policy committee representative uh everybody should have had an opportunity to look uh on the information that's not posted on the osba website in regard to two individuals that have put their name in for this position i think sarah's going to bring up the ballot hopefully
004for us to look at you know the board wants um i would suggest we'd take a vote on on this uh um that's not the right region run nine i think there we go so um as a board we have one vote as a board so you know we can uh like i said we we would need a quorum to vote for one of these individuals um there's an option to abstain no vote as well but normally we should vote and try to come to a decision about this so the two candidates are are fred frederick who is the incumbent who's been serving i think for the last two years in this position uh and fred was nominated by the south coast esd and then candace monette boydek is also a nominee she was nominated
005by the glide district as well and hopefully even the chance to look at their resume if they wanted in terms of what was on the on the website uh or other information that they might have so um any discussion on that i said like i said we our options is really to vote tonight i don't think the ballot is necessary tonight i think we have a toll between the 12th and december so if a board member one of the board members was really wanting to look at that i mean we could delay the vote tonight um but if everybody would like to i would suggest go ahead and take a vote on this any thoughts to the contrary [Music] all right so um i guess if it's okay we know usually i don't know how
006we've done these typically but i'll just go through the uh the membership list and if you guys want to say you know uh your choice uh fred rick or candace wenick we'll just go down and see where we are that seems reasonable okay uh arnie do you wanna start with you fred he's been there before and i think that's kind of south of csd so okay one for fred uh i agree i i would um support fred wreck as well okay see and then uh uh kevin yep um i'm voting for our fred wreck okay uh diane uh i also am going to vote for fred brick uh and i will as well i'll vote for fred as well so that gives us a five vote of the uh more than a quorum yeah so
007we'll go ahead and submit a ballot for our board for for fred brick for our vote for osba legislative policy committee representative okay uh and then the next item is on the facility committee's update uh in the real estate transaction so i don't know who's presenting that to us today well i believe it's kevin that correct kevin oh yep i'm ready if you guys are ready i'm on the phone version so it's a little difficult but i'm here so uh yep hello yeah hello everyone so the district uh became aware of some property that we own out there in the crown point about a year ago and uh we did some research with the district and uh rick and candace weren't able to find any history on the vacant land at this time so uh
008there was someone at the time that was living there like kind of like in a squatter situation uh the property since been cleaned and fenced and now there's no trespassing signs posted but uh the where it's located and the type of land and everything the district doesn't really believe that there's any benefit of holding on to this land and the adjacent property is currently for sale or is going to be for sale possibly so we were thinking it'd be a good time to possibly pursue uh pursue a realtor and a place and place a property on the market and uh so what we have i guess a bunch of questions you guys could ask um candace's might be in the room there with you guys but uh we'd kind of like to move along with
009it to make a motion but if you guys have any questions first we can answer those on i don't have any financials on the property i have not spoken with a realtor the only conversation we've had is with the facility committee as another member of the facility committee first time we had a meeting and i uh i i really agree i think this is a piece of property that has no value for the district itself and i think that kevin has a good motion to make at some point with regards to how we should move forward so i appreciate the opportunity to work with candace and and thomas commandment studios so thank you so from the the paperwork that we got on this so this is a lot that's just under an acre in size
010and it's in an area that's zoned rr5 for all these days lots of five acres or greater okay and i think that value is from the tax the tax fund and we'll have to you know figure out whether we can actually that's why we're looking at doing it now because there's another one that's up for sale and it's adjoining so that might be the reason we have them combined together so that they could actually be sold because it doesn't seem like you'd be able to sell that to an individual as a less than one acre lot without zoning on it unless it's got some kind of uh previous it had a previous structure on it so it might have a grand public situation interesting and we just found out about this about a year ago
011we did yeah it was about a year ago it popped up because we we were contacted i think by the neighbor who had been witness to the fact that there was a squatter essentially on the property and and didn't know who owned the property and they did a little research and found out goose bay school district on the property so they contacted us uh sure enough we own the property seems to date back can this correct me if i'm wrong somewhere in in the 50s where this property originated for the district and we've just not had record or or or use of this property in that time frame and it's in a location out crown point there where we're not going to build a school we're not going to build a daycare we're not going
012to build anything out there that school related i don't think unless we built a outdoors outdoor school cabin or something out there but uh you have to be small whatever it is yeah it's really not and it's a sloped piece of property and it is adjacent to this other piece of property which is for sale right i don't know how big that adjacent piece is it's been on the market for a little bit structure on that property isn't in great shape so i don't know i don't know in order for candace to pursue a a realtor it needs a board parole for her to do that so that's why we're that's why we're bringing it up i believe tonight yeah yeah so if there's not any more questions i'd like to make a motion and
013then for the record kevin can you describe what the motion is yes okay so the motion to be is that i kevin moved that we give candace our finance director permission to research the process of selling the land and move forward with contacting a realtor for said sale and then when she gets the details we would um then schedule to have a meeting an executive session to discuss any officers offers offers we received and vote a counter in an open meeting and then also we weren't quite sure the intention when we got the property so on the facilities committee we were thinking it would be nice to earmark the land the sail of it towards the lot that's across the street from the empire madison school that way uh if they were intending it to
014be for a school or project and would bear market for that spot so that'd be the really long motion so but what we need today so are you so the motion would be to give authority to go ahead and and hire a realtor and uh and do the research necessary to to potentially sell the property i'll second that okay all right any any other discussion on that motion all right uh let's call for a vote uh arnie hi uh adrian hi kevin hi uh diane i and i vote i as well so motion carries all right uh now our next item is our the meet the media of our meeting which is our data review the meet of the meeting i'm going to shortly turn this over to uh chad putnam our director of teacher
