001Okay, it's five o'clock. Let's kick things off. Um, everyone, welcome to the March 11th uh, regular school board meeting. Let's start the meeting by standing and saying the pledge of allegiance. I pledge allegiance to the United States of America to the stands one nation for um That's right. >> Yes. I would like to propose a modification to the agenda. We received the student transportation request that will need to be approved before we meet next. So, I'd recommend that we add that as item C on new business. Anyone have questions on that before we add it? Do we need a motion? >> Yep. Can I get a motion to add that to the agenda under item C? I'll make a motion to um add the new transportation. I have one second. >> All those in favor?
002>> Okay. >> Um can I get a motion to adopt the agenda? >> I'll make a motion to adopt the agenda. >> I'll second. >> All those in favor? >> I. >> Um can I get a motion to adopt the consent agenda? >> I'll make a motion to adopt the consent agenda. I got a second. >> I will second. >> All right. >> All those in favor? >> I I >> All right. We are up to recognition. This will be um Mar High School Principal Shawn Duffy or student recogn recognition, I should say. Good evening everybody. Hi. Hello. >> Is this thing on? All right. All right. Um so definitely excited about um this year's student recognition. Um last year at about this time um the idea started floating around about a class that had
003um taken hold around around the country called Latinos in Action. Um and so Mr. Dr. Everett and I talked about that and went through it um and decided it was it was a really good fit for Meridian High School um and we happened to have a really good fit for the teacher in Miss Kayla Bernson and I had I had high hopes for the class and I have to be honest that they these students have absolutely um exceeded all expectations that I've had. Um, we talk so much in in this district about student voice and including student voice and how important that is. And um, these students, this class, um, are just doing a phenomenal job of taking on that responsibility and thriving um, and thriving with it. So, um, I'm going to bring them
004up, let them introduce themselves. Can you guys come on up? We have a representative group here. Welcome. >> Hi. >> All right. So, if you guys um if you wouldn't mind just saying your name and then um what grade you're in. >> Hi, my name is Daisy and I'm in grade 11. >> And my name is my name is >> grade 10. >> Hello, my name is Melissa and I'm in grade 10. Hello, my name is Melanie and I am also in grade 10. >> I'm Isaac and I'm in grade nine. Great. >> I'm actually not in grade 11. I'm in grade 10. >> So, we've been working on registration at the high school and so we're talking a lot about the next year. So, um and then um I also wanted to introduce Miss
005Cayla Bernson. If you can come on up. >> Yes. Sorry. Come on up. Yes, >> we we timed it just perfectly so she can make a dramatic inference. So, perfect. >> All right. So, I'm gonna let um Miss >> Okay. Um I am going to let Miss Bernson um say a few things about the class. >> Okay. love it. Um I am so grateful that we were able to make this class happen. This has been one of the coolest things I've ever seen in my life. I've told these guys a few times like um seeing seeing them read with our our our little buddies at the elementary school and um seeing some of these these young women here that um presented for our our um staffs like truly like beyond seeing the birth of my
006own child. Like the coolest thing I've ever seen in my life. It's amazing. Um, so we've been doing lots of really cool stuff. Um, these guys have been working really hard. One thing, one of our favorite things is that we, um, are going to the elementary school every week and we read with our first grade buddies. And so, um, each student has their own buddy or maybe a couple buddies. Um, and so we're in Miss Bill Meyer's first grade classroom, which is like just a a gened classroom. And then, um, a few other first graders from other rooms that, um, are ML students come visit us. It's a really cool experience where um we we yeah we get to we go in there. Sometimes we bring our own books, sometimes they bring books, we go
007to the library um and we we just read. We have we build this relationship. We're building like this positive relationship with reading. Um a lot of our our students have talked about um their their experiences with reading as young people. And some of them who really love reading had a positive adult role model who's reading with them. So that's been like one of my favorite parts. Um we also go play with kindergarteners after that. Um we've been doing uh a lot of a lot of other things. We we learn about our own identity culture. We talk about current some current event stuff. Um we develop leadership skills and uh I like practice some conflict conflict resolution. Like things have not always been perfect, but that's that's life, right? Like out in the world. Um so
008it's a really um job skills, life skills that we're working on. Um how to navigate those together. Um and we're we're engaging with our community. Um, one of my, uh, really cool thing we got to do was, um, for a fundraiser, we sold eskees at the football game. So, we get to have like some Hispanic culture food. Um, some uh, dish we made together. Um, we've hosted other Latinos in action classes across Watcom County for for an event where we did some leadership activities and we made food. Um, and then I think most yeah, most recently and most one of the most amazing things I've seen was we've had um some students um we work together in class to talk about some of our experiences um at school, some things that have um just just
009kind of to explore what it feels like to be a Latino student. Um and they shared their perspective with the with the staff and it was a really really powerful experience. Uh we're looking forward to doing some more things. Um really looking to start honing in a little bit more on some of like the career readiness skills um that that's a big part of Latinos in action. And so inviting community members um who have different different careers uh out there so we can learn about what what there is we could do, how they got to their um to where they are, hear their story. Um and uh next week actually we're going to go to Western Washington um for uh Latinos and Action Conference which is just a cool experience for the kids. We could
010be all dressed up formally and um get to see some some cool things that other um Latinos and action classes have been doing. Um, and we we spend we spend a good amount of time too talking about our own academic success, working on um, you know, it's just it can be a nice time to to touch base and make sure our grades are good and we're working on trying to work on our high school and beyond plan things and um, finish the year strong as as students themselves. Um, so Caleb referenced uh this the staff um presentation that we had last Friday and um it it was really one of the most amazing things that I've seen in my 22 years in education. Um these these students just showed up in a way that I've
011never seen, advocating for themselves, telling their honest truth. Um they just did an amazing job of representing their experiences, highlighting the um the things that um they that they experience day-to-day um the things that they they struggle with, the things that they like, the things that make them happy and proud. Um it was it was just such a powerful experience. Um and at the end of it, uh the the teachers got to ask them questions. And one thing I I hope you all have some questions for them too at the end because they will tell you what they think. Um, and that's just just couldn't be more proud of of the role that they're taking as advocates and as leaders. So, we're going to do a little snippet just we won't give you the whole
012presentation, but I wanted to just share a few slides with you. Just pulled the sampling out so you can see some of that. So, they're going to they're going to share it with us. Um, this was the first slide of their presentation. Um, and I know not everybody can see it but out there, but uh the way that Kayla's looking at her students is just that wasn't on the original one, but I had to add it. It's just like my students are so great. I just All right. Um, so the first one, Melissa, >> um, some of our Latinos international students, something they want to do after like school or stuff like that, they want to get into law school, they want to open a bookshop, uh, someone to become pro boxers, um, graduate college,
013and continue with university. Thank you. >> And Isaac, um, some things that are Latino students are proud of is living a healthy life, keeping up to themselves, their grades, obviously, um, not dying. That's one. Um, almost being done with school. Some of some of our students are, you know, getting to that point where they're starting to approach the end, so they're proud of that. Um, heritage. Heritage is always be good to be proud of. um knowing where you come from and how you can carry that on. >> Um Sergio is not hurt. Do you mind? >> So people might be surprised to know that they're really calm and open to others and that I'm not some people assume that I'm mean before they get to know me. I can speak my language. I can talk
014or that I'm very artsy. Yeah, of our staff using Muslims. >> That's our panel of five students also had introduction slides of themselves about, you know, their next steps, their journey, things like that. And it was really cool. Um, LMA, you're still up. The these next few slides are um their the things that two things can be true at the same time. And that just really resonated with people. >> So, I want to fit in and feel like a normal high schooler. And I love and honor culture, language, and heritage. >> Daisy >> versus woman. I can put a smile on my face and get to the and I can be tearing the light of the small comment that made it impossible to focus all day. >> Mel >> support risk autonomy. I may need
015I might need extra time to process questions and I'm still a highly capable student. >> Melissa, >> you have a lot of students to remember and in and I feel invisible or unimportant when you call me by the by another person's name. Um, Melissa, do you want to read this next one, too? >> Some well people might say, "I don't care if you are, black, brown, white, doesn't matter to me. I treat everyone the same. My identity matters to me." No, >> I feel different in a bad way. when we get pulled out of class for extra help. I feel embarrassed and excluding when I feel different or extra words because you think I can't hear the same. I feel lonely when I can't speak English fluently and can't converse with many people. >> Small
016moments add up over time. Maybe it was a small thing to you, but maybe it was a good time that we had. Many of us have been facing this our whole lives. We see these things happen with our bodies at elementary school. >> Daisy, >> it makes me feel like I belong when you smile at me and say hi. It makes me feel important when you notice or remember small piece of us. It makes me feel silly when you treat me like a good boy. Like I'm like I am kind. >> Sergio, I'm going to give you this last one. Do you want to introduce yourself real quick? >> Sorry. I was at practice. >> No, you're good. >> Yeah. Uh, so my name is Sergio. I'm from >> What grade are you in? >>
017Uh, I'm a junior. Sorry. >> Cool. Um Isaac sorry it's supposed to be yours but Sergio we got we're gonna have you >> validation for a field when I you ask us question instead of assuming you're a member or ask how we learn the best you care about our success you ask us how we are doing and feeling >> all right and then Paloma the last one >> cares about she is such a good teacher and she is interested interested in knowing students holds Mr. Key. He always cares about how I'm doing in class and having a great time. She always takes a minute to have a conversation with me and it's always the sweetest miss for checking in or sending the office. Mrs. Chambers and Miss all of them I feel they are all
018just nice people. >> Thank you. um they just did an amazing job of um conveying their feelings and the staff really really um reciprocated the the emotion. I think it was a really emotional hour of our day. Um, it was just so powerful at the end. Like everybody gave him a standing ovation and then the panelists were so great. Like they stood up and and matched it and um and I could just tell, you know, it was just it was just one of the most impactful days we had. Um, and they've been doing this kind of stuff all year long. I'm so excited to see where the program is going um and what these students are going to continue to do from Meridian School District. >> Can we give him a round of applause? You
019have that >> all different grade levels here. Um my favorite slide, I've looked at this ahead of time, was when it was in your own words, your goals, your dreams, your hopes for yourselves, how it'll impact your family. Um my husband is first generation, so I hear some very similar thing. uh his goal was to improve the life of his entire family. Um how many of you would be the first person to go on to additional education >> like in their in their >> in their family? Yeah. >> Yes. And what would you like to do? >> Um I wanted to become I don't know how to like say neonatalist. >> Oh okay. >> Taking care of like um people and babies and like just I really like I'm really into like caring for little
020kids or babies. >> Exciting. Anyone else? >> Um I'm the second one and my name is >> And how many other schools have Latino and action groups? I don't know right off the top of my head. Um, but in in Walcom there's a fair amount. There's Bellingham, Squallum, Cedro, uh, Ferndale. Ferndale is a big one. Um, Mount Vernon probably six six nearby >> in the region. Yeah. But they they're all over the the country. Yes. >> What's unique about Ferdo is they also have a middle school that started an elementary school. Well, and I feel like that's what we're doing, too. We're reaching our fingers down to orange by going and reading with them, which is so great. Thank you for doing that. And I want to say when I read this at home, I
021cried. And then hearing you speak it tonight, I cried again. And I want to thank you for being honest. And when you when you spoke Spanish tonight, you covered your mouth. Don't >> It's beautiful. So, be proud. We're so proud of you. So, thank you for being honest and telling us how you feel and I'm glad you feel that you belong. We want you to feel like you belong and that's we want to improve that. So, we don't know how to improve it unless you tell us how. So, thank you for all that you're doing and thank you too. Thank you for all that you do. you know myself when I was reading that uh yesterday when I first started reading everything too and I came across slide number six I think you touched on
022it so like oh no not dying you know humor thing but but I remember this over 12 years ago we were doing senior uh it was senior projects before we had senior presentations and one gal came up to do a project and she was from Guatemala was her second year at Meridian and she just froze up she couldn't do her project she couldn't do things. So we finally just asked, "Tell us about you. Tell us about your story, whatever." And she told her story about coming from Guatemala and the challenges that she fought with her, you know, her her siblings, her mom and her dad and everything said. And I mean, it was such an impactful story. I mean, we were all just interested. I'm like, "Well, there there's your presentation. There's your project. It's
023about you and your journey to get here." So when I saw the thing like not die, that's real. That's it's it's not humorous for somebody like, "Oh, yeah." I thought no it was you know her her story was almost like Janice said had in tears you know so and did and are all of you bilingual every that just shows you are the most intelligent students that we have in our school district the fact that you speak two languages before leaving high school it shows you you know your community how intelligent you all are so we're so lucky to have you in our district we really are >> yeah I don't know how many you guys were on that panel at like the teacher workday. I'm assuming all of you were. Um, but I was like
024talking to Holtz about it after and he just kept like saying, "Oh my gosh, like that was so cool. It was so interesting to hear all these things. Like that felt really impactful, really valuable." And he was just like really proud and impressed by the work that you guys are doing. Um, and like we are too as students. Uh, I don't know a ton of you guys personally. You guys are a little young. I'm kind of a senior. Um, >> but um, you know, this is like a really new group and it's so cool to see how developed and established and productive you guys are despite only being what like a year or two old and doing all the things that you know were in this presentation and also things outside of that that we
025see around. So, Shout out you. Yeah, >> thank you. >> I would love to know when the Watcom Latinos and Action Conference is going to be at Western. >> It's uh next Friday the 20th from uh 9:00 a.m. to 2 p.m. >> And is that with Francisco? >> Um uh it's I don't know if there's going to be Western professors there. It's more like um there's like like the kids get to perform a lot and there's some workshops there. Um and so I'm not sure that would be cool. Yeah. Very impactful. Professor, >> were you guys uh connected with the Latino Advocacy and Leadership um Association of W County? >> Not yet. >> Okay. >> Not yet. >> Would you like to I'd like to talk to you about it if you have any ideas.
