001No soccer team this year, I heard. >> Yeah, >> I'm not surprised. >> Last year was the fall was tough. Knes Stoogga Valley Board of School Directors. Uh welcome to all those in attendance and as well uh to all those watching online. And would you please join me in the pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. This is our first meeting, one of two meetings per month in which we receive most of theformational presentations as well as discuss and deliberate future decisions. There are also some action voting items required on timely issues or to meet timerestrained deadlines. All our meetings observe all legal requirements and our district policies to the best of
002our understanding and ability. All agendas and related public documents and details are posted on the district website. Uh can I have attendance, please, Mrs. Martin. [clears throat] >> All school directors are present tonight. We have a quorum in place. >> Awesome. Um, any changes to tonight's agenda? >> None. >> Can I have a move to approve the agenda for tonight? >> So moved. >> Second. >> All those in favor say I. >> I. >> Was a second. >> Thank you. >> All right. We're starting with you, Dr. Hartman. Superintendent's comments. >> Good evening. Just a few brief comments this evening. Uh we don't we don't have any new staff to approve tonight, but I did want to point out uh one highlight from my superintendence report. Uh if you notice, we do have several uh
003transfers of assignment that that we're recommending this evening. Uh and I'm not going to talk about all of them, but one that that I do want to point out is uh that we're very excited about is uh Maria Arendondo moving from she's currently our district registar or child accounting specialist. uh and we are recommending her for the HR generalist position. Uh Maria, I I call her the face of CV because when new families register and enroll here, she's the first district staff member they meet with and so she she's and she's perfect in that role. Uh but you know, she just has a customer service mentality and she's patient with families and individuals and and pleasant with them. And so we think she'll be uh you know a great asset to our human resources department
004doing the same thing only working with our internal customers our our employees especially our new employees helping to onboard them uh and and help them work through their their transition to CV. So over the next uh several weeks and months we'll be working on a transition plan. Uh unfortunately for her and she's aware of this. She's going to be kind of wearing two hats for a little bit of time while we uh find her replacement and transition. But but we have a plan in place for that and we're super excited for Maria. Uh the other thing I wanted to mention is this past Friday we recognized four new recipients as distinguished alumni. We had our distinguished alumni ceremony right here in this room Friday after school. Uh and we recogni we inducted the Reverend Liz
005Fulmer who is a member of the class of 2008. Ashley Gilgore Massie who is a member of the class of 2003. Timothy Lap who is in the class of 1988 and Alyssa Titus who is in the class of 1990. So congratulations to all four recipients. It was really inspiring getting to hear their stories on Friday. Uh and it was apparent that they were all all worthy recipients and they all credited their the teachers and administrators that they had here during their time at CV is is contributing to their success later in life. Uh so if you go on our social medias you can find out more information about their background. We did post a few things uh from the ceremony. Uh but all all well well spoken and represented CV well. So that it was
006a really great event. Uh it was my third distinguished alumni event uh here at CV and it was the best attended one. I believe we had 72 or 74 uh people in the audience for that event. So it was it was a really good event. That concludes my report. >> Awesome. Um, are there any comments on district activities from the board? >> I have one. Uh, just wanted to let everybody know that Kok Valley is actually hosted the 2026 Pennsylvania field hockey senior cup. There are 88 school um participating coaches nominate their high their senior field hockey players to play in this. Um, we have three of ours playing here and that's on March 22nd. So, it's a good opportunity. Tickets are 15 bucks. Also, FIA Gladadio is hosting um field hockey clinics for fourth
007through 8th grade and my daughter took one of her clinics. She's an Olympian. They're amazing. >> So, they're separate ticket prices for that. So, I just wanted to let everyone know about it. >> Very cool. Anybody else? I went to the chorus concert, uh, the community chorus concert at the high school on Saturday. It was kind of an alumni weekend. I love the, uh, the community choir to see like other parents and, uh, alumni members singing with the the choir. It's just such a it's such a cool moment. And they're all in matching t-shirts and stuff. It's just kind of nice. So, that was a great that was a great concert. They did a great job. And they had some nice shout outs for CVF, the education foundation during that concert, too. U, Mrs. Carney
008did a great job of dropping some added voice for them and all their work. So if nobody else then we can move on to our first presentation uh which is our midyear comprehensive plan update and it is all of you except for you Adele. You're off the hook for this one. I'll get us started here. So this is our every year at this time we like to do a mid-year update of where we're at with our comprehensive planning goals. Uh this has sort of evolved over the last couple years because one of the other things we've tried to be pretty purposeful in doing is making sure everything we present on uh is connected back to our comprehensive plan. So some of the things you'll hear tonight uh probably uh isn't the first time you've heard
009it so you're not crazy if you're like didn't you guys already talk about this? But this is just meant to be more of a comprehensive overview of kind of where we're at with everything uh this evening. But we also because we're now uh going more in depth on in our month-to-month presentations, we can kind of uh go a little quicker with this and don't have to go quite as deep into the weeds uh when we give our midyear update. So, always like to start with our vision, mission, and values. Uh really everything we talk about when we talk about our strategic plans, our action steps, our goals, none of that, you know, happens by happen stance. We that we all tie that we tie all those things back to our vision, mission, and and values.
