001All right. Well, welcome everybody to this September 10th regular school board meeting. Exciting to be back. >> They're on their way, I think. >> Yeah. >> Right. >> He will be Okay. Well, we got to stand and say I to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. So before we adopt the agenda, like to just take a moment and recognize uh Rob Zimmerman >> Sable Rob Sable, sorry. >> I'm going to affirm James here. >> Come on. >> Yeah. So >> So Rob was not prepared to do anything, but I did share with him a couple of weeks ago that uh his daughter was heading to Arizona. He's like, I can't I need to be
002there for that. So I said, "Don't worry about first meeting come." And so I appreciate you remembering. >> Yeah. >> And then um super excited to have Rob joining the district. I had the the pleasure of hiring the squalin staff several years ago from seeing him and so I don't want to share any but thanks for being here. >> Thank you. Yeah, I appreciate the flexibility to miss the first one as was the night before my daughter went off to college. So that was important night for us, but excited to be here, excited to be part of the team and and really looking forward to building on the connections we've already started to make here. So thank you for having us. >> Thank you. >> All right. Um, can I please get a motion to
003adopt the agenda? >> I'll make a motion to adopt the agenda and I'll second. >> All those in favor? I >> I need to get a motion to adopt the consent agenda. >> Motion to adopt the consent. >> I'll second. >> All those in favor? >> I do. We have any public comment? Not. Okay. Let's move on to student reports. Looks like Cynthia Richardson and Rebecca. >> No, Rebecca. >> Rebecca. >> Oh, you're not a bad sub. >> So, I'm Cynthia and I was here last year and I've seen you guys out and about in different different activities. Um I'm our secondary TOSA for technology and I do some other things for the district as as well. Um and then I also support MP3 with their tech and robotics as well. Then Rebecca this year
004is transitioning into the dean role at Irene Ryther. will share a little bit about some things that she had doing last year and she'll still be doing some support for ter make sure I heard that correctly. You're going to do secondary MP3 plus decca. >> Okay. Wait. I was like that doesn't information to me. >> Uh no great. So, and and it's it's always hard because you hear us talk about the roles but never the people that were that are in them. So, when we spoke about transitions and >> yeah, >> moving to a dean at Irene rather than having a second a so >> really great to promote someone within our system. So Rebecca's gonna be that same. So >> yeah, so she'll do some more tech stuff a little bit in part of
005that role, but no, I I support Irene for like mentorship program and that sort of a thing and certification hours, clock hours, class sort of stuff. But I'm saying um so some things that we do in our job, um we support student assessment and data. Um so that means like I Ready, our SBA, SBA interims, we support like creating common formative assessments within our schools. Um then we support uh teaching healthy digital habits and digital citizenship. Um and with that also is like digital media literacy as well. So you have like your understanding of technology and then you have your media literacy which is its own set of skills and then you have digital citizenship which is like behaviors and ethics and how you treat others and yourself online and digital footprints. So we kind
006of have a scope and sequence for all of those things. Um we promote equitable student access to curriculum. So, how are we teaching accessibility tools? Um, particularly tools that are technology based. Um, and we both support our online curriculums particularly for secondary right at the middle school. Our curriculums have online platforms. So, supporting access to those and teacher support for those as well. And then teacher support in general for how do we use technology to support student engagement? How do we support them for um assessing? How do we support them um for research and all those different activities that they're going to do in real life outside the four walls of the classroom, but practice those in a really safe environment. And one thing I'd like to highlight for you all is just when like
007the PLC teams come or the principles come and they're sharing data or they're having graphs or things like that, a lot of times Cynthia or Rebecca have been they're helping support those things that happening. So they're helping to build that skill set with all of our all of our staff. So that's been really that's been a really important thing. And then I do also just want to second the equitable student access as we go. Cynthia sent something out this morning. Here's a new tool for translation that we now have as an access of credit card marketing. So all of those pieces are up there. It's um they're really instrumental in making sure that's a place for students as well. So that's those couple of days. Um these are some things that I worked on um
008last year in my buildings. So with our high school English team, we uh administered SBA interims. They're like little microtes of the SBA that the state publishes. And um they are common assessments that we can do across the board. They are really targeted to skills and standards that fit neatly within the curriculum. And so then we can look and see like, hey, who's on track? How's this going? Who needs intervention and support? And how do we look at that data? And then how do we make a plan for instruction? Um with our math team here at the middle school worked a lot to create vertical common formative assessments. So each teacher has one grade level. So doing a common assessment where there's only one person teaching sixth or seventh or eighth is really difficult. But
009if we think about vertical skills and how do our standards build on one another and what skills are common throughout, then we can build an assessment that relates to all of our students and we can actually pinpoint where is the breakdown of student understanding and we can say, "Oh, actually this student needs this level or this student needs this level." And we can plan for our intervention types as well. And then at MP3, I worked with Rebecca Montgomery um at her technology class and we created um some digital citizenship integration into tech projects. For example, um they do their stopmotion videos and we talked about the ethics of video. Um we talked about in their digital escape rooms that they created through Google forms. We talked about how um to if we're going to take
010something that is somebody else's and their idea that we need to site them appropriately and how do we publish something to our classmates in an appropriate manner so we can complete each other's escape rooms. Um so we did some digital citizen integration. Um this year we're building a lot on the foundations that we started and continue to work with over the last few years. Um but really working on our student growth goals um to support instructional practices. Um so TEP is another thing that I support in our district and technology just goes kind of hand in hand with that. >> TEP's the teacher evaluation rubric works. >> Yeah. >> And then working on how to get student voice and choice involved and technology is a nice avenue for that. um whether they want to work