026>> Yeah. uh LA is there welcome county um Francisco who's professor of western is the the chairperson they're newly established they have like 200 local partners and he says that's new I mean 200 sounds extraordinary to me but um yeah I think it would be a great partnership to have with action and I'll >> let's chat okay thank you >> I would just say it takes courage to come up and and speak up here and you guys did a phenomenal job and your story the great so thank you so much you Thank you and >> great job you guys. >> Just so proud of you guys and just like appreciate you being here and just the work that you're doing. Just couldn't be more proud. >> I would echo the courage and also kudos for
027you to take on this role without really knowing exactly what the scope of it was going to be. And I think the courage to stand up and talk to adults, but also to represent your peers, but also knowing that you experience things individually as well as collectively to be a voice for each other is fantastic. also very proud to >> um want to say something. I just feel very happy and that this last year and action is finally like include. I just want to say that like I feel very happy that we had this opportunity to experience this leadership class cuz I know my sisters have been here in Meridian since like 2018 and they never had anything like this going on and it just like feels special to actually have this opportunity to do
028something. Thank you for making it happen. >> Thank you guys so much. >> Um well, all right. Next up will be public comment. Before we start, um just a few general reminders. Uh the total time for public comment period is 30 minutes. Each speaker has a maximum of three minutes. There's no mechanism where a speaker can donate some or all their time to another speaker. No individual may speak more than once at a regular meeting even if if there is time remaining. Um public commenting is an opportunity for the board to listen to individuals on educational issues and board members are encouraged to listen attentively. Um, if public comments are uh are to express concerns about specific students, the board asks that you not name the student as naming the student can be an invasion
029of privacy, violent school district policies, harassment, discrimination, bullying, etc. Um, public comment period is not a time for dialogue between foreign and public. The board will not respond to statements, questions, or challenges made during public comment period and will have no back and forth dialogue. Please note the board sound is neutral. Um it is neither single of a signal of agreement nor disagreement with the speaker's remarks. Uh although the board will not engage with dialogue in dialogue, the board chair may ask a speaker to clarify a question. There's also poss possible the school board staff will contact a speaker at a later date to follow up on an issue raised during a public comment period. Okay. Um and we had one speaker, Mr. David Sh. >> Yeah, right there. Well, howdy folks. Um, first of
030all, I'm Mr. Shik. Teach at the high school. Been there since 1993. Um, it's the year 33. Well, 31 here and two in China. But, um, I've been going to school since I was 5 years old. So, I tell my students in the fall next year I'm going to the 53rd grade. I've been in school a bit. Um, really thank you for being schoolboard members. I've been uh a member of a HOA more than once and it sucks and you get to make hard decisions and sometimes people don't like you. But again, really appreciate that you you give your time to this. Uh I represent a group called Distra Distraction free schools uh where teachers, administrators, parents, community members who would our our ultimate goal is to get a ban on cell phones from first
031bell to last bell in schools. That's what we're all about. Um, I shared a survey because I pulled all my co my colleagues, the high school teachers and staff to ask them what they saw. Do they see the same things I see? Um, I shared those results with you via email. If you didn't get it, it's in your Meridian email. Um, I felt overwhelmingly when I looked at it, they agreed with me that there's a problem and it's pretty pervasive. Um, distraction-free schools shares a lot of literature and a lot of information out there about what's going on with our teenagers. uh our cell phones are destroying their ability to uh to concentrate, to think for themselves. And when that cell phone's sitting in their pocket, which is largely what's going on, it's in their
032pocket all day long, and it's constantly buzzing them. It's tapping them, hey, here I am. Hey, here I am. And so, when you read through the survey, you'll see a lot of the teachers said the same thing. They're leaving the room all the time. They're leaving the room all the time. Okay? They're going to the bathroom. They're not really going to the bathroom. They're just going to be on their phones. Um, so currently we have a policy that asks kids not to have their phone on them. Um, but the human thing as a kid walks down the hallway like any other human being. As they're looking at their messages between classes and they go to turn into class, it goes just like that. Okay, we can stand in the hallway and just watch it happening.
033And asking teachers and administrators to police this is not reasonable because you're talking about hundreds of students every single period. Okay? So, our policy is set up for everybody to fail. We don't really have one. Okay? There are constant cell phone violations going on across campus constantly. I would dare you show up on campus, walk from one side to the other, you will see a kid with a cell phone. Okay? Just about guaranteed. If you step into the bathroom, you'll see a couple of boys in the bathroom because they plan to meet there at a specific time. Okay? It's just the reality of of where we're at. So, what would I ask you do? Well, first of all, um, our group had a bill called House Bill 5346. It got voted on last week, but
034they before they voted, they gutted it. Okay? The only thing the bill says is that the state superintendent is required to come up with a recommendation by 2027 that will be implemented in 2030. So, when I talked to Sharon Shoemake about this uh, back and forth, she basically said they're not going to do anything because districts can do it on their own. So, I'm sorry to say it's on you, okay? They're totally putting it on you if you want to do something about it because the state is not going to. State leadership will not vote on anything binding, at least not in our state. So, what am I asking you to do? First of all, I would ask you to visit. Come see what we see. Okay? And I don't mean just get a tour
035to have an administrator, a teacher, go sit in a classroom. Walk around and see what we see and and you'll see what I'm talking about. Um, secondly, do a little bit of research on just one thing. What happens when a school bans phones? What happens in that school? There's lots of videos out there. You just go to YouTube, you'll find examples of schools and they interview students what it happens. Ask the kids what happened when they got rid of the cell phones during the day. And I'm not going to tell you my opinion. You can see for yourself. All right? Uh but right now what what we're doing to our kids with our screen time, with the Chromebooks, with the phones, it just feels unconscionable. Hey, my kid had one in high school, too. She
036graduated in 2016. If I had known then what I know now, I would have never put one in her hands. She tells me the stuff that just makes my, you know, it it just makes me cringe. She She tells me she'll never give one to her kid. She knows better now cuz she went to high school with it and middle school with it. She graduated in 2016. You know, I mean, the iPhone showed up around 2010. And so, I'm I'm telling you, it's it's just not good what we're letting happen to our kids, right? It's not a big deal for me as a teacher. It's really not that big a deal. I don't deal with it much. I don't see it much. I got a caddy. As kids walk in my room, they put them
037in the in the caddy. And so, it's not that I don't have an issue with it, right? But I just can't stand by and watch what it's doing to our kids. It's so bad. you know, one of the one of my favorite comments that a teacher put in there. Thank >> Dave, it's been almost four minutes. >> Okay. Oh, sorry. >> Thank you so much. I really appreciate your time. You know, hopefully you'll hear from me again. >> Thank you very much. >> Thank you. >> All right. Um, we'll move on to uh PLC presentations and the first one up is going to be I believe fourth grade. That right. Fourth grade presentation. Yeah. >> Preferred front and center. She was standing right here. >> Thank you. >> Hello. Um, we're the fourth grade team.
038My name is Donald. This is >> and Taylor Bashier's Caitlyn Fun. I'm Alison Critter. >> Stephanie Oh, Stephanie Shipman. >> And we are going to share with you um something that we've been working on in class. >> So, our focus this uh for this presentation is going to be fluently subtracting multi-digit numbers um using the standard algorithm. You would think by fourth grade there should be like a really good handle on that. Um but we have to do some extra practice. And so, um, this year for tier 2 at our school schoolwide, we're focusing on math. And so, we really wanted to put an emphasis in setting our kids up, um, to be able to do subtraction very fluently with up to six digits, um, so that it could translate to other math operations such
039as division, etc. I mean, it's something you guys would use every day. >> Okay. So something that we use to help us know if they've learned it is called a CFS. Um this is really helpful for the students. So we use it with the students um so that they know that they're successful, but it's also helpful for us because we are thinking about okay, what is it that they need to have on their answer? Um so it's kind of just like a list of things that we go through, but it's a really great way to help them understand, okay, this is what they're looking for. It's very clear. It's concise for the students and it's kind of like a model for them to walk through. It's also helpful for them to get feedback and it's
040specific feedback. So, oh, you can start subtracting in the ones place or whatever it may be. Um, and then another thing that we do to know that they've learned it is we do um multiple fluency checks. So, almost every I would say every other formative that we do or quiz that we do, we have this kind of a problem every time. So it's spiraling. It's always happening so that they get a lot of exposure to it. >> Can I ask one thing is with your acronyms tonight? Would you mind explaining them just because we have a new board member? >> Yes. So a CFS, sorry, >> in case you weren't aware, >> a CFS is called is criteria for success. So it's so that they know what they're doing and they're successful. So, thanks. >>
041Okay. So, what do we do if they're demonstrating that there's like a hole in their knowledge and they're not quite mastering that fluency yet? Um, we have daily practicing and we do that in different ways in different classrooms, but it does happen daily. Those foundational subtraction skills. Um, we are doing an eight-week session of what we'll be talking about in this presentation is over eight weeks doing tier 2 instruction, which is we have groups that are focused in on certain aspects of maybe that criteria for success like, oh, you're not lining up in the ones place or whatever it may be. Let's send you over to this teacher or this group or whatever and really focus in on that. And then going back to the CFS and having it be a student focused like, okay,
042I have my problem here and now I'm looking and seeing, did I do all these things? Yes, yes, yes. Oh, right here is the issue. And then we go back and revise that math problem. And down here at the bottom, we have some images of um early on in the year, module one, topic B. So, the very second quiz they took in fourth grade this year. And this was their fluency problem. Uh in the fourth grade, they scored at 41%. So, that means 41% of our fourth grade students solved the subtraction problem correctly. and module three end of unit test which happened two or three weeks ago at this point they had another subtraction problem you'll notice that the digits have increased so the rigor is increasing as well and we are up to 78%
043of the fourth grade solving it correctly oh and one thing I do want to note on how we grade that we don't do partial credit with this either so if there's like a silly little mistake we're not giving them half points it's all or nothing because this is something that is so critical to their math foundational skills And that's how we form the the groupings. So it might just be um and and targeting that specific um kind of skill that needs to be um honed in on. Um so it might just be um the regrouping or understanding place value with within the um within their subtraction to help them understand it better. >> Okay. So then we had um what what do we do with the kids that they got it? We don't want them
044to sit and do the same thing over and over again. So then that's where we add in extensions like word problems um teaching the skills to pull out the information completion. This happened to be a twostep word problem where they had to add um and now you try >> it's a lottery within our tier two. will have some kids who will go on to this next step or like right now we still have some kids who are coming to see Donald or myself for example who are still working on mastering that regrouping with um or subtraction with regrouping. So that's really important that they that everybody has something that's meeting their go ahead. Thank you. Oh and then okay so this is near and dear to our hearts. We as a fourth grade team have
045been working really hard to give our kids exposure to the SBA as the year goes on. Um SBA can have lots of different feelings, strong feelings. Um so we're embracing it because it's not going away and we want our kids to be successful with it. And you guys, they were they did so good. We have been kind of going at it as a whole group thing with our classes. This last in the very last unit, we gave them the focused interim assessment block for numbers and operations in base 10. So, they were doing addition, subtraction, multiplication, division at grade level, and they did really well. One of the things that they can do is that they can look at um we can tease it out and see which problems they did the best on and
046which ones they need some some more support on. So, that's really great. We can get we can react to that and we can redirect that. But you guys, we were ahead of the state until CO, which is really great. Our kids killed it. And even if you look at where we are as a school, we're still way ahead of the curve. So, go us. >> Yeah. >> Okay. Um also like one thing that we have noticed within our um we go from the PLC as a whole school within PLT within the PLT um and I think of this these PLT um things that we do for you all is a way to kind of like sell it and make sure that it's we still have it and that we're meeting some goals. Um it's important
047that you all know that like the work that we do within our PLT um is hard. We we really work hard to we have like there are five of us that have like all different personalities and all different experiences within our teaching and years of teaching and we all come together and then we have this vision of goal is is is um supporting our students and for us to do that we have to then we have to put a lot of things aside in order to to focus on our on our students and the PLT time that we have um and when we when the agenda because I'm the PLT leader for the the agenda is focused on tier 2 intervention we really look at the data and we really like just um pick through
048it and see what it is that they that they really need. And then we all we always think about the students that that have it. So what what can we do for them? Um and as a plug for you to like to communicate to families math facts, please have please let let families know that the math facts are so important because what I'm noticing within my tier 2 group is that they get the the process. they understand what what what what's happening but the they're making I I don't like to use the word silly or careless but they're just making mistakes that are like 7 plus 2 or 9 plus 7 right so that's where the mistakes are happening so push for fact practice at home more than we do so thank you for listening
