001I looked up all the notes in my other really well. All right. Well, welcome everybody to this June 11, 2025 regular school board meeting. We will stand and say the pledge of allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Welcome everybody that's here. Joe, Adrian. Yeah. Um, can I please get a motion to adopt the agenda? I have a motion to adopt the agenda. I'll second. Okay. All those in favor? I Okay. Can I please get a motion to adopt the consent agenda? Make a motion to adopt the consent agenda. And I'll second. Yep. All those in favor? I All right. Moving on. review the strategic plan process progress representing everybody. So this is
002um an opportunity for us just to do a check-in at the beginning of the year. You all were to us goals for our plan and the focus areas for that. And so um we have some data in progress towards some of the areas wanted to share what we've learned so far about progress um and kind of what we are thinking about as we're going forward. Um so we had set some goal area goal areas for each of the commitments. So last year for belonging we were looking at um really focusing on students opportunities to cultivate connections and then a commitment to conversations about difficult or difficult conversations about race, gender, oppression, discrimination. Those were areas that had kind of come up as needed on some um and so these were the goals that we had
003set for ourselves and we did this earlier in the year. So just a few pieces of the progress wanted to share. Um so Bryant did share that we had we do have increase in participation in activities this last year. So I think in his presentation he shared some of things that have been happening. So there in terms of activities how kids are engaging with continue to have a high level of engagement of our student. So I think that is indicative of the sort of things that kids enjoy. Um we the progress indicator in the bottom of the question about difficult conversations about race, gender, impression. This is one where we saw families and students had an increase. They felt like there we were moving positively in that direction and there was a little bit of
004a decrease there from staffs and um in their responses. So but we continue to see that is an area where we grow to do. Can you identify what building you're seeing those responses from? They're um from different buildings. So I think that in your administrative data I think Angie is that right? You can see the actual surveys themselves. So this is districtwide percentages but if you go into the actual surveys you can see like where those answers are for different buildings. I think another important piece is we are looking at the CE data and other perception surveys. A lot of this is perception of either families or students or staff and different things mean different things to different people. So perception data is only as strong as what we fully understand. Everyone understands the prompts
005to be. So sometimes people look at the prompts in certain ways and we don't always fully know. We have our our take on it. So as we continue the work we also will continue to define the different pieces. It's something to keep in mind when we do surveys for when teachers do surveys with students. It's super personal to the teacher. We also have to say let's make sure that the prompts are something that really honed in on and do we know and if you're saying we have access to the survey so we can also see the percentage of the staff who actually participated. Okay. Yeah. We have um really good participation on these surveys in general across all three groups. Yeah. So when let's say the students take these um is it quiet in the
006class or does someone like do they go through the questions together? So it's because some of the questions you know some people might not understand really fully what the questions mean. Yeah, I think it very they usually typically are doing them like in their home room class at the middle school and high school and the elementaryaries they're doing with their teachers and students the student surveys at the elementary are only upper grades. It's only fourth and fifth graders and the questions are a little bit differently we're going to have a student survey than the adult survey. So they're a little bit more kid-friendly in terms of language. Um, but whether they're actually reading through them or explaining them, I think that's going to be a little bit teacher dependent. I would guess question. Are they
007like anonymous? Like a a staff member would worry about getting reprimanded because they Yeah. Yeah, they're anonymous. We can um they do have some demographic questions. So, like if we were curious to know if there was a certain demographic, um there is a way in their structure in their system, they have like a a Tableau dashboard where you we can go in and kind of dig into like, oh, I wonder if these are our um fifth graders or I wonder if these are teachers who have been here for more than 12 years versus so there's different ways you can kind of look at programs if they're specific questions. And so part of what that does for us, I think, is we'll say we have this big picture of these data pieces, but that's not going
008to give us all the answers that we need. So a lot of this is this is an area where we have some more questions to ask or this is an area where we want to learn more. Okay, why are saying that? What is the look at here? Is it everybody? Are there certain groups that are saying things that are different? Yeah. So some of those there I think um communication we have a few different pieces that we looked at here. We really were looking at communication then partnership with families and opportunities for families to really advocate for the needs of their children was where we had set our goals. I mean there's kind of what we were looking for family participation um students awareness of their progress. So in looking at where we were at
009um family perception about communication has increased. So it started it was positive initially but it's gotten more positive there. Um and then but the one that we see as an area of growth for us is the students progress. Um the indicator there where the students are saying my teachers tell me how I'm doing their class. And that's something that we're interested in um exploring a little bit more of how are we helping kids to understand what they're learning how they're learning. That was that didn't have the growth that we were hoping for. Um and then in terms of participation in family conferences, we had really good participation at Irene. We had really good participation at the high school and the middle school as well. um for family conferences that the way that they collected data