015and learning to walk you through some of the data that we have currently available from last school year it's some longitudinal data that is beneficial to take a look at our principles from the buildings are are with us online if there's any questions that board members may have regarding this data or future data that we're that we'll be talking about uh as chad talks about that as well so chad i'm gonna turn it over to you for the uh data presentation part of this good evening everyone our district priorities currently based on all of our planning is social emotional supports for support for teachers and all of our staff and students academic supports well-rounded education and trying to improve our or keep up our staff to student ratio before you i just want to make
016sure does that do the board members online also have there's two documents in there sarah there's this one and then there's the one that's got the numbers on it for graduation which we'll need at some point too so i went over those areas of focus there and those are based on extensive work over the past few years and surveying all of our stakeholder groups in working on our seo plan and some of the board determined benchmarks benchmarks over the past few years have been graduation rate ninth grade on track and we have numbers for those to share with you tonight and then sixth grade math performance and third grade reading performance which have generally been based on the osas scores the state testing scores so i'll show you the can you switch to the document
017that has the numbers sarah that's the graduation yeah the graduation and ninth grade on track so and i think that information was in our board packet so if board members have that it should be in their packages okay the ninth grade on track i'm going back to 2017 several points of data there the district has a whole mhs destinations resource link in the state of oregon and you can see that as always it's a it's a wavy line but we are we are definitely on a decent trend there especially when you look at the graduation rate down below up until we started to hit some of the covet issues in 2021 but we're on a nice steady incline there with graduation rate and of course it's never a perfectly straight line it's always wavy but
018that's definitely an upward trend so the ninth grade on track 2021 would that be current sophomores that is our current sophomore yeah and that's a number that should jump out at you yep yeah not for good reasons no that's a number that should jump out for all the wrong reasons and we've had several been putting in place like because the just building up a list of questions that somebody could ask about these is why do we think that the the trend line generally and the graduation rate has been going up over the last few years and it's that list of supports that we've been putting in place centered around like the graduation coach the attendance advocates the behavioral support staff that's on um when we go back to that the other other document there sir
019if you want to go back to another one now that would that would be helpful so based on that the the district priorities the social emotional supports the academic sports the well-rounded education and keeping the high staff to student ratio we've we take a little bit different strategy with all of our our funding sources the cia fund the title 1 fund title 2s measure 98 which is the high school success fund title five the general fund title four there's there's other smaller funds in here that aren't listed in the general fund and we've written all of these plans and oe started using the term braided and it since our most comprehensive plan that we've put together today on the 12 was the seal plan and all the surveying surveying of this those different stakeholder groups
020and determining those original priorities there it's we've tried to streamline and take that plan and cut and paste it into all of these other plans instead of piecemealing it out each one of those plans developed independently it's just not as efficient and it it it doesn't allow us to go in one direction like using the most comprehensive plan and using that to guide all of our other plans i was on the phone today with an ode specialist because i had just turned in the title ii plan which is generally focused on professional development she was asking me questions about why it was set up the way that it is and i work with her and um brian putnam at ode quite a bit on on these type of plans and he's been um helping guide
021and answer questions about this met this approach to using our funds and putting everything in the same direction so that it just makes it really simplified and helped with the efficiency because our professional development our resources in terms of staffing our resources for pdd our resources for materials these priorities focus all of those and kind of keep us going in the same direction and i i was i was going over that that strategy for planning with her because generally in a let's say take a title ii plan um it's one funding source and that's generally geared towards for the most part towards professional development but it might have you know some personnel related to professional development and and various things and instead of having this plan have a little bit of this and a little
022bit of that a little bit of this it's we've been condensing it to where the title ii plan is for the most part at this point is is just titled professional development personnel and the costs associated with organizing professional development um title one instead of it in the past it was personnel a little bit of materials and a little bit of professional development and maybe other things such as incentives for students for the most part it's focused on personnel for improving the in these areas as many of them as it can marcia planning the same thing it's it's really directed in in these areas and that list where it says um it's on the second page focused personnel resources these are written into the title two these positions are written into the title um one
023plan and the sea of plan and what it does is some of these positions we've had in the in the past but by adding them those into the plan and that those match our our goals back there there is a focus social emotional academic sports well-rounded and the student-to-staff ratios it it keeps these in here and we've renamed some of these to indicate that these positions are focused specifically on those areas of focus determined by all of that see a research that we did in the district and surveying the different stakeholder groups so we have the intervention specialist that we in the past we had called those title one um but that was based on it was because it was paid for by that fund but it didn't necessarily specify what it is so we've
024gone away from seeing that you're a title one person we've gone towards naming it according to what is your main duties and these are intervention specialists uh the behavioral intervention teachers on the social emotional support eas some of those are check in and check out i'm just my job description they're titled behavioral eas and we've talked about the past moving away from that description and possibly proposing something a little bit better than a behavior teacher or behavior and and we've batted that around a little bit i think that that will officially change somewhere in the near future um social emotional support easier in there and this isn't this is just numbers of people it's not numbers of fte exactly so it's somewhat rounded um we have a cater to literacy tosa and here's an example