010When we updated our comprehensive plan uh most recently, a few years ago, we did with the stakeholder committee, we did go through a revisioning uh process where we we talked about what our preferred future was uh for students here at CV. And from there, we made some tweaks to our vision, mission, and value statement. So, this is, uh, you know, a lot of places put these up on their wall and and never really talk about them. But, uh, when we're planning, when we're talking about goals, when we're talking about new initiatives, our team does really do a nice job, I feel, of going back and saying, does this tie to where we're going or where we where we said we want to go as a district? Uh, and so we try to be try to
011be intentional in our in our plans uh around that. So, uh, I'm going to kick things over, I believe, to Dr. man to start things this evening. Who's going to going to get us started? >> Well, good evening everyone and as um Dr. Hartman said um hold out. Sorry about that. >> Fine. >> Um to give you an overview of the comprehensive plan where we are right now. Just a couple brief reminders as you know or hope remind you that that it's a three-year plan and um so that's the cycle that the state has us in a three-year cycle. So that's part of it. It's based on the work of a the district uh strategic committee. Um that's a variety of stakeholders from administrators to parents to teachers and so forth that help guide this
012process and and lead us along the way. Within the comprehensive plan, there is the the the plan as as you'll see tonight, but then there's also other plans like the professional development plans in there. The um uh gifted education plan is located in this section as well. So, there are other things other than just curriculum that you'll hear a lot about tonight or more about tonight. Um, but there are other plans in there as well. Um, and as Dr. Hustian, sorry about that. [laughter] >> There's a way back as a compliment. >> Yeah, there you go. [laughter] >> Um, we've been giving you a 90-day update as along the process. So, each of these isn't as in depth as they would be in the past. Okay. So, as Dr. Hartman [laughter] uh referenced earlier, we
013have been aligning all of our presentations to the schoolboard this year to components of the comprehensive plan. So, we just want to make sure that we make that really obvious for you. So, you can see these are the presentations along the way throughout the year that directly affected or were were directly impacted by one of our comprehensive plan goals. So, you see the little map pin on March 9th. That's where we are. We're at our midyear. We just did our evaluation of our action steps after our last 90-day plan cycle. And um we'd like to share with you the progress that we've made. So, as a quick refresher, this is our summary of the comprehensive plan. We have those three big goal areas. We're looking at personalization and growth. And then we have specific action
014steps under that goal. learner well-being, achievement, and belonging. Again, we line up our action steps to the big datadriven goal that we have there. And then on the last page, our last goal is around innovation and community partnerships. And you can see there are six different action steps. Um, so before we go into that, I definitely want to acknowledge the team sitting behind me here who also really contributes heavily to the action steps in this plan. And you'll hear us talk about um the work of the the team as we go. It's how we've been able to get so much momentum and really uh move forward on this many goals and action steps happening within the plan. Quick reference. I love this slide. I come back to this slide all the time because you can
015see the other ones go into a lot of detail and a lot of information. These are the three big focus areas driving the work of the school district. So, this is your quick reference at a glance slide um to see those themes. And so tonight we're going to give you updates in each of those areas. The first one is goal one, the personalization and growth and that is the work of our multi-tered system of support, our MTSS framework. And as I said, Michelle Trasborg has been the lead on this area and has been just off and running. We have been able to get so much built at elementary, middle, and high school. um even mid-Marchch we've been able to get so much accomplished because Michelle has really been putting the majority of her time and
016effort into this initiative. So we had three big steps this year that we were looking at. We have been working with Brownstown Elementary to pilot our MTSS academic framework. They've been taking the lead on really looking at how we want to uh make the MTSS process more consistent across all four elementary schools. And so that's been bi-weekly meetings where they are going down into the details. What exact data points are we going to use to determine if this student is making progress? How often are we going to progress monitoring? What interventions are we going to be using? They are really down in the details to then give the other three elementary schools a roadmap so that we can be consistent. I don't want to say we're going to be perfectly exactly the same, but we
017want to be consistent and still have some ability to be flexible based on each school's population. So, we are on track um for the pilot. As you know, we've been working with our data management system and we are planning to be shifting from Ed Insight to Power School analytics and insights. Again, as Dr. Herman said, these aren't new topics. You've heard these things throughout the year. So, uh, a big part of the work of this action team and of Michelle and Adam and Don has been really, um, managing that transition and putting together the transition plans, meeting with multiple groups of stakeholders, making sure that the assessments and the data we had in Ed in Insight is being carried over into analytics and insight. And then last but not least, we're working on our MTSS