010wasn't easy for me to pull into a percentage because they didn't they took like notes from families from comments and stuff. So to go in and try to calculate a percentage. So that's something we're going to work on getting a better way to collect which how many families are really participating in those opportunities. Okay. And then another thing Lisa and I have been talking about um with the team is other participation events that we have that been come. There's things that are it's pretty easy when you're coming in and you're sitting down with the conference you can check off but it's a little more difficult when you're coming to an event to see. So what are ways that we can get to know who's participating? How are families engaged? Which families are? So that's something
011additional um support. This is one where we really are looking a lot about um our goals were around discrepancies in achievement. And so um here there's really we don't necessarily have the data yet. So we'll come back in um depending on when the state releases these fully, you'll be able to click again and see kind of where we are with these. So we don't necessarily we don't have disagregated data yet for those two measures. Um but the one that we did have a progress measure around was the staff frequent monitoring of student um learning. And so what we're seeing there is that our staff aren't feeling necessarily like they have the support they need in monitoring student learning. Um, and I think later on I'm talking to you about a panorama. That's part of that
012change is to have a tool that's better at allowing us to do that. We'll talk a little bit more about that. Do we have it documented what the um what the class sizes have increased by over the last two years in the data we have. So, as we're seeing it decrease, I'm saying this as a parent because I actually had a one-on-one with a teacher over this. exact topic this week. Yeah. And it's a very large class that has been impacted and they just there's just not enough manpower. We we track the Yes. I mean, we can go in there on a monthly basis. We track the class size overage for the CBA. Um and so that's fairly easy to to track. Some of those increased classes have come in science and partly because of
013the CBA we we li limited the science class for the secondary to I believe 24 students. So there are some teachers who have 25 and 26 and 27 in the science class. How about mathematics? Mathematics is just through the CBA I think that at this at the high school level is I believe 33 and we have one or two teachers in one class that was consistently at 34 but your question. So overall, um, there's still positive responses, but I think in a number of cases, just looking at our staff feeling like we're making improvement or growing in these areas, or is that something we need to be continuing to work on? I think this piece, and if you can back up to the support for a second, there's an element of instructional practice around what
014are we doing to check for understanding or check for misunderstanding. And there's an aspect of our framework on instructional moves around uh common form of assessments. And I don't believe you can go into many secondary buildings across the country where they're all aligned with the exact way of grading. And even your own child from classroom to classroom to classroom is different. And so students have to navigate different teachers and different styles. A lot of times teachers grade the way that they were taught and that's how they've done it for 20 years. That's a big one to crack, but that's one that we need to be looking at. And it leads into support. It leads into understanding as a student what it is that you need to work on. It also helps teachers understand what you
015need to teach or retach. And it does work too on helping them understand what kind of supports they need to provide. So that's an area that as we continue to grow our our admin staff that we're also going to be working towards. So um that'll be a focus for us and that is part of like the the work that the principles did this year across the county where they were observing some of those out and engagement language. What kind of prompts do you give teachers to ask them to consider all the kids in the room and what they're working on? And part of what this also does for us is helps us to think of those waiver days that we have professional. You know, we're not seeing, you know, growth that we would like to
016see from staff and like they have the skills to do this. that helps us to know, okay, well, let's spend a little bit more time in those waiver based assessment or we're going to meet our PLC teams. So, we have our high school middle school both sending teams and principles to PLC conference to kind of learn they have a chance to really administrators and that's really about monitoring student learning. So, that's an after school build their skills there and they're really excited about having some of their teachers come as well. So, I think there's a number of things there that can keep us moving. Um, for wellness, um, we were looking at attendance rates, social emotional learning, and behavior expectations and bullying. And so, um, some of the indicators that we have right here, we
017do have an increase in regular attendance that we've seen. So, year to date, um, at the point that I pulled this, um, was it 78.8% 8% and then we'll be able to have our final after tomorrow. We'll know what the actual rate is for this whole school year because we finished it. Um but that has been an increase. I will say that that's an overall increase. But one thing that our principles have all noticed is that different groups of students have different rates of attendance. So there are certain grade levels that have might have a lower um attendance rate. There are demographics that have lower attendance rates. So we do have um a million and you'll see school improvement plans um in August when we go and present those you'll notice that the principles have
018identified a number of them have identified the tens in one way or another is something to teach you working on even though overall the numbers are pretty strong there are definitely some kids in some groups that we want to keep track of um um staff feel like they have we spent a lot time especially at our secondary schools the counter time we're looking at some different supports for teachers in social emotional lessons and learning and I think that that's reflected here they are having more support around that so I'm just looking at this the excuse me the CE um stuff and everything's created on 312 2025 in August we'll see the updated for the CE data. Yeah. C we do once a year in March. Guess next March we'll see. Yeah. So when we actually
