South Summit School Board Meeting

001Just a reimbursement check, I would imagine. >> Did you already take >> I haven't done them all. >> Out of control. >> No, I just have >> Okay, we are live at some time. So >> Oh, good. >> Since you're using paper, you let me know if you need >> I'm actually good. I really >> He's not as old as you are yet. by by the end of the day. Like, >> yeah, >> we'll give it >> They're like magnifying glass time. >> Two minutes. >> Date night for the Butterfields. >> We're live, by the way. >> Our family home evening. How are you going to do? Are you still doing no sugar? >> Like sugar as well as no pop. >> It really did. Yeah. >> It's only showing that on screen. So >>

002you're just excelling at all parts of your life. So You have to hold it. >> We We are live right now. >> I think that's a great picture on the screen. >> Yeah. Thanks. >> Yeah. So, if you can push it >> at 6:00 by somebody's clock, too. Let me just do this. >> Okay. >> All right. Welcome everybody to the South Sama Board of Education meeting on Monday, February 9th. It is now 6 PM or really close. Um we are going to start off with uh with the board member Metcaf with the pledge of allegiance. I pledge allegiance 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. >> Thank you, Ty. Um I will now

003review the uh vision and mission statement. Uh South Soma School District valuing individuals and preparing them for success. And our mission statement is we support, empower, and inspire individuals to promote and achieve academic and character excellence. Um, this next item is not on the agenda, but it's uh just want to acknowledge the uh wrestling team and want to congratulate them for their big win at state. So, we just want to make sure that they're acknowledged and we appreciate their hard work. Um, is there any public input? Noah public input. All right. Um, we appreciate everybody getting their uh their public meeting training done. So, I think everybody did that. That's been turned in. And then we have trust land reports. Um, are there any questions on the reports? >> If we have questions, we'll invite

004the uh them to come up here. But if not, >> there's >> because they just geted like in March, right? >> Yes. So this is the so each year um uh principles are required to report back to the board their trust lands and TSSA plans and um so we provided those so you could take a look at those. Um hopefully hopefully they were easier to read. They seem to be I think we're getting better uh each year. Um, and uh, and so hopefully those were easy to read, easy to understand, and and then if uh, where it's reporting if you have any questions, they're, you know, they're here to to answer. Um, >> yeah. >> I appreciate the inclusions and exclusions. That was nice to see that. So, it was easy to see, okay, what

005should we be excluded? And so, I thought that was really good. >> Any any questions on the reports? I appreciate the the admin keep keeping up on on uh both of those. I know when I was a principal and I and I saw it change over the years, but um you know 20 years ago a trust lands a trust lands plan was written and probably wasn't followed up with until the next year. And so I appreciate that over the last I'd say 10 years especially the state has required more of of us and and and in the last few years um they've stepped that up again and and our admin have been quick to to to make the adjustments and to really focus on impact. So it's been great. >> All right. Um, I will

006also just quickly mention with the high school trust lands, um, there was a a small overspend, um, this year. Uh, it's a small amount. We're we'll bring it to the board, uh, next month for, um, for you to acknowledge and approve, you know, how we're fixing that. But, um, Adam's been working with, um, the state on how to to get that taken care of. It's, uh, 1,600 something. >> Yeah, I was going to say 1,600 bucks. Not a whole lot, but wanted to at least bring it to your attention, make you aware that um that's coming next month. So, it did wouldn't come as a surprise because it will require formal board action >> as far as approving the plan of how to fix it. But >> isn't elementary going to borrow the money? >>

007Well, you know, we we we tried and they won't let it used to be. It seems like it used to be you could do that. Come on, Lisa. Have a heart. >> Sorry, Mr. >> So, the reason we're just bringing that to you now or next month is because I didn't know about it until today and so I couldn't get it on the agenda to get that approved. So, >> you're fine. >> So, >> all right, Shelley and Cindy. >> Yeah, >> you're gonna wow us, right? >> So, I'll just as they're coming up, >> I'm letting Cindy sit in the crowd. >> Oh, okay. Well, that's nice. >> I know. Um, as as Shelley's getting ready, I'll just say so some of she's going to be reporting um about more than just the assessment

008project tonight. Um, so uh, >> fantastic. >> Yeah, I think it'll be great. >> All right. All right. Here we go. This is exciting. >> Thanks, Adam, for fixing that. >> Yeah. Oh, fixed. >> Look at you. >> Amazing. >> Um, >> thanks for having us here to talk about our midyear student data at this point in the year across the school district. We're really excited because this year we have more data to show you than we've ever had before um across more courses and subjects than we've ever had before. So, that's that's exciting for us. Um, I really love Oh, I have to sorry have to do two things. I really love this quote that data are not just numbers. They're means to get the truth about whether or not we're making a difference.

009And most educators when you ask them why they went into this, the phrase making a difference is usually in that sentence. And this is how we know for sure that we're doing it. Um it's also our through line to the student impact impact portion of our target. Um student impact has to be at the center of everything we do and if we're not making student impact I'm not sure what we're doing. So that's that's our goal and data is how we know how close we are. And the data you're going to see in this presentation reflects the combined efforts of teachers, paraprofessionals, um, instructional coaches, and administrators. And I just want to thank them all personally for the work that they do every day. Um, that all day, every day that results in positive student

010impact for every student. So, what we're going to go over today is, um, report card data and Aadian data. Those are two measures of the state that we get. They're going to help us know where we're at in relation to what the state expects of us. Um, and then we're also going to move into assessment project data, what we're learning from that data, and what we're working on now. So, the first thing we're going to cover is our school report cards. This is data that we get in January. That is from the end of the 2425 school year from May. So it's 9 months old. So that keep that in mind. It includes Aadian data, rise data, Aspire data, ACT data, and WEDA data. So all of those state measures that we take are included

011in these report cards. >> What is WEDA? Sorry. >> WEDA is the test of English proficiency for English language learners that we have to give. >> Okay. I have another question for you. >> Yes. Yes. In the Silver Summit report, it had Dibble, and I hadn't heard of that one yet. >> Dibble is old Acadians. >> That's what it used to be called. And then somewhere in there, the name changed from Dibbles to Acadians. >> Okay. >> So, it's just the old name for the same thing. >> Okay. So, we're going to start with our um elementary school. As you can see, there's four areas. achievement, growth, English learner progress, and early literacy. Um, and then they give those awesome little gauges that kind of show you where we are. I'm just going to highlight

012something from each school. One of the areas where the elementary school has made a huge leap forward is in their English learner progress. You can see they're on the verge of commendable, which we love. um their number of their percent increase of students making adequate progress is 24.5% which is a huge jump from where they were the year before. Their proficiency is a 21.1% jump which is a huge jump from where they were before through some very very intentional and targeted decisions and curriculums and strategies that have been implemented over there. So kudos to them. At the middle school, we have um one less quadrant because they don't have the early literacy quadrant. And you'll see in the high school and the academy, they have the post-secary readiness quadrant. They don't have either of those.

013So they just have three. So you can see there how they're doing. Um, one of the things I want to highlight is that their growth in math and science is at a higher rate than the state average. Their science growth is a full 8 percentage points higher, which is pretty significant. We're also starting to see movement in their English learner progress. It's up from uh the year before. And they recently exited from TSI status with the state, which is when they come, they're like, "Hey, you got to fix this and you got to fix it now." and they did what they needed to do and only spent a year in TSI and they're out of it already. So that's exciting. >> Are did you come up with the thresholds for like typical >> No, these

014are all state designated. So they had to meet certain cut offs and different things that the state in order to get these designations. >> We also I just want to quickly because Lisa and I very recently got an email. They also have been taken out of the ATSI status for English language learners. So, >> at the elementary school. So, both schools have come off. >> We're seeing some good movement. >> Yeah. Good. >> Yeah. >> Um over at the high school, we have quite a few things to highlight. In their achievement bracket, their math proficiency went up 16.2%. Which is crazy big jump. So that's exciting. Um, in their growth, all of their areas are above the percentage of growth of the state, but in particular, I wanted to highlight language arts where the state

015average for growth is 49% and ours is 60. So that's quite a bit higher. Um, and then you'll notice down in post-secary readiness that um, our increase in students getting 18 points or better on the ACT is up 11.3%. Which is also a very tremendous jump to make in a year. So >> that other category not to bring up the negative. >> Well, that's an opportunity for growth which we've already >> a reason. Well, >> what happened? >> We need more help there. >> We do. I mean, what I would say is part of this is a systems um failure and not focusing enough on that group of students, on our English language students. Um and so we're starting to see growth in some of the schools which will extend up to the high school.

016They've already made some adjustments in this area upon seeing this data themselves. Um they've they're using there's lots of things that WEDA provides to support teachers in helping students that are still learning English. >> If we do it right, they shouldn't have any of them in their any of those students in their school because they're already passed out. >> Right. Right. And we have several that have that are on monitor status. So it's just >> So how many kids do you have, Kenna? >> Well, and that also that number reflects the fact that we've had a lot of brand new straight Mexico or >> well they don't speak English at all right >> or or they move in from other districts >> and you know so they're coming from other systems as well. >> Yes.