025that the counselors at the 3 8th level we've had those in the past but this locks it in because the group has said we need social emotional support and so for it being in these plans it locks it in and says that this is a priority we don't really want to go back and take those out of a funding source and i didn't include the high school counselors in there because they're not part of this funding but um those were never really been a question in the last decade or so anyway they attended to advocates and some of those people are safety related and you'll see them in my job description labeled as security but both of these are are safety issues for our students to make sure that they're in classes whether we're patrolling
026on school the staff or they're calling to check on where it comes back to safety and making sure that they're in school for graduation purposes and then we have the two graduation coaches and ode has really keyed in on those and that that idea is spreading throughout the state and we're one of the first districts to have that on designation when we started with measure 98 funding and working with it and the sea of funding and that's that is definitely one of those really main talking points for why our graduation rates were on the steady incline there and then cte we've already in the past had several teachers that were funded out of perkins but two specifically how to measure 98 so there's there's additional support there i didn't list others i just listed them
027as plus perkins funded staff and then avid i'm fte and the avid is a it's a graduation program to increase graduation and to latch on to those students that in the past may have not really seen themselves as graduating and going on to some type of secondary or post-secondary educational path and it's showing them in a sense how to do school and be successful and that there is a path for them and it helps out there because if they're modified motivating and see that they have a post-secondary pathway available to them they're much more likely to graduate alone whether or not they go on to that post-secondary or not in the short term or the long run but they they can see that there's a pathway for themselves a lot of the students it's just
028due to the maybe the first in their family or their near family that have either graduated or had any experience with post-secondary trade school tech school or university or swap or whatever it is so those those those folks there that focus personnel resources those are are people that we want to lock in with all of these plans and the braiding of these plans because we see that they were fundamental in providing those supports for our priorities and increasing our graduation rate helping our overall staff health and mental health and student mental health just in all the training and professional development that goes into that for them to be able to know what to do because when they feel like they they're trained well and know what to do they it they feel much safer in
029what they're what they're providing to students um they're much more resilient and then they they pass on those skills to the students some of the the focused resources so we have the the personnel that was focused on those goals and the rated resources are used to pay for those and then the more materials and other items which is that the last slide that i have for you and we've been spending quite a bit of our resources and our extra grants on k-6 reading materials for quite a while um i came to you and said i know i repeat this quite a bit that in state testing where we tend to be slightly below average the k to two staff this started somewhat organically at the at the k to two schools and it it's spread
030so far now to k to six and they're if they would have said in the past okay we see that the data were low but what do we do about it and so they they came up with a plan to implement guided reading using literacy footprints and we've been purchasing those materials with the grant funding that we have the extra grant funding to make sure that we're we're somewhat flush in materials because we don't want that to be a barrier the reading professional development that has gone along with that it started off really grassroots that our teachers became became experts by doing book studies and learning on their own and then they started to work with others and now we're consulting with the company itself and their trained providers i've been kind of tag teaming
031in a sense with our local experts and have the experts that we're contracting with from actually from literacy footprints to try to provide a really well-rounded support for all of our staff at that level so not only do they have the materials when you say well okay we know but what do we do about it we make sure that we have materials covered in all areas we've spent quite a bit of funding there to make that happen and then also the professional development and the professional development resources that are needed are time cards for people to work after hours on this type of in book studies and then also for trainers to come in from the outside and that's also led to other grants um trying to acquire other grants like the really great reading
032that arlene was that was arlene was helping on and bring pretty much all these guided reading resources into our district and we've we've gone a few pathways there to um professional development wise but at the same time it's somewhat standardized in the district so that everyone k-6 we have a common language common materials and are all going in the same way which will help it longevity-wise and as new people come into the district it's like this is the way that we do things in case these are the materials we use this is the training that's available and we have several in-district experts local experts at that point we've spent a lot of funding um in the last few years on coming up to one-to-one computers chromebooks for students and adults pretty much trying to get
033whatever the adults need to make their life as simple as possible with us doing remote learning quarantine the online classes just trying to make the barrier not be that we don't have the materials or the technology to get the job done because there's enough that makes the job tough right now as it is but any of these things that we can alleviate we are doing our best to that we're we're also working on increasing uh improving the infrastructure on the back and to make sure that we have enough bandwidth because along with all of these devices students are also entering the building with more staff more their own personal devices so even though we have you know say 3 000 chromebooks in the district plus teacher devices everybody is walking in the majority of people
034are walking in with their own device so really i i don't know there's five six thousand devices trying to connect at a time so we also need to work on the infrastructure on the back end and i think we'll make gains in that area in the short run here we've received a few grants and then just in the last few weeks we've received information about that we will get started in improving in those areas um also then over the last few years we've really had to ramp up the technology professional development because um not everybody's comfortable teaching remotely or using all this technology and that for the past say you know 10 years people were slowly able to ease into it and you could even take the approach as a teacher i'm really tech savvy
035and i like using all this technology or i don't use this much and that was okay but um it was sink or swim here at a certain point and we we try to provide as much technology support as possible including having a district-wide tech team um that's instructional um as opposed to just our tech that focuses more on infrastructure so we have teachers that have volunteered for this group and they're paid um but they're they're spread out within all the buildings and that groups build up over time what we're trying to do there is have teachers that are right next door to other teachers that they can go to and ask questions in our you know practitioners right here in the moment and build up a list of who knows what and so that when
