Eatonville School Board of Directors Work Study 05/13/2026

001I'm going to call this meeting to order. We are really excited and honored to welcome Daisy Scout Troop and they are going to be leading the flag salute and also singing a couple of the songs that they will introduce to us. >> [laughter] >> Stand at the face of the flag. 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 >> [clears throat] [laughter] >> Now we're going to sing make new friends but keep the old. Make new friends >> [singing] >> but keep the old. One is silver and the other's [singing] gold. A circle is round and it has no end. That's how long I want to be your friend. >> [applause] >> Now

002we're going to sing taps. Sorry. Day >> [singing] >> is done, gone the sun from the from the hills, from the sky. All is well. Safely rest. God is light. >> [applause] >> Outstanding. I think that is the best rendition. Thank you so much. Thank you. Thank you. Thank you. And thank you to your leaders. And I know that took a lot of hard work. You've been practicing for a long time and I really appreciate your dedication. All right. We are going to The other thing we love to do at our school board meetings is to have recognition awards. So, I'm just going to turn the time over to Superintendent Brower for some recognitions. So, there has been a lot happening in the school district this year, as you know. And one of the things

003that I'm just most proud of, I guess, is the fact that our schools are achieving. And that is thanks to the hard work all the way from the guidance board to our district administration to our team and our administration level, as well as those who are in the trenches, namely our teachers social workers, our pre-educators. And then, last of all, you just You're just really great kids in Eatonville. Great students who are always performing. So, I would like to call a fire drill at this time. Uh Nick Burklund. Come on. Let's see. Where's the best place to be? You're right there. You're You're good. Right there. You're right in of the middle. So, we have an award here that we're ready to present. And there were 379 schools that were that received this award around

004the state of Washington. That was only 16% of the schools. And that is for making growth academic growth. And in this case it's closing the gap targeted growth. And so, I'd like to present to Eatonville Elementary School. The first we will hold up on these other two and we'll do that so we don't steal the show today. >> [snorts] >> We have three three entities. We have Eatonville Elementary School, Warehouse, and then Eatonville High School Summit Begins, which is a reengagement process for those who are choosing a different track besides school and then are reengaged into the school system. So, we received three out of the 379 districts right here. But for Eatonville Elementary, I just want to read this certificate of recognition. This certificate proudly is presented to you at Eatonville Elementary School for

005earning recognition in the area of closing gaps targeted in growth specifically for its work supporting students receiving special education services. This distinction distinction highlights the school's measurable progress in improving outcomes and accelerating growth for students who have historically faced academic [snorts] disparities. And this is presented by the State Board of Education in Washington. And so, I'd like to present that to these other two. >> [applause] >> All right, photo here. I don't want to stand in front of them. Just know how you do it. We need Paulette and Rhonda to scoot in cuz you guys are kind of in the middle. Yeah, if we can try and scoot everybody in the middle between Jay and There we go. >> [laughter] >> Yep. That will work. Then we got everybody. I love it. Okay, lots of

006smiles. Great job. >> [cough and clears throat] >> All right. We It looks like our student representatives are not here. Oh, he's coming in. Oh. Right now. Who is here? Ask and you shall receive. Just in time for our student All right. Do you need a minute to take a breath? Okay. Um I just have some updates for Running Start and the middle school is the same old. Um but for Running Start, there are Pierce College job fair is coming up on May 20th from 9:00 to 1:30. Um it's open to students, alumni, community members. It's a great way to get some connections. Then the amazing wellness fair is um on Tuesday, May 19th from 10:00 to 1:00. It's an immersive wellness experience designed to develop well-being and mental health. And then the African Violet

007Ball, May 15th, 5:00 to 8:00 p.m. is in the Cascade Performance Lounge. It's a lot of fun. >> [laughter] >> Um it's a celebration of beauty and culture. It includes a night of performances and games. >> really exciting. And then the Frontiers of Physics is being held May 15th, 5:00 to 8:00 p.m. in the Science Dome at WSU Commons. Um it's a free event where you can learn more about physics with hands-on activities and games. They have a lot of good activities for K through 12 students. And then the 2026 Pierce County Skills Center um summer registration just opened May 1st. They're all filled up right now, but it's a good time to get on the wait list cuz it's first come, first serve. And then Canvas, here's college student accounts here. We have a

008lot of morning classes. Um recently got hacked into um last week. >> [laughter] >> Different student account information, but it's back on and safe to use. And [snorts] that's all. You have any questions? Yeah, and thank you for coming and being ready to go. It says a lot about you. Would you like an update on the Canvas account? Yeah. They did not get any personal information and that is a matter of fact, and so we're all good to go. Okay. Okay, [clears throat] so now you can sit. I'll do my own little update, I guess. >> [laughter] >> All right, thank you. Um I would consider any changes or additions to the agenda. Hearing none, we're on to our reports and presentations and uh Burkett, are you going to lead or do we just go?

009>> No, we just intro and then we'll turn [clears throat] over to Scott. Okay. Um I'm going to sit here or face that? Okay, I'm going to face you guys. Um so I'm going to just kind of do a little bit of an introduction of um kind of a how we got to our peer like mentor program and and our like a mentor uh program and that scheme out of a we got the donation that turned into the what was funding our tutoring program. And we have [snorts] a lot of success with our tutoring program here at Eagle Elementary, but we were trying to find ways to better support social emotional learning and uh it's hard to get a mentoring program going out in Eagle cuz it's not something that's readily accessible, and so um

010you know, Gina and I had talked and and then we reached out to Jay of whether or not this was something that that donation could fund in order to grow a program and he was supportive of that and uh manager of the trust was supportive of that and so kind of out of that um other than me setting Miss Macrath up for the project I've I've really let her run with it. So, I I just wanted to give a backstory of like thanking that donation because that donation has really created the ability to uh have these programs and give these students that opportunity. So, I just wanted to kind of preface that first. So, take it away, Miss Guy. Again, it's not letting me share so I'm going to switch to PDF. Okay. Let me

011[clears throat] know what I need to do. And I can go ahead and start talking while you're working on that. Okay. Do this. Okay. Um so, just a little bit of of my why. Yes, everything that Mr. Burkett said, that's kind of where we got um going with this. I had wanted to do both programs that I was able to implement this year for years. A peer mediation and a mentor program, but I just could never figure out how to work that into the day of a counselor when you're pulled in five different directions as well. Um so, being able to run these programs after school and implement the mentoring and the peer mediation training after school and then um my peer mediators have basically taken it from there during the school day and they

012are phenomenal. So, um you can kind of keep going with this. This is my intro and the first part uh-oh. He's got it. Okay. So, why the peer Why the peer mediation? And go on down to the next one. Um >> [laughter] >> is we have a lot of low-level things out at recess, a lot of kids out there, and so they would come in from recess and it would just trickle over into the classroom. So, if we can have some students help support that out at recess, giving them the skills to connect with those at recess for those lower-level conflicts. I do not allow them if there is hands-on anything. I tell them go immediately to an adult. If there's anything they just feel is too big for them, they go immediately to an

013adult. So, they're handling just some conflicts of they called me [snorts] a yamini or, you know, we're having a problem with rules at recess, things like that. And they're doing a fantastic job with that, but that is allowing our recess teachers to be able to not have to sit there and try and take time to go through a conflict management scheme and walk everyone through that, where these students are able to walk them through a process that is similar for everyone. And so that has allowed the recess teachers to be able to handle some of those higher-level that are out there and freeing them up. We looked at areas of support and I get staff feedback. You'll see some staff feedback from some of those recess teachers. I'm still looking forward down the road of

014other ways I can get some other staff feedback for it. The discipline data, Nick has kind of kept his eye more on that and I think he'll address that a little bit more later. But really our focus is teaching some relationship skills, social skills, helping through peer conflict, and really emphasizing safe play out at recess. One thing that um, the students may talk about in just a moment is um, uh, some strategies that they help kids learn are the Kelso's Choices. It's a simple thing that they can use. It's um, part of what you'll see in a little bit. Arya is showing it right there. They have it right Hold it up, Arya. They have it on the back of their clipboard and they can help kids learn that these are some simple strategies that

015they can use to um, solve some conflicts out at recess. Um, so how this got how the students got selected for this is um, I started in the fifth grade leadership class and took any interest from them. They had an application, teacher recommendation, and then um, that's where I started with that and then I saw how many more I'd probably need and went down to the fourth grade teachers and asked for those um, students who were already showing those leadership skills cuz we don't have fourth grade in our leadership program yet. Um, and so that's where we started off with 25 students who were in the program from the get-go and they had to go through a two-hour training with me after school where they practiced their role plays, they practiced mediating, um, they learned

016about active listening, they learned about um, perspective taking, and, you know, really all the different things that you need to be able to remain impartial in a conflict and be able to help others. Not solve problems for others, but help them come to their own solutions. Um, and then from there we've just been doing weekly weekly meetings where we get to check in and do some other training with that. All right? Um, so right now I'm going to jump two sides ahead cuz I have someone who has to leave early. And so I have some students who will just kind of walk you through the process that they use when they are out at recess. Oh, nope, sorry. Nope. You were moving on over. Jeff. >> [clears throat] >> Jeff. Jeff. Jeff. >> Step-by-step process

017for supporting problem-solving. The first thing we would do is ask if they'd like help problem-solving. Some of the things we would ask is, "Would you like some help solving this situation? Would you like some help solving this problem? We are peer mediators. We can help solve the problem. Would you like help?" If yes, move on to step two and say, "Let's go somewhere else away from other kids." If no, ask, "What do you think might happen if you keep arguing and don't try to solve this problem?" Then we would explain the ground rules. No interrupting. Do you both agree? No name-calling. Do you both agree? Stop the cheating. Do you agree to stop the problem? And no physical fighting. Then Then [clears throat] we would give each side a chance to talk without interrupting them.