017>> So it is a it is an area of focus the high schools really um they're they're >> they're targeting in on um on how to support our English language learners. um how do they support them? Not just um directly impacting them with with strategies or services, but how do we embed those types of instructional strategies into tier one instruction into every classroom? >> Cross content. >> Yep. So that they get a benefit in math and English and art and history and everything else because those strategies also benefit all students. So >> is Mr. Is Mr. Carur still your guide candidate teacher that handles Yes, he is. >> So, this is your this is the beginning data point that we're going to start from. Is that what I'm gathering? So, that's is last year's data.

018>> Yes. >> And and now everything that we've done over the summer and >> things like that. >> Okay. Yeah. >> Yeah. I just want to make sure I this so this is really your this is the beginning >> and just know that from my department well from me this is going to be a big push in every building for this group of students >> right well and just to point out this is the data that was available in just came available in the last couple of weeks last few weeks >> and so we sat down with administrators and and we were going through the data and they and they were coming up with plans of how to how to attack some of these areas. And the high school, for example, went right to the

019faculty and they've been they've been >> they're already working on it. >> They're working on it. The unfortunate thing to this is you find you get the data in January toward, you know, middle to end of January. Um and you've lost half of that year. So that's why we're trying to beef up all of our assessment >> um practices in the in the district so that we're not waiting until January to get a surprise. Hopefully we can make the adjustment in the summer instead of the January. >> It it certainly is impacting their conversations around staffing right now for next year already. >> Why don't the state get a better system that they can give us the data faster? >> It's a really great question. >> They don't give us any slack on getting it

020to them, right? >> Well, yeah. No, >> No, they don't. But they um this year was I think also a little bit off because they had changed if I if I understand correctly they had changed some of the assessments and so like the the ELA assessments took a lot longer >> and that may have also um held some things up as well. >> Okay. Wait, did I skip one? >> Okay. The academy. Um what's tricky at the academy always is the end size of students. So you'll notice on those bottom two quadrants um when they're talking about graduation rates and the English learner, they don't have enough children for this that fall in those categories for the state to compute. So we don't we don't have data in those areas. But um in math and

021science, their growth is above the state and district level. And what one of the things I really thought was cool was one of the things they look at for growth is the growth of your lowest quartortile of kids. So your lowest 25% and their growth of that group of students is up 21% from the year before. So that's that's excellent. Which means their English language learners are progressing also because a lot of them fall in that quadrant. Students with disabilities, all those different kinds of categories. So that's good news for lots of kids. And >> how many English learners do we have? >> Um, it kind of es and flows. Cindy, do you know >> generally 10? It goes up and down. >> Percentage for the number >> for the number of kids they have.

022Yeah. So that's >> the So then at Silver Summit Elementary, um I want to highlight some of their achievement increases. Their math proficiency went up 18.1 percentage points, which is great. And science went up 7.3. Um they are also missing some not having enough students for certain categories. So that's why some of that data is incomplete. Okay. The other big thing we do for the state is a cadence. And as you know, we get data from acadance in reading and math. A cadence is a measure of lagging skills. It's not a measure of proficiency related to core standards. Um so that's one thing to think about as you're looking at this. So we did it at the school level um for you today. So the acadians at the elementary school in reading you can see

023um after they've done MOI they've had a 17% increase in proficiency. 77% of students increase their composite score. 67% of students are scoring in blue and green proficiency levels. 62% of them are making typical progress or higher. And 15% of students dropped in a proficiency band. So that means from green to blue, um, blue to green, green to yellow, yellow to red, which happens with our kids that are borderline. The other thing to remember is that a cadence gets harder as the year goes on. It's not you're not measuring the same test across time. You're it gets more difficult. So this is the time of year where we start to see that happen a little bit. Um if you recall the in a previous meeting we we had reported out that we had tied for

024third in the state on our third grade reading level. >> I just want to point out that the state our our state is not um scoring it the same way the other states are. So for us in our state they only count the kids in blue as proficient. other states it's any kid that's in green or blue because green is at grade level or above and blue is you know highly above grade level. Um so the numbers that you're seeing tonight are different than what we had report than than what had been reported out publicly because those numbers were only based on the blues. Um and when I get I'll when I get to an update later I can let you know about part of that Senate Bill 241. >> Do we know why they're

025doing that? Um, >> great question. >> It's a great question. We've asked the question. I don't know that we've >> we don't know. >> I don't know what the answer is to be honest. >> Yeah. >> Um, >> who chooses the standard >> board? Uh, USB. >> USB. >> Yeah. So you can then >> I feel bad for our teachers when headlines go out that say half of Utah kids at third grade read below grade level when in reality >> if we count the blue and the green because green is on grade level we're at >> 67 you know we're we're higher. So, I do feel bad that, you know, t when that goes out in the media, they kind of it feels like they get beat up and they get a black eye and

026it I don't feel like it's deserved because if we're truly reporting out at level or above, it'd be much higher. And uh I I don't know how how can you fix it? Who do you got to address it to? >> So, I'll when when I do my update, some of Senate Bill 241 helps take care of that. Um, so that that's le not a not an issue anymore. Um, >> we did bring it up, you and I brought it up in that meeting with the governor's education advisor. I forget his title. Dr. >> Nazison, Dr. Nyon. Yeah. >> Yeah. >> But, um, you know, I I've I haven't seen the data with my own eyes, but I've been told that across the state, if they were to take a state average of all the blues

027and greens, the state would be about 81%. And that, you know, might help the teachers feel a little better about themselves. That's that's why we're reporting tonight in our district that >> our teachers are doing it. They're making it happen. >> So, you can see those same percentages there for math. Um, I do want to point out in reading that in third grade, 66% of students are in the blue and green and in fourth grade 74% of students are in the blue and green. And what you know a cadence is not the same as rise and it's not an indicator of rise but the higher percentage of students we have in blue and green is a good indicator of how students will be able to access the test. Reading the test will be easier. Comprehending

028the test will be stronger and that will be true in math as well which as you can see the school average is 70 almost 75% of students scoring blue and green. So that's really strong indicator that our students are going to a have great access to do well on that test. And here is our Aadian data in at Silver Summit. So you can take a look at their proficiency levels there. >> Is Aadian the one that predicts success in college or is that rise? >> That's rise. Rise in aspire I think. Yeah. more. So >> this is how we catch kids from falling. >> Oh, okay. >> Does that make sense? So you know they have a whole system a whole system set out for kids that are in have yellow and blue indicators on

029rise. So Lisa has a whole slew of interventions that happen um that uh are pretty sweeping. It's a big system that we have and that it also goes with um one of our house bills where we're striving to have everyone reading proficiently at third grade. So, >> and just a little to >> I'll stop interjecting in a little bit when you're done. But >> she's like, >> um I just want I want to point out again to teachers >> to teachers credit and our paras >> our kids that are severely behind they're being progress monitored, you know, weekly >> weekly. So this is a huge it's a to to the point Shelley made of this is a big system that is rolling at the elementary school level. You know Silver Summit and and South Summit

030Elementary. They're they're working and and I think that's why we're seeing such gains. >> They are all right. Now for the good. That was good too. Um I'm I'm excited to share this with you tonight. Um we've been working and when I say we I'm that is a very collective we teachers um the coaches and their principles have been working really hard on what you're about to see and it has been a big lift and um and I'm proud of us for doing it. It's been a lot but we've worked really hard and it's going well. I think um one of the things I love about the assessment project is that it's kind of all-encompassing of our target um as far as obviously scores lead us to student impact which is really important but it

031also reflects our GSIP our guaranteed strategies of assessment planning access rigor and reflection. So we're practicing all five of those throughout all facets of this project. It's also how we live our culture of feedback and continuous improvement. And I'm I'm not going to lie, this project has stretched and tested our culture a little bit. Um, all of us have given had to give and receive feedback and not all the time has that been the most pleasant experience. We're all stretching, we're all broadening our capacity, but in the end we will be stronger and better for it. Um, and so it's been really great. And all of this has been to better understand the impact we're having with our students on tests that are directly aligned to our instruction. Not some out there tests that the

032state has purchased, but directly aligned to what we know key kids need to know and be able to do in our standards and with the instruction that we provide here in South Summit. Um, and it's in real time. We don't get the results nine months later. We get them as soon as we give it. So, we're really excited about that. Um, as a reminder, the the purpose of our project has been to build our collective assessment literacy. This is a learning project. It has been a learning year, and next year will be a learning year. And what we mean by that assessment literacy is the knowledge, skills, and dispositions that lead a teacher, administrator, policy makers like yourselves, students, and families to use assessment to improve student learning and achievement. Um, it is the fuel

033for improvement. Um, and then so that's what we've been doing. We've been doing a lot of ongoing professional learning. We've had more formal sessions all summer and throughout the year for our different tracks. As if you remember, we let teachers pick to be on the summer track, the semester track, or the year-long track. And we do have teachers on all three. Most of them are on the semester track, but we do have teachers in process now still. That's been formal training, really informal training. It's been faculty meetings, one-on-one sessions, help sessions, PLC's, small groups, you name it. In whatever setting you can think of, sometimes in the hallway, um there has been professional learning around assessment. Um we've um had everybody create a summit of assessment. It's almost like the teacher's own project to show

034what they know about assessment. um we've given those assessments beginning of year, middle of year, and now we are going to learn some more because we've got data from both. This is going to be very cyclical. It's going to be a multi-year learning process of refinement to get these assessments where we want them to be. And we're not moving off of these assessments until we feel really secure in their quality. Um, so I'm going to hand out some data because I didn't know if you wanted to look at the screen or have it right in front of you. very much. >> Okay. So, a couple of things that I want you to think about as we move through this data is as far as getting a test from the very first draft to high quality.