036somebody asks a question if it's not something myself or peggy can answer for them and you know i i can say i don't know the answer to that but we can put you in touch with those person to try to make it as easy as possible and accessible for our teachers and then the the last item on there is the social emotional professional development and we've been trying to say yes to every um thing that people ask for in this realm just i i think that this professional development i found it i think that it will help me in my job i i can't think of a time in the in the last two years that i've said you know because we just find a way to make it happen funding wise and since it's
037written in here that that's one of our priorities that's that's an easy do because we kind of like the other stuff most of it i try to put that on the back burner for now and really devote our resources to these items so that we can say yes and the last professional development survey at the end of last year that was one of the main topics is teachers had said we need social emotional um pd for how we can work with our improve for our students but also just for us like how do we deal in this situation and so it's a multi-problem approach there but we're trying to meet those needs correctly questions or discussion topics yeah so we keep track of the like the kids that graduate in five years so we know
038we're increasing the number so kids that didn't quite finish but we keep working with them so that they graduated yes yeah and we i didn't include this in the chart for graduation i stuck just with with straight four year graduation rate but our five-year completion rate has has mirrored our graduation rate over the last five years one of the things that that might jump out at you and should jump out at you and with particularly graduation rate is the uh uh rate of 66.4 and the ninth grade on track of 63 those those numbers are directly directly related to the the year we had last year uh there's a little bit you could say when you look at the graduation rate of those kids were freshmen in 2018 and that's one of our lower uh
039ninth grade on track years during that five year span so there's a little correlation there with that particular subgroup but truly we took we took a pretty sizable dip uh last year uh and some of those uh some of those kids who are not on track uh have done some work over the summer in the summer learning credit recovery and gain some some of those credits back but in a minute i'm going to talk about essert iii and so three is funding that we're going to use to address some of this learning laws some of this unfinished learning i want to call it loss it's just unfinished learning you can see under destinations and resource link i didn't include 9th grade on track percentages because their numbers are so low and typically at those two
040schools they're going to be off track when they get their state of oregon number you can see we were uh most years two out of the two out of the four years that there was data we were above the state average in ninth grade on track that 2018 year kind of a blip on the radar uh with that individual group and then we we dropped off pretty well as we discussed a little bit uh at the last board meeting with with some of our ninth grade on track numbers uh mr ashton was very very close on his percentage of which is really what marshfield high school was so that's where the bulk of our students are and when that number is low that that's going to make the district number uh be uh be where
041it is and our graduation rate kind of mirrored that as well we took a dip where we were making really good progress i think 2020 you could kind of take that one with a grain of salt maybe as a graduation rate might be slightly inflated because in march when we walked out the door folks got credit for whatever they had completed at that time and so there were some credits uh there was more kids graduating in that situation for sure which slightly inflated that 2020 number uh although i do believe it would have been you know following right along with our with our steady incline around the 75 mark as a district mostly because if you look at destinations uh resource link numbers they go up and down and up and down depending on the
042year depending on the number of kids they have very few you know they have a low number of kids so a small number can throw that skew that percentage but you know it just kind of depends with you know oftentimes the population of resource link or students who are going to go right out to the workforce in their parents business and a high school diploma doesn't pull a lot of weight for them and their family and so often times we see those kids walk away from their career and go to work without completing their diploma if you look at destinations over the last five years and you see a pretty good growth obviously when you're at 3.9 percent you got nowhere to go but up the the number in parentheses there that's the number of
043geds we uh we gave out during that particular year and you'll notice that as our graduation rate goes up the number of geds goes down uh in 2020 and 2021 both we had you know we had just a handful of kids in our ged program and greg mulkey and his staff at destinations did a nice job of steering steering those kids to to a diploma rather than a ged ged was still available but our numbers got down so low and there were other opportunities in our area between swat and aya offering ged programs that we have since uh starting this year we don't have a ged program at destinations because we just didn't have kids and felt like the resources could be allocated in a more efficient manner but certainly when you look at 2021
044you see you see numbers that we don't you know those aren't numbers that we want to hang our hat on and the big question that i hope you all have is what are we going to do about it because that's the main that's the question i would anticipate from you is what are we going to do about it which kind of leads into part of what chad has already presented to you with with some of the funds and the different grants that we're braiding together to uh to provide support academically but really the credit recovery and the graduation piece here is really going to be centered around these sr3 funds in the next three years where we can make some gains and get those kids back on track and get that graduation rate back up
045and help those kids as eli spoke and you might want to speak again about it maybe the focus of the graduation coach right now is on the sophomore class uh eli will speak to that a little bit yes uh so missy started meeting with all of our sophomores first day of basically come get back to school and so we had 72 kids that were uh not considered on track to graduate currently um and so we developed uh you know basically plans to get them back on track whether it has to do with credit recovery getting them back into classes um that they needed to recover um or just you know kind of doing some daily check-ins um so of those 72 kids right now that she's met with she's she's basically created a plan for
046almost all but about five or six of them that we've struggled a little bit to meet with families um but uh 38 of those kids are currently passing every single one of their classes so we're already seeing a lot of success because they're back in school and the good thing too is only four of them are still online so almost all of them are are at school with us every single day so um now missy's starting to um shift her focus back to seniors and helping them but um currently uh those sophomores are doing a lot better than they were last year and are there questions about the the graduation on track data i i don't want to jump ahead because the next next step on the agenda really is is sr3 and chad's already