011on something digitally or paper or even just gathering their feedback in a systemized manner so that they can implement their their voice in their classrooms. Again, continuing to work on common formative assessments, but really honing in on what's our system and how are we gathering that data so that we can all look at it and all utilize that in an effective way. Um, and then we I've built um a scope and sequence for digital literacy and digital media instruction for all of 612 and starting to implement that. >> And then Rebecca also did highlight a few things from the elementary school. So, and I think we've had a chance to see some of these examples as well, but a lot of the work that happened there was around the use of the tool formative to
012track and respond to data particularly in math. I think you got to see some of those examples. Also working on visual citizenship. So, part of what Rebecca does is she is the teacher of record. So, she works with the parent educator who helps support our technology class there. And so, she helped with that um spoken sequence there. Um, and also thinking about how we will help kids in the progressive discipline model, meaning that if you're learning how to use technology appropriately, how are we also supporting you as make choices maybe as a second grader and third grader about how you use things appropriately? I don't know if Nate has any additions to that, but um in a way that's helping you learn so that as you get older, you have more technology, you kind of
013build some of those skills and then also working within. So I think that part of what they're looking at for this year is really continuating like kind of like Cynthia said really using that assessment platform. So a lot of it how are we more having teachers have more accurate more easy to navigate easier to use easier to respond to real time data about. So those are some of the big pieces that are happening there. I just wanted to give you kudos. Um, there was a great thing said uh during my MP3 campus tour. I actually stopped and talked to Rebecca about just there's kind of a request for like a little refresh to technology over there because the kids are on such a wide spectrum of abilities and what they're coming in with and how
014can we make it exciting and engaging. Um, so good job on on working to bring something new to the table or a fresh sense of of things in that way. Yeah, I also want to say that we're such a data driven group and so to know that you're helping behind the PLC presentation. Thank you for that because we really appreciate everything that goes into those presentations. So, thank you. >> I also want to link back to and I think Marty is the only one on board at time, but we put a lot of energy into acquiring technology with the leases that we did, you know, in the shadow of co and then Prior to that, we had technology, but we didn't have any of it that drives the instructional aspect of it. So, all the
015things you've heard Joe talk about acquiring and maintaining what we have and make sure we have those in place, but it's really Cynthia and Rebecca and working with Adrian and with Joe to ensure that our staff are actually able to use it in a way that they haven't really done as a district. So, that growth is is huge and new to us as a district. premonition, >> right? >> Good thing we did. >> It was February. Yeah, that's right. >> Anyway, fantastic. Great job. >> The technology is one thing, but to have someone who helps guide the rest of the staff use it is completely different. >> Guiding. These are the, you know, all the things that sound great is because these guys are helping us to make it happen. So, >> I'm super excited.
016>> Thank you. >> Thanks. >> All right. Thank you both very much. Moving on to the annual staff report. Dr. Harville. will never get older. But it's gonna get rain. It's growing on me. Still >> still hasn't sunk in yet. >> Thank you for >> Yes. Thank you, doctor. >> Yeah. >> Amazon believe it. Oh, yeah. Dr. Dr. >> Well, good evening. Uh, I'm going to walk you through the staffing report for 2526. Um, we're going to start with probably the most important thing we do and and former superintendent talked about it about hire well to well and as I as you watch the progression over the past 10 years, 15 years of Meridian, that is really coming true. Um, and so our goal is to hire the most qualified um, staff. And that qualification
017could be both in the content that they have, but it also could be the best fit. It might be the the person who blends in well, that has the most the highest ceiling. Um, and so our building principles, and this is something that has been really fun to watch, and you'll hear it on the next slide, but they really like to hire. They like their process. They are um to hear and I'll take well actually I'll follow all of them to hear them talk about their interviews and the process they're going through. Um it has been enjoyable to watch and I'll share some more of that as we go. Um, all staffing is enrollmentbased and so last year, last spring, Daniel went through the budget and we talked about the changes that we had to
018make based on the budget. Um, but as we go forward, starting we've already had we've already every executive meeting talks with the budget portion. Um, but as we go forward, any decisions that we make will be based on student need and student enrollment. Um, and then the last one is flexibility. Um, and you you just saw really two examples of the flexibility that we've had within the district. Uh, Cynthia began her career. She >> Yes, >> she began her career as a middle school, I believe, ELA teacher from Rey. Um, and then we kind of saw that she liked the the tech and we she was good with data and so she we knew she had a passion for it. So we kind of nudged her or she asked I don't remember how it went
019but we wanted to pursue that and so she's been in this role I'm going to say five years but don't quote me but she's been in this role now for quite some time and it's her passion and that's where we want. Um, another example is we have our we have a special education teacher at the high school, sorry, at the middle school who started as a pair educator at the high school. Um, and during her pair educator time, she was going back to school to get her degree, earned it. Aaron, somebody saw potential and opening moved up. She applied and was was chosen. Um, so that aspect of growing your own and watching watching them watching employees who come in in one role but maybe want to be a teacher maybe want to be a
020director watching them make that progression um is exciting and it gives the district some flexibility. Uh the other thing I want to talk about flexibility is job position titles and the CBAs. Um and so we have the ability to use lead replacements. We have the ability to use temporary positions mainly for classified and we we use those a lot with um our student enrollment and you'll see them a lot with pair educators where we will add a temporary pair educator for this year to support a particular student. Um with certificated we don't have that that category of temporary. With certificated we can use either provisional and we have one year or two years or three years sorry or we have leave replacement. So there is some flexibility in how we hire um hiring process. Um,