018We would use encouraging words like, "Can you tell me more? Please continue, and thank you for sharing." Then we would check to make sure we understand the situation. Some words we would say are, "What I hear you saying is" or, "To sum this up, you're saying" Then we would seek ideas from each person. One thing we might ask is, "Do you have any ideas on how you could solve this situation?" If yes, listen to their ideas. Encourage them to share more, and then see if they each have one they like. If no, say, "Let's brainstorm." This is where they are now sharing their ideas, and we all just share anything we can think of. If they can think of only one or none, ask ask, "Would you like to Would you like to hear some

019ideas on how other students have solved similar problems?" They may solve their problem in a moment, or you might have to use the solving conflict worksheet on the back of the clipboard. We have a few ideas here. Which option do you like best? >> [clears throat] >> Both sides need to agree to the way that they are going to solve the problem. Once they agree, you can continue playing. You fill out the form form in your clipboard. That's the step-by-step process for supporting a problem. Thank you, ladies. [snorts] When they come in our office with them, they have their vests that they wear so they're easily found. Um I had a teacher actually be willing to put the cool design on there and they look funny. So, um that was fun. They don't like the

020bright yellow, but >> [laughter] >> they're wearing them and then um the clipboards open and they can jot down any problems that they helped with or that didn't get resolved. And then those are used weekly for us to do some role plays and practices. So, they do have the support out there with them. And then can we go back a slide? That one? It will look great. Yes, it does. Annabelle, Charlie, and Vivian. This is what we do at our weekly meetings. We have three different groups that we break into most peer mediation meetings. The schedule committee makes the schedule for each week and matches students for the right times to peer mediate so they are not missing any important school work. We make it equal so that everyone gets their fair share of peer

021mediators. The training committee trains new peer mediators. This committee sets up a small group training sessions to help them understand to how to be a peer mediator and be ready to be an amazing too. The rules committee is working on recess games and activity rules, so hopefully there will be less fights and disagreements. This committee plan committee's plan is to have some presentations ready to teach the students rules for recess. When we meet weekly, we work on team building and bonding activities with the whole group. We role play recess problems and practice our peer mediation skills in front of our peers. During these role play practices, the group gives feedback on what the peer mediators did well and what needs improvement, if any is needed. When we meet in smaller groups, we wait and remind

022Miss Mack it is time for a snack and we stare at the food drawer to see what snacks there are for today. We play silly games to help us bond, so when we are out peer mediating with others who we may not know well, we can learn to work together. We put a lot of time and effort into making this program successful. Next topic. >> [applause] >> I'm sorry, next one. Thank you. Miss Mack asked all the peer mediators the following questions and these are some of the answers we get. What I am What I enjoy about the peer mediation program is working with friends and making new friends. We can help people so they have so they can have a good recess. I have gotten a lot better at keeping my problems situated on

023my own. I like that it is preparing us for the future of AK Middle School. I now know how to solve my own and others problems without crashing out. >> [laughter] >> You can You can You get to help kids solve problems so they don't have to go to the teacher. We get to help the recess students. Working together to help solve problems and helping improve our school. Feeling like a leader. The next question Miss Mack asked was something I have learned while being part of the peer mediation program is to always have empathy towards others who need help. Patience, listening. How to problem solve and figure out stuff. How to work well with someone else. That problems take time to solve and it won't be instant for everybody to be happy and enjoy recess.

024You have to have active listening or else the kids are not going to want to work with you. That you are not always going to be a leader. Sometimes others have to do it. How to help other kids that are having interpersonal problems without making it worse. Problems are always just a simple fight. A lot of things need teamwork and that's it. We can help make the recesses problem free. One more question Miss Mack asked us was in order to improve the peer mediation program, I think we should Introduce the team at our morning meeting to make the groups less intimidating. Get together more than once a week cuz I think we need to go over things more often. Reminders to those who are peer mediating that they Add more training for those who need

025it. Go out more recesses including winter and first grade recess. Give people ways to solve problems like candy. Choose the days we peer mediate. Do more group bonding activities. >> [applause] [applause] >> Um this was a little bit of feedback that I got from our recess teachers. They just think that peer mediators are doing a fantastic job. I'm one who's always looking for constructive criticism, so I was hoping you know there was something, but they're doing amazing. So, you know, just they're they always go out and ask, "Hey, where do you need us today?" They stopped and just helped students who were just sitting on the wall. Although I was told that student was in trouble, so they should have meant to be there, but they're checking on them. So, they help them find lost

026things. They're just being good citizens out there. So, not even just taking this role as a peer mediator, but they're going above and beyond out there as well. So, this was really great feedback, and I don't even know what they I know some of them got to read it today, but I'll make sure you guys all get to read it what the recess teachers were saying about them. So, they're they're doing a fantastic job. Okay. So, kind of looking down the road, hopefully this is not a one and done. I think we've got a good foundation for this program. But, there are some things I feel of course I can do better. I did find a book that is for conflict resolution in Yeah, conflict resolution in schools that I purchased, so that's kind of

027my goal of looking over that, seeing how I can implement some of those strategies through the trainings. Um [clears throat] just like they brought up, how can we get the peer mediators at every recess? We do not have them out at kindergarten first grade right now, and so if we could start them with some problem-solving skills, that would be great, but then that also means they're coming out of class time. So, we've been able to juggle some of that this year. So, kind of looking at looking ahead down the road and how can we make that happen. >> [clears throat] >> We did small introduction this year, but it definitely was not enough for the student body to know what all they can do. And so, having more of an assembly to introduce them um

028next year is a hope that I have as well. Um and then [clears throat] they love the team building activities, so that is always fun. It's a lot of work. They They aren't treated the best sometimes out at recess. We've had a lot of conversations about that. It can be very hard on them. Um I've had to actually say to them, "There are certain people I do not want you peer mediating, so if these students come to you, go directly to a recess duty." And we have those conversations and they're really good about the confidentiality of it and don't talk about it outside of our group. Um but I don't feel that they should take that abuse out there as well. So, in in protecting them, um we need to set up some things for

029them to feel like they can do their job and be respected with it. Um but they just keep their heads high and keep plugging forward and are doing a fantastic job. So. Are there any questions that you still have about our program? >> [laughter] >> I have a question. I always have a question. Do you want to ask one ask one first? Okay. All right. Um I have actually [clears throat] two questions. The first one, I'd like to know what is the favorite skill um that you have learned that you can to help solve the problems on the program. Well, one of my favorite skills is how I learned that there are really two sides to every story. I'm now able to listen to one story and realize just cuz they say this, everybody kind

030of twists it in the way whether they notice it or not. So, I know I can listen to both sides and kind of draw a middle line of what it is now. So, I would have to say that's my favorite skill. That's great. Does anybody else have a skill that they've learned that they think is really helpful? I think I'm listening. Two sides of the story. That's great. I love that. The thing that I like that I like about our thing is that you can like listen to the story, but also you can like even when the problem could be really tense, you can just keep a calm body, and most of the time you can solve the problem even when it's super hard. Anybody else want to share? I mean, you said it. So,

031I basically learned I feel like I have learned to like just maybe like more like everything a lot of things take teamwork, and you can't just do everything by yourself. A lot of times you have to have somebody with That's great. >> [clears throat] >> Okay, and my question is, are you on duty every day, or do you take turns? Lots of people. In the very back. Oh, oh, yes. Yeah, sorry. Nope, you're fine. So, it's kind of like a rotation, so like two people are chosen for like recess, and they go and do their thing, and then it rotates to like the other set of people for the next day. She's calling on you. Okay. Go ahead. I think it's you, Lucian. Yeah. Oh, um you like you guys mediate every week since you

032have a a pretty good amount of peer mediators, but if you do peer mediate a week, it's either once or twice. You don't peer mediate every day, and you always peer mediate with someone different, so you can make new friends, and you can learn to bond with Uh how the schedule really works is the other team a scheduling group earlier. Their job is to place people in different in the different groups, and they always try to not do it with the same people over and over again, or the same recesses. They want you to get an equal amount of recess time. So, there are a few weeks where we're not meeting at all, cuz maybe we meet a lot in last week. And then other weeks we're only meeting maybe a recess time an hour,

033so it doesn't really work. So, you you as a student council or as your team, you create the schedule. Yes. Awesome. Go ahead. Um Well, there's There's four times you can hear me in one day, but those are usually you can't hear me four times a day. That's like Too much. >> Yeah, that's too much. So, like it's based out like maybe like by a week, but you're not going to hear me every week cuz there's a lot of people in this program. So, I'll get one week but not another, or one week but not another, or one or two weeks but not any of the other weeks. Because there's a lot of us. >> [cough and clears throat] >> You have to share with me, and That's your recess, right? >> [laughter] >> That's

034all. We have a list of names and a list of names for people for the people who are peer mediators, and there's boxes of all the recesses that you've done. So, you get certain people from certain grades that have not done as many of their recesses, and we put them on that way. You're going to be the people not doing it every day every week or something. So, you feel like a big responsibility? No. You don't? No. Cuz you you've got a good system. That's great. That's great. Okay, any other questions? >> a question. Yeah. Um what How has the the skills that you've learned in this group helped you outside of school? I think Um sometimes like since I don't have meetings too often, like I didn't really learn anything others for cuz like

035I don't want to be a mediator. so like I can include others a lot more than I used to and it's It's just all about Good. >> [clears throat] >> In the back. It's okay what she said but also like I learned the skill of compromising and I learned to stop my anger. >> [snorts] >> That's great. Go ahead. Um I have learned how to make calm doing situations and not how to get frustrated about it as quickly. And I've also learned that I shouldn't be trying to kind of be like oh this side this side this side more than like I said earlier it's just the suicide side of the story like before my friends sometimes my friends will be like and I'll be able to be like I can see how the stories

036are different now so I can just put a squash in the middle and be like okay so now I know how to comfort both sides and when I'm at my house I can fight against my sibling a lot. So every once in a while I I know I'm just trying to calm myself down and whenever any of my neighbors say anything I'll kind of be on my edge and be able to make calm and be like okay I'm just going to go over here for a little while. Very good. Okay you can go. Um if I ever have a conflict with my sister I try to talk to her instead of going straight to my mom or my dad. So I just try to talk to her and see what's wrong so I like know

037how to solve the problem instead of just like going to somebody else to try to solve something. That's awesome. Yes. Um I learned that I don't have to be the one solving everybody else's problem. Well that's so important. I can help them solve their problem but I don't need to be the one to solve it for them. Amen. Can you teach the rest next year? Very cool. Thank you. Any other questions? I just have to say that when you guys turn 13 years old higher >> [laughter] >> you guys have been learning such a valuable skill. It's going to go with you for your whole entire life and you guys are all leaders, I hope. Not just mediators or mentors, you are leaders. We are so really, really proud of you and the group. Is