047really talked a lot about student investment account and how we're investing money towards those priorities are there questions specific to graduation rate ninth grade on track i know uh third grade reading sixth grade math those are two other benchmarks those are typically uh data benchmarks that we will have data at the second data meeting here in february i know uh carly and cara and their staffs and gary and shelly are working hard to assess our kids right now i think anecdotally if not on paper each one of them and they can speak for themselves but i think each one of them are going to tell you that there is that there is some gaps from last year we're seeing gaps uh some of those gaps are behavior gaps probably more so than academic but um
048that particular chunk of data you know you're going to see a lot more of that in february uh at our second meeting this this first meeting typically we have graduation data that's great on track needed to go over so any questions around that first okay two things yeah uh usually two we we go over a state testing data yeah but this year was an anomaly where we had about 32 33 of our students test and that mirrors the state average somewhat and that's such a low testing rate that the state chose not to even put those scores onto the school report cards that i would usually show to you at this time of the year um and so i they're not really worth discussing because they're all over the place and they don't really give
049us any useful information and that's why ode didn't want to even include them on the state report cards so that that next six third and sixth grade data that we'll give to you is our internal assessment data that we'll be ready to give you in our next data session and going back to your question arne about the fifth year graduation um usually our score is in looking back right now they're three add three to five percentage points to our overall graduation rates at marshfield you can year by year change a little bit but it's three plus it adds about three to five percentage points in there which may be higher this time based on the ones right i mean that's right i wonder how many questions could very well will we see that fifth year
050be really more critical that are having to make up that right that's the code i'm optimistic because as we we have all these supports in place so once we the the covet effect starts to wane somewhat but we should end up on an even steeper trajectory back up because there isn't anything that's changed in terms of um other than the covet effect really where those all the these supports that we have in place plus the overall health of our district it's it's it's really positive so i'm expecting it's we're going to end up right back where we left off at some point i am kind of curious you know if you say you know we check our ninth grade on track which is down we know that but i think is it fair to say
051that we're also behind on the eighth grade on track and the fifth grade on track and i mean is it is it really do we believe it's across the span to some degree that i would think so folks if you want to weigh in from the building perspective on kind of anecdotally what you see is as potential gaps so far in in the year related to last year jump in i can go first um i would say at madison um we have i was just looking at some data about five percent of our second graders were reading um at a beginning of the year kindergarten level um and about 60 of our second graders are well below grade level in reading um so we definitely have a lot of unfinished learning happening um and when
052we think about that second grade group of kiddos um they're definitely our students who've never experienced a full year of um what we would consider to be normal school so they left in march of um their kindergarten school year and then got to do hybrid last year so we are definitely seeing a lot of unfinished learning um in you know those core subject areas as well as um seeing students some students have a difficult transition back into the day in the life at school um with all of the things that we knew to be sometimes a struggle for kiddos like transitions and long days and bigger class sizes um so it's definitely been a transition back but i feel really good about the plan we have in place to support support our students in closing
053that gap and um you know helping to finish their um their learning or catch them back up um over at milla coma um we're definitely seeing the the behavioral um some of the behavioral issues like carly speaking with with transitions and and just the amount of time that they're at school this year um in terms of actual third grade reading data um on our easy cbm for fall we had our lowest level that we've that we've had from what i'm told um in a long time in terms of students that are at red level or students that are at a really high need students that are way behind at risk and i think part of that is because of how much reading was flooded at east side last year with the second graders and the
054amount of time they spent reading every day so our reading numbers at third grade at least on our easy cbm we're really pretty excited about but we're seeing the gaps a lot with social studies um science uh because last year we spent so much time with reading and math uh during hybrid that those areas were kind of pushed to the side um or weren't as focused upon when when the kids were at school and we're more at home activities or google meet activities and so those are the areas that we're seeing gaps that we need to address you know i would sort of echo what carly and gary both said with a sort of a heavier emphasis on behavior um it it just sort of feels like our kids have forgotten to be in how
055to be in school all day and so um i'd say just in addition to what they said uh same thing in terms of behavior and nothing new really to add from the junior high perspective um i'll piggyback on the exact same thing that uh it has been a uh we've had to re do a lot of re-teaching of how to behave in the school and uh during free time and then you definitely see the big gaps between those that basically took their sixth grade or seventh grade year off i mean what what do you expect when that when that occurred so nothing really new here we are seeing a lot of good things happening as well but definitely having to teach a lot cara are you out there yes i'm here um i i concur
056with kind of the behavioral aspect but i will say that um our guided reading efforts last year have really shown to pay off for our first and second graders this year um this is the fastest you know we've ever seen these kids become phonemically aware what we're doing is working for our little readers and um as gary noted you know we kind of pushed some other subjects aside but um we're teaching them how to read and that's that can't not be celebrated i suppose questions from the board or the building administrators for myself or chad around some of this data i guess i have another sort of question that sure that uh i remember we talked about last a lot last year which is to try to take advantage of the things that were beneficial
057about kovid just wondering how we've been able to translate some of those things that really were good about last year and and into their new year which i think had to do with i had to do a smaller classroom you know reading that that sort of work dedicated reading time where it was a little bit more individualized so i'm just kind of curious that we've been able to preserve some of those things like kara and carly speak to that that they would be the best voice there i will go i love that question um because i feel like we did a lot of talking about it during um our covid school year of partial day um and we're seeing the effects of having these longer days on these young kids and and those behaviors coming