021and this is something that has really expanded um, and really actually exploded probably in the past two and a half years. Um, it started with Tyler at Irene who said, "Hey, how can we do demo lessons? How can we have them teach?" And then he did that and then Robert at the middle school started. Sean started. our directors are working to get um some sort of a demo into their interviews. Um and it is fun. I don't know if fun's the word I want to use, but it's the word I'm going to use. It's fun to watch that people get excited about improving their craft to get better people working with our students. Um, and one of the one of the things that I heard from Tyler specifically was he was he had a he
022had a large pool this he had some openings to hire for teachers. He had a pool of probably 50 or 60 and and we had a conversation on in August, early August sometime because the hiring committee was was really worried about the upcoming hiring process because they had so many quality candidates in there and they didn't know how they were going to make the right choice for the culture of the program. And so the we talked probably 20 minutes about okay, what can we do? what do you see? Um, and so that is a great problem for our principles and directors to have. Uh, and because of the demo lessons, you see a different side of an applicant that you wouldn't see otherwise. So the demo lessons, I think Michelle, last year you asked, hey,
023is it going to expand? It's expanding and it's expanding into the directors as well. >> The question was like, when is this actually happening? It wasn't last year. >> Yeah, it is. It is happening. So did Rob have >> Rob Rob joined in. We have had our principal position process. >> I think I went through it. I think Dr. Ever probably went through it. >> So it's it's when you'll see a quote from Robert about being bought. It is a full day and we have six stations and everyone was Rob got into that. >> How did you like the process, Rob? >> Uh it was pretty extensive. Uh it was six hours and uh like I would say six rotations and each rotation was 35 minutes and um I did how to lead the staff
024only. I did a formal interview. I did a tour of the skiing. It was every every state is different and I was evaluating state. It was by far the most expensive and did not be fun. >> That's great. >> It's been a great process. We've had we're trying to get student voice. We we have a student section of that interview process and we're we're working to get the voice from them. Um following that, following the the six steps that Rob went through, they get to leave and then the interview team sits around and we go through the wilds and wonders for each applicant. Um and that that takes an additional probably hour to hour and a half. Um, but the information you find out through that process is invaluable. So, we're continuing to tweak it.
025Um, but that's the process we'll typically use for principles. Um, and we've also started to use that. We did it a couple times with directors where they went through maybe a two or three step process. >> Oh, really? Does your hiring panel rotate in and out? >> So, how frequently? >> Yeah. like so that we don't get in a rut of just hiring the same type of candidate every single time. But we have some diversity in the panel. >> Yep. For principal, I will send out I'll just give you an example. For principles, I will send out a hey, we have a we have a opportunity to go through interviews for principal. Let me know if you want to uh participate. And I get the same staff members that want to participate. Um, there's also
026staff members that'll go tap on the shoulder and say, "Hey, we think you would we'd love to hear your voice in this." Um, it is tough for some of them because it's a full day out of their classroom. Um, and they're doing the lesson planning and all that, but we do we do try to make sure we get a variety of voices. Um, and then we also ask our buildings for the same thing with the leadership students. Um, so that they go on a on a teacher um they may be hand selected by the principal based on grade level, based on what they're going to do. Um if it's if it's a parent educator, we're going to want the typically the teacher that is working with them, we're going to want the supervisor. Um and
027then we're going to per the MESP contract, we have to have other MESP members in there. Um and then we are we are constantly trying to get more student voicing that help um executive team last year executive team reviewed any opening um to see if we could if we needed it if we could fill it a different way. Um this year we are we are going to review all the unbudgeted vacancies. So, all the postbudget ads we're going to go through that process with. Um, this year was a it felt like a a long hiring season, but it was because we didn't start until probably May after we had the budget. So, since May, we've hired we've hired only 28 people um since May. and they range anywhere from um Rob Ziga behind us to
028student loans. Um and I didn't include coaches. I didn't include lead replacements that didn't carry through this year. I just included those that were recorded by 26. Next thing, Paige, I asked each of the principles um to give me a quote about hiring and the quotes are much longer than this. Um but I I chose kind of a nugget from each principal. Um and so I'll read them. Uh Tyler said, "What is most important is hearing how they think about instruction and the coaching sessions that follows." And so what that means is in their demo lesson they will the teacher will teach the applicant will teach for 15 20 minutes and then they go into a coaching session afterwards and what and I don't know what it is exactly what went well what would you
029do different why did you make this decision coaching or instructional decision and then they go into a regular interview traditional interview what he is noticing is if an applicant applies in May for a teaching position is not selected and then another opening comes up in June. He is seeing that the coaching he gave them during that interview demo lesson is starting to come through in that next interview. So that tells him an additional bit of information that this person is coaching and this person takes coaching and takes feedback and likes that process. Um, and that just makes us and better. It it allows us to hire better better instructors for our students. Um, which is which is our goal. U Mr. Kassic said, "Though it's a tough gauntlet to run, we've had nothing but positive
030feedback even from candidates not selected about the tone it sets for how important hiring hiring is in our business. So when you're on that phone call and you're getting the hey we're choosing to go in a different direction but you are still like that process was amazing. I makes me want to be a part of it. That's pretty cool to hear. >> Um that that the process that we go through is even when you don't get selected you wanting to be there. Um and then Sean uh the demo lessons allow us to see how applicants connect with students deliver instruction and manage a classroom in real time. And so high school they're they're using the students to give feedback about Dr. Wessles as well. So continuing to improve it. Michelle Sidell is not in here.