019have this is our third year. So we have historical and I think in some of the documents if you wanted to look and I'm happy to share if you have specific questions see there's one that's a districtwide one that shows growth tool. Yeah. And so that's kind of I would say start with that one because you can see in that and what's really interesting is like what are the top five like positive responses or the top five like some of those are pretty interesting to look at the gap as well. You heard Tyler talk about the I gap and this is how I feel and this is how my colleagues feel. That's it. So, what you're seeing is just everything that Adrian's pulled together to package that's in our but what you have in the
020administrative is all the raw reports. Yeah. And there's a lot of information in those. So, they're very rich. There's a lot in there. Oh, yeah. There's a lot. Yeah. Yeah. And we actually had the C folks come and work with our principles for a day to help us kind of dig in. and they did share there. There weren't areas that they saw that they really felt were concerning in a lot of these up and down. I mean, it's you're looking at two, three, four percent. They're not not huge swings. So, that was one of the pieces that they Yeah. I'm just looking and there's a couple of the staple in middle school like a lot. So you'll see like different buildings. Yeah. Middle school one there was just some you know negative responses as far
021as like support and how they feel about recognition and I try to do better with all that this year. So I when I saw that date I was just wondering when to get the update. Yeah. So we hope I mean obviously next year probably be much better and this is one measure and I think another thing that we have been working on in general and at least has been helping a lot with is communication overall and getting more feedback more often. So smaller surveys about finite questions, what's happening there, or the the listening sessions in fact students and families. Those have been really powerful good ways to get more detailed information about why these things might look the way that they do on this bigger once a year survey. I think more of those things
022as well as sharing some more information. Yeah. Um for learning we had goals around overall academic achievement um relevance for learning and opportunities for students to work to their career mark goals. Um and so we do have preliminary smarter balanced assessment results but these aren't um finalized but these are this was preliminary for most of our students and so overall um overall we had pretty nice increase. So level three or four on the SBA is at standard. So overall in the district um for ELA we had a percent increase in kids on standard and for math the 6% increase students on standard. So in those programs so once we those get finalized we'll be able to dig in and get a little bit more detail but that's just an overall work that's been done. So
023there's some pretty nice growth in the modern said when they're finalized they can't go down. They just that's what they've said in the past. Yeah. They like so if a student has a three they're not going to come back and go oh actually it was a one but that's what they typically said. So these should not go most of I think there's some nice growth in um future orientation was also another one that there was an increase with students on and then I think that is one that next year I'm really excited about some of the things that we're we we're doing. So the the limitless work I think that you're aware of that they engaged with I think that is going to um become more live in all of the buildings. Some of the
024other pieces I don't know if you want to share anything about those pieces. I think you know that we're working on a 21st century grant with boys and girls club and there's an element there that's going to be elementary and middle. So that would be an area as well. And then there's a new statewide high school and beyond plan that is got it's got some really much better tools for kids to be doing things like their job surveys and their what am I interested in and that kind of thing. So I think some of that's going to continue to help us. Um I get off track continues to be a growth area. And then dropout rates, I think they're a little bit of a difficult indicator for a couple of reasons. Um, it's a really
025small number of students, so one student is a big jump in that. Um, and I think also we've been working with the partnership, but it's like so this this wouldn't include like open doors from this year, right? So those students would this is last year's dropout, right? Um, so we just need to see as we get to the end of this year with some of those that work that we've been doing to connect more with the impact program open door and those other options. Yes. But this is an area I think that we as a district need to learn like we recognize we want to learn a little bit more. So if it's a fairly small number of students who are dropping out, they're leaving us. But what is that exactly going on with the
026why does that happen? It's an area of emphasis. We don't when we have students go to impact, we typically don't have a system in place to know where they're at and whether they're engaging and we don't get notified if they don't engage. So, we're working on that. With PTC, you'll see uh it was in their consent agenda today moving forward because there are placements for students that impact can be good for they've got a trajectory where they could end up going and getting their what we're seeing is that they're not they're not continuing engagement. So that's where the open doors comes in. And uh you'll hear some stuff comments about the open doors that we've got some of our students that shifted into the open doors program been really successful. The other thing I'd share
027on the ninth grade on track it's a metric but with the nth grade success program. Sean is moving to apply those standards to the ninth 10th 11th grade and get away with just having a ninth grade success but broaden it out. That's always been the plan. So they they did a nice job implementing in the ninth grade, but have seen last few years that when you go from 9th to 10th, it's a drop because you don't have good consistency across all the staff. So therefore, some of those practices. But considering we're at the end of the school year, we should know how many dropped out this year even though we don't know. Yeah. And how that number how that percentage is calculated because that percentage is calculated through OPI. So a couple pieces on there.