058right back the ones that we didn't see last year the behavior referrals that were not being written last year um i would imagine simply because the amount of stress had lessened in a short school day what now well 2 hours and 45 minutes is not an ideal school day um the ability to have those you know cap classes at 14 um really you know helped accelerate learning in those short periods of time because it was so individualized and you know and if we could take that away and have these tiny class sizes in the perfect world you know maybe a seven hour day wouldn't seem so stressful for these little people i don't know how to do that however i i just think it's a good question i mean you know it's not just kids
059adult studies on adults working has done the same thing but sometimes a shorter work day that really is you know more focused does result in more productivity so it's not just young people i think too i think sometimes you know i just wonder if we can use some of those lessons from those times and apply i mean yeah and i i you know we have these constraints that we have to work with in some degree but you know especially for some of our youth we know that they learn better in those focused ways they they behave better in those ways and so if we can try to move where we can to accommodate those things that we know are going to be more successful you know i've always wanted that especially kids with intentional things
060to have them sit and focus for that lifetime is is probably not really within the spirit of who they are difficult so i just i just wonder if there's ways that we should look at that we really try to move with the rhythm of our youth a little bit more yeah that ways that we don't end up i mean i think it was really a amazing all of us that work out at least we had all these focus on behaviors then we had these smaller classrooms and smaller things and that you know that was not an issue the same way that we had thought about it it solved some of those things in some ways so now if we just go back to what we were doing before behavioral-wise we know we're going to end
061up probably with some of those same things that we were trying to deal with and we have some answers about things that work if we can figure out ways to apply them and within some of the changes that we want to have moving back so we do and we [Music] we tried to keep our class sizes which they are historically lower than they've been in this district in a very very long time so we invested some money to do that knowing that the smaller class side helps time is one that uh you know we're that's a battle a little bit i think uh particularly since we're mandated to come back full time uh in person beginning of this school year it was a big adjustment i think for a lo for a lot of folks
062teachers staff students administrators everybody but i think you know one of the takeaways that we we look at is how can we reduce some of that stress uh in the buildings and timelines and still meet the criteria for our instructional nets which which we're bound by for all of our grades i think i think certainly and karen and carly kayla you guys and kyle can jump in here but i think our kindergarten kids you know back when we had half day kindergarten we we had some successes with that and i think we jumped into full day kindergarten with with good intentions uh but i don't think we've seen the academic growth that we thought we were going to see i think we've seen lots of behavior issues that we maybe weren't quite prepared for but
063when you look back at it are very understandable when you put a five-year-old in a school building all day long um so i don't know i mean i i don't know where we go as a district there i i i see it and they're telling you you know that there's a there's a value in shorter focused time uh how we create that and still stay within the instructional minutes that's the challenge [Music] but one worth discussing very much so i think when we come back come back at the mid-year point and and talk again about data you know that that discussion needs to be further you know as we as we look down the road i just think you know maybe it's my uh my own back professional background i just think that sometimes you
064know we try to put a lot in place to make a behavior change when the more easiest response is to change the environment a little bit injustice so that it really is really so you don't fight the uphill battle as much around something you know especially for younger kids that don't have some of the brain things functioning quite as well it really becomes a rounded environmental thing more than does an educational thing so i just think you know we can find ways of taking those lessons that we learned from this last year and figure out ways to apply them that help us meet our goals yeah and and we're we're not alone i mean this is this is something going on all over our nation right now people are realizing the impacts and and the
065benefits of what we did in the in the past here and what we're facing right now so it's it's a conversation that's that's going to be a big one i see carly with a hand up um i was just going to say i completely agree about kind of thinking about the environments that we're creating and one thing i would say with our kindergarten students traditionally in the past who have really struggled with the transition um to into the school setting has been kind of a lack of um ever being introduced to kind of a structured school environment so i just have to give a little plug for preschool right now really excited to have 36 um three through five-year-olds in two preschool classrooms i think that um we don't see behaviors coming out of those
066classrooms and part of that is because of the way that the day is structured there is a lot of learning through play which is developmentally appropriate for that age group but also um the fact that they are in school and learning those routines will hopefully be a really big benefit to our district in the future and if you're following any of the federal uh works going on in in the at the federal government level preschool is a big push right now and so funding of preschool coming down the line there's a potential for for even further expansion for that preschool other questions david that was a great question i mean we talk about what we saw last year and how those small groups were were a huge impact on particular reading when you hear gary
067talk about third grade reading and behaviors you know what can we do to take some pressure off this system that we're in great question not sure i have a great answer to that i wasn't really expecting an answer necessarily i i just was posing what we had ended with last year to try to give it back to us i could say i could say a great answer would be to go to go to hybrid for k2 learning but that may get a little pushback but it's also you know part of the thing i think you're seeing in preschool is that we have always known and it's always been part of best practices that play is a really good way to learn yeah and it doesn't end at third at four years old that's right i
068mean you can do things in kindergarten and first grade which keep kids energized and wanting to be in school that is learning that people don't have always acknowledges learning because it is done through play and kids need that that's how they interact that's in lock in many instances that's how we learn how to work with each other um and we may be able to structure things in such a way in those other grades where they get a release of activity there's been sitting and learning because that's not the best way and speaking of as a hyperactive kid in elementary school that was not a fun time for me in a learning institution it was really hard so i i think we might learn from some of that stuff that preschool is offering to us so