031I want to recognize that she was out when I was gathering these. So I will bring again this time. Current staffing. Um current staffing we have 276. I'm going to say ish, but we have 276 staff. And this is just our teaching what we need to do to run Bian school district on a day-to-day basis. This is all our bus drivers, all our parent educators, teachers, administrators, finance directors. It's it's what we need on a on a daily basis. Um you have the the breakdown there. 129 certificated staff. These range from teachers to specialists, OTP, um 119 classified staff. That's everything from student monitor to custodian to driver, seven building principles and assistant principles and then 18 non-represented directors and executive tool. So that's our current staffing. What this does not include is any coaches
032and any clubs. So with coaches and clubs, we're we're getting closer to the probably 375. What was non-represented? non-represented is they're nonre represented by a unit >> but they are still not exempt from if they go into above 40 hours they still qualify >> collective bargaining groups uh we have three collective bargaining groups in uh we have the MEA which is our teachers we have MESP which is our classified staff and we have our newest bargaining group and and that's our Meridian administrators team, our MAT. Um we hold either Dr. Everett, myself or Julie Dodd and myself hold monthly meetings, labor management meetings with each of these groups at the district level. Um each building principal holds monthly labor management meetings as well with their union groups. Um, and from the from both standpoints, those
033labor monthly labor management meetings are designed to solve problems, um, build relationships, and it's a in talking with our MEA pres president today, it's a good way to just forecast, hey, here's what's coming down, here's what we're thinking. Um, I think that because of these monthly meetings, our relationships with all three groups have improved substantially just with the communication. There's no surprises. There's no surprises on either of it. And it's it's worked out well. We will have the opportunity this spring uh to bargain with all three groups. Um and we will start MESP for the classified we'll probably start in February with the goal of being done by June. MEA there's a similar goal uh be done by the time schools out and then MAT will we'll work through as we go >> Dr. Har.
034>> Yes. >> What's the attendance for those meetings normally? >> Who's in attendance? >> Yeah. Like noted number normally. Oh, for the labor management, >> it's typically either depending on the group for MESP for the classified staff me Julie and myself and then Dan Peterson who is the the PSC representative and then two of the two members the president and vice president. So, five to six. >> But what about um staff? How? >> No. >> Oh, no. Staff comeship. It's leadership. >> Don't have a meeting. So staff can attend and ask questions. It's just >> Gotcha. >> Yeah. And the piece that we've really been working on is previously the we'll say a teacher or the union president of either group would come directly to the district office. >> Okay. >> And we've coached them
035to go, okay, let's go to your building um and let's solve it there. And then if it can't be solved there, then let's bring it up to the the district office um to this team. And that's really paid dividends in building relationships with the buildings and their unions and solving problems within the buildings. Um and those are still probably four or five. And then the MEA leadership for the building will their teachers will come to them and say, "Hey, here's something that's on my mind. Can we think about this?" Same thing for NBA. Do you know how often like MEA meets >> in each building or as a whole? >> You know, I don't I don't have that off the top of my head. Okay. >> I know they do. I know they're going to
036meet here pretty soon to look at bargaining. >> Start that conversation. >> Well, >> my sense is it's not very >> not very often. >> When I came, >> um I think when I came in, what Kurt described is true that things would fester. there wasn't representation and then it um we just solve this problem if we problem solve as a system before that over time it's really improved like that direct it's good >> that's imprint and then every time we bargain we we will they do a good job and then we also do a good job of and Julie does a really good job this came up in April we want to work this into the contract be so sure I think what you get added in the contract so it's really it's really
037come a long way in the process [Music] >> good question >> right staff challenges um we have a few number one just budget the budgets impacting our services to students um and we had to shift and we talked about it in the spring we shifted some people into new goals so our our mental health coordinator at the district level we we didn't build that and shifted her into a counseling position. I mean, and so we lost those services. Uh Baron Jacobe is taking on some of those services, but that's another hat that he's wearing. And so the services we're going to try to get as close as possible, but we're going to lose some services. Um we also based on the budget, we had to reduce our drug and alcohol intervention specialist. Um, and she
038was a good resource for students who were babying or who were into the drugs or even just needed somebody to talk to. Uh, she was a good resource. >> Um, special education. Um, Erin is already kind of letting us know he does a very good job of listening to his team and then bringing forth concerns and special education. One of them right now is case loads and and they have a high case loads both for teachers as well as specialists. Um so he's actively working and we're working on ways to kind of break those case loads, lessen them a little bit or spread them around. Um and then finally staff challenges our prospect staff um custodians and and Jay talked about it I think in August with custodians. We're we're down a custodian. Um but
039the same area needs to be cleaned and so working with custodians to and working with teachers and students to support the custodians and and what they're doing. So those are some of the the challenges and then going to each school. Um Irene Ryther you have you have the sections per grade level that we have. One of the things I talked about was we only we hired at Irene. We have two brand new staff, two brand new. The other hires that we did and part of that August conversation was with Tyler was he was hiring staff that were on leave placements contracts from the year before or were on provisional contracts and due to budget we had to release. Um, and so he knew them and he knew the quality of instructor they were. And so