018professional learning plan. We've been building out our 2 to threeyear plan um across all of the different stakeholder groups to make sure that that our staff have an understanding of where we're going. And so it's a little groundhog day for you guys because in January I did the presentation on our PBIS and our SEAL work. So if you can kind of flash back to that um what we've been working on in our PBIS is we are still on track and in progress for our dashboard and that's where we are working concurrently with the academic side of MTSS to put together a full dashboard that will include all the PBIS the SEAL all and the academic sides. Um we in PBIS we have completed our spec transition. um that was an outside consultant that we were
019working with and we've now transitioned to our IU13 TAC team which is going really well. Um and we also relaunched our PBIS at the high school with that TAC support beginning in the beginning of the school year. So that again was something that was completed earlier on when I presented. We're in the middle of our learning walks for both PBIS um and SEAL. We finished our SEAL learning walks and then next month we're going to be doing our PBIS learning walks across all of our all of our schools in the district. And the other piece that we finished early on in SEAL, which is the little green button, is elementary roll out for the SEB curriculum. And so that is our social emotional learning and behavior curriculum. Um, and that is going well. We put
020together a full scope and sequence of curriculum last year. It's month by month. And so all of our elementary schools are running with that and we we saw that in action through our learning walks which was very very excited to see. >> So on the achievement side of goal two, if you want to flip back one slide there, the curriculum pieces that we've been building out and where we are in March, we have our phase one of our ELA and math that's been wrapped up and completed. Phase two, you see the yellow there because we are giving science a pause. um I don't want to say a pause, a deeper dive. We didn't want to rush to get that approved until we're really able to make sure that all of our courses are in line
021with the steel standards. Again, they're new standards. Our learning continues to develop and then we keep going back to those units. We keep going back to the course outlines and saying, "Well, wait a minute. What about this set of standards or where can we put um the the technology standards in that grade level?" So, we're revisiting and tweaking that science, but we do anticipate um having that ready by the spring and into the summer. And then our our red up there, our offtrack not started is phase three. These were the the subject areas that we I think we had talked to you about before that PTE actually just launched all new standards. So, health and physical education, music, art, >> the state standards are changing. And so this is why we said, "Hold up. This
022is going to go to next year's plan because there's no way we were going to write curriculum on old standards that are just going to be a waste of time for our teachers." So that's the red there. That that one phase three will actually be carried over into next year's that'll stay red um for a little bit until we have some more information. And then same as as with Sarah here, we've been launching our learning walks that we had shared with the board. just an opportunity to get into classrooms to really see the extent to which these high lever initiatives um are are working out in classrooms and that's been a really good experience um with the SEB that we started last month and then our last piece there for our goal area around belonging
023the inclusive learning environments we've been continuing our training with our administrators our staff and individual schools and as a cabinet next month we'll be revisiting we'll be coming back to look at next steps in that area. So, we've really met most of our action steps in that last um column as well. >> Jill, can you remind me what SEAL is? I've been >> trying for days. >> You got it. Social emotional learning. And then when you see SEB, it's the social emotional and behavior. So, that's when those two things really are are working together. And our last goal area is goal three, the learner innovation and community partnerships. And this is as as uh Joel said earlier about the team behind us. Um again, this is a team effort and a lot of people have
024a lot of different pieces in this. Mel Upton is is one of those individuals that that really um this is the champ. This is place that she really champions and guides this process along. As you'll notice, there's a lot of yellow up there. So, we're on track and in progress. And by nature of of a lot of what's happening, that's what's what's going on. I mean, you really never get to the end of these. Um, so it's it's continuing um continuous work. As far as the uh profile of CB learner, two areas point out the um the elementary has worked with putting the competencies in the progress report and so that is happening. The secondary will be working on that in the upcoming years as well. also that it's very heavily part of the curriculum
025writing process. So, as we go through this whole curriculum writing process, we're working on writing um profile elements of the profile into the curriculum as we go through through this. When you look at the um higher education, again, part of our focus there is focusing on creating a stronger communication plan to make sure that all of our learners understand what they're they are capable of and what's what's available to them and helping them and their parents along that way. also developing um um more relationships um um um understand memorandums of understanding with higher ed for students that are whether it's in our college in the high school program that is our teachers teaching college level courses uh credited through like say University of Pittsburgh or hack and so forth um or students going to the