038there anything else they wanted to mention so we can clap for them? YOU CAN CLAP FOR >> [applause] [applause] >> THEY DID HAVE SORRY, THEY DID HAVE A THANK YOU. OH, NO. YEAH. We can both clap again. Yes. Thank you for your time. The teen mediation program is very helpful to others and it means a lot to all of these students students and the staff because more problems are being solved so there are hopefully are less problems to ask us to solve. Well, at least one problem maybe. Thank you and have a great night. >> [applause] >> YOU GUYS GAVE US SOME AWESOME GREAT INFORMATION. You were very poised and very respectful. Thank you so much. We really appreciate it. I'm going again. I have more. >> [laughter] >> Sage. >> [snorts] >> Jillian and

039Alyssa. >> [laughter] >> Trey Glenn. She's going to talk with you. >> [laughter] >> Maybe that's not a question to ask. I'm going to prepare. Okay, so I didn't know I was going to take this much time. Um, the other program is the mentoring program that I've been able to implement this year. We run that um 2 days a week and again um as Miss Parks, I've kind of talked with her as I've been planning this presentation and she's been working with me on that mentoring program. Um Thank you. She looked at me one day and she was like this is what you've been wanting to do for years and you're doing it. And so um that is a very exciting realization to know that we were able to implement it. So I'm very thankful

040for the grant um and just the support that has made this possible. Um as we know there are benefits of mentoring. I mean you look anywhere about mentor programs. Um and what I'm hoping for my elementary students is they are getting connected to school. Um they're learning some social skills. They are feeling a bond with somebody, you know, other than family. Um getting those different connections and sometimes when they want to talk sometimes they don't want to talk to an adult and they do want to talk to somebody a little bit more at their own age. So um that has been fun to be able to see. And of course for mentors there's a few that um a few benefits that can come out of that as well. I do have two of our mentors

041here this evening. Um no mentees wanted to come. They were like no, we don't want to talk in front of people. So I do have some quotes later on from them, but um would you two just share a little bit about some of the benefits you see from being a mentor in the program? Who's going first? Whoever wants to. Uh [clears throat] some of the benefits that I see was that I feel like I'm getting more confident in talking to other people like uh introducing myself to other friends and stuff cuz I didn't I didn't know these kids. I came late into the mentoring program and it's even it's like crazy that I I saw such a big like improvement in my overall like like my focus in like social my social life and stuff

042like that and like talk to other people like I used to be like shy and stuff and like wouldn't talk. So when now that I go up to these kids these kids that I don't know I'm like what's your name? How are you? And I act like it's usual and I act like I could like I could like bring them into the mentoring program easy like that. Yeah, basically. Yeah. Um I've noticed that cross-age mentoring is helping not only the kids but also the um uh the mentors learn important social skills that that outside of outside of this may be hard for them to learn if they're if they have anxiety or any like social social thing. Um it also helps these kids get an experience in in making bonds with people who are older

043than them and like people who are technically higher status than them which can be a really important thing to getting a good job. But yeah, it just helps with that and and more but that's what I've noticed so far. Thank you. Okay, you can go first. >> [applause] >> Yes. Yes. I think we can hear more from them so. Um so just kind of working through the elementary mentees selection um we've been able I would use the Panorama social emotional survey that is that has been huge for us to be able to really identify those that internalize all of their stresses and anxiousness and anything that's going on instead of those that, you know, we see throw a chair or whatever, you know, we know something's going on there but those that just shove it

044way down. This has been one of the best ways. I look over that survey and I'm like, "Okay, would not have thought, you know, this kid needs some focus." And so, these are the focus areas that the survey helps point out. And so, I look at all of those and where I started with recruiting elementary students for the program was really looking at those who had few to no strengths that they identified. For the three through five three through third through fifth graders, they are a self-identified K through 2 as a teacher perception survey. So, that is a little bit harder with that, but I was focusing on that kind of trying to pull out those that we'd call at risk. And so, almost all of those students got an invitation, phone call to parent,

045trying to recruit them into the program. And as you can see, we've had 26 elementary students who've been in the program at some point. So, that was I thought that was great for our first year. I may have bit off more than I could chew with some of them as I would end up with 20 students in my room in high energy doing all these different activities, but that's okay. We managed through it. And what I did notice on the Panorama survey has been administered twice this year. We'll do our third one in June, but between fall and winter, all areas of the students who had been in the program increased except in the area of challenging feelings. And so, a big thing with that it could be because we're teaching them some recognition skills

046of recognizing when those challenging feelings are happening and you know, the more we recognize something the more we're going to identify that. So that could be I think we'll go with that. No, I'm just kidding. But that was the only area where it was really a decrease. So something that I can implement more down the road. The other one that didn't have a huge change was supportive relationships pretty much stayed the same but they were all pretty high on that. There was one I think that jumped up one student that jumped up really high but all students were just pretty even on that one. So all of those that was great growth to see so I'm really excited to see what growth has happened from the winter to the spring Panorama survey. I think I

047covered everything there on how we did our mentee selection. And then with our mentor selection when I first started this I was kind of running this whole program and I was the one who was given the stipend to be able to implement all this at the elementary level. So I was flying pretty solo. So I just looked for those leadership role model like that was what I was pulling in. Um Miss Parks helped me connect with them over at the middle school and they got a teacher recommendation if they were available and if they were interested and so we were able to start off there with that. Once Miss Parks was able to join in we were able to really kind of find how we gathered our mentors. And so we did use some Panorama

048survey data with that as well. And so I think that really helped. One thing I noticed is really important is having a leader at the elementary and also having an adult leader over at either that middle school or high school because those you know, I'll talk about some things in a moment that were really important for the mentors to be able to have that support um their school where I can kind of manage this piece. It was hard doing it all on my own for a few months. I was like going home ripping my hair out, you know, just So, but we were able to have 22 middle school students serve as mentors this year and so hoping that will increase um and again same focus areas were looked at. And I just just kind

049of like the peer mediation program, I love being able to use these students as supports and as resources. So, that does kind of free up some other time that we can use elsewhere. Um and they're learning as you heard valuable skills to be able to implement in their life and in their school and down the road in their jobs. So, Anything else you guys want to add on that? That wasn't really a question. You good? You want me to jump in? Yeah. >> Okay. All right. We'll go to the next one. Okay, so just a little bit of an outline and I'll let you guys talk a little bit more about this in just a moment. Um every week we start off This is kind of the flow of our sessions. Um we just do

050a check-in and snack time. Real informal. Um the mentors are kind of put in charge of help them get settled in. They have a kind of a formal check-in to start off so they're not having to fly solo on that, but we have a little check-in sheet. How are you doing today? What was frustrating? What was great? You know, that just gives them some prompts so they can get the students talk talking. We're on week four of this session and they really don't even need it now. I mean, they're just over there chit-chatting away and and of course the kids are like, "When's snack?" So, they like the food portion of it. Um and then we're able to do um some large group movement activity. Of course, that is important for both our elementary and

051middle schoolers to move. Um and it's either some sort of team building or I think I tie it into our topic that we're going to talk about that day. Um and these are the topics and themes that we go through for the six weeks. Um I didn't say this in the beginning, but this is our third session. I was able to fit in three sessions this year. And the first session, that was a hodgepodge. I will admit that was I was kind of throwing darts at what we were doing in there and just trying to figure it out, but then being able to fine-tune it and align it with the topics that um I wanted to really focus on um from that Panorama data. And so, we've kind of moved to a six to eight

052session model with the end of the year coming, this one ended up being six weeks. Um and then we do a small activity with our session theme, whichever one it is, and then we try to gather up at the end and just do a little debrief. Um there was some frustration today in our in our uh session, and yeah, yeah. So, we had to have a little debrief about, you know, what was frustrating, but it helped the older kids talk appropriately to the younger kids when they were expressing their frustration. And the younger kids being able to speak up for themselves and be assertive and and say, "I felt this way in that." And so, um they did a really good job of having that conversation. So, just kind of a a guided discussion there

053at the end. I am going to let you two You want to talk about some activities or what you What do you want to talk about? What do you have on there? Oh. Not that yet. Oh. Okay, I didn't know if you had more on that one, but okay. What are some of the activities that you recall and that you've enjoyed doing or didn't like doing? Uh like I like the one that we did uh today, which is the balloon race, where we had to like put the balloon behind our back and like run across sideways, like crabs. Uh it was it was fun cuz we like worked together, and then we had it also just a mentor versus mentee. I don't know if you won that It was a little close. Miss Mack might

054have thrown up in that one. >> [clears throat] >> Maybe. I think so. I did. I did. I'll admit it. Yeah, but also we also like go outside and have like these stations where we like one of them was shooting like basketballs. It was It was focused more focused on like uh giving them giving yourself or giving us us mentors giving the kids like like telling them that you can do this. You can do it. Uh I need to drop my memory. I forget what the actual word was, but it was like giving them support on that making them believe they could that they could Yeah, self-advocate. Yeah. Yeah, you said more about this than me. Uh so but uh but uh self-advocacy and um that was that was fun because I got like I

055learned to know what their limits were and what they think they can and not do or what they actually can do. And like uh Yeah, that's all I got for me. That was That's all I wanted to share. One activity I really enjoyed which also helped kids learn how to read emotions was basically we were given a set of cards. We had to look through them and see how what emotion the kid would the the mentee I should So it's all about the one the mentee would feel if that were to happen. Like one of them would be like, "You're going to the zoo today. The field trip." How would you feel? And then my mentee said, "I like I'm really excited. Maybe a little nervous cuz all the noise, but excited." And I was

056like, "Yeah." >> [snorts] >> And then after that we followed up with where Mrs. Mack and Mrs. Parks read aloud things and we had to put an object on the card where it fit. And um we also you we just There was one where we did um where we did um I'm going to I'm going to steal this idea and mention the stations actually. That was a really fun one. It did show the limits of these kids and helped them push themselves and go outside of their boundaries even if they didn't like it. It also taught them that not to to not talk at me. >> [laughter] >> And >> [clears throat] >> it taught them not to do that. So, life lessons but the more valuable life lesson. Like um sometimes you just sometimes