040his dilemma was which ones do I choose and how do I break this down from the other 50. Um and so the piece I'm going to highlight here is I don't know how many of you were able to attend the TK first day >> and the kindergarten first day but it was a lot of smiles. It was amazing just to go down there walk down that hall. Kindergarten staff the teachers all had matching t-shirts. all when you went to their rooms individually, they were still kind of scrambling a little bit, but when they came out in the hall to go face the students, they were all smiling um waiting for them. And then the new piece is, and James will talk about this in his portion, is the early learning classrooms. So, the TK and
041the ECAP classrooms that that we've added. So in between early learning TK and ECAP and kindergarten um we have 11 total classrooms and we're serving 180 kids um all in that 3 to 3 to 5 age group. So when you need a smile brought to your face, visit that class or a slight panic. >> Yeah, either one. >> Cuz I was there. I was like, "Okay, I'm here." >> And I stood right where I was supposed to stand. >> Yeah. help me. By the time you talk to Mrs. Tone and all that, it's like he was standing right where I was standing. >> And so they >> Yeah. I I couldn't believe how many little children >> Yeah. >> And how fast they acclimated to the classroom. their parents left and then they were they
042were doing instruction and they were playing and >> we're we're approaching 300 four and 5 year olds that that's a separate elementary school. When I was looking, I thought it was just gonna be like maybe like 30 kids. >> Almost overwhelming for >> uh going to the middle school. Um middle school, we have a new principal, Robert Katzig, who shifted from the high school in April, but then made official for this year. And then middle school staff held steady. Uh they have one they have one new lead replacement. So both um and that's in teaching um in certificated teachers at breakfast um that the church put on for us. Um radio middle school came off the school bus all wearing matching t-shirts. They were representing there was a there was a um belonging. There was
043a pride. there was a we're here at um which is good to see and then Meridian High School um you met Rob Zable. He's our new assistant principal and we have a new staff member um Allied Health which is partnering with NCTA um and and MSD and she's serving our students. And then we have we've combined some leave replacements positions and we brought in a a 6 PE teacher and then we brought back a returning um leave placement math teacher um because of the work that they've done and finally MP3 um one new kindergarten teacher and and new but um as I look at that she was with us last year in a lead replacement position so we're able to recognize those staff and then be able to hire them again and then we have
044a lead replacement teacher um until January. >> That is the that is staff review questions for me. >> A lot of work. >> Yeah, it's been a lot of work. the principles um directors the process takes probably two to three weeks three to four weeks and depending um thing that I want to highlight Julie Dodd all of this paperwork all of the hiring process all the posting of jobs taking down of jobs all of that goes through one person so kudos to her um for all the work that she does um in maintaining plus she's helping with fire helps with staffing and personal things. So, >> sure. HR likes the shout out. >> It's a lot of work. >> I will let her know. Our HR department is curtainable. >> I know. >> I mean,
045that is a lot. >> It's phenomenal. >> Especially with 576 like staff members, division, roles, responsibility. So like that the beginning like that you said you had a superintendent so very important hire well that superintendent hire you as vice principal I mean you were talking about motives within the whole thing like that I think it's best example history you know you know we have two vice principal now doctor within our district it's like it's been sim Yeah, I call. >> Oh, good. >> Let him know. >> I know it's like 12 midnight, but guess what? >> That's great. >> Thanks, Kurt. >> Thank you. >> All right, moving on to the start of school report for Dr. Ever. So, typically I just include this in my report, but um it was fun to gather the
046images and just, you know, talk to our principles about how it went. And I have to tell you the district kickoff discussion and the idea um that came out of the retreat from the board to just stay with our goals and to keep using the same commitments. They're moving the needle. Let's double down on that was well received by all the staff um and so uh as well as our our principles. So um we're back. So the idea the idea of being able to still be hiring it's odd that April, May, and June we're talking about budget constraints and then in July and August where you need to hire, right? We still have situations where people need to be on leave or structures that have to be supported. And so um I think the through
047line for me and what he shared is hiring is one of the most important things that we do. we bring someone into the organization, it could be for 30 years. So, we take it very seriously. The um comments about the early learning, we had a quick shift. Adrian was um super influential as was Aaron. Um we had transitional kindergarten. We've had it I think since 2021. Um, when I came to the district, we had developmental preschool and then we added ECAP classroom, then we added Head Start and then we're riding TK. Well, because of some contention at the state level, all the TK classrooms in the state gaps at what the last year previous years have only. So, we couldn't serve any more four year olds than 40. So, we worked with Ferndale with ESB
048to try and get some more slots for four year olds out of the ESV. DCYF, which is the state agency that awards those slots, did not provide the ESV slots. And so, Aaron shifted and went back to the opportunity council and were able to secure. And so Adria and I must say ECAP um as a state agency they have a lot different requirements than what we have as certified teachers. Um a lot of early learning teachers in ECAP programs are not certified and so they have they have to do a different set of requirements. Um, so being able to do that at crosswalk from what the state legally requires into what a school district needs to satisfy and make sure that it hit all the marks that have to be hit. Um, Adrian really took
049that on anywhere from making sure we have furniture that fits a three-year-old um to the curriculum to making sure that our teachers are getting the CPR classes that they need. So all those things. Um so you have 40 ECAP slots then and those are I think 16 three year olds >> team now. Yeah is >> and then the rest of the 40 are four year olds. TK is four year olds and then of course our 5year-old um kindergarteners. So, they're pushing 300 and the group that is um I don't know if you remember, but we we talked about an early learning specialist shipping and being able to utilize the funding. CK funding is different than basic ed funding. And so, there is a there is a standard that you have to hit on a 17