035This is these are very preliminary results. um that's going to take a few years and and some help from some expertise experts that we don't we don't have some of that expertise. Um so it's um giving us a lot of information about what our students know and what they don't and our how our instruction is impacting that, but it's also giving us a lot of information about the tests themselves. And so um we're going to talk about that as we go. Um, fun little fact there in the left. We've got a bunch of some teachers that have really glombmed on to performance matters and are running with it. So, even though we have about 95 teachers that participated in this project, we have 600 and tests that have been created in performance matters. Some of

036those are quizzes, some of them are chapter tests, but people are using the platform and over 2500 assessment items in our question banks. So that's those are some fun statistics. So let's start with the elementary school. So we did these as school averages. So you'll see they're math, ELA, and other. and other represents any subject outside of ELA and math. We put those all together. So you can see there we start with their BOI proficient. Oh, some of these got out of order. I wonder how that happened. >> Wait, what is ELA? >> Language arts. So you can What happened with my columns? Oh well, doesn't matter. So you'll see BOI proficient and MOI proficient and then percent of proficiency increase. So you can that's pretty straightforward. Just annoy ignore that range of class average

037change for a minute because that column is in the wrong place suddenly. So you can see that where we're at now versus where we were at the beginning of the year and the percent that students went up. We've got the percent of students that moved up a proficiency band. So just like RISE has red, yellow, green, we put set proficiency bands on these summit of assessments in the same brackets of red, yellow, green. And we used the rise blueprint and how they divide rise into red, yellow, green at the same proportionate levels so that we're getting an indicator. We can't have everybody set their own. and if they set their own then you can't compare anything. So we set those and though nobody gets to change those. Um and we tried to do it based

038off of generally what counts in the red for rise in the yellow and the green. So that's just so you know that is comparable. Um the p so if they 53% of kids in math moved up a proficiency band which is great. You can see there the percent of score increase that is even as little as one point. If they went up one point then they're counted in that percent of increase. And then you can see that range of average growth per student. So in some classes it was 14% and in some it was as high as 29%. So you can kind of see what that looks like. In some instances we do have some data that's incomplete. So there's an asterk there explaining um u math doesn't include third grade or kindergarten because some

039some of the data was incomplete so we didn't include it and ELA does not include first qu questions >> so so beginning of year I it's low is that is that testing on what they should start with or is it what they should learn >> excellent question so we had them create the summitive and then they're giving the whole thing Okay. >> Beginning of year, middle of year, end of year. >> So, for example, se seventh grader, you're testing them on seventh grade. >> Seventh grade math >> to see if they are going to accomplish it by Okay. >> Right. >> It's on their grade specific standards. >> Oh, yeah. So, we would anticipate that they would do poorly. >> Okay. >> So, when we're looking at those grades, um, one thing to think about,

040one of the things we're learning about our tests from these scores is, is the level of rigor right? is the depth and complexity of our test matching the depth and complexity of the standards. Um, and one indicator of that on either direction would be really low scores. Maybe our test is too rigorous, which good for us if it is. If they're really high, um, is the test too easy? >> So, we're we're going to be figuring that out as we go. And some teachers are already saying, "H, my test is too easy. I need to make it harder. It just depends on the teacher. >> So do we do we measure proficient by what is proficient what they should know at the end of the year? >> Yeah. So 27% of kids in math are

041proficient. >> They already are at the level that we would expect them to be four months from now. >> Yes. >> Okay. So Shelon, I got a question. >> Go. >> I like what you're doing, but >> thank you. If we had this room just full of teachers and none of you, >> what would they tell us? >> Well, it dep depends on which group it is. You're going to hear the gamut. You're going to hear people that love this or at least are like, I get what you're trying to do. I hate it, but I get it and I'll do it. That kind of thing. And then you're going to get people that might call us names and and hate it completely. You're going to hear it all. >> It's not like it's widely

042popular. Are >> are we doing stuff to I mean, is the buy in coming though? >> Yeah. Success and then the buyins come. >> Yes. It's It's going >> jump on the boat or go find another job or is that how that works? >> Kind of. Yeah. Like we're not going to let go. It's a good project. It's the right project. We feel good about that. Are there have there been things that could have been done differently or better? 100% lots of them and we're going to talk about some of those at the end. Um cuz we're like I said, we're all just figuring this out together as we go. But I feel like there's strength in that and I feel like um yeah, it's not going to be 100% people liking what we're doing.

043It's a lot of it's getting used to it. It's way different than anything we've done. >> Some of it. Yeah. Some of it. I think a lot of the teachers that might say, "I don't care for this," are teachers that have never had to court test. >> Yeah. >> You know, they've never felt that accountability. The other thing is, you know, when you mentioned buyin, it's interesting. Um we we had a decent return rate so to speak but um an email went out the end of last week saying hey the board has asked for a presentation on our data and uh all of those middle of your assessments had to be done by such and such date. Well I think there were some people that I mean >> so you threw us under the bus.

044No, no, no. >> Yes. >> no. >> I was very careful in my email. >> But, but what I'm getting at is is it's important for for all of us to know that this is coming from our strategic plan. It's coming from the board. We're we're we're going forward and making it, you know, turning it into action. And so, I think some of it was, oh, great. This is a way to get an extra stipend. and now they're realizing, "Oh, shoot. I gotta do it." There are others that right off the bat were like, "This is fantastic. I love it." And um and so along those lines, when the email went out, there was some of there were some people that were like, "I need help and I need help right now so that I

045can get this done so that it's at least reported in the the data report for tonight." still in a voluntary pilot stage. So, >> well, you got to pick a track, but you had to pick one. >> So, is everyone on a track at this point? >> And that part's non-negotiable. >> Okay. >> Does this I remember when you and Cindy presented this probably been a year ago, year >> and we talked we had that discussion around teaching to the test and which I think is a good thing like if you do it right. >> Yeah. >> And we talked about building the program that we were buying. You could build >> I forget what you call them. Like questions. >> Yeah. >> The test bank. >> Yeah. >> Test bank. >> Is is that

046what this is? >> Part of it. Yeah. >> Okay. >> Yeah. >> And so do we think um in addition to like being able to track this and see where we're getting better and where we need to do more work is a is a side benefit from this that our kids will be more prepared for those other assessments? >> That's the idea. >> Okay. >> That's the idea. >> I love it. >> Yeah. Yes. >> So, I'd assume you're also going to do a survey with the teachers to get feedback. >> Oh, yeah. >> So, I mean, I assume it's probably a bell curve type of >> people that's accepted. You got the middle group that's doing it and then you got the last part, the laggers. >> Absolutely. >> This is why you have

047that last part. I was in education for quite a long time and every once in a while you have this new thing and I'll be go to hell if we didn't have superintendent just love to jump on them new things to make a name for themselves. >> Yeah. >> And it puts teachers through the gamut >> and then it goes away in 10 years and then you got another new thing. We need to have something that continues and we continue to grow. I mean you come in and you say you know we was way low and we build it up. Well, we ain't always been real low. >> No. >> Because we've had some really high scores in the past. >> Yeah. >> It ain't like we we're a crappy district. You guys come in

048and you're the saviors. >> No. No. >> Well, and it's not about us. What we're what we're doing is, you know, our theme has been back to the basics. >> Well, and I agree. I agree. I just don't want this to be one of those things that >> two years you guys go to a convention and you hear a new new cell and hey, that home. >> Yeah. No. Then you tell the teachers they got to learn a whole new thing and that's why you get that that bottom 10% that probably resistant. They've been through the gamut probably three or four times already and they're done for sure. >> No, you're you're absolutely right and that's that's our thing is what we're doing is what I would say is one of the most basic of

049basics when it comes to education and instruction. >> I agree with everything you're doing. You know what I mean? Don't want it to go away. It won't. >> Well, and and and and a lot of this comes from, you know, early on we did our comprehensive needs assessment with UEPC. We did the strategic plan and three years ago when we did the significant raises, you know, I think the average raise for a teacher was if we include the legislative money that they added that year was almost 25%. and and back then we were saying expectations are going up. Um and that so this is evidence of expectations. This yeah this is a part of it. >> Um because a program isn't what we need. It's literally like I said we're trying to get back to