028If a student engages so on time factor in determining whether they're a dropout or a graduate. So used to be on time is four years. Now I think they're shifting it to five years. So that's a factor. The other piece is until we have transcripts to know that students have graduated. We don't have that data and so we won't get that back from TC for a few weeks I I think and and even they just had the open doors graduation last night. So they they end they end when their students wherever their home high school is ends. So like the last day of the fire science and welding for NCTA and Meridian was today. should have been tomorrow, but they didn't realize we shifted because of the snow day, but but they end depending on
029where the students come. So, there's a lot of different factors. Typically, it's not until later in the summer that I'm assuming by what you just said something. So, correct me, but so let's say somebody leaves us our campus and they decide to not attend, but they decide to go to BTC and they graduate from BTC. it still counts to us as a graduate like when you say drop out they dropped out from Meridian. So a drop out is if they don't graduate. Okay. Okay. So if they go to a different system and graduate then then they are known as a graduate and they don't count against us as a dropout. Okay. They show their graduation for another system. But if we have a student that goes and then continues to spin their heels, the last
030place they attended before they receive another a graduation exper I believe than they are. So we won't know true data on this year's graduating classes for 2026. So they'll have 27. You have to double check because we also have the ability for students to stay engaged with K12 until they're the end of their 20 21st or 22 now. 22 when they turn 22. That's special considerations. That's not Yeah. Isn't that for services? Yes. Okay. So, but that's why open doors is it's it's not a it's re-engagement. And so, these are students who have stopped and are not on track. So our partnership with NCTA has been really successful which you're going to read in comment and so it's in there but the other part of that is establishing that up here when we establish a
031skill center and and overall it's a small it is a small number of students but what's happening with those students and why well that's why I'm curious with today's we see that increase as students have to go earn a this court. We're also going to get lots of options. So that too. Yeah. But overall here in terms of fairly any other questions that was just a little I like seeing the measurable goals and the outcome. So thank you for adding that. I think that's what we were asking for for Thank you. team effort. You all helped us set those goals and I believe that you'll work with that on your your board when we talk about goals for next year. That's that's part of our agenda on the 13th. And then also come back talk
032panorama. We're using tools right now that don't give us as clear a picture as we can kind of so thank you in just a second very much. Yes, we do have some public comment but we met is having some tech issues. Yeah, some health difficulties are not able to make it up today but she typically will come up and share this director. I am going to read her email. So, dear Dr. Everett and members of the Bridian School District Board of Directors, on behalf of the Northwest Career and Technical Academy and the NCTA Open Doors program, I want to extend my deepest gratitude for your ongoing partnership and steadfast commitment to the students and family we collectively serve. Last night we had the privilege of celebrating our NCTA open doors graduation with over 20 students
033participating from both the Mount Vernon and Meridian sites. Of particular note, six Midian students from our open doors at Rockton County program cross the stage meeting the requirements to earn their diplomas including the student including the student who completed graduation requirements last winter. Meridian has seen seven open door students successfully achieve their diplomas this year. I also am pleased to share that one additional Meridian student remains engaged with clear educational plan and most importantly the the determination to complete his high school journey over the summer and next fall. The success of these students is a direct reflection of Meridian School District's unwavering dedication to ensure that each and every learner's power to thrive academically, socially, and emotionally fully aligned with your district vision. The opportunity for Meridian students to access NCTA open doors could not
034exist without your leadership and your board's willingness to provide innovative partnerships that honor your commitments to belonging, communication, learning, support, and wellness. You have provided these students a place where they feel valued, heard, and represented, where everyone sees themselves represented in their educational environment. Through proactive collaboration, we have fostered open communication that keeps students and parents informed, engaged, and empowered. Your commitment to equitable education has given these learners access to academic pathways designed to meet their unique needs and life goals. You've allowed each student to create their narrative to recognize each learner's story, helping them navigate obstacles with individual plans. And perhaps most importantly, your partnership reflects Meridian's deep commitment to wellness, ensuring students feel physically, emotionally, and academically safe as they pursue their futures. Thank you for believing in these students and fostering and
035trusting in the shared vision that allows them to re-engage, rediscover their potential, and ultimately cross the stage as proud graduates. Your board's courageous decision to participate fully in the NCTA open doors program has truly changed lives. Not only for the graduates we celebrate last night, but for many future learners who will follow. With sincere appreciation that Brower, director, Northwest Career Technical Academy, pretty outstanding. They have 22 graduates from nine different districts. They celebrate. So send it to Martin. That's right. Well, that's six other students that walked across the stage. The gentleman that is going to finish in the fall was too far. It wasn't possible for him to finish this this time. But that's also a piece around the engagement. Kind of to let that fouryear timeline lapse and think about what do you mean?