050to1 ratio for your early learning. And so in order to make sure we hit that, we make sure we have staffing so that we don't leave funding on the table with access to that. Um you can't keep adding classrooms because don't have space for that. Build it for that. We do have some dynamic people. So Natalie took on that learning specialist role was that was a great shift and she also worked really really strong with Adrian and Harry. So anyway, it looked great on the first day of school for those young ones, but a lot of work was happening. It's kind of duck across the fond. >> Yeah. So, um, kudos to them and I just want to reiterate that, um, you know, we are making great strides in the district, the talent is in
051the district, and I think that the work that's being done is elevating that we can do for every child. We're still trying to be better. Um, but, uh, it's really fun to see and and fun to be a part of it. Um, >> so where are we at in the future with making sure we have space for the additional preschool TK students because eventually they're going to be first and second graders and the building's already busting. >> Actually, we we have the ability to serve those children. And so part of part of our issue um is we have children in the district that we can't serve because we're capped. And so, um, part of the messaging that we're going to be taking to the state is that they need to remove this superficial cap and
052serve the children that they deserve to be served. Um, and so we will find those. We have an empty portable, we have another classroom. The other part of this is as we've gone through budget cuts over the last couple of years, we have really minimized our education program. So where we may have had an extra teacher here or there, we've cut those down to make sure that we preserve staffing, right? So we have physical space. We need the ability actually teach this children, >> right? >> It's kind of crazy. I agree. So um kudos again to Laurel Church. This is something that they've done a long time and it's just a great way for us to come together as a district to have everyone together, break bread together, get a nice message from um Pastor
053Joe and um it's a great morning and yet the middle school staff came off the bus and little bit of attitude and that's been fun with our leaders too is um you know they posture and play with each other um but they've got a good spirit so it's really good >> and the wish lists continue to be shared. every week >> also in so >> yeah that's an element >> what was that >> we collect wish lists from all the staff that attend that are outside of their budget and as a church community we honor those wish lists and provide >> a great benefit all >> so the kickoff event uh a little bit different this year so we actually had our two student representatives So Logan and Eden shared a message of what they
054had shared with all of you last year about they study as a student advisory group. They studied what um their peers had said and and the feedback around um hearing their voices was so much stronger coming from them than if I were to have read it, right? And so it went really well. It was well received. Um so nice job. Thank you for doing that. >> And then Natalie and Andrea Natalie Eining and Andrea Ames both are going to be sharing a lesson around how do you know that your students actually understand what it is you're asking them to do when you scribing for them and some instructional work that we've been doing with this. So, um it was great to have it, not just me talking. So, appreciate and for being there. Um, I
055don't know if you had thoughts about presidential. >> I did. I was gonna go back to Logan and Eden's presentation if I could for a moment, but I think Dr. Dr. Ever alluded to the fact that it was so hard to get up and talk in front of your peers, but to get up and talk with other people that are your administrators, your teachers. That's so hard. So, you did such a good job. I don't think I could have done it. So, you just go up there and be like, "Yeah." And you were so funny. >> I love it. I was like, "You guys are awesome. That was so great." So you did very very well. Thank you. >> Yeah. >> And they appreciate your voice, too. >> I really do. >> Teachers did like
056mention things to me. And not just like praising obviously Eden and I for doing that, but the content which is more importantly, >> but your delivery was amazing. >> Thank you so much for doing that. I also asked each of the principles to give some feedback on the first couple of days. I will tell you they were smooth. Spent those first few days visiting buildings, getting into classrooms, checking the teachers. Um, so I'm going to do what I preach not to do. I'm going to read it. It's a little bit small because I don't have a lot to say. So Mr. Dawkins said, "Irene Ryder Elementary has had an outstanding start to the school year. Our youngest learners in preschool and kindergarten settled in quickly, and it's been joyful to see their excitement as they
057begin their school journey. Across all grade levels, staff are focused on building belonging, strong routines, and high expectations laying the foundation for a successful year of learning. The energy and arrival and dismissal has gone smooth and welcoming, and families have expressed appreciation for the communication and partnership. With our MTSS focus on belonging, attendance, and learning, we're aligned and ready to make this year one year one of growth and connection for every Trojan every day. And it was so cool. I I share with Dr. It's like that first day of school is watching the the not only the children like run to Tyler or Mr. Doc and you know, hug them. They're so happy you see them. They're high five and all. But some of the parents too, you know, they're like, you know, like they
058were all excited like, "Hey, we're back, you know, high five, and just happy." And to watch the kids, I mean, I didn't do that with my scared, you know, >> but a lot of kids and this way he ended, everyone's excited to come back just really like want to stay longer. The energy was contagious at the conf meeting just got you excited. You could just feel it in everybody. So yeah, also Mr. Krenzik, Mr. Card, we've started the year really strong at Meridian Middle School with a focus on our goals of belonging, becoming a true learning organization, and ensuring high levels for every students, high levels of learning for every student. Our meridian mindset of being open-minded, trustworthy, courageous, and caring are showing up daily in the way staff and students interact and build community.