057you don't know what you like if you've never tried it and you just got to go with the flow or try something. Get out of your room. I have a question. Yes, yes. What what is it? That's the first one. That's the first one. Okay, thank you. Anything else? I'm good. You okay if not? I'm good. Okay. We'll jump ahead. Okay. Um this is just a little bit of feedback that I was able to get from some of the students through their parents and then some parent feedback. Um you'll I'm going to come back to talking about feedback in just a moment but there's just some quotes up there. Um I will share this picture right here. Um this little guy it was his birthday on a mentoring day and his typical mentor wasn't there

058that day and so his mentor brought three other mentors over and they made him a birthday card and told him down to the office and just wished him happy birthday and then they all walked him down to class and then they said "Can we walk him into class?" And I just peeked in and they weren't really doing a ton in that moment and they like they were transitioning. So, he was coolest kid for the rest of the day. He was four big kids walked him into class, and so um but they they're just really forming a bond, and you know, one of the quotes there says he has made some new best friends. That was a quote from one of the parents about one of the um mentees in there. Um another mentor, I think

059looked at Ms. Parks today, and I think Ms. Parks said, "Oh, you are here today." And she was like, "I will not miss a mentoring day." So, that that is pretty cool to be able to see. Um you have some other feedback that you had from a student and from parent feedback. Do you want to read that out? Yeah. I know we don't care if these are You can do whichever one you want first. Let me make this There's some feedback that I've wrote down on the slides as it came in after the slideshow was submitted. Here's the parent portion of that. I feel that my child has become more confident in terms of socializing. She's always been so shy shy also. We have no I have noticed that my child doesn't does take initiative

060lately to problem-solve on her own. Then another one is before the program, my child was about at a three in terms of confidence, and now she's at a about a seven. Her social skills were also three, and now maybe a six. She's still really shy at times, but her motivation for learning is now high. Her It's now a seven, you know, it used to be two. This is a combination of pro- of program and some other And the the student feedback is um I like being I like being in a smaller setting to talk about uh your feelings. Uh if I'm having a bad day, mentoring makes my day better. My child says uh or yeah, my child says she loves the entire thing. She loves the game. She loves telling everyone how she feels.

061She loves the chart chart that you have that you have chose on the chart how you feel. Like little smiley faces like red, green, yellow to show you how you feel. Just to be clear. >> [laughter] >> No no visible chart. I got you Lisa. She loves learning about feelings. She loves talking about her day and talking with the And Uh that's all Yeah yeah that's all I think. Okay let's go to the next one. And then these are just some of the activities that we we've been able to do. Do you guys want to talk about any of those? We already did a little bit. Oh yeah. Oh yeah the chalk. It was it was fun because I had a student that said they didn't know how to draw and what we I I

062teach them I teach them drawing isn't just drawing shapes and drawing what you feel and drawing anything in your mind at the point. And stuff like that. Or things like that. Um I actually forgot about this. This was during the first session I guess that I participated in. There was a student thing where two of them were outside and they there was like jump rope and it was all like active stuff. And then there was drawing inside and then my buddy and I had a really awesome She didn't think she could do it but then I was like you can do it and she was a bit shocked at but eventually we got through it cuz I got shocked too. I'm not I'm not better. Oh well. Anyway um we got the chart she made

063the the things on the the thing the hoops on the column for ring toss and it all worked out and it was it was fun. >> [snorts] >> Excellent. Okay I think there's one more slide. Thanks for bearing with me. >> [laughter] >> All right. So next steps again if I'm able to continue a program like this, um my goal was to gather some great pre and post data from parents. And I sent out the pre surveys to parents, and then I sent out the post survey, and it was the same one. So, I It was the same questions like, "What do you hope your kid would learn?" It was like, "Oh." So, my goal was to And And I didn't have a lot of parents fill those out. So, I do want to really

064push that more next year cuz this Some of that feedback was kind of after the fact that it is okay. Okay, my child is at seven when they were at three. Well, were they really at three back then? We don't know. So, um I want to do better with um gathering that um and looking more at their my mentees' attendance. Um that's one thing that I didn't keep track of as far as their overall attendance. I have their attendance for mentoring days, but their overall attendance cuz that is something I'm hoping mentoring is helping for them. And then, um I know Mr. Burkholder tracks discipline really well. Um and so, I want to be able to look at that a little bit more. Um A couple other things, I did allow uh two sessions for

065elementary students to participate in. I'm still trying to figure out the steps for that. Um also, one could they do the whole year? Could Could that pan out for a [snorts] student? I I There's one I'm thinking of that I've already seen some regression since he did two sessions and hasn't been in this one, and I just noticed some different things with him. And so, I think And his mom just kept saying, "This is so great for him. This is so great for him." But then, I wanted to open it up for other students. So, trying to navigate that and figure that out. And then, I felt like there were sometimes it took us a while to match the mentee and the mentor and have a good matching. Um so, trying to figure that out

066in a a better way. Um >> [snorts] >> Like I said earlier, that collaboration between the elementary and the middle school, once that happened, I really felt like we were able to pull this program really well together. And so, next year I'm hoping, um, you know, Ms. Parks, if she's willing to do that with me again, um, there's a a scheduled mentoring day, because I do this 2 days and then my peer mediation so it's on that other day, um, she can kind of pull those mentors in, do some training. Sometimes they're dealing with some frustrations with the students and not sure how to handle that. And so, giving them that extra support piece would be beneficial to them, um, and have that conducted on those non-mentoring days. So, um, and then the other piece

067that I really noticed was I need to align this with the middle school sports season, because we started and then I 2 weeks in, some kids are like, "Oh, I'm going out for basketball." I won't be. And so, then it was scrambling to get new students. So, just a couple of things that I noticed need to fine-tune. So. Anything else you had on your mind that you wanted to share? Uh, I I would say like another skill that I also learned was reading a room. Reading a And I feel like that is like an important skill to like in adult life or like just the future going forward. Like reading the room can help you figure out what situation what the mood is, what you need to do, and how to do it. And yeah,

068that's one one other skill. It's a great skill. That's awesome that you guys are doing it. Um, and my current student, I see myself a lot in terms of like maybe overstimulated easily. So, whenever it's during like group meet-up time or like sitting in a circle. So, like imagine a circle and there's like a ton of kids on the ring of the circle. Um, he usually sits off to the side and see this and I'm like, "Hey, are you are you nervous?" And he's like, "Yeah." And he's like, "Yeah." Like, "Okay, I'll send you in before you're ready to join the group." And then join the group please. Sometimes he does and then usually he does. Sometimes he is too overwhelmed to talk and I understand I get overwhelmed too. Like a lot. So, I've

069learned how to help with that cuz it's how I would want to be helped. And you can tell they're amazing. Yes, they're amazing. So, very blessed to have amazing middle school Are you willing to answer any questions? Does anybody have any I have a couple questions actually. Um, you might have said this so I apologize if you did but when you were talking about the um, the surveys that you send out, Panorama you said? Yes. >> Um, do you send that out only to the mentees or No, it's school wide. Um, it's K through 12. Okay. Yeah, that is the survey that goes out K through 12. >> [cough and clears throat] >> I can't remember how many years ago we started but this is the first year we'll get it out three times in

070the year. So, when you're surveying your mentees throughout the year to kind of track your progression, are you also doing the same with your mentors? Um, as far as that Panorama, so yes. And so and so that is data that Miss Parks reads and um, Miss Eisenberg does up at CC. So, yes um, they have all that information at the middle school Panorama survey data. Cool. Yeah. >> When you're pairing the mentees and the mentors, is that you had mentioned kind of in collaboration with some of the teachers? You guys are just trying your best to kind of pair personalities or is there like an actual like scientific method that you're going >> There is not a scientific method. First round I was throwing darts. So, that was as scientific as I got. I'm just

071just wondering. Um, no I I know if this would help at all. Yeah. Any expert in this arena, but maybe like some sort of any grand disc assessment, something like that might help compare personalities. I don't know if that's helpful. I like that. Yeah, we actually had one that I allowed to do a third session because she finally I finally saw her interact with a mentor I hadn't seen her interact with and I was like A perfect pair. Uh Mom, can she do a third session? This is going to rock. And so it has been very good for her. Well, thank you for doing this. I think this is a good Thank you for that that idea. I love that. Anybody else have any Okay, I have a question for the students. Um so your

072primary job is to be a mentor and somebody to look up to. So you're really teaching a lot of skills, but have your mentees taught you anything? Can you think of something you've learned from them? Uh yes, yeah. I've learned to Uh [clears throat] I thought like I thought I didn't know how to like He If there's like a serious situation going on or if my mentee is doing like a little heated about something or like uh their emotions coming Excuse [clears throat] me, their emotions are coming out. Uh I I try I learned that if you just talk to them in like a normal way and you don't like go at them like hard, that's like my my way. If you don't go at them like really hard on hard on them to actually

073like Let me see. Let me give you an example, it might be better. Um so today uh we were doing bricks or like a Jenga, like a large Jenga, and uh one of my mentees like he was he was wanting to like touch the bricks when we weren't supposed to and like was saying, "You shouldn't go that way." or something like that. I was trying to tell him like softly to You know, you can come back. And then I I trying to talk to him and he got like his emotions to work. But uh by then Miss Parks came and like helped me out. So I don't I don't know that much, but I know that after after Miss Parks and we talked and we figured out like what how to like keep him from

074like or me and him talked how to keep him from like doing that and stuff and like how to like learn more about him and about how he wants to he wants to like react in situations and stuff. And like his emotions. That's awesome. I love that. I can see that you're going to be able to use that moving forward. Thank you for sharing that. Thank you. Me too. Okay. The main thing I learned is that um everybody processes emotions differently. So it's important that you create a strong bond with different people to help learn how they process emotions. And then the other one is that they're like cats. They're [laughter] not No, no, there's a logical thing that I learned that they're like Okay. What? So when you're walking up to a cat, straight

075cat or a cat that you don't know, they're going to run away. They're going to be scared of you. But But that'll help you learn how to come along next time. Like so like you walk up to a cat really fast, they run away. And then the next day you walk up to a cat cat slower, but like and like saying, "Hey buddy." Hi. And the other kind of pet the cat and turn it and then the good side of the cat and let's get it. The same applies for mentees. If you come at them fast or at first they're not going to like you a lot of the time or they're not like you need to introduce yourself slowly. Tell yourself let them tell you about themselves. Eventually the cat or the mentee will