026college itself and taking courses there um as well so again keeping to uh focusing on that and and continuing to look at ways to expand that um and provide different opportunities work based learning you'll see the red there u serve safe we intentionally paused that we talked about that a while ago the reason we paused it is you know as Jill just said about writing curriculum um this is actually going to be coming up in the FCS area and so it's like well let's just pause that to make sure that as we build that curriculum that we're intentionally putting this into the program itself rather than kind of referencing it. Um so we we intentionally paused that the internships we continue to uh grow that program and um getting more and more students out into
027the community. Um Mel and her team um have really done a an outstanding job in highlighting that if you've been to the high school recently and right outside the library, you can see a lot of the the pictures of the students and the different opportunities that they have and and it's it's fantastic to see and and I know over the years, you know, one of the things they talk about is if a student has a meaningful internship or meaningful experience, how much more that helps them be successful in life after high school. You know, it either rolls in things or rolls out things, but a a quality experience is key and and um uh hats off to Mel and her team and all the work they're doing doing there. Community partnerships, again, we continue to
028um look at different ways to work with our community. um whether it's through the um um committees that that Mel's working on as well as looking at different ways to connect community with us in in programming when it comes to curriculum and so forth. Again, the internships as is as an example of that and and continuing to look at ways that we can connect that and then I will turn it over to Dr. Hartman, not Dr. Huskin, Dr. Hartman last week. >> Thanks, Don. Uh so before I talk about what's going on with the AI task force, I just want to comment on a few things around around learner innovation and community partnerships. I I agree with Dr. Man. I think u Mel Upton's done a phenomenal job of growing these programs and these opportunities
029for students. Uh one of my favorite uh things to see in this district. There's a lot that I like to see. Uh but one of the things I think we do a great job of highlighting is I love it when those uh internship spotlights come out on our our district social medias. I always like seeing the different uh sites that our students are going out to. And I don't want to quote a number because I know it would be incorrect, but I'm sure Mel could tell us uh the the number of how many new opportunities we had just compared to 2 or 3 years ago in the area of internships or job shadowing opportunities, businesses in the community that we have partnerships with is I mean it's it's really expanded exponentially over the last few
030years. We can we continue to see that. Uh so one thing I want to highlight that that I'm really excited about uh this Friday uh when we have our uh uh students are off but our staff are in on that day. Uh we're have we have a meeting at the high school where we're uh called our high school graduation blueprint committee uh where we're really going to start we're just we're really in our infancy but we're starting to have the conversation about what should graduation requirements look like in the future where we've made all these changes over the last few years as a district and as a state to be honest with looking more at future the future ready index versus just test scores and student achievement tests. You know, there's been a recognition at
031the national, state, and local level that there's a lot more that goes into a child's education than just getting good grades or or being proficient on a state assessment. And that's all fine. I don't think any of us disagree with that. But then why haven't we touched what it takes for a child to graduate high school? It, you know, the requirements look the same as they did 50 years ago. You need four credits of this subject, three credits of this subject, and so on. So, we're we're really just getting the ball rolling. This is a multi-year conversation that's probably going to take place, but we're we're going to kick it off and we're going to start to have that conversation of of, you know, what what it could look like in the future and what
032it should look like in the future. So, uh, but it really is based on all this work that's been done in the last few years. Uh, and and just are we now measure how do we now measure it? How do we how do we prove that that what we're doing is is benefiting students and preparing them for life beyond high school. So super excited about that conversation that's going to start this week uh on Friday. So with that said, I'll move on to the AI task force. This really was was a goal that was written into our comp plan. Uh it wasn't one of our primary goals, but we we we tied it into learner innovation uh that we really thought would just last one year. And it really started with we need to have
033a district policy. AI is is uh you know infiltrating every aspect of our work lives, our personal lives, our educational lives. uh but we don't have policy around it and we don't have you know how do we support our staff in in utilizing and leveraging AI effectively. Uh so we our goal really was focused on year one and developing that policy which as you're all aware we we did uh school we do have a school board policy on generative AI. However, afterwards we decided there's a lot more work to do in that arena. So that task force was really meant to be a one year and done unit, but we decided to stay together uh for the for the time being. And this year, one of the things we focused on is what professional development