050the basics. That's why our GIP are the most basic of basic things. planning, access, uh, reflection, rigor, you know, things like that because that those are the getting back to the basics. >> Well, that's the formula for moving the needle. >> Yep. >> We don't need flashy stuff. >> Ultimately, if we all went back to looked at our school days, high school days, what do you really remember from what you learned in high school? You remember the football, you remember the basketball, you remember, you know, the trip went on with the band or whatever. You don't really know that remember that much about history or science or any of that stuff. So >> that's why we keep repeating history. >> Exactly. So my my philosophy is if we can teach kids to be self-learners >>

051Yes. >> when they when they get that diploma, it doesn't mean they're >> Yeah. >> they're a 25 on the ACT. It means that you know what, you can throw anything at them, they'll they'll figure it out. >> That's right. >> Yeah. >> It's resiliency and tenacity working through. Yeah. Well, and and for them to be able to do that, they have to know where they are. Exactly. So, one of the benefits is being able to have data in real time that we can use with the students in front of us, right? So, the data we just got from the report card is great data, but most teachers don't have those kids in front of them anymore. So, this is about what we're doing right here and now. >> We can sell it to the

052teachers in a way that they say, "Okay, this this is our ultimate goal." Yeah. >> This is what we want. >> Oh, yeah. It isn't your head on the chalk. >> Oh, heavens. It's not about that. >> That's that that's why we didn't buy a canned just a canned program. Teachers >> teachers the research shows that the more involved teachers are with creating assessments, >> the stronger they are, >> the stronger it is. >> What we need though is >> what we need to do is build the capacity of teachers to know what a good assessment is. >> And that's what, >> you know, we're doing that's what this year's been a lot of. Um, and next year it'll be that also. >> The year after that also, >> you know, and and it's not

053going to go away because every year we hire, you know, we have turnover, so we hire new teachers. So, the assessment project isn't a oneanddone. It's something that we have to keep going um to meet so that we're meeting our teachers where they're at. >> And I was would assume like on grade level third grade teachers work together. >> Yeah. >> They're not all in a silo. So it it looked a little different depending on if you worked in an elementary versus a secondary model or Silver Summit. They're all kind of singletons over there. So uh yeah, the teams at the elementary school did reading and math tests um and they did them together and then everybody else picked one prep and did a summitative for that prep. So we didn't have them do multiple

054preps and we're not expanding. We're just going to stick to getting this really really strong before we move on to anything else. >> Any any um interaction between Silver Summit and elementary school? >> Yes, there was some. In fact, we have two new teacher, two new fourth grade teachers. So, they are on the semester track and they are creating a fourth grade science test together. So, we did have some interaction back and forth. >> Sorry about taking your >> That's your prerogative. You get to do that >> as much as you want. >> Probably do it again. >> That's okay. Um, so here's the middle school data. So you can see there and my columns are all in the right order, which makes me happy. Um, you can see there kind of how we did

055um we did delineate math, science, and ELA. Other year means um other classes. >> You're in the high school now. >> I am. >> Yep. >> Look at me. >> There you go. Here I go. Other year means other year-long classes and other semester means other semesterl long classes. One thing that we noticed is that the data in the semester classes looks marketkedly different than year-long courses. And so um because they are teaching it all in a much more compacted amount of time. So we wanted to split that out. So that includes things like CTE classes, social studies classes, um DLI classes, things like that are in those other categories. So you can kind of see there how it's going. >> So you're doing it with physical education, too. >> Oh, everybody's doing it. >>

056Yeah, we've got art. Oh, it includes art. It includes um >> band. >> All of it. Everybody's doing something. So our midyear proficiency where we should target is is it should what should it be >> is it is because if you do it by months you're 55% but I'm not sure >> right >> you could be there at 55%. >> Right. Well that's part of what we need to figure out. And I think what's going to happen is, you know, we're we're going to have to work on a lot of validity and reliability types of things. And that's going to be part of it. Like what is a what would a typical target be at the middle of the year? But I'm guessing we're going to need about three years of data to be able

057to make that and have it be somewhat statistically significant. and and this year will be a little bit of an anomaly because because we were rolling it out beginning of your assessments didn't happen until the end of October, >> right? >> Whereas next year it'll be in September. >> They'll be much earlier >> earlier in September. >> So it was a much more the distant the time lapse between BOI and MOI this year was shorter than it will be, >> right? >> Does that make sense? >> Okay. Um here is here we are at the high school. Um, same columns, same stats, same combinations of classes. >> So, did we not have a pre-est on the math 0% beginning of the year? >> Well, it might be that it was super rigorous. >> Okay. >>

058And so, they didn't do very well. >> Yeah, that's justic, >> right? Okay. That's how many >> most kids would not be proficient, >> okay, >> that early in the year. >> So that's not a bad thing. No, >> that's how we show growth. >> Anything but improve, >> right? Only one direction to go. And then um Silver Summit, I put everybody on one slide because our elementary teachers did math and that's all they did. So then everything else says academy. So then you can see academy math, academy, ELA, science, their year-long courses, and their semester courses. And then will we do a comparison with this program versus the rise or >> Yes, we will at the end. We'll kind of be able to see >> this year once we get both of those results,

059we can do a comparison. >> Yeah, we get like how close did we >> that'll let us know where we're >> get it how will it will it predict is it >> that's how we that's how we start to get it reliability and validity. >> Yeah. So, have you froze the test at this point? Because you want exactly the same basis, right? So you don't want them going in and changing the rigor of it right now. >> Well, they c they No, they can't. And and part of it is that the program itself if you were to change it now, you lose all the data attached to it. >> So they would change make changes next year. >> Yeah. So the change we're plus we want to be able to compare we have to compare

060apples to apples. So we want it to stay apples. Next year we'll move on to pears. You know, whatever the next level up from apples is, >> they might find out that, hey, they did this test and everybody missed this one question. It's a terrible question. >> It's a terrible question. They'll delete it and put another one in that cover. >> I just wanted to make sure no one's going in and doing that midyear. >> No. No. >> No. >> What do you think? >> Everybody's pretty satiated with what we've had them do. Not a lot of people are going, >> I'm going to go update my test. No, >> there are teachers that want to go in an update, but they know they can't until July, but they make notes, >> but they're making

061notes. Yep. >> Yep. >> Yeah, it won't. >> Those are the teachers that are gung-ho about it. >> Cindy has all the power and she has taken that away. >> What's the What What do you think's driving the difference between Silver Summit and the other three schools? Well, I mean, the biggest difference is different teachers created these tests. Does that make sense? >> They're not They're not the same test. >> Not necessarily. So, what one of the things that we will need to do in the future is look at all our ninth grade ELA tests in both places and figure out how we want to handle that. Do you know what I mean? And how how do we want to combine them? Is one stronger? Like, what do we want to do? Um so that

062we're measuring >> apples to apples across the district as well. >> Um so but the point was for every teacher to create something. Um so we had everybody create something and so this is what it is right now >> in case you want >> but we'll make that that will get come with time >> consolidation. >> Okay. So just so you guys know you don't have to read this. These are just some um just so you know what we're doing with the data. We've done some uh formal professional learning on how to look at your data. Um different pitfalls that happen, different ways to think about coming at it. We've um they've also been doing it in faculty meetings. In the January professional learning session, Lacy had every teacher come with their results and then

063went through a pretty a really fantastic protocol with them looking at their results and making some plans for how to move forward. We also used performance matters BOY data for our goal setting process this year. So, these are all different ways that we've been helping them learning how to use their data. And we've also been teaching them about a couple of basic protocols for looking at data. >> Um, it's usually better if you have some sort of structure so that you're not making assumptions or jumping to conclusions and things like that. So, >> now who are these questions? Is that part of your survey? >> No, this is part of um >> what you're analyzing. >> Does that make sense? So these are some of the things we've talked about in our professional learning to

064help them know what to do with it. Now you have this data, what do you do with it, which is a big hurdle actually in a lot of places. Okay, so this speaks to a whole some of the things that have come up already. But what are we learning from the data? And we've got two categories. We're learning about instruction and we're also learning about our tests. So, as we're looking at our data and what it tells us about what students know and what they don't know is, is that being influenced by the way a question is asked? So, to WDE's example, if everyone bombed a question, the whole class got it wrong, the first thing that most teachers are doing is going to the question and being like, was it clear? Does it meet

065the standards for this type of question? like multiple choice versus um matching or whatever type of question it is. Um so they're looking at those things and already a lot of them have lists of questions they want to shift. Um they're also thinking about what shifts do I need to make now that I know this about my students. Do we need to do some reteing, some review? Do we need to consider pacing? A couple of examples that we've seen um we had a te I was in a leadership team meeting and a grade level had just given their a test and the teacher was saying that what they realized when they gave MOI is that the students did really well on the unit they had just taught but the unit that was closer to the