076warm up to you and you'll you'll be able to pet that You'll be able to pet the cat. Don't actually pet the students. Yeah. Thank you for the good clarification. I was going to make sure we clarify. That is not one of our activities. Yeah. Thank you so much. You'll probably get us suspended. >> [laughter] >> I think when you start talking about Catherine, you're talking about Yeah. Okay. Did any of you guys have any questions for our students? I just want to thank you, one, for your willing heart and your service heart. Um I can tell that it takes a lot of courage to take on this position and patience and understanding and making her being students that other students look up to. We really appreciate that. Yeah. >> [applause] >> And also knowing

077that you are students and we didn't want to keep you too late. Please feel free if you have to stay for the rest of the presentation. You're welcome to take off if you need to. >> [laughter] [snorts] >> Thank you for coming. We sure appreciate you. Yes. >> [clears throat] >> Wrong box. Sorry. >> [laughter] >> Okay. Big box. All right. Um I will try to get through this uh promptly just cuz I didn't want to They did an amazing job. So, I wanted to honor the the work that Miss Max doing and all that. So, um I'm going to share some of our data and uh I actually shared this presentation with my staff this morning uh just because I don't uh I don't want them to feel like not telling them anything that

078I vice versa. So, out of that presentation um I actually had There's probably some edits from what you have in your packet because I probably had some of the better uh data discussions relative to the data this year. Um And so then out of those discussions I made some tweaks and uh so we will get moving on into our SIP plan. So, uh so our first goal is and I I kept the my goals very similar to last year. So, it's going to be a 10% increase in students reaching grade level standards in ELA 3 through 5 based on cohort data for the SBA. So, the percentages that you're seeing here um so if it's a percentage for second grade from 37, that's 37 is that group of kids when they were first graders. So,

079it's the the movement of the kids through the grade levels as cohorts. So, um so at first grade as we would look at the data, um first grade is an area that out of this morning we had a lot of conversations about and I'll kind of move into some of those, but um obviously we need to have some discussions on that and then uh second grade we had a good jump from 37 to 53. Uh kind of held served for third grade. Uh fourth grade we had a drop and I'll I'll talk about some reasons for that. And then uh fifth grade we had an increase. And so some of the and then because I referenced this last year and it's a really big data point for me is stretch growth and typical growth. And

080again stretch growth is like the most important data point for me relative to I ready because that means like our reward for closing gaps is if we're hitting our stretch growth goal, we're closing gaps. So um our percentage stayed the same as last year, which I I take that as a positive. Uh our typical growth is a little bit slower than last year. So that's uh that's kind of where we're at relative to our ELA scores. Yes. I'm sorry. Go ahead and start. You were you were dialed in. Okay, so out of the conversation and and I told my staff this morning of that data that you looked at that was our winter diagnostic data. So that was in January. And so and I told them like that's one point in time and it's not

081the end all be all and but teachers take pride in how their students achieve and what that data shows. And so um So then that was where, you know, out of that came like well, I mean they might not be at grade level but they're growing. And that's where I got that stretch growth goal comes in. And so this next slide is just showing percentage wise the typical growth and then the stretch growth for each grade level based on that winter diagnostic. So for typical growth if we're seeing students at like 50% mid-year, that's a positive. So to see them over 50% that means that they're ahead of that and hopefully by the end of the year they would be meeting that stretch growth goal uh or some percentage of the stretch growth goal up

082here. So then um and then this is the percentage of the grade level meeting that or progressing towards that stretch growth goal. So if you're seeing over 50% on the stretch growth goal, then that's very good. Cuz they're they're already well on on their way to meeting the grade level standards for that year already in January. So So I just wanted to highlight kind of the growth versus being at grade level or green uh in our January diagnostic. So here are some things that kind of came out of the discussions and so um potential causes for the gaps that we had for fourth grade. Um so number one is we went because of the class size contractually that group is our hugest like 85 kids. It's our biggest grade level. And so historically they had

083had four sections. But then when the class size bumps up to fourth grade, they went down to three sections. And so historically we had been able to kind of manage some personalities and and equalize some classrooms and then now they've got funneled into three and that created some harder dynamics and larger class sizes. So that had some impact kind of on where they were achieving and and struggling. Um with the reduced class size we've seen and I'll get to this later, but we've had a a of increase in discipline in fourth grade. It's our number one class for infractions in our building. Um and then the other piece is is fourth grade has been a revolving door of teachers in my building since I've been here. I've had one teacher that's been in fourth grade

084all four years that I've been here. So, I think I've had six total that have gone through um fourth grade. So, and if you went tomorrow, hopefully I get some little steering for what. So, um Do you have any reasoning why why do you think that is? Um some it was like they aren't from Eatonville and they wanted to get closer to home. Uh some it just wasn't the right fit. Others they moved to other grade levels within the building that they would prefer. So, it's just it's just been a grade level that has not been consistent. So, uh So, hopefully we'll we'll get that one ironed out. So. Um I mean, relative to the internal movement, I never want to force someone to teach at a grade level they're not passionate about cuz I

085don't think it's best for kids. So, uh Maybe getting to this later, but something that was what knowing that we're always going to have constraints at some point in some grade level for sizes and numbers of teachers because can't do everything in the various programs. Is there a plan or do you have needs or things that and maybe you're doing it this year as well that we need to be looking at or need to be looking at in those if there's only three classes, what supports or what does that grade level creatively need to do to help each other out or building wise to make that more successful? Cuz it's still not super but I mean, it's I'm just curious because it's always going to be a pinch somewhere. Yeah, and so I would say

086the the first thing that we try to do and we're in the middle or actually towards the end of this now is uh I have a pre-comprehensive process to placing kids in classes. Um and so like for example like fourth grade um the third grade teachers last year they they start and then they place into the three sections and they try to you know divvy up the students according to their their academic level, their behavior, their social needs, all of those things. And then um and so then we balance that out and then there's there's five rounds to this. So the first round is done, then the next round goes to our uh interventionists. So um and then the next round is uh and with interventionists it's our lap and title pair as and um

087because they see them at recess. So they see a different side to them and they also get them in their intervention groups. So they get to look at it and make some tweaks. Then it goes to counselor and specialist. Then it goes to the receiving grade level. And then they they twist things around and then that's where we assign teachers to the sections and then it comes back around to the releasing grade level and then they kind of look and make sure because they know the kids best that through that process the dynamics of trying to like kind of split up some of the personalities or balance the classes out doesn't get disproportionate. So that's one way that we do to try to make sure and then in the end you know sometimes there's so

088many you're just trying to do the best you can to place it. So I guess I guess my question is more on the lines of does the team ever do things like and you can get to this later like meeting as a team with their PLC, dividing up kids, I mean doing math all at the same time and having kids float between each other, sharing the load more. But I mean there's a lot of creative things when you go down >> That's the way we're moving for sure. Some grade levels do a walk to read and a walk-to-math. >> [laughter] >> That is a That is the way we're moving when we get to the MTSS stuff for next year and then all of those things. So, some grade levels currently do that. Um and

089so, that that's one way that we do do that. Um one thing I found out today with the conversations relative to first grade data is there's a lot of grade levels relative because with I-Ready, you're tested with all of the standards for the entire year. That's what you're tested on in the fall diagnostic and the winter diagnostic. And they haven't even had all the information yet. And so, for those grade levels in in kinder also is a lot like this is they don't even touch probably I would say 60% of the content that they cover until the back half of the year. And so, when they're tested on that mid-year, they're not going to be as successful because they just haven't covered the content yet because so much of the beginning part of a school

090year is kind of doing a little bit of re-teaching of what they learned the previous grade and then you're trying to balance out like just the classroom management side for primary students. And so, then once you have all that, then you can really get rolling on the learning. And so, that's one thing that they um kind of pointed out relative to that data. So, >> Can I ask a question? Yep. And um I think that that that makes sense. And then, how is the you're going to do another round of testing at the end of the year? And um so, that we can recognize the hard work that those teachers have done and the improvement How will that be reported out? Maybe we could just get an update. >> I can do that or I

091I do share that in the fall. Okay, perfect. In the fall is great. I just want I want those teachers also have the opportunity to be recognized for the growth even though it doesn't fit into the test results. Yeah. Yeah. Thank you. All right. Next. Okay, so then the second one is our math goal and it's similar 10% increase in math for 3-5. Um we saw another kind of dip in first grade again similarly up in second grade uh a little up in third a little down in fourth and then we had a really significant jump in fifth grade. Um and I wanted to honor that because they have been working really hard on the building thinking classrooms and vertical math and um for whatever reason and I can't really explain it yet they just

092haven't seen the jumps that they see in i-Ready in the SBA. And so that's and it kind of helped serve again because cuz fifth grade is the only data that's come in so far and it's been similar to it's about 5% over the state average right now but which is good but they're perfectionists and they want to see a huge jump but um stretch growth is still I mean it's 5% which I I'm hoping with the new math curriculum which we'll get to and after this um is going to help this and then um typical growth was pretty similar. I will say relative to um just cuz I was talking to one of our fifth grade teachers and this will kind of get kind of co-opting the math curriculum is the three the standards that

093she her fifth graders scored the highest in were the standards she used the pilot curriculum on. So >> And you're going to tell us which one that is? Um well it it was Kidum for it was the fifth grade teacher. So, um So, that's a positive of just knowing that like she saw an impact of a good viable curriculum and the impact that it had on the SBA. So, uh I'm hoping that that we'll see an increase in that stretch growth goal when we move into uh a new curriculum. So. Next one. >> [snorts] >> And then this is similarly uh kind of the growth. And so then one thing I did want to highlight because we saw that huge dip in first grade, but relative to typical growth and stretch growth for first grade,

094it's very high for that grade level. So, they're not quite to grade level yet, but they're growing a lot in math um for that grade level and the work that they're putting in. So, um that was just one thing that kind of came out when I was looking at the growth data for math. Okay, and then a lot of this is similar relative to like the class size constraints and um And then kind of all of this stuff's the same as far as like staffing, turnover, and class size, but then I think we get down into the math part of inconsistency, math curriculum, and and how much they were using it. And then you get into the older grades of content getting harder. And so then the next step that I would say is just