049any questions or comments or do seated concerns >> the amazing part to me about this graph and data is like looking at the I mean the greens are amazing the yellows are great on level I'm assuming, but the minimization of the reds that you guys have is like half the amount of the rest of the state. And so those are kids that I can see being left behind for minimizing that group and everyone's moving ahead. That right there is so cool and it shows that your guys' techniques are working. So that's that's great. >> I love that they're getting the process. Mhm. >> I mean, I would think that it was the opposite of that >> where they could speak from my own math experiences that are not stoic. >> Um, yeah, it's that's an
050interesting >> and they learn different strategies. It's not just the the the the standard algorithm that I learned 40 years ago. Um, no 50 45 years ago. Um, so >> right. So like it's all like there's a learning like about um conceptual understanding. That's what we're all about. That's what the map is all about nowadays. Which actually what I was teaching in Massachusetts and I found a book in my classroom from 1971, the year I was born and it had the strategies we're teaching now in that book. >> It was amazing like how it just comes around. Yeah. I I have the privilege of having Caitlyn as my daughter's. >> It's a pro privilege. >> Um, but we we spoke at our conference recently and I just really appreciate that you guys have rotation between
051teachers to help focus in on those parts where there's those key components are missing for students and um being able to to key in on that. and then having their little girl groups where they all help each other and Arya is just thriving. So, thank you having those extra booklets at home. We've been doing all our our math facts and patients. So, you guys are doing great. Thank you. >> I was going to say I appreciate the collaboration and the emphasis on looking at the data. We haven't always done that. So, that really is making a difference. And that's a lot of that comes from Rebecca and Nate and Tyler because they're pushing um you know encouragement encouragement of the death. >> Great job. >> Thank you. >> All right. Next up we have the
052Mia Middle School PE board presentation with Plney and Cindy. Do you guys move the screen for us? >> Do you move the screen? >> Um, just press down. I think we should go. >> Oh, so we get to do it. >> Yeah. Yeah. Okay. Okay. >> You guys control. >> Okay. Um, so I'm Courtney Stacy. I'm the sixth grade PE teacher at the middle school. >> And I'm Sydney Goskovich. I'm the seventh and eighth grade PE teacher. >> Okay. >> Um so a standard we um we're talking about for our PLC cycle, this was from a little while ago, but um the standard that was assessed and um why we feel it's important is um these are the standards for each grade level. So first um sixth grade is demonstrate rules and etiquette during physical
053activities and games. Um seventh grade is demonstrate knowledge of rules and etiquette by self-affitiating physical activity and games. And then the eighth grade is apply rules and etiquette as an official for physical activities and games. Uh and then what do we do or what do we want our students to know and be able to do? So, we want our students to be able to demonstrate an understanding of the rules of bad mitten and be able to apply them to game play. Um, we also want our students to be able to demonstrate spatial awareness by applying different shots within the games. So, this is the data um that we gave our students a 10 question like pretest um for my sixth graders like not a lot of background knowledge. Um, I think with bad mitten they
054do a little bit hand eye coordination work work with it a little bit. I don't think there's a lot of teaching of the rules at um the elementary level until they get get to middle school. Um, and so pre-est, um, the average was 13%, obviously they're seeing five questions about the rules of the game, five questions about the, um, different shots that you use for strategy that we teach throughout the unit. Um, and then the post- test scores um, was 83% at the end of the unit. And then for our seventh and eighth graders, they were also given a 10 question pre-EST and post- test. Um so they had a little more um background knowledge because of their sixth grade um year. Uh so we did see three 33% for our pre-EST average. Uh and
055then when we got to post test, we were at 85% this. >> So um how will we know when they know it? So students playing games of um we start with a lot of one-on-one half court half court games during the unit um and then move to a lot of two demonstrating and understanding the rules using the strategies um such as the different shots that we teach. Um, students can then officiate their own games or peers using the correct uh rules and etiquette of bad mitten and then compare scores from the pre-EST to post test during the unit and use frequent check-ins to monitor their understanding of games. And then what do we do when our students don't know it? So, um, some actions we took is we provided visuals on the whiteboard uh that
056we'll see in a second uh for students to reference. um of different shots and um what each line means on the court and things like that. Um pairing students with someone who is proficient on the rules and strategies um with someone and then still who's still progressing uh with their understanding. Uh then we rettaught cues and rules to the whole class and in small groups and then we provided a peer referee or coach to offer support for the rules and scoring as well. So, this is just kind of an example um of our whiteboard in the gym. Um throughout the unit, we kind of add to it as we go. So, for example, um we kind of have the rules that are like our big focus throughout the unit. Kind of add to it um
057as we go. and then um a drawing of the court especially for like the visual learners like we can show them the lines on the court or we can demonstrate the shots but also like seeing a visual of it um really helps as well. So each day throughout the unit when we add in a new shot like today we're learning the clear and then we have a picture of it and then we're out there demonstrating with it with another student and then maybe day two we're moving on to the drive and then we're still focusing on like hey when you're warming up today it's clear and the drive and then so kind of throughout unit we're adding adding one usually each day or about every other day and then those are kind of the focus
058points like we always talk about like you know badminton's an Olympic sport. It's played in the Olympics and these are the rules that you would play by because kids can't understand why they don't get to serve overhand like because in the Olympics they serve underhand. So um really always kind of reemphasizing like you know that we have rules because this is a real game. So >> So what do we do if our students do know it? So, um we can sort them by skill level and comprehension of the rules to give them a challenge. Um peer coaching and officiating um so helping out the students that um maybe are still progressing and learning. Uh and then we offered extra gameplay during win time uh and a final tournament um during lunch for some students as
059well. ask how was the buy in what you can pride that >> I think that our badmitten unit has the most buy in I would say um I think most students students who don't necessarily love PE feel like they can um really get into it um and feels a little more accessible to them I think um I think they feel a lot more comfortable playing and with it being slower pace I think they grow confidence quicker and um we offer like short-handed or long-handed um brackets which I think is really helpful for students to kind of find what works best for them and um kind of make it their own. Yeah. I think also sorry >> I was just gonna say I think that they like we start our year with our soccer unit and
060then we go to ultimate frisbee and it's a lot of team sport team sports and then all a sudden now it's like gh okay I only have to worry about one other person or one person with me and um we kind of back go back and forth each day too of like today you get to pick your partner today I'm grouping you because I want to make sure that you're understanding it I'm going to group you with somebody that um maybe is fully understanding it maybe you still have some work with understanding the rules and stuff. So there's a lot more I feel sometimes like choice in this unit with partnering or where they want to play with skill level and stuff. So >> how many students participated in a final tournament? >> Oh. Oh
061goodness. Um >> well like every class does a final tournament. Yeah. >> Yeah. the seventh and eighth grade do like a double elimination tournament, but then like if if their team was done, they still have like another little tournament that they go on and do. And so then the winners from each tournament um from each class period got to come in at lunch to do like the final final tournament >> like >> Yeah. When you started, how long did this go for? >> Uh three to four weeks. So for sixth graders that is every day like a Monday through Thursday and then Friday is like our game day. So we take the day off of like the sport unit. Um and then seventh and eighth graders is >> every other day. Um but we also
062offer lifetime PE and those students have it every day. >> Oh, okay. >> That's great. >> Yeah. >> What do you do game day? What do you do on game day? It's like more like um it's their favorite day of the week because they don't have don't have a workout. There's no workout on they do a workout Monday through Thursday, but then Fridays they don't have to do a workout. Um so it's like it's more like elementary games that you pull in. Um >> people like that scooter. >> Yeah. Um yeah, we do like scooter relays sometimes. We borrow the scooters from the elementary school. We just actually finished a four-week Olympic unit of like winter Olympics and uh >> we did curling with the scooters. We did bob sleds with the scooters. I don't
063know. But anyways, yeah, that's what game day is. Like lots of >> random games that are not like a pickle ball or volleyball or >> Yeah. >> Speed about pickle ball. That's something because I just noticed last three years it seems so popular senior. Is that something you teach that? >> Yeah. >> Oh, absolutely. >> Yeah. >> But I heard that people just love it once they started playing. They said this was because at any ill age >> everybody should play pickle ball. >> We don't have a pickle ball court here, right? >> No, but they just >> put up a tennis net recently. They got a tennis net put up. So I see a lot of kids out there. They're kind of playing this game called nitro ball which is like with a volleyball
064but on like a lower net and it can bounce. We we we've taught them in PE and then I a bunch of eighth graders out there at lunch playing it. So segue from volleyball to do pickle ball to kind of introduce them. >> Yeah. >> Quick question. Your assessment is on the understanding of the wolves >> as they acquire the understanding. Do you see their performance in the games? >> It's a good question. >> I would say so. So, I think that um I mean competition level definitely increases um and they're holding each other to the rules a lot stricter instead of just kind of >> going about it and getting the feel for the game. Um I think they're definitely calling each other on things and um >> maybe some strategizing. >> Yeah. Yeah,
065for sure. >> Yeah. Awesome. Thank you. >> Yeah, good job. Thank you. Thank you. Thank you. Thank you. All right. Uh, next up we have Marine High School Math PLT presentations. We have, uh, Mr. Shik, uh, Calvin, Dave Brandon, Colson, and Dave. Welcome up. >> Thank you. >> Are we the last PLT to go? >> You guys are. Yeah. Yeah. >> The rumor is true. Saving the best for last. That's what Sean told us. Oh, way. We're gonna This be way more exciting than pickle ball. Bad men. Uh, well, welcome. Thank you for um doing what you do and being here and letting us come and present um our math PLT. We're made up of the math department, which consists of four certified math teachers. Plus one, that's me. I'm the plus one. Uh I'm
066a special education teacher. I do teach uh one pre-alggebra class, but um I was asked to join the math PLT this year and it's been an absolute delight and um have a great time working with these guys. I spent a lot of time in the math classes uh supporting students with IEPs and we had a throughine class this year of geometry. So each of the four teachers teaches one geometry class. And so we gather every Friday to talk about how to make geometry better for students and how to um teach geometry and and uh raise test scores. So we're going to get into that, but um this is this is our team and and Dave Shake and Kelvin couldn't be here today. So um we'll see him next time. >> Oh, quick clarifying question. So,
067is geometry taught 9 through 12? Is it is it offered to each? I didn't think so. >> No, it's 10th grade. >> Yeah. 10th grade >> and freshman >> and something else. >> Yeah. >> Uh I think this was mine. Um so we PLTS a lot happens PLTS and so when we said what are we going to talk about when we go to our PLT presentation? We said probably trigonometry is the easiest one to like kind of check the box about what we're supposed to tackle with PLT. Um try to incorporate some of the other side alum side benefits with some of the other things that happen with PLT. We chose uh solving right triangles with trigonometric ratios and Pythagorean theorem. Now does that sound better than pickle ball kind? So, um, that's probably the
068the best scale that we could come up with for kind of the demonstration of why is this the real world application? Um, I kind of hitting these in a little bit a random order. Why do we think that matters? You know, for somebody who's going to graduate from high school, that's probably the most likely thing that they're going to use a high school math a high school geometry class skill from. Uh, roof pitches, grades, that's that basically relates angles and distances. Um, in terms of academic progression and secondary education and college education, trigonometry is kind of a it's one that's like common core stand up and it's going to be one of the um ESBAC items, but also the right triangle trigonometry. So looking at the angles and distances in a triangle leads to trigonometry
069on a unit circle, which is kind of leading into calculus and harder math. And it's gets a little bit harder for me to explain because it gets to be some pretty complicated math. But I think probably there's a good balance of the who wants it when the real world and who wants in academics. We broke it down into some learning targets that are some of them are progressive and some of them work together. Solving proportions would be an algebra standard, but we would go through and retach that. Um just using a calculator to evaluate trig functions. There's complications there that we need to go through and make sure people are fluent with that. um looking at triangles and identifying the parts of the triangle relative to the angle, opposite, adjacent, hypotenuse and then knowing uh
070the definition of the three basic trig functions and how those relate to the different sides of the triangle. So those were learning targets that would be in parts of lessons that we would within the lesson be able to say check. I think we're good with that student knowing how to do that. Uh let's see talked a little bit about just how right triangles lead to other parts of the of um the geometry courses about doing dissecting the shapes. And do we have another slide about that one? Um this was just you know just kind of a little bit of a hey look that that's kind of cool but also just making the work that students are going to do accessible to them. It's poster for my room and this actually isn't one from the right
071triangle trigonometry. Uh this was from well this actually is from this is from similar triangles which is a building block of the right triangle trigonometry. It has some vocabulary pieces in it. We put it in I put in English and Spanish. It has vocabulary pieces that are highlighted in colors. Um I try to make my fancy doodles about what reducing enlarging is zoom factors some of the um vocabulary words. And then we're actually now talking about congruent triangles. At the time we were talking about similar triangles. I get some fancy points for calling an anchor chart. I guess it's like what students anchor their understanding from. And it's basically something you put up in the classroom and they're while I'm talking and they say, "Hey, I'm tired. Listen to this guy." >> Okay. >> Really?