066beginning of the year they did not do well on. And so they were making plans for how do we spiral review for the rest of the year so that all this information is fresh, integrate what we learned at the beginning of the year into how we're moving forward. That's one thing that we've noticed. Um we've also seen some people looking that haven't seen as much growth then thinking about their pacing and how fast they're going and are they covering enough material fast enough to get people to the end of the row. Um, and in a lot of the professional learnings in PLC's at the elementary and at the middle and at the at the high school, we're seeing people selecting strategies to boost weaker areas where kids didn't do as well. Um, we're also having

067them consider certain groups of students. This is where the English language proficiency comes in. How are they doing? And is it a question that is causing the problem? Um, is there something about the question that assume that has something particular to English that they're not going to know like an idiom or something like that? Or is it um are we seeing patterns in who's missing these questions, certain types of questions, and what do we need to do to fix that? Um, >> address instruction too. >> Yeah. Well, yes. And that >> teaching. >> Yeah. And do and how do we fix that? And what else do we need to know? We have some teachers um already diving into so between BOI and MOI, how do I know they're making growth and using more formative classroom

068assessments to figure that out that are aligned to their summit of assessment? And that's where we'll keep that will grow as we keep moving forward. Um we're learning a lot about the revisions we need to make to our tests. Um we're learning a lot about validity. Are we getting the information we want from these questions? Because if the answer is no, then we have a validity problem. Are we asking students questions that get at the depth and complexity of the core? Are they rigorous enough to measure um what they're supposed to be able to know and be able to do? And then in reliability, we're going to need a little bit of help. Um, and Greg's going to talk more about this later, but we are going to be working with the legislative auditor's office

069and they are statistics people and I uh we were talking to them the other day about needing help um in determining the reliability of their tests and they have agreed to partner with us and help us with that which will be great because I'm not interested in getting that level of expertise in statistics. So, so we're really excited to have that outside expertise to help us with that. And then these are the things that we are working now which will hopefully help bring more people to the middle of the bell curve in their feelings about the assessment project. We have lots of growth opportunities. Um we're going to have to refine all tests. So, we have a a professional learning day in March and one at the end of the year. And we're going to

070be we haven't figured out what this would look like yet, but there will be something where we're helping um teachers know how to look at their data in terms of adjustments that they need to make to their test and give them sort of a worksheet they can use to be um cataloging all the changes that they want to make. so that they can as they're giving the test they can write that all down fresh and keep it fresh in front of mind. We cannot change the tests until after the summer power school rollover which happens at the beginning of July. So once the power school rollover happens then we can make um edits to tests. So that will look like some we'll provide some summer options for people to come in and make those edits

071as they want and we'll also have some oncontract options for people to come in and get help making those edits. Um and the admin this administrators have decided in PLC that we'll have beginning of year will need to be given by September 4th of 2026. So that will be date will be out there and known very very soon or if they're listening to this meeting then now you know it now. Um there's lots of processes around the assessment project that we want to refine. We're going to have to think about what professional learning is still needed and how to onboard new people um into the project. Also, um the coaches were champions of assessment review, but we could probably refine that process as well. And we've even been finding as we've been looking at data

072and then we look at questions, we're like, how did we let that you know what I mean? Like we're seeing where we may have faltered in the in the review of the assessments as well. So, that's something we need to work on. You can always refine communication in all directions. So, we're going to work on that. Um, and then lots of giving and receiving feedback. Um, we're going to send out an invitation tomorrow to teachers. We want we would like two representatives from each school to come participate in a focus group with us about the assessment project and their lived experience and possible suggestions for how to improve things as we move forward, those kinds of things. Um, like that. We're really excited to have that opportunity to really sit with some people and dig

073into what went well and what didn't go well and what could we do better. Um and then there's some things with the platform that we want to address itself. Um we have found that experience matters. So the teachers that use it the most don't have as many don't have issues with the platform. the teachers that that have used it the least it they find it very clunky. Um I will say giving moi went much better than the bo part of it is because part of bo landed on some of the days when the network went out and so that added to people's frustration but um we're getting better at it. Um but there are some improvements we would like to see particularly on the studentf facing side and so we have time set up with

074performance matters to see if we can address those issues and make improvements to the platform itself. Um what was I going to say? Um that's kind of what we're working on now. Do you guys have any questions about that? question. >> Big lift. >> Yeah. >> Questions >> on on on when you're onboarding a new teacher. >> I mean, they they can like if if um Lacy hires a new fifth grade teacher and the fifth grade team already has assessments, right? >> And just jump in and use them and maybe input on revisions and stuff in the future. >> Yes. Yes. >> Is that what you're thinking? >> Yes. >> Rather than reinventing the wheel. >> Well, we won't have anyone reinvent the wheel. We do want them to learn how to create something in

075performance matters. So they may decide to do a chapter test, a unit test that the whole grade level can use, something like that. Is is there something we as a board could do or should do to recognize the principles and the teachers, the teams for the test scores >> and then for this lift to celebrate and recognize the all the progress? >> Um, that's a really good question and I haven't really thought about it that way, but I'll think about it. We'll think about it. There's got to be a way. >> Put my money going to San Antonio and they can go buy him dinner with you. >> You're not going anyway. >> It It really is. It really even the most hesitant people have done for the most part what we've asked them to

076do and it really has been impressive to watch. Um, it's really fun to watch the people that are running with it because they are doing things that we didn't even think were possible. So that it's just fun to watch all of it because it's been uh it's been good growth for all of us, me included. >> But that's great information. >> Yeah, it's been a fun I would love to like I don't know how you do it, but I would love to see like are there are they are they easier questions at Silver Summit or Do they have some best practices that the the schools here can learn from or is it a different type of student? Is there more? >> The answer to that is yes >> and the amount of students >> and

077the socioeconomics of over there. >> There's going to be factors different factors. Some of the student population though at Silver Summit is different than it used to be, marketkedly so. Um, so >> I would say we do have a rubric against which um, one of the things that I kind of want to do to your point is we have a rubric against which we measured each assessment. And so what would be interesting now would be to sort of um sort the rubrics into similar scoring assessments and then see the results of those assessments and how do the questions align with rigor and different things like that. So there's definitely some cross studying we need to do and that will be part of all of that reliability stuff consolidation. It would be just to see like

078if it's other factors then okay but if there are some best practices oh yeah can they share them? >> Absolutely. Absolutely. We could do that. We just have to figure out what they are. >> Well it also you know anytime your end size is small you generally either score high or you score low because one student makes a much bigger difference on a small end size compared to a larger end size. So, it's being able to look at all of the all of look at looking looking at it through all of the lenses and not just going in saying, "Okay, what is it that they're doing that they're getting this right?" regardless of whether it's Silver Summit or or any of the other Campus Valley schools, we really want to look at what is it

079that people are doing, what you know, literally down to this individual student level, individual um class level so that we don't inadvertently make an assumption that might not be accurate. >> Right. >> So, >> Cindy was gonna say something. >> We had an incident where there was a little bit of confusion and we had That's right. >> So then we could go and that's just one test. I'm not saying that's across the board, but then we're going to be able to go back to that test and say, okay, the one was pretty rigorous. had less rigor because the same kids were >> taking it. >> That's what would be interesting to know in size rigor. >> Yeah. Or is it best practices? >> But we did see that one incident, you know, that we had

080as >> Yeah. One of one of the other things back on this learning from the data that I want to to highlight was we had an incident in at the elementary school this year at BOY where we had a couple of students in the upper grades third and fourth or just fourth that fourth grade that passed the math proficient at the beginning of the year. So, we verified that by having them take the rise um interim for that grade level and and that verified that yes, they knew the material and now those students are able are getting tailored supports for them in that area because they already knew the material. So, what are we doing to support them in growing still? Um, if that makes any sense. So that's one of the nice things about

081having data on the kids right in front of you at BOY is you can make some plans for students of all different levels just based on how they perform at that level. >> Mean a student goes a fourth grader goes and takes math at the middle school. >> Yes. >> Wow. And and in the past we had no data on that and that kid likely would become a behavior problem because they're bored to death. >> Right. >> Really cool. So this this has allowed us a lot of flexibility that focuses on students where they're at and that's part of what we're trying to get to. >> Does any of this come into play when you're doing class placement for next year? >> I don't we haven't >> you haven't looked at that yet affected just

082you have a >> not really we haven't >> Well, we do that. I mean they try to balance I know >> they generally do that with the assessments that teachers have from their classrooms. Yes. >> Um, >> but this wouldn't hurt to use it. >> If we're not getting that data until after the school year starts, those classes are already made. So, we rely we rely on teachers assessments a lot to come up with those those classes. >> How to run his phone. >> It just means my time is up. So I want to end with this quote which is by John Hattie, the guru of things that make a difference. Um and it just says the biggest effects on student learning occur when teachers become learners of their own teaching, which is part of