034opportunities and training can we offer our staff. And so uh and and that's a pretty broad topic when it comes to AI because it's changing so rapidly and we could talk about all different types of of subjects within AI. So we've actually as a task force we've broken into three smaller what we call working groups. We have one group that's working on uh focusing on staff training for AI literacy and ethical use. We decided we needed to narrow the focus. It's we can't talk, you know, about best practices and how to use AI. If you're a social studies teacher or if you're a, you know, an administrative assistant or if you're uh like like we can't get into the weeds with that till we've done an overall foundational what does ethical use of AI look
035like and what are the basics of AI literacy? What are the dos and don'ts and and what are what's the terminology? So, we're working on training for that. We have one group working on the same thing, but for students, what does AI literacy look like for students? and and use. And then we have another group that's working on identifying specific AI platforms that as a district we may want to adopt. Uh instead of just saying okay everybody go out there and use those free versions of of whatever you want to as a district we felt that we might need some different platforms that we can commit to uh for different reasons. So maybe you know for educationally for for our teaching staff there might be a tool uh that we utilize but maybe for our
036operational team and our business office there might be other tools that are more appropriate. So we have a team uh analyzing and evaluating all all of those uh possibilities that are out there. So, uh, to be honest, I think this is a group that will probably stay intact for the foreseeable future as things are changing so rapidly and evolving so quickly, but a lot of work being done in that area as well uh, this year. >> Yeah. So, we've been busy school board. Can you tell? >> We've been doing a lot. Before we look at what comes next, I I I do just want to pause and again just give kudos to the to the ladies behind me here, Kelly, Michelle, and Mel. We would not have been able to get to this level of
037implementation without their positions in the district. They have been instrumental in carrying those action plans forward. They're able to provide higher levels of support. They're able to have time for the conversations that need to happen to bring people along with the work. Um it's just been such a value added to the district and to the system and you can see it in how our um continuous improvement process is playing out at the district. So, believe it or not, this is year two. Starting in August, we're going to start planning the next comprehensive plan. So, what happens next is in year three of your plan, we're still going to be writing our 90-day action plans, carrying out those last pieces of the this year's plan, this three-year plan, but we also start building the are you
038ready for this? 2027 to 2030 plan. That's the first time I got to write 2030 on anything recently. And so that process will start happening in the fall. We'll be doing a big community needs assessment. We'll be looking at our data, working with our stakeholder engagement committee starting in October. Um we'll have that to the board in January. It needs to sit for 28 days for public comment that so that anybody can take a look at it and give us feedback. And then um because we like to work a little bit ahead of schedule, we want to have that submitted up to PTE in February. It's due in March, but um that system that we work in can be very finicky and so we want to give ourselves plenty of time to have that uploaded.
039So um you'll hear more about that process and that planning process. Uh Mrs. Kapka, Dr. Martin are the representatives on the stakeholder advisory committee. Uh that's the team that actually will be really diving deep into the action planning. But again, mission, vision, values, the profile, instructional model are what's driving this plan. So this isn't something that we just, oh, let's come up with a whole new thing. Let's go in a totally different direction. We've got the road map in front of us. It's really taking stock of where we are and then strategically and intentionally planning for what comes next as part of that instructional model and that roadmap. So, we'll be coming back to you next fall with a an update on this plan, but also some information about that 2030 plan as well. Any
040questions for us this evening? [clears throat] I'd like to thank you. Uh, I used to get very lost in all the pros of the plan. Uh, putting it in these um charts has made this so much easier and so much clearer. Please keep this profile going. My other statement uh since you're already starting to look at the next comprehensive plan uh may I suggest that as I look at the structure of this and you talk about the instructional manner model the uh professional learning plan, gifted learning plans, curriculum plans. We updated uh the uh mission and vision a year ago, but older than the old mission and vision was the profile of his CV learner. That's been there for quite some time. And I'd like to suggest we consider reviewing that too. >> Absolutely. >>