095trying to do some more building work on trying to get more staff utilizing building building thinking classrooms and vertical math. Um cuz I know that fifth grade's using it a lot, first grade's using it, and then there's some that are kind of playing with it, but they haven't really like dove into it yet. So, how can we, knowing that that instructional strategy is working, how can we continue to build off of that and expand it? That was my next question. That was you know, math is curriculum obviously does matter. It's the foundation, but math is math. Are we putting any resources behind it? Uh math teaching strategies. Strategies is that coming because there's instructional A lot of what I mentioned to you is strategies to teach math. Yes. And and I know like Sally's then

096book studies and my book studies relative to the building thinking classrooms and uh so I I think that there's that part, but then I think what I want to do is that I know I have kind of at least four teachers that are strong in it. And so then being able to use those teachers to lead that professional development internally. And the nice thing is is I've got two primary teachers that are strong at it. And then I've got two intermediate teachers that are strong at it so that there's not necessarily this like oh well that works for fifth grade really well, but it's not it's not for the little. So that's where And then the one thing that's going to be a little bit of a challenge is like okay well, we have a

097new curriculum that we have to navigate now. How do I How do I utilize that strategy within the confines of learning a new curriculum? So that's going to be another learning curve for next year as well. But that that's my plan for doing and then it's just kind of embedded in building PD. Okay. So um my next goal was a 50% decrease in students exhibiting behaviors uh verbal and physical aggression, assault um and this is measured by I have a Google form that I use for infractions uh for major and minors. And, um, this is the data from that those forms. And so, this is the the minor infractions, um, are in blue, and the major infractions are in red. Uh, I will openly admit we have absolutely failed this goal this year. And, in

098because we started seeing the problems of this, that was one of the reasons why Jenna and I were talking of like, "Well, what do we do to try to get some more conflict resolution and and the mentoring and the peer mediation?" And so, those are those are things that hopefully over time we're going to help. But, um, and there's some reasons, I think, for why this is occurring, but, uh, yeah, we're definitely not where we want to be for those behaviors for this year. So, Are you going to continue that next year? I am. >> [laughter] >> I think I think it's really hard to nail something the first year. I think it always has to be. Yeah. Well, and cuz I my philosophy for why I picked this was I was hoping if I

099can create a safe learning environment, then my attendance will go up. You'll you'll kind of see that later on. But, those were not correlated this year, but, um, we'll we'll we're going to keep working on this and how we can address this. And I have some ideas for how we can move forward with that on the next slide. So, um, couple reasons that are kind of just constraints, and then some other things. So, one uptick was the inability to take away recess, the long recess. Um, that had teeth for kind of changing recess behavior, and we can't use that anymore. So, um, we can take away a little the shorter recesses that we have built in, but a kid like, "Fine, 15 minutes, okay." Like, that that isn't as much of a consequence for them.

100Um, that reduction from the four sections to three sections and the dynamic of that grade level definitely created more conflict within that grade. Um, then another piece, cuz I think when we hit February, we had already met the amount of assaults and physical aggression that we had had the whole previous year by February. And so, and that was with um our recess duties, and it's not their fault. They have zero time. Transitions are minimal. And so, they haven't They don't have a lot of time to write up all the recess infractions. And even with that, those were Those write-ups were down, and our aggression is still up. So, I'm trying to figure out a better way to track data, especially with um the shifts to our MTSS model, and we're going to need the behavior

101data to be accurate for students to potentially qualify in behavior. So, um I've been talking with some of my recess duties. I'm like, "Well, what can we do to create a system or a method or even like a abbreviated Google Form for when you're at recess, you I mean, they're all on their phones, like, to do data, and they take notes to themselves and shoot emails to me all the time, but what can we do to make that system better for them to document behavior at recess?" So, that's one thing that has come out of this. This other element is I would say, out of most of the physical aggression stuff that's occurred, over 50% of those aggression like instances involve a student that's new to our school. They may not necessarily do the act,

102but they had a part to play in instigating it. And so, um So, that's another piece that we have to figure out. And I think on the next slide I talk about like how we or at the end like how do we onboard new students to get them like, "Oh, no, we don't we don't do that here." That's not the way we do things. So, I think that's another piece of intentionality that we have to get to with just kind of how we're kind of bringing in our new students to Eatonville that come from all over the country. And then they come here and then they're not part of that culture, you know, don't have the relationships like I will say like the peer mediators, they do very well interacting with the kids that they

103have been with, that they know or they know their younger siblings. Like that's their wheelhouse. It's the kids that they don't have that community attachment to them cuz they haven't gone to school with them forever, it's a little harder for them to kind of have those interactions with. So, so that's something that we're going to have to work on. So, that's where the the mentoring and and I think we I've got a slide for second step or SEL curriculum that we need to get better at utilizing. And then, one element that I have tried to do is alternative recess. And so, uh but basically is I give them an like they can pick whatever alternative activity they want, whether it's you know, playing on the Chromebook, I have you know toys, games, and but then

104they're in the office for that recess. And that's their alternative recess. And um I did that for three students for 2 weeks and we had zero issues at recess for those 2 weeks. So, um so they're trying to figure out like what are some more creative ways of utilizing kind of alternative consequences um combined with some more restorative things to start improving recess behavior for that grade level. So, have you reached out to other elementary schools in the area? Just curiosity, cuz I was I reached out to I'm on a state leadership board of elementary principals, so I'm Different. It's a it's a Yep. That recess issue is a statewide problem. Yeah. It seems something like our recess is alternative outside. With the students that you tried that with in the office, what was their

105feedback on that? Did they act like Some of them like alternative Oh, they did not like it. >> They did not like it. Okay. [laughter] Um I didn't ask for their feedback. It was that conversation was not something we were looking for. >> that wasn't Yeah. And and it allowed for some dialogue with parents of why that was their consequence. So. And it's helped behavior a little bit, but I wouldn't say it cured it by any means. So. All [snorts] right. Next slide. So, this is Second Step. So, this is just me kind of reflecting on like we need better when the highest per And there's one caveat is cuz Jenna like Jenna saying I'm in minor discipline, but then she manages Second Step stuff. So, she said that teachers do have to mark like

106a complete and sometimes they don't do that and then it doesn't log the lesson as complete, they just like log out of it. So, that might be one way, but even with that, these are significantly cuz these are for today. So, the percentage that our teachers are actually doing the second step lessons uh is a lot lower than what it should be. So, we got to kind of get back to the basics so we can sort of we're doing our social emotional curriculum. So, >> [snorts] >> and our tier one and kind of strengthen that part up as well. Next. And so, this is the correlation of like I tried to do the discipline to improve attendance, but then our attendance improved anyway. Um and so, every month but one went up from our previous

107years. So, [clears throat] that's a positive. Um we did not see a massive like, you know, playground through our building in January and February this year. So, um but the one thing that I do want to try to um kind of get reined in is our Becca process now that we've got kind of things um back in line and and the county's going to be a little bit more supportive on the court side of things, really trying to get some of our chronic uh attendance issues squared away especially with some of those students, you know, I've got maybe one or two years left with those families before they go to middle school and then they're going to end up with similar problems for Becca. So, that's going to be one of the priorities that I

108have relative to attendance next year. Can I ask you a question about the Becca and the county being involved? How can we better advocate for that or do you feel like um that's something cuz we we do a lot of advocating and I I do advocate at the county level, but I've never advocated on that regard. So, is that something we need to do? Well, and I'll let Joyce talk a little bit, but I'll I'll say my piece first was, you know, post COVID there was a lot of sensitivity to why people were gone from school. Um then I feel like every school district was struggling with attendance. And then counties and the courts were getting pressure of like cuz we as school districts like we can have meetings and we can do the community

109engagement boards and we can make all the plans we want, but in the end that isn't necessarily enough leverage for some families. And so I think the county was getting more pressure on that. And so then that's why some of these things have shifted. Correct me if I'm wrong. So last year they were really involved with truancy and when we would submit truancy filing they would file it for us and do the whole process. They had a huge funding cut in their department. So now they're not assisting on those pieces. That's all us Um but I think I've spent a lot of this year really next year when we move to our new from Skyward to cumulative I have drafted letters that are all the same district wide. So all elementary will have the same

110letters with the same wording. All middle schools will and the high school will have their own letters which match middle school pretty similar. So everyone's hearing they're going to be hearing the same wording and they're going to go out on the same days. Right now we really don't have that system in place. And it's really a lot of work for our admin and secretaries to make sure they're keeping up and doing all these things. So we decided as a team when we move to this new system we're all going to have the same processes. So it's all going to look the same. Um and we are ready we'll be ready in the fall with our community engagement board. And so those are things that the county's asking us to do as a district before they

111get to involved. You have to have these things in place. So we really worked hard this this spring to really make sure all the letters match and we have a community engagement board in place. Um and they are coming back and they will They're not going to compile paperwork, but they will help with that attendance process again. So, they are changing their systems back. They're seeing that there is a county-wide issue with supports for our students. If there's ever any time that you need us to be a voice, please let me know. And I'll I I think if we're using the same language in our family, cuz one thing we hear is, you know, Mr. Burkle does it attends this way, Mrs. Miller does it in the same student a different way. So, I think

112if we start to build consistent structures district-wide and parents are hearing the same thing. >> Well, even harder one is, I do it this way, the middle school does it different, and you have two siblings in the same family. So, that consistency >> [snorts] >> Yeah, so those having that kind of squared away, I think it's going to help a lot of those things. And then, that's why I want to make sure that that's going to the focus, cuz, you know, being a principal by yourself in a building, like, attendance is one of the first things that, like, ends up sliding. And so, I want to make sure that I'm being consistent with that as we get into it. >> a lot of teeth to focus on that. And I like you saying, you know,

113I think a good focus is as those kids get into families having the knowledge that this looks a lot like Yeah. All right, next one. Okay, so this is kind of like my final thoughts uh rolling through. Um, it's been my goal since day one. It'll continue to be my goal. I'm going to keep working on staff culture. Uh, we're we're better, but we're not where we need to be. So, um, I think need to be specific work around trust. And so, the example that I gave to my staff when I was sharing this presentation is um, you have be vulnerable sharing your data, positive and negative. Um and I I firmly believe you cannot sugarcoat or hide the data. And so if I expect them to have conversations at grade levels of like a

114teacher struggling to teach your math and the other one's rocking it, like they have to have enough trust and vulnerability to talk about that information so that they can improve instruction and work together. So, that that's that's going to be my focus relative to building culture and trust. Um trying to find ways This is with the the conflict resolution is trying to find ways and this is going to be a parent element, I think, going through it. Is there's a lot of times where it's like, "My parents say if so-and-so hits me or so-and-so says something, then I can do X." And so trying to teach students like the code-switching of "Your parents can say that, but when you are here, this is how you need to behave and this is how we do things."