083what this project is helping us to do is build the capacity of our teachers to learn from their own teaching. And when students become their own teachers, to your point, Wade, when you have this kind of data, kids can set goals, things can be transparent, and they know where they need to work in order to be successful. Um, data and assess. Oh, go ahead. >> Oh, sorry. I I didn't mean to interrupt you, but I think that what you're just saying, it seems to play out how you were saying the teachers are going like there seems to be an interview where they go back and say, >> "Well, nobody passed this question. Was it the question or do I need to re go back and retach the concept? >> That's the goal. That's the culture

084of feedback and continuous improvement we're trying to create. >> And there has been some good energy around that even from some more reticent participants. >> Yeah. >> Looking at it going, "Oh, okay. Well, and I think the further we go, the that will coalesce more." >> It seems that the process that you've created makes this quote kind of happen. >> That's the idea. That's our goal. >> All right. So, >> any any further questions. >> All right. Thanks, Shelley. We appreciate what you've done. Um, this has been on my radar for four years now and it's finally coming into fruition that we're able to see where our students are and how we can help them because with the data then hopefully the board can set policy to help them grow and that's our goal >>

085is to see them succeed. So, >> appreciate that. >> It's exciting. Yeah. Um, superintendent, turn the time to you. >> All right. Um, if if you're okay with it, I'm just going to go a little bit out of order just because in following up with um what Shelley had just reported out on. So, um, I had requested, you know, we say we we want to live a we want to create and live a culture of feedback and continuous improvement. And one of the one of the things I I really believe is if we're going to ask and expect teachers to do that and administrators to do that, then as a district we do that. And so I requested um I've been told that this was not a wise move, but I I requested that the

086office of legislative auditor general choose South Summit as the next school district to go through the OLAG audit. Um every every school district has to go through it at some point. Um they've been doing them in they've done them in several districts already. They've they're also doing them I don't know if you saw recently they did one on Utah State University. They did one on DCFS. Um >> I think the people we met at Bryce Canyon. >> Yes, they were at Bryce Canyon. Anyway, so I I requested that we be the next school district to to have an OLAG audit because honestly um if there is to find things that we can do to try to improve and if there's some if there are things there which there always will be because that's their job

087is to find it then we want to do that right that's that culture of improvement. I'm also another reason why I requested this selfishly is um Shelley had mentioned about the reliability and validity. So the the legislative uh leadership's given permission for OLAG. So the office of legislative auditor general OLAG um has permission to partner with us for I think they said three years um to help us figure out the validity and reliability of our summit of assessment project um with the possibility if it needs to go further they may be then they that may be able to happen still. Um I it sounds like legislative leadership's excited with what we're doing um around the assessment project and it's not about us. It really comes down to what's best for kids and uh so having

088their having their uh expertise to be able to do the things that we aren't able to do when it comes to validity and reliability and how do you compare that with the state assessments, you know, the rise and and whatever else they they do. And um you know I I I shared earlier with a few people. I I don't know that I'd be comfortable saying this, but I'll be I'll be comfortable in my own comfortableness, but some of this is um I'm not a fan of state end of level assessments. Um, I I think what teachers if teachers have the the knowledge and the skills to create really good assessments that kids thrive better in that culture because teachers thrive better in that culture. There's a bill that's being run right now and I it

089sounds like it will pass that would allow districts to choose different summit of you know different end of level assessments. Um, and I was I was talking to one of the legislators about that, one of the sponsors, um, and telling him what we're doing with the assessment project, and and he said, "This is exactly why I'm running this, but we we need districts to do this." And he had already heard about the OLAG request and that they were going to be helping us. So I was excited to think about the possibility of if we can get our validity and our reliability. If we know and OLAG says these are really good assessments, then I want to request put in a request to USB to have an exemp to exempt us from the rise for a

090certain number of years so that we can focus on on what we've created. And we'd need to come back after a few years and take a rise again and see how we compare. >> Rise the only way we can match up to what the state and the whole is >> well the rise is the only thing they have right now. So there there's a bill there that would require USB to come up with other options that have to show but they're canned options just like rises. So, um, so the idea is, um, if we can create our own assessments that are as good or I think better than RISE or any of the other options that the that USB would put out there, I'd rather invest our time and our energy in our own teachers

091than just in a state assessment. Um, especially if OLAG is there saying yes, it's that good. If it's not that good, I wouldn't I wouldn't ask for an exemption. So, I I that's I I do believe in our teachers and our administrators, and I do believe we can create something better. And it, like I said earlier, it's not about me. It's not about Shel. It's not about Kenna or anyone else. It's it's about South Summit School District and South Summitizing taking what's taking the minimum requirement and making it better for kids. So, there I said it and Olex, I know, listening right now. on. >> No, >> I put them on the spot. >> So, they agreed they're going to come up and do that. >> They are >> in the fall or >> No,

092they're coming up tomorrow, actually. >> Is Ola >> They've already been listening to previous board meetings. >> So, so I'm gonna go ahead and ask this question if they're listening. >> Is >> they're great people. They're some of my favorite in the world. >> Is Oleg the audit process that we heard so much >> from other school districts about all the issues and problems? >> Yes. >> Yeah. which is why I was told that was so crazy to >> ask together the book where they already featured us. >> They are. Yeah. I just I don't have a problem with having them come in. I think it's a good practice. We did it with UEPC um and some of the processes similar to that needs assessment. It's not exactly the same, but I think it'll it'll

093be a good opportunity to see where where we're at, see where we've grown, and see what we can focus on. So, >> have they made changes? Have they heard feedback from the other school districts about some of the awful things we heard about? >> I haven't heard a single awful thing yet. No. Um uh well, I mean I I would say yes. I I don't have firsthand knowledge, but I in meeting with them, you know, and I' I've met with them. I've talked to them more than once. Um, one just as a, you know, if we're looking for evidence of that, one thing that they've recently done is they've hired two former teachers to be part of the audit committee because they realized that that was based on feedback. Um, that was a blind spot

094potentially for them. And so, um, so I do think that they're they're figuring it out. Um, and but I'll also say, you know, as educators, we're used to being held accountable to a rubric. And there is no rubric in a legislative audit. The the idea is they're their job is to go find things that are good, things that are fine, and things that need to be better or could be better. And I think as for educators, sometimes that's a hard pill to swallow because we're so used to being rubric oriented. Um, and so, you know, as I've talked to some of the superintendents of other districts, that's one of the things I consistently heard was, "Well, what's the rubric? What are we being measured to?" And and there's not really a rubric there, you know,

095and and nor necessarily should there be because their job is to go in and and find that just like with UEPC when we did our needs assessment, there was no actual rubric. um you know, so we'll see how it goes. They're coming up tomorrow. They'll be up here anywhere from one to a few days a week. Uh and they'll it'll it's a process that'll take months to do, but their focus is on student achievement. So, it's less of a it's less of a fiscal audit and more of a student impact audit. And that's really what we're I mean, that's that's Shel's whole presentation. That's what our focus is student impact. It's why it's at the center of our target. So, any questions on that? >> Sounds like it could be a really good opportunity. >>

096Yeah, I think so. I think so. Um, all right. Trust lands. Our FY26 final reports um will have to be submitted January 31st of 27 and our fiscal year 28 new plans will have to be due March 31st of 27. It's something I know that sounds like it's so far out there but we have to have the dates um addressed in an open board meeting at least communicated um in an open board meeting so that we can get those set. Uh so if you don't have any concerns about those dates, um it's similar to what it's been year after year after year. Um and that that gives us just enough time when they're due from the schools for us to be able to get them before the board so that we can go through that

097process and then and then report back to the state. Um kindergarten end of year assessments are scheduled for May. And then also, uh, kindergarten teachers are going to be assessing incoming students, uh, on the afternoon of May 27th and all day on the 29th. So teachers can let parents know who their teachers are on the 29th so they're not having to go >> all summer long. Um, so I want to make sure that you're aware of that. Um, Sterling Scholar banquet is on next board meeting night, so uh, that's a bummer. I imagine uh we have admin. I know Amy I'm is planning on being there but uh they had offered a couple of extra tickets but where we have board meeting that night I imagine we'll all be here. Um legislative update just real

098quick. Senate Bill 241 is Milner's literacy bill. It's the bill that originally, you know, was put out there as a retention bill. And I think originally it was uh you know what I the conversations I was part of it was such a heavy focus on if you're not reading on grade level by the end of third grade you're retained and that's that's a a hard thing to to that that's a hard real harsh reality for kids and for parents. Um they're basing a lot of things off of Mississippi. Mississippi went from one of the lowest um states in literacy to you know they're in the top 15 now. Um they've implemented the science read of reading things like that of which we have. Um anyway so this this bill um it's gone from a retention

099bill to pretty much an intervention bill. Um so it'll require certain certain types and levels of intervention for students um before we ever get to the third grade cliff of having any conversation around retention. Um uh we also have talked about you know in a state Utah is very very parent choice um oriented and um you know how do you mandate a third grade retention in a state that's parent cho that's strong parent choice. Um so just things like that it really helped morph that bill into more of an intervention bill. it will add some requirements for students reading, you know, that are below grade level. Um, but it I don't think it really adds that much more than what we're already doing because they're they're doing it, you know, as as we talked about