041There's Dr. Man agrees. It's getting a little maybe it's a little stale in some areas and needs to be modernized. [snorts] >> Yes. Thank you. >> When was the profile adopted? >> Do you remember? >> 2019. Okay. >> Yeah. >> Wow. What? >> What year? >> 2019. [laughter] >> I think to your point though as well, >> Dr. Dr. Harman [clears throat] mentioned that when we wrote the AI, we wrote it as one little action step in one little goal area because when we were writing this plan in 2023 getting ready for 2024, we had no idea, right? And so that really should be its whole own giant area and looking at all the components. So I think even revisiting some of those things through the lens of how education is going to be changing
042in the next in three to five years um especially around AI, it's going to be important. I know I have uh just a couple questions. The standards you mentioned that PD changed as far as the it was you said around health and >> and music and art >> the arts stuff were was it like a drastic change? >> Um they they were lining up more with national standards and so there are some areas where it's a significant shift. It's it's similar we're finding to the science um where not only were there shifts in content, but it's about how we approach. So there's some changes in art in particular that's around the the teaching of art and how it's integrated for a future focused um learning environment. So there's going to be some some paradigm shifts
043that need to happen in the classroom along with some shifts in content. >> Okay. When you said the arts, that's what caught my attention because has that >> is that something that has has changed very often? I can't imagine it would be. >> No, not at all. That's why we were getting ready. We're like, "Oh, these aren't going to change. They haven't changed in forever. We're good." Then all of a sudden in the fall, hey, we're coming out with new standards. We're updating all the standards. >> Interesting. >> Okay. Yeah, we were really surprised by that. >> Um, and then, uh, Dr. Man, the college and the high school. So, as we seek to expand that, just a quick question about just generally speaking, attendance for those classes. I'm assuming if we're looking to expand,
044it also means that those classes are are well attended. >> Yeah, it seems to be. I haven't heard anything otherwise, but as if obviously and if there are any that don't seem to be for some reason catching the interest of the students and they will look at whether or not that's still feasible. How many different agreements for the int is it mainly still out of like University of Pit or are there some others? >> University of Pit um hack is another one locally here. >> We we used to have with Penn State but not currently do not. Um but they're the two main ones. >> They're the two main ones. Okay. Gotcha. >> And then last question is the learning walks. U Miss Schaefer. >> So since that you said you're about halfway through you've
045been on a bunch of them. Have there been any and obviously from a from a helicopter perspective. Have there been any things that have been noticed in those where you're like, okay, there's some changes that need to be made because I know that's the other side of yes, everything's being implemented. It all looks really good. And then you reach some of those ones that go, okay, we've missed the boat here somewhere. Have there been any of those that are a little bit more eye opening from that perspective? >> I would say no. Um, we've we've been pleasantly excited about what's been happening in the classrooms. Um there's some differences between different levels um in terms of how people are using the curriculum in terms of character strong versus the homemade curriculum that happens at the
046high school. Um but all in all it was very positive. We learned a lot. Um it's it's a good thing that we all get to go around and and and spend time together as as a team to really, you know, talk through some things and and see if things are are going the way we would like to to to see it happen. Um what we're going to do next is come back to the table and just talk about some of those those big picture pieces. Um most of the the pieces that we learned from this time was just how to use the tool better. >> Okay. >> Um in terms of are the question are the questions that we're answering worded the right way? Um does it make sense the way we have maybe some
047questions that maybe are um asking us to answer the same thing >> twice. Yeah. So we I think what we learned most was the administrative side of it on whether the on just modifying the tool a little bit. >> Yeah, that makes sense. >> But it's been great. >> Okay, good. Any other questions anybody has? >> Okay, thank you very much and a big thank you for all the work. Obviously you ladies in the back, thank you um for not just doing your job but also for some reason liking to write this stuff. [laughter] I find that amazing unto itself. So, thank you very much. All right, we've reached the first spot in our evening for public comment. Anything specific to the agenda anybody wants to share on? Okay, so for the action discussion items,
048the first one is the approval of the superintendent report. Get back to that here. Just a quick comment on the this is typically we don't have a superintendence report always at this meeting but because of those intern we wanted to get those transfers approved so that we can go move forward with posting our positions because it is hiring season. Uh this is the time of year we're going out to recruiting fairs and other other recruiting events for next year already. >> So if there's no uh questions for that then I would take a roll call vote please. Mrs. Martin, >> we need a motion. >> Oh, yeah. You need a motion. Yeah. What are you doing? >> Super superintendent report. >> Okay. Do we have a second for that? >> Second. >> All right. Thank