072I mean, you know, it allows students to not just get up, but they can see what's on. >> All right. This is me. >> This is you. >> Um, okay. So, the scene is set. We have a standard in sight, standard in mind. um and that's something that we're probably trying to convey to our students. Um and so kind of throughout the chapter in which these trig ratios are um introduced, we have to cycllically assess our students and make sure that they're kind of grasping onto each of the concepts and each of the foundation or stepping stones as we move forward. Um that said, I think you can assess students at different levels and different times throughout chapters. So, I kind of like to think of two different categories of assessments. You have kind of
073your informal ones such as observational data or um conversational or even the classwork or homework. So, throughout class, I can kind of walk around and see how things are going on with with our students and how they're interacting or engaging with the material. um through conversations or questions that the students are asking, I can kind of assess the language that they're using um the specific places that they might be getting caught up on. And then finally, of course, classwork, homework, um because they can kind of use supports on those things. They're not quite representative of their own individual knowledge. So classwork, they have peers to collaborate with. Homework, they have some notes and maybe some outside resources that they're welcome to use. On the flip side of that, you have your more formal assessments, things
074such as quizzes, um formative assessments, kind of like your checkpoint test or your practice test. Um and then finally, the the big bang, the summitative assessment, that that final chapter test that really kind of encompasses that individual learner's knowledge and competency of the said standard. Um informal, a little less low stakes for students, formal, a little bit more high stakes. Um, so something to kind of consider is how we might analyze those analyze or like use these results. Um, for your informal assessments, I argue that it's more of a teacher's tool to use in the moment or from lesson to lesson. So maybe not necessarily collaborating with our PLT members, but just kind of adjusting to the populations that we have in our own individual classrooms. Whereas those high stakes or like formal assessments, um
075that's a chance for us to kind of check in with each other and see how things are going and and start to have those critical conversations with what one another and and then talk about the instructional strategies. Um can I see the next slide? So here's an example of some student work on a formative assessment, a practice test question. Um just kind of thinking out loud about how I'd approach this. Um, I think the student did a really great job at knowing the definitions of those basic trigonometric functions. Um, they're using the proper trig function for each of these problems. Um, but at this point, this checkpoint, I'd argue that we're lacking a little bit of work on isolating or at least showing our steps um, from our setup equation to that final answer. Um,
076part B, it looks like we didn't quite understand that we needed to isolate that variable of interest. And I don't know if that was on our end. we did say find the value of x and I see an h right there. So kind of taking that into consideration of like is this kind of a fair deal or or is there a misconception here. Um and then finally this last one I think there was a bit of a a solving strategy mishap. The setup fantastic. Um but I think there's a little bit of a red flag with that answer just kind of considering the fact that the hypotenuse is going to be the longest side of a right triangle. that's 10.9 and I see a height of 14. So it's like the setup, the solving strategy,
077not quite there and then just kind of that that conceptual understanding of of what hypotenuse is. I go back a slide actually. So there was an example of a singular problem. Um so now what do we do as a PLT to kind of analyze the test results? Um, something that's very very valuable but requires vulnerability is the the skill and willingness to partake in like critical conversations about what we're doing as individuals in the classroom. Um, so and we we'll see that in the difference in test scores. We kind of question each other what's going on there? How did you approach this? What supports were you giving? Um, and so that might constitute the discussion about the language that we're using. Is everyone getting a similar experience across the classes and so forth? And then
078of course we would love to see an increase in test scores from that practice test that that checkpoint to the summitive data. Sweet. Okay. So go ahead pretend that right side is not there yet. Um just hypothetically we're at a formative test. Um all of our classes have taken it. We have a chance to compare scores and see how things are going. Um this is a chance for us as teachers to talk about horizontal alignment. Like I said kind of like creating commonalities between the classes. Um, so as we identify different averages, there's a few things that we can take into consideration. The populations that we have in our own individual classes. So MLL students, um, multi- language learners, um, IEP students who have their independent or individual education plans, maybe we have some eighth
079or nth graders that are ahead a course or two. Um, and then like I said, it's a chance for us to be vulnerable and talk about what differences are going on, how we create the commonalities, and kind of fix things moving forward. Um, so now jumping from formative to summitative, this is a perfect chance for us to reflect on how things have gone this year and what changes we might make for the following years to come. And so talking about instructional strategies that we would continue or discontinue, some ideas that we may have to support students such as labeling the different sides of the triangles or color coding, etc. And then um finally, you know, really taking a gander at the different standards each of those questions are representing and kind of questioning ourselves. Do
080they need these things for the next math class? Do they vertically align with the next math class? And if they do and we're seeing deficits, it's a chance to kind of create a little bit more spiral review to prep them for that next next course there. Um, and then the last thing I'll say here, um, we do like to see how our, um, specific students are doing from our MLL population and our population. It's a chance to talk about, um, successful modifications or scaffolds that we we can um provide our students. And so, just kind of getting a chance to to try new things and and collaborate there. >> Great. Well, it's me. So, what are we going to do um, if they don't learn it? Well, number one, we have T3 sessions um three
081times a week, Tuesday, Wednesday, Thursday. And uh these math teachers, they are like a dog on a bone when it comes to this. They identify these kids. Okay, they need help on this qu test question or that test question. They pull these kids in and they'll retach. They'll fill in the gaps. Um, B, we're also we've also started to share students. Uh, maybe students from my class would go to uh Colin's class because he's working on a specific skill that day. Supplemental materials. Um, if a student says, "I'm all booked up for T3." Teachers can say, "Hey, I'm available before school. I'm available after school. Pick a time." Um, also working with IP teachers and the ML teachers um for those students that have specific needs. And last but not least, and this is not
082an exhaustive list uh at all, but parent communication. So if the student is really uh bombing a formative, maybe there's an attendance issue. Maybe it's a call home and hey, how come Johnny's not getting to school? What can we do to support Johnny? Um or are there any barriers that we're not aware of as teachers that we um can address? And so what can we do to help? Basically, it's the phone call home. >> Second here. Um there's I I just had someone tell me one I know you're going to be able to tell me we're in the business of learning not teaching. I think that's it's somewhere like that. And the slide really isn't what do we do if they don't learn it. The slide is what do we do if we didn't teach
083it. And I just wanted to actually kind of stop a second because like we have four math people here and we do our thing and we do our business and we've been in the business a while and I want to kind of you know Nate said oh I'm just kind of along for the ride. I want to point to Nate and say he has been really instrumental in getting us thinking about when we see students that don't learn it. We really cannot just say well they they didn't learn it that they're going to need to do something about that. And it really is on us that we are the per people who are responsible for the learning. And so, you know, just I think part of what's happened in our PLT has not just been
084kind of these you'll see a lot of these things, but a real shift in mindset of no, we have the responsibility. We we we are the people who own this and we need to figure out what we're going to do with it. We can't just say, oh, that student needs to come to school more or they need to study more. No, no, we need to figure out what we're going to do with it. So you're a pretty instrumental I think connect >> um also say so there's kind of these these levels of inter intervention what will how we respond if we learn it enrichment activities I think are probably our biggest thing and I'm going to say I I think of room for growth for us is not just enrichment activities but providing higher levels
085of learning of deeper levels of knowledge and that happens from enrichment activities um but I think that would be where we could grow the most in pairing our interventions for students who are struggling with interventions for students that can take it to the next level. some just I think we have some so let's see um there's some examples of some enrichment activities on the next slide there's some slides and we we can look at those mind going back a second I'll show these are just um student um what's the review around that that that'd be mean uh I'll just yeah quick glance at it uh you know just kind of giving students the opportunity to choose what they are going to work on throughout the class period so if a test is approaching or um
086a plethora of information has been tossed their way. Um they have a chance to decide which table they're going to be at. Um and of course they're all split up on different concepts or strategies or skills. So um that's just student choice quite literally. The peer tutoring is not a formalized it's not a after school program peer tutoring but just by the structure of our instructional strategy of having cooperative groups when engaging students to help other students really it gives students purpose in what they're learning it helps them process what they have already learned to how we're going to explain this to a student so I think that could create the depth of knowledge and then can you go to the next slide now this was I mean Part of this is just I want
087to show it to you because it's just so cool. This uh this is from Jose. Can I say the person's name? >> Are you giving him? >> He gave me this. He gave me this piece of paper. I keep it on the wall. It's from for student and um he this the joke is the guy's like they give him a ruler and he say go find the height of the tree and he does a bunch of math and then they kind of make fun of him because he could have just measured the tree but he does and it's like the the cool part of it is all that you know deep thinking here is actually theorem stuff. So that's kind of done. And then another one that's a little more that's from I think maybe
088eight years ago. And then another example, this was Mr. Shiks. Um kind of a bonus opportunity. I wasn't like a bonus points or just bonus cool points. Kind of all the above. >> Yeah. um make your own application problem for a for a triangle problem and then that problem goes on a test and people can do that for their test problem as a bonus problem. >> Next one. >> Oh okay. Yeah. Um so you know I'd say we have three points about what the takeaway from a PLT is. These are really like practical points that you can point to and they they kind of look at a they fit in a book and they fit in um what we learn about PLTS, what we're trained about PLTs. There's a lot that doesn't fit in that
089list. I kind of spoke about that piece about changing our perspective about how we see teaching and how we teach students. And I think that's been a big part big thing for us. um the items we listed kind of the checklist items vertical alignment really as we've as our curriculum has changed we go to different curriculums for different classes it's really lo easy to lose sight of kind of what gets taught and at what depths at different levels and so one just before of us all being in the same room and talking about well you teach that in pre-calc right well yeah but I've noticed that we haven't really covered it in algebra 2 so just maintaining what what do we really need to teach in geometry for students that are moving to algebra 2
090and also just what do we really need to what do we really not need to teach in geometry that is not a skill that a person who's going to take algebra and geometry and take a third degree math class what are those not critical skills just being thoughtful about what we teach and what we don't teach so that's been a big opportunity for us and sharing teaching practices I think that als that comes that's demonstrating ated and you know just I use this worksheet and I use this vocabulary and I use these questions those are the real objective things but I think like your teaching philosophy and how you're approaching students has been a huge piece for all of us about I hadn't really thought about that and it's it's been really I think valuable
091for all of us to just hear other people's ways of thinking about how we do school and then horizontal line just making sure that everybody who takes geometry really has a similar experience that you know man Brandon that guy he's a he's a mean one I hope you don't get his class you know they we make sure that we we try to make sure that our classes are actually comparable in their rigor and comparable what they teach >> then I'll take that second bull point uh what do we learn about students every student is a puzzle and you know as teachers we have to humble ourselves a lot of times and say I don't know how to solve this puzzle let's figure it out So, we do a lot of kid talk. We want to
092continue to do more kid talk to, uh, figure out what these kids need and how to best serve them and how to best help them learn. So, uh, thanks for listening and, um, we're open to questions. >> I just want to say math is hard and you guys make it sound fun. So, thank you for having a positive attitude. Really appreciate that. So, thank you. >> It is fun. It's fun. >> Yeah. You always come here super positive. Yeah. And I really like that a lot. >> The math energy is up here. >> Yeah. I would have liked to have taken your class. >> Come to my first grade class and help me help me get up. >> No, it's true. >> I'll second that. I get to go into each one of these guys'
093classrooms and I I love it. They just do such a great job. So, >> it's really great. And then when you we hear about like fourth grade math, right? We hear them and seeing what they're doing. and then thinking about how that's going to translate into how you're going to get them. So, it's kind of cool. And then and what you're doing is Yeah, it's it's really cool. >> Yeah, >> I appreciate that you um we hear about the ML students and our ID students and closing the gaps and and looking at those things. I absolutely love that you recognize that we have an area of growth opportunity for our highly high achieving students as well. So that we are continuing to set that bar higher and higher for academic success. Um we don't want
094bored students. So I do appreciate that you can recognize there's opportunity there that we're >> disturb >> and I mean we have college in the classroom so there's things that you're doing. So thank you for doing that. But we we want I mean we want to see that at all the levels you know that that that college and the high school class is >> I >> you only get to that by 11th grade and so in the ninth and tth grade there should be those chances for increased rigor too. >> Appreciate that very much. I want to commend you as a group. I think talking about the the mindset shift and you know we've shared it in other terms differentiation, you know, equity of instruction is that not every student needs the same thing because