059From the energy and reconnection at our back to school block party and the you belong at MMS wall to our student advisory and daily mindset awards, we're laying the foundation for this understanding clear path and bold future and they're just doing a really great job. >> Good good stuff >> that the high school Mr. often shared at the start of this school year has been incredible. Everyone is moving in the same direction to support student success. Our students are speaking up, working hard in their classroom, and making sure everyone knows they belong at MHS. The culture in our building is as positive as he's ever seen it. And I'm excited for the year ahead. So, we had MP3. So, at this point, MP3 had not had their first day of school. They had had their
060open house. So, um, MP3 has had a wonderful start to this school year. Families work closely with SLPs, finalized student learning plans in curriculum, ensuring students are ready for success. We had a fantastic turnout for our open house and campus students are eager and energized as they dive into classes, which >> it was fun to hear the excitement from some of the families who have been on the waiting list and now can finally get on campus. um we still have waiting list to get on to MP3 that we >> Yeah. So we have about 25 more students in the on campus classes which means there's more capacity in remote and typically the way that they work that is if you are on the waiting list and you want to be served in the remote than
061when open >> and that's what can happen with a couple of these families. So, I'll give you an enrollment update. The official enrollment day was last Friday, and we projected for our budget several months ago, 1797 students. Um, and right now we we had on Friday 1786. So, we're down 11. But I will tell you that we had several students, um, I think seven students who were processing their special education paperwork and so we could not count them. And I think we had 11 students that were in our choice for we're waiting to see that we actually are able to serve them based on the constraints that we have. We have no concerns. Daniel and I had a conversation. We figured it out to a number of things that we'll go fine. for um I
062do want to acknowledge our executive team and Daniel and the ability to project months in advance our our enrollments to almost single digits. Um it's crazy when we consider the amount of error that could occur for any number of reasons. >> So kudos to them for that. >> I feel like we should call them match balls. That's what I have first. >> Okay. >> Thank you, Dr. Ever. >> Pretty awesome. Sounds like everybody's very excited to be back. So, it's refreshing. >> So good. >> We have no new business this evening, so we're going to move right into old business. Um, we have the second review and approval of the capital facilities plan. >> Yeah, I had a question. I'm sorry. I probably shouldn't have asked this at the last minute. Um but the plan
063includes like projections for housing development and it came to this number of like two to 300 students from like around a thousand homes and I was just wondering how that number was calculated because to me I feel like a thousand family homes is more than 300 students. I don't know. So just >> great. I'm gonna ask that Mr. Jagger comes up front and center. I asked him to be there in case there were questions tonight. >> Where's Daniel? >> Yeah. >> So Logan, the calculations are based on a student generation rate. Um, and it's based on the type of home. >> Okay. >> So you see a thousand homes. Some of those are are multif family. Um, some of those are single family, some are are town houses, apartment complexes. Um, so the student generation
064rate changes based on the type of home. Um, so those numbers were given us to us um based on the valuable space. >> Oh, okay. So it it is based off >> historicalist. Yeah. Okay. Okay. That was my experience. Aren't some of the homes that are over there 55 and older right now? >> Yeah. So >> I had a question based on a feature in the L interview this week from Superintendent Vanderott. He claim he's looking at the use of the state environmental policy act to address overcrowding of the district and authority of the claim the new developments can create environmental impact like overcrowding and inadequate services. >> Yes. Sea mitigation. Yep. >> Yeah. >> So, I can't speak to his place, >> right? >> But I can tell you the SEAP mitigation fees, um,
065which we we currently we currently collect fees from a development that was put in in 198 >> 1988. Um, every time there's a new home constructed, >> the district's we we we uh we still get those fees. Um and those are the same same type of fees that we would be seeking with the the hijack development to mitigate um >> well can I please get a motion to approve second do you want approval of capital facilities plans motion approve the capital facilities plan as presented. >> A second. >> Okay. >> All those in favor? >> All right. >> Okay. Moving on. The second view and approval of the school improvement plans. >> Can I speak to that? >> Oh, sure. >> So, we presented these last month, read all the requirements. I did not believe
066that it needed to have board approval and in the last month have received documentation said yeah they need approval. So, it's back in front of you asking for your approval. So, we can get that. >> Okay. >> What we just approved? >> No, I pres we presented them last month, but we never asked for approval. So, we're asking for approving this time. So, you can you can check that box away. They are done. And then we got to present. No, these plans are granted. >> I please get a motion to adopt school plans as presented. >> Motion to approve the school improving plans as governed. >> I'll second. >> All in favor? >> All right. Second, we're going to approval procedure 2161, special education and related services for eligible students. >> Again, I this is
067another >> I please get a motion to adopt procedure as presented. >> I'll make a motion to adopt procedure 2161 as presented. >> And I'll second. All those in favor. Okay. Second wheel approval policy 2230 transition to kindergarten program Logan. Do you have anything? >> Okay. I please get a motion to adopt policy and teaching through zero transition to kindergarten program as presented. I'll make a motion to adopt policy 2230 as presented. >> And I'll second all those in >> favor. I second approval procedure 2410 graduation requirements. Please get a motion to adopt procedure as presented. >> I'll make a motion to approve proceed 24/7 as presented for graduation requirement. >> Second. >> All those in favor? >> I second approval. Also procedure 5260 personnel records. We're >> a motion to adopt policy procedure 5260
068personnel records as presented. >> I'll make a motion to approve policure 5260 personal record as a second. >> All those favor. >> Okay. Moving on. Superintendent. >> Thank you for those approvals. Um, so this is why I typically put the start of school in my report because it get repeats a bit. So, um, a couple of things that I wanted to share that was, uh, in in August when we were all together as an administrative team. Um we have three days where we come together and do our pre-planning for the first few days of school to get big book and then um students on the first day of school and then the fire truck was donated to NCTA and Wakom County Skill Center. Oh, and so we partner with that and uh it is in
069our bus garage and um on occasion we'll go down to Mount Burton for their program that they have down there. But um Mark is the instructor up here at Wacom um at our high school and super excited about that was donated by Right. Correct. That would be a great entry in a parade to promote NCTA. >> And it'll be so fun to do when our state kids go to state and our little parade around our school and stuff in >> so make sure we have someone CDL qualified to drive in. Oh yeah, I got my >> and I just wanted to comment on the picture of all of our administrative staff in this. Everybody looks so happy and ready to get back at school and I just see great things coming from all these people.