100earlier. So, and it's nice that there is some funding attached. Hopefully, it makes it through the the appropriations. Uh, one of the big things with this is it helps it it should help us to be able to get pair professionals trained in the science of reading just like we did with teachers. So, it should help amplify some of that um that that growth. Um, already addressed the OLAG. That's that's all I've got. Any any questions, concerns, anything you need from me? All right. Thank you, Superintendent. Uh, Adam. >> Okay. I'll be be short. I've got a cold and you don't want to hear me anyway. So, just just so everybody's aware, there's about seven property tax modification bills that are being discussed right now. And there's only one that JLC could get behind, and that's

101uh House Bill 236. And really what that bill does and and hopefully you had a chance to go through and read the synopsis, but um is to re it basically requires me to do two budgets if we do truth and taxation. One is if it doesn't pass and then the other one if it does pass and then what the what what what we're going to be funding for that increase and then it also gives a little bit more teeth to earlier reporting and and also some of the steps that we have to do to make sure that we're following all the guidelines. So that's that's the big one that if that one passes, we can live with it. The other ones are basically taking local control away in my opinion and uh putting that um

102at other levels other than you. So um if you have a chance to go through some of those other bills and write some letters, um I think that would be good because it really is taking your authority away. Um the other thing I wanted to talk about, um I I did some numbers today on the um 4.2% 2% increase to the WPU. And really what that relates to is about $215,000 increasing to our school district, but then they're going to cut 50% of the some of the or 5% of some of the programs below the line. And so I estimate that that's going to be anywhere from a $700,000 to a million dollars. So really um this year is not looking good as far as um additional funding. Um, and we are writing and I

103think the superintendent wrote today to the education appropriations committee to to say, "Hey, this is really how this is going to affect us." But it's really looking kind of dire. One of the things that they are looking and I gave you uh all the options of what things that they're looking at cutting, but one of them is a 34% uh reduction to to um flexible allocation. If you recall, last year flexible allocation was moved from professional staff to flexible allocation. professional staff is what we gave steps and lanes on. So that money got moved to flexible allocation and now they're going to kill 34% of it. So if they do so there's still I think that's supposed to happen in the next day or two as to what programs they're going to affect. Digital teaching

104and learning was one that they're looking at cutting completely and then there's a a handful of other programs they're looking at reducing. So just some things to be thinking about. It's one of the things that's keeping me up at night, but I'll keep my eye on it and we'll try to to make as least impact to our school as we can. Um, any questions on that? >> What are they doing with the homeschool? >> They're tightening some of the other things, but nothing. No, not giving them any more money that I recall. You recall, superintendent? So that's one of the things that um from what I understand USB um suggested that they consider cutting you know because they were asked to what you know if you had to cut 5% what where would you do

105it and that was one of the things that they recommended a cut. Um I don't see that happening. um a lot will be a lot will um a lot of it will be known when the public ed appropriations like they're meeting tomorrow. Um and so as as they meet and they start appropriating money, that's really where it's going to be that's where we're going to find out what's being funded. So like I mentioned with with Senate Bill 241, there's funding attached to it. Well, that may that could pass, but they may not appropriate. They may not give the funds for it >> program without money. >> Yeah. >> Right. Right. And and and Adam mentioned, you know, it erodess the local control. really the push that that I think we need to focus on is

106less picking away at the bills and and actually going more at the the shift from government's big governance because statutoily constitutionally a board uh has fiduciary responsibility to taxpayers and there are some bills out there that while they take away the governance from a local board, you still have those same fiduciary responsibilities. And so it makes it hard for you to be able to do what you need to do statutoily and live with what's passed. And so for me, a lot of the conversations I've been having with legislators, I'll give examples of parts of the bill that I don't like, but generally I'm trying to keep those to the governance issue. When you say shall instead of may, you've just removed the locally elected board and their their authority to govern our school district. And

107that's that's something that we complain when the feds do to the state. So, let's not do it from the state to the to the local districts. And so, I think if you have an opportunity to write or text or call talk to any legislators, I think that is I think we'll get further down the road focusing on governance than we will just picking apart a bill if if that makes sense. So, thank you. Any other questions? Uh, and then the last item I had was our financial dashboard. And just to remind everybody that every month I do a financial dashboard that compares the last three years up to this point and it's can be found in departments under finance. And you can see the dashboard's over on the right. You can click that and download

108the file. And I've already downloaded because we didn't have time. And basically what this does is it shows all the revenue and by what source. And you can kind of see uh our local revenue is up, our state revenue is down, which is the more local revenue we get, the less state money we get. So you can kind of see how that goes. And then you got all the expenses. And overall our expenses in all of our funds, this is comparing all of our funds is pretty flat. So I mean that's a good thing. E, you know, even though we gave raises, we're staying pretty flat. So again, that's a good thing. Um, and then you can also go and look by program. So if you wanted to look at what Sped's doing, you want

109to CTE and all the other um, you know, transportation, you can go in and look and kind of get a comparison of where we are and where we were last year and the year before. Kind of get a feel. One of the things, you know, that this data really helps me understand is like in athletics, we gave that big raise this year and you can see the spike. You see that spike there? And that's that that I mean we're actually living what we did. And so you can kind of see some of those things that uh that some of the policies that we made and how it's relating to the budget. So just some things and if you have any ideas of how you want to see this changed um I'm more than happy to

110to do that. But this is updated every month and it's on my financial website and you feel free to go in and and play with it. So any questions on that? I know everybody's eyes rolled in the back of their heads, but you know, it's fun stuff. >> No, it's really good. It uh appreciate your work on that and and the changes you've made in in the in the board deck, too. So, >> all right. Um professional development evaluation reports. Um any questions from those? I just had a question around um uh Jeremy for his last name. >> Thanks. >> His report talked about um this is the future of learning conference >> the educational technology >> just around um uh focusing more on learning and not grades. I was just thinking how that if

111that's the I don't know just I don't know if anybody has an answer, but based on what we talked about tonight about how important data is and I was thinking that's kind of what grades are is in a way are we making progress or not? So I was interested in just the thinking out there around focusing more on learning less on grades how that just I was trying to think how does that show up? How do you know if you're winning or losing? >> I don't know if anybody knows. by being proficient by knowing the material. I mean, you can know the material and not necessarily do good on on be great on testing. >> Well, and and there's, you know, I I remember an autoshop class when I was in high school and one

112of the kids that was in my class, he could tell you exactly how to rebuild an engine without any problem. But when it came to getting his hands dirty, he couldn't do a single thing. And so to me, when it came to the class, he got a re he probably got a really good grade, but when it came to the learning, he couldn't apply what he was learning. And so that that is why we're doing the the assessment project is you've got to have the data to be able to know what your kids know and are able to do so that then you can impact your instruction so you can shift your your instruction to have greater impact on student learning. >> That really that's what when we say culture feedback and improvement that's we're

113trying to build our capacity build leaders capacity build teachers capacity so we can so we can build student capacity. That's really getting the that's where the water's getting to the end of the row. That's the goal. >> The assessments don't really impact grades. >> No, they don't. They the assessments are there to impact instruction. >> Okay. Yeah. I was I was just thinking I wonder what the future looks like if that's the direction we're going, but I guess that's what we're doing. >> That's what we're trying to do. >> Any other questions on the uh reports? All right. Um, moving on to item number five, procedial updates. Any questions on the procedural updates? Um, school calendar development, personal electronic, cell phone, and uh, student transportation. Those are the three hearing. None, we'll uh move on.