069we could do with kids when they're in kindergarten and first grade so that we don't burn them out academically at the same time take away from them but play stuff that energizes them gets their brain working huh i would expect this to look at all of us i think i really like that i mean i think you know if you look at the older older kids it's one of those cpe things where you're hands on and that we know that that for some youth to have that as an outlet helps channel and give them a real focus and you know helps them enjoy what they're doing and i think it's play at a different age in some ways so i think that's really energizing if you mix that with sort of more of a formal
070i think it does give you more of a chance of engaging kids over time with the focus on state standards going back 15 to 20 years it was it was along with a full day kinder more instruction less recess less art less all these other things and we're seeing that maybe it's a it's it's this is you know a wild outside the box proposal but maybe it's a half day of more of academics another half day is art pe music all these other things that somebody might say is more play related but you know divide the day up into something that's more manageable and students can pay attention to on an am pm shift that was always that's always been a dream of mine how did we get that done and using our staff appropriately
071to do that would be a really interesting idea yep and you look at a lot of the very expensive um private schools that are developed around the country that have had very successful kids these went on they do a lot of that a lot more of it than we do in people because we have to get in the 990 minutes or hours a year hours a year what do you count right here that makes the difference i think people are open to having conversations about what that is art music all those other things do count as those nights but i think you know some some classes are harder to do that with like i i i was a math person but i'm hard it's hard to figure how you do math in a way that's
072really experiential for people right i've not seen it yet but maybe but but other things social studies those things where you can really engage people in sort of more of a non-traditional academic way you know play-acting and those things could we we used to in math play with compasses and kids knew all sorts of things about what circles can do in circumferences and diameters we don't do that anymore most kids can't pick up the compass and make a circle so i i think that we used to do a better job of playing math and math was my thing too and i absolutely i learned a lot more math from my dad in the carpentry stuff out in the garage putting things together when i did in the class at times and that's where i the
073geometry that became my favorite subject came from all of those other kinds of things it didn't come from the theoretical geometry so i i think there are lots of things in every field that you can do that give kids an opportunity to use both tactical and other kinds of worlds and the learning gets ingrained a whole lot more in a deeper way in kids so that's what play does most of the time is deeper understanding of things i just i want to put it out there i i felt really huge confidence in our administrators and our teachers that you know um that they can you know pick up some of these things to work i i just feel like it's our response to those boards just kind of mirrored what we have heard and talked
074about over the last year rather than just necessarily and i know they're just like let's just get back to normal but some of the normal things i know what those problems were we discussed those quite a bit so i don't know if i really feel like we just want to move back into what we were doing before necessarily either no normal doesn't necessarily mean correct yeah any other questions data wise great discussion and i think it's a discussion we need to continue to have we certainly will administratively and i think when we come back to the table we can we can further this discussion moving forward okay i think we're on to myself thank you everybody for weighing in on on what you're seeing in your buildings what we're seeing in the numbers uh thanks
075chad for for basically presenting uh our sia plan in general is what he was talking about when he talked about sia and title and measure 98 for us to say a see a plan or an sia plan is it's really one giant plan and all these different funding streams coming in uh in fact ode has recognized that and soon we'll be releasing next year's plan that needs to be adopted around all these different funding streams and it's just one plan it's everything combined uh into one which that's exciting having to go through these plans i know chad chad's got several different plans he's navigating and reporting out on and it's uh seems like we're never ending on on the sea of plan and reporting we get done with one report and we've got another one
076that we have to do but where's my agenda superintendent ghouls are in the packet the way i thought about the goals when we talked as a group back in august uh got some good input from from you all uh when i thought about it i thought about well first and foremost probably the biggest goal is getting us back in school in person full time off the ground and managing that and keeping that going throughout the school year you know and so i put that as goal number one um it's an ongoing goal one that we review monthly and look at you know are we being successful and part of that conversation is you know what are we doing in our schools right now during this full time yes we're full time yes we're back in
077person uh maybe we need to tweak some things a little bit and take a little bit of pressure off off of our staff of our kids uh because it was a big jump it was a big jump from hybrid learning to full time in person you our our calendar our calendar has given us a little bit of breathing room with last week friday's professional development day in two weeks we have thursday veterans day no school we have friday uh grading day then you go another week and you get thanksgiving week so there's a little pressure off and we go three weeks we got christmas break so i think the calendar is going to be our friend here for the next uh couple of months january and february are probably going to be a challenge and
078we've got to you know the goal is is to sit down myself with our administrative team and talk about what does january february look like you know how can we decrease some pressure on on the system without taking days off to do it because there just aren't many built into that january february uh timeline those are the those are the real uh middle of the year grind right there that january to spring break march that we go on so you know that's my first goal you know number one get our schools open uh functioning and then monitor that process as we go monitor what we're doing around covid uh and and the protocols that we have in place making adjustments when we can we're starting to see some of those case numbers come down in
079our county in our region uh our schools you know there's not not nearly the number quarantined right now although we you know the first first two months of school we quarantined uh off and on 200 students at milcom school that's a big number when you look at a school of 450 students you know at some point 200 of those kids were out for you know 8 10 14 20 days you know that's going to be our big challenge now and you know we'll take a look at it uh goal number two uh i really wanted to do something around uh this esser funding and the esser plan to set the district up to move forward uh i'm not gonna be here when this whole plan comes to fruition and completes itself and these fundaments are