036How do we get you there? It's good. Very cool. Yeah. Well, there's no more public comment that I have to read it. Thankfully, you did a great job. We move on to some new business. It wasn't monotone at all. We can do it again. All right. first review 202526 green school district schoolboard plan or calendar I don't know if there is anything to share it's um much what you're used to in terms of a plan of work we have made some shifts and adjustments for instance some of the SBA data coming to us late spring we're moving into the fall to give you those reports so we can make sure we have time to be able put that together. But this just we continue to refine it with Angie and I looking at when when
037things are happening and what's going on um determining a new board chair, elections, all that stuff is built in. So it's a first reading. If you have anything that jumps out at you then just for any questions my calendar after next week. I've gone through it a few times but it all just kind of depends on I'm a senior mom so it's hard to know this volleyball will be my priority. I apologize. Just Wednesday. Yeah. Brian schedule one Tuesday and Thursday. Most of them are. It's the big home games and everything are okay. Well, uh, first review curriculum material proposals back Adrian. Sure. So, two uh curriculum uh food science high school and then middle school elective. Um just a reminder um 2020 is the board policy that talks about how we select core instructional
038materials. So we'll have a task force of teacher experts within the area would identify the materials. They will propose that to our instructional materials committee and that's a committee of folks from across the district as well as some family or community members. Then they review the work of that uh committee, make sure that aligns with the board policy requirements and then they make a recommendation to agree that to you and then final approval. and the core material criteria. And so the documents that I shared with you are talking about these different criteria. Um, and I'm not going to read those all out to you, but these are the criteria that we looked at. So I think a lot of these have to do with um the flexibility to meet the needs of the students. There's
039quite a few that have different ones to segment. Um, and then with our standards, they're kind of the big themes are looking at. So, we have two proposed materials. So, the first is for principles of food science and this is actually our currently um adopted text. So, what we're asking for here is just to update it to the most recent version. Using project lead the way currently project lead the way right now they are. Yeah, they've been using it in that's the other one. This is food science. Oh, that's the way for food sciences as well. Oh, yeah. Food science is high school. It's a high school science and CTE course. And when you said that you have the subject matter experts, I'm assuming you've had so the teacher. Yeah, she went through all of
040that. Great. Yeah. And for this one really the request the reason that we're making the request to update it is because the publisher no longer supporting the digital version of the text that we have. So if we have any students that need translation or who need like we had a student who has visual impairment last year and we couldn't get the read aloud text for them. So it was it's just causing barriers for some of our students to not have the most updated version. Um but we did look so Tammy Scott is the teacher of this course. Um we did look at um the curriculum that um Mr. Feller uses for egg. We looked at they have a food science version and she looked at it. Um it didn't feel like really there was um
041a benefit to switching but a lot of things about this. This text is used across the state. So there's a lot of collaboration that she's able to do with other districts. They share lessons and plans. Um it's related for CTE courses. They have a framework they have to train. It's tied to that framework that's already been established and it's used across the state. Um, for her, one thing that is really helpful, students, her background is not in science, so she really appreciates there's a lot of science background and support in here that helps her make sure that that's pretty sturdy for students, so she appreciates that. Um, and then the new addition does have some additional accessibility features. So, um, it also saves us from having to get new lab equipment or anything like that.
042So, able to maintain kind of what she's been doing. So, it's really just a date. If if we have a student that has like a visual impairment and the curriculum doesn't work, is there an opportunity for you to just like fasttrack it so we can make sure that student has Yeah. So, what we ended up having to do was get a readaloud thing and then there was an additional support that had to happen to have that be accessible for that student. It wasn't as seamless. Okay. So, that's what's happening right now. like there's like if she wants to translate something it's a much more arduous process to give things than it will be in that great questions about that. Um so project lead the way this is currently so we have had a grant for
043the last two years Mr. Ferguson got a grant two years ago to um try project lead the way as a curriculum for um elective classes. So if you remember the middle school search to having elective classes that were every other day so semester longs about 45 minutes 45 periods of by the time they alternate. Um and he wanted to have some more that were related to STEM and kind of supporting kids with that. um a little bit more targeted and support for the teachers for those classes. So, we have had that grant for two years. I think that came to really reached out and got that set. Um so, it has been they've had an opportunity over those two years to try four different lessons, four different of the units that project has. How'd it
044go? I they've been pretty happy with them. Um I think right now we've had last year there was the STEM teacher taught Miss Wakefield is the currently teaching them. So she's kind of combining it with some of the egg things that she was there. Um and they appreciate these. So what we're finding is that um they wanted to move forward and we recommend this is something we adopted and continue with as a support for those classes. So I think it's been really helpful as a support for um the egg like this is green architecture is a little bit more um actual design and STEM support for that class connected to kind of some of the things that she'll do with agriculture the greenhouse and some of the other kind of pieces that she'll do with
045that. Um they're aligned so that actually it's been around for a really long time. It's been um used and they keep improving it. So even more recent things are even more tied to the new science standards. They updated the science social studies standards found technology. So it's really aligned with standards. They're pretty engaging topics. So the ones that that we've done are um there's a design and engineering one and I'll show you some examples of some student work that Miss Wakefield shared with me. There's a airplane one, there's like we're going to do there's a um there's this building one and then there's so there's a number of different ones and then these kids are pretty they're pretty engaging topics. Um they're career focused. So when the kids are in there, they're actually seeing examples