070So, thank you for all the good time you put in getting ready for school and I think we all are very excited for all the great things that are going to come. It >> is a great team. It is >> a great team. It's every just looks like one big C family picture right there. So >> and it is and then the excitement back too like for me like I handed Kelly you know my boy his diploma >> and then Langston started prek it's like it never stops right it's another grand >> so I was a little more excited >> I was excited 2012 when he graduated you know that can you come down the office there 30 to three more terms. >> My son was a little he >> All right, moving on. Moving
071on. So again, strong strong kick kickoff and a stronger start. And just um just just to um reiterate those it was a good event to start and our guest speakers did a fantastic job and in the end everyone really did enjoy the message. um the work they're doing is it's working and we're going to keep doing that progress. >> One of the things that we have going on the first week of school and then this week with our secondary school conferences and postcoid we did a shift. We used to do conferences in October. >> Uh November or November. >> Yeah. typically at a quarter. And the reality is we would put on what I would call a facade that we knew what was going on with each each student in their learning um but not
072really have a good sense and um to try and ensure that we were meeting students needs. The idea after COVID was to switch conferences sooner to give an opportunity for families to actually share what it was that they wanted us to know about them instead of us reporting after four to six to eight weeks of the things that we had done and often the first few weeks is instructed activities right and so um it's really been I think important particularly with our younger children to get springboard in how they start their education this year. Um, and so we'll continue doing our conferences and then we'll have at at the end of this semester we'll bring people back again circle back and have a different approach hearing where they've been looking at their goals and seeing
073what they have left to do. >> Oh, Dr. Everett, what's the feedback from on flipping that? It hasn't been talked about much recently because it's been a few years. They didn't move to it, right? But initially it was awkward to start a little bit different. But taking a time to where families were asked questions about learning styles and how does your child work with other students will be able to get that information across well received. I think it's time probably ask some other questions about Ohio. It's so great because we can have big years, right? Everybody's been for a summer and we can learn a lot but they some adversities adversities have been going through through the summer and how we deal with them and right so I I appreciate the transparency to say we
074don't we didn't learn much through those first few weeks of school and to be able to say we have a lot to learn what they had been going door through and how do we approach it so I think it's a great I think it's good to circle back and >> is that something like send out like a survey or something? >> Are we seeing participation growth in like the good data? I think I think the participation is at the secondary. >> If you think about engagement of children, elementary, they're all there, right? Middle school, they're engaged in the process of what's there. But the high school is a little bit of a challenge than 10 >> are are really geared to what we're doing to prepare ourselves as we leave. 11 or 12 are kind
075of dialed. So to have a conference uh and I think you know the conferences at the high school, they're targeted to students who are really in dire straits. And so, um, it's always a conversation. What's the best way to approach it? So, as we have a new administrative team, we'll we'll look at the secondary. >> Just wondering how we get to the students who need that >> that support. >> Yeah. And the focus has been on those who need the support, right? >> That's academic. Also other pieces that >> especially since uh September's attendance month >> and so how do you wrap that together? like a tennis mom. Um, you know, it's all those things that be a good kind of play piece. >> Well, what's really exciting and we didn't report on, but we
076do headcounts the first four or five days of school leading up to count. How are we doing it, right? We want to understand and be ready if we got anything coming. I can tell you some days the middle school return 97%. Some days they were 90%. Our kids are coming to school. >> Awesome. >> We're not we're not dealing with 50% 60% kids are coming to school. >> Um a couple of things on on the front end. Um so Marissa Rathbone, anybody know that name? She was the um government um liaison for WASDA. She was hired by WASA to replace Dan Steel who had been their legislative lead for the last eight years. And so she came up and I invited Dr. Dominguez over and she spent about two hours. We talked about legislative session
077topics, things that we need to be looking at after big three, what's happening around early childhood learning, um how we can change the the cap on te day. Um and just thinking about um how we'll be able to position ourselves to advocate for educational issues in a 60-day session. This is a short session. Even yours are all short sessions. And so, um again, when you heard me say it, education received 43% of the overall operating budget. 50% 2018. So how to get that back and there was actually an article in the tribute today that was taking the budget issues across the state for districts and looking at the state legislature what's been updated. So uh but it was a good meeting. Uh I'm going to continue on the legislative uh committee with WASA. Um, also,
078um, I just want to share that that was that was an opportunity to share our aids up here. And then, um, every month walking county superintendent meet. I've led the group before and when I've not done that, but I am I am working in partnership with Dr. Dominguez out of Ferndale. We're actually leading the region 108 meetings, which are the Wasa region meetings. Um, we're co-leading those together, and then we're co-leading the guys who work very much together. So, that's really good to have a partner. And then our student board representatives and Lisa Gilchrist, we met, is it last week already? >> Yeah. Last Friday. Yeah. >> To get a structure together for this year. And so, um, we're going to meet district-wide four times a year. And so, the W is working to send
079information out to our administrators on how to set up the building groups and we'll get them going. So, sign up for that to get moving. And then the last thing I have is um meetings coming up. Uh you had seen something about me going to Big Harbor and doing some work around mental health and happiness. I am not going to go. I'm not going to do that. We're short staff and so I'm not going to skip but I do want to point out I am going to be attending the uh AAS field to the real life. Um and that's in DC. So Dr. We'll be leaving. >> Well, do we have any information from our student board represent? >> Yeah, I mean, I guess Dr. Everett kind of covered most of it with his section
080on initial planning, but Eden and I are looking to get our high school advisory started up. Uh once T3 start up, we're going to meet with Mr. Zel next week. We have a date planned. I just can't remember off the top of my head. Um and we talked a lot with Dr. Robert about like the application process, how and like recruitment process and how things should work. and we're looking forward to hopefully our first district meeting in mid October. >> I think it's amazing how much pride and how much you put into. It's really cool. >> Thank you. >> Any information from our board directors? What do we have? >> The volleyball team's traveling >> to a big tournament that they haven't been in for a couple years. We just approved their travel tonight. So,
081thank you for doing that. Um, class of 226 have a giant fundraiser coming up at 20th at garage sale. So, if you need treasures or treats, it's also fake goods. Come have a cup of coffee. >> There may or may not be my mother sending the little present. when Bob >> 27th >> and then the Saturday at 11:00 the youth football team is going to play very nice big be there excited >> lots of community opportunities going on >> this Saturday this Saturday >> so we're gonna do like a whole night like there's like people >> such great both rosters and >> yeah, how do you say his name? I'll write down how it sounds. Just I want to get right to the parents. >> We can do that. Okay. >> All right. Well, we
082can sign some official documents and journ. Thank you everybody.