080completely spent in the next three years but i want to make sure we got off to a great start and developing that sr3 plan we have met as a team put together a team with some licensed staff classified staff building administration school board thank you mr rowland and district office staff to talk about the sr3 plan a week ago i had to submit to ode basically our base plan that's going to get us up and off the ground that base plan for those sr3 funds focuses on unfinished learning focuses on extended time basically for that unfinished learning that could be after school programs could be summer school summer learning programs you know we had the opportunity to try to dabble in the summer learning world this last summer we have a little bit more planning
081time so those two items right there are going to play a big part of of our unfinished learning expenditure for that sr3 funding we also put in there but likely will not spend much money this year on it uh hvac systems and the buildings that aren't being addressed with the bond and making sure we have clean air purified air good heater systems that you know that allows our staff and our students to have a learning environment that is is conducive to learning our newer buildings are fantastic right now madison is going to be fantastic sunset needs a new control system melacoma needs a whole new workaround there but a big chunk of the sr3 funds can go towards heating ventilation systems and we've embedded that into this original plan [Music] and then just trying to
082uh trying to continue with keeping our class sizes down keeping those groups as small as we can uh keeping our intervention groups small that's all part of that uh esser plan an sr3 plan as well we've used sr1 dollars last year deep class size is down we use s or two dollars this year likely we'll get through we won't get through all of us or two this year but those are funds that we can combine with sr3 when we look at some of this unfinished learning 20 of those funds have to be spent in a minimum of 20 percent on unfinished learning that's that equates to about six hundred thousand dollars a year on unfinished learning uh we've got to strategize a little bit on this it's one thing to say we're gonna have a
083great after-school program we're gonna we're gonna provide transportation which we likely will be able to do we'll actually be able to feed kids the hard part is staffing those programs we can draw up the best summer learning program in the world and if we can't staff it it's not going to fly so that's some challenges that we're going to have to consider as we look at these programs one of the things the administrators and and 7-12 is already thinking about ways to do fridays friday afternoons and provide some extra tutoring help extra credit recovery help during that that friday afternoon piece i haven't had the conversation yet with the case six administration that's coming next week i'll talk a little bit about some after school type things we have our cultural center at awesome gulch
084that is currently operating an after-school program it's a small program right now you know maybe we build off of that so we've got some decisions to make around around what we're going to do with our after-school programs whether it's site-based you know whether it's strand-based those are some decisions we'll be making here in the next next few weeks as we move forward but that's my goal number two was was to establish that plan get it off the ground get it rolling so that the next next person could come in and and pick up where where we all left off and work with this amazing administrative team and and keep moving that forward so that's that's my goal number two questions about superintendent goals i kind of wrapped esser plan in there so i don't necessarily
085need to speak to that chad did a nice job around student investment account expenditures uh the last thing it's an annual rite of passage for every superintendent is to uh sign off on the division 22 standards for the previous year if you look through those you'll note that there are i think three of the division 22 standards that were waived last year due to covet remainder of those standards new space school district i'm happy to announce we were in compliance with all of those division 22 standards if you've been around you'll you'll remember a couple years ago we had one standard that i marked as not in compliance uh we worked with ode uh worked on how we would get back in compliance with that standard and we've we've managed to accomplish that quite nicely
086[Music] but this this report that i present to you tonight with the kew space school district being in in division 22 compliance will be posted to the website it will be submitted to ode by november 15th this is my annual uh division 22 uh presentation to the board uh my last division 21 they're really not that difficult i mean we we got great people in our district doing great things and our district is on is on a great trajectory and and we're in compliance with with our state standards you won't see anything on the division 22 standards about critical race theory uh and so we won't be talking about that uh right now so that's that's one that i've had two calls about that from the public and i've just pointed to the fact that
087it's not a state standard it's a it's a university concept theory uh that people are twisting out of proportion right now spinning their wheels on questions about division 22 in my annual presentation again this will be posted on the on the website if anybody ever has any questions about it feel free to ask me and i will talk you through each one of those if you'd like there's a lot of information in those when you open them up but i'm i'm willing to sit down with anybody ask questions about them particularly new board members if you have questions about you know what is division 22 and what are what are all these things i'd love to sit down and talk to you about it all right thank you brian yep appreciate it i just want
088the surveys for the superintendent traits went out uh they're doing by november 1st so if you have one please take time to fill it out if you don't have one and you want one if you let the uh sarah the district office know we can send that to you and you can go ahead and get that done so i want to make that announcement since we won't have a regular board meeting contact actually really turned in do you have any idea how many of those have been filled out so far tara's shaking your head see there's no it goes to osu okay so is it good to send that link to other people if you think they want to do it okay yeah i think we want as much community input as section of our
089website and it's also on our facebook page so you can share it on facebook that way or send a link from the website as well okay invitation to everybody to participate in our superintendent's search process yeah make sure administrators you get on there and fill that stuff out your voice is important and i won't read it if you talk about about the previous current superintendent so that's actually not on there at all it might influence your answers but it's not on there so all right guys i think that brings us to the end of our meeting agenda tonight so i appreciate all the presentations and chad thank you uh um so much as always excellent job thank you brian and the administrative team we really appreciate uh you're coming to the meeting and and giving
090us a rundown on what's happening in the district so good night everybody you