046of careers as part of their labs. There's at each to the end of each lesson, there's a story of someone who has a career who's using this. And there's a wide variety of types of career, summer, college, summer, industry, kind of all across the board. So, there's connections there. Um, everything in here is digital. It's translated. They're all available in Spanish. Um, because they're digital for kids. All those accessibility features are available. Um, and they do connect with the CTE work that they do with the high school kind of setting up some of the skills to support them there. So they've been pretty happy with it. Have they tried different ones? They have tried. Yeah. So the ones that they the ones that they've I think I put on their proposal are do you mean
047are design and modeling architecture science of technology and flight and space are the ones not away from project? Oh, they currently there's another we use like a Lego spike as a support for like some robotics as a that's another kind of a STEM it's not a full curriculum but that's another STEM type elective and then before and other than this um the other electives that have been taught are more designed by the teacher so she's kind of doing horiculture forestry things like more structure. Yeah. The other thing it does is it has professional development for the teachers that's included as part of it. When you get to robotics and things like that, wasn't there a different um curriculum that MP3 would use? Vex is the curriculum that they have there and and that's what the
048high school also has. So could one say that we could implement that here in the robotics class or for for or as a STEM alternative or Yeah, it's not I think that would be fairly expensive to start. Can't remember with Rex. So when this first the robotics is a different class that they have here. Okay. So, they've looked at a there's a lot of different um elective classes that the middle school tries because they're kind of try a little bit. Try a little bit. Try a little. Yeah. I mean, the only reason I bring it up Yes. Yeah. is like they're like their grading when you look up the reviews, it's like 2.8 out of five. Yeah. And I don't know what that was. There's there's a lot of pros to this program. I mean,
049the cons were, you know, some of it's just too easy for some kids and they don't get the growth. I mean, the pros, obviously, yes, there's a lot of support. There's all this stuff, but you know, you get a kid that's taking an elective for something like this and that's whoever built that probably needs a little bit more, you know, like. So, that was the the biggest con was the level of challenge for kids. Yeah. One thing I think that is interesting and I I'm not sure which like what specific a rating is. I could look at that you were looking at there, but one thing I think that is interesting and maybe in one of the more recent editions is that there's actually embedded in the materials a whole set of extension pieces that
050get can be added in for some kids that we are like Yeah. Yeah. definitely have a little bit more um excitement or interest in doing some of these pieces. And because they are electives at the middle school and they're very short, it's they do the way that they're structured is they do an elective of two electives each semester and it's every other day. So basically it's a quarter's worth of electives. So they're taster bites I think. I think what would be helpful is to to see what you were looking at. Yeah. Yeah. and then I can look and see if there's specific questions. Yeah, I'll send it to you. Hands-on kinds of things should allow to do extensions. And and if that's the case, maybe you have to. I mean, there was tons of pros
051to this program. Yeah. You know, I just if they're going to take an elective and then they're going to get capped at this like maybe it's a waste our money and time. It does say it's quite expensive. Um I think it's there's a the yearly subscription fee. So part of the benefit of this is that part of the expenses are the initial startup of the materials. But because we have that grant um that kind of all got taken care of. So those initial like the real the more expensive parts of buying the tools, buying the saws, buy like that all was covered with the grant funding. So, it's a yearly subscription to it, which is um Yep. And and like all those questions are great. I think the this is um some example pictures of
052kids doing. So, this the green architecture is this is the most recent. So, I was in their class watching them and seeing things up. Um this is an example of science of technology. So some of the things the kids are doing here in this one they're making ice cream I think in one and then in the center picture they are doing oil spill skimmers. So yeah so they're trying to make designs and is this for K through eight or is there this is just middle school right K through eight but uh six through eight only each grade level has the opportunity for these electives. Yes the way they you know depending on how they they go through and electives are choice so kids have different choices. Um, this is design and modeling. So, this is
053an example of kind of a kid going through an entire process of building a prototype, making they learn how to do actual scale drawings and build these puzzle pieces that we share. some examples that she shared since she couldn't be here. So I think if yeah there are specific questions and also I think that Miss Wakefield would probably be able to tell like if there's specific things and I also remember it's sixth grade. Yes. I know. So when it says it's broad maybe that's a good thing. Yeah. questions about those questions. You're on again. I know. We haven't had Adrian in a while. I know, right? Um, do you want me to go ahead and go into the pan? Great. Um so this is an uh this is panorama. So currently what we have is
054three different and separate tools that we have that we use to do all of the things that so we um basically what this helps us to do is it's a data aggregating platform. So let's there's a dashboard we can pull up and the principles and the teachers and can see here's a student and here's all of their so I'm not having to go over here to I ready and over here to the attendance and over here it's all in one place so it's a kind of dashboard aggregator and we currently have a system that we use that for but what we found over the past few years especially as we're really trying to do more of that is that the the whole reason it's pretty clunky it's pretty difficult to actually get in and see