049you. And we'll take a roll call vote. Thank you. I'm getting out of order. >> Mr. Eie. >> Hi, >> Mrs. Grath. >> Hi, >> Mr. Badingo. >> Hi, >> Dr. Martin. >> Hi, >> Mrs. Fischer. >> Hi, >> Mrs. Capka. >> Hi, >> Miss Trobridge. >> Hi, >> Miss Gibler. >> Hi, >> Mr. Gensel. >> Hi, >> 90. >> All right. Up next is the review of a Germany trip. Um Dr. Hartman, if you could share a little bit about that. >> Sure. So this uh is on the agenda because of a change in our schoolboard policy. Uh when we updated last June, we updated our educational and social trip policy uh policy 121. This is not a school sponsored trip. This is a there's a a trip being proposed, a non-school sponsored summer
050foreign trip. We've done these multiple times in the district uh through different organizations such as EF tours and some other organizations that are out there. Uh according to policy, these trips do not need schoolboard approval because they are not school sponsored trips. However, when we updated our policy uh under non-school sponsored trips under that section, uh it does state that schoolboard approval is needed if in order to if we want to advertise or market those trips in our schools. So, if we want to put up a poster for that opportunity or if we want to allow our our foreign language teachers to talk about uh that trip with their students, uh that needs schoolboard approval. So, I wanted to clarify, we're not seeking approval for the trip because it's a non school sponsored trip. We're
051seeking approval to advertise and and uh hang up posters for it. We do have Mr. Sigard here who's if if you do have specific questions, he's will he's the organizer of the trip and he's willing to answer them. But really, we're just seeking approval to be able to to advertise it and market it to our students. >> Is it approval is next week. Sorry, we're just we're just putting it on your radar now. >> I had some questions about this trip if I could. >> Um I I think the company that that uh gave us their information was uh exceptionally good. I can understand your confidence in them. Uh but there's nothing there about um our regs. So my first question is uh do you know how many kids are interested? >> Yeah. Why don't
052you come join us? Yes. >> Um hi. Um I haven't taken a formal formal poll of of how many students that are who are interested, but I I have several students and actually I started planning this when or thinking about planning it at our first parent evening in the fall. Um, and I had some parents comment that my child is wanting to continue in German in part and hopes to to travel to Germany. Um, so I know that I have a handful of students that are very interested. Um, I don't know the exact number. No. >> Yeah. Um, I wish you would have come to us way back then rather than soliciting it before the board approved it. That would have been tighter to our policies. Um my my next question is uh in the
053financing this is not inexpensive. Um is there any fundraising that they're going to be doing to help pay for this? >> So uh ACIS provides fundraising almost like a GoFundMe on their on their website where students can raise money uh in that way. >> What what grades does this cover? Um, I'm planning on offering it from 9th through 12th. So, >> ninth graders, that's some of those are sort of young for this, but >> Well, correct. It would actually be 10 to 12, I guess, because they wouldn't have taken the class yet. So, it be it'll be sophomores to to seniors. >> What What ratio of students to chaperones do you? >> So, um you every six students you um are able to take another chap or they will fund another chaperone to go along
054the trip. So it's um additional six you get another chaperone. So if there's only I I don't think what do you mean when you say every six funds a chaperon? >> Every six students the tour company will provide you with another chaperon meaning that we bring another chaperon along. >> And do they pay the same as the students? >> No they don't. >> Oh okay then you really mean they they provide a chaperoon for one for every six? >> Yes. Um, it also talks about professional development for the leader. Have you done that? >> I have not done that yet. Um, >> are you planning on it? >> Yes. >> Oh, okay. >> It's not a It's this isn't a school sponsored. >> No, but if he's going if he's going to advertise it, we
055need to make sure we're comfortable with the program. >> Okay. >> That that that's what I asked. It's the same request that we had way back when. Okay. Uh it's been a long time we did uh have that. Uh could you tell me is um is your expenses covered or do you have to pay? >> My expenses are covered. Yeah. >> Okay. Uh please realize that we always considered it appropriate that you make sure that the um the participants understand that some of what they pay goes for covering your expenses. Okay. I that that that's only right that they know that your yours is paid. Uh are they going to be given any free time? Uh they do I I haven't gotten all the exact details of the itinerary, but there is typically free time
056built into the afternoon. >> That's always where we get into trouble with the free time. So I'm sure you're aware of that. And lastly, I see you're going to DAO. >> Yes. >> Okay. May May I suggest you be >> not DAO? DAO is in Poland. >> Oh, I'm sorry. I thought you were going to take a side trip to Dao. >> Dao, isn't it? >> Do Yes, sir. You're correct. My mistake. uh if you're going there that uh some students are not real good with that and if you're taking them as young as ninth graders uh I I would just suggest that you make sure they understand that this can be emotional. >> I I've yeah I've taken students there in the past. >> I don't know. Oh, you've been there? >> Yes, I've
057been there two times. >> Okay. And it it can be uh upsetting for some young people. out with y'all. >> I went to Dcow when I was in ninth grade and went to Germany. So if you're offering it to 9th graders and their parents are okay with it, then that's all you need. The history is strenuous. It's the way that it is. And Doc House is not the only place in this world that people may get upset going to. So I'm sure they're going there for the history. I've been there. I've seen it. And they'll they'll get through it. >> Okay. Uh, I just wish you a good trip. I think this is a great opportunity for appreciate your willingness to take the time. >> Thank you. >> Any other questions? All right. So, this