115And educating parents along those lines, too, so that they're not necessarily encouraging that behavior um is also important. So, trying to find some ways that we can kind of build some communication between uh parents around discipline and behavior and and recess. Um and then I've mentioned the onboarding of new students, trying to make sure and that might be a you know how we can utilize that mentoring program, that first session of the year. Um that might be one way of utilizing [snorts] that or being creative with it. And then um and [clears throat] then again, just looking at data to try to kind of figure out why we're seeing it certain grade levels, like those drops. And trying to figure out, okay, is that a one-year thing with a cohort or is that a yearly

116thing that we're seeing in that grade where it's dropping every time that they hit that grade level. So, those are just things just looking at data and kind of getting some trends. So, that is all I have relative to our district goals. Questions? Thank you. Any questions? You've done a really good job comprehensive and and being very vulnerable and putting all the data out. That's a really really good job. >> Yeah, thank you. Um and we respect the work that everybody is doing. And so, appreciate it. Our staff is working hard. Yeah, cuz our staff is doing a good job. Yeah. Thank you for sharing that. Great. Thank you. Okay. There's still a lot of needs in there, but unfortunately. So, um All right. Um and so, relative to the math pilot, uh we we

117just finished up in early May the piloting of of our math curriculum. Uh it was not um So, it says it wasn't necessarily the most traditional pilot timeline that we'll go through, um but we I want to say number one that I feel like the team in general was super thoughtful, um comprehensive, and then we had some really good discussions as well as we went through this and just looking at the data and how we were evaluating the curriculum uh to make a recommendation for you guys to vote on when you guys get to your business meeting later on in the month. So, uh I just want to present this to have a highlight of kind of what came out of our math pilot. Um so, this is the presentation that I gave to the

118IMC. So, um this is just kind of the You can go to the next one cuz this was the agenda for the IMC next month. Okay, so this is our math pilot team. So, um the the staff members up above are the teachers and then the asterisks are just the administrators that were involved. So, when we get into the rubric section of um the data, none of the administrators we didn't vote cuz we didn't pilot the curriculum. Okay, so um our goal for this process was to select the most quality curriculum to improve student achievement. Um our math pilot team focused on trying to select curriculum that would improve students' basic skills, but also and this came in very heavy towards the end of with our discussions is making sure that we were picking something

119that was rigorous and preparing them for middle school as well. And so, we began with four curricula that we reviewed. Uh that was Kid and Great Minds, Ready Math, uh and then Eureka, which is the updated version, not the one that we currently had. Um and then out of that um Sally had arranged for representatives from each of those four curricula to present to us and review kind of the tools and and kind of the overview. And then out of that round, we narrowed it down to Kid and Ready Math as the two curricula that we piloted. And so, this was the timeline that we had and nearly for I would say for most pilots, this was a pretty condensed um pilot. So, we we started meeting in January and we reviewed Kid and Math

120as a group. Then and this was after we had selected and narrowed it down. Then from January 26th to February 27th So basically a month we piloted materials and so the way it worked was half of the teachers piloted Ready Math and the other half piloted Kid. The Sally arranged for training for the staff that were doing Kid first they got trained on Kid and only Kid. And then the staff that were doing Ready Math they only got trained on that and then when we hit the halfway point when the curriculum switched then the teachers got trained on the one that they hadn't already been trained on. So it was fresh in their minds and they knew how to use it going into the pilot. And so then we ended the pilot on April 3rd

121and then there were some rubrics that we had teachers evaluate and then they scored them all and then from those I kind of created a spreadsheet and then they inputted their data into that spreadsheet just so we could see it all in one place. And then and we'll get kind of into the next part next part. So that was doing the 14th we met as a team to evaluate it. After we discussed we needed another meeting to kind of just review everything and make some final kind of recommendations. And then on the 7th I presented to the IMC and then we're here this evening. So that's been our timeline for the pilot. So this is just an overview of what EdReports is and so I know that as Sally was kind of funneling down which

122curricula that we would pilot EdReports is a good resource for that and kind of evaluating and scoring based on standards and and skills and you know, uh rigor and all of those different elements. So, this is just an overview of that. And then the next two slides are the two curricula we have, Ready Math uh and Kid Math. And then should you need to, this is a link to the EdReports overview. Um all of the scores for both of them are meets expectations, but if you if you want to do a deep dive into the curricula, um that's available. And then [laughter] uh there's also a table if you wanted to look at the curricula, like paper copies. So, I was going to have a table set up uh in the district office that you

123can review those materials as well. So, you can go next one. And so, this is the overview of the rubric that we used to score. And so, we basically uh the indicators and the guiding questions, but when you get really down to the the gateways that they were scoring on, it was alignment to standards. It was student understanding and then teacher and student support. So, kind of intervention materials. I know that the teachers uh asked substitutes which which curricula were easier to use when you stepped in and and different elements like that. So, um so, that's kind of the scoring for the rubric. And then this is just kind of the example of when I had them all plug it in and tabulate the scores. And then when we were at this step, if we

124would have just went by the overall score, I Ready Math would have been the curricula. But then that kind of led to some different discussions and you can go to the next slide. Um where we found out we didn't necessarily have uh secondary represented middle school. We only have one middle school math teacher on the pilot committee. And then along with that our two fifth grade teachers preferred Kid over Ready Math. And so that discussion as a group um I really appreciated because it allowed um our secondary representative along with our fifth grade teachers to really have some discussions about why they felt like Kid would be the better fit for those grade bands. So um And so I think you can go to the next slide and it'll explain it. So we recommended trying

125to split it. And so with the second meeting that we had the the debate was really middle school we were pretty set that that was Kid cuz it was better suited talking with Charles Honecker was the secondary representative along with uh Principal Justice. They were very much for especially for like high cap students because they do a condensed kind of >> [snorts] >> model where they're breaking apart the grade level standards to combine so that they can accelerate. That model didn't fit as well with I ready math. And so in the end that would have had a negative impact on the rigor for our higher achieving students for math at the middle level. And so the the discussion we had was okay, well middle's there and then the primary really liked the structure of I-Ready

126Math because it's the same sequence as magnetic, which is our ELA curriculum. So, kids are familiar with it. They know the the cadence of it. They're familiar with it, so they don't have to worry about guessing about how it's every everything's structured. All the vocabulary is the same. They can really just focus on the math. And so, the discussion was really, "Okay, do we drop Kid down to fifth grade or do we keep it at just middle school?" And so then, out of that discussion, we felt like we were better preparing our students for middle school dropping Kid down to fifth grade. And then, it also aligned because the way kind of like structurally between the curriculums, Ready Math is structured in a way that is very um I do, we do, you do. In

127kind of that structured model. Kid is not like that. Kid kind of begins as more exploratory. You kind of slog your way through the task. And then, we're going to reel you back in and work through the problems that kids run into. And it fit a lot better with that building thinking classrooms and that vertical math model that fifth grade's been using. So, that was why we came to that conclusion. And then, getting the quote, um there was a $3,000 difference between the model of like elementary and middle or just dropping it down to fifth. So, dropping it down to fifth um and this is just the general one-year quote. It wasn't a three-year contract, but just kind of to give us uh a data point for discussion. It was $50,000 for the curricula both

128curricula for middle school and elementary standalone, and it's 53 dropping K and down to fifth. So, then do you still allow fifth graders to walk up to middle school for math if they're Yeah. Um and so then this was just some quotes and I think I kind of covered a lot of them uh that information with but these are just teacher quotes for K and up. And so we've got again a higher level rigor with K and up and then you know, the student-centered approach and connecting with difficult concepts. And so I think [clears throat] just again the the preparing them for middle school was definitely the focus. And if I might add, the other part was that if our high school we want to make sure that we don't just start you know, like

129we did Ready Math all the way through eighth grade. Anyway, high school we needed to uh the task is quite a switch into and so it appears that this was by far the best choices to start a structured or scripted or directed learning that allow more what it will be like not only for middle school but high kids in particular but also for high school. So it was thought it was the alignment from you know, what is going to be best we have in this whole school system. Because on the other side of the coin because K and up was kind of that go out and kind of play with the math before we give you the direct instruction. I mean, I was observing the primary ones and there were kids floundering. Like they had

130like the ones that got it got it and then the other ones were like, "Oh, I'm just going to sit here and wait while they piece this out." And then when it finally reels back into the teacher sorting things out, then I'll engage with math. And so we felt like we were going to be doing a disservice to our kids if we kind of went with that model for our primary students. And that's kind of the the model that drives parents crazy, too, because they can't help their first grader with it. They can't figure it out. And there's some And then, you know, we talked about this that in i-Ready Math, there's some really nice tools that are handouts that are ready-made for parents that are Here's what you're learning for the week. Here's how

131you can do the problems. Here's what like just step-by-step. And so, there's a lot of built-in tools that we can send home to families that say, "I can't help with my kid with the math." So, and then on the other side with Kiddom is there's some really cool AI tools within it that they're only within Kiddom, but it's like, "Okay, I need extra problem practice problems for this standard." And it'll You just type it in and it'll spit out practice problems that are in addition to what are in the curriculum. So, there's some cool built-in tools with both of those that both primary liked for what they needed and secondary and fifth grade liked for what they need. And then, that's teacher comments. I think I already covered for i-Ready Math. And I think that

132might be it. Okay. Try to get in before noon. That was my goal. Did it. Questions? No, this is just straight information. Uh just for so the board knows, this is our presentation and then we will be voting on approving the curriculum. >> [clears throat] >> If you have any questions, now is the time. We have the the team here that's He did such a great job explaining it. And any thought that I had, like, "What about this?" It happened. He did a great job. And again, if you want to preview it, and that this is available to goes out for preview now, right? To the or the Yeah, and I've already sent an email out to staff so they know that they can come to the district office and preview materials and um so