095that therefore you have the puzzle. I didn't hear anything about students aren't coming with it. What I heard is we're going to try and figure it out and I really appreciate that. I I have adopted the you you may have seen the no one's coming to rescue. We be prepared to self- rescue. It's like no one's fixing this for us. We are the people who are in charge of of serving them and it's we can't just say oh I don't like this situation. No, that's that's what we get served. >> Thank you. >> You guys make it fun the students come here. Even my kids are long graduate. Our youngest one, a daughter Kaylin, she loved your class. She loved math. She I mean I mean to her it was fun. She you know things
096that she could do coming out of your class just amazing where she would help me sometimes. So you got to do you make it fun. You do a great job. >> Thank you guys so much for everything. All right, on to reports. U high school school report with Principal Shane uh Shawn Dol. Sorry. >> Welcome back. No, thank you. Right. Hello again everybody. Um so going to talk a little bit about what we have going on at uh Meridian High School. Um a big part of these presentations is to give you an update on the school improvement plan and that work that we've been doing. um you know we introduced that in in I think August and so a little revisit on that among a couple other things. So um just a reminder that uh
097won't go through the whole process but but last spring the leadership team went through about five of our meetings of our hourlong meetings um going through data developing priorities and just really identifying where we wanted to put our goals. There's a million things we can focus on and we wanted to narrow it down to three. And so those are the three goals we're going to go over real quick. Um the first academic goal that we had was by June of 2026, the ninth grade on track rate for Hispanic students would increase by 15% from 72 to 87% to be on par with all students. Um so that was first semester data last year. 72% on track or Hispanic, 87% for all students. Um, and in the first semester this year, those numbers raised from 80%
098to to 89%. Um, couple of things about that. We closed the gap a little bit. Not to exactly where we want to get to, but we closed the gap a little bit, but I'm also super stoked that the numbers went up. Um, based on we've we've had a ninth grade success team for the last four years, and this this year that the funding from the the state was cut for that. And so we've had to really scale back on the work that we did there. But it's this is just evidence and um and proof that that the teachers the work that we're doing, the things that we learned during that stayed stayed there. I was I was nervous about these numbers for a little bit, but um but they did end up looking good. So
099some of the Oh, and then um academic number goal number two, we don't have the numbers for this yet. Um, but we wanted to um the percentage of multilingual teams meeting or exceeding annual English language growth targets will increase by 15%. Um, we just finished the WEDA testing um at our at our high school. So that we'll have some numbers there. I'm feeling confident though. I think that that we'll be doing doing good on that. I'll give you an update as soon as we can. So some of the things that we did to um to increase and some of the strategies that we focused on um to increase these numbers and improve these numbers. Um first one is we developed a walkthrough tool so that um Rob and I and when we go through to
100uh the classrooms we have a little walkthrough tool that identifies ML practices that um that help our students meet meet those expectations. So, um it'll be things like, uh having things written in two languages like you saw Mr. Brandon do. Um using a lot of visuals, um going at a a slow pace, um so that students can can keep up a little bit better. So, we we just have a little check sheet. Um we've had administrators throughout the district work on that with us. Um I think the increased focus on on um on data through our PLC's and and that work um it strips away some of that bias and really like what are the numbers? And so in our PLC's, it's it's a lot of collecting data, analyzing that data, and then making instructional
101decisions based on that data. What are the interventions? What are the what's the tier one instruction look like? Um, >> and then we also had our ML instructor do some PD for us um where our ML instructor broke down our student body into classifications of 1, two, three, and four. ML level one, two, three, and four. and then present it to staff. This is what you can expect an ML level one student to be able to do in the classroom. And here are strategies to support an ML level one student. Went all the way through 2, three, and four and classified which students belong in each group so that teachers had targeted directions as to how to reach students within the classroom and what they're capable of within each uh individual discipline. Also, we did
102development where we gave staff like instant things that they could do in their classroom to improve connections with students. So, simple things that didn't take a lot of of thought to do. Um, and we used the research that a lot of ML students and Spanish speaking students had given uh in reports about like when teachers talk too fast. We talked to teachers about slowing down during presentations. We talked to teachers about not using um uh common language that is acceptable in the United States. Phrases like, "Oh, we'll just play it by ear." Those type of things confuse our ML students because they're not part of their vernacular. Um we also this year were able to expand our ML support. we were able to hire a um a second uh bilingual parah um and she also
103spends time um supporting our our migrants population and their and their graduation process. Um we have targeted interventions that was the the theme of our conferences that just that um a few weeks ago um like really identifying the barriers for students and then setting goals, setting plans based on on the data. Um and then our student support team is made up of administrators and counselors. Um uh our case managers for our IP students and our ML um case manager and um just looking at again students as individuals and what what individual supports um can we provide. Um, and then we had our our SEAL goal, and this one is by 2026, the discrepancy in in discipline referrals for Hispanic students will reduce to no more than 5% different than non-Hispanic students. Um, this was this
104was one where we kept looking through the data, looking through the data as the leadership team, and this was just it's one we couldn't ignore. The the discrepancy was was so wide. Um, we knew this was a reach goal based on where we were at last year. Um but because it was so prevalent, we couldn't ignore it. And so um we we leaned into it and we owned it. >> So as you can see in the first u two bullets that our Hispanic population is roughly one in four students, but they account for a disproportion disproportionate number of our referrals. And so we looked at what are some of the tardies we're or excuse me the referrals that we're seeing an excessive amount of and we focused in on skipping class and tardy referrals. Um
105and you can see in that data that there is a disproportionate number with our Hispanic students. And so we were talking about and trying to identify what are our students avoiding. It's very easy for us to look at this information or a referral and and play the blame game of well they just don't they won't go to class or whatever. But we look at this from an ownership perspective of this is a problem that we have within our student body. What can we be doing to change it? So we talk about building relationships with our students during these meetings. What is it that's happening in class or what is happening in our school envir environment that is causing students to avoid these things. So instead of um looking at it as a student problem, we
106look at it as an us problem, right? How do we create an environment that students want to be a part of within classrooms so we're not avoiding class? >> Before we move on from this slide, can I ask a couple things? Um, I really wish the LA students would have stayed for this so we could ask them some questions regarding this slide to get some solid answers because I love how you just approached that. Um, and also just maybe when we get to the end, I want to know what what time frame did we take this data from? Like what is it, you know, so maybe you can give us that. >> Okay. Well, the which which the time >> like um when did the occurrences happen from was the beginning of the year or
107was it from the beginning of the school year? >> Okay. So, the these are numbers from first semester. >> Oh, sorry. Did there >> I didn't say that. So, it's great semester. >> Yep. >> And and it'll be great to capture that and then >> look at second semester to see >> to see the growth. >> Yeah. be here. >> Yeah. >> And have you guys identified because I mean 23% of students are creating are accounting for 50% of the um tardies. Have you guys identified some of those reasons? >> We I mean some of the strategies that like we've talked about in terms of what you saw with the LIA presentation is do students see themselves in classroom? Does curriculum uh reflect their heritage and their values? Right? Do they feel comfortable here? And
108those are things that we're working on with our staff. >> Yeah. So, some of the the specific things that we're doing, >> uh, Sean and I both have Compass students, students that we have identified and we use as kind of our north star, for lack of a better term. Uh, and we interview these students probably every six weeks or so. We sit down and just have candid conversations about what are you experiencing here, right? What are some of the strengths that we have at the school? what are some of the challenges that you personally have? And these students are from across the the spectrum of our student body. Um, and they we use them as feedback for how we're doing as a school. >> Um, and then we won't go too far into it because
109we spend a lot of time with it, but the Latino is an acting class. Um, that's probably a classroom I spend the most of my time in. Um, it's the closest to my office. That's one thing, but also it is just they are um a group of students who they will tell me what they're thinking. Um and that's they it didn't start off that way, but you go in the classroom, you go in the classroom, you keep asking, you keep asking and and once they can tell that you're listening, they really want to be want to be honest with you. So, um that's been a that's been a big one. um that student experience panel like I I'm pretty stoked that I was able to like not not start crying when I you know I
110just get so proud of them and the work that they've done and how how great that they've um taken on that role of being advocates and and and uh voice of our of our students. Um and then also the kid talk protocol is is something that we did on Friday also where again we we just do quick little round robins with we identify kids based on some data. Um and what we were able to do is um look at our students who failed a class per semester and then just to just to look at it in a different way and and um refine our search. We took out students who had um discipline issues and took out students who had attendance issues and and just um used those as our students that we were going
111to talk about. And we were able to get into small groups um and just talk about that student. What do we know about them? Um what are their strengths? So, you know, really focused on a strength-based stance. Um what are the adult moves? What are the teacher moves and the the activities that um that are helping? And get those adults and those teachers talking about what's working and then what are the barriers. It was very like adult like what are our moves? Not you know that while they're just not coming to class, they're not engaging. They're they're on their cell phones. They're going to the bathroom, but like what is working to engage them? Also, the the Shine and Thrive Awards have been a really great uh thing for our campus as far as promoting
112the culture and the attributes that we want to see in students. uh had a great conversation with Lisa about a month ago where she said with these Shine and Thrive awards, she was very nervous about uh about them. She thought that the she would see this discrepancy of all these kids nominated at the at the elementary school and then as they progressed fewer and fewer nominations at the high school and she shared that she's had the most nominations from the high school and how engaged our staff is in promoting that. And so that's been very rewarding um and a positive thing. Uh, she she said hundreds hundreds more than the middle school, right? >> I think she used the word embarrassing. >> Yeah, but >> also our our global connections club has done thing on
113camp things on campus to promote their club and promote awareness of different cultures. Um, they've hosted our MLK assembly. They've had guest speakers on campus. Um they have a multicultural fair that's coming up next month. >> Yeah. >> Oh, in May. >> In May. Thank you. >> Yeah. Um and one thing that I missed right there to the uh I started doing monthly meetings with our uh cultural leaison uh Alvita. I don't not sure how familiar you are with her. She is amazing. I mean just I just started that like let's see where this goes. and she comes in and she's like like she just tells me what what's going on. Like she knows these families. She knows these kids. The insight that I've gotten from her has been so instructive and she just wants
114to help. She comes and meets with me and we talk about some things. It's always there's something attendance related and Rob handles our attendance and so then she's like, "All right, let's get you in front of Rob." And so she's she's making phone calls. She's connecting with families. Um but she is she is a huge asset. >> Yeah. Such a critical partner for us. >> Yeah. um really valuable individual. Uh another thing that we are using uh as as a gauge for success and promoting values that we have within our school is what is our extracurricular involvement look like? And we've seen historically our our involvement is going up. Um, our spring sports uh is roughly uh we looked at the numbers, but uh 251 kids, which means roughly half of our school is participating
115in a spring sport, which we talk about a lot about how do we get kids to identify with school, right? How is school something that doesn't just happen to them? Where are they engaged? And often times extracurriculars and after school activities are our hook to pull in kids that traditionally aren't excited about school. And so the growth that we've seen in this area is very promising. Um will continue to grow in this area. I know we have a survey that either just went out or is about to go out gauging our community for interest in girls flag football which has which has taken off. Um, and we saw just uh in January this the state championship flag football uh game was right up the road in Lynon and it was Lynon and Squall and we
116have a group of girls that are very interested in making this happen for Meridian. So, we're seeing more and more involvement, more and more uh investment from our student body into our community. Um, one thing too with the extracurricular, we also we have our clubs, we have, you know, the play, we have our band, we have um a lot of things just starting to work on capturing those numbers um as far as that participation, but if you got a chance to go to the play, like, you know, that's on an upward trajectory, like those kids are pretty special. Another another indicator and this is something that that Tyler and Robert and Kurt and I are all a part of our attendance committee and we set a goal earlier this year of improving attendance uh in
117each building by roughly 5%. Um and we talked about the critical nature of this and that all of the things that we think that we have that are unique and special to offer students, it really don't matter if we can't get them in the door, right? And so how do we get these kids in the door? How do we make school a place that we wanted to be? And the strategies that we've used this year, we've talked about and we've seen through January, our our school has roughly uh a 5 and a half to 6% increase in attendance this year. >> All right, so that's what we got. Thank you for listening to to what we're providing, what we're what we're trying to get done at Meridian High School. Do they still call home? The