055that data in a way that's really easily accessible in fluid. So, this is a shift to have something that's a little more user friendly. Um, that's going to allow us to do some more of that monitoring. The other thing that's nice about this is right now we have to track interventions. So, like we've talked about the tier one and tier two and when we are assigning kids intervention groups, the platform that we're using to track interventions is sort of a standalone and can put the information in there, but it doesn't connect to the other things. So what this will do is it'll say allow us to take all of that data and connect that to the students intervention. So we can say hey here's the student's data. Here's the intervention that they're having. What's that
056doing to their data? We can see as their attendance going up was their grade. So it kind of links everything together instead of it being two separate places for the other piece that it's replacing is um our the DESA survey that we do for social emotional screening and tracking. So the benefits to this that our counselors were really excited about is that DESA survey is high school kids do their own data um that the lower grades teachers are entering kind of how kids are doing with those different um learning things and with this students student surveys all the way down to third grade. So, it's actually student wage and the counselors felt like that was going to give better information. And then there's also more check-ins and other things that we can do more often,
057little small check-ins with kids that are part of this. And that also all gets connected to their overall picture. So, it's just a it's a more useful tool and and it's pretty much a wash. There's a pretty small difference less than $1,000 difference in the cost. a lot more this is over this is a yeah this is over a threeyear so this is not over this is a three year so agreed to that threeear contract at this amount or this covers three years this is the amount for the three years so it's paid but I think the important thing is like we're paying for these three tools right now yes and we're paying around $80,000 this just replaces that okay because I was like $800 and I talked to Stephen hour ago it's not um
058it's not a yeah so it's not whatever that is divided by That's how much per year, right? But we're already we're already investing in $600 difference. Sorry. So what are we getting rid of? Um where we would be switching out home room for the data dashboards and DESA for the social. Okay. So two other platform. Yes. So home room, we pay for home room to do the data aggregating piece and interventions. Fully understand and support this is in knowing it's a $600 difference. you're not gonna get too much. But I do have a question. No, absolutely. I I mean outside of the financial Yeah. You know, because software implementation is never challenging and there's never hiccups. So perfect. Yeah. And like that's why like Joe is here like what does this actually look like? Like
059will we lose data? How long will it take to actually get this up and running? Because we you know we're we're pretty data focused right now with our students and their progress. where are we going to come up against roadblocks or any losses when we do that switch to a new platform that happens all the time. So part of the piece of this is there the data doesn't actually live in home room. Home room takes the data from other places and makes it into a nice picture for one part. So like for the data aggregating part so that data doesn't go away. It's just put into a different thing for the interventions. right now that is that data is all captured in that platform. It's pretty static. It's you have to look up each kid.
060So we um we'll probably pull that we need to pull that out but it's really pretty much like a report but it's not a interactive kind of thing and then say for pull data out of that. So is there a plan to implement it in a small portion of the students to see how the implementation is successful before you launch it and move all the data at one time for the whole district? That doesn't really work that way. Yeah, you either would then have to pay for both systems. Okay. What what I can share is that I went to Panorama different district about 10 years ago. It's been around a long time. They they've refined it. can't tell you what those steps are, but they've done this a while. And so I don't know if
061you've had dialogue or know what the process is yet, but you're talking databases in our school information system. What Adrian said, it's accurate. Data lives elsewhere. It just goes into whole room advantage. So there'll be some work this summer to get all those APIs connecting our student data to do those automated uploads. There's always going to be one or two with home room or this that we'll have to do manually, but I'm not super like the data structure on this one is great. I think the big advantage too is you know we've had home room for what 15 years and it and it's never really hit a flash point for us. It's a it's difficult to get reports that we want and see the data we want to see. We're so investing so much extra
062time, okay, on getting those whereas what we've seen out of panorama reports are just there or they're really user friendly and creating them. So yeah, right now I think all of our principles are spending extra time downloading things, making their own spreadsheet to get so it's just I think this will help. This will be something that happens over the summer. Yeah. And the connecting of those APIs, is that being done by your staff or is that included as a service within this quote? Yeah, they and I say API using that very lit. We just get them configured and they do a lot of sky work. So we don't have again, you know, once we set up that connection and we're done. And you'll see they they did actually wave our setup fee as part of
063this. Yeah. Negotiation. Let's get it to Yeah. [Music] some negotiating opportunities, right? Yeah. And I will say like the counselors all were like as soon as I said that. Yes. I when we were watching the presentation, the principles were texting me. So now we're going to be looking for more, you know, home in data. And I think that I mean that really is the benefit of it is that we can do that instead of having let's go over here and get the reading specialist spreadsheet and the ML specialist spreadsheet like we can pull up student and see dashboard. So that's and and at the the not just the uh principles but you referring to teachers having access to this and being able to pull it by student see. Yeah. Yeah. And they currently do that
064with home, but it's just it's fairly Yeah. It's it's just it's not as good when you're if you think of questions later. Thank you so much. Thank you. Thank you. Small business. is the second review and approval of the 202526 Latinos and action. You have any questions? Um, one question. Will students self-report to participate in this or will teachers refer or suggest that students participate? So they have in their paperwork they have recommendations on how to recruit and to make students aware and so Kayla Gerson will be that teacher. She's already engaged in a soft recruit. So our counselors and our staff are waiting for your approval to be able to move students in because they've got a billless Okay. Well, let's get a motion to approve the second review, the 202526 Latinos in action.