133that's available to them [snorts] between now and your meeting later. >> Are we informing the community, too? That is not supposed to be a review. Um there was community [clears throat] invites in the news previous newsletters. >> [snorts] >> Right under teaching and learning. Oh, so it's Oh, it's in the previous newsletter. Say it again. Just You know. >> And you're always welcome to come and look at it. So the invitation is also publicly we're inviting the community to come look at it. I just sent it to teachers, but I mean obviously we can't We're saying it right now that if somebody wants to look at it. The other thing that I like that I'm hearing is we have a lot of conversations around supplemental materials and and board policy around that. This all the

134supplemental materials comes from this approved curriculum, which I think is going to be really helpful. It's going to be helpful for teachers. It's going to be helpful for some of those gray areas that we're always having big ugly conversations around, so I really like that. >> [cough] [clears throat] >> Did my invitation go on the district website for parents? I know a lot of them I know you guys are going to drink a lot of coffee and I know a lot of students, especially at Weyerhaeuser, look a lot on the district website. I mean and just to be clear like we have a structure that we followed the structure um and but I don't think it ever hurts for us to just invite people to come. So yeah. This is but this isn't a like

135a mandated invite. Correct? Is that okay? I don't know. You're the professional in this process, but I know that um Yeah, the invite goes out early, but I'm going to go and take a peek at it, too. All right. Any other questions around this topic? Wait. Um Nick, thank you so so for opening your building. Thank you for the time that you put into helping with all of the processes and for what a great turnout. >> I know. Yeah, it's awesome. It's wonderful. It's so good to see so many and your mediating and mentoring teachers So, we'll close with board comments. Oh, no, sorry, superintendent comments. Thank you, Nick. Thank you, Nick. >> [applause] >> This is actually the fourth time I've been here to present uh you guys have I came out to the

136school board meeting and Crystal was there and so that was unofficially officially was you selected us here. And I will say that I that Nick has always kept the main thing the main thing, which is student achievement and those things that support that and putting the child in the middle and how we can make sure that our students are the most focused and most able to get [laughter] to their potential. So, uh I've always I've always appreciated that. I've always liked being very candid. Candid, you know, like that some things are working well, some things we're still struggling with, and just to call it as it is and we're going to, you know, learn from and and move forward. So, I just wanted to give that compliment to Nick and to his staff for what

137they do. As well as I'm really grateful, I guess, that, you know, we are starting to see getting us some different awards and recognition for the work that we're all doing in with student achievement and it's nice to get you have three awards out of 279 throughout the whole you know, state which is 16% of the awards we get. And so, I expect that will just continue as we continue to analyze the data and make, you know, the process even more thoughtful. Um community day was a real success for me and I lost my voice today like you were the star. Let's just come out here and this special event. Have you seen it yet? But uh here you are. Uh as a school board, we want to say thank you for the work that

138you did to guide the process so that we could get to the point where we did. We got about 1,000 people show up student and student participation, but just an awful lot of buzz and excitement. We had the city and the representatives from town section. Uh we believe that throughout the day between the uh ribbon cutting ceremony uh leading to the oration uh program and then on and on and on and then the street that we probably had we had about 12,000 people come to see and that only took 2 years to wind up. It was 2 [snorts] years 2 years previously we had zero in the street fair because we had no street fair. We had zero in the stadium because no stadium. And just in 2 years' time oh man. Come on. Help

139me. So uh yeah, and we'll just continue to build that up and give the students more and more opportunities to participate and be a part of the program. So if you thought this year's community day was good, uh as to quote somebody who once said, "You ain't seen nothing yet." So we're going to just keep building that up and making sure our students have an opportunity. The uh we had the senator and and thereafter we had our we had one representative and one state senator there. And now afterwards we got the city and the town representatives and our assembly. We uh we showed our way there. We You know, but we also had students who had student representatives who came in and talked about what we were doing there. One of the things that that's

140really hard is to face the fact that when you look at the behaviors of students who live that's a type of exercises those are probably the closest that we're going to get and I said I don't know if I'll have I'll have the money and resources necessary to really address those things which would be the best for our students and so we met with our representatives and we're going to work diligently to try to you know find the resources financial resources and such to make sure that we can positively impact our students and we can it's a it's a challenge which we're going to take on and just keep working on it so it's going to be nice you know it's all of that we're going to continue to really advocate for our students. Um

141we are having other schools reach out to us whether it's about the stadium or the king or anything that's related to that we also have other schools who are asking us questions about the things that are going on in the middle of the road old child and so again I couldn't be more proud of our staff uh for what they're doing to to really make that happen to make the change happen. Um last but not least um not quite done with the stadium there's just a couple things today I met with a binder who is going to be doing the track and May 18th through the 28th weather permitting they'll now be out there doing the grass coating and then striping and that part they'll also be striping. So there are only three or four

142stripers in the nation. Yeah just three or four. So you have to really line that up well and it turns out that you know they're going to line up well for that around the first of June to really make that happen tracks and so forth. Um and so uh the the field will be unavailable you know during that time So, we can't we can't even once we put the primer and things on it. And we won't be able to put anything on there. So, it's going to be, you know, pretty much hands off for the 18th to 28th, which is our track season, but you know, we know that in the end it'll be worth it. Um yeah, and then other than that, we're just doing those final touches. Uh the lights in the stadium

143have arrived to put them underneath the stadium. Um it's for the lighting and we've got kind of security gate we're putting on the back side. We're going to expand the shot put area because our kids are getting bigger, stronger, and better at putting the shot, if you will. And so, um we're just trying to keep up with the progress of our student athletes. And [snorts] we'll also um at some point put our mascot over in the corner where our former school board is. And and um and then Yeah, so we're we're getting really close. And everybody a lot of fun to mark their calendars for September 4th, which is our first home game. Um come back if you can. It's going to be a fun time. And um and we have a day to remember

144when we should be able to fill that stadium up. And it'll be a nice experience for our students. Um yeah, so that's that's those are some of the things that are going on on and off the Thank you. Um Carolyn, your thoughts? Sure. Um I just uh Jenna, your program is amazing. Um I'm so happy that it's something that you had the foresight for and that Miss Parks was able to to help you, you know, implement and get something going that I think is going to be life-changing for the students. And um just the I don't know if I've seen anything better, you know, presented as far as but um this it's just going to be an impact for everybody. So, I I think it's obviously very needed and uh ties into what Mr. Burkhart

145was saying um behaviorally and so we can see the growth next year um as it, you know, catches on. So, um Nick, thank you so much for being so transparent and open and um I I really uh I I think the idea um adopting both plans, you know, for the the young ones and then as as they get a little bit older. And stuff, I I do think that that is a great idea. So, I I think so. Um >> [clears throat] >> and yeah, just thank you for having us here and uh I I mean I I think there's definitely room for growth and you guys are on the right path for it. Um thank you to everybody. I I was just uh I'm not great at these closing comments, really. I always end

146up forgetting somebody and that's never my intention. So, thank you. Thank you. Thank everybody. Um I think the programs are awesome. I mean, if none of us had another opinion, you can see it in the kids as they talk about it. And that's magical to watch. So, um I just love getting to see all of that and I appreciate all the hard work that you guys all do. >> [snorts] >> Thanks, Dana. Uh yeah, just thank you, Dana and Nick. Appreciate it very much, especially the vulnerability of your staff, Nick, in putting it out there. It's the only way to get better is to recognize what we're doing. And we'll go from there. I also look at your uh behavior data and I'm a little more excited about that. I think having more high end

147is better than having a lot of little low ends, which means that they get a lot of quality things going on underneath. And the big end things are the ones you can't predict. The explosions are the ones you can't. So, I'd rather have a focus there. Anyway, that's awesome. So, that's a really good thing. Um And then, yeah, I'm excited about the new curriculum. It's halfway there. Next is teacher practice, so I'm stoked. Nice. Appreciate it. >> [snorts] >> And I just give a little shout out. Thank you for uh your vision and for having that goal, but then also reaching out to community partners who are great partners. And thank you for recognizing them in this work. Um we I just can't thank enough for the generosity of the trustee and open-mindedness to help

148students. So, >> [snorts] >> um thank you. It's great work. Super impressed with your students. They did such a great job. Such professional presentation. So, I thank you for the hand that you had in that and helping them learn. Um Can I say about them? Can I say? Yeah. >> That whole peer mediation presentation, they pretty much They did it. Yeah. That I said, "What do you want to say? How do you want it to go?" The fact that they read in unison with expression to me was just like over the top. Like, I'm really impressed. Like, They conducted that That was awesome. I was just their puppet here like, "Where do you want things here, girls?" Yeah, that's awesome. I was going to say too, I didn't Janice's program or the program here at

149EES has helped my daughter more than I can even put into words far as her own processes. And it's something >> [snorts] >> I would love to see every kid have to rotate. I don't know how you do it, but I cannot I It's not just It's just you have no idea how much it benefits the kid who's put in the responsibility role as well. It's been phenomenal thank you for building you guys enough. Yeah, and I I over and over they stated that this is helping me in my own life, which is exactly what we wanted to do. It's a win, and thank you for struggling through the first time and just refining and refining cuz sometimes it's just like easy to say, "Oh, this is too much." So, thanks for hanging in there.

150I so sure appreciate it. All of that. And then community day, all of it was great. And today at the Eat Better Association, we had a member that is from out of, you know, greater Eat Better like more towards Grand, closer to Grand said that they were a vendor and they He said, "I'm going to do Eat Better now." The kids that were there, the community, the family involvement, he's like, "It is so inspiring." I was just And I think we take it for granted. It's part of We're just used to it. We take it for granted, but other people >> [laughter] >> You have something special, [clears throat] and I just want to recognize all of you, and thank you so much for all that you did for your main petty cash day. It

151was tremendous amount of work and collaboration and very, very much appreciated. And I think that I would say so. She She said she didn't have any No, nothing yet. All right. Thank you for sticking it out, guys. Thanks, Jim. Being here for us. We appreciate it. And And yeah. >> [clears throat] >> I know she's doing the Macarena silently in the chair. It's like my favorite. Thank you. I was going to say the same. Yeah, she's saying that.