118students are absent. Do they call home say wonder how John's doing today? Is it feeling good? Is he there? >> We do like generally tenants secretary will call if we have excessive days of so if we have two, three, four days of absence. Otherwise, it my understanding is an automated call that goes home um for one day's absence. And I think there's a metric where it has to be more than half the day that they're gone before they get a phone call. >> They email if parents swear or whatever. >> Yeah. >> Send us letters. So >> yeah, we have letters. >> There's letters. >> We print a lot of letters >> reservations that I I I know you have a stated goal to continue to not only keep the nth grade success practices but
119also distribute them throughout. So >> um good on keeping that at the forefront. And I think in the same vein of you know not blaming kids the idea around leadership really matters and it's it's reflected in all our district leaders but can't ignore the disproportionate numbers. Can't just allow things to continue to persist making sure that the issues that are the issues are getting exposed and examined. >> That's awesome. >> Good job. Thank you. I like that you're spending time in the Latinos and action class. I would love to hear more about those same approaches apply throughout our building that you know where kids do become comfortable and they start sharing more about what they're experiencing. We have we have very diverse population a lot of students and >> um and if we could hear
120from all that would be really great. >> Yeah. Yeah. I think Michelle that like the focus was, you know, on our school improvement plan goals. Um but yeah, we we definitely want to hear from all students and that a lot of what we're finding, you know, we we do see those gaps with, you know, ML and IEP and um Hispanic, like we see those gaps, but so often the things that help close those gaps, they're not just good for those students, they're good for all students. Um and so that's something that we pay attention to also. But yeah, thank you. I have two questions. Uh could we go back one slide? I can you explain this chart to me? I'm just having a hard time. >> Okay. So on the the first column, right, that's
121the total number of students that we have enrolled. Okay. And then the second column, I'm a history teacher. So this is uh in order to maintain 90% attendance, you're effectively allotted two absences a month. So students who have two or fewer absences, four or less, six or eight, right? And so it leaves us with this number of students are considered regular attenders. This number is not. This is our percentage of students that are attending 90% of classes and this is where we were last year. >> Okay. Gotcha. >> Yeah. So yeah, comparing it to to last >> Yes. >> school year. Okay. >> It's just it's nice that we had a month of where we it was getting collected from the year before. So we have that that annual comparison >> there. >> That's what
122the state qualifies as a regular attender. 90% of classes. The flip side of that is it's um I can't remember the what's the term it's not crisis but >> so so really it's not an allowance it's just saying if you're missing two days a month then or more than two days a month then that's chronic absenteeism. >> So that's really where that comes from. >> So keep kids out of chronic absenteeism. >> Yeah. Um my second question if we go back to I it's slide number six on mine. I don't know how many far back but the discipline data that you had um 23% of the student body is Hispanic. So we we're saying that we have over 50% of the excessive charities are Hispanic students. Are we um keeping track of those students and
123if basic needs are being met at home or what's communication like with families and is that a factor that we're also tracking as well as as like you said making sure that students um see themselves in the curriculum and that their heritage is selected >> for sure so much of those conversations are how do I help you right can can we get to a place where we both understand this is important and there's we take attendance on on a Monday seven times right and often times will look at the data and if a our metric or our measurement for a tardy referral is if students are tardy three times in a week. Okay, more than that triggers a conversation with me. And if a student has tardies that are showing up, maybe they got four
124tardies to their first class of the day, then it's a conversation of, hey, what's going on? Are you having a hard time getting to school? What are the challenges that you have at home? Do is there a bus that picks you up? Do you get a ride? And it's that type of conversation more problem solving as opposed to blaming or discipline or anything like how do I help you with this situation? If the tardies are showing up after lunch, right? This is a conversation about like, hey, I I need you to to help me understand this. You're on campus, you're here, you've already been to classes. Why in the afternoon are we not making it on time? What's happening? And so they're more problem-solving conversations as opposed to uh, you know, disciplinary conversations that I
125would see. >> Yeah. Yeah. >> So, those conversations that you're having with students that are showing up late to first period, are those the numbers that we're seeing here, are those or are they excused because you've had that conversation? >> At times, at times, if it's a student that has a specific hardship that I know they struggle with with first period, getting here on time, right? If they show up with four tardies in first period, it's a conversation about, hey, how'd it go last week? Right? Like I saw there were some challenges but they won't get recorded as a discipline data. >> Gotcha. But this is something where you do work in collaboration with Alita, right? >> Working with the families if there's a needbased situation >> that's not common knowledge. That's something that she's
126working with one-on-one with the family. >> And we try really hard whenever we meet with a student whether it's tardies or discipline in any nature that we we include parents in those conversations where they're notified. Hey, this is what we met about. This is what we talked about. if you have any questions, we want to partner with you um in this to help this student be successful. >> And what does discipline look like when students are bouncing or have excessive tardies? >> So for excessive tardies, the our tardies policy is I believe our our first two referrals will be conversations, right, about like, hey, what's going on? Those conversations will never be eliminated from the process. We're always going to talk to kids about how do we improve here. Once we get to our third
127offense for tardies, we start looking at lunch detentions. And one of the things that we we use lunch detentions is a removal of of free time. And also it's a it's slight discipline, right? They still get lunch. They still get uh the opportunity to have a break from class, but their lunch is in the office and they don't get the social time that a lot of them are craving, right? And that's that's effectively about the extent that we're going to go is is lunch detentions for tardies. We're never going to suspend I don't want to say never, right? But we're never going to suspend a kid >> for tardies, right? Like we're not going to say you can't be here because you can't be here on time. That's not that's not helping our students. >>
128And Jasmine, there's definitely phone calls at home, too. He's Rob's always on the phone. And I'll the the first um meeting that I had with the the first monthly meeting we had to start the year we had maybe like seven boys that I mean they just couldn't get to class. They just wouldn't get to class. And uh just talking to that talking about that with Alvita. She's like well who are they? And she like she wanted those names and she said I will call their mother and she she called their mother and those those numbers went down. Yeah. >> Do they get to use our cell phones in detention? >> No. pat. >> They usually stay with uh with Tammy. >> Yeah. When they come in for a lunch detention, we have a couple desks
129that are set up in the office and they put their phones on Miss McMain's desk. >> Are we seeing that most detentions are successful? >> Are >> I believe so, right? Our numbers are dropping. We have some students that habitually we deal with as far as it's a pattern behavior that they're really struggling to break, but they're far fewer numbers than we had at the start of the semester. And one of the I mean one of the biggest things, one of the biggest philosophies that we have is it is that conversation. It always starts with the why. Why? What's going on? And it and then the partnership with home. Um but yeah, then a little bit of removal of some privilege. Some >> you have to be careful they're not tardy so they can spend
130time with the two of you. >> Well, we have to be careful that they don't want to keep spend time with the office ladies is know how it's like but being so dang charming. Tammy, >> are you every now and then I hear restroom closers on campus? Mhm. >> Do you see that positively impact targets when the restrooms aren't really available to hang out in? >> Um I mean it it definitely when we've closed bathrooms for for periods that it definitely um has impacted what students are doing during class like it takes a little bit longer to go on a bathroom break but we haven't seen a spike in tardies during that time period. No, but it would actually decrease your tardies if the bathrooms are closed for a hangout. I think >> Oh, I
131you know I haven't really noticed that. >> Yeah. >> Are do you have to have bathroom passes to leave class still? Is that a thing? What if do they trade phones for a bathroom pass or something? >> Get too into the weeds. Some of like some of our teachers have taken to interesting strategies with with bathroom passes and that like one person has and I could tell you what person I just see a kids walking through they'll have like a bucket with them and that's their pass, >> right? >> Yeah. And Mr. Ames has a football helmet and stuff like that. And so they've all taken on uh different shapes and forms. >> Yeah. >> Awesome. >> Yeah. I love you guys strategy and thought process. >> Thank you. >> Nice job. >> Thank you
132very much. He's doing great. >> Are you next up CT program for Sean again? >> Sean, >> sorry you're on your own. >> Yeah, I was like I I was I'm surprised you were still there ready to turn around and just be a ghost town. >> They stayed for me. without that. When I got here for the history presentations, my water bottle was like down to here and they were like, "Oh, don't use the water there." And I was like, "Robert, I need water from the office." All right, let's go. So, I was able to fill that. So, that was that was helpful. >> All right. Second here all in one night or >> I I love it. This is the best. >> They never >> Okay. >> I think they need to work on
133their thread nomination. >> Yeah. >> They're talking about >> Yeah, that that was a challenge. Challenge their own. >> Total accident to say that we have more than they did. >> I didn't even remember they were here. >> Yeah, I'm sure. plus that later. Okay. >> All right. CTE. Um this is my second second year as the CT director. Um keeping things on on the rails um and making a few a few changes. So I'll update some of those things, give you some numbers. Um we still have three programs. Um, agriculture is uh we have 416 students participating in those classes. Um, and we have 12 different course offerings. So, that's a lot of diversity there. Um, and then family and consumer science, we have 106 students participating with three different course offerings this year.
134And then, um, business and tech, 10 45 students participating with also three different course offerings. Um our staff for CTE we have a 2.0 for agriculture and that is uh Mr. Feller and Miss Nichols. Uh and then family and consumer science is a 7 FTE with with Miss Scott and uh she's 7 family consumer science and then she also takes on a role with um health and she teaches three sections of health throughout the year. And then business and technology is Mr. from a group and he has a point4 leave and so he teaches in the afternoon and he teaches three classes. So we have some course equivalency which basically means they get a CTE credit and they also get a core credit for these classes. So plant science they get it's a CTE credit
135and it can be their one of their science credits. Um food science same thing. Um, and food science is actually a lab science, which is fantastic. And then we offer a course, um, we weren't able to run it this year, but we have it back in our course catalog for next year, egg, power, and tech. Um, and then, and so that's a science one also. And then new this year, and we applied for it last year and were approved, is personal finance. And so that's one of the our CTE classes that is also a dual credit class. Um, so they get college credit and it's a third-year math credit. And so by establishing those things um within the business department, it's also can be um a grad pathway. So that one was a that one
136was a big one. We were stoked about that one, hoping that one will grow. >> That one hasn't progressed as a requirement yet, right? >> It is not a requirement. So right now students for their third-year math their options are algebra 2 um personal finance and then we offer a math 10 it's called math 101 and that's a college and the high school class through through central and again we we offered it last year. It was in our course catalog. It was going to be the first year and we just couldn't get kids to sign up for it and so we really ramped up our marketing on it. I'm I know more kids are signing up for it, but I I'm hoping that it's enough to actually run run a course of it because it's
137again you get that dual credit, so they get the college credit. Um so, >> and that counts as a college math credit as well, personal finance. >> Yeah, >> I just text them in perfect >> and and it's because we do we do our college and high school through Central, which is where I went and I actually took math 01 101. And so like looking through the the syllabus when we were trying to apply for it and figure out if it was a direction we wanted to go. It's like, "Oh, I remember that stuff. That was pretty cool." >> Brandon's teaching. >> Nobody's teaching it right now. >> Yeah. So we'll see. Hopefully we get enough to run it and then then we'll see. Um grad pathways, we currently have three. We have a a
138to get a grad pathway through um CTE, it has to have a dual credit, so it has to be a college credit. Um, and then it's uh it's at least two high school credits. So that's usually three classes, a one credit, the college class, and then two two more electives. So So two credits total can equal a CTE um grad pathway. So we have agriculture, foods, and business and marketing. And then pending for for next year, we want to start combining those. And so we'd like to h offer a agriculture and business so that if a student was interested in agriculture but also wanted to you know you know there's a lot of business around agriculture and then um and then foods and business that's that same thing kids who might be interested in running
139a business that deals with you know the culinary sciences and things like that. So we we will have those in place for for next year with then a goal for next year to start exploring more of those combinations. We can um we can do if we get some of our teachers um conditionally certed for um for CTE, we can do like business and art or we could there's just there's there's literally over a thousand combinations of CTE courses that we can turn into different grad pathways. It's just recognizing things that are going to be helpful for our kids, things that they want to do and that they'd be good at, but then also that our our community needs. We're not just going to make grad pathways and connect classes just for that for you know
140for that um for that interest. It's got to be something that matches um our labor needs. Also >> Sean, what is the process of conditional certification? I just >> um so that they work through our HR department through Julie um and it's it's a relatively simple process. as long as it's something that that we can prove there is a um industry need for we can get um that teacher conditionally certed. It's like 85 bucks um and it's it's good for two years. >> So it's much different than college in the classroom where they have to have that as like their core college and C. >> Correct. Yeah. And so um we're work so Latinos in action is actually like we're just doing the final little steps here but that's going to be a CTE class.