114Um, does anybody need a recess? >> No, we'll keep going. Item number seven, consent agenda. >> Oh, going back. >> Oh, yeah. >> On the transportation code, did did we cover and I I read through that and I didn't see anything. You remember the the situation we had last year with the with the kid that it was >> they're going to drop her off and she's going to have to walk. So th this particular procedure is focused on the student code of conduct just on the behavior and really it's trying to align the bus code of conduct >> with what school expectation code of conduct is so that there's not different expectations on the bus versus when you're at the school >> and and then it also is putting it back to the school level

115administrators when it comes to discipline. >> There a procedure in there that allows that person to make a call and say, "Hey, I'm not going to get there. Can you >> Yeah, that >> back to school or whatever. >> Yeah. So, so that isn't that was the procedure that we worked on. I think it was last year. >> Yeah, last year. Yeah. >> Yep. So, that's >> that's a different deal, huh? >> Yep. Yep. This is just code of conduct. >> Okay. All right. Uh going back to uh consent agenda. Any questions or comments? >> Yeah. >> First of all, and I already congratulate any congratulations Mr. roof on his job. Um, next question. I had did have a question and I knew that he got hired because he don't know how he got my

116phone number, but he calls me on the phone. Ryan Rockhill as the weights teacher. The question isn't about Ryan, but about um, we just hired a weights teacher. What will he be doing the coach? >> Really? >> That answers it then. did not know that. >> All those applications that were in the agenda, those were the people we hired, >> right? >> Okay. >> Yeah. >> Well, congratulations. >> Kate, what's the deoidy? Deote. You're all going to >> So, Deote, this is last year we went to the first. It's a two two-part series. Um it's it's um one that you take. It's kind of your executive director group. It's >> um it's different positions. There's some different focus but it's really on on creating building and implementing and maintaining systems and um and making sure

117that um like for example our HR systems are aligned and supportive of our instructional systems which are also aligned and supported by our facility systems and things like that. So um it's it's it's leadership training. Um Deote so it's a Deote's a big business university for businesses. Um we we were selected last year we were one of a hundred across the state that were invited to participate and because we were part of that we were invited to participate in in the second section or sec second part of it. Um, and so it's it it's building district level systems and maintaining those systems. A lot of what we learned last year, we've been able to implement as as a district leadership team to to try to make sure that we're effective and efficient uh as a

118whole system. And so normally the normally the registration for that somewhere, as I recall, about 15 to 20 grand per person if you were a business. um we do it on the weekends when businesses aren't doing it and so that's $750 instead. Um so really we we cover the 750 and we cover the the airfare. They cover the they cover the lodging and all of the food. So >> worth it? >> Um I think so. I I mean as far as people in this room, Adam and Shelley were there last year. Um, I think it it brought us it it helped us create more synergy as a team and focusing on >> being together and not just siloed. And that's I think that's where a lot of the work we've done this year. So, well,

119I'll give you an example. last year um uh Lucinda, we brought Lucinda into our our administrative PLC because of some of the things that we had been learning in that and and we shifted some of our hiring practices just based on what Lucinda got from feedback from from administrators. And so she she was able to either create or sh make shifts to um her system to make our hiring better uh and more supportive of the of the principles uh well of all hiring managers, not just principles, but >> thank you. >> Great question. >> Any other questions on the consent agenda? All right, we'll entertain a motion. I'll make a motion to approve the consent agenda to include the January 12th, 2026 regular meeting minutes, the January 2026 financial and payment reports, the new hires

120to include the SS AFC new hires, the teachers, the substitute teachers, the PAR educators, the other hires, the reassignments, the volunteers with approved background checks, the outofstate travel requests, the homeschool affidavits, and the miscellaneous items. All right, we have a motion. Looking for a second. >> I'll second. >> We have a motion and a second. All in favor? >> I Any oppose? Motion C carries unanimously. All right. On to policy 5013, employee wellness uh policy for first reading. So policy 5013 um was really kind of um trying to to encapsulate what we've been doing mostly and to clarify some of the things that uh weren't clarified before as to who is authorized to receive um discounted rec center um uh passes as well as uh who gets complimentary passes and and this is was in

121coordination with the rec center and uh and and and and so this is kind of the policy that we came up with. Are there any questions on that? >> Yeah. When I run for this job, I thought I had a lifetime membership. No, I'm just kidding. >> I thought we included our paras in that. >> No, just it's uh just full-time benefited. That would cost us a lot of money if we had all of our paras in it. >> Okay. Now, if we have a rec center employee, then they can if they work so many hours, they can work to get a free pass. But that's some of the clarification that we had to do in this thing because it was kind of all over the place before. And so, this clarifies in policy what

122we need to do. >> Okay. Any other questions? >> Right. We'll entertain a motion. I'll make a motion to approve policy 5013, employee wellness policy for first reading. >> All right. Thanks, Dan. We're looking for a second. >> Second. >> We have a motion and a second. All in favor? >> I. Any opposed? Motion carries unanimously. All right. Fantastic. Um item number C real quick. >> Yes, please. just um state statute changed I think just over a year ago that requires um uh that the board formally approve or deny in an open meeting um the beginning of year kindergarten testing dates. In the past, it just was an automatic uh part of their calendaring that the first certain number of days each each school year were set aside for kindergarten teachers to um assess their

123kindergarteners and start putting them in their groups. And um and so um this year our kindergarten team's requesting um that the first three days of school uh for kindergarteners be designated as testing days. And just so that you know, during those testing days, students are receiving small groupoup instruction uh to help teachers identify um academic gaps and areas of proficiency already mastered. And uh it helps teachers to meet each student where they're at in their academic journey and plan accordingly for the the rest of the year. Um it's it's actually I think fewer days now than it used to be. Um, and so that's just something that uh the kindergarten team or teams are are requesting that they be allowed to do that again this year. We, you know, we do the two-year calendar, but

124but this part, even though you approved the the next year's calendar already, this has to be addressed each year. So, it would it would take the first three days uh of this upcoming year uh to allow for the kindergarten testing. >> Right. Any questions on that? >> Does it work? Is it is it working well? Any adjustments? >> It's a half a day. So the the state law requires that kindergarten starts on the same day that everybody else goes for a full day. And so last year we asked to have the first three days, Wednesday, Thursday, Friday, just have kindergarten students attend a half day and then um teachers would meet the other half of the day talk about how their kids did, you know, and um assess where those kids are in their brand

125new class. What do they already know? What don't they know? And then plan for instruction coming up. Plus, it also really helped kindergarten students have a really great experience the first three days because it's a long day for our little friend to start out the full day. But the biggest purpose is so those teachers are able small groups to identify what students don't know and how their instruction. >> Great. Any other questions? If not, I'll entertain a motion. >> Move to approve the kindergarten beginning of the year testing schedule. We >> have a motion. Looking for a second. >> I'll second it. >> We have a motion, a second. All in favor? >> I. Any opposed? >> Motion carries unanimously. Thank you. >> Thank you. >> Um, next on the uh agenda is board items.

126Dan, do you have anything for us? >> I do not. >> Wade? No >> ty. >> No. >> So 420 222 is that one you have to know for the rooms >> for NSB. >> I think it is this before our next board meeting. >> Yeah. >> So I just want to make sure whoever is not going. I think these two gentlemen that they've already told you >> this week so I can cancel the reservation or the registration. >> Um but the rooms I can cancel up until 72 hours. >> So we you need it this week. Yeah. >> So, do do I need to make a motion that money saved by me and him goes to the teachers for appreciation for all their hard work? >> We'll uh we'll just vote on that on

127the next session when uh when she proposes uh some kind of uh something. Nope. Absolutely. Um anything else, Linda? >> Nope. >> Um the I did start the AI training. It was interesting. I've done about three modules. Um if you don't know anything about AI and lang large language models um >> artificial IO artificial >> so it's all all based on large language models that's what the the the premise is and um so it will train you on all of that stuff. Um but so far so good. Um just uh it definitely uh it's helpful. It's reaffirming some of the stuff I already knew. Um, I'm hoping that the next three I learned a little bit more. So, >> six total. >> There's Yeah. And they're not short. So, I made it through three and

128I felt pretty >> Yeah, you better have some time, huh? >> Yeah, you've got to have some time. It's not a 20 minute like the open meetings act or training. So, it's it will take a bit of time. Um, and so Connor, do you have anything for us? Uh, nothing too much, but uh, recently the NHS did a little project where we got every single student in the school to sign a garland for Mr. Grryer's son, Matt, who's uh, competing in the Olympics for the luge, actually. Um, besides that, the prom committee recently had its first meeting. Uh we're getting to planning a planning the yearbook for this year and I've got a couple events slotted for February for both student council and NHS. But besides that, nothing too much has been ongoing. >> No,

129appreciate that. Was able to watch him race the other night. I replayed it. I was by chance just caught him right. >> I know, right? >> So that was that was exciting to see him. >> Big smiles on his face. >> Yeah. To be able to to race it. >> Smiles on Jeff's. >> Yeah, probably. >> He sent me pictures. Did he was he there? >> Yes. >> Oh, that's fantastic for him. >> Interviewed him and his wife interview that they interviewed him and his wife, how they felt about the race. That was cool. >> Oh, that's fantastic. That's exciting for him. Sammy. >> All righty. So, first I would like to start off with how there's going to be an art show at the elementary school and I just recently came back from helping

130Mrs. Bristol set up for that. So, I think it's going to be really good. It's It was a fun project to do. I literally was just there like right before this. Um and then also FCCLA is going to go have their region competition at the new high school. I can't remember the name of it, but I know it's a new high school in Utah about an hour or two hours away for the region competition. So, I will be a part of that. So, I will miss on Wednesday for school to attend that. And then state basketball is coming up so soon. So, boys have their first game on Friday and girls have their first game on Wednesday. The there's a away game on Wednesday and then there's a home game on Friday. >> Yeah. >>

131Great. Thank you. >> Uh yeah, and then then girls state wrestling is over this weekend and then boys won >> last weekend. >> That's great. Thank you. >> Fantastic. Thank you. All right. Um I have heard of no reason to move into close session. So, we are looking for a motion to adjurnn. >> I'll make a motion to >> Thanks, Linda. Appreciate everybody's attendance tonight and everything presented. A lot of work.