058will be on the consent agenda for next week. >> Just to clarify for everybody, it is this is you're planning this for summer of 27, correct? >> Yep. So, we're in a very kind of preliminary planning stages. It's just wanted to clarify that. >> Now, do you I just had a quick question because we're talking about German. Do you teach German for all four grades or is it just or do you take honors and >> for all four grades? [clears throat] >> Okay. All right. Cuz my only reason why I asked my son to take German next year is so I was just curious to hear. >> So if you want to pass, you better give him an A. So that's [laughter] >> there you go. Thank you. >> Awesome. Thank you, Mr. Swagger. >>
059Thank you. >> All right. So next we'll go over the homebound instruction, >> I believe. >> Right. Yes, Miss Schaefer, you're presenting on that. >> So, as as part of um a board's responsibility is when a student goes past their 12 weeks of homebound instruction because then it changes their their attendance and um there is a requirement for attendance and homebound instruction only provides a certain amount of hours per week. So, when you go beyond the 12 hours, it requires it requires the school board to approve that. And so we provide homebound when it is a a doctor's requirement that typically the student has some sort of um sickness hospitalization that's going on. So we have a a valid request for homebound to continue past the the first 12 weeks and we are going to
060be continuing it for the remainder of the school year um as the student needs it. So we just need your approval on that. >> Gotcha. >> Is that tonight or is it next week? >> Yeah, it's pretty simple. Can I get a motion to approve the homebound request? I move we approve the inbound request as presented. >> Second. >> All those in favor say I. >> I. >> Any naysay or abstensions? Good. All right. Thank you, Miss Shaver. Um, and then we have the approval of the kid connecting potential. That is a weird word. Kiding potential occupational therapy agreement. I had to read that. I was like kidneys. No kidding. [laughter] So we have put together a contract for an evaluation that a single for a single occupational therapy independent educational evaluation. Um it's based
061on our policy 113.3 when um parents request an independent educational evaluation. So as such we follow through with that request if they meet all the requirements and parameters and they do. So we are we put together this contract to be able to go forward with the E. So, we would need your approval on that tonight as well. >> Any questions for Miss Schaefer about this one specifically? >> Was the OT about already done >> from the district OT? >> Can I ask that question? >> Yes. [laughter] >> You know where I'm going with this? >> Yeah. >> Um, >> which is the purpose of the IE, >> right? So, >> I'll leave it that. >> Thank you. >> All right. So, can I get a motion to approve the connecting potential occupational therapy agreement? And
062if I have to say it, you have to say it, by the way. >> And now nobody wants to. >> So moved. [laughter] >> Do I have a second? >> Second. >> All right. All those in favor say I. >> I. >> Any nays? No. Okay. Thank you, Miss Schaefer. All right. Then we have the uh tentative agenda for March 16th. Um and then we have the second part of the meeting for public comment for any issues at all. Any anything anybody wants to share? Okay. Um any board initiatives or announcements tonight? I did ask Dan about um cursive writing since that's been in the news lately and Dan reported that we are already teaching cursive writing beyond beyond what's required. So, >> yep. And Dr. Ker can speak to that, but I think what
063what is now required and that I know that got a lot of media coverage, but it's really already in our our program. I don't know if you want to speak more to that or >> Yeah, sure. [clears throat] We um start teaching cursive in third grade through our foundations program. So um all of our handwriting is taught through foundation. So we use the as students are recognizing letters and the sounds then they also are working to write and form those letters. So they're making those connections across all three. Um and so by the time the students have really mastered print handwriting in second grade, we move to third grade. And then fourth grade also has an extension as well where they're continuing on in their Henry. >> So that's been a part of foundation was
064here before me. So it's been at least six, seven years that that's been been happening already. >> That was an easy state mandate to me. >> Yeah. >> Say I have a current third grader and I've been doing a lot of cursive homework. Yeah. [laughter] Helping with that a lot. >> For those of us who only have cats and dogs, [laughter] >> I'm not aware what they're bringing home. >> Can I just give a reminder? Sure. >> Under uh board matters that uh the educator award of excellence I think nominations are due I believe April 1st >> so [snorts] >> for for spring recipients. >> Yep. >> You don't have any applications yet? >> I have not checked. Marilyn, do you know if we >> Yeah, we can check and get an update for you.
065>> Okay. >> I'm sure we do. >> Yeah, that's a good reminder. Hopefully we'll get a bunch in. >> [sighs] >> Um, okay. Any other board matters? >> Then I will uh take a motion to move to executive session for a student discipline issue. >> So moved. >> Second. >> Did you get that second? >> Yeah, we can say she had it first. All those in favor say I. >> I. >> All right. Move to executive. Thank you.