141Um and Yep. And so we we will need to get we have Kayla conditionally certed for the next two years to do that. >> Great. >> Yeah. >> All right. One other thing we offer that is pretty cool is the we're partners with the Northwest Career and Technical Academy, the NCTA that's in Mount Vernon. Um, every day we have a a bus that goes down to to the campus on Mount Vernon and they're taking different and um, I actually just went there this morning for a tour and um, just and I took one of our counselors. Super cool. Like just got to get into the the different classes. They're doing dental, they're doing medicine, they're doing um, God, I'm drawing a blank, but >> game design. >> Video game design. Thank you. Yeah, keep them
142coming. There's a bunch of them. Um, and but it's just really cool. One thing I noticed with with these kids when they're doing these skill centers and it's hands-on learning, it's project learning. Like they get so proud of the things that they are producing, you know, just and I would love for you to come and take a take a look at what we have here. You walk into the fire science classroom, you have 30 kids that all stand to attention and and they don't sit down until you say, you know, you may be seated or at ease or something like that. They're t and they're they're up. They're in gear. They're running around the school. They're doing put like they're just so proud. Um, I got to co go out and watch them do one
143of their um their drills with the fire truck that we have on campus here that was donated from Lyndon. Um, and they're getting the hose out. They're they're hooking it up to water. They're getting it going. They screwed up to to start. And uh, the instructor, Mr. Wro, looked at me and he's like, "That was on me, Mr. D. I screwed that one up. That wasn't the kids." But the kids are like, "Yeah, he did screw up." Like they they can identify and they know what's going on. Um, but in the welding class, you can see it there. Uh so on campus here we have fire science um a morning session and a and an afternoon session. Welding we have a morning session um and then we have allied health where we used to meet
144for these meetings. Um and then in the morning and then in the afternoon we have a um an open doors program. Um, some of the things when we're doing CTE, it's just such a an important part of what what they're doing is to find real world industry opportunities. So, opportunities to produce for a high stakes audience while earning funds for the program, plant sale, have you guys been to the plant sale? Like my wife makes me, she gets me a list and she's like, "Get first in line, get the best ones." Like, it's a it's a real thing. Um, and that this year is going to be uh May 1st and 2nd. We have 60 kids involved and that's they'll be there for all day Friday afternoon or all Friday afternoon and then um Saturday
145morning as well. But if you want the good stuff, I'm telling you, Friday afternoon, take time off work if you need to. Um dozens of plants, flowers, all the whole thing. Um they also do Valentine's Day floral arrangements and so that's every year. That's that's what Mrs. staffing gets um is is that arrangement. Uh and then also the uh arrangement of the month club. And again, you better bet that I'm on that one, too. >> Yeah. I've seen your yours with the little card. Yeah. >> Yeah. >> My little nieces wanted to steal the the chocolate candies that were in it, but >> Well, I hope you stop them. >> Very well as simple. It was and it it lasted a a long time even. We we just threw the roses away from Valentine's Day.
146They last forever. >> Yeah. Um yeah, they do a great job. And and another one of those opportunities with our our kids when they come and deliver it like they come into the office and there's a handful of them like they're just ear to ear. They're just so proud to hand it to you and they're you write the cards like one of the kids that you know I was the AP I did the all the discipline and um he's just been a struggle all the way through but he like he came in and gave me the flowers and like he signed the card big T and I was like okay big T thank you. Um some other real real world student industry things that we have going on. Our family consumer science um they provide
147all the the the snacks and the beverages for our um coffee cart. So, our life skill students um will take orders, they prepare and they deliver like cookies and teas and coffees and juices and like again just another they're just so proud coming around delivering that and they you can just tell that because people are happy like it's 2 o'clock and we're getting chocolate chip cookies and coffee like awesome. Um so that's that's pretty cool. They do that the middle middle school and the high school. Um, and then they also just like at our last event on Friday, they made breakfast for the our family consumer science made breakfast for the entire staff for the entire district. They had eggs and croissants and all kind of pastries like it was really great. Um, yearbook is
148something that uh takes place with our our business and marketing. Um, and that's real world making a money, making a product that high stakes stuff. um 81 graduation announcements already out and with 12 business ads. Um and they do sports photography as well. So the 24 teams um up till this point. That's not including the the spring sports. >> I have to say I Gracie has an ad and I just showed Jared and it is amazing. >> Yeah. And the student that sent it to me, I was able to give her kudos and praise for it was a one draft vein. Like she sent it and I loved the first version and so did Gracie, which I'm not expecting, but the care and the eye for detail and the professionalism, the they're stellar, >> stellar
149program. >> Yep. Um we also have community partnerships. Limitless Learning um is a is a program that we've done. I think this is our third year doing that and we partnership with it's a partnership with the Boys and Girls Club of Watcom and Bellingham Technical College. A lot of the work we do with that with that organization, the work that we we um focus on is the high school and beyond plan um and just making that something that's uh as authentic and relevant as possible, which is a big lift. It's a really easy thing to just check the box on. And so that's what we spend a lot of time um working on is making the relevance with that. Um the Wakom County dual credit um consortium and the CT dual credit proviso. Those are
150just groups that that I'm on with Wakom um VTC. The uh the um the ESD out in Anacortis works on it. And this is just really trying to we talk about these dual credit classes, these dual credit opportunities. Right now, it's a little bit of the wild west with different colleges having different rules and different guidelines, different expectations for schools. So, we're trying to align as best we can for for equity and and equal access. Um, other things that that we spend time doing is learning trips. Uh so Smith Gardens, Etelene Daily Farm, um SVC Learning with Leaders program, the the NCTA see yourself here, BTC uh learning with leaders, the BTC tour day, um the WCC learning with leaders, the the Northern Construction Career Day, um and a Agriculture Fair. This is all about
151just getting kids out into the community so they can start to see what's available to them, what opportunities they have. And then on the other side, it gives our community an opportunity to have an impact on what our students are seeing, what they're learning, what they're doing. That's what I got for CTE. Love to answer any questions. >> Do you have any data on number of or percentage of ML students who are participating in CTE opportunities? >> No, I don't. That's a good one. Thank you. You always stumped me at least once. Um >> I'm here for you. >> Yeah. Yeah. I one I mean it's anecdotal, but I will share it like uh Mr. Feller, he's one of our a teachers. Um I actually had a group of like eight students come to to
152request they went through um Alvida to come to meet with me to just talk about how much they enjoy Mr. Feller's class. he just whatever he's doing, he's got like um it's a lot of the hands-on stuff, I think. And we talked about some of those things we're looking for with our walkthrough is, you know, are we are we demonstrating? Are we showing? Do we have visuals for students? And so I think that's that's a draw for sure. But I I will look for that. >> How do I sign up for this arrangement of the month club? >> It's a Yeah, it's limited. I think there was >> I had to wait here. >> Okay. So, I got to start to middle school. They'll make it happen. >> What is there 25 or 40 slots
153or something like that? >> It is immediate response. >> Yeah. >> Got in this year like you signed up in the fall and then you won't >> I was put on the wait list last year so when it opened up I received an invitation to my goodness. >> Okay. Jasmine's kind of competitive, so let's not give her too many. >> Okay. >> There's like a change in the program that I heard is going to be happening about like the selection process, what students are going to be in it because right now me and Logan are both editors of it. >> And so we're like wondering about next year what it will look like because kids have to know how to like use the right tools and stuff and now it's like being changed. their kids
154are going to get like promoted and I was just wondering what that process going to look like. >> So, we actually changed it last year to where students would um register for it and then and then apply for it. And so, we're we're keeping that same thing. Um from there, it's it's up to the instructor to recruit. So, I'm sure that Mr. McGru said, you know, you need to sign up for it. You need to register for it, right? And so, um, my hope my hope is that he continues to recruit, um, for that class so that we do have students because it it is nice to have students in there year after year and have some, um, some continuity with that. So, it'll it'll be the same. Um, but yeah. >> Yeah. So, a
155lot of tools, you know, to know >> for sure. And it's high stakes. >> Yeah. So, did you register for it? >> Yeah. Okay. good job on trying to get alignment of those pathways and and I know you didn't mention tourism and hospitality and early childhood because we don't offer them yet. Yes. But if kids sign up for them, but just even tonight your girl that wants to do neonatal, like there's an option, right? There's some opportunities and so um and the skill center classes also provide pathways. So I think that alignment is is really good. Yeah. for our kids for for a smaller system to have as many opportunities combining the business piece with those. >> Good. >> Yeah, I think so too. >> Okay. Thank you. >> I thought of the principal stuff.
156>> That stuff. Yeah. >> Thank you. >> Um on new business, uh the first review of the CSG inter agency agreement after James. So this is a contract with the CSG construction services group which is an extension of ESD 112. They have uh an office in um ESD 189 and you're familiar probably with Techladish and work that was done a decade or so ago. Um this is a contract that helped us facilitate building the early learning center. And so, um, one of the pieces that I would call out is the idea that they're going to actually help manage. Um, this is the work that Jay would have done if he stayed as program manager, but he didn't. And so, we don't have in-house opportunity for that. So, the funds that we've collected to build the
157early learning center is paying for this contract. It's part of how we actually are going to as a system build this early learning center. And so, it's the first reading and it identifies the different services. is one of those services is helping to navigate all the requirements of the eight or nine different funding sources that we've accumulated again not through local taxes and so but they all have different requirements right so um prevailing wage and things of that nature for vendor work so that's what this is a first read >> this is the role that was utilized to previous buildings because we didn't have anyone in house at that time >> correct Y >> any questions at all? >> No. >> Um, next item, uh, review and approval Pete Hawthorne learning solutions agreement. >> Well,
158thank you. Um, I'll back up one real quick. The other piece that you need to know is that Jay is now working. He was hired by CSG. So he is he is our contact person. >> He has the history and the connection and and has been managing those grant. >> Yeah. >> CSV, >> you know, but you know, >> you're better now. >> Yeah. >> Well, I I hear you know, >> right? I mean, text guy from CSG. He would call in schoolboard member, hey, come look at this. What do you think? And I would show up like, no, it's wrong. It has to be completely redone. Oh, okay. I I see what he did. And as soon as I leave the parking lot, he'd call Craig Mitchell. Hey, can you come down the school?