065We'll make a motion to approve the Latinos in action. Second. Oh, okay. We don't have any students. She's going to be she's checked in. So, she's going to be late. Um, and we said, well, we will put it towards the end of tonight. We're at the end of tonight. So, let me do my presentation if we can and we'll see if she Yeah, that's good. Eden and Logan volleyball started today. [Music] I don't have a lot actually graduation never there. And to that point, I want to say thank you. It's really great for our community to have all of our board members there. There have been times when we haven't had all board members there. It's it's really good. Next year, I want to make sure we get the picture of everybody. It's just a
066nice setting to get you on the stage and photo. So, you know, thank you for being there. It was it was a nice evening. It's really good sentiment from both students and staff. I I think we got that generation singing Sinatra. What a performance. That was amazing. It was a really It was probably one of the best graduations I've been to. I love the energy. school last year. I mean, these guys did amazing. That was really cool. So, my my my uh my nephew goes to London and so they went to their graduation the next night and Mr. Former also sang the same song. Really? Yeah. Wow. Interesting. Back to classic. We went to uh to visit Sandy Rogers and Kathy Abel and give them plaques and sentos and thank them for their service. I
067mean, one of the things I always tell them when you're talking 30, 35 or 40 years black and stop and to say thank you isn't enough is the impact that they've had. Um, so just really good to show gratitude and recognize the commitment that they've got towards our kids and our families. And I see that these are full-time staff in a certain role, but could we extend this to parent educators who have also put in that level of years in the group? Sure. But if they're retiring, typically the trigger is are they retiring or are they resigning? So I know we had some hurt failing last year and we had some people that have been here for many many many years um that retired and that was there wasn't any recognition at all. Send us
068a message so we can catch that. Okay. um for your calendars. The WASDA conference is in Seattle this year. It's not Belleview and it's not Spokane. It's in Seattle because it's got big enough that they they can't put it in Belleview. Um there is a uh pre-conference so we will bring students and uh if you have an interest in the pre-conference uh the three options are the board boot camp a law conference and then Virginia gap building real connections between students and school boards. So um we would like to have operation of your interest so that registration's open. We do not want to be in a situation where we don't have people registered. So we'd be lucky for you to look at this at the 17th. We get back to June and others you can
069check your calendar. But is the 20th is the Thursday? That's the that's the 20th. That's okay. Then the I came after the Okay. Can you come in for the Friday and Saturday? come down the night of the 20th. You can definitely check. Okay. And then what was also talked about before was an effort to try and do culture of distinction. And if that's still an interest there and I'm not talking about the pre-convers that that was on the last night or was that at dinner at dinner or Friday night? Friday night. Friday night dinner, right? Yeah. Friday. I can be there Friday I can't be there Thursday, but I can't be there Friday. Was it Friday night? So, we go we do our dinner on Thursday. Yes. I I will I will at that one
070dinner that dinner. But they did announce the winner winners. They I think they announced like all the nominees at their the Friday dinner and all the winners at Friday morning. I think it was during lunch. I think we have a board dinner on Friday. I'll go back and look at I felt like everybody got their awards at in the big room. We were but I think that was the first lunch. Oh, was that it? It was at lunch and then we took pictures in the evening after Anyway, it's coming upber to December pass. Yeah. Yeah. And then last day of school is tomorrow. It's a half day. Then we have a board meeting here on the 25th. And just to give you a heads up, we will have our um full budget hearing that Daniel
071will have ready and we will present and we will ask for approval because it must be critical. She'll have the documentation We've gone through five iterations now. Y and feel really good about where where we're landing and what we anticipated. So that's coming and then um man most of our administrative team is going to go to Spokan the AWSP was conference including um Rob's our high school and we have some of our principles including Rob Zel going to PSC conference as well a number of our principles are presenting on um the hiring practice that have been going through from elementary up into the high school where we're actually doing screening of of candidates and demonstration lessons and so excited to go and and share some of the innovation that their administrators are doing here. I'm
072participating in the legislative conference in July and governor also in July and I think that is all ahead. Will there be a time when the new SSC principal introduces himself to the board? It doesn't start till July. Yeah. probably probably August I think because we do we get pretty we won't have a large one for our for our retreat and then we'll have one in August right go back for dates but um it gets scarce during the summer but yes we'll make sure we get it okay so do you happily reach out Um, not today. Um, if you can send her a text, just let her know we're wrapping up and have her come by tomorrow. Yeah, we'll get we'll get flowers for them, cards for them on behalf. Everything is on behalf. Thank you
073and gratitude on behalf of the board. I've written a note off. Thanks. Sure. I wish we could have seen Kennedy one more time. She may still come by. I mean, I think she I think she shared the email. Yep. Good. Okay. Well, we can official meeting and sign some documents.