159I want you to take a look at something, learn something. What do you think? We're thinking about doing this. Yeah, that's good. >> Are we guaranteed, Jay, though? >> He's on the team. Yeah. >> Of the venue that we went. >> But yeah, >> if we go with CSG, so we went through a request for proposals and we did select CSG. So, we have the benefit of of Jay and >> I think that's great. I mean, he's going to take full ownership. I mean you now now I feel really good about that. >> Good thing good because I mean well you >> not to be this when you were principal James look out the window like it's not even it's not even square. It's not even right. Well I guess we're going have to rip
160it out at your cost so you know. >> We worked it out. We did got to get a fly. >> So hop over. So sometimes we have instances where a student receiving services did not get the services that they were promised and when that comes to light then there's something called compensatory services or compensatory um support where there's an agreement to make sure that the student gets those hours and so that is the case and we are hiring Hawthorne Learning Solutions to provide those services for student. It's typically because something wasn't done by our system. And so, uh, Erin has asked for the board to approve this tonight. So, it is the contract that's approximately $13,000 for the hours that are required to provide those services, but he would like to be able to turn
161on this quickly to make sure that the student gets that process started. So, that's the request today. >> Is that only students on IEPs >> for compensatory practices? So I am assuming there was litigation something in thought that was >> not litigation but there was a there was a situation where we needed to make sure that we followed through on something that didn't get done. So this is how we're doing it. So there definitely was an agreement that took place for that and systems and processes that been put in place. Yeah. You ask me later. I'll be happy to share some more. >> Great. >> Okay. >> So, we're doing a review and approval of this tonight. >> That's the request, please. >> If we need to >> Yeah. Does anyone else have any questions
162yet from student? >> Nothing on that. I feel like that's a good like day action and accountability plan for teachers. >> One clarifying question. This is uh this agreement is for one student or for a a group of students. >> One student. >> Any other questions or need a motion? >> I'll make a motion to approve the Hawthorne PSA agreement. >> Second. >> All those in favor? >> I. >> All right. And we have a subject C as well, which is uh to approve some student travel, which is a field trip today. Um we have any questions about that? >> Let me share at least what it was. There's an a mechanics um competition. It's in Yakama. Um it came today with apologies for not coming soon enough and it just happens to be the
163date of the next board meeting. So there's not an opportunity to bring it to you later. And so rather than put it into consent agenda at this late date with that we do that's all this is all trouble. So I ask for approval for two student. >> Can I get a motion? >> Make a motion to approve student for egg mechanics over second. I'll second. >> All in favor? I >> I think you can hear about her experience. >> What's that? >> I'm hoping we can hear about her experience. She's the only student represent >> and they usually report after they go to. >> All right. On to old business. Uh item A. Um second be approval procedure 2022P electronic resource and internet safety. We have any questions thoughts student advisory. >> Yeah, we looked
164over a little bit of something like this in advisor the other day. Most people shut up. wasn't going to say, but yeah, we'd like to thank a motion. >> Um, >> yeah, good question. >> No, I'll make a motion that we adopt procedure 2022P, electronic resource internet, as presented. I'll second. >> All those in favor? I I >> All right. The next policy, uh, policy 2023, digital citizenship and media literacy, questions, comments. That's it. We get a motion. I'll make a motion to approve policy 2023. I have a second. >> All those in favor? I >> All right. Uh, next item is policy 21108, learning assistance program. Any questions or comments about that? >> Okay. Can we get a motion? learning assistance program. >> All say good. >> All those in favor? >> I >>
165All right. Uh, next one. Policy and procedure 3226 interviews and interrogate of student on school premises. Any questions about that? Motion to approve 3226 procedure. I'll >> second. All those in favor? >> I I >> I last one. Uh policy 3141, non-resident students. Any questions on this one? >> You say no. Yes. >> Yes. You're good. Okay. Um, can we get a motion? >> I'll make a motion to approve policy 3141 non-resident students. >> Second. >> All those in favor in advance. I >> I >> All right. Uh, next item is the superintendent report with Dr. James Ever. >> Okay. So, um, just a couple of things tonight. So, I think go to the next one. um a lot of what you heard around the CTE and the different things with the high school and
166when Sean talked about the limitless learning, it's that idea of what can we do through our system to start building ideas for students to think about where is it that they might find an aptitude to do something well or an interest. And so um we had our second annual second annual I think um career fair at the middle school and this is a direct result of the involvement with Limitless Learning and um the partnership and so uh Carol Stroberg uh organizes this event and then works with our counselors at the middle school. But um what's great is the students are going through they rotate through the different grade levels. They have sheets that ask questions that they have to get feedback from people they check in with. um that whole concept of planting seeds early
167is really what we're after. And so um super excited about that. And you know that the idea, one of the things that we haven't really talked much about, but um because of budget shortfalls, we shifted and we moved Robert to the high school and we moved Jill to the middle school and then it just worked out over time that now Robert's at the middle school. But that throughine from elementary with Jill at the middle school and then now Robert at the middle school it's been at the high school and Sean and just the ability so Jill just in being part of the Limitless says you know we do some we do some things with with students about reading there's no reason or excuse me writing there's no reason the elementary can't be writing about jobs
168that they might be interested and just bringing things to the forefront sooner um we're actually looking at uh our vision and group for the early learning center and uh Lynette Brower was in Texas with a group and they were visiting an early learning center that they've got they've got a whole room where it's nothing but earth moving equipment on the walls and there's a big thing in the middle of the room that just with young children exposing them to different things just to be curious. So pretty cool. So, the career fair um was a great event and it was well attended. We had um a lot of people from the community there. We even had our own table. Should have had a picture of of Lisa, but I didn't. Um and then um March 1
169through 4 was the national um the pooling group that I'm a part of. And and I think the piece here um what I want you to know is most this is staff and it's most of those folks from the board are superintendent from across the state and it is it is pooling is not insurance. It is a organization of organizations that pull money together to protect their entities from HR misdeeds, extreme weather, um, uh, sometimes healthc care issues, lawsuits, and you've heard me talk about MSOC and the issue with the state not providing funding for Mox, Mox, materials, supplies, operating costs. Um, one of the biggest ones is the cost for lawsuits because of sexual abuse and molestation. And Washington has assigned strict liability to districts and have tied um, sexual abuse and molestation cases
170are qualified as discrimination. Ours is the only state in the country that does that and all they have to do is prove 1% liability and we have we school districts have to pay these exorbitant lawsuits. Um so to be able to go to Olympia and actually part of what when we were advocating we had some meetings with individuals to talk about bills to change that law to talk about how how do we get school districts to not be fined in these situations. These are public tax dollars. They're taking money from kids. >> So frustrating. So there's been an active part helping not only the pool, the way we serve serve schools to protect schools, but also it has a direct line to the experience that our kids have. So just want to share that. And
171so yeah, >> does the one for 100 liability factor does that only apply to abuse cases or is that also health, safety or neglect? >> I think it's sexual abuse. So it was actually a 1941 or 42 law and the the state supreme court interpreted it to mean that it did mean it was discrimination but but it's that type of case. >> Okay. >> It's only in those cases not for all liability on the district. >> Correct. >> So just a a little window on the things I'm involved in in that part. Um the snuggle up and read. Uh, so there were several different categories of people. About 85 students showed up. It was the PTA. Um, I read Dr. Seuss's Sneeches. Sneeches with stars on their bellies. >> Yeah. And those without those on
172on ours. Um, and then we had uh we had someone from the county library system. We had hockey players. We had ice skaters. We, you know, just different folks and went through five rotations. But that was that's been a good that's been a good event. the other one um that I I've got two slides here, but just um and and I'm not going to talk about them specifically, but these are just these are pieces. Um I actually had a meeting with uh other superintendents from the ESD on Friday. And so I wasn't here for this, but this is uh information on the the professional development day. And I I hope you have a sense just the way that they shared from the high school what's happening how well professional development is becoming a leverage point
173for our leaders in all of our buildings. And so, um, I I would defer to Adrian, but she is, and I'll give you a second, but what I what I see is I see a throughine from our strategic plan and then all the things that we're doing that we're talking about. There's a natural step right now to be looking at what are we doing around assessment and how are we doing that as a system where it makes sense for students so they don't have to go and so Eden every class you have is there any are there any two classes that grade the same way >> I would say so >> I would say I would say you're right and so kids having to navigate that all the time per level per building is just
174something that never has been and we have a group of leaders that are willing to attack that. So anyway, I didn't say I was going to defer to you, but >> um so we had a really great I one thing I just want to appreciate is the principles over the last two years as a team. They have really taken a lot of ownership of those professional learning days. So we've had them for a while and we've done them very um each the building has kind of done their own or the high school and the middle school have done some things together but the last two years we've been all together and so they actually led off by telling the story of here's what we've learned for the past three years and teachers had a chance
175to kind of think about our data which is getting better and then the work that they've been doing together as a team that started the day um with that and then every building was spending a little bit more time focused on like those strategic plan areas. So, um, in the afternoon, like what Sean was talking about, their their afternoon with their staff was really focused on those things specifically related to their goals and it's, uh, it's been really great. They they're just a great team and they're really taking a lot of other staff are presenting with each other and really great. >> Yeah. So, I so I'll go back 2018. We didn't look at data. We had we had feelings about what we thought we needed to do, right? We didn't really and then we
176got caught up with CO and so after CO we really have focused on what are we doing and what are the outcomes and why are they not as good as they could be and so and it's kudos to our teachers because we aren't bringing in like we used to go to solution tree we're not paying thousands of dollars to go to somebody else we have the talent and we have the knowledge in our teaching staff right so um just super proud of that and and so these two slides I know you're going to do something for me in a second but um I did a lot around reading fluency and they've had great success on literacy but really looking at reading fluency the middle school they were looking at student talk and formative assessment and
177how is it that formative assessment is driving what they are trying to make sure that students understand as they move to the next thing and so there's some information that Robert shared on that and then I I don't even have to repeat Sean on stuff because he did that tonight. Um and a big part of that was what Latinos in action shared. And then also um those ninth grade success tools and then lastly MP3 they they've really leveraged learning walk protocols and how they are able to observe their their colleagues in having conversation about instructional strategies. So, um, in terms of professional development, I I think I think it makes sense that we need to we need to invite all of you to be be here to be able to witness it as it goes.
178Um, I think that's something that we should be doing so you see it firsthand. And then um Lisa has done just a, you know, she's done a phenomenal job, but she had a thank you message that she shared with all of the staff at the beginning of the day on Friday. And I think some of the conversation that was extended to our ELT message came out of this. And it's just like this is why we're here. This is why we're doing this work. And so I'll end I mean I have a thing about different different dates coming up but um I want to end with this seven minute thing but um uh the only thing I would tell you that I need you to be aware of is March 23rd to 27 I have I
179have potential jury duty. >> I'll be there with you. >> Really? >> I put in for an exemption. See if I if I get a fail but I got the same dates. >> This is the third this is the third reschedule. So >> yellow's on this. No. All right, I'm so I'm done, but I'm I would like you to see this. >> I love the Mar School District. I have found the teachers, the administrators, uh the support staff always ready to to hear my concerns, problem solve, um act as a team with kids. unique opportunity to do a lot of collaborating, a lot of contacting and a lot of interaction with teachers and support staff, OT's SLPs, counselors, uh you name it. them and I have found that they are an amazing group of people
180who always put the kids first. Sing of Latinos. They they have to be able patient, kind, understanding, they're cheerleaders, they're creative, they're flexible, and I so appreciate that hard work and that kind of never give up attitude. MacBook. But it it truly takes a village to raise a child and especially when those children are special needs, it takes special people and Morgan is full of youth. Absolutely full of you and I'm so grateful. Gracias. I love that she >> um I really appreciate the staff here because they're very caring and um they think about you a And um they're always here to support you and um they like they never doubt you and they're always here for you. >> I like how like when I walk down the hall like I have in every class
181always standing by the door talking to us there how your day is going. >> They're really nice. Uh they help us a lot >> how much time and effort they give to the school and just how appreciative they are the students and how nice they are to everybody. They're really kind and they help you a lot. Just really like helping. >> Um, I like the people. I like the teachers. >> They're they're just loving. >> They're very supportive of me and like all the stuff I do and they help me out a lot. So, I'm really thankful. >> Thank you for Thank you. and >> thank you for being nice to me. >> I thank you for thanking for being kind and understanding. I like coming to school to like cuz I have a good
182connection with all the teachers. They're all kind and understanding. I agree. >> I love that all the teachers at Meridian are so supportive of everybody and they always find ways to help the student. >> Always make me feel like they care about I appreciate. >> Thank you so much for helping me learn and I want to give you guys a shout out cuz you're amazing. I want to say thank you to Miss Mans, my second grade teacher, because when I was in second grade, I wasn't that good at reading, but she helps me better. >> I want to thank Mr. Dennis cuz he's like such chill and he lets us be in his class. I would like to thank the shipman for always being there to encourage us and uh helping us through everything. We
183never feel like we're being running behind. >> Um thank you to all my teachers for supporting me in every single subject. And yeah, >> we would like to thank teachers for always supporting me in soccer. >> Yes. I love you, Mr. Thank you for being nice to me. >> Wait, wait, right here. Thank you. I I thank you because you're a great teacher. >> Um Um >> Yeah. I like learning with you and I like to be your student. >> Thank you honey for helping the kids. She was nice to me and I'm first also I want to thank my first teacher. She was nice to me. >> I want to thank them for just always being here and just being supportive for you and being great. That's what I thank them for. >> So,
184a couple thoughts. Um, as you can imagine from our, you know, families, um, Elvita got lots of shout outs because she is like gold for us. There's no connection for us if it's not through Alva, but Alvida said, "Keep that out." It's very helpful. So, and the other piece I said, "So, how what did you do to prompt the kids?" I just said, "We're gonna thank teachers and gave her a micros." So, I was able to prompt you. >> Uh, any information from student board representatives? >> We did have a advisory meeting last week. It went pretty well. We went over some of the We've been talking a lot about like AI usage in the school and media literacy. We went over some policies and like looked at a spreadsheet a whole bit pretty well.
185>> Awesome. >> Nice to have you here. >> Yeah. >> Pract started though. It's a nice practice today. >> Little whiff >> a little bit. Is that a kid? >> Yeah, but a lot of kids have already stopped. So >> was tell me this 150 or 70. >> Yeah, I think the first information from any board directors >> which on your calendar. The talent show is coming up. Very exciting. how we find her support that was our senior panelists are still muted. I I signed up. >> I signed up too. I'll be I will not be able to attend uh the next award meeting. I'm going to be um shoping for the Washington DC trip for eighth grade. So >> So let's us three connect which is the 25th. Y form. >> So if there's
186a sense you're of the three remaining that's not as soon as you get that sense we need later today or tomorrow. So cool. Um let's sign official documents and ajourn. Thank you.